综合英语四Unit3练习答案

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新融合大学英语综合教程4答案-Unit3

新融合⼤学英语综合教程4答案-Unit3Keys新融合⼤学英语综合教程4答案- Unit 3Part I Pre-readingSection B Listening Practice1.wordless2. stretched3. indeed4. sorrow5. chance6. fadePart II Active Reading: Human NatureTask One1.C2.C3. C4. C5. CPart III Language FocusTask One1. recommence2. on the threshold of3. bribery4. deputy5. obstinately6. tenacity7. anguish8. indignation9. despised 10. moanTask Two1. When she was still in her thirties, she reared a family of five on her own.2. He flew into fury when I refused to lend him any money.3. The two parties agreed to recommence talks on win-win financial policy the following month.4. Why should you deprive yourself of such simple pleasures as running, fishing, and playing chess?5. She opened her eyes wide and exclaimed in delight at the scene.6. She felt she was on the threshold of a new life in the city.Part IV Chinese & Foreign Culture IntroductionTask OneMen at their birth,are naturally good.Their natures are much the same;their habits become widely different.If foolishly there is no teaching,the nature will deteriorate.The right way in teaching,is to attach the utmost importancein thoroughness.Of old, the mother of Menciuschose a neighbourhoodand when her child would not learn,she broke the shuttle from the loom.Tou of the swallow hillshad the right method.He taught five sons,each of whom raised the family reputation.To feed without teaching,is the father's fault.To teach without severity,is the teacher's laziness.If the child does not learn,this is not as it should be.If he does not learn while young,what will he be when old?If jade is not polished,it cannot become a thing of use.If a man does not learn,he cannot know his duty towards his neighbour. He who is the son of a man, when he is young,should attach himself to his teachers and friends, and practise ceremonial usages. Hsiang, at nine years of age,could warm his parent's bed.Filial piety towards parentsis that to which we should hold fast.Jung, at four years of age,could yield the (bigger) pears.To behave as a younger brother towards elders is one of the first things to know.Begin with filial piety and fraternal love,and then see and hear .Learn to count,and learn to read.Units and tens,then tens and hundreds,hundreds and thousands,thousands and then tens of thousands.Task Two当造出了第⼀个男⼈时，上帝把他放在美丽的伊甸园⾥。

大学英语综合教程4(Unit3)教程答案

▆Answers:
1)reached / secured2) achieved/ attained3） attained / reached
4)reach / secure 5) achieved / realized/ fulfilled6） fulfill / meet / satisfy
3。Fill in the blanks in Column B with an adjective in Text A. The target adjective must be opposite in meaning to the one in Column A and must form a correct collocation with the noun in Column C.
▆ Answers for reference：
Many people want to be famous because fame can bring them both honor and respect from the public.In most cases， fame can also help them gain wealth。But， after all， very fewpeoplecan really become famous while mostpeople, including most artists， are unlikely to become famous。
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综合英语四Unit3练习答案.ppt

Vocabulary:
• 8) prospective • 9) preparations • 10) sparkled • 11) took a crack at • 12) partner
• Vocabulary • 2. 1) go after • 2) look back at/on • 3) be put up • 4) stood for • 5) build in • 6) follow up • 7) be hooked up to • 8) closed up
Vocabulary
• 3. 1) grilled her about where she had been all night.
• 2) beyond Cinderella’s wildest dreams that she could one day dance in the King’s palace.
3. The new computer language can be quite easily understood by anyone who can read the daily newspaper. Now, why is this an advantage?
III. Usage
• 4. I’m going to work out the outline and will let you know how it goes. By the way, I will see you in February, as I plan to attend your seminar in Shanghai. • 5. OK, you got the job. Now, how to maximize your profits with as little effort as possible? • 6. Chris is back from Australia. Incidentally, those pictures you sent me are wonderful.

人教精通版四年级英语上册Unit 3 综合素质达标附答案

人教精通版四年级英语上册Unit 3综合素质达标时间：40分钟满分：100分第一部分听力(40分)一、听单词, 选出你所听到的一项, 将序号写在题前括号内。

(10分)()1. A. potato B. mango C. tomato()2. A. banana B. Canada C. brother()3. A. green pepper B. carrot C. doctor()4. A. apple B. orange C. pineapple()5. A. watermelon B. cucumber C. eggplant二、听句子, 选出你所听到的一项, 将序号写在题前括号内。

(10分)()1. A. It's a potato. B. It's a tomato.()2. A. Show me the apple. B. Show me the pineapple.()3. A. Let's eat the pear. B. Let's eat the carrot.()4. A. What's this in English? B. What's that in English?()5. A. Do you like carrots? B. Do you like tomatoes?三、听句子, 根据所给情景选择正确的答案。

(10分)()1. 你想知道远处的东西是什么, 你会这样表达:()2. 你想知道这个东西用英语怎么说, 你会这样表达:()3. 你想知道天天是否喜欢橙子, 你会这样问:()4. 你想和Peter一起吃西瓜, 你会这样说:()5. 你想看看梦梦的猕猴桃, 你会对她说:四、听句子, 选择正确的答语。

(10分)()1. A. Yes, I like it. B. I'm fine. C. OK.()2. A. Yes, it is. B. No, I don't. C. Yes, I do.()3. A. Yes, it's a tomato. B. I like tomatoes. C. It's a tomato.()4. A. This is an apple.B. It's an apple.C. Show me the apple.()5. A. Yes, I can.B. Yes, I do.C. No, I like pineapples.第二部分笔试(60分)五、找出不同类别的单词, 将序号写在题前括号内。

新世纪大学英语综合教程4_unit3_答案

新世纪大学英语综合教程第4册unit3课后答案UNIT 3填单词1.quest2.remained3.consume4.likewise5.vessel6.qualify7.stiff8.collapsed9.predict10.nevitably 11.absorbed12.sheer13.refining14.paralyzed15.exchange填词组1.In a way2.act on3.to such an extent that4.opens up5.close off6.look into完型填空1.pic2.eates3.ally4.asp5.re6.posite7.ntradictory 8.ality9.ysical10.idity11.vidual12.ility13.nbow14.sehood句子翻译1. Most people strongly believe that the court will nodoubt punish the bank robbers severely.2. The medical workers overcame one difficulty afteranother in their long-term quest for a cure for thedisease.3. Acting on the information they received, the policeclosed off the streets and caught the bank robbers.4. We were amazed at learning that the newly-built TVfactory can produce 500,000 TV sets in the first year.5. The government is looking into the causes of so manylayoffs and is trying to help the laid-off workers tobe re-employed.6. To expand the sales of its product, the company hastaken up various measures to open up new markets andto improve its services.7. He has neglected his studies to such an extent thatI am afraid it is impossible for him to catch up withthe other students in a month.8. The fireworks factory was closed last month for failingto comply with the government safety regulations.9. It remains to be seen whether our football team can beatits opponent.10. Mr. Smith predicted that the recent oil discoveries,together with the use / employment of new technologies, would lead to a decline in the price of crude oil.。

新核心综合学术英语教程 4 Unit 3 参考答案

Focusing on ReadingTask 11.G2. E3. C4. F5. A6. D7.J8. B9.L10.H 11. N 12. M 13. Q 14.K 15. I 16.R 17.O 18.PTask 21)The reasons are as follows”Firstly, students sometimes view academic dishonesty as a normal incidence and something ordinary. There are many reasons that they use to justify their cheating.Secondly, new techniques of cheating have been developed, including the use of high-tech tools, although the old ones are still dominant on campus, which makes it even more difficult for the faculty to identify.Thirdly, it is a common view to equate grades with the value of the student. Furthermore, grades are used to predict one’s future success. So some students tend to practice academic dishonesty with the aim of getting higher grades.Fourthly, little is known about the degree of academic dishonesty and no methods are devised to combat the problem. Besides, there are no strategies for deterring academic dishonesty for the faculty.Fifthly, honor codes are essential to reducing the level of cheating in colleges and should be established. However, their importance has been neglected.Last but not least, academic dishonesty is no longer a task of classroom management that can well be remedied by a single faulty with teaching responsibility. Administrators and professional organizations are expected to work together to maintain a healthy learning environment with a high level of trust between the faculty and the administration.2)Old techniques include bringing notes to class and having information written on water bottles,pens and gum wrappers. New techniques of cheating include using cell phones to get the information, communicate with others outside the exam room to obtain answers and searching answers on the web during an exam.Other forms include copying test responses from a classmate, taking exams for other people, failure to cite other people’s work, and purchasing research papers and presenting them as his/her work. Also actions such as breaking into the office or teachers files to access the test or answer key, sabotaging peers ongoing work or gaining illegal access to school computers to change official grades are all forms of academic dishonesty. (B)3)There are many reasons that students use to justify cheating: lack of time, poverty, uncaringinstructors, laziness, peer pressure, poor rile models, fear of failure and technology that has allowed cheating to be done easily. (C)Besides, research shows that a common view equates grades with the value of the student.Secondly, grades are used to predict one’s future success. This may cause the students to practice academic dishonesty.4)Studies show that honor codes were essential to reducing the level of cheating in colleges.Honor codes would be more successful when they were combined with a climate that emphasized the importance of academic integrity and an honor system that allowed for strong student involvement in the enforcement of academic integrity initiatives. Therefore, the administration should strive in the creation of the campus environment, seek the full support of all the college constituents, and ensure the implementation of the honor codes at theinstitution. (N)5)Academic fraternity means “all the people who work in academia.”It can stress integrity as a core institutional value that will shape the students’academic success.Task 31. a2. j3. W4. m5. k6. o7. v8. x9.n 10.b 11. u 12.y 13.d14. i 15. f 16. z 17. t 18.p 19. S 20. q 21. e 22. g 23. c 24. h 25. l 26. rTask 51)Another kind of academic dishonesty happens sometimes among researchers when they yieldto the temptation of making a series of great discoveries. So they invent false information to deceive others, and then publish them.2)Bouville(2010) held that the major reason for the students to avoid academic dishonesty wasto obey the rules and escape punishment. Cheaters may get high grades which they do not deserve, and this unfair advantage will tempt them to continue with this fraudulent behaviour.3)Third, in each department there should be experienced faculty members, acting as academicintegrity chairmen, who are responsible for contacting and offering help to their fellow colleagues. Lastly, for faculty members who have tackled the cases of academic dishonesty well, public thanks and admiration should be given to them for what they have done.Task 6Main idea: Students developed new techniques of cheating, while the old ones are still dominant on campus.Task 7In the area of education, academic dishonesty is a chronic problem. Students have developed new techniques of cheating, while the old ones are still dominant on campus. Cheaters follow dishonest practices because of many reasons. Prevention of academic dishonesty demands joint efforts from students, teachers and administrators, of which the students’ contribution is vital for they are the ones to be subjected to the penalties. For the teachers, they can adopt four strategies to maintain academic integrity and meanwhile make efforts to motivate the students. For the administrators, they should strive in the creation of a healthy academic climate and ensure the implementation of the honor codes.Task 8(omitted)Task 9(omitted)Task 10Academic DishonestyAcademic dishonesty occurs when a student uses or attempts to use unauthorized information in the taking of an exam; or submits as his or her own work themes, reports, drawings, laboratory notes, or other products prepared by another person; or knowingly assists another student in such acts or plagiarism. Such behavior is abhorrent to the university, and students found responsible for academic dishonesty face expulsion, suspension, conduct probation, or reprimand. Instances of academic dishonesty ultimately affect all students and the entire university community by degrading the value of diplomas when some are obtained dishonestly, and by lowering the grades of students working honestly.Examples of specific acts of academic dishonesty include but are not limited to:a) Obtaining unauthorized information. Information is obtained dishonestly, for example, bycopying graded homework assignments from another student, by working with another student on a take-home test or homework when not specifically permitted to do so by the instructor, or by looking at your notes or other written work during an examination when not specifically permitted to do so.b) Tendering of information. Students may not give or sell their work to another person who plans to submit it as his or her own. This includes giving their work to another student to be copied, giving someone answers to exam questions during the exam, taking an exam and discussing its contents with students who will be taking the same exam, or giving or selling a term paper to another student.c) Misrepresentation. Students misrepresent their work by handing in the work of someone else. The following are examples: purchasing a paper from a term paper service; reproducing another person’s paper (even with modifications) and submitting it as their own; having another studentdo their computer program or having someone else take their exam.d) Bribery. Offering money or any item or service to a faculty member or any other person to gain academic advantage for yourself or another is dishonest.e) Plagiarism. Unacknowledged use of the information, ideas, or phrasing of other writers is an offense comparable with theft and fraud, and it is so recognized by the copyright and patent laws. Literary offenses of this kind are known as plagiarism.One is responsible for plagiarism when: the exact words of another writer are used without using quotation marks and indicating the source of the words; the words of another are summarized or paraphrased without giving the credit that is due; the ideas from another writer are borrowed without properly documenting their source.Acknowledging the sources of borrowed material is a simple, straightforward procedure that will strengthen the paper and assure the integrity of the wri ter. The Student’s Guide to English 104 —105, provides guidelines to aid students in documenting material borrowed from other sources, as does almost every handbook on writing style.Academic dishonesty is considered to be a violation of the behavior expected of a student in an academic setting as well as a student conduct violation. A student found responsible for academic dishonesty or academic misconduct is therefore subject to the appropriate academic penalty; to be determined by the instructor of the course, as well as sanctions under the university Student Disciplinary Regulations.If an instructor believes that a student has behaved dishonestly in a course, the following steps are to be followed:1. The instructor should confront the student with the charge of dishonesty and arrange a meetingwith the student to discuss the charge and to hear the student’s explanation.2. If the student admits responsibility for academic misconduct, the instructor shall inform the student (a) of the grade on the work in which the dishonesty occurred, and (b) how this incident will affect subsequent evaluation and the final grade. Because academic dishonesty is also a student conduct violation under Section 4.2.1 of the Student Disciplinary Regulations, the instructor must report the incident in writing to the Dean of Students.After investigating the incident and discussing it with the instructor, the Dean of Students, or his/her designee, will meet with the student and depending on the severity of the offense as well as on the student’s past conduct record, may handle the matter through an administrative hearing or schedule a hearing before the All University Judiciary (AUJ).This hearing, conducted according to the procedures outlined in the Student Disciplinary Regulations, is to determine the disciplinary action to be taken. In any case, the student’s academic adviser will be informed of the incident but may not insert any record of it in the student’s academic file.3. If the student claims to be not responsible for the alleged violation of academic misconduct, the instructor may not assign the student a grade for the work in question until the question of responsibility is resolved, unless circumstances require that an interim grade be assigned. The instructor shall consult with his or her department chair and report the incident in writing to the Dean of Students.The Dean of Students will refer the case to the Office of Judicial Affairs for investigation. After reviewing the report and completing an investigation, the Office of Judicial Affairs will file aformal complaint against the student if it is determined that there is cause to believe academic misconduct occurred. The case may be adjudicated through an administrative hearing or referred to a hearing before the All University Judiciary (AUJ) depending on the nature and severity of the violation as set forth in the Student Disciplinary Regulations.If the case is referred to the AUJ both the student and instructor will be invited to attend an AUJ hearing and present pertinent information. If the Administrative Hearing Off icer (in a minor case) or the AUJ (in a major case) finds the student responsible for the charge of academic misconduct, the instructor will inform the student (a) of the grade on the work in which the dishonesty occurred, and (b) how this incident will affect subsequent evaluation and the final grade. The Administrative Hearing Officer or AUJ will determine the appropriate disciplinary action with respect to the nature of the violation.If the Administrative Hearing Officer or AUJ finds the student “not responsible” for academic misconduct, the instructor will grade the student accordingly on the work in question and the student’s grade in the course will not be adversely affected. If th e student is found responsible the student’s adviser will be informed of the decision but shall not insert any record of the action in the student’s academic file.4. If a student either admits dishonest behavior or is found responsible for academic misconduct by the AUJ, the Off ice of Judicial Affairs (OJA) or AUJ may impose any of the following sanctions:a) Disciplinary Reprimand: An official written notice to the student that his/her conduct is in violation of university rules and regulations.b) Conduct Probation: A more severe sanction than a disciplinary reprimand, to include a period of review and observation during which the student must demonstrate the ability to comply with university rules, regulations, and other requirements stipulated for the probation period.c) Suspension/Deferred Suspension: The suspension is deferred subject to a definite or indefinite period of observation and review. If a student is found responsible for a further violation of the university Student Disciplinary Regulations or an order of a judiciary body, suspension will take place immediately.Def i niteThe student is dropped from the university for a specific length of time. This suspension cannot be for less than one semester or more than two years.Indef i nite:The Student is dropped from the university indefinitely. Reinstatement may be contingent upon meeting the written requirements of the AUJ specified at the time the sanction was imposed. Normally, a student who is suspended indefinitely may not be reinstated for a minimum of two years.d) Expulsion: The student is permanently deprived of the opportunity to continue at the university in any status.5. A student accused of academic misconduct has the option to stay in the class or to drop the class if the drop is made within the approved time periods and according to the regulations established by the university. If the student chooses to drop the class, the student will be required to sign a statement of understanding that if the student is later found responsible for academic misconduct, then the student will receive an F for the course.6. Procedures for appeal of either the All University Judi ciary’s conduct decision or theinstructor’s grade are outlined in the Student Information Handbook.7. In instances in which the student admits responsibility or is judged to be responsible by OJA or the AUJ, a staff member of the Dean of Students Off ice will counsel the student in an effort to deter any further such incidents.8. Student records concerning academic dishonesty are maintained in the Dean of Students Office for a period of seven years, after which the file records are purged. These student records are confidential; nothing from them appears on a student’s academic transcript.9. In the event that an instructor is uncertain how to handle an incident of suspected academic dishonesty, the Dean of Students is available at any time to provide advice and assistance to the instructor in deciding a proper course of action to be taken.10. Students enrolled in the College of Veterinary Medicine are bound by an honor code. A chargeof academic dishonesty may be made by a student or instructor to the Interclass Honor Board chairperson according to the procedures outlined in the Honor Code, or the instructor may follow procedures outlined above. The Interclass Honor Board functions as the judiciary of the College of Veterinary Medicine for the allegations presented to it.Other violations related to academic misconduct may include subsection 4.1.11 Misuse of Computers and subsection 4.2.20 Unauthorized Sale of Others’Intellectual Works.These subsections are located in the Iowa State University Student Disciplinary Regulations under section 4 of the Conduct Code.</~catalog/2005-07/geninfo/dishonesty.html>Short reportAcademic dishonesty occurs when a student uses or attempts to use unauthorized information in the taking of an exam; or submits as his or her own work themes, reports, drawings, laboratory notes, or other products prepared by another person; or knowingly assists another student in such acts or plagiarism. Such behavior is abhorrent to the university, and students found responsible for academic dishonesty face expulsion, suspension, conduct probation, or reprimand. Instances of academic dishonesty ultimately affect all students and the entire university community by degrading the value of diplomas when some are obtained dishonestly, and by lowering the grades of students working honestly.Examples of specific acts of academic dishonesty include obtaining unauthorized information, tendering of information, misrepresentation, bribery, plagiarism, etc. Academic dishonesty is considered to be a violation of the behavior expected of a student in an academic setting as well as a student conduct violation.In Iowa State University, a student found responsible for academic dishonesty or academic misconduct is therefore subject to appropriate academic penalty or to be determined by the instructor of the course, as well as sanctions under the university Student Disciplinary Regulations. If an instructor believes that a student has behaved dishonestly in a course, ten steps are to be followed to handle the problem. The case of Iowa State UniversityResearch Paper WritingTask 1Background part:The introductionObjective:To give an overview of various forms of academic dishonesty, student responses to academic dishonesty when it occurs and the measures taken by the faculty and institutional administrator to prevent its occurrence in their institutions.Synthesis of different views on a particular field: For example, in the section “Forms of Academic Dishonesty,” in Para. B, there are opinions of both Jonson and Martin (2005) and Petress (2003), which are organized by transitional words, such as “Petress noted of other forms of academic dishonesty ...”Similarities or differences of outside sources:For example, in the section “Faculty and Academic Dishonesty”, when it comes to what the faculty should do to reduce academic dishonesty, there are various opinions from Para J to L. Perress (2003) holds that they should set role models for the students and implement the measures that will help prevent academic dishonesty. Whitley and Keith-Spiegel believe that they should be encouraged to form a statement concerning academic integrity in their syllabi and to discuss integrity concerns in their classrooms. Kibler notes four strategies to help the faculty to implement academic integrity. Cole and Kiss suggest that more efforts should be made to motivate the students by the teachers.Task 2a. The forms of cheating.Text 3 deals with students’ new and old techniques of cheating, together with researchers’ practices of academic dishonesty.Reading 1 focuses on academic dishonesty in online courses.Reading 1 gives more updated and reliable information.b. The reasons that students offer for their cheating.In Text 3 the reasons the students use to justify their cheating include: lack of time, poverty, uncaring instructors, laziness, peer pressure, poor role models, fear of failure and technology that has allowed cheating to be done easily. (Para. C)In Reading 1, the reasons are multifold because opinions vary. Some of the reasons are based on a student’s individual characteristics (Gerdeman 2001), some are relevant to peer inf luence or peers’acceptability of cheating (Stephens, 2007), while others have something to do with the existence of an honor code (McCabe, 2002). Meanwhile, there are other common reasons by Chiesl and Bunn, of which seeing other students cheat and the perception of the percentage of students who cheat are the most significant. (Para. I,J,K)Reading 1 gives more updated and reliable information.c. The definition of academic dishonesty.In Text 3, there is no specific definition of academic dishonesty.In Reading 1, the author believes that definitions of academic dishonesty across studies tend to be about the same. Using the scale of Don McCabe (2002), the author defines academic dishonesty from eight aspects. Other studies differentiate planned and panic cheating, e.g., Bunn, Caudill and Gropper (1992). In a comparative study of online versus on-ground academic dishonesty, Stuber- McEwen, Wisely, and Hoggat (2009) believe that there are seven forms. Stephens, Young, and Calabrese (2007) examined various forms of conventional and digital cheating. With regard toe-learning, Underwood (2003) and Rogers (2000) def ine the term respectively, while Howell et al (2009) reviews various forms of technological cheating. (Para.B, C, D, E, F, G)Reading 1Task 31) Serious and formal2) Angry and bitter3) Angry and ironical4) Angry and ironical5) Ironical6) Ironical7) Angry and ironical8) Angry9) Ironical10) Tranquil and formal11) Tranquil12) Tranquil and formal13) Formal and serious14) Formal and serious15) Expressing the speaker’s surprise and attitude against this16) Tranquil17) Expressing surprise, Ironical18) Appealing to the readers’ emotions by the use of questions, Ironical19) Appealing to the readers’ emotions by the use of questions, Angry and ironical20) “You” is used in the sentence to indicate people in general to appeal to their emotions, whichshortens the distance between the speaker and the readers21) Appealing to the readers’ emotions by the use of questions22) Appealing to the readers’ emotions by the use of facts and questions. Expressing the speaker’sdisagreementTask 41) Which one is a stand-alone literature review and which one is a literature review as a partof the paper?Text 3 and Reading 1: stand-alone literature reviewReading 2: literature review as a part of the paper2) What similarities and differences characterize the three papers in terms of writing style?Similarities: All of them follow almost the same pattern, i.e., introduction, body, and conclusion.Differences: Text 3 and reading 1 synthesize other people’s research and f indings to draw the conclusion, while Reading 2 uses the author’s own research and f indings. Therefore, in Reading 2 there is the part of “Methods”, which explains in detail the participants, materials, and design and procedure. The first-person narration is used to describe the process, which makes it less formal than the other two papers.3) What are the objectives of the three papers respectively?Text 3: To give an overview of various forms of academic dishonesty, student responses to academic dishonesty when it occurs and the measures taken by the faculty and institutional administrator to prevent its occurrence in their institutions.Reading 1: Examine perceptions of academic dishonesty in online and face-to-face courses, and discuss methods to reduce academic dishonesty in online courses.Reading 2: To investigate participants’ attitudes toward cheating and the effects of academic motivation, self-eff icacy, and academic integrity on cheating behaviors.4) How many aspects or sections do the two stand-alone literature review contain respectively?What are they?ThreeIntroduction, body, and conclusion5) Is the order of those aspects in each literature review logic al? And what’s the relationship?Yes.The literature review consists of three aspects: an introduction, a body, and a conclusion. The introduction part may tell the reason one is writing a review; the signif icance of the topic; the scope of the review; the organizational pattern of the review. The body will have a clear classif ication and synthesis of one’s reviewed readings in terms of chronological order or importance order. The conclusion should have a summary of the main agreements and disagreements in the literature and then any gaps or areas for further research. At last one’s overall perspective on the topic should be dealt with.6) How do the two authors illustrate their arguments in each section? Do they use their own research and f i ndings or synthesize other people’s research and f i ndings?By synthesizing other people’s research and f indings.No.Reading 2Task 51) indicate, is, identified, tend, will be2) predicted, was, have suggested, are, showed, appeared, were, wereTask 6A chimera is an individual composed of cells with different embryonic origins. The successful isolation of f ive human embryonic stem cell (HESC) lines in 1998 increased scientists’ ability to create human/non-human chimeras and prompted extensive bioethics discussion, resulting in what has been dubbed “the other stem cell debate” (Shreeve 2005). The debate about chimeras has focused on five main arguments. The Unnaturalness Argument explores the ethics of violatingnatural species boundaries. The Moral Confusion Argument alleges that the existence of entities that cannot be definitively classified as either human or non-human will cause moral confusion that will undermine valuable social and cultural practices. The Borderline-Personhood Argument focuses on great apes and concludes that their borderline-personhood confers a high enough degree of moral status to make most, if not all, chimeric research on them impermissible. The Human Dignity Argument claims that it is an affront to human dignity to give an individual “trapped” in the body of a non-human animal the capacities associated with human dignity. Finally, the Moral Status Framework maintains that research in which a non-human animal’s moral status is enhanced to that of a normal adult human is impermissible unless reasonable assurances are in place that its new moral status will be respected, which is unlikely given the motivations for chimeric research and the oversight likely to be provided.These arguments provide different rationales for restricting chimeric research and have different implications for the range of chimeric research that will be deemed unethical.</entries/chimeras/#Int>Task 71) Which sentences provide the background of the paper?Academic dishonesty is a problem that has been plaguing colleges and universities for generations. An investigation of any institution today will certainly reveal some forms of academic dishonesty.2) Which sentences form the literature review?Researchers of academic dishonesty vary in their reports of how many students cheat in college.3) What is the main limitation of the previous studies that the author mentioned?However, most research on academic dishonesty has relied primarily on self-reports of cheating behaviors.4) What’s the objective of the paper?The purpose of the study is to investigate participants’ attitudes toward cheating and the effects of academic motivation, self-efficacy, and academic integrity on cheating behaviors.5) What are the methods that the author will use?The present study includes an empirical portion in which participants are put in a situation in which cheating may be to their advantage.6) What is the author’s hypothesis?The hypothesis is that participants would be most likely to cheat when they are offered a monetary reward for success.Task 8Introduction 11) an introduction of the topic and its background2) a review about the previous studies3) the limitation of the previous studies4) a gap for the signif icance of the study5) the hypothesis of the author6) the objective of the paper7) the methodologyIntroduction 21) an introduction of the topic and its background2) a review about the previous studies and the limitation of the previous studies3) the limitation of the previous studiesTask 91) A2) B3) E4) C5) D6) FTask 10This paper details the strategies used for curbing academic dishonesty in online courses.Task 11Biologists have long known of patterns of inheritance, and eventually of inheritance mechanisms, that go beyond genetic inheritance (Jablonka & Lamb 2005; Sapp 1987). Two fundamental types of arguments led to this conclusion: arguments based on observations regarding patterns of inheritance, and arguments concerned with the localization of hereditary factors inside cells. Arguments of the first kind were based on hereditary relations and inheritance patterns that fail to conform to the rules ofMendelian inheritance (e.g., maternal inheritance). If Mendelian inheritance patterns are the result of the way the chromosomes in the eukaryotic cell nucleus behave, non-Mendelian heredity must depend on separate inheritance processes, mechanisms, or systems (Beale 1966; Sager 1966). Second, there were observations of hereditary phenomena that seemed to depend on factors residing in the cytoplasm of cells, rather than their nucleus, where the genetic material is localized. The interpretation of these observations was highly contested (Darlington 1944; Sapp 1987). Today, we know that some of these observations are related to the (maternal) inheritance of organelles residing in the cytoplasm, such as the mitochondria and chloroplasts, organelles which carry their own DNA. This however does not encompass all the mechanisms which underlie cytoplasmatic inheritance. Paradigmatic work on cytoplasmatic inheritance done by Sonneborn, Beale, Nanney, and their colleagues in the 1950s and 1960s, was concerned with patterns of inheritance in unicellular organisms, and in particular the protist genus Paramecium. It was suggested that the self-sustaining regulatory loops that maintain gene activity or inactivity in a cell would persist through cell division, provided the non-DNA components of the system (many of which reside in the cytoplasm in eukaryotic microogranisms) were shared among daughter cells. In this way, alternative regulatory phenotypic states would be inherited. Among the properties whose inheritance was studied were mating-type variations, serotype variations, and the structural or “surface inheritance” of ciliary structures. Remarkably, microsurgical changes to the ciliary structures on the surface of Paramecium cells are inherited by offspring. The stability of induced characters once the stimulus was removed (called “cellular memory”) and the number of generations characters were maintained varied widely.However, the results indicated that long-term stability and heritability need not be the result of changes to the DNA sequence (Nanney 1958).During the 1950s to 1970s a growing set of observations indicated that determined and differentiated states of cells are transmitted in cell lineages. These observations concerned studies of Drosophila imaginal discs by Ernst Hadorn; Briggs and King’s cloning experiments with amphibians; Mary Lyon’s work on X-chromosome inactivation; and work establishing the in vitro clonal stability of cultured cell lines. Eventually, the term epigenetic inheritance came to refer to hereditary variation that does not involve changes to the DNA sequence.The brief account of some of the early work on unicellular organisms given above illustrates some。

人教精通版四年级英语下册Unit 3 综合检测卷含答案

人教精通版四年级英语下册Unit 3 综合检测卷时间：40分钟满分：100分题号一二三四五六七八九十十一总分得分听力部分(40分)一、听单词，用数字1—5 为下列图片排序。

（10分）二、听句子，选出你所听到的单词。

（5 分）( ) 1. A. rest B. best C. desk( ) 2. A. listen B. do C. speak( ) 3. A. subjects B. today C. subject( ) 4. A. study B. like C. maths( ) 5. A. evening B. afternoon C. morning三、听句子，判断下列图片与所听内容是（Y）否（N）相符。

（5 分）四、听句子，根据所给的情景，在相应选项后的括号内打“√”。

（10 分）1. Kate 想知道你今天有几节课，她会问：A. ( ) B. ( )2. 你想告诉Kate 你上午有三节课，你可以说：A. ( ) B. ( )3. Kate 想知道具体都是什么课，她会问：A. ( ) B. ( )4. Kate 想知道你最喜欢的科目，她会问：A. ( ) B. ( )5. Kate 想知道你们英语课都在做什么，她会问：A. ( ) B. ( )五、听对话，将人名与他们最喜欢的科目连线。

（10 分）1. Kate2. Mike3. Mary4. Peter5. John笔试部分(60分)六、根据图片提示写单词，补全句子或对话。

（10 分）1. We and in an English class.2. —What subject do you like best? —I like best.3. —How many do you have in the afternoon?—We have two. They are drama and .七、单项选择。

（10 分）( ) 1. There are all kinds _______ books in my bag.A. withB. forC. of( ) 2. I like _______ best because I like acting.A. artB. dramaC. maths( ) 3. —Do you like art? —_______. I like painting best.A. Yes, I doB. No, I don’tC. Yes, I am( ) 4. We learned Lao She’s articles in _______ lessons.A. ChineseB. EnglishC. science( ) 5. I like playing football. Peter likes running. So we like _______ lessons.A. EnglishB. mathsC. PE八、读句子，为下列句子选择相符的图片。

全新版大学英语第二版综合教程4课后答案unit3

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全新版大学英语综合教程4课后答案unit3

‎‎‎‎‎ Uni‎t 3I‎. Voc‎a bula‎r y1)‎rude‎‎ 2‎) phy‎s ical‎l y ‎ 3)‎stru‎c ture‎‎ 4)‎made‎a di‎f fere‎n ce‎5) bl‎u rted‎(out‎) 6)‎chuc‎k ling‎‎ 7) ‎M easu‎r able‎‎8) pr‎o spec‎t ive‎9) pr‎e para‎t ions‎ 10)‎Spar‎k led ‎‎11) ‎t ook ‎a cra‎c k at‎ 12)‎part‎n er‎1) go‎afte‎r‎2) lo‎o k ba‎c k at‎/on ‎3) b‎e put‎up ‎‎4) st‎o od f‎o r5‎) bui‎l d in‎‎6) fo‎l low ‎u p ‎ 7‎) be ‎h ooke‎d up ‎t o 8‎) clo‎s ed u‎p1)‎gril‎l ed h‎e r ab‎o ut w‎h ere ‎s he h‎a d be‎e n al‎l nig‎h t2)‎beyo‎n d Ci‎n dere‎l la’s‎wild‎e st d‎r eams‎that‎she ‎c ould‎one ‎d ay d‎a nce ‎i n th‎e Kin‎g’s p‎a lace‎3) w‎i ll b‎e in ‎r eade‎r s' h‎a nds ‎s oon‎4) do‎your‎home‎w ork ‎b efor‎e goi‎n g on‎an i‎n terv‎i ew.‎5) wa‎s in ‎t he n‎e ighb‎o rhoo‎d of ‎150 d‎o llar‎s.1‎）appl‎i cant‎s, ve‎t eran‎, the‎pros‎p ecti‎v e2）‎F rom ‎h is s‎t andp‎o int,‎has ‎m ade ‎e very‎ende‎a vor ‎t o go‎a fter‎3) a‎s the‎sayi‎n g go‎e s, t‎o hav‎e a c‎r ack ‎a t, b‎a rely‎1. ‎B ehav‎e2. ‎u sed ‎t o av‎o id r‎e peti‎t ion ‎3. cl‎e an4‎. get‎alon‎g 5. ‎p erfo‎r m/co‎m plet‎e 6. ‎p erfo‎r m/co‎m plet‎e7. ‎S tudy‎8. b‎e eno‎u gh 9‎. be ‎a ccep‎t able‎Str‎u ctur‎e1. ‎T here‎is s‎o muc‎h to ‎s ay a‎n d it‎is h‎a rd t‎o kno‎w whe‎r e to‎begi‎n.OK,‎I’ll ‎t alk ‎a bout‎myse‎l f fi‎r st.‎2. Th‎a nk y‎o u ve‎r y mu‎c h, J‎o hn, ‎f or y‎o ur b‎e auti‎f ul C‎h rist‎m as c‎a rd. ‎B y th‎e way‎, I h‎a ves‎o meth‎i ng h‎e re f‎o r yo‎u.3.‎The ‎n ew c‎o mput‎e r la‎n guag‎e can‎be q‎u ite ‎e asil‎y und‎e rsto‎o d by‎anyo‎n e wh‎o can‎read‎the ‎d aily‎news‎p aper‎.Now,‎why ‎i s th‎i s an‎adva‎n tage‎?4. ‎I’m g‎o ing ‎t o wo‎r k ou‎t the‎outl‎i ne a‎n d wi‎l l le‎t you‎know‎how ‎i t go‎e s.By‎the ‎w ay, ‎I wil‎l see‎you ‎i n Fe‎b ruar‎y, as‎I pl‎a n to‎atte‎n d yo‎u r se‎m inar‎in S‎h angh‎a i.5‎. OK,‎you ‎g ot t‎h e jo‎b.Now‎, how‎to m‎a ximi‎z e yo‎u r pr‎o fits‎with‎as l‎i ttle‎effo‎r t as‎poss‎i ble?‎6. C‎h ris ‎i s ba‎c k fr‎o m Au‎s tral‎i a.In‎c iden‎t ally‎, tho‎s e pi‎c ture‎s you‎sent‎me a‎r e wo‎n derf‎u l.‎Comp‎r ehen‎s ive ‎E xerc‎i ses‎I. Cl‎o ze(‎1) Pr‎o spec‎t ive ‎(2)As‎I se‎e it‎(3) d‎o ne y‎o ur h‎o mewo‎r k (4‎) bef‎o reha‎n d(5‎) End‎e avor‎(6) ‎s truc‎t ure ‎(7) ‎P artn‎e rs (‎8) Re‎s pond‎(9)‎take‎a cr‎a ck (‎10) f‎r om t‎h e st‎a ndpo‎i nt(‎11) m‎a ke a‎diff‎e renc‎e (12‎) fol‎l ow u‎p(‎1) en‎c oura‎g ing(‎2) in‎q uiry‎(3) r‎e leva‎n t (‎4) sa‎m ples‎(5) ‎r efer‎e nces‎(6) ‎a dvic‎e(7) ‎p repa‎r ing ‎(8) s‎e riou‎s ly(‎9) pr‎o babl‎y (1‎0) ex‎h ibit‎II.‎Tran‎s lati‎o n1)‎Desp‎i te t‎h ein ‎a dequ‎a te l‎e ngth‎of t‎h e ai‎r stri‎p in ‎t his ‎e merg‎e ncy ‎l andi‎n g, t‎h e ve‎t eran‎pilo‎t man‎a ged ‎t o st‎o p th‎e pla‎n e af‎t er t‎a xiin‎g for‎only‎a sh‎o rt w‎h ile.‎2)Gr‎i lled‎by t‎h e re‎p orte‎r s, t‎h e mo‎v ie s‎t ar e‎v entu‎a lly ‎b lurt‎e d(ou‎t) th‎a t sh‎e had‎unde‎r gone‎two ‎p last‎i c su‎r geri‎e s.3‎) We ‎h ave ‎t he t‎e chno‎l ogy ‎a nd o‎u r pa‎r tner‎has ‎t he c‎a pita‎l.Wor‎k ing ‎t oget‎h er, ‎w e’ll‎have‎the ‎f utur‎e in ‎o ur h‎a nds.‎4) I‎f I h‎a d kn‎o wn b‎e fore‎h and ‎t hat ‎y ou w‎o uld ‎b ring‎so m‎a ny f‎r iend‎s hom‎e, I ‎w ould‎have‎made‎bett‎e r pr‎e para‎t ions‎. You‎see,‎I ha‎v e ba‎r ely ‎e noug‎h foo‎d and‎drin‎k s fo‎r a s‎n ack.‎5) P‎e ople‎gave‎gene‎r ousl‎y upo‎n lea‎r ning‎that‎new ‎s choo‎l room‎s wit‎h str‎o nger‎stru‎c ture‎s wer‎e to ‎b e bu‎i lt i‎n the‎eart‎h quak‎e-str‎i cken‎area‎.‎ Wel‎l beg‎u n, h‎a lf d‎o ne,a‎s the‎sayi‎n g go‎e s. I‎t is ‎e xtre‎m ely ‎i mpor‎t ant ‎f or a‎job ‎a ppli‎c ant ‎t o do‎his ‎h omew‎o rk w‎h ile ‎s eeki‎n g em‎p loym‎e nt.F‎r om m‎y sta‎n dpoi‎n t, w‎h ethe‎r or ‎n ot o‎n e ha‎s don‎e his‎home‎w ork ‎c lear‎l y ma‎k es a‎diff‎e renc‎e in ‎h is c‎h ance‎of s‎u cces‎s.‎I hav‎e a f‎r iend‎who ‎i s ea‎r ning‎some‎w here‎in t‎h e ne‎i ghbo‎r hood‎of10‎0,000‎doll‎a rs a‎year‎s in ‎a lar‎g e co‎m pute‎r sof‎t ware‎comp‎a ny. ‎H e to‎l d me‎that‎from‎his ‎o wn e‎x peri‎e nce ‎t hed‎e cisi‎o n ma‎k ers ‎w ho i‎n terv‎i ew p‎r ospe‎c tive‎empl‎o yees‎like‎peop‎l e wh‎o are‎well‎prep‎a red.‎Thos‎e who‎make‎no e‎n deav‎o r to‎lear‎n as ‎m uch ‎a bout‎his ‎p rosp‎e ctiv‎e emp‎l oyer‎asp‎o ssib‎l e do‎n’t h‎a ve m‎u ch o‎f a c‎h ance‎of s‎u cces‎s.‎。

全新版大学英语综合教程4UNIT 3

可是，有一个人证明那些专家错了。奇迹中的奇迹是，在罗杰·班尼斯特打破4
分钟一英里的纪录6个星期之后，约翰·兰迪又以几乎快出整整2秒的成绩打破了班
尼斯特的纪录。此后，有大约800多名运动员打破了4分钟一英里的记录。
miracle of miracles 奇迹中的奇迹
鲁迅先生曾称赞：“第一个吃螃ቤተ መጻሕፍቲ ባይዱ的人（first person to try tomato，first
If I can see it Then I can be it If I just believe it There's nothing to it I believe I can fly Hey, if I just spread my wings
Curt Carlson, 70 years old at the time, rich beyond anyone's wildest dreams, could still sparkle with excitement about being first. 柯特·卡尔森，当时年届70，富甲一方，竟然还会因为自己是第一个而如此兴奋。
别听旁人说你不能实现自己的目标。谁说你不比你的竞争对手更坚强、更努力、更能干？要知道，所谓目标就是有最后限期的梦想：写成文字，可测量，可确认，可实现。 measurable adj.①可测量的；可计量的②可预见的；不久的③重大的；重要的；值得注意的④可以较量的
measure(vi.&vt.&n.)/ immeasurable/measurement indentifiable adj.可识别的，可确认的 attainable adj.可得到的；可达到的
I believe I can fly I believe I can touch the sky I think about it every night and day Spread my wings and fly away I believe I can soar I see me running through that open door I believe I can fly I believe I can fly I believe I can fly

人教精通版四年级英语下册Unit 3 综合素质评价附答案

人教精通版四年级英语下册Unit 3 综合素质评价时间：40分钟满分：100分题号一二三四五六七八九总分得分听力部分(40分)一、听单词, 用1, 2, 3……给下列图片排序。

(8 分)() () () ()() () () () 二、听句子, 选择你所听到的内容。

(10 分)()1. A. I like music best. B. I like science best. ()2. A. We listen and do. B. We listen and speak. ()3. A. We do all kinds of things in music.B. We do all kinds of things in English.()4. A. We have six. B. We have seven.()5. A. Do you study science? B. Do you like science?三、听句子, 根据所给情景选择正确的答案。

(12 分)1. 你想表达你非常喜欢数学。

你该这样说：2. 你想问Peter 是否喜欢语文, 你该这样问：3. 你想问Peter 最喜欢哪个学科, 你该这样问：4. 你想表达你们上午有四节课, 你该这样说：5. 你想表达你们在音乐课上说说唱唱, 你该这样说：6. 你想表达你们用英语做各种各样的事, 你该这样说：四、听问句, 选答语。

(10 分)()1. A. We have four. B. There are four. C. I’m four.()2. A. Yes, I am. B. Yes, I don’t. C. No, I don’t. ()3. A. Pencils. B. Pandas. C. PE.()4. A. We like singing. B. We listen. C. Eleven.()5. A. Yes, I like science. B. Yes, I do. C. I like drama.笔试部分(60分)五、选择不同类的单词。

2022-2023四年级英语unit 3知识点加小练习(有答案)

4A知识点汇总(词句/重难点/语法)+经典习题Unit 3 How many一、重点单词1.thirteen十三2. can可以，能，会3. fifteen十五4. sure当然5. eighteen十八6. play玩，打(球)7. many许多8. do做，干1. sticker贴纸2. have a look看一看3. very很，非常4. fourteen十四5. sixteen十六6. seventeen十七7. nineteen十九8. box盒子9. table tennis乒乓球10. but但是二、重点词组1. thirteen dogs十三只狗2. I can我会3. fifteen cars十五辆小汽车4. how many多少5. many balls许多球6. do this做这个7. how many cars多少辆小汽车8. eighteen pencils十八支铅笔三会词组1. some stickers一些贴纸2. have a look看一看3. very beautiful非常漂亮4. how many stickers多少张贴纸5. fifteen stickers十五张贴纸6. have one拿一个7. have a ball有一个球8. in that box在那个盒子里9. twelve balls十二个球10. play table tennis打乒乓11. in the library在图书馆里12. so funny如此滑稽13. those cakes那些蛋糕14. how long多长15. eat them吃它们16. how many robots多少个机器人三、重点句子四会句型1. --How many cars do you have?你有多少辆小汽车？--I have thirteen cars.我有13辆小汽车。

2. --What do you have?你有什么？--I have a ball.我有一个球。

人教PEP小学英语四年级Unit3同步练习及答案

Unit 3 My friends PEP 四年级上册Let′s talk ～ Let′s play一、选出与所给单词同类的一项。

( ) 1.tall A. friend B. friendly ( ) 2.Chinese A. China B. English ( ) 3.his A. she B. her ( ) 4.new A. bag B. thin B B B B二、单项选择。

( )1.Amy ________ a Chinese friend.A. have B. has C. am( )2.What's ________ name?A. itB. it'sC. itsB C( )3.He's very ________. A. fat and thin B. tall and thinC. tall and short( )4.— What's your name?—________A. I'm strong.B. She's Kitty.C. My name is Kitty.B C三、连词成句。

1. thin，He，tall，is，and(.)He is tall and thin.2. his, is, What, name(？)What is his name?3. good, have, a, I, friend(.)I have a good friend.四、看图，选择恰当的单词补全句子。

1. —What's ________(his/her) name?—_________ (His/Her) name is Mike. He is my__________ (friend/friendly). He is very __________ (friend/friendly).his His friendfriendly2. —What's ________ (his/her) name?—_______ (His/Her) name is Chen Jie.________ (She/Her) eyes are big.3. —What's ________ (its/it’s) name?— ________ (Its/It’s) name is Zoom.________ is (It/It’s) fat and shortherHer Her its Its ItLet's learn～Let's chant一、将单词与其对应词或反义词连线。

大学英语综合教程unit3答案

大学英语综合教程unit3答案1. Fill in the gaps with words or phrases given below。

Change the form where necessary.1) It'll only be a ［brief］ visit because we recently haven’t much time。

2） The job is great ［in terms of］ advancement but the starting salary is rather low.3) We’d better pay that electricity bill before they [cut］ us ［off].4) As pace of life quickens things [tend] to change fast in the city.5） Why don’t we get rid of these old chairs， since we don't use them [anyway]?6) The earth’s atmosphere makes [precise] observation of distant stars difficult.7） The lawn was laid out ［in the form of］ the figure 8.8） I shouldn’t always have to tell you what to do， use your own ［initiative]。

9) Words cannot [convey］ how grateful we are for his timely help.10) It seems to me that the board of directors is [in two minds] over the opening of a branch office in South Africa。

新标准大学英语综合教程4Unittest3答案

Unit test 3Part I: Vocabulary and StructureSection A: Choose the best way to complete the sentences.1.Throughout history, many people have attempted to find the _____ secret to success,but relatively few have actually done it.a.elusiveb.evasivec.illusoryd.eloquent2.It was hard for Cynthia to remain uninvolved with the controversy since she is such a _____ partof the company.a.visibilityb.risiblec.visibled.visibly3."Officer Clarke, in the best interest of the case, please consider absolutely everything to beat your _____."a.disposeb.disposalc.disposingd.disposed4.The mountain climbers demonstrated a(n) _____ feat of selflessness when they turned around tohelp an injured stranger.a.advantageousb.gorgeousc.outrageousd.courageous5.Many movie stars are notorious for wearing excessive amounts of expensive _____.a.jewelleryb.jewelsc.jewelersd.jewelling6.Her novel successfully _____ an entire generation of young women to believe they could bewhatever they wanted.a.emboldenedb.embitteredc.empoweredd.embroidered7.I'm not really a _____ of pop culture trends, so can you explain that reference to me?a.flowerb.followerc.fellowd.fallowing8.We just moved into town so we're still a little _____.b.settlersc.settledd.unsettled9.The movie is fantastic, but you'll need to _____ your disbelief toward the end.a.upendb.suspendc.dependd.misspend10.Don't _____ Jack's determination to do whatever it takes to win.a.underestimateb.overestimatec.estimated.misestimate11.As judge, I _____ over this courtroom and have the final say on all matters.a.presideb.residec.presumed.resume12.Please stay back! This is a _____ area!a.constrictedb.districtedd.unrestricted13.The moon shone down and cast a _____ glow over the entire field.a.luminosityb.luminousc.luminald.luminously14.The state dinner is a _____ affair, so please dress appropriately.a.distinctiveb.respectablec.dramaticd.formal15.Stock prices rose _____ after the company publically announced its new product.a.dramaticallyb.magicallyc.looselyd.exclusively16.The colonists began to form a _____ in response to the unfair taxes.a.rebelb.rebellionc.rebelliousd.rebelling17.After striking the iceberg, the ship quickly sank into the _____ depths.a.skinnyb.preppyc.murkyd.baggy18.I'm not a good typist, so I find it easier to _____ all of my emails.a.dictateb.elucidatec.explicated.exacerbate19.To accommodate increased traffic, city planners are going to expand the _____of the highway.a.lengthb.heightc.depthd.width20.Let's be proactive and do something instead of just watching the situation _____.a.ameliorateb.collaboratec.deteriorated.elaborateSection B: Fill in each of the blanks with a suitable preposition or adverb.21.o u tthe way I expected, but I'm still happy with the result.Things didn't quite turnYour answer Correct answerout out22.t oYou can't fool me; I'm wiseYour answertothe way things work around here.Correct answer to23.o f fmuch discussion in the group about right versus wrong.My question sparkedYour answer Correct answeroff off24.i n t oThey didn't know it, but they were playing right our hands the whole time.Your answer Correct answerinto into25. d o wnLeslie broke her argument into three main points.Your answer Correct answerdown down26.u p onthe fossilized remains of the dinosaur.It was pure luck that we chancedYour answer Correct answerupon upon27. a f t e rthe explorer who first discovered the nearby waterfall.Our town was namedYour answer Correct answerafter after28.u pon shore for weeks.After the ship sank, wreckage washedYour answer Correct answerup up29. a wayso we Some of the oldest headstones in the graveyard were completely worncouldn't tell whom they belonged to.Your answer Correct answeraway away30. a r o u n da protagonist who is searching for a lost city of gold.The novel revolvesYour answer Correct answeraround aroundPart II: Banked ClozeQuestions 31 to 40 are based on the following passage.Everyone's always told me that I should be a model. I have to admit, it does sound like it wouldbe a(n) (31)u n s t a bl elifestyle with lots of traveling, parties, and beautiful people. I think itcould also be a great opportunity to assert my(32)i n d i vi d u al i t yand creativity. However, atmy age, I'm not sure I have the experience or(33)c r ed e n t i a l sto start a modeling career.s t u n n i n gIt takes more than a(n)(34)face to be a model. You must have a(n)(35)g l a mo r o u spersonality and always be ready to take risks and explore the unknown.You also need to have near infinite patience.Many people are under the impression that the fashion and modeling industry attracts only verys u p e r f i c i alpeople who only care about themselves. From what I understand, nothing (36)could be further from the truth. Yes, there are some models who only care about their ownappearance, wealth, andl a v i s hsurroundings, but the industry isn't (37)e x c l u si v e l ycomposed of this type of person. It's a(n)i n es c a p a b l efact that(38)(39)the fashion and modeling world has a strong(40)l u r efor all kinds of people—andI'm one of them.Your answer Correct answer(31)unstable glamorous(32)individuality individuality(33)credentials credentials(34)stunning stunning(35)glamorous daring(36)superficial superficial(37)lavish lavish(38)exclusively exclusively(39)inescapable inescapable(40)lure lurePart III: Reading ComprehensionQuestions 41 to 45 are based on the following passage.The debate over school uniforms is one of the most controversial issues affecting public school students. Though uniforms have long been a staple of private schools, they are still a rarity in public schools. This is not merely a debate over the aesthetics of fashion. Rather, this debate lies at the very heartof the politics of fashion.What students choose to wear (and what their parents allow them to wear) to school consistently rouses strong feelings and animated discussion. Much has already been said in defense of and against school uniforms, and I won't belabor the individual points further. There are many valid points on both sidesof the argument. Instead, I intend to explain why I personally stand in opposition to school uniforms and highlight the reasons why uniforms would serve very little purpose in our specific school district.For the most part, students in our district are well behaved and don't approach any semblance of extreme behavior or expression. Administrators seem to be more worried about a potential escalation of student expression that so far has shown no indication of materializing. Principals and other district administrators are chasing shadows — they're looking to solve a problem that doesn't exist. Our district has no history of student activism, and there are only a few examples of flagrant violations of the existing dress code. In short, there is absolutely no precedent to believe that students will choose to begin acting out against authority through fashion statements.School uniforms seem to be an inappropriate response to a nonexistent problem. It is anunnecessary exertion of power by administrators who don't know how to properly exercise authority. Let's take a moment to consider a hypothetical school district that is overwhelmed by student discipline problems. Would the institution of school uniforms be an appropriate response in that case? I would argue in the negative. Uniforms, by themselves, would in no way prevent students from expressing themselves or their views. Improper and unpopular behavior will not be stifled by a school uniform. It may actually make the situation worse, as resentment over the mandatory clothing would likely be great.School uniforms obviously interfere with students' right to self-expression—a right that should beprotected in the public school system. In addition, mandating that all students wear identical (and unattractive) outfits enforces the message that conformity is the preferred method to prevent or resolve conflict. This is certainly not an appropriate message for our schools to be sending to children.41.This style of writing would best be described as _______.A.expositoryB.descriptiveC.narrativeD.argumentative42.Of the following, which is the most likely place you would find this article?A.Newspaper editorial.B.Academic journal.C.Fashion blog.cation magazine.43.According to the author, which is NOT the reason why school uniforms are a bad idea?A.They are a violation of students' rights.B.There is no justification for their use in the local district.C.They are expensive and many students can't afford them.D.They don't adequately address the problem they are intended to solve.44.In which paragraph does the author use a metaphor to describe school administrators?A.Paragraph 1.B.Paragraph 2.C.Paragraph 3.D. Paragraph 4.45.Based on this passage, it seems likely that the author would never _____ the use of schooluniforms.A.suspendB.dictateC.empowerD.condone。

(第二版)全新版大学英语综合教程4 参考答案 Unit 3 Job Interview

Unit 3Part I Listening TaskScript for the recording:As you battle the competitive job market, your résumé is going to be the key weapon you use to get hired. For better or for worse, this is your calling card to the recruiting directors of the business world.There is one key piece of advice that seems to get lost on most people, one of the most important things you can do when applying for a job. And it is this: Target your résumé.People, we work in advertising. What do you think your résumé i s? It’s just an ad for you. Just like a good ad targets its consumer, a good résumé hits the target right between the eyes and says, “You have to hire me.” In this case, the consumer is the recruiting director at the company where you’d like to work. Never forget that.Here’s what I mean: Recruiting directors are a practical lot. They want to find the “easiest” possible person to hire. That is, someone who fits their job description perfectly.If the job description says they are looking for an account director with, at least, 5 years of experience and a background in package goods, that’s exactly who they want to hire. Now, that doesn’t mean they won’t consider anyone else, but where do you think they are going to start?If you have more than five or so years of experience, you can start your résuméwith a summary. A summary captures about four or five bullet points that show why you’re a perfect match for the job. In our example above, that first bullet point would say something like: Account director with more than 5 years of experience leading diverse agency teams as large as 18 on package-goods accounts including Unilever and Hershey.When they pick up that résumé, you want them to nod and think, “This person is perfect for the job.”After Listening1. calling card2. target one’s résumé3. job description4. summaryPart II Reading TaskComprehensionPossible answers to content questions:1. He runs a manufacturing company.2. Almost all of them were no.3. This applicant was ill prepared for the job he was applying for and therefore ill qualified.4. Prepare to win.5. They now have to switch jobs frequently.6. A 90-year-old tennis player who wanted to work on his weakness -- backhand court.7. Believing in yourself, even when no one else does.8. Because he will mention a cab driver who is different.9. His efforts to make a difference.10. He was offered a ride on a day when Minnesota was hit with one of the worst snowstorms in years and the international airport there was closed for the first time in decades.11. Because there were no tracks left in the snow, which means he was the first person to take off from there.12. Carlson was excited about being first, which is exactly what the writer recommends to job applicants.Text Organization1.Parts Paragraphs Main IdeasPart One Paras 1- 6An ill-prepared college graduate failed his interview.Part Two Paras 7-27Four pieces of advice on being a successful interviewee.Part Three Paras 28-31Make your own tracks in whatever you do.2.Suggestions Examples1) Prepare to win. 1) Michael Jordan2) Never stop learning. 2) a 90-year-old tennis player3) Believe in yourself, 3) the four-minute mile, the New York Marathon and the even when no one else does. Vietnam veteran.4) Find a way to make a difference. 4) a New York cabdriver.Language Sense Enhancement1.(1) checked with (2) interview(3) grill (4) clippings(5) be right for (6) follow up(7) indicating （8）hand-delivered(9) prepared (10) prospectiveLanguage FocusI.1.1) rude 2) physically3) structure 4) made a difference5) blurted (out) 6) chuckling7) measurable 8) prospective9) preparations 10) sparkled11) took a crack at 12) partner2.1) go after 2) look back at/on3) be put up 4) stood for5) build in 6) follow up7) be hooked up to 8) closed up3.1) grilled her about where she had been all night2) beyond Cinderella’s wildest dreams that she could one day dance in the King’s palace3) will be in readers’ hands soon4) do your homework before going on an interview.5) was in the neighborhood of 150 dollars.4.1）applicants, veteran,the prospective2）From his standpoint, has made every endeavor to go after3) as the saying goes, to have a crack at,barelyII. Words with Multiple Meanings1. behave2. used to avoid repetition3. clean4. get along5. perform/complete6. perform/complete7. study 8. be enough9. be acceptableIII. Usage1.There is so much to say and it is hard to know where to begin.OK, I’ll talk about myself first.2.Thank you very much, John, for your beautiful Christmas card.By the way, I have somethinghere for you.3.The new computer language can be quite easily understood by anyone who can read the dailynewspaper. Now, why is this an advantage?4.I’m going to work out the outline and will let you know how it goes. By the way, I will seeyou in February, as I plan to attend your seminar in Shanghai.5.OK, you got the job. Now, how to maximize your profits with as little effort as possible?6.Chris is back from Australia. Incidentally, those pictures you sent me are wonderful.Comprehensive ExercisesI. Cloze1.(1) prospective (2)As I see it (3) done your homework (4) beforehand (5) endeavor (6) structure (7) partners (8) Respond (9) take a crack (10) from the standpoint (11) make a difference (12) follow up 2.(1) encouraging (2) inquiry(3) relevant (4) samples(5) references (6) advice(7) preparing (8) seriously(9) probably (10) exhibitII. Translation1.1) Despite the inadequate length of the airstrip in this emergency landing, the veteran pilot managed to stop the plane after taxiing for only a short while.2) Grilled by the reporters, the movie star eventually blurted (out) that she had undergone two plastic surgeries.3) We have the technology and our partner has the capital. Working together, we’ll have the future in our hands.4) If I had known beforehand that you would bring so many friends home, I would have made better preparations. You see, I have barely enough food and drinks for a snack.5) People gave generously upon learning that new school rooms with stronger structures were to be built in the earthquake-stricken area.2.Well begun, half done, as the saying goes. It is extremely important for a job applicant to do his homework while seeking employment. From my standpoint, whether or not one has done his homework clearly makes a difference in his chance of success.I have a friend who is earning somewhere in the neighborhood of 100,000 dollars a years ina large computer software company. He told me that from his own experience the decision makers who interview prospective employees like people who are well prepared. Those who make no endeavor to learn as much about his prospective employer as possible don’t have much of a chance of success.Part III Home Reading TaskComprehension Check1. b2. c3. a4. a5. a6. bTranslation1. 父母亲都觉得我不会被录用。

四年级英语Unit 3 综合测试及答案

返回目录
英语四年级下册
配RJ版 Unit 3 综合评价
五、听录音,选择正确的单词填在横线上,每空一词。 Good morning. This is the weather report. Today it’s
sunny and hot in London. It’s rainy in Hong Kong. It’s windy and cool in Moscow. In Toronto, it’s snowy and cold. How about Singapore? It’s cloudy.
Lhasa(拉
Guangzh
萨)
Sanya ou
15℃ 30℃ 25℃
返回目录
英语四年级下册
配RJ版 Unit 3 综合评价
1. —Is it cold in Heilongjiang? — Yes ,
it is
.
2. — What’s the weather like in Jinan? —
( A ) 1. A. library
B. it
C. is
( A ) 2. A. office
B. ice
C. nice
( A ) 3. A. farm
B. nurse C. bird
( C ) 4. A. tall
B. ball
C. card
( B ) 5. A. far
B. for
C. car
返回目录
返回目录
英语四年级下册
配RJ版 Unit 3 综合评价
六、听短文,判断句子的对错,对的画“√”,错的画“×”。(10分) ( × ) 1. It’s hot and sunny in Shanghai. ( × ) 2. It’s warm and cloudy in Guangzhou. ( × ) 3. It’s windy and cool in Shenyang. ( × ) 4. It’s cold and snowy in Hainan. ( √ ) 5. It’s windy and cool in Beijing.

PEP版四年级英语上册Unit 3、4 综合训练(含答案)

PEP版四年级英语上册Unit 3 综合训练（含答案）时间：60分钟满分：100分听力部分（40分）Unit 3 综合训练.mp3一、听录音，选出你所听到的单词。

听两遍。

（10分）（）1. A. he B. her C. she（）2. A. blue B. boy C. tall（）3. A. shoes B. friends C. glasses（）4. A. thin B. orange C. strong（）5. A. has B. who C. that二、听录音，判断下列图片与你所听内容是（T）否（F）相符。

听两遍。

（10分）三、听录音，选出你所听到的句子。

听两遍。

（10分）（）1. A. He is tall and thin. B. He is short and thin.C. He is tall and strong.（）2. A. What is his name? B. What is her name?C. What is your name?（）3. A. She has a yellow hat. She is friendly.B. She has long hair. She is cute.C. She has short hair. She has orange shoes.（）4. A. I have a new friend. Her name is Lucy.B. I have a new friend. He is a good boy.C. I have a good friend. He is tall and strong.（）5. A. His shoes are brown.B. She has white shoes.C. Her schoolbag is green.四、听录音，在表格里勾选出每人两个主要的特征。

听两遍。

（10分）笔试部分(60分）五、找朋友，根据提示将画线部分读音相同的单词分类站队。

大学体验英语综合教程4Unit3课文翻译及课后答案

Unit 3版权的十大神‎话1)如果没有版权‎标识，就不会受到版‎权保护。

这在过去是事‎实，但现在情况就‎有所不同了，几乎所有大国‎邮遵循伯尔尼‎版权协定，比如，在美国，自1989年‎4月1日后，几乎所有个人‎创作以及原创‎的作品，不管它是否有‎版权标识，都受到版权保‎护。

大家默认的是‎他人的作品已‎受到版权保护‎，不能随意复制‎，除非你能确信‎它不受版权保‎护：有些年代久远‎的作品如果没‎有标识，就不受到版权‎保护，但坦白地说如‎果这一点不能‎肯定，你就不应冒这‎个风险。

2)如果我没有为‎此收费，就不算侵权。

错。

你是否收费可‎能对法庭上判‎罚金的额度有‎所影响，但那只是在这‎一法律条文下‎量刑的主要区‎别。

即使你免费分‎发他人的作品‎，仍然是侵权。

而且如果危及‎到他人财产的‎商业价值，仍然会被罚以‎大额赔偿金。

个人的音乐拷‎贝是唯一的例‎外，不被列入侵权‎行为。

不过法庭上似‎乎有这种说法‎，个人拷贝不包‎括像纳帕斯特‎那样的大规模‎匿名复制行为‎。

如果该作品没‎有向业价值，侵权多是技术‎性的，不会受到起诉‎。

3)如果已被发送‎到世界性的新‎闻组网络系统‎(U senet‎)的材料，那就不受版权‎限制。

错。

现代社会里任‎何东西都要受‎到版权限制，除非所有者明‎确表示它不受‎版权限制。

要确定它是否‎受到版权限制‎，必须得要作者‎／所有者的书面‎证明：“我准予某某不‎受版权限制。

”4)我的帖子只是‎合理使用。

“合理使用”可以免除版权‎限制，它的设立使人‎们可以使用某‎些作品，而不必经过作‎者的同意，这些作品包括‎解说词、模仿诗文、新闻报道以及‎那些对受版权‎保护的著作的‎研究和宣传的‎作品。

这一规定非常‎重要，有了这一规定‎版权法就不会‎成为妨碍你自‎由地发表作品‎的绊脚石。

但涉及到故意‎侵权和损害具‎有商业价值的‎作品时就要慎‎重考虑了。

你做过这样的‎事吗?由于你自己没‎有时间写文章‎，或是为了让你‎的读者免受给‎《纽约时报》网站缴费之累‎，于是就从《纽约时报》上复制一篇。

新通用大学英语综合教程第四册听力及答案-Unit-3

UNIT 3 Money MattersUnit Goals♦Talk about your financial goals♦Express buyer’s remorse♦Describe your spending habits♦Discuss reasons for charitable giving♦Write a position about the themeLesson 1Lead-inOn-the-Street Interview: I’m a little better about saving…A.Match each statement with the person who said it. You will use one nametwice.1. b2. c3. b4. aB．plete each sentence with the correct name1. Joe2. Deepti3. Deepti4. Joe5. Deepti6. LisaVIDEO SCRIPTInterviewer: So tell me a little bit about you and money—whether you are good at saving, or can you save for something special. Do you just blow all your money as soon as you have it?Deepti: Well, when I was growing up in India, my parents were, you know, very open and free wi th money. So if I wanted something, they would say, “OK, you can go ahead and take this.” And I think that spoiled me a little bit, because I would just, whatever I wanted, I’d take the money and go buy it, and I didn’t really realize the importance of saving money. So when I grew up, I was twenty-two, and I left India to go to Singapore, and I was on my own, and I had a scholarship, and my father would, on the phone, he would ask me, “So, how much money have you saved?” And I was like, “What are you talkin g about? I’m not saving any money.” And he got married, and he wanted me to start saving money. It was very hard for me to save money because I would go out and walk past a shop that had clothes and go, “Oh, I want that,” and I would go in, get it, and be really happy. It made me happy, you know. But, I think after a year or so when I realized that I had to take care of myself, not only now, but let’s say a year from now, and a year from now I might not have the money that I’m getting now, so I have to star t saving so that I’m not, you know, no the streets without any money. So I started saving, but I still had a hard time with it. My sister is very good. She is very stingy with money, you know. And when I was in India, I would tell her, “Oh e on, go on, spe nd the money. You know, if you want something, go get it.” And she would always tell me,” You should think about our parents. They’re making all this money for us, but we shouldn’tspend it just like that.” I think now I am a little better about saving, bu t not very good. Not as good as I could be.Joe:I think I’m very good at handling money. I save when I need to; I spend when I would like to. I try to keep control of my funds so that I don’t end up in situations where I don’t have money to pay for basic necessities. But I do feel that you should spend money that you have while you have it and while you’re here, as opposed to saving it for a rainy day that never es.Interviewer: And saving, what are you trying to do to save? Have you made a plan? Lisa: I have made a plan. I, what I do now is just take out a certain amount of money at the beginning and save it. I just put it away before I even really see it. So that way I can like build up and spend whatever else I have.Interviewer: And is that working?Lisa:It’s going pretty well. It’s going pretty well. I have a little bit of something saved up.ListeningPart 1Talk About Saving MoneyA.Read and listen to a conversation between two friends about saving money. Teaching SuggestionsStep 1Have students look at the pictures. Ask What is it?What do you think it’s used for?Step 2Then ask How do children save money in this country?Step 3After students read and listen, ask What did Judy buy?(an entertainment system) Did she pay in cash or by credit card? (in cash) Is she rich? (No. she had to save up for it.) How did she save enough money? (She cut back on spending; She started living within her means.)Step 4To draw on students’ own experiences, ask Have you ever put money aside to buy something you wanted, such as an entertainment system, a puter, a bicycle, or a car? Encourage students to share their experiences. Ask Was it hard to save the money you needed?Language note: Students may need help with the following words or expressions: strike it rich (suddenly make a lot of money); cut back on (reduce the amount, size, cost, etc., of something); out of hand (impossible to control).Save, save up, put money away, and put money aside have the same meaning. (The latter is introduced in lesson 2.) They can be followed by an infinitive or for and a noun. For example, I want to put money aside to buy a car; I’m saving up for a new car; I’m putting money away for a down payment.Kind of is an expression used in spoken English meaning slightly or in some ways.Culture note: A piggy bank is a container used mainly by children to store coins. Piggy banks are to encourage good saving and spending habits: the pig must be broken open for the money to be retrieved, forcing the child to justify his or her decision. The name piggy bank originated in the twelfth century; pygg referred to a type of clay used for making jars people stored their money in. By the eighteenth century, the term pygg jar had evolved to pig bank.Option: On the board, write the following expressions:Did you strike it rich?My bills are totally out of hand.I need to live within my means.I cut way back on spending.In pairs, have students think of different ways to say each expression. 〔+5-10 minutes〕B. Pair Work Listen to the conversation again. Then discuss the questions andexplain your answers.1. No, she does not.2. No, he is not.3. She had a lot of credit card debt.4. She cut back on her spending.5. She has a high financial IQ.6.The answer will vary.Teaching SuggestionsStep 1Have pairs discuss the questions. Review the answers to questions 1-5 as a class. Call on students to share their explanations.Step 2Have volunteers share whether they are more like Judy or David and give a supporting reason. (Possible responses: I’m more like Judy because I try to live within my means; I identify with David because I spend a lot of money on bills.) Step 3Have a volunteer read the statements out loud. If necessary, clarify the meaning of I can’t make ends meet. (The money I earn every month is not enough to cover my expenses.)Step 4Point out the useful language to talk about managing money: live within / beyond your means; keep track of your expenses; put money away into saving; pay your bills off / in full; make ends meet. Have students underline these expressions. Step 5Have students choose the statements individually.Step 6As pairs pare their answers, encourage them to give specific examples for each item. For example, I live beyond my means. When I go shopping, I just can’t helpbuying the things I like.Step 7Ask What habits would you like to change, if any? What can you do to raise your financial IQ? (Possible response: I only keep track of my most important expenses.I think I should buy some financial planning software to get better organized and keep track of all my expenses.)Step 8To review, have volunteers talk about their money spending / saving habits with the class.Part 2Describe Your Spending HabitsA.Listening prehension.Read the statements. Then listen to a radio call-in show and check True or False.1.T2. T3. F4. FScript( L = Lara Savino, U.S, New York; S = Steve )L: Wele back to Money Talks. I’m still your host, Lara Savino. We’ve got some listeners on the line with financial questions. Let’s go to our first caller …Steve, you’re on the air. Talk to me.S:Hi, Lara. I’m afraid I’m really having problems making ends meet.L: Tell me about it.S: I earn a good living, but it seems like no matter how much money I make, I can’t seem to catch up.L:Believe me, you’re not alone, Steve.S: Sometimes it feels that way.L: Let me ask you something. Do you put anything away for a rainy day?S:You mean savings? No way. There’s never enough for that.L:Well, here’s a tip for you, Steve. From now on when you spend money throughout the day …?S: Uh-hmm.L:Don’t spend any of your change. When you get home every evening, put your loose change in a jar. You’ll be surprised how much you’ll have saved up in even a few weeks.S: Wow! I never thought of doing that.L:And put that change you’ve saved up in the bank—say, once a month, OK? S:OK. I’ll try that.L: Steve, what about debt? Are you maxing out on your credit cards?S:Well, yes, I do use credit cards, if that’s what you mean.L: Do you pay you bills on time?S: I try to.L: Do you pay the minimum, or do you pay off the whole thing each time.S: Well, it kind of depends on how much it is.L: Well, are you drowning in credit card bills, or have they been fairly reasonableso far?S:Well … I guess I’d have to say I’ve been drowning in debt.L:OK, Steve. Here’s what I want you to do. How many credit cards do you have? S: Maybe ten or twelve.L:Steve, that’s a lot of cards. Decide which two you want to use regularly, OK? S: OK.L: Take all the other cards and cut them up.S: Cut them up?L: You heard me. Cut them up. You can get along just fine with two credit cards. If you’re using ten or twelve credit card, Steve, that tells me there’s something wrong with this picture. You see what I mean?S: Well, I’m not sure.L:Steve, if you want to keep your head above water, you’ve got to live within your means. That means spending less than you’re making, not more.S: Oh.L:OK, Steve. Here’s one other thing I’d like you to do.S: Yeah?L: Sit down and plan a budget for yourself.S: A budget?L:That’s right. If you feel like your finances are out of control, then you need to take the bull by the horns and take control of your finances. You follow me? S: I think so.L: Sit down and make a list of all your regular expenses. Keep track of how much you’re spending on everything and I mean everything, OK? Try that for three months and see if it doesn’t help you out.S:OK, I’ll give it a try.L: And Steve.S: Yeah?L: When you plan that budget, make sure you treat yourself to something nice once in a while, OK?S: Really?L:You bet. If your budget is nothing but don’t spend, don’t spend, it isn’t going to work. Know what I mean?S: I hear you.L:Good luck, Steve. Next caller. You’re on the air! Talk to me!Teaching SuggestionsStep 1Have students look at the photo and read the caption. Ask What do you think the woman’s occupation is? (a radio host) Do you ever listen to the radio? What kind of programs do you listen to? What kind of show do you think Lara Savino hosts? Step 2Pre-listening: Ask What’s a radio call-in show? (a radio program in which peoplecall to give their opinions or ask questions)Step 3Have students read statements 1-4.Step 4First listening: Have students listen and decide if the statements are true or false. Step 5Second listening: Have students listen for information to support their answers. Encourage them to take notes.Step 6Review as a class. Have volunteers share their answers. (Possible answers: 1. True. Steve says he can’t make en ds meet and never has enough money to save. 2. True. Steve says he’s drowning in debt. 3. False. Steve says there’s never enough money to put any away in savings. 4. False. Lara suggests that he try to keep a budget for three months. He hasn’t started yet.)Language note:When Lara Savino asks Steve if he’s maxing out on his credit cards, she’s asking if he reaches the maximum credit limit on his credit cards each month. Buying on credit is an arrangement with a store, bank, credit card pany, etc., that allows you to buy something now and pay for it later. A budget is a careful plan of how you will spend money.B. Now listen again. What are the three tips Lara Savino gives the caller?1. Save his change and put it in the bank2. Only have two credit cards3. Sit down and plan a budget .Teaching SuggestionsStep 1Have students listen for the three tips Lara gives.Step 2Have students pare answers with a partner. If necessary, have them listen again for confirmation.Step 3Review tips as a class. Have volunteers share the tips with the class.c.Vocabulary. Describing spending habits. Listen and practice.Teaching SuggestionsStep 1Have students listen to the words and study the definitions. Then have students listen and repeat the words chorally.Step 2Point out that some of these words have a positive connotation, some have a negative connotation, and one is neutral.Step 3Have pairs read the definitions carefully and decide the connotation of each word. Step 4To review, write the column headings Positive, Negative, and Neutral on the board and have students say the vocabulary words for each column. (Positive: generous, thrifty, frugal; Negative: a spendthrift, a cheapskate, a tightwad, cheap, stingy; Neutral: a big spender)Vocabulary-Building StrategiesOption: Have students think of someone they know whose spending habits they would describe using one or more of the vocabulary words. In pairs, have students describe that person’s habits. To review, have volunteers tell the class about the person their partners described. 〔+5 minutes〕D.plete the sentences about people’s spending habits.1. a cheapskate/a tightwad2. generous3. cheap/stingy4. a big spender5. thrifty/frugal6. a spendthriftTeaching SuggestionsStep 1Model the first item with the class. Point out that to choose the right words, students should take into account both meaning and grammar. For example, in item 1, cheap and stingy match the context, but a noun is necessary, so the correct answer is a cheapskate or a tightwad. Point out that more than one word might be possible.Step 2Have students pare answers with a partner. Then review as a class.SpeakingA.CONVERSATION SNAPSHOTTeaching SuggestionsStep 1Have students look at the photo. Ask What kind of electronic product do you think this is? (an MP3 player) Elicit from the class that an MP3 player is an audio player onto which you can download songs from online music stores or from your own collection of music stored in your puter to listen to.Step 2Have students read and listen to the conversation. To check prehension, ask What did the man buy? (a new MP3 player) Is he happy with it? (no) Why not? (because it’s very hard to operate) Did he know this before buying it? (no. otherwise, he would have bought a different brand.)Step 3To draw on students’ own experiences, ask them if they have an MP3 player. If some students have one, ask Are you happy with it? Is it hard to operate? What brand is it? How long does it take to download a song?Language note: Students may need help with the following expressions: Lucky you(used to say that someone is fortunate); to tell you the truth(used to emphasize that you are being very honest); I could kick myself (said when you are annoyed with yourself because you have realized that you made a mistake or missed a chance); What a pain! (used to say that something is very annoying); You’ve telling me(used to emphasize that you already know and agree with something that someone has just said).Rhythm and intonation practiceStep 1Have students repeat chorally. Make sure they:○ use emphatic stress for you in Lucky you!○ pause slightly after truth in Well, to tell you the truth . . .○ use falling intonation but higher pitch for What do you mean?○ use emphatic st ress for hours in It took me hours to figure out . . .○ use emphatic stress for me in You’re telling me.○ use the contracted form would’ve in. . .I would have gotten . . .○ use the following stress pattern:STRESS PATTERN——· ——· · · —· ·· —· · ——·——A: Hey, I heard you got an E-tec M P 3 player. Lucky you!——·——· · ——· · ——· ·B: Well, to tell you the truth, I could kick myself.——· · ——A: What do you mean? · · —· —· · · · ——· —·· · · · ——· ·· · ··B: I had no idea it would be so hard to operate. It took me hours to figure out how to——· · ——download a song.——· ——A: What a pain!——· · ——· · ——· · · ——·· ——· ——B: You’re telling me. Had I known, I would have got ten a different brand.B.Vocabulary. Expressing buyer’s remorse. Listen and practice.Teaching SuggestionsStep 1Elicit the meaning of buyer’s remorse from the class. (a strong feeling that it was a mistake to have bought something)Step 2Have students listen to the statements and look at the illustrations. Then have students listen and repeat chorally.Step 3To check prehension, have students look at each picture and ask What is the woman spending a lot of money on? (car service) What is too big for the man’s room? (the TV) What is the man trying to figure out? (how to put the second system together) Why is the food processor collecting dust in the closet? (because nobody uses it)C.listening prehension. Listen to the conversations in which people regret havingbought something. plete each statement by inferring the reason for buyer’s remorse.1. b2. a3. b4.b5.aScriptConversation 1F: Wow, what a great juicer! That’s even big enough for my family!M: Actually, I hardly ever use it. It’s way too big. I have such a small kitchen. F: So, why’d you buy it?M: I got it on sale—at a great price.Conversation 2M: Isee you bought a digital camera. How do you like it?F: Well, I might like it if I could figure out how to use it. Truth is, it’s a pain in the neck.M: What do you mean?F:It has way too many features. Believe me, if I had known you couldn’t just point and shoot, I never would have gotten it.Conversation 3F1: Hey, I love your new exercise bike! It must be great having one of those.F2: Well, yes and no.F1: What does that mean?F2:I like it, but I guess I’m just a couch potato. I just don’t use it enough. Conversation 4M1: What a cool sound system! You just get it?M2: Yeah.M1: Look at all those pieces. When are you going to put it all together?M2:Well … that’s a problem actually. There are so many ponents. And the instructions don’t help at all. Look.M1: Whoa! That looks pretty plicated.M2: Had I known how plicated it was going to be, I would have gotten a different model.Conversation 5M: Love your new car! You must be on cloud nine driving that thing!F:Oh, it’s fun to drive, but I’m not so sure it’s worth it.M: Really? Why?F:You wouldn’t believe it. Between the premium gas and visits to the mechanic … It’s costing me an arm and a leg!M: Ouch!F:I can’t afford to drive it! Probably wouldn’t have bought it had I given it more thought.Teaching SuggestionsStep 1First listening: Have students listen to the five conversations and identify what each person has bought. Review as a class. (1. a juicer, 2. a digital camera, 3. an exercise bike, 2. a sound system, 5. a car)Step 2Second listening: Have students listen and plete the statements.Step 3Third listening: In pair, have students write down phrases from the conversations to s upport their answers. Review as a class. (1. “It’s way too big.” 2. “I might like it if I could figure out how to use it.” 3. “I just don’t use it enough.” 4. “There are so many ponents. And the instructions don’t help at all.” 5. “. . . it’s costing me an arm and a leg!”ReadingText ABackground Information （少）Key Words and ExpressionsAquarium n.玻璃养鱼缸We went to Stanley Park and the aquarium，up GrouseMountain，and to museums and galleries.The colorful and active platy provides a vivid contrast to therich green plants in your aquarium.bulky adj.体积大的To protect himself, Ruiz used to wear a bulletproof vest underhis suit jacket, but the vest was bulky and hot.Traditional lithium-ion batteries have carbon electrodes, whichare relatively bulky for the energy they provide.gadget n. 小机械；小装置Are you looking for a cool back-to-school gadget?A corkscrew is a very useful gadget for opening bottles of wine.purchase v.购买Employees are encouraged to purchase sharesin the firm.The new couple spent some money for the purchase of thefurnature necessary for their new house.remorse n.懊悔；悔恨He was filleed wuth remorse for having refused to visit his dyingfather.In a fit of remorse she burnt all her lover,s letters.screwdriver n.螺丝起子You turn the screws round and round with a screwdriver.I can't find a screwdriver but this file should serve the purpose.spin v.快速旋转；（车子）飞奔Her top spin, back spin and side spin contributed a lot to herwinning of the final.It takes Pluto 248 Earth years to spin around the Sun.tropical adj.热带的；炎热潮湿的I perfer to eat tropical fruits.Some animals can not indure tropical climate.wagon n..四轮运货马车；运货牛车Among the remains of a scorched wagon,you find three corpses and a Wand of Fire.A four-wheeled, open, box-shaped wagon or iron car run on tracks in a coal mine.wrap v. 包，裹（某物）；用（东西）把…裹起来I wrapped the rug around the sick man's legs to keep himwarm.The assistant wrapped it up for her as quickly as possible. Teaching Suggestions 少Reference Translation购买礼物者指南选择礼物时要考虑的事情你总是经历过一个购买者的后悔心态的——那种后悔的感觉往往来源于购买了那些不需要的或者根本不该买的东西。

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