Unit1
vocabulary
2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority
4) a sense of superiority 5) a sense of rhythm 6 ) a sense of justice 7) a sense of shame 8) a sense of helplessness 9) a sense of direction 10) a sense of urgency
3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments
4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement
7) made fun of him 8) persists in his opinion/viewpoint 9) to be the focus/center of attention
10) we buy our tickets in advance
4. 1) certain/sure 2) involved 3) end 4) behavior 5) disciplining 6) agreed 7) individually 8) first 9) response 10) question 11) attempt 12) voice 13) directly 14) followed 15) trouble
Unit2
Step One Column A through up draw teen hand birth chair rag ever Column B day man eared ready conscious back distance beat lift The Compound Words created throughout upbeat, uplift drawback teenage handout, handwritten birthday, birthstone chairman rag-eared ever-ready
over long self mile type well Step Two age due stone out wishing Writer/written overdue, overage long-distance, long-eared self-conscious mileage, milestone typewriter, typewritten well-wishing, well-written 1) long-distance 2) upbeat 3) ever-ready 4) overdue 5) typewriter 6) milestone 7) handwritten 8) uplifted 9) self-conscious 10) rag-eared 11) birthday 12) throughout 13) drawbacks 14) chairman 15) teenage 3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere 7) investments 8) enterprise 9) follow up 10) characterized 11) lingered 12) acknowledged 4. column 1) D 2) A 3) B 4) C tough 1) D 2) B 3) E 4) F 5) C 6) A 6. 1) searched 2) clever 3) solution 4) wasted 5) tolerate 6) hidden 7) dumb 8) subject 9) noise 10) extra 11) purchased 12) replaced 13) appreciation
14) hurried 15) warrant 16) strange
Unit3
1. Understanding the Organization of the Text 1) Introduction (para 1)
It has been proven repeatedly that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture.
2) There is a cultural bias in education that favors boys over girls. (para. 2-4)
Supporting evidence
A. Teachers called on males in class far more than on female students. (para 2)
i) Its consequence: This has a tremendous impact on the learning process.
ii) The reason for this: Active classroom participants develop more positive attitudes and go on to higher achievement. iii) Two examples:
a. In many of the former all-women’s colleges, the boys were taking over the class-room discussions and active participation by women students had diminished noticeably.
b. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years.
B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3)
i) Its consequence: This prevented girls from participating as actively as boys in class.
ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away. C. Gender-biased education is also reflected in the typical American teacher’ assumption. (para 4)
i) The assumption: Boys will do better in the hard, masculine subjects of math and science while girls are expected to have better verbal and reading skills.
ii) Three examples:
a. American boys do develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on. b. In Germany, all studies are considered masculine and it is girls who develop reading problems.
c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.
3) The educational bias begins at home. (para 5) A. Supporting evidence:
i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers.
ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules. B. The consequence when these lessons carry over from the home to the classroom: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in being intellectually independent, analytical, or original.
C. Conclusion: Through the educational process that occupies most of the child’s waking hours, society reinforces its established values and turns out each sex in its traditional and expected mold.
Vocabulary
1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) deprived 7) constituted 8) participation 9) unintentional 10) postgraduate 3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B
unit4
Reading Comprehension 1. 1) Introduction(para 1)
It is introduced in the article how teachers and parents can encourage
creativity in children.
2) An important strategy for parents and teachers to follow (para. 2-3) A. The strategy:
To encourage children to spend time thinking and developing new ideas.
B. The significance for adopting the strategy:
If children can be taught to think creatively, they will be better able to
function in tomorrow’s society.
3) The definition of creativity (para. 4-5) A. Who successful students and adults are:
Those who can find a number of ways to approach problems.
B. What creative people can do:
They can use what they have to produce original ideas that are good for
something.
4) A big problem in school (para. 6)
The problem: Children can obtain and give back information, but can’t figure
out ways to apply what they know in new situations. 5) A new approach to teaching (para 7)
A. The approach: Combining the basics with the activities where students must
use their imaginations.
B. How to do so: By asking questions and meanwhile praising their ideas and
new thoughts.
C. How to facilitate the process: To create an atmosphere in which there is no
risk in being creative-- a place where wild ideas are honored and valued,
never scorned or dismissed.
6) Things parents can do at home to encourage creativity (para. 8-10) A. To involve children in decision making.
B. To help children to understand the consequences of various decisions.
C. To encourage them to talk out loud about things they are doing. The reason
for doing so: Talking out loud improves language skills and thinking skills.
D. To show a sense of humor. The reason for doing so: Children can see
creativity in its purest form.
E. To give children choices from their earliest age. Examples:
a. When they are very young, let them choose between two food items for
lunch.
b. B. When they grow older, let them decide how to use their time or spend
their money.
Vocabulary
3. 1) dismiss 2) consequences 3) promoting 4) applies 5) vital 6) scorned
新编大学英语第二版第四册课后习题答案
