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Unit1
1. 1) A entertaining B entertainment C entertained D entertainer 2) A recognizable B recognized C recognition D 3) A tempting B temptation C tempt
4) A reasoned B reasoning C reasonable D reason 5) A analyzed B analytical C analyst D analysis 6) A valuable B valuation C valued/values D values 7) A humorist B humor C humorous D humorless
8) A understandable B understanding C understand D misunderstood
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
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Step One
Column B
The Compound Words created
Column A through up draw teen hand birth chair rag ever over long self mile type well
Step Two
day man eared ready conscious back distance beat lift age due stone out wishing Writer/written
throughout upbeat, uplift drawback teenage
handout, handwritten birthday, birthstone chairman rag-eared ever-ready 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
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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
Unit 3
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
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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
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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
2.conscious- unconscious encourage- discourage directly- indirectly sexist – nonsexist dependent- independent positive – negative superior - inferior biased – fair limited – unlimited
appropriately- inappropriately
3. 1) C 2) D 3) A 4) E 5) B 4. 1) turn out 2) carry over 3) calling on 4) put away 5) fallen behind 6) take over
unit4
7) F 6) C 8) B
新编大学英语第四册课后习题答案浙大版
