新编大学英语4书上答案(全)

新编大学英语4书上答案(全)

新编大学英语（第四册）习题答案

《新编大学英语（第二版第四册）》由浙江大学编著，应惠兰主编，外语教学与研究出版社出版。此前曾为本村学生刊出过两册答案，普遍反映良好，因此再出第四册的习题答案，欢迎学生朋友浏览，其它年级的习题答案请点击博客“首页”（可在“搜博主文章”中按关键字搜索）。 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) perse 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

新编大学英语4书上答案(全)

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) inpidually 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 over long self mile type well

Step Two

1) long-distance 2) upbeat 3) ever-ready 4) overdue 5) typewriter

Column B

day man eared ready conscious back distance beat lift age due stone out wishing Writer/written

The Compound Words created

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

新编大学英语4书上答案(全)

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

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

新编大学英语4书上答案(全)

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

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