全新版大学英语第一册综合教程练习答案及课文译文

Text Organization
i.

Parts Paragraphs Main Ideas
Part One Paras 1-13 While Kate was putting the groceries away and her two sons were heading for the railroad, a train was approaching.
Part Two Paras 14-33 Anthony prevented a horrible railroad accident and saved the lives of the Pritchard children at the risk of his own.
Part Three Paras 34-35 Anthony and the Pritchards became great friends.
2.
Scenes Paragraphs Main Events
Scene 1 Paras 14-27 Anthony jumped from the train, covered Todd, reached out
with one arm to grab Scott and pull him clear of the track. Then he pushed downward on the two children with all his strength.

Appendix I - 125 -
Scene 2 Paras 28-33 Anthony got Kate to call the police and ambulance. In the
meantime, he was holding Scott for fear that any movement could worsen the internal injuries he might have.
Vocabulary
I. 1.1) nearby 2) signaled
3) resumed 4) spotted
5) instant 6) exploded
7) swaying 8) messing around
9) leaped 10) grabbed
11) loose 12) horror
13) punched 14) calculate
15) clear of
2. 1) The comet is visible to the naked eye as a fuzzy ball in the western sky.
2) Application papers may be sent via e-mail.
3) The city government feeds and shelters the homeless children.
4) He was warned by his brothers to keep clear of the street gang.
5) I'd like to draw your attention to the fact that the students' enthusiasm about the project has cooled down.
3. 1) He struggled with the big rock lying in the middle of the road, lifted it with all his strength.
and got it out of the way just before the train flashed by with a full load of freight.
2) Sam fell off the horse, injuring his back, twisting his left arm and scraping his knee. For?tunately, the back injury was not serious, and he recovered in two weeks. After the inci?dent. Sam never dared to mess around with the horses on the farm again.
3) The driver pulled on the brake the instant he saw two kids jumping up and down on the road. But he knew that the car would not stop in time. In an effort to keep the car from injuring the kids, he swung left, and the car crashed into a big tree before coming to a stop.
II. Usage
1. The sound of the engine became thunderous.
2. He exploded: "Why didn't you tell me earlier!"
3. The fireman sprang through the window into the room.
4. He froze when he faced the audience.
5. He stared at me in shock.

- 126 - Appendix I
6. Every morning, the policeman on duty will see thousands of cars flash by.
7. The plane crashed into the mountainside, killing all aboard.

III. Word Formation
1. possibility
3. amazement 5. widened
7. fulfillment

2. highly
4. violation
6. neighborhood
8. determination

2) to kill
4) to think
6) being spoken 8) practicing
Structure
1. 1) making
3) to ask
5) spending
7) to pay
2. 1) With Christmas only a week away

2) With his physical condition improving day by day
3) With our GDP growing steadily
4) With all the shops closed

Comprehensive Exercises
I. Cloze
(A)
1. incident
3. instant
5. horror
7. grab
9. loose
11. all my strength
13. punched
(B)
1. had
3. with
5. for
7. with
9. house

2. leaping
4. spotted
6. calculating
8. clear of
10. reach out
12. scraped
14. internal
2. when
4. before
6. herself
8. on
10. other/older

Appendix I - 127 -

11. too
13. speak
15. come
17. When
19. of

12. and
14. to
16. out
18. what
20. like

II. Translation
The instant the professor entered the classroom, the words on the blackboard "Welcome Back Professor" drew his attention. He had been injured in a car accident, and had had several operations in a nearby hospital. The doctor calculated his chances of survival to be no more than 10%. Now, not only had he recovered from his injury, but he was also able to resume teaching. Every student felt excited at the sight of him, and minutes passed before the class cooled down.

Part

TextB

Comprehension Check

1. a
3. c 5. a 7. b

2. b 4. d 6. d



Translation
(#JSL Appendix III)
Language Practice
1. plunged
3. squeeze
5. hang on
7. presence
9. pressure 11.snapped
13. pray
15. up to

2. wrapped 4. shivering 6. collapsed 8. conceal 10. crushed 12. trapped 14. nowhere

- 128 - Appendix I
Part IV Theme-related Language Learning Tasks
Model paper
A Near Thing
One afternoon when I was nine, I arrived home from school and found my younger brother lying in bed. "How come you are home so early?" I asked, knowing that he usually would mess around a bit after school. "I feel sick. I have a headache," he said.
I could leave him in bed and wait until mom and dad came home from work. But I remembered hearing people say that there was an epidemic in the city. The disease developed rapidly and could cause damage to one's brain if not treated timely. "What if my brother has caught the disease?" I asked myself. I decided not to leave it to chance. So I called a taxi to take us to a nearby hospital.
An hour later, my brother was sleeping in the isolation ward. The doctors there told my parents
that if my brother had arrived at the hospital two hours later, the disease might have seriously dam?
aged his brain. (162 words)
Unit 8
Part I Pre-reading Task
Script for the recording :
Like to hear a funny story? I've got a good one about a teacher, a riddle, and a little boy.
"It's time to see how clearly you can think," the teacher said to his class."Now, listen care?fully, and think about what I'm saying. I'm thinking of a person who has the same mother and father as I have. But this person is not my brother and not my sister. Who is it?"
The kids in the class knitted their brows, scratched their heads, and otherwise showed how hard they were thinking. But no one came up with the right answer.
When everyone in the class had given up, the teacher announced, "The person is me."
Little Geoffrey beamed at learning the answer. "That's a good one," h

e said to himself. "I'll

Appendix I - 129 -
have to try that on Mom and Dad."
At dinner that night, little Geoffrey repeated the riddle to his parents. "I'm thinking of a person who has the same mother and father as I have," he said. "But this person isn't my brother and isn't my sister. Who is it ? "
His parents knitted their brows, scratched their heads, and otherwise pretended that they were thinking hard. Then they both said,"I give up. Who is it ?"
"It's my teacher," Geoffrey said.
PART II Text A
Text Organization

Parts Paragraphs Main Ideas
Part One Paras 1-10 Teenagers' idleness and ignorance will produce serious effects on all concerned and society as a whole.
Part Two Paras 11-24 Kevin 1990 comes to realize in his dream how greatly lack of education costs his forebears, him?self, his children and the society they live in, and how important it is to study hard.
2.
Part One

Cause

Effects



Teenagers' intellectual laziness and ignorance

All people will be seriously affected. A modern industrial state will stop functioning.

Part Two

Cause
Lack of education

Effects
. Kevin 1990, his forebears (with the exception of his intellectual father), and his children lead

- 1 30 - Appendix I
a poor, miserable life.
America is on the decline.
There is no law and order in the country.
American children have no chance to receive a
good education.
Businesses in America are owned by wealthy
Europeans and Asians.
Vocabulary

2) idle
4) searched ... for
6) handful
8) ability 10) slice
12) has broken down 14) faculties
1.1) drive home
3) is functioning
5) scared
7) luxury
9) woke up
11) miracle
13) was jammed
15) humble
2. 1) The cost of electricity is likely to be seriously affected by the rise in gas prices.
2) There has been a decline in the number of people borrowing from public libraries, but book sales are rising.
3) They made a suggestion at the meeting that an assistant be appointed to help Mr. Green.
4) The local history group was astonished when they heard of/to hear of a plan to build an office building right next to the castle.
5) They had run out of water by the time they got to the camp.
3.1) Highly complex in design, the engines cost too much to produce. We simply can't com?pete with other companies unless we improve our engine design and reduce the cost of production.
2) Philip was very upset to find it so hard to make a living by writing in the new country. He swore that he would give up his writing career and try some other job. To his delight, he was/became much better off when he switched to teaching, and even had adequate money /means for a new car.
3) The other day my friend John and I paid a visit to the museum of fine arts in our city. The museum had recently acquired several original paintings by an American woman artist. Ignorant of art, I turned to John and asked how her works struck him. John replied that for him, her paintings/ wor

ks summed up the restless spirit of America.

Appendix

-131

II. 1. The young man made $ 5 an hour in his summer job.
2. What made you change your mind?
3. I'm sure Jason will make a good lawyer.
4. The vet put something down the dog's throat to make it vomit.
5. The story makes interesting reading.
6. Five and five make ten.
7. On foot they can only make about 20 miles a day.
8. I don't think she'll ever really make it to the top.

III. 1. 1) developing
3) development
5) developing, developed
2. 1) amazed
3) amazingly
5) amazement

2) develop
4) develop
2) amazes
4) amazing

Structure
1. 1) With the help of a bank loan
2) Without first-hand knowledge of the Middle East
3) With support from the trade union
4) Without trying hard to build up a large vocabulary
2. 1) While I admit that there are problems
2) while reading the newspaper
3) while Jane is ready in ten minutes
4) While she is a likeable girl

Comprehensive Exercises
I. Cloze
(A)
1. decline
3. idle
5. accumulated
7. function
9. ignorance

2. complex 4. make a living by 6. affect 8. faculties 10. compete

- 1 82 - Appendix I

11. wake up
(B)
1. half 2. ever
3. during 4. when
5. from 6. enough
7. Since 8. and
9. marrying 10. about
11. none 12. fire
13. whom 14. writing
15. if 16. sound

II. Translation
This morning I heard an interesting piece of news over my portable radio: A man of 36 and his son of 10 attend the same class competing with each other for high marks. The story goes/It's like this:
The man, Li Wei by name, was too idle to learn anything when young. With little educa?tion, with no useful skills, he could hardly earn an adequate living wage. His life experiences drove home to him the point that he had to acquire knowledge before he was able to accumu?late wealth. So Li Wei swore that he would go to school with his son, determined to learn.
Part III Text B
Comprehension Check
l.d 2. b
3. b 4. c
5. b 6. a
Translation
(参见Appendix III)
Language Practice
2. benefits 4. confuse
1. solve
3. proceed

Appendix I - 1 S3
5. What if 6. focus
7. claims 8. at hand
9. in the first place 10. competent
11. essential 12. ultimate
13. concentrate on 14. Effective
15. contribute
Part IV Theme-related Language Learning Tasks
Model paper
The Use of Computers in Schools
There are numerous benefits that flow from the use of computers in schools. Interest in a subject can be stimulated by sound and visual illustrations superior to "chalk-and-talk" alone and students are given easy access to a wealth of reference material. Internet access offers the chance to communicate with other students around the world. Programmed learning tailored to the speed of individual students can be adopted. Computer skills such as programming can be developed.
There is, however, a negative side. There is the danger that computers encourage "cut-and-paste" copying without a real understanding of what is bei

ng said. Also, for many purposes tradi?tional teacher-centred classrooms remain more effective than time spent working alone. And, of course, computers always offer the temptation to play games rather than getting down to difficult learning tasks.
On balance, however, the advantages clearly outweigh the disadvantages.
(146 words)