大学英语创意阅读第二册 Unit 1-10 答案

Book 2 1-10 Unit 1 Understanding the text
Part A: Comprehending the text Complete the following sentences. 1. According to the first three paragraphs: A major purpose of advertising is to inform us of new products or good bargains / help producers to sell their products. It is possible that advertising is becoming less effective because we are exposed to too much advertising now and so much of it is misleading, so many people now ignore it. 2. According to the advertisement for Bantu Island: The more adventurous members of the family can visit some of the attractions of the island, including a trip to an ancient cavern/ study the fascinating sea creatures of' that area. The less adventurous members can use the hotel swimming pool/paddling pool or play on the mini-golf course or visit tile less adventurous places of interest ( in an airconditioned vehicle) such as a local lake. Ghosts are often seen around Lake Tall. Wood has been used to make the accommodation "units" The holiday is cheap because the resort is new and the owners claim to be more interested in making the guests happy than making money. 3. According to the newspaper report on Bantu Island: Bantu Island is really only a small, bare, exposed rock in the middle of the ocean. Swimming around the island would be very dangerous because of the many sharks. The swimming pool isn't very much in use because there is no water in it. The author doesn't believe the stories about Lake Tall because it is too small and too shallow for the stories to be true. The author says the only reason your money "goes further" is that Bantu Island is

a long way away go the money will be travelling further. The expression is not being used in its usual meaninq of money lasting lounger as things are so cheap. 4. The advice the author gives in the last two paragraphs is to be very careful when reading advertisements and always try to check the information from an independent source before you buy whatever is being advertised. Part B: Comparing the texts The two texts sometimes refer to the same feature of the resort with very different terms. Complete this table by finding the corresponding terms and writing them in the spaces provided. Follow the example. The Brochure 1 2 3 4 5 6 Part C: resort a shallow bay/ island paradise fascinating sea creatures deluxe air-conditioned transport individual, handcrafted units ancient and mysterious lake Interpreting the text The Newspaper Article building site beachless bay/ hare rock hungry sharks open-backed jeep wooden huts dirty pond
1. Explain why the writer believes these two texts provide a "perfect example" of what he is trying to say. The writer is trying to say that advertising is often very misleading and, in some cases, "legalized lying". The advertising brochure for Bantu Island is obviously very misleading—and, although nothing it says is actually a lie, it could be argued that it does not represent the truth. 2. Why were the visitors to Bantu Island made to pay for the "tours" before they got to the resort? Because once they got to the island and saw what it was like, they would not waist to go on any tours. 3. Did the first article give any information that was not true, as opposed to simply misleading?

No, it was very carefully worded so that it would be difficult to prove it told any lies—simply did not tell the whole truth or ,misled the reader in different ways. For example, the resort does have a swimming pool (and even a paddling pool) -- it does not actually say that they don't have any water; it does say that sea creatures abound, it does not say they are sharks, etc. 4. Explain fully what the writer means by the last sentence of the article. We should look carefully at things that seem attractive (and cheap). There is often a problem that is not obvious. This might also apply to other things, such as a motor vehicle, a new apartment, "special offers" on CDs, books, etc.
Developing your skills
Getting the writer's purpose Which of the following do you think could be used to describe the tone of the newspaper article? humourous, aggressive, sarcastic Look at the two texts again and make notes in the table below of other examples of each category. There are many examples of this kind in the texts. Students could be encouraged to have group discussion and decide which are more effective (and some may even be humourous). These are some examples that students are likely to find: Brochure A Once in a Lifeti, me Newspaper Holiday A "Never- To-Be-Repeated" Holiday
(This .means something very special -- so (This .means it only happens once special it cannot Layout ever be repeated. ) because it was so bad you would never do it again. ) A "Holiday" for Nobody
A Holiday .for All the Family Choice of sea creatures sharks half-built
Information brand-new

cooled rare It omits any details of the size, etc. of the attractions (e.g. Lake Tall). No mention of having to wash in a small stream ( i. e. no plumbing or washing facilities in the hotel). ...
blasted They don't exist.
you won't have a penny more to pay! -- A "Holiday" .for Nobody -- the inverted commas indicate that the writer .feels
The exclamation mark is supposed to show
the reader what a wonderful deal she / he is the word "Holiday" is not the correct getting with the holiday. word. The "Beauties of Bantu Island" --again the inverted commas suggest that Punctuation "Beauties" does not describe the reality of the Island. "Air-conditioned", "back-to-nature ", "resort", "lake", etc. all these show that the writer does not .feel the words are being used with their usual meaning and connotations. The two articles that follow are from the advertising manager of the restaurant and from a dissatisfied customer. Complete them by filling in the blanks with words or expressions that make the writers' attitudes clear. Come and Eat at the Luxurious and Relaxing "French Kitchen" Enjoy the wonderful selection of tempting dishes from our extensive menu. The magnificent view over the ocean will make it an evening to remember / cherish. Our highly-trained / professional / friendly and experienced / knowledgeable / polite staff will be delighted/pleased / thrilled to look after your every need and the reasonable / inexpensive prices will pleasantly surprise you.

Don't delay / wait. Book now! You won't be disappointed / sorry. Anybody who is thinking of going to the new" restaurant" called the "French Kitchen", don't think again. I was tempted by the advertisement in this newspaper last week. Unfortunately/Regrettably, I can honestly/truthfully/realty say that I was very displeased by my decision. To enjoy the "magnificent view" of the ocean, you would need to lean at least a metre out of the window and peer round the building next door. I've seen a better/ .more impressive/wider/more tempting selection of dishes in my local fast food restaurant and much more polite/friendlier staff in an army training camp. As for the "reasonable/inexpensive" prices! My bank manager will think that I bought the restaurant when he sees my account. It's true that they were a "surprise", but definitely not "pleasant"
Don't go. You will certainly be disappointed.
Extending your vocabulary
Part A: Antonyms In the two descriptions of the holiday resort, it is possible to find words and expressions with almost opposite meanings (antonyms). Complete the table below with appropriate words from the text. Follow the example. brand-new nestled shallow paradise give-away price refreshing ancient perched deep nightmare expensive bitter
A quick way of revising these antonyms is to allow students to look at the list for a minute. Then in pairs one student gives a word (e. g. Student A: "paradise") and the other student gives the antonym (Student B: "nightmare"). Once students have got the idea of this, the teacher can encourage them to use the words conversationally by

making statements and giving replies containing the antonym of the main word. Student A: The island was advertised as a kind of paradise. Student B: But it was a nightmare for the person who went there. Student A. Yes, that must have been a bitter experience. Student B. Well, it certainly wasn't the refreshing experience he was expecting, was it? Part B: Scales of meaning All the words in the box below are related to frequency (how often), degree (how much) or quantity (how many). Arrange all the words in the table in the same way as the example given above for size. Frequency ·constantly / always ·regularly / repeatedly ·often /frequently Degree Quantity
·perfectly / absolutely / ·all / every totally ·a ,vast number
·extremely / enormously / ·most / the .majority of /
· sometimes / occasion particularly/ exceedingly / generally ally ·not always · rarely / seldom exceptionally ·very · many / a lot of /
numerous
/ · slightly / a little / to some ·much / a great (teal extent ·in no way ·not in the slightest / not at all ·a couple / a few
intermittently ·once ·hardly ever ·never
This kind of scale is very important for more advanced language learning. Students should think of vocabulary not only as learning more and more new words but also as learning to relate new words to those they already know. They should also be encouraged to think of words as being related to other words, i.e. what matters here is the general group of the words and the differences in shades of meaning of words along the scale. Once students have completed the chart with the scales of meaning they should

be encouraged to use the words. One way to do this is to go back to the quotations about advertising in the Before you read section (with the additional quotations in this Teacher's Book) so that students use the frequency/degree/quantity scale in their own personal comments on the quotations. For example: "Advertising is legalized lying." I think advertisers rarely lie but the majority of them regularly exaggerate. I agree to some extent; they tell lies exceptionally but I think advertisers hardly ever tell the whole truth.
Expanding your creativity
Drawing a map of Bantu
This map shows a very positive picture of the Island of Bantu. It is much larger than the newspaper article suggests. It has forests, mountains, beaches, a large town and even a small airstrip. Lake Tali is large. The island looks the kind of place that would give a "Holiday of a Lifetime". This kind of activity is creative in that it encourages students to re-read the text looking for information about the features of the island, then to visualize how the features relate to each other and so draw the map. It is important that students should explain their maps to each other in order to verdalize what they have imagined and

drawn. If some students find this task difficult, a preliminary step is to re-read the text and actually underline (or list) all the features of the island which are mentioned in the text; students can compare what they have underlined to check that they have found the essential information before using it to draw the map. This establishes the common information that will be used to draw the map but it still leaves the creative element of putting all the relevant information in the spatial layout of the map. It is likely, of course, that some students' visual interpretations of the text will be different from those of others. Students need to understand that this is OK as long as they can justify their maps according to the information in the text. There are various ways of getting or giving further feedback on this activity. A few students could be encouraged to draw their maps on the board so that the class can discuss differences: this is useful to give the clear message that there are a range of valid representations of the island, but it might be a bit time-consuming. Alternatively the teacher might use his or her own drawing on the board or overhead transparency for further discussion. One way of doing this is for the teacher to make a few deliberate mistakes in this drawing so students have to suggest corrections with reference to their own maps. Generally, in the Expanding your creativity sections of units in this series we want students to apply the language of the unit in a different way, often to use their imagination and generate different ideas, and then to review or evaluate what they have produced. In this case, a good way of reviewing the creative activity is to ask students in pairs or groups to close their textbooks (i. e. only look at their own maps) and then to explain the features of their maps according to what they remember from the text (see the Introduction for comments on this kind). For example, a student might refer to Lake Tali by saying, "Here's Lake Tali. It is supposed to be romantic and a place where lovers sacrificed themselves, but the writer says it is a dirty pond." Students can then evaluate others' maps not so much according to how well the maps are drawn but rather in terms of whether they have included all the major features mentioned in the text and how well they can explain these when they talk about their

maps. In this way students will be strongly encouraged to link their understanding of the text with their imagined representation of the map and to try to express both of these to each other.
Further information
Advertisements as mini-lessons in language The text for further information is about advertising. It draws attention to the ambiguity of many English language adverts and to the increasingly common aspect of playing with language which can be seen in modern adverts. Students could be encouraged to collect examples of English language adverts from magazines or newspapers and make comments on anything interesting they notice about the use of language and any cultural aspects they find. This would make a good project for those who study business or tourism and English majors. As the text says, adverts can be mini language lessons. In China, as in many other countries, English words are sometimes used in adverts and for product labels, even when the product is Chinese. Again, students could bring examples to the class: instructions from medicines, the ingredients of food packets, and so on. Students could be encouraged to think of the reasons for using English in adverts. Most people would suggest that English is used in advertising and product labels so that visitors, tourists or foreign residents can read them. However, some products are made for export to many countries and perhaps advertising in English enables the company to use the same packaging everywhere. In some cases, using adverts and labels in English may be a status symbol -- a kind of signal of internationalism and the prestige that using English is thought to bring.
Understanding the text
Part A: Comprehending the text Decide whether each of the following statements is true or false according to the text. Put a tick by your choice. True False

1
The first paragraph suggests that the writer believes young people are themselves responsible for being educational "failures". The introductory paragraph asks a challenging question: √ "Is it possible that the children are not at .fault at all, but society itself?" Also, "failures" is in inverted commas. This suggests the word should be interpreted differently: it suggests the children are not at fault.
2
The speaker believes that school examinations are appropriately timed in the lives of schoolchildren. Look at speech paragraph 2: Children have to sit exams at an age when they are least receptive to formal learning. √
3
Usually, only children who have previously failed examinations are given the opportunity to study interesting subjects. In speech paragraph 3: "Intterestiug subjects" are available "only for those who have already been labelled as failures". (The teacher might suggest that this indicates a "topsyturvy" situation, where "failures" get a better deal while those who "succeed" are virtually "pu,tished". ) √
4
Parents often contribute to the pressure schoolchildren are put under. In speech paragraph 3: Many words in this paragraph indicate pressure: "push", "cajole", "threaten", "force", "search franticalIy". In speech paragraph 4: Parents are .foolish if they "despair at their children's perfectIy normal behaviour. " √

5
In some cases, the present educational system has the opposite effect to the one it is aiming at. You might ask whether the "educational system" has any clear idea at all about its objectives. But assuming the "educational system" aims to educate children, the text suggests very definitely that it is failing totally, e. g. √ In speech paragraph 4: The system might "wake or break" children in their early teenage. In speech paragraph 5: There are "severe penalties" in the system. In speech paragraph 6: The present system is frightening and threatening.
6
Childhood is the best time to study from the point of view of the development of the brain. √ In speech paragraph 7: "between the ages of five and 18 ... the brain is biologically at its most receptive ..."
7
There are many educational reasons for the present system of education. Speech paragraph 7 describes the organization of the school day ( "40- minute pieces of learning" ) as not √ designed to encourage "serious study". And speech paragaph 8 tells us that the system is not efficient: it "takes up to 11 years" to teach children up to a "low level o. f English ".
8
The speaker agrees with all the arguments of the NUS. Speech paragraph 11 tells us that the writer has "no idea" whether the NUS is correct in believing "that children would actually learn more". But, tile writer is "sure they would be happier" -- perhaps you could encourage a class √

debate, at this stage, on the subject "Happy children should be the primary objective o~ primary and secondary education systems. " Part B: Interpreting the text Answer the following as fully as possible. 1. Why, in paragraph 2 of the debate speech, does the speaker describe failing an examination as being like a "death sentence"? These exams "decide their .futures" and the penalties .for .failure are ".final". Also look at speech paragraph 6 -- the "threat of being a .failure .for life" is perhaps even worse than a death sentence. 2. Why does the speaker mention the labour market in paragraph 4 of the speech? The labour market does not urgently need "newly qualified people ". There is no "hurry"; the situation is not critical. 3. Why does the speaker introduce such exact figures in paragraph 7 of the speech? To compare the large number of lessons ("17,745") with the tiny result ("how little I knew at the end ... ")and also to say that "40-minute pieces of learning" and "little pieces of 9eography or history or biology" do not really add up to any substantial body of knowledge. Perhaps, too, the writer wants to show that mere statistics ("17,745 lessons") do not really prove that the results are good. 4. What does the word "subjected" in paragraph 7 of the speech tell us about the speaker's attitude towards his own education? The word suggests an unpleasant experience. The writer was, when a child, the subject -- and the education system was the "boss". The results o.1~ the child's subjection were not good. Also look at speech paragraph 8 again: the system "can never be called e. efficient"; it simply helps the administrators and the bureaucrats.
Developing your skills
Part A: Using reference markers

Choose the appropriate completion for each of the following from the options given below. Circle the letter of your choice. 1. c) In the text, "schooldays" is related to "remember" -- "schooldays" is the object of "remember"; "them" is also the object -- of the second verb "remember". The pronoun "them" means exactly the same, in this sentence, as the noun "schooldays" 2. b) Here, "it" is connected -- or linked -- to "this question" by the word "as". And "as it exists in Britain" specifies that the discussion is limited to present-day Britain. 3. c) This is more difficult: those refers, here, to the "school children" mentioned in the previous sentence! So the link -- or the connection -- is more distant. All the words in this phrase give clues to the link: "but", for example, is very important here because it indicates a limitation on what is being discussed. (The teacher might wish to point out that there are many small words which are very important in English --and "but" is one of these. A useful class exercise can be given in which each student-- or perhaps pair of students -- creates an original sentence in which "but" is an essential part. You can emphasise that, although the word is "simple", it is often very important indeed in communication. ) 4. a) Here we need to go back to the subject of this long sentence -- namely " parents" ! Find and circle five more examples of reference markers in the text. For each marker, draw an arrow to the part of the text it refers to. Compare your examples with those of a partner. ·"But" (speech paragraph 4, line 26) does two jobs. It refers back to the whole subject of exams and pressures; it also signals that there is going to be a change of direction in the whole discussion.

·"It" (speech paragraph 4, line 32) refers back to the "problem" if children "suddenly stop reading" -- and the paragraph goes on to say that this is not really a problem. ·"So" (speech paragraph 4, line 36) is another small but very important linking word. Often -- as here -- it is used to "wrap up", or conclude, an argument. ·"If" (speech paragraph 5, line 38) introduces a hypothetical situation. It raises the idea of imagining big changes and new conditions. Again, it's a small word 'with many uses. ·In speech paragraph 8, ".for example" is perhaps a more simple instance of linking: here the inefficiency of the "present system" is shown clearly by the example -- i. e. it "takes up to 11 years" to produce even basic results. Part B: Using discourse markers For each of the following, fill in the gaps by choosing the most suitable discourse marker from the table above. Then make a note of the function of the discourse marker in the space provided. 1. I've been really busy this week with five assignments to complete. However/Yet last week was easy as I only had one to do. Function: showing contrast 2. Although there are some minor disadvantages, on the whole / in general / generally s peaking / overall, I prefer studying at university to secondary school. Function: generalizing 3. Nobody is allowed in here except / except for / with the exception of the principal and the most senior members of staff. Function: introducing exceptions 4. Your progress seems to have been variable. Some assignments are OK, but as for / as regards your last written assignment ... it was a complete disaster! Function: focusing attention 5. I've finished all my assignments so / and so / so now I can go to the cinema this evening and relax. Function: showing logical sequence

Complete this table by writing an example of each function category in the space provided. If possible, make all your examples relevant to the theme of the passage. Compare your examples with a partner. Function Listing Points Example There are several problems in the present system. Firstly, there's the problem of exams. Secondly,
there's the pressure from parents. Thirdly, there's the issue of competition among students . Giving Additional Information Relaxation and fun should be part of education. Furthermore, bright new ideas often come to kids when, they're relaxing. Showing Contrast with I was subjected to thousands upon thousands of boring classroom hours. Yet I don't remember much of what I was taught! / I don't remember much of what I was taught though! Showing Logical Sequence So my experience suggests very strongly that something is seriously wrong with the system ... Introducing Exceptions and I think 'my experience is shared by millions of other Examples students, except perhaps those w/to don't have any opinions of' their own! Generalizing Focusing Attention on a Topic As a rule, teacher's probably have good intentions. As .far as homework is concerned, I recommend that the a mount be reduced by eighty per cent.
Preceding Information
Extending your vocabulary
Part A: Words to note Look again at the Words to note section. Use appropriate words from the list to complete the following sentences. 1. His carefree attitude sometimes makes people think he doesn't take his studies seriously enough.

2. I really find the fact that so many students have copied this assignment totally intolerable. This is cheating! 3. He seemed very receptive to my suggestion that he should focus more on his basic language skills. 4. As this is a compulsory course, it is not possible for you to drop it. 5. The consequences of cheating in an examination are usually very severe. In any case, anyone who cheats will fail. 6. Clearly, the more motivated a student is to learn a language, the more successful he or she will be. 7. I am appalled at the very high failure rate of the course! Everyone should pass. 8. The student was frantically trying to remember where he put his textbook. He needed it immediately to complete his assignment. Part B: Expressions Column A in the table below contains expressions used in the passage. Match each expression with a word or expression from Column B that has a similar meaning. Column B 1. no matter (paragraph 1) 2. to what extent (paragraph 2) 3. without a doubt (speech paragraph 1) 4. no choice but to (speech paragraph 12) 5. make or break (speech paragraph 4) 6. all too often (speech paragraph 9) 7. end up (speech paragraph 11) Column A regardless of how much certainly must help or ruin frequently result
Expanding your creativity
Making a story chain about "education", using the Words to note of this unit This activity has two main purposes. First, the idea is for students to express themselves through a story about education. This will probably be fictional, however an alternative is for students to write an argument about education. (This could be about exams or some other educational topic.) Second, as students pass the papers

with the writing around the class students have to read what has been written previously and they need to make their contribution fit into this. This means, of course, that they have to pay close attention to discourse features of cohesion and coherence, otherwise the story (or argument) simply isn't going to make sense. Putting these purposes together, students can be creative and expressive but they must fit what they write into the developing context of a sequence of writing by others. Actually, when one thinks about it, most writing is like this on a larger scale: the writer of both fictional and, more obviously, academic expository texts has to write within an developing context of current work and contemporary trends or at least take account of whatever has been written before on the subject or theme. In this sense, only the most creative or unusual writing does not have a precedent. The teacher could at some point explain this rationale for this activity so that students understand that although the activity can be fun (and it can produce some strange or funny texts) it does represent a basic and important function of many types of real-world writing. An example is given below. Writer 1: When I was young I hated exams. Writer 2: But now I find that they are not so bad; perhaps this is because I am usually successful. Writer 3: There was a time in Senior Middle School when my parents had to make me go to school to take an exam. Writer 4: I was afraid that I would fail. Writer 5: And I was sick with worry. Writer 6: But in the exam I did quite well. Writer 7: Now my attitude is more positive because I prepare carefully. Writer 8: I think this story shows that if we prepare carefully for exams we should not fear them. In this example, Writer 2 has built on the first sentence using contrast. Writers 4 and 5 have built on Writer 3's statement with reasons but Writer 6 has given a contrasting result, which was signalled earlier by Writer 2. Writer 7 gives a reason to justify Writer 6's contrasting statement. Writer 8 has read through the story carefully

and has tried to give a concluding comment. The teacher could explain this kind of example (or take a similar example from the students in the actual class), encourage this and give the writers, for the last round, extra time to think of such a concluding comment. The teacher could also ask the writers of the final contribution to edit all the previous contributions for any language errors, inconsistencies, and for aspects of cohesion or coherence. If this is difficult, this last contribution could be written in pairs to make the editing easier through discussion. The above example does not specifically include words from the Words to note section. The following example does so. It is an argument rather than a story and most writers have written a couple of sentences. Writer 1: What is the rationale behind education? Is it to make life easy for the bureaucracy? Or is it to produce feelings of' despair in the learner? Writer 2: Those tender years at school should be enjoyed. Writer 3: And students in tertiary education should not have to study for every hour of every day. Life as a student should be carefree. Writer 4: Youngsters are, generally speaking, receptive to new ideas. Most kids are motivated to learn. Writer 5: Education is compulsory in 'most countries. But both teachers and students often. feel that the education system's demands on them are intolerable. Writer 6: They. feel appalled by the pressures they suffer. They have to work frantically just to complete tasks. Writer 7: Often they .feel severe .frustration. They frequently complain that the system isn't teaching them effectively. Writer 8: Some are tempted to try and cheat the system -- and cajole -- high grades out of their teachers even if their work doesn't deserve such grades. Although most teachers, of course, will not be cooperative with students in any such cheating or cajoling, very many do sympathise with the students' feelings. 6. Although the fire had died down, you could still see the glowing ashes. 7. When he saw her picture, he instantly remembered her name and told the

detectives. 8. The robbers stole the paintings by Picasso; luckily they were insured so the museum would at least get the insurance money. 9. Food is very expensive in England: I spent 100 pounds in one restaurant! 10. Jack is quite old now and he's been working here for many years. I think he will retire next year. 11. I didn't see the man at first in the shadows; only when he moved into the light from the street lamp did I catch sight of him. 12. Although it was midnight, it felt like midday because of the moonlight streaming in through the windows. 13. Can I tempt you with another glass of beer? I think you like this brand. 14. I was terrified when I heard a murderer had escaped from the prison nearby. 15. The smell of my mother's cooking wafted into my bedroom. 16. While I was waiting for my meeting, I wandered into town. 17. I hung up my new dress in the wardrobe. 18. Tired after her long walk, Jane wearily climbed the stairs to her apartment.
Understanding the text
Part A: Sequencing When reading a narrative, it is important to be able to accurately picture the scenes described. Each of the following pictures shows a scene from the story, however each picture has a number of errors in it. Study the text and the pictures and make notes of the errors. Notey They were sitting round a coffee table. Thomas was wearing his police uniform. There was a coal fire burning. Snow was blowing against the window.

Notey Only the man and his wife were in the kitchen. There was a garden and a garden gate outside. The man at the garden gate was wearing police uniform. The man at the garden gate was very tall. Notey The man was sitting next to the fire. Thomas had a blood stain on his chest. The grandmother was also standing behind Thomas. Part B: Comprehending the text Answer the following as fully as possible. 1. Briefly explain what "the curse" was that ruined the grandfather's life. (see paragraphs 1 and 2 of the letter) The curse was that the bag and its "evil contents" gave the grandfather power -- too much power. The power enabled him to get anything he wanted in life -- but he had to pay a high price .for this power. The price was the life of his wife. 2. Why does the grandfather say "I bought the price of this house with the life of my beloved wife"? (see paragraph 3 of the letter) He bought the house with the help of the power he had been given by the bag. But he. forgot the warning -- there was a price to pay for this power. 3. Explain how, in a sense, Arthur's first wish came true. His first wish was .for 100,000 pounds. He would have received this money because of the Life Insurance -- his son Thomas was insured. When Thomas was killed, the Insurance Company paid him this, money. 4. Explain exactly how Arthur's second wish came true. Arthur's second wish was "I waist all my family to be together again." This wish came

创新大学英语3答案,傅勇林1-6单元

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