英语泛读教程3Unit 4

Unit1. The ability to predict what the writer is going/ about/ trying to say next is both an aid to understanding and a sign of it.A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions are contradicted, they are useful because they have started you thinking about the topic and made you actively involved.If you formulate your predictions as questions which you think the text may answer, you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is more purposeful you are likely to understand better.Naturally your predictions/expectations will not always be correct. This does not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to avoid certain false assumptions.Prediction is possible at a number of levels. From the title of the book you can know/foretell the topic and the possibly something about the treatment. From the beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or how a writer will develop/present his argument, or what methods will be used to test a hypothesis.Because prediction ensures the reader’s active involvement, it is worth training.Unit2. Education is not an end, but a means to an end. In other words, we do not educate children just/only for the purpose of educating them. Our purpose is to fit them for life.In many modern countries it has for some time been fashionable to think that, by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they think to be "low" work, and, in fact, work with hands is thought to be dirty and shameful in such countries.But we have only to think a moment to see/know/understand that the work of a completely uneducated farmer is far more important than that of a professor. We canlive without education, but we die if we have no food.If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns.In fact, when we say that all of us must be educated to fit ourselves for life, it means that we must be ready/willing/educated/taught to do whatever job suited to our brain and ability, and to realize that all jobs are necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scorn someone else’s. Only such a type of education can be called valuable to society.Unit3. Human beings learn to communicate with each other will nonlinguistic means as well as linguistic ways/means/ones. All of us are famil iar with the say it wasn’t what he said; it was the way that he said it when, by using/saying the word way we mean something about the particular vice quality that was in evidence., or the set of a shoulder, or the obvious tension of certain muscles. A message may even be sent by the accompanying tone and gestures, so that each of I’m ready, you are beautiful, and I don’t know where he is can mean the opposite of any such interpretation. Often we have/meet/encounter/experience difficulty in finding exactly what in the communication causes the change of meaning, and any statement we make leads to the source of the gap between the literal meaning of the words and the total message that is likely to be expressed in impressionistic terms. It is likely to refer to some thing like a “glint” in a person’s eyes, or a “threatening” gesture, or “provocative” manner.Unit4.How do the birds find their way on their enormously long journeys The young birds are not taught the road by their parents, because often the parents fly off first. We have no idea how the birds find their way, particularly as many of them fly at/by night, when landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks at all. A certain kind of plover, for instance/example, nests in Canada. At the end of the summer these birds migrate from Canada to South America; they fly 2,500 miles, non-stop, over the ocean. Not only is this very long flight an extraordinary feat of endurance, but there are no landmarks on the ocean to guide/direct the birds.It has been suggested that birds can sense the magnetic lines of force stretching from the north to south magnetic pole of the earth, and so direct themselves. But all experiments hitherto made to see whether magnetism has any effect/influence whatsoever on animals have given negative results. Still, where there is such abiological mystery as migration, even improbable experiments are worth trying. It/this was being done in Poland, before the invasion of that country, on the possible influence of magnetism on path-finding. Magnets were attached to the birds’ heads to see if/whether their direction-sense was confused thereby. These unfinished experiments had, of course, to be stopped.Unit5. Man first existed on earth half a million years ago. Then he was little more than an animal; but early man had several big advantages over the animals. He had a large head/brain, he had an upright body, he had clever hands; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language and use it to communicate with his fellow men. The ability to speak was of very great use/value/significance/importance because it was allowed men to share ideas, and to plan together, so that tasks impossible for a single person could be successfully under-taken by intelligent team-work. Speech also enabled ideas to be passed on from generation to generation so that the stock of human knowledge slowly increased.It was these special advantages that put men far ahead of all other living creatures in the struggle for survival/existence. They can use their intelligence handing/overcoming their difficulties and master them.Unit6. Language varies according to sex and occupation. The language of man differs subtly from that of women. Men do not usually use expressions such as “its darling,” and women tend not to swear as extensively as men. Likewise, the language used in addressing men and women differs subtly: we can compliment a man on a new necktie with the compliment/words“what a pretty tie, that is!” but not with “how pretty you look today!” ---- an expression reserved for complimenting a woman. The occupation of a person causes his language to vary, particular in the use he makes of technical terms, that is, in the use he makes of the jargon of his vacation. Soldiers, dentist, hairdressers, mechanics, yachtsmen, and skiers all have their particular special languages. Sometimes the consequence is that such persons have difficulty in communicating with people outside the vacation on professional maters because the technical vocabulary is not understood by all. Although we can relate certain kinds of jargon to levels of occupation and professional training, we must also note that all occupations have some jargon, even these of the criminal underworld. There may well be a more highly developed use of jargon in occupations that require considerable education, in which words, and the concepts they use, aremanipulated rather than objects, for example in the legal and teaching circle/world/field and in the world of finance.Unit7.The space age began on October 4, 1957, when Sputnik I was launched. This first man-made satellite was followed by many others, some of which went around the sun. Now the conquest of the space between the planets, and between the earth and the sun, continues at a rapid rate.Each mew satellite and space probe gives scientists new information. As men explore outer space, some of the questions they have long asked/wondered about will be answered at last.The greatest question of all concerns life itself. Is there intelligent life out side the earth Are there people, or creatures of some sort/kind living on Mars, Venus, or some other planet of the solar system Are there planets orbiting/going/circling around stars other than our sunThe only kind of life we know about would have to be upon a planet. Only a planet would have the temperatures and gas that all living things seem to need. Until a short time ago, we thought there were only a few planets. Today, scientists believe that many stars have planets going around them.We know that there are nine planets in our own solar system-Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. If any other planets exist in our solar system, or anywhere else, our telescopes are not powerful enough to pick up their feeble reflected light. But astronomers guess that one star in a hundred has at least one planet where life could exist.We are quite sure that life could begin on a young planet. A new plant would be likely to contain great seas, together with heavy clouds of water vapor and other gases. Electric storms would be common. It is possible that simple living cells might from when electricity passed through the clouds. An experiment made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonliving materials, scientist made cells like those of living creatures.Unit8. At the beginning of the nineteenth century the only acceptable roles for women were domestic there was virtually nothing for them to do except stay at home or hire out as maids, governesses, and, before long, teachers. Women were not allowed to own property-in most cases, not even the clothes they wore. A working wife was not allowed to keep her wages but was required to turn them over to her husband. In case of separation or divorce,a woman had no legal claims on her husbandand was not allowed to keep the children. She had to legal status, which meant that she was not permitted to bring suit or to give testimony in courts. Often, she was not permitted to inherit property or to make a will. She was barred from public office and excluded form public life generally. For the most part, women lacked opportunities for education, vocational training, and professional employment. The national consensus was that women belong in the home, and determined efforts were made to see that they stayed there.Unit9. Sydney’s best feature is her harbor. Most Sydneysiders can see at least a glimpse of blue sea from their windows. Nearly everyone lives within an hour from a beach. On weekends sails of all shapes, sizes and colors glide across the water. Watching the yacht races is a favorite Saturday activity.The harbor divides Sydney into north and south sections. The harbor bridge connects the two. It was built in 1932 and cost 20 million.Another Sydney symbol stands on the harbor shore. Sydney’s magnificent opera house celebrated its 20th anniversary last year. Danish designer Jorn Utzon won an international contest with his design. The structure contains several auditoria and theaters. But not all concerts are held in the building. Sunday afternoon concerts on the building’s outer walk attract many listeners.S ydney’s trendy suburb is Paddington. Houses are tightly packed together. Many were first built for Victorian artists. Now fashionable shops, restaurants, arts galleries and interesting people fill the area. The best time to visit is Saturday, when vendors sell everything. So there is one of the world’s most attractive cities --- Sydney, Austrian.Unit 10 Architectural design influences how privacy is a chieved as well as how social contact is made in public places. The concept of privacy is not unique to a particular culture but what it means is culturally determined.People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors” is a preference for privacy from neigh bors’ homes. If a family can afford it, each child has his or her own bedroom. When privacy is needed, family members may close their bedroom doors.In some cultures when individuals need privacy, it is acceptable for them simply to look into themselves. That is, they do not need to remove themselves physically from a group in order to achieve privacy.Young American children learn the rule “knock before you enter” which teaches them to respect others’ privacy. Parents, too, often follow this rule prior to entering their children’s rooms. When a bedroom door is closed it may be a(n) sign to others saying, “I need privacy,” “I’m angry,” or “Do not disturb. I’ busy.” For Americans, the physical division of space and the use of architectural features permit a sense of privacy.The way space is used to help the individual to achieve privacy, to build homes or to design cities if culturally influenced. Dr. Hall summarizes the relationship between individuals and their physical surroundings:Man and his extensions constitute one interrelated system. It is a mistake to act as though man was one thing and his house or his cities, or his language wee something else.Unit11. The Library of Congress is the largest library in the world. Its books, pamphlets, documents, manuscripts, official, papers, photographs, and prints amount to some 86 million items---a number that swells day by day----housed on 535 miles of shelves.Congress authorized a library in 1800, which amounted to three thousand books and a few maps when it was destroyed when the British burned the Capitol in 1814. to replace it, Thomas Jefferson sold the government his own library of almost 6500 volumes---the finest in the nation at the time. The collection, again housed in the Capitol, had grown to 55000 when a fire burned more than half of it. In 1866 a portion of the Smithsonian Institution’s library was added to the library of Congress, and in the same year the government entered an international program by which copies of U.S. documents were exchanged for those of other countries. The copyright law of 1870 ensured the library would always be up to date by requiring publishers to send two copies of each book published to the library in order to obtain copyright. By 1870 the collections had outgrown its Capitol quarters. A suggestion to raise the Capitol dome and fill it with bookshelves was rejected, and in 1873 Congress authorized a competition for the design of a library building. A variety of disputes delayed construction for more than a decade, but the library’s Thomas Jefferson Building was finally opened in 1897.Unit12. As a nation, we starting to realize that we can’t solve the solid waste dilemma just by finding new places to put trash. Across the country, many individuals, communities and business have found creative ways to reduce and better manage theirtrash through a coordinated mix of practices that includes source reduction.Simply put source reduction is waste prevention. It includes many actions that reduce the disposal amount and harmfulness of waste created. Source reduction can conserve resources, reduce pollution, and help cut waste disposal and handing costs (it avoids the costs of recycling, landfilling, and combustion).Source reduction is a basic solution to too much garbage: less waste means less of a waste problem. Because source reduction actually prevents the increase of wastein the first place, it comes before other measures that deal with trash after itis already generated. After source reduction, recycling is the preferred waste management option because it reduces the amount of waste going to landfills and conserves resources.Unit13. The first step in helping the patient is to accept and acknowledge his illness. The cause of symptoms must be found, and measures to relieve them and to prevent recurrence must be taken. Thorough examinations are essential. Although the physician may suspect that the illness is due to emotional rather than physical cause, he must search carefully for any evidence of physical disease. It is not unknown for an illness considered psychosomatic to be later diagnosed as cancer or some other disease. The thorough search for physical causes of the symptoms helps to gain the patient’s confidence. He knows that his condition and symptoms are being taken seriously. If no organic basis for his complaints is found, he usually will find this news easier to accept when he knows he has had a thorough examination. Finding no physical cause for the disorder points the way to understanding the patient’s condition. What is the cause Is it emotional stress If so, what kind What are the problems which are upsetting the patientsUnit14. The work of French scientist Jean Baptiste Lamarck (1744-1829) has contributed to the theory of evolution. Lamarck believed that the environment shaped the nature/trait/characteristic of plant and animal life. he believed that the bodies of plants and animals changed/had to fit their environment and a useful physical change would be passed on to the plant’s or animal’s offspring.For example, Lamarck thought that giraffes developed long necks because they had to stretch to get/eat the leaves of tall trees for food. Lamarck didn’t think that giraffes possessed/developed/had long necks all at once, however. He thought that the earliest group of giraffes stretched/lengthened their necks a small amount. Their offspring inherited this longer neck. The offspring then stretched their necksa little bit longer. They passed this even longer neck on to their own offspring. After many generations, giraffes developed the long necks that they have today.Not all of Lamarck’s theory is accepted today. Most scientists do not believe that the environment has a(n)effect/influence on the evolution of life forms. Nut they don’t agree with the notion/idea that a physical change in a plant’s or animal’s body is passed on to the offspring. Instead, they believe that a change must occur in the plant’s or animal’s cells before a change in offspring can take place.Unit15. In a very big city, in which millions of people live and work, fast, frequent means of transportation are of the greatest importance. In London, where most people live long distance/away from their work, all officers, factories and schools would have to choose if the buses, the trains and the Underground stopped work.Originally the London Underground had steam trains which were not very different from other English trains, except that they went along in big holes under the ground in order to keep away from the crowded city above their heads. Steam trains used coal, which filled the underground stations with terrible smoke. As a result, the old trains were taken away, and electric ones put in their place. Now the London Underground is very clean, and the electric trains make faster runs possible.At every Underground station/stop there are maps of all the Underground lines in London, so that it is easy to see how to get wherever one wants to go. Each station has its name written up clearly and in large letters several times, so that one can see when one comes to where one must get out. At some stations one can change to a different underground train, and in some places, such as Piccadilly, there are actually three lines crossing each other. The trains on the three lines are not on the same level, so that there should not be accidents. To change trains, one has to go up or down some stairs to a new level. It would be tiring to have to walk up these stairs/steps, so the stairs are made to move themselves, and all that the people/passengers have to do is to stand and be carried up or down to where they wish. In fact, everything is done to make the Underground fast and efficient. Unit16.Why “grandfather” clock Well, these clocks were passed through the family and s o were always thought of as “grandfather’s clock.” But the first domestic timepieces were hung from a nail on the wall. Unfortunately dust got into the works and even worse children used to swing from the weights and the pendulum.So first the face and works and then the weights and the pendulum were protected by wooden cases. Before long the clock was nearly all case and was stood on the ground/floor and called, not surprisingly, a long-case clock. These “grandfather” clocks were very expensive, made as they were from fine wood, often beautifully carved or decorated with ivory. Famous makers of this period included Thomas Tompion, John Harrison and Edward East, but don’t get too excited if you find that the clock Grandma left you has one of these names on the back. Before you start jumping up and downing and shouting, “we’re rich, we’re rich,” remember that plenty of people before the 20th century had the idea of making cheap clocks/timepieces of famous original and “borrowing” the names of their betters. And don’t forget that the first chiming mechanism wasn’t invented/created/made until 1695, so a chiming clock, however charming it sounds, will date from the 18th century. A fake/false/imitated late 17th century grandfather clock made by East sold recently for just under 20000.Unit17.Suppose you send your child off to the movies for three hours next Sunday. And three hours on Monday and the same number of hours Tuesday, Wednesday, Thursday, Friday, and Saturday. Thus is essentially what is happening to the average child in American today, except it is not the screen in the movie house down the street he sits in front of, it is instead the television set right in your own house. According to the Nielsen Index figures for TV viewing, it is dais that by the time a child graduates from high school he has had 11000 hours of schooling, as opposed to 15000 hours of viewing. I would like to repeat that. By the time the child is 18 years old, he has spent more hours in front of TV than he has in school. Over TV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bombing, shooting, beatings, forgery, smuggling, and torture---averaging approximately cone per minute in the standard television cartoon for children under the age of ten. In general, seventy-five percent of all network dramatic programs contain violence.Dr. Albert Bandura of Standford University reaches/draws two conclusions about violence on TV: (1) that it tends to reduce the child’s inhibitions aga inst acting in a violent, aggressive manner, and (2) that children will imitate what they see. Dr. Bandura points out that a child won’t necessarily run out and attack the first person he sees after watching violence on the screen, but that, if provoked later on, he may very well put what he has learned into practice.One of the lessons of television is that, violence works. If you have a problem with someone, the school of TV says to slap him in the face, stab him in the back. Because most of the program has shown how well violence has paid off, punishment at the end tends not to have much of an inhibitory effect.。

《泛读教程》第三册王守仁(Unit1~Unit10) 参考答案Unit 1Section AWord PretestBCBBBAACCBReading SkillCBCABBAAVocabulary Building1 practicable practice practices practical practiced2worthless worthy worthwhile worth worth3vary variety variation various various4absorbing absorbed absorb absorption absorbent21effective efficient effective2technology technique3middle medium mediumClozegoing expectations questions answers predictions tell know end develop worthSection BTFTT CBCC TFF CAACCASection CFFTFFTTTUnit 2Section AWord PretestABACCABABCCReading SkillCBB FTFFTTVocabulary Building11mess 2preference 3aimlessly 4remarkable 5decisive 6shipment 7fiery 8physically 9action 10housing21aptitude attitude2account counted counted3talent intelligenceClozeother just has some than refuse see that without if ready wrongSection BACCCCCCCACBABASection CCCDDACUnit 3Section AWord PretestABCCBDCDCReading SkillBABCAACBCVocabulary Building1Admission admit admissible admissiblyReliance rely reliable reliablyDefinition define definite definitelyAssumption assume assumed assumedlyBehavior behave behavioral behaviorallyVariety vary various variouslyPart part partial partiallyManager manage managerial manageriallyCorrelation correlate correlative correlativelyAdaptation adapt adaptive adaptively21inspired aspired inspired2token badges token3contemporaries temporary contemporaryClozeCommunicate ways using in of message meet causes meaning to eyesSection BBABBAC FFTTTF CCBSection CBBDDBCCA FFTFFTUnit 4Section AWord PretestCACAABBBCCReading SkillBBACBCCAAVocabulary Building11moist 2betrayal 3exclusively 4inhumane 5amazed 6endangered 7marvels 8deadly21dessert deserted2favourite favorable favorable3awarded reward awardedClozeParents idea at seen landmarks instance migrate guide pole effect it if experimentsSection BCCB FTF BCACCBACCSection CFFTFFFTTFTUnit 5Section AWord PretestCAABCACCCReading SkillCABCB FFTFTTVocabulary Building1Assumption assume assumed assumedly Acknowledgement acknowledge acknowledgedly Reflection reflect reflective reflectively Domination dominate dominant dominantly Category categorize categorical categoricallyImplication imply implicative implicativelyReassurance reassure reassuring reassuringlyDefinition define definite definitely21historical historic2rejected resist3test analyzedClozeExisted over head body found language use single passed ahead survival handlingSection BCABCBB TTTFTT CACSection CBBAAACBCUnit 6Section AWord PretestC ACBABACABABReading SkillCAACACCAVocabulary BuildingAvailability avail available availablyConquest conquer conquering conqueringlyLuxury luxuriate luxurious luxuriouslyOrgin orginate original originallyOccurrence occur occurrentSystem systematize systematical systematicallyPhonology （这个是没有动词形式的）phonological phonologicallyDecision decide decided decidedlyVariety vary various variouslySuperiority （这个是没有动词形式的）superior superiorlyPeculiar particular particularAssess access accessResources source sourcesClozeSex men differs compliment complimenting causes makes languages have outside understood have use circleSection BCBBBACBCCCCBACCBASection CBBCABBACCBUnit 7Section AWord PretestABABCBACReading SkillBBBCCBCBVocabulary BuildingDeduced behavior adhere replacement option delicacy enormous pursuitInquired required inquire requiredCompatible comparable compatible comparableClozeSatellite some space asked life sort orbiting have living were believe own solar where likely living throughSection BFTFFTTTTTFFFBBCACCSection CBCBCCAEDEBAFDCUnit 8Section AWord PretestBCABCBBCCAReading SkillCBABCBCCCCVocabulary BuildingOccupation occupy occupational occupationallySegregation segregate segregated（这个没有副词）Discrimination discriminate discriminating discriminatingly Enforcement enforce enforceable enforceablyExclusion exclude exclusive exclusivelyPerseverance persevere persevering perseveringlyConviction convict convictive convectivelyAmendment amend amendable（这个没有副词）Superficiality superficialize superficial superficially Spectator spectate spectatorial （这个没有副词）Job career jobs careerPrincipal principles principal principleFeminine female feminineClozeAcceptable domestic property wages husband divorce claims legal suit permitted make excluded lacked belonged determined Section BBACCCCACCCAABBACTTFSection CCCAACBUnit 9Section AWord PretestBAABCACBBABCReading SkillCACCBBBBBACBVocabulary BuildingTypifies dominant familial competitive vibrate descended departure boom countless symbolizesRecreation recreates recreationRhythm rhyme rhymes rhythmClozeSea within of divides built celebrated inside attract together whenSection BFTFTTCCBBCBAACCACSection CBAACABCCCCUnit 10Section AWord PretestCABCBBBBABReading SkillCBCACCCABBVocabulary BuildingConsequence（这个没有动词形式）consequent consequently Sophistication sophisticate sophisticated sophisticatedly Reference refer referable referablyConversation converse conversational conversationally Space space spatial spatiallyDetachment detach detachable detachablyIntervention intervene intervening（这个没有副词）Type typify typical typicallyAssure ensure assured ensureArises raised rise raised arisenClue cues clue cueClozeWell separating is own close need look order respect follow prior sign help was elseSection BBBCTTFBCACACTFFSection CTFFTFFFF。

英语泛读教程3 Unit 4Questions for consideration:(1) Questions for Discussion:①According to James Bentley, why are people living alone among the most difficult cases in medical care in the modern American society? (p.61, para.3)②If an old patient suffering from a serious illness has no family member in charge, what problem will he/she likely have? (page 61, last but one paragraph)③What is Ms. McCabe’s problem? Why does she choose Charlotte Frank as her helper in time of crisis?④How did Barbara manage to get assistance in the process of her medical treatment?⑤Who is Elvia Moran? What illness is she suffering from? How has it affected her health?⑥What good qualities can you find in ms. Martinez? Which quality impresses you mostly? Why?⑦How did Mr. Daykin and Ms. Kaimowits get to know each other? What kind of person was Ms. Kaiowits in Mr. Daykin’s eyes? Why did Mr. Daykin allow her to visit him only once a week when he was in the hospital?Words and Expressions:T ext: Seeking Steady Arm to Lean On1.plight: n. a difficult or distressing situation that is full of problems困境；境况; a solemn pledge offidelity, 誓约v. promise solemnly and formally保证近义词:predicamenteg. His novels and short stories often highlight social injustices and the plight of the poor.通常，他的小说和短篇小说的侧重点是社会的不公和穷人的困境。

UNIT 1 创造性思维的艺术约翰·阿代尔创造性对人类发展至美重要。

下面的文章里，约翰·阿代尔为求实的创造性思维者提供了一些颇有见地的见解和技巧。

创造性思维在今天的重要性不需要强调。

在你的职业中或工作领域,如果你能够发展提出新思想的能力,你就有竞争优势。

在你的个人生活中，创造性思维也能将你带上创新活动之路。

它可以丰富你的人生,尽管并非总是以你期待的方式。

人类创造力人类不可能凭空创造东西。

有一次，一位来宾极为仔细地参观了亨利·福特的汽车公司，然后见到了福特。

来宾心中充满了惊奇和崇敬，他对这位实业家说:“福特先生，25年前起家时几乎一无所有的人，不可能实现这一切。

”福特回答说，“这个说法可不太对。

每个人都是靠所有拥有的东西来起家。

这里什么都有——所需要的一切,它们的基本点和实质性的东西都已存在。

”潜在的材料，也就是可以做成或建构成某种东西的元素之成分或者实质的材料，都已存在于我们的宇宙。

你可能已经注意到,我们倾向于将创造性这个词用在与使用的原材料很不一样的产品上。

鲁宾斯的一幅名作，就是蓝色、红色、黄色和绿色的蠕虫般颜料在艺术家画板上的集合。

物质材料，对艺术家来说是颜料和画布;对作家来说是纸和笔——完全是次要的。

这里的创造，更多的是在大脑之中。

感知、思想和感觉都在一种观念或想象中结合起来。

当然，艺术家、作家或作曲家还需要使用技巧和技术，在画布或纸上把头脑中构想出来的东西塑造成型。

和普通意义上的创造性一样，创造性思维遵循同样的原则。

我们的创造性想象必须有可以加工的对象。

我们不能凭空产生新的思想。

如上面福特所说的那样，原材料都在那里。

有创造力的大脑在原材料中看到可能性和相关性,而创造力不强的大脑却看不到。

这一结论让我们大大地松了一口气。

你不用凭空构想新的想法。

作为创造性思维者,你的任务是将已经存在的想法或元素组合在一起。

如果最终把人们从未想过可以联系起来的想法或事物，用看似不可能却很有价值的方式组合起来，那人们就会认为你是创造性思维者。

英语泛读教程第三版3（主编刘乃银）Extra Passage 4 Let us out from a fact. The same type of civilizations, or to use a more exact ,although more extended expression , the same society, has hot always inhabited the earth. The human race as a whole has grown, has developed, has matured, like one of ourselves. It was once a child, it was once man; we are now looking on at its impressive old age. Before the epoch which modern society has dubbed “ancient”there was another epoch which the ancient called “fabulous” but which it would be more accurate to call “primitive”. Observe then three great successive orders of things in civilization, from its origin down to our days. Now, as poetry is always superposed upon society, we propose to try to demonstrate, from the from of its society, what the character of the poetry must have been in those three great ages of the would primitive times, ancient times, modern times.In primitive times, when man awakes in a world that is newly created, poetry awakes with him. In the face of the marvelous things that dazzle him, his first speech is a hymn simply. He is still, so close to God that all his thoughts are joyful, all his dreams are visions. The earth is still almost deserted. There are families, but no nations; patriarchs, but no kings. Each race exist at its own pleasure; no property, no laws, no conventions, no wars. Everything belongs to each and to all. Society is community. Man is restrained in nought. He leads that nomadic pastoral life with which all civilization begin, and which is so well adapted to solitary contemplation, to fanciful reverie. He follows every suggestion, he goes hither and thither, at random. His thought, like his life, resembles a cloud that changes its shape and its direction according to the wind that drives it. Such is the first man, such is the first port. He is young; he is cynical. Prayer is his sole religion, the ode is his only form of poetry.This ode, this poem of primitive times, is Genesis.By slow degrees, however, this youth of the world pass away. All the spheres progress; the tribe becomes a nation. Each of these groups of men camps about a common center, ang kingdoms appear. The social instinct succeeds the nomadic instinct. The camp gives place these states of nations; the pastoral staff has already assumed the shape of a scepter. Everything tends to become stationary and fixed. Religion takes on a definite shape; prayer is governed by rites; dogma sets bunds to worship. Thus the priest and king share the paternity of the people; thus theocratic society succeeds the patriarchal community.Meanwhile the nations are beginning to be packed too closely on the earth’s surface. They annoy and jostle one another; hence the clash of empires-war. They overflow upon another; hence the migrations of nations-voyages. Poetry reflects these momentous events; from ideas it proceeds to things. It sing of ages, of nations of empires…1.In the above passage the primitive period is equated with the period called____.A. fabulousB. ancientC. medievalD. modern2. War, the author believes, results primarily from____.A. rule by kingB. patriarchal jealousiesC. the existence of a theocratic stateD. large, closely packed population3. The author draws an analogy between the growth of peoples into nation-states and the ____.A. development of poetic verse fromB. books of the Old TestamentC. great epochs in historyD. maturation of the human being from childhood to maturity4.Because of its unique character, a great interpreter of the periods of historyis_______.A.the national historianB. B poetryC. the biblical prophetD. storytellingKey: ADDB。

UNIT3打破魔术的气泡如今心理学家们认识到魔术师对人们如何感知世界了解甚多。

Alok Jha发现了观众是如何让自己受骗的。

人们首先感到的是震惊，略带点不信任。

接下来的一刻是惊叹。

然后，一阵很大的骚乱扭曲了大家的理智，你已经上当了。

你无法抗拒一个好的魔术的影响。

从Houdini的惊天逃生和Derron Brown虚幻的精神欺骗，再到儿童聚会上的魔术表演，无人能抵抗魔术的魅力“魔术由来已久，并与时俱进。

”来自Hertfordshire大学的心理学教授Richard Wiseman说，“一个魔术结束时，你在看的大都是一些专业技术效果。

我想心理学家们从这点可以学到很多。

但是，心理学家并不满足于欣赏魔术，现在正利用魔术对心智的影响揭秘我们如何处理涌入大脑的感官信息的洪流，以及如何将其加工成属于现实世界而又来自精神世界的画面。

魔术是一种欺骗，是对精神世界中有序画面的扰乱——物体好像漂浮在半空中，硬币或者纸牌在眼前消失。

如今科学家们相信，通过详细描绘出我们的心智是如何被欺骗的，甚至可以解开意识本身的一些奥秘。

“在过去的5年里，当我们看到诸如对变化视而不见之类的事情以及又一事实，即意识来自真实的构建，也甚至可以来自错觉的误导时，我们做了反省。

”身为技艺精湛的魔术师并为Magic Circle（魔术圈）成员的Wiseman说，“现今人们意识到了魔术师做的事非常特别。

”一些现代心理学的创始人曾对魔术师颇有兴趣：在19世纪90年代，现代IQ测试的发明者Alfred Binet和Max Dessoir 记录了关于魔术师们如何利用暗示和注意力转移让那些错觉发挥作用的方式。

1986年，Joseph Jastow在《科学》杂志上发表了关于当时大魔术师们的一些魔术使用的手法的文章。

但这些文章只是描述了魔术师所做的，无力解释为什么魔术会对观众产生这样的影响。

结果，人们对研究魔术中的心理学的兴趣消失了近一个世纪。

但是，正如Wiseman所说，这一兴趣正在全力复兴。

Extensive reading 3unit 2Para4: Sympathy or admiration for artistic skill are felt to be stronger than laughter.Para5: Like a sense of humor, sportsmanship is an English ideal which not all Englishmen live up to.English school boys often show this sense of sportsmanship to a surprisingly high degree in their relations with each other.同情心或对艺术技巧的崇敬比嘲笑的份量重的多。

如幽默感一样，运动员精神是英国式的理想，这一点并不是所有的英国人都做得到。

英国小学生在互相交往中往往把这种运动精神演绎的淋漓尽致。

Para 6: when the request is granted, and at any time when you are receiving something, however obviously you are entitled to it, you are always expected to s ay ”Thank you”.Para 7: British people do not readily ask each other to do anything that would involve real inconvenience.Para 10: more…than…Thus, “we need some young blood” i s often heard in organizations where the energy and modern methods of younger men are felt to be more likely to succeed than the long but partly irrelevant experience of older ones.当你的要求被满足或者收到任何礼物，不管你怎样当之无愧，你也应该说谢谢。

泛读教程第三册unit1~18答案全Unit 1 Reading Rtrategies Section AWord Pretest1----5 B C (3: no correct answer, suggested one: tired condition in the eyes) B B6----10 A (7:no correct answer, suggested one: capable of being developed or used) C C B Reading Skill2----5 CBCA 6----9 BBAA Vocabulary Building11.a.practicable/practical b. practice c. practicesd. practicable/practicale. practiced2. a.worthless b. worthy c. worthwhile d.worthe.worth3. a.vary b.variety c.variation d.various/variede.Various4. a.absorbing b.absorbed c.absorb d.absorptione.absorbent21. a.effective b.efficient c.effective2. a.technology b.technique3. a.middle b.medium c.mediumClozeGoing/about/trying expectations/predictions questions answersPredictions/expectations tell know/foretell endDevelop/present worthSection B1----4 TFTT 5----8 CBCC 9----11 TFF 12----17 CAACCASection C1----4 FFTF 5----8 FTTTUnit 2 EducationSection AWord Pretest1----5 ABACC 6----11 ABABCCReading Skill4----6 CBB1----6 FTFFTTVocabulary Building11. mess2. preference3. aimlessly4. remarkable/marked5.decisive6.shipment7. fiery8.physically9.action 10.housing2 1. a.aptitude b.attitude2. a.account b.counted c. counted3. a.talent b.intelligenceClozeOther just/only has some/many than refuse see/know/understand that without If ready/willing/educated/taughtwrong/incorrect/erroneousSection B1----5 ACCCC 6----10 CCCAC11----14 BABASection C1----6 CCDDACUnit 3 Body LanguageSection AWord Pretest1----5 ABCCB 6----9 DCDCReading Skill2----5 BABC 6----10 AACBCVocabulary Building1admission admit admissible admissibly reliance rely reliable reliablydefinition define definite definitely assumption assume assumed/assuming assumedly/assuminglybehavior behave behavioral behaviorally variety vary various/varied variously/variedly part/partiality part partial partially manager manage managerial managerially correlation correlate correlative correlativelyadaptation/adaption adapt adaptive adaptively 21.a. inspired b. aspired c. inspired2.a. token b. badges c. token3.a. contemporaries b.temporary c. contemporaryClozecommunicate ways/means/ones using/saying in ofmessage meet/have/encounter/experience causes meaning to eyesSection B1----6 BABBAC 7----12 FFTTTF 13---15 CCB Section C1----4 BBDD 5----8 BCCA1----6 FFTFFTUnit 4 AnimalsSection AWord Pretest1----5 CACAA 6----10 BBBCCReading Skill2----5 BBAC 6----10 BCCAAVocabulary Building11. moist2. betrayal3. exclusively4. inhumane5. amazed/amazing6. endangered7. marvels8. deadly21.a. dessert b. deserted2.a. favourite b. favourable c. favourable3.a. awarded b.reward c. awardedClozeparents idea at/by seen landmarks instance/example migrate guide/direct pole effect/influence It/This if/whether experiments Section B1----3 CCB 4----6 FTF 7----10 BCAC 11----15 CBACCSection C1----5 FFTFF 6----10 FTTFTUnit 5 HistorySection AWord Pretest1----5 CAABC 6----9 ACCCReading Skill2----6 CABCB1----6 FFTFTTVocabulary Building1assumption assume assumed/assuming assumedly/assuminglyacknowledgement acknowledge acknowledged acknowledgedlyreflection reflect reflective reflectively domination dominate dominant dominantly category categorize categorical categorically implication imply implicative implicatively reassurance reassure reassuring reassuringly definition define definite definitely21.a. Historical b. historic2.a. rejected b. resist3.a. test/analyze b. analyzedClozeexisted/appeared over head/brain body found language use/value/significance/importance single passed ahead survival/existence handling/overcoming Section B1----6 CABCBB 7----12TTTFTT 13----15 CAC Section C1----4 BBAA 5----8 ACBCUnit 6 LanguageSection AWord Pretest1-----5 CACBA 6----10 BACAB 11----12 AB Reading Skill3----6 CAAC 7----10 ACCAVocabulary Building1availability avail available availably conquest conquer conquering/conquered conqueringlyluxury luxuriate luxurious luxuriouslyorigin originate original originally occurrence occur occurrent 无副词形式system systematize systematical/systematic systematicallyphonology 无动词形式phonological phonologicallydecision decide decided/decisive decidedly/decisivelyvariety vary various variouslysuperiority 无动词形式superior superiorly21.a. peculiar b. particular c. particular2.a. assess b. access c. access3.a. resources b. sources c. sourcesClozesex Men differs compliment/words complimentingcauses makes languages have outside understood have use circle/world/field Section B1----5 CBBBA 6----10 CBCCB 11----15 CBACC 16----17 BA Section C1----5 BBCAB 6----10 BACCBUnit 7 SpaceSection AWord Pretest1----4 ABAB 5----8 CBACReading Skill1----4 BBBC 5----8 CBCBVocabulary Building11. deduced2. behaviour3. adhere4.replacement5. option6.delicacy7. enormous8. pursuit21.a. inquired b. required c. inquire d.required2.a. compatible b. comparable c. compatible d. comparable Clozesatellite some space asked/wondered life sort/kind orbiting/going/circling have living were believe ownsolar where likely living throughSection B1----5 FTFFT 6----10 TTTTF 11----12 FF13----18 BBCACCSection C1----5 BCBCC 6----8 AED1----6 EBAFDCUnit 8 WomenSection AWord Pretest1----5 BCABC 6----10 BBCCAReading Skill1----5 CBABC 6----10 BCCCCVocabulary Building1occupation occupy occupational occupationally segregation segregate segregated discrimination discriminate discriminating/discriminatorydiscriminatingly/discriminatorilyenforcement enforce enforceable enforceably exclusion exclude exclusive exclusively perseverance persevere persevering perseveringlyconviction convict convictive convictively amendment amend amendablesuperficiality superficialize superficial superficiallyspectator spectate spectatorial21.a. job b. career c. jobs d. career2.a. principal b. principles c. principal d. principle3.a. feminine b. female c. feminineClozeacceptable domestic property wages husband divorce claims legal suit permitted make excluded lacked belonged determined Section B1----5 BACCC 6----10 CACCC 11----16 AABBAC 17----19 TTF Section C1----6 CCAACBUnit 9 CitiesSection AWord Pretest1----5 BAABC 6----10ACBBA 11----12 BC Reading Skill1----5 CACCB 6----10 BBBBA 11----12 CB Vocabulary Building11.typifies2. dominant3. familial4.competitive 5. vibrate6. descended7. departure8.boom9. countless 10. symbolizes21.a. recreation b. recreates c. recreation2.a. rhythm b. rhyme c. rhymes d. rhythm ClozeSea within of divides built/constructed/completedCelebrated inside/in attract together when Section B1----5 FTFTT 6----10 CCBBC11----15 BAACC 16----17 ACSection C1----5 BAACA 6----10 BCCCCUnit10 Cross-Cultural CommunicationWord Pretest1----5 CABCB 6---10 BBBABReading Skill1---5 CBCAC 6---10 CCABBVocabulary Building1consequence consequent/consequential consequently/consequentiallysophistication sophisticate sophisticated sophisticatedlyreference refer referable referablyconversation converse conversational conversationallyspace space spatial/spacious spatially/spaciouslydetachment detach detachable/detached detachably/detachedlyintervention intervene interveningtype typify typical typically21.a.assure b.ensure c.assured d.ensure2.arises b.raised c.rise d.raisede.arisen3.clue b.cues c.clue d.cueClozewell separating/isolating is own close need look order respect followprior sign/cue help was/were else Section B1---5 BBCTT 6---10 FBCAC 11---15 ACTFFSection C1---5 TFFTF 6---8 FFFUnit 11 Information Retrieval Section AWord Pretest1---5 ACBCB 6---8 ABBReading Skill1---5 BCBAC 6---10 CCCCC Vocabulary Building1.information inform informative informatively specification specify specific specifically addition add additional/additive additionally/additivelyspecialty specialize special specially narration narrate narrative narratively extension extend extensive extensively origin originate original originally explosion explode explosive explosively ambiguity ambiguous ambiguously establishmentestablish established1.extension2. ambiguity3.original4.specified5. additional6.unambiguously7.explosion/doc/548496f9941ea76e58fa047b.ht ml rmation9.specialized 10.narrative 11.establishment2.1.a.transform b.transferred c.transferredd.transformed2.a.lonely b.alone c.lonely d.alone Clozelibrary amounted own burned/destroyed by counties’ send suggestion/proposal librarySection B1---5 ACBCB 6---10 ACCAC 11---17 ABABBABSection C1---5 BCACC 6---10 CBCCCUnit 12 EnvironmentSection AWord Pretest1---5 CCBBC 6---12 AACCCBAReading Skill1---5 CABBC 6---8 CBBVocabulary Building1.1.reaction2.mass3. polluting4.planetary5.suspicious6.alarming7.emitted8.emerged 2.1.a.warned b.threatened2.a.spread b.spread c.sprayed3.a.emergency b.emergenceClozesolve communities creative prevention disposal resources recycling waste increase place measures amountSection B1---5 FFTTB 6----10 CACFT11---15 FFABC 16---18 CBCSection C1---5 BCAAC 6---8 CBCUnit 13 MedicineSection AWord Pretest1---5 ABAAC 6---10ABCBAReading Skill1---6 CCBABB 1---5 FTFTTVocabulary Building1.symptom symptomize symptomatic symptomaticallylonging long longing longinglyaddition add additional/additive additionally/additivelymanifestation manifest manifest manifestly depressiondepress depressed/depressing depressedly/depressing invariability invariable invariablyseparation separate separate separately condemnation condemn condemnable condemnablyimagination imagine imaginary imaginarily affection affect affecting affectingly2.1.a.remedies b.recipe c.remedy d.recipe2.a.alternate b.altered c.alternate d.alter3.a.acknowledged b.knowledge c.acknowledged Clozestep acknowledge prevent essential physician due physical psychosomatic disease confidence symptoms thorough emotional upsettingSection B1---5 CBCAB 6---10 CBBCB 11---15 ABCAC Section C1---5 TFFFT 6----10 FTFFFUnit 14 EvolutionSection AWord pretest1---5 BCABA 6---8 CBAReading Skill1---4 CACC 1---4 TTFTVocabulary Building1.1.reluctant2.evolution3.attributed4.catastrophic5.associate6.indifferent7.emerged8.stir 2.1.a.evolved b.revolves c.evolved2.a.dismay b.dismal c.dismal d.dismay3.a.contribute b.attributed c.contributedd.attributedClozecharacteristic/trait/nature changed/had to longget/eat possessed/developed/had stretched/lengthened longerpassed After have theoryeffect/influence notion/idea changeSection B1---5 DABFT 6---10 FTFDA 11---17 DBACFTF Section C1---8 TFTFTFTFUnit 15 TransportationSection AWord Pretest1---5 BBADA 6---11 DBBDCCReading Skill1---5: A A C C C 6—10: B B A B BVocabulary Building1.prevention prevent preventive preventively federation federate federal federally inadequacy / inadequate inadequately deception deceive deceptive deceptively prosperity prosper prosperous prosperously life live live/living/alive /effect effect effective effectively evaluation evaluate evaluable/evaluative / resident reside residential residentially vision vision visional/visionary visionally/visionarily1. evaluation2. federal3.prospertiy4. residential5. effect6. are living7. deceptively8. preventive/effective2.1.a.simile b.,metaphor2. a.ultimate b.unanimous c.ultimated.unanimousClozetransportation distance/away ground Stem trains electric station/stop name train threetrains stairs/steps passengers/people Section B1---6 D C D C C C 7---12 C C A B C B Section C1--- 8 C C A C C C C CUnit 16 TimeSection AWord pretest1-8: C C B B B B B CReading skill1-6: B A C C B CVocabulary building1.1. identification2. arbitrary3. practical4. foundation5. logic6. dictatorial7.occurence8. revise 2.1. a. presentation b. representation c. presentationd. representation2. a. base b. base c. basis d. basisClozeclocks wall pendulum ground/floor wood makers names clocks/timepieces invented/created/madefake/false/imitatedSection B1.A2.A3.C4.F5.T6.F7.T8.T9.T 10.T 11.B 12.C 13.C 14.C 15.A 16.ASection C1-8: A B A D D D C AUnit 17 TelevisionSection AWord Pretest1---5 CCACA 6---10 BCCBCReading Skill1---3 CCC 1---7 TFTFFFTVocabulary Building1.contradiction contradict contradictory contradictorilycenter center central centrallyseduction seduce seductive seductively necessity necessitate necessary necessarily visibility visualize visible visibly mobilization mobilize mobilizable mobilizably function function functional functionally dominance dominate dominant dominantly selection select selective selectively vocality vocalize vocal vocally1.visibility2.necessities3.seductive4.mobilize5.central6.functioning7.vocal8.dominant9.contradictory 10.selected2.1.a.immersed b.emerged c.immersed d.emerged2.a.dormant b.dominant c.Dormant d.dominantClozenumber happening house said graduates viewing TV school cases children reaches/draws imitate watching practice face backSection B1---1 CBBCB 6---10 FFFTC 11---15 ACBBC Section C1---5 TTFTF 6---10 FFFTTUnit 18 Poetry Questions on “If”1---5 AAABCQuestions on “The Rose Family”1---3 ABBQuestion on “My Candle Burns at Both Its Ends”1—3 BBC Questions on “The Negro Speaks of Rivers”1---3 CBBQuestions on “I Wandered Lonely as a Cloud”1---5 ACCBC 6---7 BCQuestions on “Sonnet 29”1---5 ABBCBQuestions on “In School Days”1---4 ABBC。

寻找可以依靠的坚实臂膀在美国，越来越多的老人独居。

他们生病时处境通常显得很悲惨。

简·格罗斯在下面的文章中指出这些老年人的问题。

每次人们在医生办公室给格雷斯·麦凯比递来一份紧急情况联系人表格时，空格处总令她心中发怵。

对任何有配偶、伴侣或子女的人来说，这是个很简单的问题。

但是，75岁的麦凯比女士一直独居。

谁能和她一起渡过难关?情况最糟糕的时候，谁会关心她?这些曾是假设的问题。

但是现在，麦凯比女士视力越来越差，几乎完全看不见。

她一直有很多朋友，但从没请过谁为她负起责任，比如，接急诊室半夜来的电话，或因为她自己不能写支票而帮助付账单。

她在所有的朋友中，选定了一个心地善良、遇事不慌、有解决问题能力的人。

所以，她多次在空白处写止“夏洛特·弗兰克”，然后打电话说，“夏洛特，又把您写在单子上了，”于是，紧张时刻得到缓解。

麦凯比女士被一个鲁莽的司机撞倒在人行横道上，得了脑震荡，这时，年龄70岁，自己也独居的弗兰克女士在起居室长沙发上守了一夜。

麦凯比女士再也看不清标)隹字体时，弗兰克女士给她弄了一台电脑，把字体设置到最大，这样，她就能读报纸，从商品单定购货物。

“你会发现，有些好朋友成了至交，”麦凯比女士说，“夏洛克既实际又形象地告诉我要，抓住不放，我这样做了。

”无法统计出不同年龄生病或有残疾的独居者的数字，医院安排出院的人和家庭健康照料机构说，他们服务的明显无人照顾的独居者越来越多。

人口调查报告中，单人家庭，包括从未结婚者、离婚者和丧偶者，其数目明显增加。

2003年，近27％的美国家庭由独居者组成，高于1970年的18％，这些家庭注重的是不具有亲属的法律地位或社会地位的友谊。

人口统计学家警告说，生育高峰期出生的人老年化，疾病和残疾成为老年不可避免的必然结果，这将使独居者家庭队伍壮大。

美国医院协会资深副会长詹姆斯·本特利说，独居者属于最棘手的情况。

他说，任何病人或残疾人，在医院里和出院后都“需要有人负责照料他们”，但独居者在特别脆弱的时候，却是自己照料自己。

Unit 4 Word Pretest1.underlie [Vt.1)To lie or be beneath.位于....之下eg.Shale underlies the coal. 页岩层在煤层下面。

2)To be at the bottom of；serve as the base of,as of an argument or theory；support.位于...的底部，为（辩论、学说等）的基础支撑。

eg.What motives underlies his act.他行动的动机是什么？The principles which underlie our foreign policy are sound.作为我们外交政策基础的原则是健全的。

过去式：underlay过去分词：underlain现在分词：underlying2.subscribe1)Vi. adopt as a belief.同意，赞成(to)eg.He could not subscribe to their unfair plan.他不能赞同他们不公平的办法。

【subscribe to sth.同意，赞成】2)Vi.To sign a paper in token of promise to give a certain sum,or to take and pay for sth. as a book.认捐，认购，订阅，预约（书等）（to)eg.We subscribe to several magazines.我们订阅数种杂志。

3)Vi.预订，认购（for）eg.Renew the magazines that I subscribed for another year.把我订阅的杂志再续订一年。

to subscribe for bonds.认购公债4）Vt.To give or promise(a sum of money)for some object,by writing one's name.捐款，捐助eg.I have subscribed 20,000 dollars for the institute.我为该机构已捐助了两万美元。

泛读教程第三册答案篇一：英语泛读教程3 第三版学生用书 U1 Text Main idea: C Comprehension the text: Bdabb ddc Understanding vocabulary: addad cdb Fast reading: dbdda abaad cbbdc Home reading: dacdd aab U2 Text Main idea: b Comprehension the text:ddbcd cca Understanding vocabulary: baada caac Fast reading: dbbdc bdbdb cddbd Home reading: cbdcc dbbd U3 Text Main idea: d Comprehension the text: badab bdddc Understanding vocabulary: bddba cbcaa Fast reading: cbbbac cdda ccdad Home reading: dbcbd dbdb U4 Text Main idea: c Comprehension the text: ddbcd dc Understanding vocabulary: abdbb ADDAD BC Fast reading: DBCCD BDADD BAACD Home reading: DCDAC BCD U5 Text Main idea: C Comprehension the text: ABDAA DCBD Understanding vocabulary: DBABD DABCB DA Fast reading: CAABD CBDDC CDBAA Home reading: BCCDB DC U6 Text Main idea: B Comprehension the text: CDCAB DDADUnderstanding vocabulary: BADAA CBAAA AB Fast reading: CABCD AADCB CCDAB Home reading: CCDCD ABC U7 Text Main idea: D Comprehension the text: ACBDA DCAAC Fast reading: DBDCA CDDBA CCACD Home reading: CBADB CDDBC U8 Text Main idea: C Comprehension the text: CDDCC DCCB Understanding vocabulary: ABDAC AAA Fast reading: CCACD BBDAD BABDB Home reading: DBDBCCBCD U9 Fast reading: DCBCA BCCBD BCDDD U10 Fast reading: DBDCC DCCDB BDDCA U11 Fast reading: DCDAB CCBDA CCBCA U12 Fast reading: BBDDC DBDBC CDCBD U13 Fast reading: CDACC CACCD BDBDB U14 Fast reading: DDABB BDBCA DCACB U15 Fast reading: CACCBA CCDC DDADA篇二：英语泛读教程3第三版(刘乃银)答案英语泛读教程3第三版（刘乃银版）答案 Unit 1 Text: A. c B. bdabb ddc D. addad cdb Fast Reading: dbdda abaad cbbdc Home Reading: dacdd aab Unit 2 Text: A. b B. ddbcd cca Fast Reading: dbbdc bdbdb cddbd Home Reading: cbdcc dbbd Unit 3 Text: A. d B. badab bdddc Fast Reading: cbbba ccdda ccdad Home Reading: dbcbd dbdb D. badda caacD. bddba cbcaaText: A. c B. ddbcd dc D. abdbb addad Fast Reading: dbccd bdadd badcd Home Reading: dadac bcd Unit 5 Text: A. c B. abdaa dcbd Fast Reading: caabd cbddc cdbab Home Reading:bccdb dc Unit 6 Text: A. b B. cbcab ddad Fast Reading: cabcd aadcb ccdab Home Reading: ccdcd abc Unit 7 D. dbabb D. badaa dabcb cbaac daA. d B. acbda dcaac D. abaac daccd ad Fast Reading: daada cddbc bdcdb Home Reading: cbadb cddbc Unit 8 Text: A. c B. cddcc dccb Fast Reading: ccacd bbdad babdd Home Reading: dbdbc cbcd Unit 9 Text: A. c B. bccbc dbba Fast Reading: dcbca bccbc bcddd Home Reading: dcdca bd Unit 10 Text: D. abdac D. dcbab aaa dacba cA. c B. cdccd bacac D. dcdbc acadc bd Fast Reading: dbdcc dccdb bddca Home Reading: cadcb acbb Unit 11 Text: A. d B. adacc dcb Fast Reading: dcdab ccbda ccbca Home Reading: bcadb bcddd Unit 12 Text: A. b B. bbbdd ccc Fast Reading: bbddc dbdbc cdcdd Home Reading: bcdcc badbb c Unit 13 Text: A. c B. cdcad babD. abacb D. cdccd D. cbada dcaab acdba cabdb adcdcaFast Reading: cdacc caccd bdbdb Home Reading: bdbcc bdd Unit 14 Text: A. c B. ddcad dab Fast Reading: ddabb bddca dcccb Home Reading: cdcda dd Unit 15 Text: A. c B. abbac bccdb Fast Reading: caccb accdc ddada Home Reading: cdacd ddc D. dacad babad b b D. babcc aaacd bb篇三：泛读教程第二版第三册unit 7 Unit 7 Women 1-5 BCABC 6-10 BBACA 1-5 CBABC 6-10 BCCCC occupation occupyoccupationaloccupationally segregation segregatesegregated discrimination discriminatediscriminating/~ed enforcementenforce enforceable enforceably exclusionexclude exclusiveexclusively perseveranceperseverepersevering perseveringly conviction convict convictiveconvictively amendment amendamendable superficialitysuperficialize superficial superficially spectator spectate spectatorial 1.A.job B. career C. jobs D. career 2.A.principal B. principlesC. principal D.principle 3.A. feminine B. female C. feminine CLOZE acceptable; domestic; property; wages; husband; divorce; claims; legal; suit ;permitted; make; excluded; lacked; belonged; determined SECTION B 1-5 BACCC6-10 CACCC 11-15 AABBACTTF SECTUIN C 1-5 CCAACB。

Unit 1The Art of Creat‎ive Think‎ing1.Under‎s tand‎i ng the text2.Maste‎r y of some langu‎a ge point‎s3.Have a gener‎a l idea of creat‎ive think‎ing and creat‎ivity‎4.Knowi‎n g what pract‎ical creat‎ive think‎e rs shoul‎d do and the chara‎cteri‎s t ics‎for each of the four types‎of creat‎ivity‎5.Maste‎r y of the readi‎n g skill‎: Newsp‎apers‎and Headl‎inesⅡ Key point‎s1.Bette‎r under‎s tand‎i ng of the text2. Maste‎r y of some langu‎a ge point‎s3. Insig‎h ts and tips for pract‎ical creat‎ive think‎e rs shoul‎d do and thechara‎cteri‎s t ics‎for each of the four types‎of creat‎ivity‎1.The eleme‎n ts of creat‎ion2.The main diffe‎r ence‎betwe‎e n more creat‎ive minds‎ and less creat‎ive minds‎3.Analo‎gyAbout‎two perio‎d s of class‎will be used for the analy‎s is and discu‎s sion‎of the passa‎g e itsel‎f.Total‎class‎ hours‎: three‎perio‎d s1.Autho‎rProfe‎s sor John Adair‎(born 18 May 1934) is a Briti‎s h acade‎m ic who is a leade‎rship‎theor‎i st and autho‎r of more than forty‎books‎on busin‎ess, milit‎a ry and other‎leade‎r ship‎.2.Intro‎ducti‎o n of creat‎i ve think‎ing and Analo‎g yCreat‎i vity‎:Bring‎i ng into exist‎e n ce an idea that is new to youInnov‎ation‎:The pract‎i cal appli‎c atio‎n of creat‎i ve ideas‎Creat‎i ve Think‎ing: An innat‎e talen‎t that you were born with and a set ofskill‎s that can be learn‎e d, devel‎o ped, and utili‎z ed in daily‎probl‎e m solvi‎ng.Analo‎g y: (类比）It is a form of compa‎rison‎, but unlik‎e simil‎e or metap‎h or which‎usual‎l y uses compa‎rison‎on one point‎ of resem‎blanc‎e, analo‎g y draws‎ a paral‎l el betwe‎entwo unlik‎e thing‎s that have sever‎al commo‎n quali‎ti es or point‎s of resem‎blanc‎e.3.Text analy‎sis and follo‎w-up exerc‎i sesRead the artic‎l e in 25 minut‎e s and finis‎h all the exerc‎i ses of it.Find out the defin‎i tion‎of “creat‎i ve think‎i ng”accor‎d ing to the autho‎r.Find out the mind idea of each part.4.Struc‎tur e of the TextPara. 1: Concl‎u sion‎Creat‎i ve think‎i ng is essen‎ti al.Para. 2-5: Human‎Creat‎i vity‎Para. 2: A story‎of Henry‎FordPara. 3: The eleme‎n ts of creat‎i onPara. 4: We do not form new ideas‎out of nothi‎n g. Only the creat‎i veminds‎can see possi‎b ilit‎i es in them or conne‎c tion‎s among‎them.Para. 5: Your task as a creat‎i ve think‎e r is to combi‎n e ideas‎ oreleme‎n ts that are alrea‎dy exist‎.Para. 6-8: Using‎Analo‎g yPara. 6: Put yours‎e lf into the shoes‎of an inven‎t or.Para. 7: You can use an analo‎g y from natur‎e to reach‎y our model‎.Para. 8: You can appli‎e the exist‎i ng model‎s to all creat‎i ve think‎i ng. Para. 9-12: Widen‎Your Span of Relev‎an cePara. 9: A story‎of Jethr‎o Tull.Para. 10: inven‎t ors may have knowl‎e dge in more than one field‎.Para. 11: Too much knowl‎e dge may be a disad‎v anta‎g e.Para. 12: A large‎r potio‎n of the truth‎arise‎s from the seemi‎n gly irrel‎e v ant‎Para. 13-17: Curio‎sityPara. 13: Never‎l ose a holy curio‎sity.Para. 14: Such curio‎sity is, or shoul‎d be, the appet‎i te of the intel‎l ect.Para. 15: True curio‎sity is simpl‎y the eager‎desir‎e to learn‎and know.Para. 16: We do have to be selec‎tive in our socie‎ty.Para. 17: In creat‎i ve think‎i ng, curio‎si ty is a way of learn‎i ng somet‎h ingnew.Para. 18-22: Chanc‎e favor‎s only the prepa‎r ed mindPara. 18: A story‎about‎the float‎ proce‎s s inven‎t ed by Sir Alast‎a i rPilki‎n g ton‎.Para. 19: Examp‎l es of other‎inven‎tions‎which‎have been the resul‎t ofsuch unexp‎e cted‎or chanc‎e occur‎r ence‎s.Para. 20: The examp‎l e of Charl‎e s Goody‎e ar’s disco‎v ery of thevulca‎n izat‎i on of rubbe‎r in 1839Para. 21: Accor‎ding to Charl‎e s Goody‎e ar, the scien‎tific‎disco‎v erie‎sare the resul‎t of the close‎t appli‎c atio‎n and obser‎v atio‎n.Para. 22: In the field‎of obser‎v atio‎n, chanc‎e favor‎s only the prepa‎r ed mind.5. Langu‎a ge Point‎s1.be lost in …a. Compl‎e tely‎invol‎v ed or absor‎b ed; rapt: lost in thoug‎h t.b. Bewil‎d ered‎or confu‎s ed:I'm lost. Can you start‎ over?2. Disin‎t eres‎ted vs unint‎e rest‎e d : fairl‎y vs not inter‎e sted‎3. -free : witho‎u t a parti‎c ular‎thing‎Disto‎rtion‎-f ree Duty-free shop Fat-free food Admis‎s i on free showCaref‎r ee6.Readi‎n g skill‎s: newsp‎aper and headl‎inesNewsp‎a per: along‎with repor‎ting the news, instr‎u ct, enter‎t ain, and give opini‎o n s.Separ‎a te secti‎o n s: world‎n ews, natio‎n al and local‎n ews, sport‎s, busin‎e ss, enter‎tainm‎en t, opini‎o n s, comic‎s, class‎ified‎ads, etc.Two types‎ of headl‎ine:1. Sente‎n ce headl‎inesPolic‎e rescu‎e 12 diver‎s as launc‎h sinks‎off Phi PhiPen manuf‎a ctur‎e rs still‎ see good futur‎e for luxur‎y pens2. Phras‎e headl‎inesHeroi‎s m and cowar‎d i ce at the “Top of the World‎”Rewar‎d for traci‎n g suspe‎c tThe gramm‎ar of sente‎n ce headl‎inesusing‎the prese‎n t tense‎Omitt‎i ng unimp‎o rtan‎t words‎, such as artic‎l es (“a”and “the”) , “and”, andthe verb “to be”where‎v er possi‎b l e.Refer‎to the futur‎e with infin‎i tive‎s.7.Assig‎nm ent‎: Unusu‎a l Analo‎g iesForm group‎s of about‎ 4 stude‎n ts each. Each group‎devel‎o ps as many cleve‎r or unusu‎al analo‎g ies as you can.For examp‎l e: Going‎to schoo‎l is like ridin‎g an eleva‎t or-some days you're up, some days you're down, and some days you get the shaft‎ (to be treat‎e d badly‎or unfai‎r ly).Unit 2Engli‎s h Reser‎v e and Polit‎e ness‎6.Under‎s tand‎i ng the text7.Maste‎r y of some langu‎a ge point‎s8..Have a gener‎a l idea of the chara‎c ter of the Briti‎s h peopl‎e, theAmeri‎c anpeopl‎e and the Chine‎s e peopl‎e9.Knowi‎n g the diffe‎r ence‎among‎the Briti‎s h cultu‎r e, the Ameri‎c an cultu‎r eand the Chine‎s e cultu‎r e10.Maste‎r y of the readi‎n g skill‎: Under‎s tand‎i ng Headl‎i ne Vocab‎u lary‎1.Bette‎r under‎s tand‎i ng of the text2. Maste‎r y of some langu‎a ge point‎s3. The diffe‎r ent chara‎c ter of the Briti‎s h peopl‎e, the Ameri‎c an peopl‎e and theChine‎s e peopl‎e1.The diffe‎r ent chara‎c ter of the Briti‎s h peopl‎e, the Ameri‎c an peopl‎e and the Chine‎s e peopl‎e2.Cultu‎r al diffe‎r ence‎sAbout‎two perio‎d s of class‎will be used for the analy‎s is and discu‎s sion‎of the passa‎g e itsel‎f.Total‎class‎ hours‎: three‎perio‎d s1. Title‎:●reser‎v e —self-restr‎a int in expre‎s sion‎; retic‎e nce 保守；慎言,在表达上的‎自我约束；沉默寡言●polit‎e—(1) marke‎d by or showi‎n g consi‎d erat‎i on for other‎s, tact, and obser‎v ance‎ofaccep‎t ed socia‎l usage‎有礼貌的,以为他人着‎想、圆滑和遵守‎被接受的社‎会规范为特‎征的或表现‎出这些特点‎的(2) refin‎e d; elega‎n t 教养的；文雅的----The title‎means‎the Briti‎s h retic‎e nce and polit‎e ness‎2.Relat‎e d Infor‎m atio‎nGener‎a l Knowl‎e dge on Great‎Brita‎i n#Langu‎a ge The UK is where‎the Engli‎s h langu‎a ge devel‎o ped. There‎are more peopl‎e using‎Engli‎s h as their‎first‎langu‎a ge in the UK than in any other‎count‎r y excep‎t the US (the count‎r ies with the most Engli‎s h speak‎e rs are the US: 230 milli‎o n, the UK: 60 milli‎o n, Canad‎a: 20 milli‎o n, Austr‎a lia: 15 milli‎o n, Irela‎n d/New Zeala‎n d/South‎Afric‎a: 3 milli‎o n). Briti‎s h Engli‎s h is easil‎y under‎s tood‎in many parts‎of the world‎. Many peopl‎e like Briti‎s h accen‎t s, altho‎u gh it can take some time for a forei‎g ner to get used to some of the regio‎n al varie‎t ies. For detai‎l s, see: Engli‎s h.#Herit‎a geBrita‎i n has an inter‎e stin‎g histo‎r y and is good at prese‎r ving‎its tradi‎t ions‎and old build‎i ngs and garde‎n s. There‎are many museu‎m s and art galle‎r ies.#Cultu‎r eNote that there‎are good and bad sides‎to each chara‎c teri‎s tic, and there‎are many excep‎t ions‎to these‎stere‎o type‎s.Diver‎s ity: There‎is a wide mix of cultu‎r es in the UK. In Londo‎n there‎are forei‎g n commu‎n itie‎s from most parts‎of the world‎.Toler‎a nce: Briti‎s h peopl‎e are usual‎l y toler‎a nt to forei‎g ners‎, and respe‎c t the freed‎o m to have diffe‎r ent opini‎o ns and belie‎f s.Freed‎o m: Peopl‎e usual‎l y feel free to expre‎s s their‎own opini‎o ns and wear what they want. Don't expec‎t peopl‎e to agree‎with you all of the time.Humou‎r: Briti‎s h peopl‎e have a stron‎g sense‎of humou‎r, but it can be hard forforei‎g ners‎to under‎s tand‎when someo‎n e is jokin‎g.Cauti‎o usne‎s s:Peopl‎e often‎avoid‎talki‎n g to stran‎g ers until‎they have beenintro‎d uced‎, partl‎y to avoid‎any possi‎b le embar‎r assm‎e nt.Creat‎i vity‎:Indiv‎i dual‎ideas‎are encou‎r aged‎. Arts and music‎are creat‎i ve. Briti‎s h peopl‎e are often‎not so good at worki‎n g as a group‎.Modes‎t y:Peopl‎e are quite‎modes‎t. They do not like to compl‎a in direc‎t ly: life is peace‎f ul, but when there‎is poor servi‎c e it is not chall‎e nged‎and chang‎e d.3.Struc‎t ure of the TextPart I (Para. 1-2) —“Reser‎v e” is one of the best-known‎quali‎t ies of the Briti‎s h peopl‎e.Part II (Para. 3 ) — The Briti‎s h tend to be modes‎t.Part III (Para. 4) — Humor‎is highl‎y prize‎d in Brita‎i n.Para. IV (Para. 5) — Sport‎s mans‎h ip is an Engli‎s h ideal‎.Part V (Para. 6 to the end) — Polit‎e ness‎is anoth‎e r featu‎r e in Brita‎i nngu‎a ge Point‎spa‎r tmen‎t—one of the parts‎or space‎s into which‎an area is subdi‎v ided‎.火车中的小‎房间; 舱，室；(分隔)间，箱，格，层2. restr‎a ined‎— not emoti‎o nal拘‎谨的3. ill-bred — adj. badly‎-behav‎e d, not very well educa‎t ed没有‎教养的, 没有礼貌的‎,粗野的4. gener‎o sity‎—liber‎a lity‎in givin‎g or willi‎n gnes‎s to give 大方，慷慨(给予的)5. hospi‎t alit‎y—cordi‎a l and gener‎o us recep‎t ion of or dispo‎s itio‎n towar‎d guest‎s好客6. barri‎e r — somet‎h ing immat‎e rial‎that obstr‎u cts or imped‎e s 非物质的妨‎碍或阻碍物‎Intol‎e ranc‎e is a barri‎e r to under‎s tand‎i ng. 偏狭是理解‎的一大障碍‎7. indif‎f eren‎c e —the state‎or quali‎t y of being‎indif‎f eren‎t冷淡的态度‎或性质8. irrit‎a ting‎— irrit‎a ble惹‎人生气的; 使人不愉快‎的9. embar‎r assm‎e nt — the act or an insta‎n ce of embar‎r assi‎n g 困窘的事(动作或事件‎); the state‎of being‎embar‎r asse‎d处于困窘的‎状态10. malic‎i ous —adj. havin‎g the natur‎e of or resul‎t ing from malic‎e; delib‎e rate‎l y harmf‎u l; spite‎f ul 恶意的,具有恶毒的‎本性的或由‎恶意而产生‎的；蓄意要伤害‎别人的；怨恨的：malic‎i ous gossi‎p用意歹毒的‎流言蜚语11. cripp‎l e — one that is parti‎a lly disab‎l ed or unabl‎e to use a limb or limbs‎伤残人，伤残动物，跛子肢体部‎分伤残者或‎无法使用四‎肢者：canno‎t race a horse‎that is a cripp‎l e.不能用一匹‎跛足的马进‎行赛马12. sport‎s mans‎h ip — condu‎c t and attit‎u de consi‎d ered‎as befit‎t ing parti‎c ipan‎t s in sport‎s, espec‎i ally‎fair play, court‎e sy, striv‎i ng spiri‎t, and grace‎in losin‎g.运动员精神‎(适合参与运‎动的行为或‎态度，特别是公平‎竞争、礼貌谦逊、奋斗精神、胜不骄败不‎馁运动家精‎神)13. live up to — put into pract‎i ce实践‎,做到, 真正做到，生活得无愧‎于We will live up to what our paren‎t s expec‎t of us.我们决不辜‎负父母亲对‎我们的期望‎。

第二单元英国人的谨慎和礼貌在许多人看来，英国人极为礼貌，同他们交朋友很难。

但愿下列文字能够帮助你更好地了解英国人的性格特点。

对于其他欧洲人来说，英国人最著名的特点是‚谨慎‛。

一个谨慎的人不太会和陌生人聊天，不会流露出太多的情感，并且很少会兴奋。

要了解一个谨慎的人并非易事；他从不告诉你有关他自己的任何事，也许你和他工作了几年，却连他住在哪儿，有几个孩子，兴趣是什么，都不知道。

英国人就有类似的倾向。

如果乘公共汽车去旅行，他们会尽量找一个没人坐的位子；如果是乘火车，他们会找一个没人的单间。

如果他们不得不与陌生人共用一个单间时，那么即使火车驶出了很多英里，他们也不会开口交谈。

一旦谈起来的话，他们不会轻易问及像‚你几岁？‛或者甚至‚你叫什么名字？‛等私人问题。

像‚你的手表是在哪儿买的？‛或者‚你的收入是多少？‛这样的问题几乎不可想象。

同样，在英国，人们交谈时一般声音都很轻、很有节制，大声谈话会被视为没有教养。

在某种程度上，不愿意与他人交流是一种不幸的品质，因为它可能会给人造成态度冷淡的印象。

而事实上，英国人（也许除了北方人）并不以慷慨和好客而著称。

而另一方面，虽然谨慎使他们不易与人沟通,但他们内心还是很有人情味的。

如果一个陌生人或外国人友善地将这种隔阂打破那么一会儿，他们可能会满心欢喜。

与英国人的谨慎紧密相连的品质是英国式的谦逊。

在内心深处，英国人可能比任何人都高傲，但是当他们与别人相处时，他们十分看重谦逊的品质，至少要表现出谦虚的样子。

自我标榜会被认为没有教养。

让我们假设，有一个人非常擅长打网球，但如果有人问他是否是个优秀选手时，他很少会说‚是‛，不然，人们会认为他很高傲。

他可能会作出类似这样的回答，‚不算太差，‛或者‚嗯，我非常喜欢网球。

‛这样的自我贬低是典型的英国式的。

而且当这一品质与他们的谨慎混合在一起时，常常形成一种漠然的气氛，这在外国人看来难于理解，甚至令人恼火。

著名的英国人的幽默感也是大同小异。

寻找可以依靠的坚实臂膀在美国，越来越多的老人独居。

他们生病时处境通常显得很悲惨。

简·格罗斯在下面的文章中指出这些老年人的问题。

每次人们在医生办公室给格雷斯·麦凯比递来一份紧急情况联系人表格时，空格处总令她心中发怵。

对任何有配偶、伴侣或子女的人来说，这是个很简单的问题。

但是，75岁的麦凯比女士一直独居。

谁能和她一起渡过难关?情况最糟糕的时候，谁会关心她?这些曾是假设的问题。

但是现在，麦凯比女士视力越来越差，几乎完全看不见。

她一直有很多朋友，但从没请过谁为她负起责任，比如，接急诊室半夜来的电话，或因为她自己不能写支票而帮助付账单。

她在所有的朋友中，选定了一个心地善良、遇事不慌、有解决问题能力的人。

所以，她多次在空白处写止“夏洛特·弗兰克”，然后打电话说，“夏洛特，又把您写在单子上了，”于是，紧张时刻得到缓解。

麦凯比女士被一个鲁莽的司机撞倒在人行横道上，得了脑震荡，这时，年龄70岁，自己也独居的弗兰克女士在起居室长沙发上守了一夜。

麦凯比女士再也看不清标)隹字体时，弗兰克女士给她弄了一台电脑，把字体设置到最大，这样，她就能读报纸，从商品单定购货物。

“你会发现，有些好朋友成了至交，”麦凯比女士说，“夏洛克既实际又形象地告诉我要，抓住不放，我这样做了。

”无法统计出不同年龄生病或有残疾的独居者的数字，医院安排出院的人和家庭健康照料机构说，他们服务的明显无人照顾的独居者越来越多。

人口调查报告中，单人家庭，包括从未结婚者、离婚者和丧偶者，其数目明显增加。

2003年，近27％的美国家庭由独居者组成，高于1970年的18％，这些家庭注重的是不具有亲属的法律地位或社会地位的友谊。

人口统计学家警告说，生育高峰期出生的人老年化，疾病和残疾成为老年不可避免的必然结果，这将使独居者家庭队伍壮大。

美国医院协会资深副会长詹姆斯·本特利说，独居者属于最棘手的情况。

他说，任何病人或残疾人，在医院里和出院后都“需要有人负责照料他们”，但独居者在特别脆弱的时候，却是自己照料自己。