Unit1大学英语综合教程1课后答案

Unit1大学英语综合教程1课后答案

Unit1大学英语综合教程1课后答案

Unit 1

Part I Pre-Reading Task

Script for the recording:

Ways of learning is the topic of this unit. It is also the topic

of the song you are about to listen to, called Teach Your Children sung

by Crosby, Stills and Nash.

Teach Your Children

Crosby, Stills and Nash

You, who are on the road,

Must nave a code that you can live by.

And so, become yourselr,

Because the past is just a goodbye.

Teach your cbildren well,

Their lather's hell did slowly go by.

And reed them on your dreams,

The one they picks, the one you'll mow by.

Don't you ever ash them why, ir they told you, you will cry, So

just look at them and sigh and know they love you.

Appendix I - 93 -

And you, oi tender years,

Can't know the rears that your elders grew by.

Ana so please help them with your youtb, They seek the truth before tbey can die.

Teacb your parents well,

Tbeir children's bell will slowly go by.

And reed them on your dreams,

Tbe one tbey picks, tbe one you'll know by.

Don t you ever ask them why, ir tbey told you, you will cry, So

just look at them and sigh and know tbey love you.

The first part of die song is about how parents can inspire

their children through sharing with them their dreams, their hopes for a

better life. It starts with advice on how you need a set of rules, "a

code diat you can live by," to guide you on the road of life. Only then

will you be able to fully realise all that is within you and "become

yourself." Therefore, parents need to teach their children well.

And children — "you of tender years" — also have something to

teach their parents, for learning is not a one-way street. Children

should share their own dreams with their parents so that young and old

can get to understand each otiier better.

That said, one should not go too far. For some things are

perhaps better left unsaid between parents and children. "Don't you ever

ask them why, if they told you, you will cry." At such mo?ments all that

there is left to do is to look at one another and sigh, happy in each

otiier's love.

Part II Text A Text Organization

1. 1) The text begins with an anecdote/incident.

2) His thoughts are mainly about different approaches to

learning in China and the West.

3) The end winds up the text with a suggestion in die form of a

question.

Points for Comparison/Contrast Chinese Americans 1) ways to learn to accomplish a task show a child how to do

something, or teach by holding his hand teach children that they should

rely on themselves for solutions to problems

94 - Appendix I

2) attitudes to creativity and skills give greater priority to

de?veloping skills at an early age, believing creativity can be promoted

over time put more emphasis on fos?tering creativity in young children,

thinking skills can be picked up later

Vocabulary

1) insert 2) on occasion

3) investigate 4) In retrospect

5) initial 6) phenomena

7) attached 8) make up for

9) is awaiting 10) exception

11) not... in the least 12)

promote

13) working on 14) in due course

15) emerged

1) There is a striking contrast between the standard of living

in the north of the country and

the south.

2) Natural fiber is said to be superior to synthetic fiber.

3) The city's importance as a financial center has evolved

slowly.

4) His nationality is not relevant to whether he is a good

lawyer. 5) The poems by a little-known sixteenth-century Italian poet

have found their way into some English magazines.

3. 1) Chinese isn't a subject that can be picked up in a month.

You can't accomplish your goal of mastering the language unless you work

at it for years. Well, it sounds as if I'm exag?gerating the

difficulties, but the fact is I'm only telling the truth.

2) The principal is somewhat disappointed with the performance

of the children. From what she has gathered, some of the teaching staff

have neglected their pupils. She has just announced that strict work

regulations have been made and that they apply to both Chinese and

overseas teachers.

3) The teacher-directed and the child-directed approaches to

teaching art represent two ex?tremes of opinion. Too many teacher-directed activities cannot be expected to effectively assisLchildren in

learning because of the rigid structure. On the other hand, too many

child-directed activities may see a curriculum that is totally

unstructured and out of con?trol. There are valid reasons to believe a

teacher-guided approach would be a superior way

Appendix I - 95 -

to guide children's development. This approach combines some