读写教程课后练习答案

Pre—readingactivities

B2U1Sectionlisteningtothe 2).canunderstandalot readssciencefictionbooksinEnglish 4).successfullyfinishingreadingthefirstEnglishbook 5).satisfactionandpleasureYes,becausethewaytolearnEnglishismoreinterestingandYes,becauselearners emoremotivatedwhenlearningsomethingtheylike.No,becauseit’slikeastreetlearningwithoutformalinstruction.No,becauselearnersmayoftenmakegrammaticalmistakeswhentalkingorspeaking.Yes,Icouldspeakandwritemorefluentlywithgoodgrammarandvocabulary.Yes,IcouldbetterunderstandEnglishnativespeakersafterwatchingEnglishmoviesandtalkshows.Yes,asaresultofsurfingonlineinEnglish,I’mabletoreadmorequicklythanbefore.ReadEnglishnovelsandListentoradiosandwatchTVprograms.TalktoEnglishspeakerswheneverpossible.Writeeverydaysuch sandReadingcomprehensionBecauseheistiredoflisteningtohisfatherandheisnotinterestedingrammarrules.ThecivilizationofGreeceandthegloryofRomanarchitecturearesomarvelousandremarkablethattheyshouldbedescribedatleastinabriefaccount;however,whatthestudentcoulddowasonlysingleutterance:”whoa!”withoutanyspecificcomment. Becausetheschoolsfailtosethighstandardsoflanguageproficiency.Theyonlyteachalottlegrammarandlessadvancedvocabulary.Andtheyoungerteachersthemselveshavelittleknowledgeofthevitalstructuresoflanguage.Becauseteachinggrammarisnotaneasyjobandmostofthestudentswilleasilygetboredifit’snotproperlydealtwith. Hefamiliarizedhissonwithdifferentpartsofspeechinasentenceanddiscussedtheirspecificgrammaticalfunctionsincludinghowtouseadverbstodescribeverbs.BecausethesonhadneverheardaboutthevariousnamesandfunctionsofwordsinandEnglishsentencebefore.Theauthoruses“roadmap”and“car”todescribegrammarandvocabulary.Here,“roadmap”isconsideredasgrammarand“car”asvocabulary.Sincethesubjunctivemoodhissonusedisafairlyadvancedgrammarstructure,theinterjection“whoa!”reflectsthetremendouspridethefatherhadtowardhisson;italsoreflectstheauthor’shumorinusingthewordbecauseitwasoncedusedbyhisstudent,thoughintwodifferentsituationsandwithtwodifferentfeelings.Languagefocus 2). 3). 4). 5). 4 3). 10). 11). 12).61-5LCJA6-10ONEH7feelobliged2).beserious 3).rundistinguish5).thrust 6).wasallergicgetlost 8).beattractedto 9).makesense 10).lookedupon8Somebookwormsinmydormitoryoftenspendhoursreadingtheir“Bible”,PracticalEnglishGrammar,anddoalotofexercisesinthatbook,butIdon’tcareaboutitatall.MyassumptionissinceIhaveneverlearnedChinesegrammar,what’sthesenseoflearningEnglishgrammar?Infact,Englishgrammarhasalwaysbeenabigheadachetome.Englishgrammarisverycomplicatedbecause,unlikeChinese,therearemanyverbtenses.Evenstrangerthanverbtenses,Englishgrammaralsocontainssomethingveryconfusing.Forexample,Idon’trememberhowmanytimesmymiddleschoolteachertriedto“impose”thedifferencesbetweenusedtoandbeusedtoonus.Sometimeshewouldgoonwiththeexplanationfor20minutesorso.HeevensummarizedthedifferencesbylistingthreeorfourpointsforustoHowever,theycouldneverstayinmyhead.Idon’trememberhowmanytimesIgotitwrongwiththesentencescontainingusedtoorbeusedtoonmyexams.Iwasreallyconfusedwiththesetwophrases,andIcannevergetthemright.Inbrief,I’mallergictolearningEnglishgrammar.Curiously, puterintheirbraintohelpthemutterthetwophrasespromptlywithjustaclickoftheirbrain代英语英语于公元5世纪当时三个日耳曼部落英国，期，英语的影响遍及不列颠群岛。从17世纪初，它的开括互联网的大受欢迎，英语的尤其显著。Chinesecalligraphyisauniqueartandtheuniquearttreasureintheworld.TheformationanddevelopmentofthecalligraphyiscloselyrelatedtotheemergenceandevolutionofChinesecharacters.Inthislongevolutionaryprocess,Chinesecharactershavenotonlyplayedanimportantroleinexchangingideasandtransmittingculturebutalsodevelopedintoauniqueartform.Calligraphicworkswellreflectcalligraphers’alknowledge,self-cultivation,ality,andsoforth,thusthereisexpressiongthat“seeingthecalligrapher’shandwritingislikeseeingthe”.AsoneofthetreasuresofChineseculture,Chinesecalligraphyshinessplendidlyintheworld’streasurehouseofcultureandart.SectionHefoundhecouldn’tcommunicateHewasamazedathowcloselyrelatedthewordsMalcolmXkeptthinkingwhathehadMalcolmXfoundhewasimprovingHejoinedtheworldcommunityofthoughtsand1-4DAC 5-8CBC41. 2. 3. 4. 5. 7. 8. 9. 10.51.applyto 2.inabidto 3.endup 4.Speakingof 5.gethold 6.appealedto 7.Leaving…behind 8.focuson6Eventhoughitisimportantforthestudentstohaveadeepunderstandingofthetexts,itdoesn’tmakeanysensetoreadtextswordforwordfromthebeginningtotheend.Asitisamatteroflittleimportancetous,itdoesn’tmakemuchsensetoargueoutwhichiswrongorrightorwhichisbetterorItmakesnosensetocomplechildrentoobeytheirparents;instead,weshouldtrytolthemwhatisrightandwhatiswrong.7Imightaswellhavestayedatwemighta