Unit11Onbecomingabetterstudent练习学习答案~综合教学课件三.doc

|Unit 11 On Becoming a Better StudentKey to the Exercises Text comprehensionI. Decide which of the following best states the purpose of the essay.A(The author lists the qualities of a good learner so as to give students some guidelines on how to “become a better student“ instead of merely describing the qualities of a good learner. )II. Judge, according to the text, whether the following statements are true or false. 1. F (Refer to Paragraph 2. All the words and theories and techniques are of no use to students who yet have to open themselves with receptivity and to take it upon themselves to practice.)2. F (Refer to Paragraph 4. Discovery is, according to Albert Szent-Gyorgyi, “looking at the same thing as everyone else but thinking something different,“ i.e., arriving at new understandings of things everyone sees.)3. T (Refer to Paragraph 6. According to the author, most education discourages people from venturing far enough to take risks to make mistakes.) 4. F (Refer to Paragraph 7. Successful students do not expect to be spoon-fed, but take their own initiative.) 5. T (Refer to Paragraph 9. One should maintain his enthusiasm and learn not to push himself too hard in his pursuit of knowledge. Because patience is essential for success; besides, we need to develop other sides of our lives as well. As F. M. Alexander said, “Give up trying too hard, but never give up.“)III. Answer the following questions. 1. Refer to Paragraphs 2 and 3. According to the author, the genuine learning process rests with the students' own investigation, which is the best thing a teacher can guide his students to. She believes that learning is not so much the acquisition of information as it is an investigation. 2. Refer to Paragraph 5. Yes. According to the author, there is no shortcut in learning; persistence and discipline are required for a student to reach the very end and savor the full flavor of hard-won success. 3. Refer to Paragraph 6. It is a problem with the current educational approach that students are discouraged from venturing far enough to take risks to make mistakes. However, if people try different approaches and do things that have no precedence, they will surely make mistakes which, as the author argues, are the stepping stone of creative people. 4. It means one has to drop his prior knowledge so as to absorb new knowledge. If he refuses to do so, the old knowledge may hinder the assimilation of new knowledge. It also implies that one should learn to appreciate constructive criticism, for if he constantly fails to take criticism, he can never know where his weakness lies and grow out of it.|5. “Listen with your whole body“ is to get yourself fully activated both cognitively and physically. That is to say, you have to be extremely attentive to what the teacher says instead of letting your mind wander and keeping your body inert.IV. Explain in your own words the following sentences.1. When they start school, children are curious and ready to try every means to explore the unknown. However, they end up losing the pioneering spirit after years of formal education.2. “Advanced“ learners are likely to make some mistakes. For example, they may become excessively satisfied with their progress or, on the contrary, put too much pressure on themselves to score further achievements.Structural analysis of the textThe first two paragraphs are the introductory part, in which the writer attempts to explain what teaching and learning is meant to be. In the second part, Paragraphs 3 ?9, she discusses the various factors that make a good student. In the third part, she gives advice to the aspiring student. The special devices the author uses to highlight her major points are some typographic devices - the key words in bold to represent the most important qualities of a good student in the second part and the solid dark dot that introduces each of the nine tips in the third part. Rhetorical features of the textHere is an example: “We may even have expectations that they be endless repositories of skill and knowledge (Paragraph 1). The underlined part of the quoted sentence is an instance of the use of metaphorical language, an attempt to put across the idea that they have so much skill and knowledge that we can perpetually learn from them. The author has cited four people in the text: Nobel Prize-winning physician Albert Szent-Gyorgyi (Paragraph 4); educator Neil Postman (Paragraph 6); Jim Spira, director of the Institute for Education Therapy in Berkeley, California (Paragraph 8); and F. M. Alexander of the Alexander technique (Paragraph 9). Citing the rightly chosen people certainly strengthens the writer's argument.Vocabulary exercisesI. Explain the underlined part in each sentence in your own words.1. view again at another time from a different perspective2. with immense pleasant surprise3. be provided with ready answers and ideas4. do pioneering work5. Don't let the knowledge you have acquired be a hindrance to your learning of something newII. Fill in the blank in each sentence with a word taken from the box in its appropriate form.|1. precedence 2. stigma3. proportional 4. strain5. pertinent 6. injurious7. relevance 8. therapyIII. Fill in the blanks with the appropriate forms of the given words.1. substantial 2. motivation3. committed 4. restrictions5. subtle 6. thrilling7. complacently 8. unprecedentedIV. Fill in the blank in each sentence with an appropriate phrasal verb or collocation taken from the text.1. goes out of the way2. breaking through3. consists of 4. hold on to 5. object to 6. live up to7. gave up8. based onV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used. 1. Synonym: demonstrate (reveal, manifest)2. Antonym: flexible 3. Antonym: interesting (extraordinary, outstanding)4. Synonym: abandon (yield, renounce) 5. Synonym: lead6. Antonym: dissatisfaction (discontentment)7. Antonym: mild (gentle)8. Synonym: harry (pester, harass) VI. Explain the underlined phrasal verbs in your own words. 1. submitted2. take care of 3. attentive to 4. written in honor of5. accept 6. so involved7. enthralled8. began consideringGrammar exercises|I. Complete the following sentences using the appropriate form of the verbs given.1. Being(An -ing participle can be used as subject when the action is being considered in a general sense.)2. to spend, to make3. Hearing/To hear4. To complete5. to be6. to be7. to sit, to hear, howling8. Teasing9. Playing10. LearningII. Complete the following sentences using the infinitive or -ing participle.(Answers may vary.)III. Rewrite the underlined parts of the following sentences with the infinitive, -ing participle or -ed participle.1. sitting at the back 2. for you to do as you are told3. to swim/to have swum across the Channel (An infinitive clause is used when the modified noun phrase contains such words as first, last, next, only, most.)4. to hear that he had already left the company 5. To open the window6. to trifle with7. Being a qualified plumber, Paul had no difficulty in finding the leak.8. ever written9. Left to himself, he usually gets the job done quickly.10. Hoping to find the will, she searched everywhere.IV. Complete the following sentences with the -ing participle of verbs. Add a preposition if necessary. 1. to his working, living2. having3. to stealing4. from doing5. for playing6. for doing7. being talked8. on becoming, from putting, for makingV. Put in the correct prepositions or adverbs.1. up, for|2. out3. to4. out, of5. up, against6. round, to7. in, with8. onVI. Make sentences of your own after the sentences given below, keeping the italicized parts in your sentences.1. e.g. He is not so much ill as depressed.I haven't got so much time as I thought.2. e.g. We'll start at the point where we left off.He entered a shop where he obtained some refreshments.Translation exercisesI. Translate the following sentences into Chinese.1. 我们甚至希望老师才识卓绝，取之不竭，用之不尽。2. 这些看似枯燥的品质(我们更愿意羡慕别人拥有它们)，给我们带来的是圆满完成某事后的满足感，或成功面对挑战的兴奋。3. 在铺好的坦途和我们通常会为自己建造的坚固房屋之外，有潜伏的恶魔、不确定的落脚之处 当然也有从未感受过的快乐。4. 继续深入可能意味着停滞不前，意味着更加耐心地向前走，或者意味着往我们人生中青涩和尚不成熟的其他领域投入更多的时间。II. Translate the following sentences into English, using the words and phrases given in brackets.1. He felt heavily weighted with such high expectations from his parents.2. He interpreted the incident in a favorable light.3. I detest him, for he often goes out of his way to backbite others.4. Many religious teachings urge people to transcend the mundane success. 5. Personal initiative is one of the essential elements in promoting your career.6. I don't think it is a good method of teaching to spoon-feed students.7. I will spare no efforts to accomplish the task by the end of next month, for I don't want to suffer from the stigma of having broken my promise.8. I've got much information pertinent to the new policies in education. III. Translate the following passage into Chinese.好学生显示出许多优秀的品质，在这些品质中极为重要的有好奇心、自制力和主动性。他们对各种各样的事物有着盎然的兴趣，总是观察外部世界，从眼前发生的事情中学到东西。伴随其好奇心的是“研究精神” ， 因为他们把学习过程看作是一种研究。他们在角度新颖的观察和辛勤钻研的基础上，形成一种新的理解。他们清楚地知道一分耕耘一分收获，并且相信，没有不懈的努力，难以尝到学习的美味果实， 任何巨大的成就都来自于无数小的积累。他们总是乐于迎接困难的挑战，主动探索各种可能性，通过实践寻求自己的答案，|而不是等待老师给他们现成货, 因为他们从来拒绝填鸭式教育。当然，有抱负的上进学生应该充分注意一些要点。比如他们应该上课认真投入，避免迟到，并重视建设性的批评。Exercises for integrated skillsI. Dictation scriptA study of art history might be a good way / to learn more about a culture / than is possible to learn in general history classes. / Most typical history courses concentrate on politics, economics, and war. / But art history focuses on much more than this / because art reflects not only the political values of a people, / but also religious beliefs, emotions, and psychology. / In addition, / information about the daily activities of our ancestors / - or of people very different from our own - / can be provided by art. / In short, / art expresses the essential qualities of a time and a place, / and a study of it clearly offers us a deeper understanding / than can be found in most history books.II. Fill in each blank in the passage below with ONE word you think appropriate.(1) used (2) first(3) have (4) going(5) with (6) offended (7) Rather (8) sign(9) being (10) address(11) rule (12) wouldCultural BackgroundPositive Student-teacher Relationship Mutually respectful and supportive Open communication, as well as emotional and academic support that exists between students and teachers With empathy, warmth, and genuinenessText IOn Becoming a Better Student (abridged)Donna Farhi SchusterGlobal ReadingI. Text AnalysisIn student-teacher relationship, most students would question what teachers responsibilities are while neglecting their own merits in this reciprocal relationship. They might think they have the right to expect their teachers to be perfect, yet they do not understand that all the things they wish to get from their teachers are to be attained with their own efforts as a reward rather than a sure gift; otherwise such things can not be genuinely possessed by them. This essay in the beginning raises such an unequal situation between students and teachers, and continues to provide several key |requirements good students should follow in the eyes of a teacher, including curiosity, discipline, risk-taking, initiative and enthusiasm. The essay ends with more tips for aspiring students. Only through efforts from both sides can students fully develop themselves in the days of schooling.II. Structural Analysis1) In terms of organization, the article clearly falls into three main parts:The first part (Paragraphs 1-2) states what the writer expects from her students learn how to learn by themselves.The second part (Paragraphs 3-9) is the body of the essay. The writer discusses the qualities good students have.The third part (Paragraph 10) provides more tips for aspiring students from the author. 2) In order to give prominence to the key points, the author uses the typographic device the main points in the second part are in bold and a solid dark dot is added in front of every tip in the third part.III. Rhetorical Features Metaphore.g. “We may even have expectations that they be endless repositories of skill and knowledge ” (Paragraph 1) “Repository” is of metaphorical use to convey that they have so much skill and knowledge that we can perpetually learn from them. CitationThe author has cited four people in the text: Nobel Prize-winning physician Albert Szent-Gyorgi (Paragraph 4), educator Neil Postman (Paragraph 6), director of the Institute for Education Therapy in Berkeley, California Jim Spira and F. M. Alexander of the Alexander Technique (Paragraph 9). Citing the rightly chosen people will certainly strengthen the writers argument.