2-Unit1 WE'VE BEEN HIT答案综合教程二

Unit 1 W E’VE BEEN HIT!

Key to the Exercises

Text Comprehension

I. Decide which of the following best states the author’s purpose of writing.

C

II. Judge, according to the text, whether the following statements are true or false.

1-5 F F F T F

IV. Explain in your own words the following sentences.

1. On that morning thousands of people in the WTC were thrown, all of a sudden, into a

condition of terrible suffering and uncertainty. Mayblum was one of them.

2. It seemed that the tremendous sound of the collapse of the South Tower destroyed the

man’s hope of climbing down the remaining stairs, and thus took away his remaining energy.

Structural analysis of the text

1. The third part is mainly about how the three men (Mayblum, Ramos and Hong) endeavored to save Victor, a heavyset man.

2. The last part describes the gathering of the survivors. It seems to reflect and suggest the answer to the ultimate dilemma: “Save yourself, or save another.”

Vocabulary

I. Explain the underlined part in each sentence in your own words.

1. burning

2. something, a situation or circumstance, that is dependent on one’s location in the building

3. in an intermittent manner

4. help you

5. things are satisfactory up to this point.

II. Fill in the blank in each sentence with a word or phrase taken from the box in its appropriate form.

1. scoffed

2. dilemma

3. collapsed

4. pandemonium

5. reassuring

6. rumble

7. glancing at

8. meet up with

III. Fill in the blanks with the appropriate forms of the given words.

1.panicky

2. descends/ descended

3. enjoyable

4. expectation

5. morality

6. persuasion

7. strong

8. energetic

IV. Choose the word or phrase that can replace the underlined part in each sentence.

1-4 ADCB 5-8 DCAD

V. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.

1. amoral, nonmoral

2. disappear

3. wildly

4. uncover, disclose, reveal

5. dissuade

6. happily, joyfully, joyously

7. ordinary, common

8. small, thin, slender

VI. Write in each space the adjective form of each given word.

1. helpful/ helpless

2. childish, childlike, childless

3. active

4. persistent

5. revolutionary

6. successful

7. womanly

8. ladylike

Grammar

I. Complete the following sentences with would when appropriate. Use used to whenever

would is not suitable.

1. would

2. would

3. used to, would

4. used to

5. used to

6. used to

7. would

8. would

9. used to 10. would, would, would

II. Fill in the blanks with used to (do) or be used to (doing).

1. used to travel

2. was not used to accepting

3. was not used to receiving

4. used to

think

5. used to living

6. used to say

7. didn’t used to eat

8. am not used to

driving

III. Explain the meaning of would in the following sentences.

1. insistence

2. habitual action

3. probability

4. willingness

5. probability

6. polite request

7. improbability

8. capability

IV. Complete the following sentences using would, should, could or might.

1. could, would, might, might, should , might

2. could/would, should, could, might, could, would

3. should, should, would, would, could

V. Complete the following sentences with needn’t have done or didn’t need to do.

1. needn’t have carried

2. needn’t have bought

3. didn’t need to tell

4. nee dn’t have had

5. needn’t have stood

6. didn’t need to hurry

7. did n’t need to open

8. didn’t need to take

9. needn’t have washed 10. didn’t need to work

Translation

I. Translate the following sentences into Chinese.

1. 对有些人来说，生死攸关的是此时此刻他们所在的位置——不仅是哪幢楼，哪一层，更重要的是大楼的哪个角落。

2. 周围噪声震耳，烟雾弥漫，火星四溅，梅布勒姆没有意识到，他的朋友朱虹始终就在他

身后的楼梯井里。

3. 她一点一点地拼出了哈里逃生的场景：飞机撞击时，他正在87层。

4. 但是，尽管她绞尽了脑汁，问了无数问题，她拼出的场景还是在第36层上逐渐模糊了。

II. Translate the following sentences into English, using the words and phrases given in brackets.

1. Thanks to modern technology, the film about that ancient battle gives the audience the illusion of being on the battlefield themselves.

2. That ancient city was devastated by the fire, but fortunately the stone tablet survived.

3. The videotape and the story by the woman filled them with sympathy for the child who had become an orphan in the earthquake.

4. In that earthquake, we heard many stories of teachers who had refused to leave their students behind and laid down their lives.

5. The construction of the Yu Yuan Garden began in 1558, but it was not completed until 1578 because building went off and on for lack of money.

6. In 1980, when I met up with her, she had just returned from abroad with a master’s degree.

7. It was my first visit to New York, but I managed to find my way to the little firm.

8. It is hard to make it to the top in the movie industry, but as a director Xie jin did it.

Exercises for integrated skills

1. Dictation

With hope of finding more survivors / of Turkey’s devastating earthquake / now all but gone, / the Turkish authorities are turning their attention / to caring for those who have survived.

A full-scale relief effort / in the area hit by the earthquake / is finally beginning after days of confusion. / Turkish and foreign volunteers / have been joined by soldiers and the police, / and heavy equipment /sent by nearby cities and by private companies / has been moved to almost every victimized town.

The Minister of Housing estimated that / 60,000 buildings had been either destroyed / or seriously damaged in the quake. / It is hoped that / within a few days, / many of the homeless / will be moved / out of the fields and tents / where they were now living. / 42 countries and 38 international organizations / have sent aid to Turkey. / The World Bank had sent $200 million / for housing construction.

II. Cloze

1. escape

2. of/ about

3. named/ called

4. little/ no

5. fell

6. over

7. station

8. as

9. ground 10. time 11. left 12. expecting 13. sure 14. down 15. rebuild

Writing Practice

Paragraph development — Grouping details

1. Chandler’s looks

Sample:

Chandler’s unusual appearance helps me to recognize him from a hundred yards away.

He tends to walk with his shoulders back and chin stuck out in front, and he is quite tall for his age, which makes him stand out among his classmates. His dark hair is always combed back but is fairly short and not too wavy, and his eyes have a sort of half-twinkling, half-questioning look. He likes to wear dark shirts.

2. Ch andler’s character

Sample:

Chandler is not very outgoing. He is friendly to newcomers but does not go out of his way to make new friends. When with people, he lets others start the conversation, and will laugh at their jokes but seldom tells any himself. He seldom sings songs in public, only humming or whistling alone as he walks. Even when he feels bored in class, he will show it with politeness.

3. Chandler’s interests

Sample:

Chandler is the artistic rather than athletic or intellectual type. He likes collecting stamps and enjoys making posters. Favoring music, he often spends hours at home playing records. He also plays trumpet in the band. In contrast, he hates math very much and does not go in much for sports either.

Listening Exercises

You are going to hear three young Americans talking about their feelings about the Sept.

11 attacks.

A. Listen for the first time. Note down the key adjectives that are used to describe the situation and the speaker’s feelings.

1st speaker: addicted; heart-wrenching; desperate; unspeakable

2nd speaker: important; terrible; overwhelming; overbearing; speechless

3rd speaker:saddened; numb; scared; devastated; unreal; unbelievable; crushed;

anxious; shocked; grieving; powerless

B. Listen again. Complete the following passages with the words you hear on the recording.

1st speaker:

… walking across the bridge in the beautiful glow of the sunset , seeing the boats cut waves through the East River, and the mighty subway trains run on their rivers of

steel, well, I managed to find some inspiration . Maybe that’s what I need, just the idea that life will go on , albeit much different than we could ever imagine .

2nd speaker:

When I was watching it happen on TV, I kept thinking about how this was history . Nothing this important has happened to my generation . No matter what this may lead to , we will have gone through this terrible ordeal. For

the first time in my life I felt overwhelming love for my country, the desire to protect it … I’ll always remember this. This will be a part of me. History in the making .

3rd speaker:

My art teacher decided that we are starting a new art project called the “art of healing”. You use your personal feelings in your art, although most art is like that. I have an idea. And I think my picture will make the impact I want it to make. I am anxious to start. I want to see the people’s expressions . I want to see emotion . Pictures will say what words cannot ...

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全新版大学英语综合教程（第二版） 1 Text B课后练习答案 Unit One Comprehension Check 1-6 c a c d b d Translation 1. 我耳朵嗡嗡作响，听不见他们后来讲的话，只东以点西一点渗入片言只语。“，玛莎是墨西哥人,辞职,不至于,” 2. 等我意识到我这番话的意思时，为时已晚，爷爷知道我明白那不是钱的问题， 不是那个问题。 3. 第二天，我沉默不语，一副十分伤心的小女孩模样，拖着脚步走进校长办公 室。 4. 他看上去像小孩般开心，像孩子般天真无邪，可是我心里比谁都明白。 Language Practice 1. b d a f c g h e 2. resigned/ has resigned; expectation; have maintained; represents ;exception; was awarded; plus ; make it/drag himself; delicate; innocent; compare to; significance Unit Two Comprehension Check 1-7 d b a d c d d Translation 1. 火舌舔着比尔的双肩、脸和双腿，但他仅仅地抓住罗伊斯。“我不会把你丢弃在这儿的”，他说道。 2. 一辈子与居住在澳大利亚灌木地带的那些刚强的硬汉一起生活的人生经历， 将两条准则永久地铭刻在比尔心头：无论多么艰难，决不泄气、决不抛弃朋友。 3. 如果我不能挺住的话，罗伊斯就会死在那里，比尔一次又一次地告诫自己。 4. 单真正最令比尔激动的时刻是火灾发生六个月之后，刚刚出院的罗伊斯走进 尤里卡饭店，请他喝啤酒。 Language Practice 1. c e d g f h a b 2. stuff; despair; was peering/peered; soaked; swung; in good shape extent; rescue; draw on; Worse still; burst into; flinging Unit Three Comprehension Check

新标准大学英语综合教程2单元答案

Unit 2 Food, Glorious Food Active Reading 1 Reading and understanding 2. Choose the best way to complete the sentences 1. b 2. B. 3. a 4. a. 5. C Dealing with unfamiliar words 3. Match the words in the box with their definition 1. frank 2. resort 3. yummy 4. juicy 5. gloomy 6. innocence 7. perception 8. Nonsense 4. Replace the underlined words with the correct form of the words in the box 1 The waves were very large in size as they fell onto the beach. (enormous) 2 There was so much seafood that it was holding tightly onto the plate. (clinging) 3 In the area of land where they were visiting, it wasn’t usual to eat fish and chips. (region) 4 When he had eaten the shellfish, he got rid of the shells. (discarded) 5 To eat shellfish you need special tools to break open the shells and dig out the food. (implements; crack; scrape) 6 The boy was especially fond of his mother’s bread and cakes from the oven. (baking) 7 Because they’re smooth, wet and quite difficult to hold, it’s quite a challenge to try your first oysters. (slippery) 5. Answer the questions about the words in the box. 1 Which word means feeling? (emotion) 2 Which word means a feeling that a situation is so bad that there’s nothing you can do to change it? (despair) 3 Which word means to say you’re not happy with s omeone or something?(complain) 4 Which word describes how your face looks when you’re annoyed or worried about something? (frown) 5 Which word describes something that is unpleasant to taste, smell or see? (nasty)