新编英语教程3第一单元答案分析解析

Unit 1

To the Student’s Book

TEXT 1

1.Pre-Reading Questions

√ 1. The writer describes what his first job was like.

__ 2. The writer wanted to have a job because he wanted some experience.

√ 3. The writer found his first job unpleasant

__ 4. The writer enjoyed his first job

2.The Main Idea(P4)

(3)The writer was interviewed by the headmaster of a school and was offered a job which was none too pleasant.

3.Vocabulary(P5)

A. Guessing the meanings of words:

1. f

2. h

3. c

4. b

5. g

6. e

7. d

8. a

B. Looking up words in a dictionary:

1. inconvenient and uncomfortable

2. sad; low in spirits

3. gloomy; cheerless

4. make a short, deep, rough sound (like a pig), showing dissatisfaction

5. very necessary

6. shock deeply; fill with fear

7. timidly

8. greatest; extreme

4.Questions(P7)

1. What are big staring sash-windows?

Reference Answer: They are very large windows, so large that they look like people’s wide open eyes.

1.What is the implied meaning of ―they struggled to survive the dust and fumes from a busy main road’?

Reference Answer: They (the four evergreen shrubs) did their best to remain alive in spite of the dust and smoke from a main road with heavy traffic.

2.Describe the appearance of the headmaster in your own words.

Reference Answer: He was short and stout. He grew a moustache which was pale reddish yellow. His forehead was covered with freckles.

3.What impression did the hall give the writer?

Reference Answer: It was a narrow, dim (unlighted) hall which had an offensive odor of dried up cabbage. The walls, once painted in cream color, had darkened to the color of margarine and in a few places were marked with ink stains. Silence prevailed in the hall.

5. Why do you think the headmaster had ―bloodshot eyes?

Reference Answer: Perhaps he liked to have a drop too much.

6.What kind of class was the writer asked to teach?

Reference Answer: It was a class of 24 boys who were from seven to thirteen years.

7.Why was the writer diffident when asking about his salary?

Reference Answer: Because he had little self-confidence as he was young and it was the first time he had had an interview. Besides, perhaps he was not used to asking about money matters.

8.What is meant by ―This was the last straw?

Reference Answer: The phrase ―the last straw comes from the saying ―It is the last straw that breaks the camel’s back. What the saying means is that ―straw is very light in weight, but if you increase the burden on the camel’s back straw by straw, eventually you will put on his back one straw too many, and that last straw will break his back.‖When used figuratively, ―the last straw means ―an addition to a set of troubles which makes them unbearable. Here in the text, the writer regards his having to work under a woman as an additional source of annoyance which would make the job all the more intolerable.

9.What was the writer’s impression of the headmaster? How did he arrive at this? Reference Answer: His impression was unfavorable. To the writer, the headmaster was a short, stout, freckle-foreheaded, bald man, with a big unpleasant paunch. As the headmaster was not as neatly dressed as a gentleman was supposed to be, he gave the impression of having always worn the same suit. Probably he was badly off. He received the young man with a look of surprised disapproval and during the whole interview he assumed an air of condescension, 4 which was quite annoying to the young man. Moreover, the headmaster made great demands on the young man, while he himself did not seem to know much about teaching.

10.Tell what you know about the young writer.

Reference Answer: The writer was a young school leaver waiting to enter university. He was badly in need of money and he seemed to be a man of vitality and energy. He wanted to do something useful that could bring him some money. He did not have much experience in life, nor in teaching. He looked very bashful, having little self-confidence. Fearing that he might not get the job, he was careful about what he said. He had to do what he did not like to do. To make matters worse, he had to work under a woman, which was the most humiliating thing to a man of his age, but whether he liked it or not, he had to take the job.

TO WORKBOOK

TEXT 1 ( P2 )

My First Job

Comprehension

A. True (T) or False (F)?

1. The writer thought that the likelihood of him getting the job was not great though he was young and eager to do something useful.

T

2. The headmaster liked the young man at first sight.

F

The headmaster did not like the young man when he went for an interview. He looked at him with surprised disapproval and, instead of showing welcome to the young man, he just grunted, which

was an expression of irritation and displeasure

3. The headmaster saw eye to eye with the writer as far as children’s games were concerned.

F

They did not think alike. To the headmaster, games played an essential role in a boy’s education but the writer did not consider games to have so much importance to the boys.

4. The writer was not happy about his having to teach algebra and geometry, but he did not mind having to walk a mile along the dusty road to the Park.

T

5. The young man was satisfied with the salary he would get.

F

The young man would only get twelve pounds a week including lunch, which was by no means good pay. Of course the writer was not satisfied. However, before he could say anything about the poor pay, the headmaster had stood up and asked the young man to meet his wife.

6. The writer did not feel unhappy at the idea of working under the headmaster’s wife.

F

The writer thought it was something he could hardly bear. To him, for a young man to work under a woman would be shameful and would result in a loss of dignity and self-respect.

B. Explain the following in your own words.

1. Being very short of money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience of teaching my chances of landing the job were slim. Because I was in bad need of money and was eager to do something of use, I applied for the job. But at the same time that I did so, I was afraid that the possibility for me to get the job was very small because I didn’t have a university degree, nor did I have any teaching experience.

2. ...three days later a letter arrived, summoning me to Croydon for an interview.

… three days later I received a letter, asking me to go to Croydon to have an interview.

3. He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone.

He cast a look at me with the same surprise and dislike as a colonel would look at a soldier when his bootlaces came loose.

4. The headmaster and I obviously had singularly little in common.

Apparently the headmaster and I had no similar interests or beliefs.

5. The teaching set-up appalled me.

The way teaching was organized filled me with terror (or, I was shocked at the teaching arrangements).

6. I should have to split the class up into three groups and teach them in turn at three different levels.

I should have to divide the class into three groups of three different levels and teach them one after another.

7. It was not so much having to tramp a mile along the dusty streets of Croydon, followed by a crocodile of small boys that I minded, but the fact that most of my friends would be enjoying leisure at that time.

I felt troubled not because I had to walk for a mile along the dusty streets of Croydon, followed by

a group of boys, but because at that time most of my friends would be having a good time and relaxing.

8. The prospect of working under a woman constituted the ultimate indignity.

The fact that I would have to work under a woman in future made me feel totally humiliated. TEXT 2 ( P3 )

How to Do Well on a Job Interview

Comprehension

True (T) or False (F)

1. Most people think that a job interview is a terrible experience. Key: T

2. You’re often given a reason if you’re not hired after an interview.

Key: F If you don’t get the job, you’re rarely given any reason why.

3. You should neither wear casual student clothing nor overdress yourself when going to an interview. Key: T

4. To demonstrate your ability to be politely sociable, you should initiate small talk before getting down to business.

Key: F

You should follow the interviewer’s lead and should not initiate any small talk or drag it out. 5.You should be frank and list all your flaws to the interviewer.

Key: F

You’ll come across as more believable if you admit a flaw –but make it one that an employer might actually like.

6. A thank-you note shortly after the interview is one more chance to help you make a good impression. Key: T

TEXT 3 ( P4 )

Comprehension

1. F (It is looking for people who are able to sell the benefits of the classified columns by telephone.)

2. T

3. F (It is important.)

4. F (Drive here is a noun, meaning “a forceful quality of mind or spirit that gets things done” or “initiative” (动力、干劲). Applicants must possess this sort of “drive.”)

5. F (It’s a job that anyone who thinks he is qualified can apply for.)

6. T

GUIDED WRITING

1.Sentence Combination( P5 )

Reference Version:

I love travelling by train. Fast expresses, slow local trains which stop at every station, suburban trains taking businessmen to their offices and home again; I enjoy them all. It must be the element of romance that attracts me. There is no romance on motorway, which is a box of metal and rubber on a strip of concrete, or in flying through the air in a pressurized tube from one identical plastic and glass airport to another. But trains are different. On a train, you can walk around, look at the scenery, observe your fellow passengers; whereas in a plane all you can see are the clouds and the back of other people’s heads. And then there are the stations. Some, I’m afraid, have become too like airport; others, fortunately, are old and dirty, full of unexpected details and with their own individual peculiarities. Traveling by train remains an adventure, as you try to interpret the

timetable, persuade the booking office clerk to sell you a ticket and understand the incomprehensible messages coming over the loudspeaker system. Then there is that delightful uncertainty as you wonder whether you are on the right train, or the right part of the train. There’s nothing like it.

2.Precis writing ( P7 )

I applied for my first job before I entered university because I was short of money. The school where I applied for a job was ten miles away from where I lived and I was not sure if I could get the job. However, after a terrible journey I was so depressed that I no longer felt nervous. The Victorian schoolhouses stood amid fumes and dust main road. The headmaster was not at all scholarly, neither was the inside of the house academic looking. By and by I discovered that the headmaster and I had very little in common. He wanted me to teach twenty-four boys from seven to thirteen who, were to be split up into three levels. I had to teach everything including the subjects I abhorred (憎恶). Furthermore, I had to work on Saturdays too. The pay was low. To top it all, I had to work under a woman, the headmaster’s wife, who was the real manager of the school.

3.Paragraph Writing( (略)

4.Letter Writing （P8）

1.

Flat 301, 574 Daxing Street

Xining, Qinghai 810056

15 June, 20 __

Dear Prof. Qing,

2.

Flat 402, 583 Ningpo Road,

Wenzhou, Zhejiang 325008

December 20, 20 __

Dear Uncle Ming,

3.

609 Grant Street

Enterprise, OR 97828

U.S.A.

March 2, 20 __

COMPREHENSIVE EXERCISES

1. Spelling ( P9 )

1. advertise

2. suburb

3. range

4. interview

5. quarter

6. depress

7. dreary

8. indignity

9. disapproval 10. geometry 11. singularly 12. leisure

2. Dictation ( P9 )

The most important day I remember in all my life is the one on which my teacher, Anne Sullivan, came to me. It was the third of March, 1887, three months before I was seven years old. On the afternoon of that eventful day, I stood on the porch, dumb, expectant, I guessed from my mother’s signs and from the hurrying in the house that something unusual was about to happen, so I went to the door and waited on the steps. Hanging down from the porch was sweet-smelling

honeysuckle. My fingers lightly touched the familiar leaves and blossoms which had just come forth to greet the sweet southern spring. I did not know what surprise the future held for me.

I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Someone took it, and I was caught up and held close in the arms of her who had come to help me discover all things to me, and, more than anything thing else, to love me.

3. Listening Comprehension ( P10 )

A. True (T) or False (F)?

1. Henry would have liked his interview to begin at once. T

2. The secretary waited in the manager’s office while the manager signed the letters.

F

The manager signed the last letter and then rang the bell for his secretary to come in and take the letters away.

3. The technical journals were very carefully arranged on the top shelf.

F

It looked as if the technical journals might at any moment slip off the shelf and fall to the ground.

4. The manager’s desk was very tidy.T

5. The manager had no idea what job Henry had come for.

F

The manager knew what job Henry had come for; he said, “You’ve come about our advertisement for a clerk in the accounts section, haven’t you?”

B. Complete the following sentences with relevant information from the passage.

1. The telephone rang just as the manager was explaining t that he was waiting for a long-distance call from Manchester.

2. The manager apologized for keeping Henry waiting.

3. The bookcase was so large that it covered the greater part of one wall.

4. In the box which marked OUT, the manager dropped the letters which he had signed.

4. Translation ( P10 )

A. Translate the following sentences from Chinese into English.

1.他们都认为他成功的可能性很小。

They all believed that he had a slim chance of success.

（“可能性小”可以用a slim chance来表示）

2.我不知道她为何总带有一种闷闷不乐的神情。

I don’t know why she has an air of sadness all the time.

（air有“神态、外观”的意思，这里的“神情”即可用air表示）

3. 等到所有同学都就座后，学生会主席才开始宣布野营的日程安排。

It was after all the students had taken their seats that the president of the students’ union proceeded to announce the camping itinerary.

（这句话翻译的时候可以用强调句，强调前半句；另外，proceed to本意是“着手、继续”，这里的“开始宣布”可以翻译成proceed to annouce）

4. 胃是人体至关重要的器官，请善待之。

The stomach is a vital organ of the human body; please take good care of it.

（“至关重要”用vital表示，“善待之”可以用take good care of it表示）

5. 他认为总经理如此重视那些日常琐事是荒唐的。

He considered it ridiculous for the general manager to attach so much importance to those routine

trifles.（“如此重视某事”用attach so much importance to something来表示，“日常琐事”用routine trifles表示）

6. 她的研究涉及到多种语言和文化，富有挑战性。

Her study, which ranged over many languages and cultures, was full of challenge.

（“包括、涉及”可以用range over表示；“涉及到多种语言和文化”翻译时可以作定语从句，修饰her study）

7. 根据安排，全体工作人员轮流值晚班。

As is scheduled, all the members of the staff take turns to do late duty.

（schedule有“安排、计划”的意思，因此“根据安排”可以翻译为as is scheduled；“轮流做某事”用take turns to do something表示）

8. 想到要远离父母独立生活，她深感不安。

She was greatly upset at the thought of leaving her parents and living on her own in a remote area. （“对某种想法深感不安”可以用be greatly upset at the thought来表示）

9. 对于她是否胜任这项工作我们不甚担心，我们担心的是她的健康问题。

We do not worry so much about her qualifications for the job as about her health.

（“担心B胜过担心A”可以用do not worry so much about A as about B来表示）

10. 想到要作一次环球航海旅行，他为之激动不已。

He was greatly excited about the prospect of having a cruise around the world.

（“激动不已”可以用be greatly excited about表示；prospect有“预期”的意思，原文虽然没有这个表述，但是“作一次环球航海旅行”还没实现，所以可以用prospect表示这是想象中的、还没有发生事情）

B. Translate the following into English.

在弗雷德看来，面试进行得很顺利。五天前他曾向一家小公司申请工作，现在那公司的一名董事正在对他进行面试。

From Fred’s point of view, the interview was going very smoothly indeed. Five days before, he had applied for a job at a small business company and now he was being interviewed by one of its directors.

在这之前弗雷德一直在当推销员。他现在想调工作并不是因为缺钱，而是因为作为一名推销员他几乎没有空闲的时间。

Fred had been working as a salesman. He wanted to change his job not because he was short of money, but because as a salesman he could hardly enjoy any leisure at all.

弗雷德在谈话前很着急，生怕头脑发昏说错话，但是很幸运他发现自己同这位董事的共同之处颇多。

Fred had been worried that he might lose his head and say something silly, but fortunately he found that he had a lot in common with the director.

显然这位董事很满意。正当弗雷德在想着自己很可能得到工作时，董事接着问他：“你愿意加班吗?”

It was clear that the director was quite satisfied. Fred was thinking that his chances of landing the job were favourable when the director proceeded to ask, “Do you mind working overtime?”

5. Blank Filling ( P12 )

A. 1. a round-faced girl 2. a bald-headed man

3. a white-haired woman

4. a blue eyed baby

5. a broad-shouldered worker

6. a regular-featured young woman

7. a curly-haired child 8. a bushy-browed old man

9. an even-tempered teacher 10. a clear-headed young man

B. 1.enlargements 2. shortage 3. washable 4. survivors 5. advertisement

6. knowledge

7. constitution

8. nervousness

9. interviewee 10. arrival

C. 1. walked 2. was covered 3. was drawing 4. placed 5. gushed

6. spelled

7. fixed

8. felt

9. was revealed 10. knew

11. meant 12. was flowing 13. awakened 14. gave 15. set

16. were 17. is 18. could be swept 19. left 20. had

21. gave 22. returned 23. touched 24. seemed 25. was

26. saw 27. had come 28. remembered 29. had broken 30. felt

31. picked 32. tried 33. were filled 34. realized 35. had done

D. https://www.wendangku.net/doc/3212645496.html,nguage 2. spoken/said 3. ourselves 4. without 5. read

6. be

7. it

8. compose

9. correct 10. organize

11. way 12. great 13. just 14. grammar 15. by

16. their 17. how 18. memorize 19. learning 20.for

21. piece 22. language 23. and 24. whenever

E. 1. attaches great importance to 2. survived

3. competent, applied for

4. have much in common

5. Judging by

6. get to his feet

7. ranging in price 8. a crocodile of, ranging in age

9. Being 10. not so much, but the fact that

6. Sentence Rewriting ( P15 )

Rewrite each of the following sentences, using an -ing participle.

A.Example:

I was very short of money and I applied for the job.

Being very short of money, I applied for the job.

The -ing participle phrase beginning with being is used as an adverbial denoting cause or reason.

1. He was too late to catch the train, so he hired a taxi to go to the station.

Being too late to catch the train, he hired a taxi to go to the station.

2. He was very tired from walking and so he sat down to take a rest.

Being very tired from walking, he sat down to take a rest.

3. As Jane was in poor health, she was unable to attend school regularly.

Being in poor health, Jane was unable to attend school regularly.

4. John was in debt and that was why he was not able to send his son to university.

Being in debt, John was not able to send his son to university.

B.Example:

He fixed me suddenly with his bloodshot eyes and asked me a number of questions.

Fixing me suddenly with bloodshot eyes, he asked me a number of questions.

The -ing participle phrase is used as an adverbial denoting accompanying circumstances.

1. He turned to the left and found the red brick house.

Turning to the left, he found the red brick house.

2. The headmaster looked at me coldly and asked me to come in.

Looking at me coldly, the headmaster asked me to come in.

3. When I was talking with the headmaster, I knew it was his wife that really ran the school. Talking with the headmaster, I knew it was his wife that really ran the school.

4. I saw his wife coming into the room, and I stood up.

Seeing his wife coming into the room, I stood up.

C. Example:

This class consisted of twenty-four boys, who ranged in age from seven to thirteen.

This class consisted of twenty-four boys, ranging in age from seven to thirteen.

The -ing participle phrase is used as a relative clause equivalent.

1. The department store next door has got nice cardigans at different prices, which range from ￥200 to ￥450 each.

The department store next door has got nice cardigans at different prices, ranging from ￥200 to ￥450 each.

2. On this matter he showed all sorts of feelings, which ranged from bitterness to hope.

On this matter he showed all sorts of feelings, ranging from bitterness to hope.

3. The average daily temperature here in this month varies greatly. It ranges from 5℃to 20℃. The average daily temperature here in this month varies greatly, ranging from 5℃to 20℃.

4. This village exports agricultural products of various kinds, which range from rice to garlic. This village exports agricultural products of various kinds, ranging from rice to garlic.

新编英语语法教程(第6版)练习参考答案

新编英语语法教程（第6版）第21讲练习参考答案Ex. 21A was sorry to learn… will be sad to hear… would be very surprised to receive… is happy to have found… was afraid to go… was pleased to hear… am very anxious to meet you. were delighted to receive your telegram. were sensible to stay indoors. clerk was prompt to answer the call. rule is easy to remember. are reluctant to leave this neighbourhood. house is difficult to heat. you ready to leave would be foolish to go out in this weather. is quick to see the point. is very keen to get on. are proud to have him as a friend. was rude not to answer your letter. are happy to have you with us this evening. Ex. 21B decision to resign surprised all of us. showed no inclination to leave.

新编英语教程3第三版翻译答案解析

Unit 1 1. 他们都认为他成功的可能性很小。 They all believed that his chances of success were slim. 2. 我不知道她为何总带有一种闷闷不乐的神情。 I don’t know why she always has an air of sadness. 3. 等到所有同学都就座后，学生会主席才开始宣布野营的日程安排。After all students were seated, the president of the students’ union proceeded to announce the camping itinerary. 4. 胃是人体至关重要的器官，请善待之。 Please take good care of our stomach which is a vital organ of our human body. 5、他认为总经理如此重视那些日常琐事是荒唐的。 He considered it absurd for the general manager to attach so much importance to those routine trifles. 6. 她的研究涉及多种语言和文化，富有挑战性。 Her study was full of challenge, which was concerned with many languages and cultures. 7. 根据安排，全体工作人员依次值晚班。 As is scheduled, all staff should take turns to do late duty. 8. 想到要远离父母独自生活，她深感不安。 She felt upset at the thought of leaving her parents and having an independent living in a remote area.

新编英语语法教程

导论———语法层次 0.1 词素 1）自由词素 2）粘附词素 0.2 词 1）简单词、派生词、符合词 2）封闭词类和开放词类 0.3 词组 1）名词词组 2）动词词组 3）形容词词组 4）副词词组 5）介词词组 0.4分句 1）独立分句和从属分句 2）简单分句和复杂分句 3）主句和从句 4）限定分句、非限定性分句、无动词分句0.5 句子 1）完全句和不完全句 2）简单句、并列句、复杂句、并列复杂句 第1讲句子结构 1.1 主谓结构和句子分析 1）主语和谓语 2）句子分析 1.2 基本句型及其转换与扩大 1）基本句型 2）基本句型的转换与扩大 第2讲主谓一致（一） 2.1指导原则 1）语法一致 2）意义一致和就近原则 2.2 以-s 结尾的名词作主语的主谓一致问题1）以-s结尾的疾病名称和游戏名称 2）以-s结尾的学科名称 3）以-s结尾的地理名称 4）其他以-s结尾的名词 2.3 以集体名词作主语的主谓一致问题 1) 通常作复数的集体名词 2）通常作不可数名词的集体名词 3）既可作单数也可作复数的集体名词 4）a committee of 等+复数名词

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