Think for yourself 新标准大学英语原文

Think for yourself

1. Thinking for yourself is still a radical act.

2. Thinking for yourself is not a popular activity, though it should be. Every step of real

progress in our society has come from it. But in most circles, particularly in places that shape our lives – families, schools and most workplaces – thinking for yourself is regarded with suspicion. Some institutions thwart it on purpose. It can be seen as dangerous.

3. I was reminded of this sad fact at a party when a fellow guest asked me the subject of a book

I was planning to write. I told him that it was about how people can help each other to think for themselves. “Oh dear,” he said, “I don’t think much of that; I much prefer people do as they’re told.” I later found out that he is the fourth-generation president of one of the largest oil companies.

4. When was the last organizational vision statement you saw that included the words “… to

develop ourselves into a model environment in which everyone at every level can think for themselves”? For th at matter, when was the last time somebody asked you, “What do you really think, really?” and then waited for you to answer at length?

5. This dearth should not surprise us. Hardly anyone has been encouraged, much less trained, to

think for themselves, and their teachers and parents and bosses weren’t either. And neither were theirs. (We may have learned to revere thinkers like Socrates, but we also learned that the state poisoned him for thinking for himself: not unmitigated encouragement.)

6. Occasionally, however, we do have a teacher or mentor who truly wants us to develop our

own thinking. They give us glimpses. When I was 13 years old, I was put into an advanced algebra course. On the first day the teacher, who was maligned by students as a hard teacher because she tried to get them to think, stood in front of the blackboard and said, “On the paper in front of you write the sum of a number.”

7. The entire class of 35 pubescent people just stared at her. She repeated the direction, “Write

the sum of a nu mber.”

8. I remember my hand gathering sweat around the pencil. A few heads looked down and their

pencils started up. I wondered what in the world they were writing. I saw the girl across the aisle from me lean forward and peer over the shoulder of the boy in front of her

who was scribbling something. Then she scratched a figure and immediately covered it with her hand.

9. The teacher paced and rubbed the chalk between her fingers. I wondered what she was about

to put on the board. I was now the only one not writing. I leaned back and over my left shoulder whispered to my friend, “What is it?”

10. “Seven,” she whispered back.

11. So I wrote “7” on my paper. I kept my head down, hoping I looked busy and confident.

12. After the agony among us had become tactile, the teacher asked us for our answers. The

number 7 was prevalent. She walked slowly over to the board and wrote: “There is no such thing as the sum of a number.”

13. I knew that.

14. Why didn’t you write it?

15. Sarah said it was 7.

16. Why did you ask her?

17. Because –I don’t know.

18. That’s right. From now on, think for yourself.

19. I was too scared around that teacher for the rest of my young life to think very well in her

presence. But I took the message with me and gradually examined and valued it. I don’t recommend humiliating people into thinking for themselves as she had. She certainly did not create a Thinking Environment for us. Had she affirmed our intelligence first and spoken about the joy of thinking for ourselves, had she not fanned our fear of her, we would all have learned even more powerfully what it meant to do our thinking. And we might have been able to think well around her too.

20. But at least she introduced the concept into my academic life.

presence. But I took the message with me and gradually examined and valued it. I don’t recommend humiliating people into thinking for themselves as she had. She certainly did not create a Thinking Environment for us. Had she affirmed our intelligence first and spoken about the joy of thinking for ourselves, had she not fanned our fear of her, we would all have learned even more powerfully what it meant to do our thinking. And we might have been able to think well around her too.

20. But at least she introduced the concept into my academic life.

新标准大学英语综合教程3课后解答

新标准大学英语3 Unit1 Active reading(1) 4. b c c d c a 5.productive attendance resistance ambitious acceptance script impressive 6.attendance ambitious productive impressive resistance script acceptance 7.mortgage deck surf coastal;defy lengthy 8.b a b b b a b b Active reading(2) 4.triple cemetery rear biography cram budding finite elapse 5.elapsed;cemetery rear;crammed triple budding;biography finite 6.a b a a b b a a 7.a b b a a b b b a Language in use 6.(1)我们都觉得在校时间不多了，以后再也不会有这样的学习机会了，所以都下定决心不再虚度光阴。当然，下一年四五月份的期末考试最为重要。我们谁都不想考全班倒数第一，那也太丢人了，因此同学们之间的竞争压力特别大。以前每天下午5点以后，图书馆就空无

一人了，现在却要等到天快亮时才会有空座，小伙子们熬夜熬出了眼袋，他们脸色苍白，睡眼惺忪，却很自豪，好像这些都是表彰他们勤奋好学的奖章。 （2）明天行吗？明天只是个谎言；根本就没有什么明天，只有一张我们常常无法兑现的期票。明天甚至压根儿就不存在。你早上醒来时又是另一个今天了，同样的规则又可以全部套用。明天只是现在的另一种说法，是一块空地，除非我们开始在那里播种，否则它永远都是空地。你的时间会流逝（时间就在我们说话的当下滴答滴答地走着，每分钟顺时针走60秒，如果你不能很好地利用它，它就会走得更快些），而你没有取得任何成就来证明它的存在，唯独留下遗憾，留下一面后视镜，上面写满了“本可以做”“本应该做”“本来会做”的事情。 7.(1)Students differ about whether they should have their future mapped out when they are still at university .Some think they should have a definite goal and detailed plan, so as to brace themselves for any challenges, whereas some others think they don’t have to think much about the future , because future is full of uncertainties. （2）After a very careful check-up ,the scientist was told he had got a fatal disease .Although he knew that his life was ticking away ,instead of complaining about the fate ,the scientist decided to make the best of the remaining days ,and speed up the research project he and his colleagues initiated ,and have a shot at completing it ahead of schedule.

新标准大学英语3unit2CulturalChildhoods原文译文

Cultural Childhoods不同文化的童年 1 When I look back on my own childhood in the 1970s and 1980s and compare it with children today, it reminds me of that famous sentence "The past is a foreign country: They do things differently there" (from L. P. Hartley's novel The Go-Between). Even in a relatively short period of time, I can see the enormous transformations that have taken place in children's lives and in the ways they are thought about and treated. 每当我回顾20世纪七八十年代我的童年时光，并将它与现在孩子的童年相比较时，就会想起句名言：“往昔是异国他乡，那里有着不同的习俗”（可参见L.P.哈特利的小说《传信人》）。甚至在相对短暂的一段时间内，我也能够察觉到儿童的生活以及人们对待儿童的方式上所经历的巨大变化。 2.Looking further back I can see vast differences between contemporary and historical childhoods. Today, children have few responsibilities, their lives are characterized by play not work, school not paid labour, family rather than public life and consumption instead of production. Yet this is all relatively recent. A hundred years ago, a 12 year old working in a factory would have been perfectly acceptable. Now, it would cause social services' intervention and the prosecution of both parents and factory owner. 回顾更久远的岁月，我可以看到现在和古代童年生活的巨大差别。如今的儿童责任很少，他们生活的主要内容是玩耍而非工作，上学而非劳动，在家里呆着而不是和外界交往，消费而非生产。这种变化也是最近才显现出来的。一百年前，12 岁的孩子在工厂打工是完全可以接受的事情，而现在，这会招来社会服务机构的介入，其父母和工厂主会被起诉。 3. The differences between the expectations placed on children today and those placed on them in the past are neatly summed up by two American writers, Barbara Ehrenreich and Deirdre English. Comparing childhoods in America today with those of the American colonial period (1600–1776), they have written: "Today, a four year old who can tie his or her shoes is impressive. In colonial times, four-year-old girls knitted stockings and mittens and could produce intricate embroidery: At age six they spun wool. A good, industrious little girl was called 'Mrs‘instead of 'Miss' in appreciation of her contribution to the family economy: She was not, strictly speaking, a child." 有两位美国作家，芭芭拉·埃伦里奇和迪尔德丽·英格利希，她们简要地概括了过去和现在人们对儿童的期待的差异。在比较美国现在的儿童和殖民地时期（1600–1776）的儿童时，她们写道：“今天，如果一个四岁的孩子能自己系鞋带就很了不起了。而在殖民地时期，四岁的女孩会织长筒袜和连指手套，能做复杂的刺绣，六岁就能纺毛线了。一个善良勤快的女孩被称为‘夫人’而不是‘小姐’，这是为了表彰她对家庭经济的贡献，严格说来她不是一个孩子了。” 4 These changing ideas about children have led many social scientists to claim that childhood is a "social construction". They use this term to mean that understandings of childhood are not the same everywhere and that while all societies acknowledge that children are different from adults, how they are different and what expectations are placed on them, change according to the society in which they live. 对儿童的看法不断变化着，这使得许多社会科学家宣称童年是一种“社会建构”。他们用这个术语来说明不同的地区对童年的理解是不一样的，虽然所有社会都承认儿童与成年人有区别，至于他们之间有何不同，人们对儿童又有何期待，不同的社会给出了不一样的答案。

新编大学英语视听说第三册原文及答案

Unit 1 Listen1_Ex1 Interviewer:Angela, you were born in Korea but you've been living in Canada for a long time, haven't you? Angela:Yes, I was 10 years old when my parents immigrated to Canada and I've been living here for 20 years now. Interviewer:Do you think that belonging to two different cultures has affected your personality? Angela:Yes, definitely. There are times when I think that I have two personalities. Depending on where I am and who I'm with, I'm Korean or I'm Canadian. Interviewer:That sounds complicated. Could you explain what you mean? Angela:Well, growing up in Canada when I was going to high school, for example, I was known as Angela to the outside world, and as Sun-Kyung at home. I would wave hello to my teachers, but bow to my parents' Korean friends when they visited our home. Interviewer:Do different cultures have different ideas as to what is polite? Angela:Yes, definitely. In high school, I was expected to look straight in the eyes of my teachers and to talk openly with them. But when Koreans spoke to me, I was expected to look at my feet and to be shy and silent. Interviewer:Do you think that having two personalities makes you a richer person? Angela:Yes, but sometimes I don't know who I am. 1.Angela immigrated from Canada to Korea.(F ) 2.Angela is about 20 years old now.(F ) 3.Angela had two different personalities,one at school and one at home.(T ) 4.Sun-Kyung is Anglela's gilefriend at school.(F ) 5.Angela agrees that culture affects personality.(T ) 6.Being expected to two different cultures is sometimes confusing.(T) 1) outside world 2) at home 3) wave hello 4) bow 5) look straight in the eyes of 6) openly 7) look at my feet 8) shy and silent Listen2_Ex1 I am a very sensitive person, and that's good to a point. I feel everyone should be able to feel or understand what others are going through. But when you hurt, cry, or are unhappy for people you don't know, or for a movie that is not real, then I think that's a little too sensitive. That's the way I am. I am a very independent person. I must do things for myself. I don't like people doing things for me, or helping me, or giving me things. It's not that I don't appreciate it, because I do. I just feel that when someone does something for you, you owe them, and if there is one thing I don't like to feel, it's that I owe anyone anything. I think I would be a good friend. I would do almost anything for someone I like, and would share or give anything I have. I'm very caring and understanding. People

新标准大学英语综合教程3 6-10单元 课后答案

Active reading (1) Last man down: the fireman’s story Language points 1 Last man down: the fireman’s story (Title) The expression last man down, similar to last man standing, refers to the survivor or winner. The last man down from the tower before it collapsed would be one of the bravest. 2 There were about two dozen of us by the bank of elevators ... (Para 2) A bank of elevators means a set of lifts. 3 Some had their turnout coats off, or tied around their waists. (Para 2) Turnout coats are the uniform firefighters wear when they turn out for a fire. 4 Others were raring to go. (Para 2) The expression raring to go is an old form of rearing up, and means being eager to go like a horse. 5 All of us were taking a beat to catch our breaths, and our bearings, figure out what the hell was going on. (Para 2) To take a beat means to rest for a moment. A bearing is an exact compass reading measured in degrees. To take your bearings is to find where you are. Here it means both physically and mentally. 6 We’d been at this thing, hard, for almost an hour, some a little bit less, and we were nowhere close to done. (Para 2) To be at this thing is a slang expression which means to work on this mission. The expression nowhere close to done means someone is far from completing their

新标准大学英语综合教程3课文summary

↓↓↓ 大英3课文Summary UNIT 1 1.1 catching crabs In the fall of our final year,our mood changed.The relaxed atmosphere had disappeared, and peer group pressure to work hard was strong. Meanwhile,at the back of everyone’s mind was what we would do next after graduation. As for me,I wanted to travel,and I wanted to be a writer.I braced myself for some resistance to the idea from my father,who wanted me to go to law school,and follow his path through life. However,he supported what I wanted but he made me think about it by watching the crabs.The cage was full of crabs. One of them was trying to escape,but each time it reached the top the other crabs pulled it back.In the end it gave up lengthy struggle to escape and started to prevent other crabs from escaping.By watching crabs,my father told me not to be pulled back by others,and to get to know himself better. 1.2We are all dying Life is short.We never quite know when we become coffin dwellers or trampled ash in the rose garden of some local ceremony.So there’s no p oint in putting our dreams on the back burner until the right time arrives.Now is the time to do what we want to do. Make the best of our short stay and fill our life with the riches on offer so that when the reaper arrives,we’ve achieved much instead of regrets. UNIT 2 2.1superman The extract from Johnny Panic and the Bible of Dreams by Sylvia Plath is a combination of her real life and imaginary life in her childhood.In the real life,Plath was a winner of the prize for drawing the best Civil Defense signs,lived by an airport and had an Uncle who bore resemblance to Superman.In her imagination,the airport was her Mecca and Jerusalem because of her flying dreams.Superman fulfilled her dream at the moment. David Stirling,a bookish boy,also worship Superman.During the recess at school,he and the author played Superman https://www.wendangku.net/doc/8a18073272.html,pared with their school-mates who played the routine games,they felt they were outlaws but had a sense of windy superiority.They also found a stand-in,Sheldon Fein, who later invented tortures. 2.2cultual childhoods Historically,childhood has undergone enormous transformations in terms of children’s responsibilities and parental expectations.Culturally,childhood is socially constructed.The interplay of history and cultural leads to different understanding of childhood,consequently it is advisable not to impose ideas from one culture to understand childhood in another culture. UNIT 3 3.1how we listen For the sake of clarify,we split up the process of listening to music into three hypothetical planes.Firstly,the sensuous plane.It is a kind of brainless but attractive state of mind engendered

新编大学英语第三册课文翻译共23页

Unit 1 羞怯的痛苦 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。 很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。 相反，他们认为批评是一种提醒他们改进的建议。相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。 能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持

不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无能，甚至产生嫉妒。当我们嫉妒比自己成绩好的学生时，我们正在自我否定。 如果你害羞，这里有些具体有效的步骤帮助你树立信心并克服羞怯感：１．认清自己的优缺点。每个人既有优点又有缺点。随着对自我的不断认同，羞怯感就会自然减弱。 ２．确定合理的目标。例如，在聚会时和一群陌生人在一起，你也许会怯场。不要以为你必须和每个人交谈。集中精力，仅和一两个人交谈，你会感到更自在些。 ３．内疚和羞耻感是消极的情感。不要把时间和精力浪费在这上头。假设你伤害了某人的感情，（光）感到羞愧是无济于事的。相反，应该承认你犯了个错误，并决心在将来更加善解人意。 ４．所有问题都有许多种解决办法。很少有完全正确或完全错误的意见。要敢于公开表达自己的观点。 ５．不要对自己做消极的评论。这是一种自我否定。千万别把自己描述为愚蠢的、丑陋的，或者一个失败者。注重自己积极的方面。 ６．接受批评时要缜密思考。不要把批评理解为人身攻击。例如，如果一位朋友抱怨你的烹饪技术，要把这当成对你的烹饪技术而不是对你本人的评价而接受下来。放心，你们还是好朋友，但你的烹饪技术也许确实

新标准大学英语_综合教程3_课后答案unit 3

Unit 3 Language points 1 For lack of a better terminology, one might name these: (1) the sensuous plane, (2) the expressive plane, (3) the sheerly musical plane. (Para 1) The expression for lack of a better terminology is used to introduce rather inexact terms. It means since we don’t have any exact terms, I’m going to use these rather rough terms. The word sensuous suggests physical pleasure which relates to your physical senses rather than to your emotions and thoughts. A plane is a level of thought, development or existence. The word sheer is used to emphasize the amount or degree of something. The sheerly musical plane refers to the level of the musical material, melodies, rhythms, harmonies etc. The sheer pleasure (Para 2, Line 2) means great or pure pleasure. 2 The only advantage to be gained from mechanically splitting up the listening process into these hypothetical planes is … (Para 1) The word hypothetical means to be based on situations or events that seem possible rather than on actual ones. Here, the planes are not real, they are just part of a model for analysis and discussion. 3 One turns on the radio while doing something else and absent-mindedly bathes in the sound. A kind of brainless but attractive state of mind is engendered by the mere sound appeal of the music. (Para 2) To bathe means to swim or wash yourself in a bath, river or lake. To bathe in the sound means to immerse yourself in the sound, like in water. To engender means to cause a feeling or attitude to exist. The expression engendered by the mere sound appeal means to be created only by the appeal or attraction of the sound. 4 Music allows them to leave it ... dreaming because of and apropos of the music yet never quite listening to it. (Para 3) The expression apropos of means relating to; it is used to introduce something else about the subject you are talking about. The expression is derived from French, and the final -s is silent in pronunciation. Unit 3 Art for art’s sake

新编大学英语3读写译课文翻译

Unit 1 Personality 羞怯的痛苦 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无能，甚至产生嫉妒。当我们嫉妒比自己成绩好的学生时，我们正在自我否定。如果你害羞，这里有些具体有效的步骤帮助你树立信心并克服羞怯感：１．认清自己的优缺点。每个人既有优点又有缺点。随着对自我的不断认同，羞怯感就会自然减弱。２．确定合理的目标。例如，在聚会时和一群陌生人在一起，你也许会怯场。不要以为你必须和每个人交谈。集中精力，仅和一两个人交谈，你会感到更自在些。３．内疚和羞耻感是消极的情感。不要把时间和精力浪费在这上头。假设你伤害了某人的感情，（光）感到羞愧是无济于事的。相反，应该承认你犯了个错误，并决心在将来更加善解人意。４．所有问题都有许多种解决办法。很少有完全正确或完全错误的意见。要敢于公开表达自己的观点。５．不要对自己做消极的评论。这是一种自我否定。千万别把自己描述为愚蠢的、丑陋的，或者一个失败者。注重自己积极的方面。６．接受批评时要缜密思考。不要把批评理解为人身攻击。例如，如果一位朋友抱怨你的烹饪技术，要把这当成对你的烹饪技术而不是对你本人的评价而接受下来。放心，你们还是好朋友，但你的烹饪技术也许确实有待改进。７．记住，每个人都会经历一些失败和挫折。要把它们作为增长见识的经历，从中受益。挫折往往会成为转机，随之而来的将是一段美妙绝伦的经历。例如，你可能被你所中意的大学拒之门外。然而，在你就读的大学里，你可能发现这里教育的某一特点比你料想的好得多。８．有些人会使你感到自己无能，不要和这种人交往。去设法改变他们对你的态度或者改变你对自己的态度，要不就脱离这种关系。伤害你的人并不关心你的最大利益。９．留出时间休息，享受自己的业余爱好，并且定期地重新审定自己的目标。为此所花费的时间有助于更好地了解你自己。１０．多在社交场合中锻炼。不要把自己同他人隔离开来。设法一次结识一位朋友；最终你将能够娴熟而自信地在众人中周旋。我们每个人都是独一无二、难能可贵的个体。我们自有吸引人的地方。我们对自己了解得越多，就越容易充分发挥自己的潜力。不要让羞怯成为阻碍我们拥有丰富和成功生活的绊脚石。 Unit3 Social Problems

新标准大学英语第三册languageinuse-unit

word formation: compound words 1 Find more examples of each use of hyphens in the passage We are all dying .? I’ve double- and triple-checked it. (compound verb) ? budding crypt-kickers (compound noun) ? a rear-view mirror (compound adjective) ? the once-a-year holiday to Florida or Spain (compound adjective) ? back-burner stuff (compound adjective) ? standing at the corner of the Co-op (compound noun) ? a sepia-coloured relative that no one can put a name to (compound adjective) 2 Rewrite the phrases using compound adjectives. 1 a party which is held late at night (a late-night party) 2 a library which is well stocked (a well-stocked library) 3 a professor who is world famous (a world-famous professor) 4 some advice which is well timed (some well-timed advice) 5 a population which is growing rapidly (a rapidly-growing population) 6 an economy which is based on free market (a free-market economy) 7 a boat trip which lasts for half an hour (a half-hour boat trip) It’s what / how … that … 3 Rewrite the sentences using It’s what / how … that … 1 What other people think of us is determined by how we behave. It’s how we behave that determines what other people think of us. 2 What sort of job we are going to end up doing is usually determined by our character. It’s what our character is that usually determines what sort of job we are going to end up doing. 3 What we do as a career isn’t always determined by the marks we get at university. It isn’t always what marks we get at university that determine what we do as a career. 4 How we react to life’s problems is often determined by our childhood experiences.

新标准大学英语3第三单元课后答案

Unit 3 Art for Art’s Sake Active reading (1) Reading and understanding 2 Choose the best answer to the questions. 1 Why does the writer divide listening to music into three types of experience? (a) It is important to keep the different types of experience separate. (b) It makes it easier to understand what is happening when we listen to music. (c) It is the traditional way of referring to the experience of listening. (d) Different people listen on different planes, according to the type of person they are. 2 What is the main characteristic of the sensuous plane? (a) It is the sort of feeling we get when listening to music on the radio. (b) It can only be experienced by people who aren’t musicians. (c) It is a reaction we have which is generated by the sound of the music. (d) It does not give us any real sense of pleasure. (It does give us pleasure.) 3 What is the main characteristic of the expressive plane? (a) It can only be experienced by intelligent people. (b) It is when we believe the composer is communicating something to us. (c) It is a controversial concept; some composers don’t think it exists. (d) It is most obviously apparent in the music of Stravinsky. 4 What is the main characteristic of the musical plane? (a) It can only be experienced by people who have studied to read music. (b) It is the ability to experience different musical elements. (c) It is the plane that we experience instinctively, without realizing it. (d) It is the easiest of the three planes to appreciate. 5 How do most people usually listen to music? (a) On only one plane at any given moment. (b) On all three planes at the same time. (c) Without paying enough attention. (d) Without understanding what they are doing. 6 Why does the writer end the passage by referring to the theatre? (a) The theatre also offers three types of experience. (b) Composers are like the characters in a play. (c) Theatre is the form of art which is most similar to music. (d) The audience in a theatre are like musicians in an orchestra. 3 Match the liste ners’ activities with the planes they are on.