Unit 1 Fresh start练习答案综合教程三

Unit 1 Fresh Start

Key to the Exercises

Text comprehension

I . Decide which of the following is NOT part of the theme of the essay.

C

(This statement goes to extremes. Though the author stresses the notion that we

should find our true selves and be faithful to them in college, she does not mean we should ignore others in pursuit of our true selves.)

II. Judge, according to the text, whether the following statements are true or false. 1. F (Refer to Paragraph 2. Evelyn acted carefully and put on air of assurance for fear that other students might notice she was a freshman.)

2. T (Refer to Paragraph 6. When she fell, she seemed to see the failure of her entire life, as if it ended with the first day of college classes.)

3. F (Refer to Paragraph 7. All the students in the cafeteria stood up, cheering and clapping, making fun of the most miserable person. And Evelyn knew that they had all noticed her embarrassment and \

4. T (Refer to Paragraphs 9 and 10. The response of the football player gave her a sudden realization that she had been taking herself far too seriously, and what she had interpreted as a malicious attempt to embarrass a freshman had been merely a moment of college fun.)

5. F (Refer to Paragraphs 12 and 13. She did make some mistakes on purpose, but the purpose was to try new experiences like new articles of clothing in order to find out her real self.)

III . Answer the following questions.

1. Refer to Paragraphs 1 and 2. She felt \\in a perfect way with the hope that no one would notice she was a freshman.

2. Refer to Paragraph 3. She chose to sit in the front row and to the side. This was because the freshman manual suggested sitting near the front to show that one is an intelligent and enthusiastic student, but as she was not confident enough to sit in the professor's direct line of vision, she chose a side seat in the front row.

3. Refer to Paragraph 6. She felt as if her life had plunged into total failure and the doom of life had come.

4. Refer to Paragraph 9. The football player got up, hands held high above his head in a victory clasp, which is an expression of fun. At this moment, Evelyn realized that she had

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been too serious and on the contrary her slip could be a moment of fun for other people and herself alike. Everyone may have done something dumb, but they have all survived after all.

5. Refer to Paragraphs 13 and 14. She understood that one could live his college life as an experiment. She should not be afraid of making mistakes because it is only through trial and error that one can find his real self and finding his real self is the ultimate purpose of a college education. The college allows one to make massive mistakes. And even after graduation, she was still making mistakes of which she was no longer afraid.

IV. Explain in your own words the following sentences.

1. I planned to keep silent and act in such a way that nobody would notice that I was only a new-comer in college.

2. For three days, I had not been to the cafeteria due to my feeling of humiliation and shame. Instead, I stayed alone in my room and ate junk food of various kinds from a vending machine which was in just the right place to aid me in avoiding others.

3. It didn't matter whether or not you were widely accepted or admired; you did not have to behave to the liking of everybody else.

Structural analysis of the text

Unlike a piece of expository writing, which usually expresses the main idea in a thesis statement, in a piece of narrative writing, the point is shown through dialogues, actions or events. The three incidents that are treated expansively in this essay are related to one another by their implicit messages -- the author made mistakes and her reaction toward the mistakes. It was in this process that the author achieved significant insight into life and herself.

Rhetorical features of the text

\scientific pose of a biology major, bending slightly forward, tensing my arms in preparation for furious notetaking, and cursing under my breath\(Paragraph 5). \flailing of my feet was doing no good. Just as I decided to try another maneuver, my food tray tipped and I lost my balance\(Paragraph 6). The italicized parts in the selections offer vivid pictures of what she did or how she looked in the embarrassing situations.

Vocabulary exercises

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

1. I had just the feeling of a newcomer at college without the strength a mature student might possess

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2. my apparent confidence

3. some food to appease my hunger (as well as my anxiety) 4. going with the tide was no longer crucial to one's success 5. foolish and glaring mistakes

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

1. distress 2. clutched 3. pose

4. sneaked

6. shackles

5. preoccupation

III. Fill in the blanks with the appropriate forms of the given words. 1. assure 2. discretion 3. relaxation 4. humiliate 5. strategy 6. embarrassment 7. maneuverable 8. immaturity

IV. Fill in the blank(s) in each sentence with an appropriate phrasal verb or collocation taken from the text. 1. lived up to 2. headed for 3. seek out 4. has broken out 5. groped for 6. trying on 7. go out to 8. tipped off

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

1. Antonym: vague (indistinct)

2. Synonym: inconspicuously (unobtrusively) 3. Synonym: self-restraint (self-control) 4. Antonym: clever (intelligent, sensible) 5. Synonym: manner (behavior) 6. Antonym: excited (agitated) 7. Synonym: sneak

8. Antonym: mature (sophisticated)

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7. curse 8. deliberation

VI. Explain the underlined phrasal verbs in your own words. 1. became popular 2. respect 3. keep up 4. lead to 5. understand 6. found 7. use 8. start

Grammar exercises

I. Combine each nominal clause in Column A with a sentence fragment in Column B to create a sensible sentence. 1. c 2. d 3. b 4. f 5. a 6. e 7. h 8. g

II. Rewrite the following sentences, beginning each one with a noun phrase or a nominal clause.

1. My decision to resign was wise.

2. Their readiness to accept the peace agreement really surprised the diplomatic world. 3. My determination to pass the test helped me.

4. Her failure to get into college disappointed her parents. 5. My willingness to cooperate was appreciated. 6. His refusal to help surprised me.

7. The proposal that we should import more equipment is to be discussed at the meeting.

8. Who can have told you that puzzles me.

III. Complete each sentence with what you think is the most appropriate of the four choices given. 1. D

2. B (That introduces an appositive clause.) 3. C 4. C 5. A

6. B (When the antecedent is the way, the relative word can be that or in which.) 7. D

8. B (Or not is sometimes used at the end of clauses introduced by whether or if. It can

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also be used directly after whether, but not if.)

IV. Combine the two sentences in each group into one, using so that. 1.

I spent the afternoon seeking out each of my classrooms so that I could make a perfectly timed entrance before each lecture.

2. He wore glasses and a false beard so that nobody would recognize him. 3. The stranger spoke very slowly so that I could understand what he said. 4. She locked the door so that she wouldn't be disturbed. 5. John whispered so that others couldn't hear him.

6. Please arrive early so that we can start the meeting on time. 7. John has bought a bicycle so that he may save money on bus travel. 8. The lecturer showed some slides so that he might illustrate his point.

V. Complete the following sentences using the words in the box. 1. Although /Though

(Very often, both although and though can be used in the same way. Though is more common in informal speech or writing.) 2. yet

3. however / though

4. however / nevertheless / though

(Though can be put at the end of a sentence, with the meaning of \5. Although / Though still / nevertheless 6. Despite / In spite of 7. although / though 8. however 9. However

VI. Make sentences of your own after the sentences given below, keeping the italicized parts in your sentences. 1.

e.g.

We have to get the car fixed no matter how much it costs. You can't go in no matter who you are.

He finished all the paper work at five o'clock, getting up, refilling the teapot, The children ran out of the room, laughing and talking merrily.

(However, as an adverb of degree, precedes the adjective or adverb.) 10. Despite / In spite of

2. e.g.

then his cup, and adding a touch of skimmed milk.

Translation exercises I.

Translate the following sentences into Chinese.

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