《U校園新視野大學(xué)英語4讀寫譯答案》由會(huì)員分享，可在線閱讀，更多相關(guān)《U校園新視野大學(xué)英語4讀寫譯答案（5頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

1、 ...wd... U校園 新視野大學(xué)英語4 讀寫譯答案 〔本人正好在U校園上做大學(xué)英語4的，寫了就制成文檔上傳，一直在更新中。需要的話就自行取閱。本人熱愛學(xué)習(xí)的大學(xué)生一枚，會(huì)繼續(xù)在道客巴巴上傳一些有用的東西，歡迎小伙伴們光臨。辛苦整理上傳不容易，有能力的下載下，支持我一兩yuan, 就可以在電腦上就可以隨意復(fù)制粘貼直接答題了。在線閱讀的也請五星好評(píng)呦。非常感謝 。這是我道客巴巴主頁的鏈接 s:// doc88 /20200214ABCD〕 Unit 1 Se

2、ction A 1-2 Pre-reading?activities-1 BAABB ACC Pre-reading?activities-2 1.?Reasoning?skills?deal?with?the?process?of?getting?from?a?problem?to?a?solution?or?a?conclusion.?By?improving?your?reasoning?skills,?you?can?improve?your?success?in?doing?things.?Specifically,?strong?reasoning?skills?c

3、an?help?you?to: ??improve?the?quality?and?validity?of?your?own?arguments; ??improve?your?ability?to?assess?the?quality?and?validity?of?others'?arguments; ??make?more?logical?decisions; ??solve?problems?more?efficiently?and?effectively. To?give?a?specific?example,?every?day?you?have?to?make?va

4、rious?decisions,?and?yet?even?some?simple?decisions?like?deciding?what?to?wear?when?you're?getting?dressed?in?the?morning?require?some?reasoning?skills.?When?you?decide?what?to?wear,?you?take?many?factors?into?consideration?–?the?weather?forecast,?the?current?temperature,?your?plans?for?the?day?(whe

5、re?you?are?going,?what?you?will?do,?and?whom?you?will?meet),?your?comfort?level,?and?so?on.?In?real?life,?you?need?to?face?decisions?that?are?much?more?difficult?than?choosing?what?to?wear.?So,?it?is?really?important?to?have?strong?reasoning?skills. 2.?The?factors?below?are?usually?important?for?a?

6、logical?conclusion: ??critical?thinking?skills; ??facts; ??evidence; ??sound?reasoning?process,?etc. Reading?comprehension-1 1. The deal between them is that the narrator gives Rob his leather jacket, and Rob, in exchange, gives the narrator his girlfriend. They make the deal because they want

7、 to get something from each other: Rob is crazy about fashion, and he wants to own the narrator's fashionable leather jacket; the narrator longs to have a beautiful girlfriend, and Rob's girlfriend is beautiful. 2. He thinks a beautiful and well-spoken girlfriend will assist him to land a job and a

8、chieve success in an elite law company. 3. The narrator feels this way because he can't stop thinking that his purpose of dating Polly is not for romance but for improving her intelligence, and he can't let Polly know his plan. 4. The narrator decides to teach Polly logic because he believes logic

9、 is essential to clear thinking. By teaching Polly logic, he can make her intelligent. 5. When the narrator teaches her logic, Polly responds either shortly with "Cool", "Great", "I like that idea", or simply with nodding or blinking without saying anything. These responses give us an impression th

10、at Polly is a nice but rather simple-minded girl. 6. Yes. He is only too successful in teaching Polly logic because in the end when he asks Polly to be his girlfriend, Polly refuses his request by applying all the logical fallacies he has taught her. 7. Because he wants to make one more attempt to

11、 win Polly as his girlfriend by asking her to forget what he has taught her. 8.The end of the story is ironic because Polly turns out to be smarter than the narrator. First, she is able to refute all his arguments as logical fallacies. Then, she discloses that she and Rob have played a trick on him

12、. The narrator has been too smart for his own good. Reading?comprehension-2 1. In my opinion, all the three characters are complex. The following are my descriptions about them. The narrator: ? Smart: He is an excellent law student and knows a lot about logic. ? Sophisticated: He believes a bea

13、utiful and intelligent girlfriend will benefit him in his future career. ? Arrogant and self-conceited: He thinks highly of himself but badly of his roommate. ? Over-confident: He thinks the girl will surely choose him rather than Rob. ? Stupid and simple-minded: He knows nothing about what can h

14、appen in real life. Rob: ? Fashionable and cool: He loves fashion and cares a lot about his appearance. ? Dishonest: He plays a trick on the narrator to get his leather jacket. ? Clever: He is able to get what he wants without losing anything. Polly: ? Beautiful and nice: She is pretty and eas

15、y to be with. ? Shallow: She chooses Rob simply because he is fashionable. ? Smart: She learns quickly and is full of wit when refusing to be the narrator's girlfriend. 2. The story itself includes the fallacy "Dicto Simpliciter". The narrator assumes that all girls would be happy to date a boy w

16、hose future is somewhat guaranteed. Therefore, Polly, a beautiful and wealthy young girl, would certainly fall in love with him – "an ingenious student" and "a man with an assured future", rather than Rob – "a muscular idiot". However, to the narrator's surprise and disappointment, Polly chooses Rob

17、 in the end because Rob is fashionable and cool. 3.? Love is blind. It is ridiculous to use logic to deal with love. ? Smart people sometimes can make wrong judgments. ? Smart people are sometimes too arrogant and confident. ? Smart people may fall victims to their own smartness. 4.? Yes. Becau

18、se not only would teaching logic in school help minimize the overwhelming number of fallacious assertions, but also would serve as an excellent precursor to higher mathematics and help make other courses such as geometry and calculus less of a mystery to most students. ? No. Because logic can be le

19、arned through other subjects such as math, philosophy, reading, etc. It's not necessary to offer a special course about it. 5.Yes, certainly. Actually, logical fallacies are very common in our everyday life. I myself commit logical fallacies very often, too. For example, when I first met my roommat

20、e in college, I felt very surprised when he told me he didn't like noodles. I asked, "People in the north of China like eating noodles. You are from the north, why don't you like noodles?" Here I committed the logical fallacy "Dicto Simpliciter". I falsely asserted that all people in the north shoul

21、d like noodles, and there should be no exception to this premise. 1-3 Words?in?use 1.crumbled? 2.discern? 3.surpass? 4.shrewd? 5.conversion? 6.distort 7.radiant 8.ingenious? 9.stumped? 10.proposition Word?building:?Practice-1 1.delicacy 2.bankruptcy 3.accountancy 4.secrecy 5.vacanc

22、y 6.urgency 7.atmospheric 8.magnet 9.metallic 10.gloom 11.guilt 12.mastery Word?building:?Practice-2 1.bankruptcies? 2.atmospheric? 3.delicacies? 4.urgency? 5.Accountancy 6.gloom? 7.magnet 8.Metallic 9.mastery? 10.vacancy? 11.guilt? 12.secrecy Banked?cloze1.mentioned 2.dete

23、rmine 3.gained 4.responsible 5.heavily 6.artistic 7.opposite 8.analytical 9.distorted 10.stumped Expressions?in?use 1.were?dripping?with? 2.in?exchange?for? 3.flared?up? 4.make?an?analogybetween? 5.set?a?date?for? 6.make? 7.?out?of? 8.made?a?pact? 9.had?appealedto

24、1-5 Translation-1 亞里士多德是古希臘哲學(xué)家和科學(xué)家。他的著作涉及物理學(xué)、生物學(xué)、動(dòng)物學(xué)、邏輯學(xué)、倫理學(xué)、詩歌、戲劇、音樂、語言學(xué)、政治學(xué)和政府學(xué)等多個(gè)學(xué)科，構(gòu)成了西方哲學(xué)的第一個(gè)綜合體系。亞里士多德是第一個(gè)將人類知識(shí)領(lǐng)域劃分為不同學(xué)科的人，如數(shù)學(xué)、生物學(xué)和倫理學(xué)。他相信所有人的概念和知識(shí)最終都是建設(shè)在感知的根基上的。他對(duì)自然科學(xué)的看法為他的許多著作奠定了根基。在他那個(gè)時(shí)代，他幾乎對(duì)人類知識(shí)的每一個(gè)領(lǐng)域都做出了奉獻(xiàn)。他的著作包含了最早的邏輯學(xué)形式研究，甚至在今天，亞里士多德哲學(xué)的各個(gè)方面仍然是學(xué)術(shù)研究的重要課題。他的哲學(xué)思想對(duì)西方哲學(xué)理論的開展產(chǎn)生了深遠(yuǎn)的影響。亞里士多德去

25、世2300多年后，仍然是最有影響力的哲學(xué)家和科學(xué)家之一。 Translation-2 Doctrine of the mean is the core of Confucianism. The so-called "middle" of Confucius does not mean "compromise", but a "moderate" and "appropriate" method in understanding and dealing with objective things. Confucius advocated that we should not only tre

26、at this thought as a way of understanding and dealing with things, but also integrate it into our daily behaviors through self-cultivation and exercise, so as to make it a virtue. The doctrine of the mean is the core of Confucianism and an important part of Chinese traditional culture. From its formation to now, it has been playing an immeasurable role in the construction of national spirit, the dissemination of national wisdom and the development of national culture.