超详细答案综合学术英语教程2答案.docx
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超详细答案综合学术英语教程2答案.docx
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超详细答案综合学术英语教程2答案
综合学术英语教程2答案
Unit1MultidisciplinaryEducation
KeystotheExercises
ApproachingtheTopic
1.1)Theaimofcollegeeducationistoproduceindividualswhoarewellontheirwaytobecomeexpertsintheirfieldofinterest.
2)Thegrowingimportaneeofproducingprofessionalswhohavetheskillstoworkwithpeoplefromadiversesetofdisciplines.
3)First,throughaninterdisciplinaryapproach;Second,throughamultidisciplinaryapproach.
4)Collegeeducationshouldproduceindividualswhomaylaterbecomeexpertwhoareinterdisciplinaryproblemsolvers.
2.1)f2)d3)a4)e5)g6)m7)j8)k9)l10)i11)b12)h13)c
4.
(1)offered
(2)stresses(3)ability⑷different(5)即proach
(6)increasingly(7)graduates(8)enter(9)positions(10)Employment
6.1)Multidisciplinarystudies.
2)Theybothbelievethatcurrentcollegeeducationshouldlayemphasisonmultidisciplinarystudies,whichisaprerequisitetoproducingfutureexpertwhoareinterdisciplinaryproblemsolvers.
3)Open.
4)Open.
5)Open.
ReadingabouttheTopic
3.1)ThestudentshavebroughttoMITtheirindividualgifts,suchastheirownintellect,energy,
ideas,aspirations,distinctivelifeexperieneeandpointofview,etc.
2)TheyrepresentthegeographicandsymboliccenterofMIT.
3)Namesofintellectualgiants.
4)LeonardodaVinciwasapainter,scientist,engineer,sculptor,inventor,cityplannerandarchitect.
4.Set1:
1)c2)e3)d4)h5)a6)g7)f8)b
Set2:
1)e2)a3)h4)b5)c6)f7)d8)g
5.(b)Para.A(b)Para.B⑻Para.C(c)Para.D
(f)Para.E(e)Para.F(d)Para.G(g)Para.A
6.1)Becauseforhim,thesimplicityheappreciatedinnaturebecamehisultimatestandardin
design.
2)FirstwasdaVinci'scompletedisregardfortheacceptedboundariesbetweendifferentfieldsofknowledge.ThesecondfacetofdaVinci'scharacterwashisrespectforandfascinationwithnature.ThethirdqualityofdaVinci'scharacterwasanenthusiasticdemandforhands-onmaking,designing,practicingandtesting,andforsolvingproblemsintherealworld.
3)“ThereisagoodchaneethatyouwillneveragainliveandworkinacommunitywithasmanydifferentculturesandbackgroundsasMIT.”(Para.F)
4)Becausebydoingso,thestudentscanengagethemselvesinnewintellectualadventuressoastousetheirtimeatMITtoitsfullestpotential.
5)Itmeansthat“Theytooktheinitiativetosearchforthedeepestanswers,insteadofsittingbackandlettingthingshappentothem.”
7.Set1:
1)h2)d3)a4)g5)f6)e7)b8)c
Set2:
1)c2)g3)d4)a5)h6)f7)e8)b
8.1)Shewantedtodescribeforthenewstudentsthreeofhischaracteristicsthatparticularlyfit
withthevalueofMIT.
2)Becausebydoingso,thestudentscanencounterthemoststimulatingmindsandinspiringrolemodels,experieneealifeinacommunitywithdiversifiedculturesandbackgroundsandparticipateinvariousnewintellectualadventures,sothattheycangetthemostoutoftheirMITeducation.
3)ThethreeofDaVinci'scharacteristicswillbetheheritageofMITtobeinheritedbythestudents.ShehopedthatthenewstudentswouldfollowDaVinciaswellasagreatmanyextraordinaryMITteachersastheirrolemodelstousetheirtimetoitsfullestpotential.
4)Multidisciplinarythinkingisamodeofthinkingthatgoesbeyonddisciplinaryboundariesinordertogainnewideasandfreshperspectives.
9.1)Humaningenuitywillneverdeviseanyinventionsmorebeautiful,normoresimple,normore
tothepurposethanNaturedoes.(Para.A)
2)ForDaVinci,thesimplicityheappreciatedinNaturebecamehisultimatestandardindesign.(Para.B)
3)BeasdeterminedinyourcuriosityasLeonardodaVinci——andyouwilluseyourtime
atMITtoitsfullestpotential.(Para.F)
4)MITisaplaceofpracticaloptimismandofpassionateengagementwiththemostimportantproblemsoftheworld.(Para.G)
5)Ihadlongsinceobservedthatpeopleofaccomplishmentrarelysatbackandletthingshappentothem.(Para.H)
10.ManySCientistsandengineersatMlTPUrSUeSimPIiCityintheirdesignanddevelopment
OftechnoIogies.
ExploringtheTopic
4.1)ItisbelievedthatamultidisciplinaryapproachtoSCientificeducationisofvitalimportanee.
2)Second,amultidisciplinaryemphasisisbelievedtobeaPrereqUiSitetotrainingindividuals.
3)ItCannOtbedeniedthatthesefirmsarePartiCiPatinginturningoutthefuturethinkers.
4)HowaboutexaminingourproblemsaboutSCieneeandtechnoIogyfromaIiberaIarts
perspective.
5)SUrPriSingly,however,ourUniVerSitieSandcollegesfailtoSWitChfromtheCOnVentionaldivisionsanddepartmentalSeCtionstodailyextracurricularmultidisciplinarywork.
5.Reading1beginsWithacontrast——“CollegeeducationhasalwayshadtheresponSibiIity
to...However,...WealsoSeethegrowingimportaneeofPrOdUCing...”.Theintroduction
ofReading2isinformativeaswellasinteresting,WhiCharousesthereaders'interest
togoonreading.
IntegratedEXerCiSeS
2.
(1)UItimate
(2)SPirit(3)feed(4)approach(5)PrOPerty(6)represent
(7)discipline(8)aspiration(9)inSPire(10)PerSPeCtiVe(11)inherit(12)generate
3.
Themembersofawordfamily
Chineseequivalent
InSPireInSPirationInSPiredInSPiring
v.激励n.灵感adj.有灵感的
generategenerationgenerativegenerator
adj.鼓舞人心的v.产生n.一代adj.有生产力
的n.发电机
aspirationaspireaspiring
n.渴望v.渴望adj.有抱负的
inheritinheritanceinheritorinherited
v.继承n.继承物n.继承人adj.遗传的
disciplinedisciplineddisciplinary
n.纪律adj.纪律严明的adj.有关纪律的
representrepresentationrepresentative
v.代表n.表现n.代表者
anatomistanatomyanatomical
n.解剖学家n.解剖学adj.解剖的
SPeCUIateSPeCUIationSPeCUIatiVeSPeCUIator
v.推测n.推测adj.推测的n.思索者
CeIebrateCeIebrationCeIebratedCeIebrity
v.庆祝n.庆祝活动adj.著名的n.名人
intellectintellectualintelligence
n.智力adj.智力的n.智慧adj.有才智的
ir⅛O∣labn⅛teCollaborationcollaborative
Collabotator
v.合作n.合作adj.合作的n.合作者
Integrateintegratedintegration
v.合并adj.兀整统一的n.整合
(1)inSPiring
(2)generation(3)collaborative(4)aspiring(5)Intelligent
(6)inherit(7)CeIebrity(8)SPeCUIated(9)representative(10)anatomical
4.
(1)D
(2)A(3)C(4)B(5)D(6)A(7)B(8)C(9)A(10)C
5.
(1)Manycelebratedresearchersaroundtheworldarecollaboratingtodevelopanewvaccine.
(2)Thescientists'experimentgeneratedanunexpectedoutcome.
(3)Ifthesystemsarerestructured,theireffectivenesswillbeultimatelyintegratedintotheglobaleconomy.
(4)Thedoctorsspeculatethathediedofastrokecausedbyablowonthehead.
(5)Themurdertrialattractedconsiderablepublicattention.
(6)Theaspirationforcollegeeducationinspirespeopleinremoteareastoworkhard.
(7)Heinheritedhisparents'fortuneaftertheirdeath.
(8)Hedisregardedhisfather'sadviceandleftcollege.
(9)Inthisaddress,heaskedtheyoungsters,whoembodythespiritsofthenation,tojoin
thecampaign.
(10)Thespecialdietincorporatesmanydifferentfruitsandvegetables.
7.
(1)Whoeverruntheredlightshowsacompletedisregardforpublicsafety.
(2)Success,asheexplained,wasnothingmorethanaconsistentpursuitofartandgoodluck.
(3)Thenewproducthasbenefitedfromresearchworkatthecrossroadsbetweenbiologicalandmedicalstudies.
(4)Itwasamazingthathisideaechoedwellthegreatphilosopher'sbelief,whichheclaimednottohaveheardaboutbefore.
(5)Theone-monthintensetrainingprogrampreparedtheteammemberswellforpossibleemergencies.
(6)Theaudieneewasdeeplyimpressedwiththevigorandpowerofthespeechdeliveredbytheenvironmentalist.
(7)Thistravelingexperieneewillprovideyouwitharareopportunitytosampleadiffere
ntwayoflife.
(8)Usingthelimitedtimetoitsfullestpotentialisoneofthemust-have/requiredskills
inadaptingtothefast-pacedmodernlife.
(9)Moreandmorecountriesarebringingrobotstobearontheirvariousproblems.
(10)Thesestudentsareencouragedfromaveryearlyagetofollowtheirownboundlessin
terestswellbeyondtheboundariesofconventionalbeliefinobedientlearning.
8.
A.
(1)B
(2)C(3)B(4)B(5)D
B.Asmultidisciplinarydesignhasbecomeatrendintheindustry,thereisaneedformore
emphasisonmultidisciplinaryperspectives.Educationalinstitutionsshouldtaketheir
roleintrainingindividualswhocanfunctioninacollaborativeenvironmentandbepreparedtofacemultifacetedprojectsthattheymaynothavebeenexposedto.However,ouruniversitiesandcollegesfailtoshiftfromtraditionaldivisionsanddepartmentalsectionstomultidisciplinaryworkbeingpracticedonadailybasisoutsidetheclassroom.
C.1)F2)T3)F4)T5)T
D.
(1)whatlearningisabout
(2)beinquisitive(3)learnanewsubject
(4)analyzeanewproblem(5)teacher-taught(6)master-inspired
(7)self-learner(8)thetrapofdogma(9)nosinglesimpleanswer(10)blackandwhite(11)criticalthinking(12)tolerantandsupportive(13)anewthesistopic(14)flexibility(15)styleofleadership
Unit2TheScientificMethod
KeystotheExercises
ApproachingtheTopic
1.1)TheScientificMethodisabodyoftechniquesforinvestigatingphenomenaandacquiringknowledge,aswellascorrecting/integratingpreviousknowledge.Itinvolvesgatheringobservable,empiricalandmeasurableevidenee,thecollectionofdatathroughobservationandexperimentation,andtheformulationandtestingofhypotheses.
2)Scientistsputforwardhypothesestoexplainwhatisobserved.Theythen
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