泛读3unit2

Unit1. The ability to predict what the writer is going/ about/ trying to say next is both an aid to understanding and a sign of it.A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions are contradicted, they are useful because they have started you thinking about the topic and made you actively involved.If you formulate your predictions as questions which you think the text may answer, you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is more purposeful you are likely to understand better.Naturally your predictions/expectations will not always be correct. This does not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to avoid certain false assumptions.Prediction is possible at a number of levels. From the title of the book you can know/foretell the topic and the possibly something about the treatment. From the beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or how a writer will develop/present his argument, or what methods will be used to test a hypothesis.Because prediction ensures the reader’s active involvement, it is worth training.Unit2. Education is not an end, but a means to an end. In other words, we do not educate children just/only for the purpose of educating them. Our purpose is to fit them for life.In many modern countries it has for some time been fashionable to think that, by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they think to be "low" work, and, in fact, work with hands is thought to be dirty and shameful in such countries.But we have only to think a moment to see/know/understand that the work of a completely uneducated farmer is far more important than that of a professor. We canlive without education, but we die if we have no food.If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns.In fact, when we say that all of us must be educated to fit ourselves for life, it means that we must be ready/willing/educated/taught to do whatever job suited to our brain and ability, and to realize that all jobs are necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scorn someone else’s. Only such a type of education can be called valuable to society.Unit3. Human beings learn to communicate with each other will nonlinguistic means as well as linguistic ways/means/ones. All of us are famil iar with the say it wasn’t what he said; it was the way that he said it when, by using/saying the word way we mean something about the particular vice quality that was in evidence., or the set of a shoulder, or the obvious tension of certain muscles. A message may even be sent by the accompanying tone and gestures, so that each of I’m ready, you are beautiful, and I don’t know where he is can mean the opposite of any such interpretation. Often we have/meet/encounter/experience difficulty in finding exactly what in the communication causes the change of meaning, and any statement we make leads to the source of the gap between the literal meaning of the words and the total message that is likely to be expressed in impressionistic terms. It is likely to refer to some thing like a “glint” in a person’s eyes, or a “threatening” gesture, or “provocative” manner.Unit4.How do the birds find their way on their enormously long journeys The young birds are not taught the road by their parents, because often the parents fly off first. We have no idea how the birds find their way, particularly as many of them fly at/by night, when landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks at all. A certain kind of plover, for instance/example, nests in Canada. At the end of the summer these birds migrate from Canada to South America; they fly 2,500 miles, non-stop, over the ocean. Not only is this very long flight an extraordinary feat of endurance, but there are no landmarks on the ocean to guide/direct the birds.It has been suggested that birds can sense the magnetic lines of force stretching from the north to south magnetic pole of the earth, and so direct themselves. But all experiments hitherto made to see whether magnetism has any effect/influence whatsoever on animals have given negative results. Still, where there is such abiological mystery as migration, even improbable experiments are worth trying. It/this was being done in Poland, before the invasion of that country, on the possible influence of magnetism on path-finding. Magnets were attached to the birds’ heads to see if/whether their direction-sense was confused thereby. These unfinished experiments had, of course, to be stopped.Unit5. Man first existed on earth half a million years ago. Then he was little more than an animal; but early man had several big advantages over the animals. He had a large head/brain, he had an upright body, he had clever hands; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language and use it to communicate with his fellow men. The ability to speak was of very great use/value/significance/importance because it was allowed men to share ideas, and to plan together, so that tasks impossible for a single person could be successfully under-taken by intelligent team-work. Speech also enabled ideas to be passed on from generation to generation so that the stock of human knowledge slowly increased.It was these special advantages that put men far ahead of all other living creatures in the struggle for survival/existence. They can use their intelligence handing/overcoming their difficulties and master them.Unit6. Language varies according to sex and occupation. The language of man differs subtly from that of women. Men do not usually use expressions such as “its darling,” and women tend not to swear as extensively as men. Likewise, the language used in addressing men and women differs subtly: we can compliment a man on a new necktie with the compliment/words“what a pretty tie, that is!” but not with “how pretty you look today!” ---- an expression reserved for complimenting a woman. The occupation of a person causes his language to vary, particular in the use he makes of technical terms, that is, in the use he makes of the jargon of his vacation. Soldiers, dentist, hairdressers, mechanics, yachtsmen, and skiers all have their particular special languages. Sometimes the consequence is that such persons have difficulty in communicating with people outside the vacation on professional maters because the technical vocabulary is not understood by all. Although we can relate certain kinds of jargon to levels of occupation and professional training, we must also note that all occupations have some jargon, even these of the criminal underworld. There may well be a more highly developed use of jargon in occupations that require considerable education, in which words, and the concepts they use, aremanipulated rather than objects, for example in the legal and teaching circle/world/field and in the world of finance.Unit7.The space age began on October 4, 1957, when Sputnik I was launched. This first man-made satellite was followed by many others, some of which went around the sun. Now the conquest of the space between the planets, and between the earth and the sun, continues at a rapid rate.Each mew satellite and space probe gives scientists new information. As men explore outer space, some of the questions they have long asked/wondered about will be answered at last.The greatest question of all concerns life itself. Is there intelligent life out side the earth Are there people, or creatures of some sort/kind living on Mars, Venus, or some other planet of the solar system Are there planets orbiting/going/circling around stars other than our sunThe only kind of life we know about would have to be upon a planet. Only a planet would have the temperatures and gas that all living things seem to need. Until a short time ago, we thought there were only a few planets. Today, scientists believe that many stars have planets going around them.We know that there are nine planets in our own solar system-Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. If any other planets exist in our solar system, or anywhere else, our telescopes are not powerful enough to pick up their feeble reflected light. But astronomers guess that one star in a hundred has at least one planet where life could exist.We are quite sure that life could begin on a young planet. A new plant would be likely to contain great seas, together with heavy clouds of water vapor and other gases. Electric storms would be common. It is possible that simple living cells might from when electricity passed through the clouds. An experiment made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonliving materials, scientist made cells like those of living creatures.Unit8. At the beginning of the nineteenth century the only acceptable roles for women were domestic there was virtually nothing for them to do except stay at home or hire out as maids, governesses, and, before long, teachers. Women were not allowed to own property-in most cases, not even the clothes they wore. A working wife was not allowed to keep her wages but was required to turn them over to her husband. In case of separation or divorce,a woman had no legal claims on her husbandand was not allowed to keep the children. She had to legal status, which meant that she was not permitted to bring suit or to give testimony in courts. Often, she was not permitted to inherit property or to make a will. She was barred from public office and excluded form public life generally. For the most part, women lacked opportunities for education, vocational training, and professional employment. The national consensus was that women belong in the home, and determined efforts were made to see that they stayed there.Unit9. Sydney’s best feature is her harbor. Most Sydneysiders can see at least a glimpse of blue sea from their windows. Nearly everyone lives within an hour from a beach. On weekends sails of all shapes, sizes and colors glide across the water. Watching the yacht races is a favorite Saturday activity.The harbor divides Sydney into north and south sections. The harbor bridge connects the two. It was built in 1932 and cost 20 million.Another Sydney symbol stands on the harbor shore. Sydney’s magnificent opera house celebrated its 20th anniversary last year. Danish designer Jorn Utzon won an international contest with his design. The structure contains several auditoria and theaters. But not all concerts are held in the building. Sunday afternoon concerts on the building’s outer walk attract many listeners.S ydney’s trendy suburb is Paddington. Houses are tightly packed together. Many were first built for Victorian artists. Now fashionable shops, restaurants, arts galleries and interesting people fill the area. The best time to visit is Saturday, when vendors sell everything. So there is one of the world’s most attractive cities --- Sydney, Austrian.Unit 10 Architectural design influences how privacy is a chieved as well as how social contact is made in public places. The concept of privacy is not unique to a particular culture but what it means is culturally determined.People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors” is a preference for privacy from neigh bors’ homes. If a family can afford it, each child has his or her own bedroom. When privacy is needed, family members may close their bedroom doors.In some cultures when individuals need privacy, it is acceptable for them simply to look into themselves. That is, they do not need to remove themselves physically from a group in order to achieve privacy.Young American children learn the rule “knock before you enter” which teaches them to respect others’ privacy. Parents, too, often follow this rule prior to entering their children’s rooms. When a bedroom door is closed it may be a(n) sign to others saying, “I need privacy,” “I’m angry,” or “Do not disturb. I’ busy.” For Americans, the physical division of space and the use of architectural features permit a sense of privacy.The way space is used to help the individual to achieve privacy, to build homes or to design cities if culturally influenced. Dr. Hall summarizes the relationship between individuals and their physical surroundings:Man and his extensions constitute one interrelated system. It is a mistake to act as though man was one thing and his house or his cities, or his language wee something else.Unit11. The Library of Congress is the largest library in the world. Its books, pamphlets, documents, manuscripts, official, papers, photographs, and prints amount to some 86 million items---a number that swells day by day----housed on 535 miles of shelves.Congress authorized a library in 1800, which amounted to three thousand books and a few maps when it was destroyed when the British burned the Capitol in 1814. to replace it, Thomas Jefferson sold the government his own library of almost 6500 volumes---the finest in the nation at the time. The collection, again housed in the Capitol, had grown to 55000 when a fire burned more than half of it. In 1866 a portion of the Smithsonian Institution’s library was added to the library of Congress, and in the same year the government entered an international program by which copies of U.S. documents were exchanged for those of other countries. The copyright law of 1870 ensured the library would always be up to date by requiring publishers to send two copies of each book published to the library in order to obtain copyright. By 1870 the collections had outgrown its Capitol quarters. A suggestion to raise the Capitol dome and fill it with bookshelves was rejected, and in 1873 Congress authorized a competition for the design of a library building. A variety of disputes delayed construction for more than a decade, but the library’s Thomas Jefferson Building was finally opened in 1897.Unit12. As a nation, we starting to realize that we can’t solve the solid waste dilemma just by finding new places to put trash. Across the country, many individuals, communities and business have found creative ways to reduce and better manage theirtrash through a coordinated mix of practices that includes source reduction.Simply put source reduction is waste prevention. It includes many actions that reduce the disposal amount and harmfulness of waste created. Source reduction can conserve resources, reduce pollution, and help cut waste disposal and handing costs (it avoids the costs of recycling, landfilling, and combustion).Source reduction is a basic solution to too much garbage: less waste means less of a waste problem. Because source reduction actually prevents the increase of wastein the first place, it comes before other measures that deal with trash after itis already generated. After source reduction, recycling is the preferred waste management option because it reduces the amount of waste going to landfills and conserves resources.Unit13. The first step in helping the patient is to accept and acknowledge his illness. The cause of symptoms must be found, and measures to relieve them and to prevent recurrence must be taken. Thorough examinations are essential. Although the physician may suspect that the illness is due to emotional rather than physical cause, he must search carefully for any evidence of physical disease. It is not unknown for an illness considered psychosomatic to be later diagnosed as cancer or some other disease. The thorough search for physical causes of the symptoms helps to gain the patient’s confidence. He knows that his condition and symptoms are being taken seriously. If no organic basis for his complaints is found, he usually will find this news easier to accept when he knows he has had a thorough examination. Finding no physical cause for the disorder points the way to understanding the patient’s condition. What is the cause Is it emotional stress If so, what kind What are the problems which are upsetting the patientsUnit14. The work of French scientist Jean Baptiste Lamarck (1744-1829) has contributed to the theory of evolution. Lamarck believed that the environment shaped the nature/trait/characteristic of plant and animal life. he believed that the bodies of plants and animals changed/had to fit their environment and a useful physical change would be passed on to the plant’s or animal’s offspring.For example, Lamarck thought that giraffes developed long necks because they had to stretch to get/eat the leaves of tall trees for food. Lamarck didn’t think that giraffes possessed/developed/had long necks all at once, however. He thought that the earliest group of giraffes stretched/lengthened their necks a small amount. Their offspring inherited this longer neck. The offspring then stretched their necksa little bit longer. They passed this even longer neck on to their own offspring. After many generations, giraffes developed the long necks that they have today.Not all of Lamarck’s theory is accepted today. Most scientists do not believe that the environment has a(n)effect/influence on the evolution of life forms. Nut they don’t agree with the notion/idea that a physical change in a plant’s or animal’s body is passed on to the offspring. Instead, they believe that a change must occur in the plant’s or animal’s cells before a change in offspring can take place.Unit15. In a very big city, in which millions of people live and work, fast, frequent means of transportation are of the greatest importance. In London, where most people live long distance/away from their work, all officers, factories and schools would have to choose if the buses, the trains and the Underground stopped work.Originally the London Underground had steam trains which were not very different from other English trains, except that they went along in big holes under the ground in order to keep away from the crowded city above their heads. Steam trains used coal, which filled the underground stations with terrible smoke. As a result, the old trains were taken away, and electric ones put in their place. Now the London Underground is very clean, and the electric trains make faster runs possible.At every Underground station/stop there are maps of all the Underground lines in London, so that it is easy to see how to get wherever one wants to go. Each station has its name written up clearly and in large letters several times, so that one can see when one comes to where one must get out. At some stations one can change to a different underground train, and in some places, such as Piccadilly, there are actually three lines crossing each other. The trains on the three lines are not on the same level, so that there should not be accidents. To change trains, one has to go up or down some stairs to a new level. It would be tiring to have to walk up these stairs/steps, so the stairs are made to move themselves, and all that the people/passengers have to do is to stand and be carried up or down to where they wish. In fact, everything is done to make the Underground fast and efficient. Unit16.Why “grandfather” clock Well, these clocks were passed through the family and s o were always thought of as “grandfather’s clock.” But the first domestic timepieces were hung from a nail on the wall. Unfortunately dust got into the works and even worse children used to swing from the weights and the pendulum.So first the face and works and then the weights and the pendulum were protected by wooden cases. Before long the clock was nearly all case and was stood on the ground/floor and called, not surprisingly, a long-case clock. These “grandfather” clocks were very expensive, made as they were from fine wood, often beautifully carved or decorated with ivory. Famous makers of this period included Thomas Tompion, John Harrison and Edward East, but don’t get too excited if you find that the clock Grandma left you has one of these names on the back. Before you start jumping up and downing and shouting, “we’re rich, we’re rich,” remember that plenty of people before the 20th century had the idea of making cheap clocks/timepieces of famous original and “borrowing” the names of their betters. And don’t forget that the first chiming mechanism wasn’t invented/created/made until 1695, so a chiming clock, however charming it sounds, will date from the 18th century. A fake/false/imitated late 17th century grandfather clock made by East sold recently for just under 20000.Unit17.Suppose you send your child off to the movies for three hours next Sunday. And three hours on Monday and the same number of hours Tuesday, Wednesday, Thursday, Friday, and Saturday. Thus is essentially what is happening to the average child in American today, except it is not the screen in the movie house down the street he sits in front of, it is instead the television set right in your own house. According to the Nielsen Index figures for TV viewing, it is dais that by the time a child graduates from high school he has had 11000 hours of schooling, as opposed to 15000 hours of viewing. I would like to repeat that. By the time the child is 18 years old, he has spent more hours in front of TV than he has in school. Over TV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bombing, shooting, beatings, forgery, smuggling, and torture---averaging approximately cone per minute in the standard television cartoon for children under the age of ten. In general, seventy-five percent of all network dramatic programs contain violence.Dr. Albert Bandura of Standford University reaches/draws two conclusions about violence on TV: (1) that it tends to reduce the child’s inhibitions aga inst acting in a violent, aggressive manner, and (2) that children will imitate what they see. Dr. Bandura points out that a child won’t necessarily run out and attack the first person he sees after watching violence on the screen, but that, if provoked later on, he may very well put what he has learned into practice.One of the lessons of television is that, violence works. If you have a problem with someone, the school of TV says to slap him in the face, stab him in the back. Because most of the program has shown how well violence has paid off, punishment at the end tends not to have much of an inhibitory effect.。

Keys to Reading Course 3Unit 1Reading Strategies Section A Word Pretest 1-5.BCBBB 6-10.AACCB Reading Skill 2-5.CBCA6-9.BBAAV ocabulary Building 1.a.practicable/practicalb.practicec.practicesd.practicable/practicale.practiceda.worthlessb.worthyc.worthwhiled.worthe.worth a.vary b.variety c.variation d.various/varied e.Various a.absorbing b.absorbed c.absorb d.absorption e.absorbent2.1.a.effective b.efficient c.effective2.a.technology b.technique3.a.middle b.medium c.mediumClozegoing/about/tryingexpectations/predictions questionsanswers predictions/expectations tell know/foretell enddevelop/presentworthSection B 1-5.TFTTC6-10.BCCTF 11-14:FCAAC16-17:CASection C 1-5.FFTFF 6-8.TTT Keys to Reading Course 3Unit 2Education Section A Word Pretest 1-5.ABACC 6-8.ABAReading Skill 4-6.CBB 1-6.FTFFTTV ocabulary Building 1.mess 2.preference 3.aimlessly 4.remarkable/marked 5.decisive6.shipment 7.fiery 8.physically 9.action 10.housing课后答案网 ww w.kh da w.c o m2.1.a.aptitude b.attitude2.a.account b.counted c.counted3.a.talent b.intelligence Cloze other just/only has some/many thanrefuse see/know/understand thatwithout If ready/willing/educated/taught wrong/incorrect/erroneousSection B 1-5.ACCCCCAC 11-14:BABASection CDDACKeys to Reading Course 3Unit 3Body Language Section A Word Pretest1-5.ABCCB 6-9.DCDCReading Skill2-5.BABC 6-10.ACCBCV ocabulary Building Use of English 1.admission admit admissible admissibly reliance rely reliable reliably definition define definite definitely assumption assume assumed/assuming assumedly/assumingly behavior behave behavioral behaviorally variety vary various/varied variously/variedly part/partiality part partial partially manager/management manage managerial managerially correlation correlate correlative correlatively adaption/adaptation adapt adaptive adaptively 2.1.a.inspired b.aspired c.inspired2.a.token b.badges c.token3.a.contemporaries b.temporary c.contemporary Clozecommunicateways/means//onesusing/sayinginofmessage课后答案网 ww w.kh da w .c o mmeet/have/encounter/experience causes meaning toSection B 1-5.BABBA 6-10.CFFTT 11-15:TFCCBSection C 1-5.BBDDBAFF 11-14.TFFTKeys to Reading Course 3Unit 4Animals Section A Word Pretest1-5.CACAA 6-10.BBBCCReading Skill 2-5.BBAC 6-10.BCCAA V ocabulary Building 1.1.moist2.betrayal3.exclusively4.inhumane5.amazed/amazing6.endangered7.marvels8.deadly2.1.a.dessert b.deserted2.a.favorite b.favorable c.favorable3.a.awardedb.rewardc.awardedCloze parents idea at/by seenlandmarks instance/example migrateguide/direct poleeffect/influenceIt/This if/whether experimentsSection B BFT6-10.FBCAC11-15:CBACCSection C 1-5.FFTFF 6-10.FTTFT Keys to Reading Course 3Unit 5History Section A Word Pretest 1-5.CAABC 6-9.ACCC Reading Skill 2-6.CABCB1-6.FFTFTT课后答案网 ww w.kh da w .c o mV ocabulary Building 答案略，自己查字典2.1.a.Historical b.history2.a.rejected b.resist3.a.test/analyze b.analyze Clozeexisted/appeared over head/brain bodyfound language use/value/significance/important single passed ahead survival/existenceSection B 1-5.CABCB 6-10.BTTTF 11-15:TTCACSection C 1-5.BBAAA6-8.CBCUnit 6LanguageSection A Word Pretest1-5.CACBA 6-12.BACABABReading Skill 3-5.CAA 6-10.CACCAV ocabulary Building 答案略，自己查字典2.1.a.peculiar b.particular c.particular2.a.assess b.access c.access3.a.resources b.source c.sources Cloze sex Men differs compliment/word complimenting causes makeslanguages have outside understood have use circle/world/fieldSection B 1-5.CABBA 6-10.CBCCC11-17:CBACCBASection C课后答案网ww w.kh da w .c o m1-5.BBCAB 6-8.BACCBUnit 7Space Section A Word Pretest 1-5.ABABC 6-8.BACReading Skill 1-5.BBBCC6-8.BCBV ocabulary Building 1.deduced 2.behavior 3.adhere4.replacement5.option6.delicacy7.enormous8.pursuit2.1.a.inquired b.required c.inquire d.requiredpatible parable patible parableCloze satellite some space asked/wondered life sort/kind orbiting/going/circling have living were believe own solar where likely livingthroughSection B 1-5.FTFFT6-10.TTTTF11-15:FFBBC 16-18.ACCSection C 1-5.BCBCC 6-8.AED 1-6.EBAFDC Unit 8Women Section A Word Pretest1-5.BCABC 6-10.BBCCA Reading Skill 1-5.CBABC6-10.BCCCCV ocabulary Building 答案略，自己查字典2.1.a.jobb.careerc.jobsd.career课后答案网 ww w.kh da w .c o m2.a.principal b.principles c.principle d.principle3.a.feminine b.female c.feminineClozeacceptable domestic property wages husband divorce claims legalsuit permitted make excluded lacked belonged determined Section B 1-5.BACCC 6-10.CACCC 11-15.AABBA 16-19.CTTFSection C AACB Unit 9Cities Section A Word Pretest 1-5.BAABC 6-10.ACBBAReading Skill 1-5.CACCB6-12.BBBBACBV ocabulary Building 1.1.typifies2.dominant3.familialpetitive5.vibrate6.descended7.departure 8.boom 9.countless 10.symbolizes2.1.a.recreation b.recreate c.recreation2.a.rhythm b.rhyme c.rhymes d.rhythmCloze sea within of divides built/constructed/completedcelebratedinside/inattracttogether whenSection B 1-5.FTFTTBBC11-17.BAACCACSection C 1-5.BAACA 6-10.BCCCCUnit 10Cross-cultural Communication Section A Word Pretest1-5.CABCB 6-10.BBBAB Reading Skill课后答案网ww w.kh da w .c o m1-5.CBCAC ABBV ocabulary Building 答案略，自己查字典2.1.a.assure b.ensure c.assured d.ensure2.a.arises b.raised c.rise d.raised e.arisen3.a.clue b.cues c.clue d.cueCloze well separating/isolating is own close needlook order respectfpllowprior sign/cue help was/were elseSection B1-5.BBCTT6-10FBCAC 11-15.ACTFFSection C1-8.TFFTFFFFUnit 11Information Retrieval Section A Word Pretest1-5.ACBCB 6-8.ABBReading Skill 1-5.BCBACCCCV ocabulary Building 答案略，自己查字典1.extension 2.ambiguity 3.original 4.specified 5.additional 6.unambiguously 7.explosion rmation9.specialized10.narrative11.established2.1.a.transform b.transferred c.transferred d.transformed2.a.lonely b.alone c.lonely d.alone Cloze library amounted own burned/destroyedbycountriessendsuggestion/proposal library Section B 1-5.ACBCB6-10.ACCAC 11-17.ABABBAB课后答案网 ww w.kh da w .c o mSection C 1-5.BCACC 6-10.CBCCC Unit 12Environment Section A Word Pretest BBC 6-12.AACCCBA Reading Skill 1-5.CABBC6-10.CBBV ocabulary Building 1.1.reaction2.mass3.polluting4.planetary5.suspicious6.alarming7.emitted 8.emerged2.1.a.warned b.threatened2.a.spread b.spread c.sprayed3.a.emergency b.emergenceCloze solve communities creative prevention disposalresourcesrecyclingwasteincrease place measures amountSection B 1-5.FFTTB6-10.CACFT11-18.FFABCCBCSection C1-8.BCAACCBC课后答案网 ww w.kh da w.c o m。

UNIT 1 创造性思维的艺术约翰·阿代尔创造性对人类发展至美重要。

下面的文章里，约翰·阿代尔为求实的创造性思维者提供了一些颇有见地的见解和技巧。

创造性思维在今天的重要性不需要强调。

在你的职业中或工作领域,如果你能够发展提出新思想的能力,你就有竞争优势。

在你的个人生活中，创造性思维也能将你带上创新活动之路。

它可以丰富你的人生,尽管并非总是以你期待的方式。

人类创造力人类不可能凭空创造东西。

有一次，一位来宾极为仔细地参观了亨利·福特的汽车公司，然后见到了福特。

来宾心中充满了惊奇和崇敬，他对这位实业家说:“福特先生，25年前起家时几乎一无所有的人，不可能实现这一切。

”福特回答说，“这个说法可不太对。

每个人都是靠所有拥有的东西来起家。

这里什么都有——所需要的一切,它们的基本点和实质性的东西都已存在。

”潜在的材料，也就是可以做成或建构成某种东西的元素之成分或者实质的材料，都已存在于我们的宇宙。

你可能已经注意到,我们倾向于将创造性这个词用在与使用的原材料很不一样的产品上。

鲁宾斯的一幅名作，就是蓝色、红色、黄色和绿色的蠕虫般颜料在艺术家画板上的集合。

物质材料，对艺术家来说是颜料和画布;对作家来说是纸和笔——完全是次要的。

这里的创造，更多的是在大脑之中。

感知、思想和感觉都在一种观念或想象中结合起来。

当然，艺术家、作家或作曲家还需要使用技巧和技术，在画布或纸上把头脑中构想出来的东西塑造成型。

和普通意义上的创造性一样，创造性思维遵循同样的原则。

我们的创造性想象必须有可以加工的对象。

我们不能凭空产生新的思想。

如上面福特所说的那样，原材料都在那里。

有创造力的大脑在原材料中看到可能性和相关性,而创造力不强的大脑却看不到。

这一结论让我们大大地松了一口气。

你不用凭空构想新的想法。

作为创造性思维者,你的任务是将已经存在的想法或元素组合在一起。

如果最终把人们从未想过可以联系起来的想法或事物，用看似不可能却很有价值的方式组合起来，那人们就会认为你是创造性思维者。

《泛读教程3》第三册上海外语教育出版社（王守仁著）(Unit1~Unit18) 参考答案Unit 1Section AWord PretestBCBBBAACCBReading SkillCBCABBAAVocabulary Building11 practicable practice practices practical practiced2worthless worthy worthwhile worth worth3vary variety variation various various4absorbing absorbed absorb absorption absorbent21effective efficient effective2technology technique3middle medium mediumClozegoing expectations questions answers predictions tell know end develop worth Section BTFTT CBCC TFF CAACCASection CFFTFFTTTUnit 2Section AWord PretestABACCABABCCReading SkillCBB FTFFTTVocabulary Building11mess 2preference 3aimlessly 4remarkable 5decisive 6shipment 7fiery 8physically 9action 10housing21aptitude attitude2account counted counted3talent intelligenceClozeother just has some than refuse see that without if ready wrongSection BACCCCCCCACBABASection CCCDDACUnit 3Section AWord PretestABCCBDCDCReading SkillBABCAACBCVocabulary Building1Admission admit admissible admissiblyReliance rely reliable reliablyDefinition define definite definitelyAssumption assume assumed assumedlyBehavior behave behavioral behaviorallyVariety vary various variouslyPart part partial partiallyManager manage managerial manageriallyCorrelation correlate correlative correlativelyAdaptation adapt adaptive adaptively21inspired aspired inspired2token badges token3contemporaries temporary contemporaryClozeCommunicate ways using in of message meet causes meaning to eyesSection BBABBAC FFTTTF CCBSection CBBDDBCCA FFTFFTUnit 4Section AWord PretestCACAABBBCCReading SkillBBACBCCAAVocabulary Building11moist 2betrayal 3exclusively 4inhumane 5amazed 6endangered 7marvels 8deadly21dessert deserted2favourite favorable favorable3awarded reward awardedClozeParents idea at seen landmarks instance migrate guide pole effect it if experimentsSection BCCB FTF BCACCBACCSection CFFTFFFTTFTUnit 5Section AWord PretestCAABCACCCReading SkillCABCB FFTFTTVocabulary Building1Assumption assume assumed assumedlyAcknowledgement acknowledge acknowledgedlyReflection reflect reflective reflectivelyDomination dominate dominant dominantlyCategory categorize categorical categoricallyImplication imply implicative implicativelyReassurance reassure reassuring reassuringlyDefinition define definite definitely21historical historic2rejected resist3test analyzedClozeExisted over head body found language use single passed ahead survival handlingSection BCABCBB TTTFTT CACSection CBBAAACBCUnit 6Section AWord PretestC ACBABACABABReading SkillCAACACCAVocabulary BuildingAvailability avail available availablyConquest conquer conquering conqueringlyLuxury luxuriate luxurious luxuriouslyOrgin orginate original originallyOccurrence occur occurrentSystem systematize systematical systematicallyPhonology （这个是没有动词形式的）phonological phonologicallyDecision decide decided decidedlyVariety vary various variouslySuperiority （这个是没有动词形式的）superior superiorlyPeculiar particular particularAssess access accessResources source sourcesClozeSex men differs compliment complimenting causes makes languages have outside understood have use circleSection BCBBBACBCCCCBACCBASection CBBCABBACCBUnit 7Section AWord PretestABABCBACReading SkillBBBCCBCBVocabulary BuildingDeduced behavior adhere replacement option delicacy enormous pursuit Inquired required inquire requiredCompatible comparable compatible comparableClozeSatellite some space asked life sort orbiting have living were believe own solar where likely living throughSection BFTFFTTTTTFFFBBCACCSection CBCBCCAEDEBAFDCUnit 8Section AWord PretestBCABCBBCCAReading SkillCBABCBCCCCVocabulary BuildingOccupation occupy occupational occupationallySegregation segregate segregated（这个没有副词）Discrimination discriminate discriminating discriminatinglyEnforcement enforce enforceable enforceablyExclusion exclude exclusive exclusivelyPerseverance persevere persevering perseveringlyConviction convict convictive convectivelyAmendment amend amendable（这个没有副词）Superficiality superficialize superficial superficiallySpectator spectate spectatorial （这个没有副词）Job career jobs careerPrincipal principles principal principleFeminine female feminineClozeAcceptable domestic property wages husband divorce claims legal suit permitted make excluded lacked belonged determinedSection BBACCCCACCCAABBACTTFSection CCCAACBUnit 9Section AWord PretestBAABCACBBABCReading SkillCACCBBBBBACBVocabulary BuildingTypifies dominant familial competitive vibrate descended departure boom countless symbolizesRecreation recreates recreationRhythm rhyme rhymes rhythmClozeSea within of divides built celebrated inside attract together whenSection BFTFTTCCBBCBAACCACSection CBAACABCCCCUnit 10Section AWord PretestCABCBBBBABReading SkillCBCACCCABBVocabulary BuildingConsequence（这个没有动词形式）consequent consequentlySophistication sophisticate sophisticated sophisticatedlyReference refer referable referablyConversation converse conversational conversationallySpace space spatial spatiallyDetachment detach detachable detachablyIntervention intervene intervening（这个没有副词）Type typify typical typicallyAssure ensure assured ensureArises raised rise raised arisenClue cues clue cueClozeWell separating is own close need look order respect follow prior sign help was elseSection BBBCTTFBCACACTFFSection CTFFTFFFFUnit 11Section AWord Pretest1---5 ACBCB 6---8 ABBReading Skill1---5 BCBAC 6---10 CCCCCVocabulary Building1.information inform informative informativelyspecification specify specific specificallyaddition add additional/additive additionally/additivelyspecialty specialize special speciallynarration narrate narrative narrativelyextension extend extensive extensivelyorigin originate original originallyexplosion explode explosive explosivelyambiguity ambiguous ambiguouslyestablishment establish established1.extension2. ambiguity3.original4.specified5. additional6.unambiguously7.explosionrmation9.specialized 10.narrative 11.establishment2.1.a.transform b.transferred c.transferred d.transformed2.a.lonely b.alone c.lonely d.aloneClozelibrary amounted own burned/destroyed by counties’ send suggestion/proposal librarySection B1---5 ACBCB 6---10 ACCAC 11---17 ABABBABSection C1---5 BCACC 6---10 CBCCCUnit 12Section AWord Pretest1---5 CCBBC 6---12 AACCCBAReading Skill1---5 CABBC 6---8 CBBVocabulary Building1.1.reaction2.mass3. polluting4.planetary5.suspicious6.alarming7.emitted8.emerged2.1.a.warned b.threatened2.a.spread b.spread c.sprayed3.a.emergency b.emergenceClozesolve communities creative preventiondisposal resources recycling wasteincrease place measures amountSection B1---5 FFTTB 6----10 CACFT11---15 FFABC 16---18 CBCSection C1---5 BCAAC 6---8 CBCUnit 13Section AWord Pretest1---5 ABAAC 6---10ABCBAReading Skill1---6 CCBABB 1---5 FTFTTVocabulary Building1.symptom symptomize symptomatic symptomatically longing long longing longinglyaddition add additional/additive additionally/additively manifestation manifest manifest manifestlydepression depress depressed/depressing depressedly/depressing invariability invariable invariablyseparation separate separate separately condemnation condemn condemnable condemnably imagination imagine imaginary imaginarilyaffection affect affecting affectingly2.1.a.remedies b.recipe c.remedy d.recipe2.a.alternate b.altered c.alternate d.alter3.a.acknowledged b.knowledge c.acknowledgedClozestep acknowledge prevent essentialphysician due physical psychosomaticdisease confidence symptoms thoroughemotional upsettingSection B1---5 CBCAB 6---10 CBBCB 11---15 ABCACSection C1---5 TFFFT 6----10 FTFFFUnit 14Section AWord pretest1---5 BCABA 6---8 CBAReading Skill1---4 CACC 1---4 TTFTVocabulary Building1.1.reluctant2.evolution3.attributed4.catastrophic5.associate6.indifferent7.emerged8.stir2.1.a.evolved b.revolves c.evolved2.a.dismay b.dismal c.dismal d.dismay3.a.contribute b.attributed c.contributed d.attributed Clozecharacteristic/trait/nature changed/had to longget/eat possessed/developed/had stretched/lengthened longer passed After have theoryeffect/influence notion/idea changeSection B1---5 DABFT 6---10 FTFDA 11---17 DBACFTF Section C1---8 TFTFTFTFUnit 15Section AWord Pretest1---5 BBADA 6---11 DBBDCCReading Skill1---5: A A C C C 6—10: B B A B BVocabulary Building1.prevention prevent preventive preventivelyfederation federate federal federallyinadequacy / inadequate inadequatelydeception deceive deceptive deceptivelyprosperity prosper prosperous prosperouslylife live live/living/alive /effect effect effective effectivelyevaluation evaluate evaluable/evaluative /resident reside residential residentiallyvision vision visional/visionary visionally/visionarily 1. evaluation 2. federal 3.prospertiy 4. residential5. effect6. are living7. deceptively8. preventive/effective 2.1.a.simile b.,metaphor2. a.ultimate b.unanimous c.ultimate d.unanimous Clozetransportation distance/away ground Stemtrains electric station/stop name train threetrains stairs/steps passengers/peopleSection B1---6 D C D C C C 7---12 C C A B C BSection C1--- 8 C C A C C C C CUnit 16Section AWord pretest1-8: C C B B B B B CReading skill1-6: B A C C B CVocabulary building1.1. identification2. arbitrary3. practical4. foundation5. logic6. dictatorial7.occurence8. revise2.1. a. presentation b. representation c. presentationd. representation2. a. base b. base c. basis d. basisClozeclocks wall pendulum ground/floor woodmakers names clocks/timepieces invented/created/madefake/false/imitatedSection B1.A2.A3.C4.F5.T6.F7.T8.T9.T 10.T 11.B 12.C 13.C 14.C 15.A 16.ASection C1-8: A B A D D D C AUnit 17Section AWord Pretest1---5 CCACA 6---10 BCCBCReading Skill1---3 CCC 1---7 TFTFFFTVocabulary Building1.contradiction contradict contradictory contradictorily center center central centrallyseduction seduce seductive seductivelynecessity necessitate necessary necessarilyvisibility visualize visible visiblymobilization mobilize mobilizable mobilizably function function functional functionally dominance dominate dominant dominantly selection select selective selectivelyvocality vocalize vocal vocally1.visibility2.necessities3.seductive4.mobilize5.central6.functioning7.vocal8.dominant9.contradictory 10.selected2.1.a.immersed b.emerged c.immersed d.emerged2.a.dormant b.dominant c.Dormant d.dominant Clozenumber happening house saidgraduates viewing TV schoolcases children reaches/draws imitatewatching practice face backSection B1---1 CBBCB 6---10 FFFTC 11---15 ACBBC Section C1---5 TTFTF 6---10 FFFTTUnit 18Questions on “If”1---5 AAABCQuestions on “The Rose Family”1---3 ABBQuestion on “My Candle Burns at Both Its Ends”1—3 BBCQuestions on “The Negro Speaks of Rivers”1---3 CBBQuestions on “I Wandered Lonely as a Cloud”1---5 ACCBC 6---7 BCQuestions on “Sonnet 29”1---5 ABBCBQuestions on “In School Days”1---4 ABBC。

Keys to Reading Course 3 Unit 1 Reading StrategiesSection AWord Pretest1-5. BCBBB 6-10.AACCBReading Skill2-5. CBCA 6-9. BBAAVocabulary Building1.a. practicable/practicalb. practicec. practicesd. practicable/practicale. practiceda. worthlessb. worthyc. worthwhiled. worthe. wortha. varyb. varietyc. variationd. various/variede. Variousa. absorbingb. absorbedc. absorbd. absorptione. absorbent2.1. a. effective b. efficient c. effective2. a. technology b. technique3. a. middle b. medium c. mediumClozegoing/about/trying expectations/predictions questions answerspredictions/expectations tell know/foretell end develop/present worthSection B1-5. TFTTC 6-10. BCCTF 11-14: FCAAC 16-17: CA Section C1-5. FFTFF 6-8. TTTUnit 2 EducationSection AWord Pretest1-5. ABACC 6-8. ABAReading Skill4-6. CBB 1-6. FTFFTTVocabulary Building1.mess2. preference3. aimlessly4. remarkable/marked5. decisive6.shipment7. fiery8. physically9. action10. housing2.1. a. aptitude b. attitude2. a. account b. counted c. counted3. a. talent b. intelligenceClozeother just/only has some/many than refuse see/know/understandthat without If ready/willing/educated/taught wrong/incorrect/erroneousSection B1-5. ACCCC 6-10. CCCAC 11-14: BABASection C1-6. CCDDACUnit 3 Body Language Section AWord Pretest1-5. ABCCB 6-9. DCDCReading Skill2-5. BABC 6-10. ACCBCVocabulary BuildingUse of English1.Noun Verb Adjective Adverb admission admit admissible admissiblyreliance rely reliable reliably definition define definite definitely assumption assume assumed/assuming assumedly/assuminglybehavior behave behavioral behaviorally variety vary various/variedvariously/variedlypart/partiality part partial partially manager/management manage managerial manageriallycorrelation correlate correlative correlatively adaption/adaptation adapt adaptive adaptively2.1. a. inspired b. aspired c. inspired2. a. token b. badges c. token3. a. contemporaries b. temporary c. contemporaryClozecommunicate ways/means//ones using/saying in of messagemeet/have/encounter/experience causes meaningtoSection B1-5. BABBA 6-10. CFFTT 11-15: TFCCB Section C1-5. BBDDB 6-10. CCAFF 11-14. TFFTUnit 4 AnimalsSection AWord Pretest1-5. CACAA 6-10. BBBCCReading Skill2-5.BBAC 6-10. BCCAAVocabulary Building1.1. moist2. betrayal3. exclusively4. inhumane5. amazed/amazing6.endangered 7. marvels 8. deadly2.1. a. dessert b. deserted2. a. favorite b. favorable c. favorable3. a. awarded b. reward c. awardedClozeparents idea at/by seen landmarksinstance/example migrateguide/direct pole effect/influence It/Thisif/whether experimentsSection B1-5. CCBFT 6-10. FBCAC 11-15: CBACC Section C1-5. FFTFF 6-10. FTTFTUnit 5 HistorySection AWord Pretest1-5. CAABC 6-9. ACCCReading Skill2-6.CABCB 1-6. FFTFTTVocabulary Building1.Noun Verb Adjective Adverb assumption assume assumed / assuming assumedly / assumingly acknowledgement acknowledge acknowledged acknowledgedlyreflection reflect reflective reflectivelydomination dominate dominant dominantly category categorize categorical categoricallyimplication imply implicative implicatively reassurance reassure reassuring reassuringlydefinition define definite definitely 2.1. a. Historical b. history2. a. rejected b. resist3. a. test/analyze b. analyzeClozeexisted/appeared over head/brain body found languageuse/value/significance/important single passed ahead survival/existenceSection B1-5. CABCB 6-10. BTTTF 11-15: TTCAC Section C1-5. BBAAA 6-8. CBCUnit 6 LanguageSection AWord Pretest1-5. CACBA 6-12. BACABABReading Skill3-5.CAA 6-10. CACCAVocabulary Buildingavailability avail available availably conquest conquer Conquering / conquered Conqueringlyluxury luxuriate luxurious Luxuriously origin originate original originally occurrence occur occurrentsystem systematizeSystematical / systematic systematically phonology phonological Phonologically decision decide decided/decisive decidedly / decisivelyvariety vary various variously superiority superior Superiorly2.1. a. peculiar b. particular c. particular2. a. assess b. access c. access3. a. resources b. source c. sourcesClozesex Men differs compliment/word complimenting causes makeslanguages have outside understood have use circle/world/fieldSection B1-5. CABBA 6-10. CBCCC 11-17: CBACCBA Section C1-5. BBCAB 6-8. BACCBUnit 7 SpaceSection AWord Pretest1-5. ABABC 6-8. BACReading Skill1-5.BBBCC 6-8. BCBVocabulary Building1. deduced2. behavior3. adhere4. replacement5. option6. delicacy7.enormous 8. pursuit2.1. a. inquired b. required c. inquire d. required2. a. compatible b. comparable c. compatible d.comparableClozesatellite some space asked/wondered lifesort/kind orbiting/going/circlinghave living were believe own solar where likely livingthroughSection B1-5. FTFFT 6-10. TTTTF 11-15: FFBBC 16-18. ACC Section C1-5. BCBCC 6-8. AED1-6. EBAFDCUnit 8 WomenSection AWord Pretest1-5. BCABC 6-10. BBCCAReading Skill1-5. CBABC 6-10. BCCCCVocabulary Buildingoccupataion, occupy, occupational, occupationally segregation, segregate, segregated discrimination, discriminate,discriminating / discriminatory, discriminatingly / discriminatorily enforcement, enforce, enforceable, enforceably exclusion, exclude, exclusive, exclusively perseverance, persevere,persevering,perseveringlyconviction, convict, convictive, convictively amendment, amend, amendable superficiality, superficialize, superficial, superficiallyspectator, spectate, spectatorial2.1. a. job b. career c. jobs d. career2. a. principal b. principles c. principle d. principle3. a. feminine b. female c. feminineClozeacceptable domestic property wages husband divorce claims legalsuit permitted make excluded lacked belonged determinedSection B1-5. BACCC 6-10. CACCC 11-15. AABBA 16-19.CTTFSection CAACBUnit 9 CitiesSection AWord Pretest1-5. BAABC 6-10. ACBBAReading Skill1-5. CACCB 6-12. BBBBACBVocabulary Building1.1. typifies2. dominant3. familial4. competitive5. vibrate6. descended7. departure 8. boom 9. countless 10. symbolizes 2.1. a. recreation b. recreate c. recreation2. a. rhythm b. rhyme c. rhymes d. rhythm Clozesea within of dividesbuilt/constructed/completed celebrated inside/inattract together whenSection B1-5. FTFTT 6-10. CCBBC 11-17. BAACCAC Section C1-5. BAACA 6-10. BCCCCUnit 10 Cross-cultural Communication Section AWord Pretest1-5. CABCB 6-10. BBBABReading Skill1-5. CBCAC 6-10. CCABBVocabulary Buildingconsequence, consequent / consequential, consequently / consequentially sophisticatiion, sophisticate, sophisticated, sophisticatedlyreference, refer, referable, referably conversation, converse, conversational, conversationallyspace, space, spatial/spacious,spatially/spaciouslydetachment, detach,detachable/detached, detachably/detachedlyintervention, intervene, interveningtype, typify, typical, typicall2.1. a. assure b. ensure c. assured d. ensure2. a. arises b. raised c. rise d. raised e. arisen3. a. clue b. cues c. clue d. cueClozewell separating/isolating is own close need look order respectfpllow prior sign/cue help was/were else Section B1-5. BBCTT 6-10FBCAC 11-15. ACTFF Section C1-8. TFFTFFFFUnit 11 Information Retrieval Section AWord Pretest1-5. ACBCB 6-8. ABBReading Skill1-5. BCBAC 6-10. CCCCCVocabulary Buildinginformation, inform, informative, informativelyspecification, specify, specific, specifically addition, add, additional /additive, additionally / additivelyspecialty, specialize, special, specially narration, narrate, narrative, narratively extension, extend, exxtensive, extensively origin, originate, original, originally explosion, explode, explosive, explosively ambiguity, , ambiguous, ambiguously establishment, establish, established1. extension2. ambiguity3. original4. specified5. additional6.unambiguously7. explosion8. information 9. specialized 10. narrative11.established2.1. a. transform b. transferred c. transferred d. transformed2. a. lonely b. alone c. lonely d. aloneClozelibrary amounted own burned/destroyed by countries sendsuggestion/proposal librarySection B1-5. ACBCB 6-10. ACCAC 11-17. ABABBAB Section C1-5. BCACC 6-10. CBCCCUnit 12 Environment Section AWord Pretest1-5. CCBBC 6-12. AACCCBAReading Skill1-5. CABBC 6-10. CBBVocabulary Building1.1. reaction2. mass3. polluting4. planetary5. suspicious6. alarming7.emitted 8. emerged2.1. a. warned b. threatened2. a. spread b. spread c. sprayed3. a. emergency b. emergenceClozesolve communities creative prevention disposal resources recyclingwaste increase place measures amount Section B1-5. FFTTB 6-10. CACFT 11-18. FFABCCBC Section C1-8. BCAACCBCUnit 13 MedicineSection AVocabulary Building:1.symptom,symptomize,symptomatic, symptomaticallylonging, long, longing, longinglyaddition, add, additional/additive, additionally / additivelymanifestation, manifest, manifest, manifestly depression, depress, depressed / depressing, depressedly / depressinglyinvariability, , invariable, invariably separation, separate, separate, separately condemnation,condemn,condemnable,condemnably imagination, imagine, imaginary, imaginarily affection, affect, affecting, afeectingly2.1. remedies, recipe, remedy, recipe2. alternate, altered, alternate, alter3. acknowledged, knowledge, acknowledged ClozeStep, acknowledge, prevent, essential, physician, due, physical, psychosomatic, disease, confidence, symptoms, thorough, emotional, upsetting Section BCBCAB CBBCB ABCACSection CTFFFT FTFFFUnit 14 EvolutionSection AVocabulary Building:1. reluctant, evolution, atrributed, catastrophic, assoicate, indifferent, emerged, stir2.1. evolved, revolved, evolved2. dismay, dismal, dismal, dismay3. contribute, attributed, contributed, attributed ClozeCharacteristic / trait / nature, changed / had, to,long, get/eat, possessed / developed /had, stretched /lengthened, longer, passed, After, have, theory, effect/influence, notion/idea, changeSection BDAB FTFTF DAD BAC FTFSection C TFTFT FTFUnit 15 TransportationSection AVocabulary Building:1. Prevention, prevent, preventive, preventively Federation, federate, federal, federally Inadequacy, , inadequate, inadequately Deception, deceive, deceptive, deceptively Prosperity, prosper, prosperous, prosperously Life, live, live/living/aliveEffect, effect, effective, effectively Evaluation, evaluate, evaluable /evaluative Resident, reside, residential, residentially Vision, vision, visional /visionary,visionally / visionarity1. evaluabtion,2. federal3. prosperity4. residential5. effect6. are living7. deceptively8. preventive /effective2.1. simile, metaphor2. ultimate, unanimous, ultimate, unanimous ClozeTransportation, distance / away, ground, Steam, trains, electric, station /stop, name, train, three, trains, stairs/steps, passengers/people Section BDCDCC CCCAB CBSection CCCACC CCC。

新教材高中英语：UNIT 2 MORALS AND VIRTUES阅读教材P20中的材料，选出最佳选项1．What's the response of the milkman to the large stone on the road?A．He picked it up.B．He went away leaving the stone unmoved.C．He moved it out of the road.D．He crashed into the stone.2．How did the king teach an important lesson to his people?A．By giving them some gold coins.B．By telling them an interesting story.C．By testing his people's response to his idea.D．By helping his people clean the road.3．Which of the following statements is TRUE according to the passage?A．The woman cried because she did not find the gold coins.B．The king wanted to hide his gold coins under the stone.C．Some women made an attempt to move the stone，but failed.D．The girl managed to move the stone to the side of the street.[答案] 1－3 BCDWords and Phrases知识要点1whisper vi.&vt.悄声说；耳语；低语n．耳语(声)；低语(声)；传言；谣传(教材P18)I saw her whispering something into his ear，obviously not wanting to be heard.我看见她对他耳语了几句，显然不想被人听见。

UNIT 2 英国人的谨慎和礼貌在许多人看来，英国人极为礼貌，同他们交朋友很难。

但愿下列文字能够帮助你更好地了解英国人的性格特点。

对于其他欧洲人来说，英国人最著名的特点是“谨慎”。

一个谨慎的人不太会和陌生人聊天，不会流露出太多的情感，并且很少会兴奋。

要了解一个谨慎的人并非易事；他从不告诉你有关他自己的任何事，也许你和他工作了几年，却连他住在哪儿，有几个孩子，兴趣是什么，都不知道。

英国人就有类似的倾向。

如果乘公共汽车去旅行，他们会尽量找一个没人坐的位子；如果是乘火车，他们会找一个没人的单间。

如果他们不得不与陌生人共用一个单间时，那么即使火车驶出了很多英里，他们也不会开口交谈。

一旦谈起来的话，他们不会轻易问及像“你几岁？”或者甚至“你叫什么名字？”等私人问题。

像“你的手表是在哪儿买的？”或者“你的收入是多少？”这样的问题几乎不可想象。

同样，在英国，人们交谈时一般声音都很轻、很有节制，大声谈话会被视为没有教养。

在某种程度上，不愿意与他人交流是一种不幸的品质，因为它可能会给人造成态度冷淡的印象。

而事实上，英国人（也许除了北方人）并不以慷慨和好客而著称。

而另一方面，虽然谨慎使他们不易与人沟通,但他们内心还是很有人情味的。

如果一个陌生人或外国人友善地将这种隔阂打破那么一会儿，他们可能会满心欢喜。

与英国人的谨慎紧密相连的品质是英国式的谦逊。

在内心深处，英国人可能比任何人都高傲，但是当他们与别人相处时，他们十分看重谦逊的品质，至少要表现出谦虚的样子。

自我标榜会被认为没有教养。

让我们假设，有一个人非常擅长打网球，但如果有人问他是否是个优秀选手时，他很少会说“是”，不然，人们会认为他很高傲。

他可能会作出类似这样的回答，“不算太差，”或者“嗯，我非常喜欢网球。

”这样的自我贬低是典型的英国式的。

而且当这一品质与他们的谨慎混合在一起时，常常形成一种漠然的气氛，这在外国人看来难于理解，甚至令人恼火。

著名的英国人的幽默感也是大同小异。

ExercisesA. Determining the main idea. Choose the best answer. Do not refer to the text.The main idea of the text is that ______ . ( B )(a) the British people are so particular with politeness that it is almost impossible to make friends with such a nation(b) good manner rules the daily life of the British people and thatexplains such qualities as reserve, modesty, sense of humor and politeness －typical qualities of the British people(c) the British people give us impression of coldness, but deep in their hearts, they are friendly to every one(d) the British people have many good qualities though sometimes it is difficult to understand themB. Comprehending the text.Choose the best answer.1. If English people are making a journey by train, they will try ______. ( D )(a) to share a compartment with a stranger(b) to keep a compartment with a stranger(c) to ask personal questions in order to get to know each other(d) to sit alone as they are unwilling to talk with strangers2. According to the text, if a friendly stranger does start a conversation, ______. ( D )(a) the English people may make an unwilling reply(b) he will be considered ill-bred(c) the English people may respond coldly(d) his friendliness may please the English people3. The self-disapproval and modesty of the English people ______. ( B )(a) is understandable to most foreigners(b) often results in misunderstanding(c) shows that t hey don’t really care about anything(d) is considered bad behavior4. The ideal of English sense of humor is ______. ( C )(a) to laugh at other's failures(b) to show sympathy to a tragedy(c) to laugh at oneself(d) a disrespectful attitude towards life5. We may well guess from the text that English people ______. ( D )(a) do not always obey rules of sport(b) are good at playing tennis(c) are bad-tempered when defeated(d) show respect for other people’s feelings6. The starting point of politeness in Britain is________. ( C )(a) a positive attitude to life(b) to show hospitality to others(c) to show consideration for each other(d) to please other people7. “Would you mind if I open the window?” A polite answer to the question is ______ ( C )(a) “No, please.”(b) “Yes.”(c) “Of course not.”(d) “Please do.”8. Politeness towards women and old people is based on ______. ( A )(a) the feeling that they are in need of protection(b) the fact that they are physically weak(c) their actual need(d) the feeling that they are more experiencedC. Understanding vocabulary.Choose the correct definition according to the context.1. Similarly, conversation in Britain is in general quiet and restrained and loud speech is considered ill-bred. ( B )(a) quick-tempered(b) badly-behaved(c) thoughtless(d) healthy2. On the other hand, they are perfectly human behind their barrier of reserve, and may be quite pleased when a friendly stranger or foreigner succeeds for a time in breaking the barrier down. ( A )(a) destroying(b) interrupting(c) separating(d) protecting3. Within their hearts, the English are perhaps no less conceited than anybody else, but in their relations with others they value at least a show of modesty. ( D )(a) modest(b) cool(c) excited(d) self-important4. This attitude is never cruel or disrespectful or malicious. ( D )(a) deceptive(b) keen(c) critical(d) hateful5. Women especially, for reasons of sexual attraction, long to “stay young” and there is no greater compliment to a mature woman than to be told “How young you look!” ( A )(a) praise(b) prudence(c) concern(d) help6. Rules are the essence of sport, and sportsmanship is the ability to practise a sport in obedience to its rules, whil e also showing generosity to one’s opponent and good temper in defeat. ( C )(a) friend(b) enemy(c) rival(d) master7. When the request is granted, and at any time when you are receiving something, however obviously you are entitled to it, you are always expected to say “Thank you”. ( A )(a) have the right to(b) are worthy of(c) are respected for(d) are opposed to8. It is still considered polite to give up one’s seat to a woman who is standing, to open doors for her, help her alight from the bus. ( A )(a) get off(b) get on(c) keep away(d) sit away9. Old age and seniority alone do not command authority. ( C )(a) being expert(b) high rank(c) higher standing through long service(d) modestyD. Discussing the following topics.1. According to the British standard, what sort of behaviors are considered rude?答案Troubling someone without saying "Excuse me" or disturbingsomeone without expressing regret. Also, when you receivesomething or when others have done you a favor, it is impolitenot to express your appreciation. Direct requests or actions thatinvolve inconvenience are not proper. (More examples of this sortof behavior are expected to be found by yourself.)2. What is your general impression of politeness in Britain?答案Politeness in Britain is based on the elementary rule of showing consideration for others, and acknowledging theconsideration they show to you. This is a reasonable social rule.Western civilization is famous for its politeness towards women,the idea of which originates from the inequality between men andwomen. This politeness is less observed today as women have becomeequal with men in many aspects. Old people are respected inBritain because they are felt to be in need of protection andsupport, the idea of which is different from that of the Chinesepeople who respect the aged not merely because they needprotection but also because they are worthy of the respect.PracticeA. Read each headline in the left column and decide what kind of a story it introduces. Match the headline with the most suitable story category in the right column.g )Job-hunting made worse a. A Decisione )Old feud flares anew b. A Treaty Signingc )Gov't. to launch probe intoc. An Investigationdisasterb )UK, Iceland to ink fishingd. A Criticismpact?d )Parents rap schoole. A Disputeadministrationf )Faulty power line triggersfactory blazef. A Firea ) Rate of wage rises slows g. An Disappointmentg ) Blow for old folkB. Give the full name or form of the following.Aussie( Australia )lib( liberation )pix( pictures )tech( technology )vet( veteran )rep( representative )biz( business ) grad( graduate )sec( secretary )nat'l( national )com'l( commercial )c'tee( committee )UNESCO( United Nations Educational，Scientific and Cultural Organization) OPEC( Organization of Pretroleum Exporting Countries )WTO( World Trade Organization )ASEAN( Association of Southeast Asian Nations )IOC( International Olympic Committee )WHO( World Health Organization )VIP( very important person )DJI( Dow-Jones Index )P assage OneThree passions, simple but overwhelmingly strong, have governed my life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great winds, have blown me hither and thither, in a wayward course, over a deep ocean of anguish, reaching to the very verge of despair.I have sought love, first, because it brings ecstasy － ecstasy so great that I would often have sacrificed all the rest of life for a few hours of this joy. I have sought it, next, because it relieves loneliness － that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss. I have sought it, finally, because in the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poets have imagined. This is what I sought, and thought it might seem too good for human life, this is what － at last － I have found.With equal passion I have sought knowledge. I have wished to understand the hearts of men. I have wished to know why the stars shine...A little of this, but not much, I have achieved.Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims tortured by oppressors, helpless old people a hated burden to their sons, and the whole world of loneliness, poverty, and pain make a mockery of what human life should be. I long to alleviate the evil, but I cannot, and I too suffer. This has been my life. I have found it worth living, and would gladly live it again if the chance were offered me.(302 words)1.The passage, taken from Bertrand Russell’s (1872-1970) autobiography, is mainly about Russell’s ______ .( D )(a) longing for love(b) search for knowledge(c) unbearable pity for the suffering of mankind(d) three passions that governed his life2. In the first paragraph, Russell says that ________ .( B )(a) he longs for love and never despairs(b) he has pity for the suffering of mankind and often feels anguish(c) he has traveled over a great ocean for the three passions(d) the result of his search is despair3. In the second paragraph, Russell thinks that he has found in his search for love all the following EXCEPT ________. ( B )(a) great joy(b) loneliness(c) the vision of the heaven(d) relief from solitariness4. Regarding knowledge, Russell thinks that ________ . ( D )(a) he knows why the stars shine(b) he understands the hearts of men(c) he has a good knowledge of things(d) he has succeeded a bit but not much5. Whenever Russell thinks of the sufferings of mankind, he __________. ( C )(a) is mocked by human life(b) becomes lonely(c) suffers too(d) feels he goes upward toward theheavens TOPP assage TwoIt is almost a definition of a gentleman to say he is one who never inflicts pain. This description is both refined, and as far as it goes, accurate. He is mainly occupied in merely removing the obstacles which hinder the free and unembarrassed action of those about him, and he concurs with their movements rather than takes the initiative himself. The true gentleman carefully avoids whatever may cause a jar or a jolt in the minds of those with whom he is cast － all clashing of opinion, or collision of feeling, all restraint, or suspicion, or gloom, or resentment; his great concern being to make everyone at their ease and at home. He has his eyes on all his company, he is seldom prominent in conversation, and never wearisome. He makes light of favors while he does them, and seems to be receiving when he is conferring. He never speaks of himself except when compelled, never defends himself by a mere retort, he has no ears for slander or gossip, is scrupulous in imputing motives to those who interfere with him, and interprets everything for the best. He is never mean or little in his disputes, never takes unfair advantage, never mistakes personalities or sharp sayings for arguments, or insinuates evil which he dare not say out.He has too much good sense to be affronted at insults, he is too well employed to remember injuries, and too indolent to bear malice. He is patient, forbearing, and resigned, on philosophical principles; he submits to pain because it is inevitable, to bereavement because it is his destiny. He may be right or wrong in his opinion, but he is too clear-headed to be unjust; he is as simple as he is forcible, and as brief as he is decisive. Nowhere shall we find greater candor, consideration, indulgence; he throws himself into the minds of his opponents, he accounts for their mistakes. He knows the weakness of human reason as well as its strength, its province and its limits.(336 words)6. According to the writer of the passage, a gentleman _______. ( B )(a) feels it his responsibility to show what people should do(b) avoids clashes of opinions or feelings(c) studies carefully the obstacles in the way of free and unembarrassed people(d) always thinks of those about him7. The author thinks that when a gentleman talks with others, ______ . ( D )(a) he shows his skill at conversation(b) he likes to help others with his favors(c) he prefers receiving favors rather than offering them(d) he seldom speaks of himself8. A gentleman, as defined in the passage, ______ . ( B )(a) never takes advantage while disputing with others(b) never makes personal attacks(c) is interested in slander and gossip(d) interprets people’s action as they really are9. Faced with insults, injuries and malice, a gentleman will _______ . ( D )(a) feel angry(b) learn them by heart(c) keep him busy to forget them(d) pay little attention to them10. A good title for the passage is : ______ . ( B )(a) Is There Such a Gentleman?(b) The Definition of a Gentleman(c) What a Gentleman Will Do.(d) An IdealizedGentleman. TOPP assage ThreeMy favorite English teacher could draw humor out of the driest material. It wasn't imposed either. He took Samuel Johnson's dictionary, Addison's essays, and many other literary wonders from the eighteenth century and made them hilarious, even at eight o'clock in the morning. The thing that amazed me most was that the first time I read these works on my own some of them seemed dead, but the second time, after his explanation, I couldn't believe that I hadn't seen the humor. The stories and poems and plays were suddenly filled with irony and allusions and hilarious moments. I learned more from him than from any other teacher.My least favorite English teacher also made people laugh. Some students found him to be wonderfully funny. Many others did not. He assigned journals over a six week period, to be written in every day. At the end of the six weeks I had a notebook full of jotted ideas, short story fragments, reactions to what we had read, and so on. Our teacher announced that we would be grading each other's journals. Mine was passed to Joe, the class clown, who saw it fit to quip at the end of it, “This writing isn't fit to line the bottom of a birdcage.” Our teacher laughed at that. Funny stuff. It hurt me so much that the anger from it has driven my writing and teaching ever since.So what makes the difference? Humor is one of the most powerful tools teachers (or writers) have at their disposal. It can build up studentsand classes and make them excited about literature and writing, or it can rip them apart.(276 words)11. The above passage discusses _______________ . ( C )(a) teaching(b) literature(c) humor(d) knowledge12. The word “hilarious” means ______ .( D )(a) brilliant(b) weary(c) exciting(d) funny13. With his favorite English teacher, the writer found it most amazing that __________ . ( D )(a) his teacher was very learned(b) his teacher was very humourous(c) the works by Johnson and Addison were very humourous(d) he had not been able to find humor in works by Johnson and others14. The English teacher the writer disliked most ________. ( B )(a) was not able to make people laugh(b) hurt his students’ feelings by laughing(c) didn’t let his students do the grading(d) had no sense of humor15. According to the writer, humor ________. ( D )(a) helps teachers in their work(b) helps students in their studies(c) is something hard to define(d) can be either productive or counterproductiveText 2ExercisesDoes Anybody Really Care?Edgar DaleThis cry of despair is more common than we may realize. Some of us speak these words rarely; others say them every day － silently or aloud. To hear the cry for help requires extra-sensitive perception. We can hear it only if we listen with the third ear, a trenchant phrase of Theodore Reik.For example, I often visited a Negro friend in a home for the elderly. The place was sterilized and the environment was sterile. My friend was old, dispirited, and he wanted to die. He often said, "I'm a lost ball in the tall weeds." He felt unfulfilled. He knew that if he had been white, he could have been a successful professional man. "I think about this every day of my life," he said. Who cared about this Negro workman who had helped erect many buildings in downtown Columbus? Hardly anyone.We have been remiss both in caring for and caring about the elderly. Perhaps they suggest too strongly our own morality, the guilt we may deservedly or undeservedly feel about our own aging parents. The Great Society needs a more creative approach to what are euphemistically called the golden years. The program of the First Community Village in Columbus, Ohio, and other similar centers may be a happy augury of things to come. Edna St. Vincent Millay once said, "O world, I cannot hold thee close enough!" To care for people is to wish to be close to them, in theirpresence, to penetrate the mask we all wear. It is interesting that our comments about communication with other people include such expressions as "We were very close," "I was deeply touched," "He was greatly affected." To care deeply for persons is to see them not as plumbers, scientists, clerks, lawyers, mathematicians, or as white, yellow, or black. It is to see them as unique individuals with all their idiosyncrasies, strengths, and weaknesses, their similarities and differences. Caring is color-blind, uncalculating.To care or not to care is a problem of communication. Sol, the instrument maker in Dombey and Son talked to his nephew about Mr. Dombey. The nephew said, "I thought he didn't seem to like me very much." "You mean, I suppose," Sol replied, "that you didn't seem to like him very much." When the mutuality of caring does not take place, we often put the burden of its absence on the other fellow. We may thus hide our true feelings.Indeed, the popularity of the mask as an art form in all cultures suggests that we have a public face and a private face. Interestingly enough, the word "personality" comes from persona, meaning "an actor's mask." We ask reporters who know public figures intimately, "What is he really like?" Many articles appear with the heading, "What is the real John Smith like?"Perhaps our wish to unmask others but to remain masked ourselves betrays a fear that our weaknesses will be discovered and disapproved. And conversely, the revelation of our hidden strengths may appear boastful. Sometimes, too, we do not want to disclose openly our unfriendly attitude because it is socially unacceptable. When we are rejected by someone, we tend to say, "I couldn't care less," meaning "I couldn't care more." Or we may not want to reveal even to ourselves that we care deeply about someone, for fear of rejection.The wounds of rejection go very deep. Shakespeare said, "He jests at scars that never felt a wound." But even those who have been deeply hurt do not automatically learn to care for others in the same predicament. For example, a North Carolina high school boy was doing badly in his classes, and felt that no one really cared. The director of audiovisual instruction asked the boy to help build a high school radio studio. He did this skillfully and joyously, and his whole attitude seemed to change. But one day he said to my friend, "You know, some day I want to be a teacher." When asked "Why?" he replied, "Because I want to make other kids suffer like I have suffered." His wounds were only partially healed. All caring has hazards and the outcomes are uncertain. To care for others and to let them care for us is a creative experiment in communication in which we may get hurt. But the price paid, the risk of being wounded,is the price of all communication. It is because we ourselves are hurt that we can understand the Oliver Wendell Holmes, "Aman must share the sorrows and joys of those around him under pain of not having lived."Some cannot exchange love because they are emotionally and psychologically barricaded against loving and being loved. Dostoevski has Father Zossima say, "Hell... is the suffering of being unable to love." This inability to care for others, to love and be loved, is a theme of many great books. Dombey, for example, could not communicate with his young daughter Florence. Of this, Charles Dickens writes:"There were some children staying in the house. Children who were as frank and happy with fathers and with mothers as those rosy faces opposite their home. Children who had no restraint upon their love, and freely showed it. Florence sought to learn their secret; sought to find out what it was she had missed; what simple art they knew, and she knew not; how she could be taught by them to show her father that she loved him, and to win his love again."Florence could give love but her father was unable to receive it from her.How do we learn to care for others and to welcome their caring for us? How can we develop children who have "no restraint upon their love and freely show it?" The translation of a desired value into reality is not simple. T.S. Eliot has pointed out thatBetween the ideaAnd the reality...Between the motionAnd the actFalls the Shadow.How can we discipline ourselves to make the dream a reality?As teachers and parents we can talk less and listen more. We need more sensitive antennas. We are not picking up the faint signals of discouragement, concealed anger or fear of failure. The voice of despair may be weak and need amplification. And we must get these messages early, before they explode into violence and we shall be compelled to listen to angry shouting.It is not hard to care for people who are very much like ourselves. This is a form of self-admiration, narcissism. But it requires rigorous self-discipline to be concerned with, to care about those who are different. It is difficult to care for someone thousands of miles away, or for those at hand who do not act or dress conventionally － theso-called hippies, for example. We must ask, "What are they trying to say?" Are they asking, "Does anyone really care?"Is it possible that we are rejecting the ideas of young people in the guise of rejecting their style of dress?Remember, too, that conventional dress changes, as every woman knows. If we don't admire a person who iswearing a beard, long hair, and sandals, we must ask whether we would prefer to see Christ pictured with his shoes shined, his hair cut short, and clean-shaven. I have a friend who has a beard and who puts up his long hair like a woman. I might add that he is an Indian, a Sikh.We also have difficulty understanding people whose food habits are different than ours. However, the man who thinks it strange to eat raw fish as they do in Japan is fond of oysters on the half-shell. Some who think that bird's nest soup is "for the birds" enjoy eating the gelatin that comes from boiling the skins and bones of animals. And those cheeses that we like so well are made from milk that has stood long enough to putrefy. We do not use this word, however, but prefer nicer terms such as ferment, cure, or ripen.Caring develops best on a plane of quality, of mutuality. We unconsciously assume that our way of life is superior; that of other people's, inferior. I once heard a distinguished network broadcaster end an interview with some able foreign students by suggesting that on their return to their own countries they "spread the American way of life." How would he feel if, after visiting England, he was asked to spread the British way of life in the United States?We have expected gratitude from foreign countries for our gifts and loans. Look what we have done for them! But strong bonds of mutuality are not built in this way. Instead, they require that we care enough about people to do things with them rather than for them. Giving as unequals, we can easily develop an attitude of patronizing, immodestself-congratulation. We like to help the underdog, forgetting that this places us in the role of the overdog, the person who has the power to grant or to withhold favors.Are children grateful for what their parents do for them? They should be, considering how often they have heard about it. But caring and loving must not be evaluated too soon. Caring takes time. Love is patient.Caring must be learned. Children in the same family may differ markedly in their willingness and ability to share friendship and affection. Bonnie, at the age of three, already has a charm and grace in human relationships that her older brother still lacks. A seven-year-old boy announces that he will not give money to the Junior Community Chest. "There's something peculiar about it," he says. So his nine-year-old brother gives for both of them.No one expects to master the skills of tennis, basketball, or the dance by a few easy lessons. Hundreds, yes thousands, of hours of grueling, skillfully coached practice are necessary. Is it any different in matters of delicate human relationships? Caring requires the same disciplined practice.Are children and young people in school mastering the art of caring? Are the current heavy emphases on formal subject matter, on competitionto get into college or graduate school resulting in more impersonal relationships between teacher and students? Are newer tools of technology which can be used with large groups actually decreasing the personal contact between teacher and student? They could be used to increase the interaction of student and teacher, to humanize the educational process － but are they?Christina says in Ignazio Silone's Bread and Wine that "In all times, in all societies, the supreme act is to give oneself to find oneself, to lose oneself to find oneself. One has only what one gives." But how often is this "supreme act" performed? How often do we give ourselves to find out who we are? Do we really care?(1 853 words)(From Can You Give the Public What It Wants?,New York, Cowles Educational Corporation, 1967 )Text Follow-up ExercisesA. Comprehending the text.Choose the best answer.1. The Negro mentioned in the passage was in the death of despair because of all the following EXCEPT that __________. ( B )(a) he was old and homeless, living in sterilized environment(b) he lost a ball in the tall weeds and couldn't find it(c) nobody cared about him although he had helped set up many buildings in Columbus(d) being a Negro, he could not become a successful professional man2. According to the author, to care deeply for other persons is ______ . ( A )(a) to see them as unique individuals(b) to be in their presence(c) to be greatly affected by them(d) to discover their masks and communicate with them3. Our wish to unmask others while remaining masked ourselves betraysa hope that _________ . ( B )(a) our weakness will be discovered and disapproved(b) our weakness will not be discovered and disapproved(c) our strong point will be accepted by the society(d) our weakness will be rejected by the society4. Which of the following statement is TRUE according to the passage? ( C )(a) Those who have been deeply hurt automatically learn to care for others in the same predicament.(b) When we do not care for another person, we are not apt to blame him for lack of feeling.(c) The risk of being wounded is the price of all communication.(d) Caring has no hazards; its outcomes are always certain.5. The author cites the example of Dombey and Son to show that ______. ( D )(a) children love parents and always win love from them, too(b) children are frank and happy with mothers but not with fathers(c) once one gets wounded, it's hard for him to cure the wounds(d) there are some who are unable to love or to be loved。

unit2The Secret Language of Barrier Signals障碍信号的秘密语言People feel safer behind some kind of physical barrier. If a social situation is in any way threatening, then there is an immediate urge to set up such a barricade. For a tiny child faced with a stranger, the problem is usually solved by hiding behind its mother's body and peeping out at the intruder to see what he or she will do next. If the mother's body is not available, then a chair or some other piece of solid furniture will do. If the stranger insists on coming closer, then the peeping face must be hidden too. If the insensitive intruder continues to approach despite these obvious signals of fear, then there is nothing for it but to scream or flee.在某种物理障碍后面，人们感觉更安全。

如果一种社会形势有任何威胁，那么立即就会有建立这种障碍的冲动。

对于一个面对陌生人的小孩来说，问题通常是通过躲在母亲身后，偷看入侵者，看他或她下一步会做什么来解决的。