江苏科技大学研究生-商务英语试题

Uni
start
t 1 Fresh
练习答案综合
教程三

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Unit 1 Fresh Start
Key to the Exercises

Text comprehension
I . Decide which of the following is NOT part of the theme of the essay.
C
(This statement goes to extremes. Though the author stresses the
notion that we should find our true selves and be faithful to them in college,
she does not mean we should ignore others in pursuit of our true selves.)

II. Judge, according to the text, whether the following statements are true
or false.
1. F (Refer to Paragraph 2. Evelyn acted carefully and put on air of
assurance for fear that other students might notice she was a freshman.)
2. T (Refer to Paragraph 6. When she fell, she seemed to see the failure of
her entire life, as if it ended with the first day of college classes.)
3. F (Refer to Paragraph 7. All the students in the cafeteria stood up,
cheering and clapping, making fun of the most miserable person. And Evelyn
knew that they had all noticed her embarrassment and
would never forget it.
4. T (Refer to Paragraphs 9 and 10. The response of the football player
gave her a sudden realization that she had been taking herself far too seriously,
and what she had interpreted as a malicious attempt to embarrass a freshman
had been merely a moment of college fun.)
5. F (Refer to Paragraphs 12 and 13. She did make some mistakes on purpose,
but the purpose was to try new experiences like new articles of clothing in
order to find out her real self.)

III . Answer the following questions.
1. Refer to Paragraphs 1 and 2. She felt
campus. The
she attempted to behave in a perfect way with the hope that no one would
notice she was a freshman.
2. Refer to Paragraph 3. She chose to sit in the front row and to the side.
This was because the freshman manual suggested sitting near the front to
show that one is an intelligent and enthusiastic student, but as she was not
confident enough to sit in the professor's direct line of vision, she chose a side
seat in the front row.
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3. Refer to Paragraph 6. She felt as if her life had plunged into total failure
and the doom of life had come.
4. Refer to Paragraph 9. The football player got up, hands held high above
his head in a victory clasp, which is an expression of fun. At this moment,
Evelyn realized that she had been too serious and on the contrary her slip
could be a moment of fun for other people and herself alike. Everyone may
have done something dumb, but they have all survived after all.
5. Refer to Paragraphs 13 and 14. She understood that one could live his
college life as an experiment. She should not be afraid of making mistakes
because it is only through trial and error that one can find his real self and
finding his real self is the ultimate purpose of a college education. The college
allows one to make massive mistakes. And even after graduation, she was still
making mistakes of which she was no longer afraid.

IV. Explain in your own words the following sentences.
1. I planned to keep silent and act in such a way that nobody would notice
that I was only a new-comer in college.
2. For three days, I had not been to the cafeteria due to my feeling of
humiliation and shame. Instead, I stayed alone in my room and ate junk food
of various kinds from a vending machine which was in just the right place to
aid me in avoiding others.
3. It didn't matter whether or not you were widely accepted or admired;
you did not have to behave to the liking of everybody else.

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

Rhetorical features of the text

assume the scientific pose of a biology major, bending slightly forward,
tensing my arms in preparation for furious notetaking, and cursing under my
breath
was not going to be easy, and this flailing of my feet was doing no good. Just
as I decided to try another maneuver, my food tray tipped and I lost my
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balance
pictures of what she did or how she looked in the embarrassing situations.

Vocabulary exercises
I. Explain the underlined part in each sentence in your own words.
1. I had just the feeling of a newcomer at college without the strength a
mature student might possess
2. my apparent confidence
3. some food to appease my hunger (as well as my anxiety)
4. going with the tide was no longer crucial to one's success
5. foolish and glaring mistakes

II. Fill in the blank in each sentence with a word taken from the box in its
appropriate form.
1. distress 2. clutched
3. pose 4. sneaked
5. preoccupation 6. shackles
7. curse 8. deliberation

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

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

V. Give a synonym or an antonym of the word underlined in each sentence
in the sense it is used.
1. Antonym: vague (indistinct)
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2. Synonym: inconspicuously (unobtrusively)
3. Synonym: self-restraint (self-control)
4. Antonym: clever (intelligent, sensible)
5. Synonym: manner (behavior)
6. Antonym: excited (agitated)
7. Synonym: sneak
8. Antonym: mature (sophisticated)

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

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

II. Rewrite the following sentences, beginning each one with a noun
phrase or a nominal clause.
1. My decision to resign was wise.
2. Their readiness to accept the peace agreement really surprised the
diplomatic world.
3. My determination to pass the test helped me.
4. Her failure to get into college disappointed her parents.
5. My willingness to cooperate was appreciated.
6. His refusal to help surprised me.
7. The proposal that we should import more equipment is to be discussed
at the meeting.
8. Who can have told you that puzzles me.

III. Complete each sentence with what you think is the most appropriate of
the four choices given.
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1. D
2. B (That introduces an appositive clause.)
3. C
4. C
5. A
6. B (When the antecedent is the way, the relative word can be that or in
which.)
7. D
8. B (Or not is sometimes used at the end of clauses introduced by
whether or if. It can also be used directly after whether, but not if.)

IV. Combine the two sentences in each group into one, using so that.
1. I spent the afternoon seeking out each of my classrooms so that I could
make a perfectly timed entrance before each lecture.
2. He wore glasses and a false beard so that nobody would recognize him.
3. The stranger spoke very slowly so that I could understand what he said.
4. She locked the door so that she wouldn't be disturbed.
5. John whispered so that others couldn't hear him.
6. Please arrive early so that we can start the meeting on time.
7. John has bought a bicycle so that he may save money on bus travel.
8. The lecturer showed some slides so that he might illustrate his point.

V. Complete the following sentences using the words in the box.
1. Although Though
(Very often, both although and though can be used in the same way.
Though is more common in informal speech or writing.)
2. yet
3. however though
4. however nevertheless though
(Though can be put at the end of a sentence, with the meaning of

5. Although Though still nevertheless
6. Despite In spite of
7. although though
8. however
9. However
(However, as an adverb of degree, precedes the adjective or adverb.)
10. Despite In spite of

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VI. Make sentences of your own after the sentences given below, keeping
the italicized parts in your sentences.
1. e.g. We have to get the car fixed no matter how much it costs.
You can't go in no matter who you are.
2. e.g. He finished all the paper work at five o'clock, getting up, refilling
the teapot, then his cup, and adding a touch of skimmed milk.
The children ran out of the room, laughing and talking
merrily.

Translation exercises
I. Translate the following sentences into Chinese.
1. 事实是，尽管我满心希望自己老练成熟，我还是感觉自己有那么一点大
一新生的菜鸟气。
2.
3.
新生手册建议坐前排，并且要在老师面前做聪敏、朝气状。
整整三天，我都独 自用餐，食物除了耻辱和羞愧之外，就只有各色垃圾
食品，幸亏我房间外面就有一台自动售货机，方便我 买这种东西。
4.
刻。

II. Translate the following sentences into English, using the words and
phrases given in brackets.
1. It distressed me a great deal to hear the news that he had suffered
repeated failures.
2. He assumed an air for cheerfulness, even though he lost favor with his
boss.
3. Gulliver met with extraordinary adventures and saw a strange
assortment of people.
4. He will be furious with you if you repeat the same mistake.
5. We were all greatly drawn by his frank views, humorous words and
genial manner.
6. After cheers and applause died down, the Nobel Prize winner began his
speech.
以前我以为 是故意让大一菜鸟难堪的恶作剧，其实只是校园里的开心一
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7. He is gifted with a sort of insight and foresight, so he rarely runs with
the crowd.
8. I feel realities are after all very harsh, so one can hardly live up entirely
to his ideals.

III. Translate the following passage into Chinese.
我上大学的头几天颇为难忘。爸妈驾车离开，将我独自留在校园里，我手
足无措。不管如何努力装成熟， 我就是摆脱不了大一新生的感觉。我花了好几
个小时，搞清了我选修课程所在的各个教室。第二天早上， 我坐在教室的前
排，打开美国文学选集，抖擞精神准备听课。但老师却说“欢迎选修生物课”，
我意识到自己坐错了教室。我用铁一样的意志，摆出了一副生物专业学生的姿
态，一直坚持到讲座结束。 下课以后，我感到我的胃需要加点营养，于是匆匆
赶往自助餐厅。但不幸的是，当我端着餐盘朝桌子走去 时，脚底一滑，盘子翻
倒，我失去了平衡，扑倒在地上。好几天，我都倍感羞辱。过后，我渐渐地意识到自己把这种微不足道的小事看得过重了。在大学里，重要的是做自然的
“我”，发现真正的“我 ”，而不是试图把一切都做得尽善尽美。

Exercises for integrated skills
I. Dictation script.
There are generally two educational methods: the lecture method and
the group learning method. In a lecture classroom, the teacher dominates
the class by doing most of the talking. Students listen and take notes.
This method is best at passing on content to students. It prepares students
for a society that values discipline and self-control. The problem is that
students forget most of the facts that they have mechanically memorized.
In contrast, the teacher of a group learning classroom appears to have no
definite role at all, wandering about from group to group. Students do not
memorize information, but they actively generate their own ideas, each
contributing insights for the success of the group. This method prepares
students for a society that values creative ideas. The disadvantage is that
students have not memorized enough basic facts.
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II. Fill in each blank in the passage below with ONE word you think
appropriate.
(1) comes (2) others
(3) what (4) going
(5) not (6) offer
(7) relate (8) college
(9) not (10) learn


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