全新版大學進階英語第二冊第六單元答案解析

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1、Unit 6 Maker Movement in China Key to Exercises Opener Suggested answers for reference 1. Ruler, tape, calculator, hammer, pincers, drill, wrench, saw, etc. 2. I once made a kite with knife, scissors, ruler, tape, wood and paper. At first it didn’t work too well. My father helped me improve the

2、 design and then it flew much better. It was so much more satisfying to fly a kite made by myself. 3. There are large worktables in the makerspace. Makers there are using all kinds of materials to build things. And instead of working alone, they are communicating with each other, sharing ideas and

3、learning new skills from one another. Reading & Interacting I. Understanding the Text 1. Text Organization Ms. Peng, who made a talking tree at Xinchejian/ Paras. 1-3; Para. 12 the relationship between creation and copying / Para. 11 the definitions of maker / Paras. 4-5

4、the mission of Xinchejian / Para. 6 the aim of Seeed Studio / Paras. 9-10 the significance of the maker movement to Chinese industry /Para. 7 the support from the Chinese government / Para. 8 2. Comprehension Check 2.1 Focusing on the main ideas The maker movement is n

5、ow gaining ground in China and makerspaces like Xinchejian and Seeed Studio are open to the public. A maker is someone who builds, creates or hacks physical materials. They are different from the traditional inventors who tinkered in garages. Makers often use software to design objects to be produce

6、d by desktop machines like 3-D printers. And they often cooperate and share their ideas online. The Chinese government is supporting this movement by building more government-supported innovation houses and organizing maker carnivals. And it is hoped that this movement can help Chinese industry move

7、 to a new stage. Although some observers see China’s maker movement as producing copycat goods, Mr. Pan Hao, founder of Seeed Studio, advises patience. 2.2 Digging into detail 1. They can tinker with everything from art projects to robots. 2. It can react to human touch. And it can talk. 3. H

8、e defines a maker as someone who builds, creates or hacks physical materials, whether food, clothing or gadgets. 4. He describes makers as “the Web generation creating physical things rather than just pixels on screens.” 5. It is a conduit for people to say “This interactive stuff is not that scar

9、y, not that difficult.” 6. They hope that one of the tinkerers may develop the next groundbreaking technology. 7. It specializes in the small-scale manufacturing of experimental, niche-market products. 8. It features a picture of the South American revolutionary Che Guevara, his head sprouting el

10、ectronic components instead of hair. 9. He wants to show that creating something original starts from learning and copying. 2.3 Understanding difficult sentences 1. A 2. B 3. B 4. A II. Focusing on Language in Context 1. Key Words & Expressions 1.1 1. For the time bei

11、ng, this computer system is still in its experimental stages. 2. There is a growing tendency to regard money more highly than quality of life. 3. The following table includes a list of subjects at the frontier of scientific exploration. 4. Computer technology in all its phases from hardware to so

12、ftware has become less expensive. 5. Problem solving, like other mental activities such as creativity, is hard to define but generally easy to recognize. 6. Due to his health problems, Richard has to give up hard physical work on his farm. 7. My storybooks occupy most of the space of my two books

13、helves in my bedroom. 8. I am eager to know where my former classmates are now. 9. Online stores are booming and continually increasing their market share. 10. Cloud-based tools enable you to engage and interact with your audience in real-time. 11. It is amazing that Jack built a robot of his ow

14、n. 12. Human beings are born with a capacity to learn languages. 13. Jack recommended to me a unique restaurant that specializes in seafood. 14. There are three promising candidates for the job. 15. Emily and her partners are working on their classroom presentation. 1.2 1. gaining ground 2

15、. migrate 3. transforming 4. components 5. manufacture 6. executed 7. exhibited 8. sort of (hoping) 1.3 1. Emily takes an interest in making things from all types of materials. 2. This business specializes in the manufacture/manufacturing and retail sales of garden tools. 3. The sk

16、in on our body is a good barrier to the virus, unless it is broken or cut. 4. The poster calls for people to put down their smartphones and have more face-to-face communication with each other. 5. It is important to select and hire the best candidates for the post. 2. Word Formation 2.1 co

17、llect → collector/collection friend → friendly/friendship impress → impressive/impression experiment → experimental locate → location encourage → encouragement definite → definitely employ → employer/employee/employment survive → survivor/survival hard → hardsh

18、ip 2.2 1. The children thoroughly enjoyed themselves at the Maker Faire in New York. 2. Below is a list of manufacturers who can turn out custom laser-cut designs and circuit boards. 3. Roger likes reading; he is an active member of the local book club. 4. As a small country, it had to take a n

19、ew road to its industrialization. 5. Nowadays many women are as successful in business as men. 6. The weather is so changeable high up in the mountains that the forecast is sometimes not reliable. 7. These sensors can monitor speed and distance from the car in front. 8. The director of recruitme

20、nt for the bank was very busy organizing interviews and career fairs at various universities during the hiring season. 3. Sentence Patterns 3.1 1. The more you give, the more you receive. 2. The more Mike earns, the more he spends. 3. The more you explain, the more confused I am/feel. 3.2 1

21、. John waited at the doorway, his coat dripping water. 2. Diana stood at the end of the diving board, every muscle of her body anticipating action. 3. Jim slipped on the ice-coated steps, his head banged against the ground and his back bruised. 4. Comprehensive Practice 4.1 Cloze Do yo

22、u know what I’ve been doing? I’ve been interacting with a tree, getting it to talk. No, don’t laugh. It’s true. I’m not making it up. The tree is the creation of someone in the maker movement. I don’t know if you have taken an interest in the movement, but I find it fascinating. It’s very popular in

23、 America and now it is gaining ground in China. It is even receiving encouragement from the government, which hopes it will help to transform the economy. The maker movement brings together traditional craft skills with the very latest in electronic technology to create something new. It does so by

24、providing places where makers can get together to learn new skills from one another. Makers also encourage the sharing of ideas, rather than working in secret. So why not give it a try? If you like tinkering with things you might end up inventing something even more surprising than a talking tree!

25、4.2 Translation 1. The Maker Faire in New York got together inventors of all ages. 2. Makers exhibited their latest creations. 3. Industrialized nations must take the lead in reducing their carbon emissions. 4. With the right tools and inspiration, makers have the capacity to change the world.

26、5. As far as I know, they are working on a project in secret. 6. This town has a booming tourist industry and (a flourishing) real estate market. 7. In the last decade, the digital revolution has stimulated people’s creativity in an unprecedented way. 8. At Xinchejian, China’s first formal makers

27、pace, makers are tinkering with all types of materials, such as metals, plastics and electronic components. Reading & Comprehending Reading 1 1. Comprehension Check for Reading 1 1. T 2. F 3. F 4. T 5. T 6. T 7. T 8. T 9. F 10. F 2. Translation 1. 讓柴火與眾不同的是它既與廣義的創(chuàng)客運動有關

28、，又同全球制造業(yè)正在經(jīng)歷的轉型相關。 2. 一張巨大的木頭桌子占據(jù)了創(chuàng)客空間的大部分地方，它是可以用于從焊接到編程到社交等多用途的工作臺。 3. 當中國開始失去相對于其它國家的成本優(yōu)勢時，它再也無法依賴制造業(yè)中傳統(tǒng)的低利潤、高產(chǎn)量的經(jīng)濟模式了。 4. 正如其名稱所暗示，潘希望通過各方協(xié)力，能夠讓中國剛剛興起的創(chuàng)客文化的小枝條點燃創(chuàng)意之火。 Reading 2 Comprehension Check for Reading 2 1. a full-sized orange robotic giraffe named Russell that chewed, swayed, wal

29、ked and even talked 2. a giant red weather balloon in the Rose Garden 3. a paper-crafted dinosaur head in the hallway 4. a 3-D-printed sculpture of President Obama’s State of the Union Address 5. a 3-D-printed pancake 6. a microscope made out of folded paper 7. robots made by the Beatty sister

30、s Integrated Skills Practicing I. Viewing & Listening 1. When I was very young, I was in love with animation. But I found myself flowing more into sculpture, because I realized from my own temperament, the effort and time involved to make the thing actually move was about the same as the effort

31、 and time involved to make an animation. 2. The stuff is all garbage. If it isn’t sorted in a way that makes sense to me, then I’m just warehousing garbage. If things have their place and I know where they are, then this is a stock pile of valuable material. These things are treasures to me, but no

32、t if I can’t access them and remember where they are. 3. I found myself in an interesting sort of gap between the maker movement and the art world. The majority of people are excited about it. But they want to know what’s it for. If you have to ask what’s art for, then chances are you will never ne

33、ed art in your home. III. Writing Model paper for your reference There are many benefits of/to bringing the maker movement into the classroom. First and foremost it calls for students to turn from being passive users into active discoverers by stimulating their imagination and creativity. It

34、also allows students to work on “real life” problems in a math or science classroom. This helps students realize the practical aspects of education and can transform their motivation. Moreover, students can learn how to interact with each other effectively, generating a sense of engagement and mutua

35、l acceptance. Added to all this, the completion of each project boosts the confidence of students in their capacity to build something useful. In short, the maker movement injects creativity, encouragement, the spirit of teamwork and a sense of achievement into the classroom, opening up a vast and exciting new frontier in the world of education. (137 words)