新编英语教程6答案

and genial; but whenever there was a little hitch, and some of his orbs got out of their orbits, he was blander and more genial still, for nothing pleased him so much as to make the crooked straight, and crush down uneven places.

when all his subjects behaved in such a manner as they were told to, he could be gentle and kind. and he could even be more so, if anything not conforming to what he expected should occur, because that offered a great chance for him to see the undesirable removed, a thing he was most delighted in doing.

3. he could open either door he pleased: he was subject to no guidance or influence but that of the aforementioned impartial and incorruptible chance.

he enjoyed total freedom to choose what to do: he was not directed or influenced by anyone as to which door to open. the only thing that was decisive in terms of his fate was the above-mentioned chance, granted to all the accused alike.

4. this element of uncertainty lent an interest to the occasion which it could not otherwise have attained.

the fact that no one could tell for sure what might happen (to the accused) made this from of trial more attractive than any other form of justice.

5. thus the masses were entertained and pleased, and the thinking part of the community could bring no charge of unfairness against this plan; for did not the accused person have the whole matter in his own hands?

thus people enjoyed coming here to watch, and those guided by reason in the society could not possibly question the

fairness of this form of trial; for was it not the fact that all the accused were given equal chances to make decisions upon their won destiny? unit5

1. this semi-barbaric king had a daughter as blooming as his most florid fancies, and with a soul as fervent and imperious as his own.

this semi-barbaric king had a daughter as exuberant as the wildest of his notions, a daughter who possessed a nature as fierce and tyrannical as his own.

2. of course, everybody knew that the deed with which the accused was charged had been done.

it was, of course, known to all that he was guilty of the offense of conducting an affair with the princess.

3. ...; but the king would not think of allowing any fact of this kind to interfere with the workings of the tribunal, in which he took such great delight and satisfaction.

…,even though the king was well aware that the love affair had taken place, he would still refuse to let the normal method of deciding guilt or innocence be disturbed, because he was

extremely enthusiastic about his way of setting matters of this kind.

4. ...; but gold, and the power of a womans will, had brought the secret to the princess.

.…; but because she had the money, and above all, because her determination was so irresistible, the princess was able to get access to the secret.

5. he understood her nature, and his soul was assured that she would never rest until she had made plain to herself this thing, hidden to all other lookers-on, even to the king.

he knew her so well that he was perfectly positive that she would never cease to search for the secret, which remained unknown to all other spectators, even to the king himself. unit 6

1. there seems to be a general assumption that brilliant people cannot stand routine; that they need a varied, exciting life in order to do their best.

it is generally believed that a colorless life can freeze a

creative mind, and that only a colorful life can inspire a man to creative work.

2. the outstanding characteristic of mans creativeness is the ability to transmute trivial impulses into momentous consequences.

one of the wonders human creativity works is that man can make full use of even insignificant feelings to produce far-reaching results.

3. an eventful life exhausts rather than stimulates.

a life full of diversions stops man’s creativity instead of activating it.

4. it is usually the mediocre poets, writers, etc.,who go in search of stimulating events to release their creative flow.

only literary artists of an average type rely on excitements in life as a source for their creative work./ great poets, writers, etc., create works of art out of trivial and common subject.

5. people who find dull job unendurable are often dull people who do not know what to do with themselves when at leisure. people who are unable to see how to be patient with

repetitious work are usually those who are unable to see where to find fun in life when it comes to relaxation.

【篇三：新编英语教程第3册(李观仪主编)第一单元课

后练习答案_】

ss=txt>text 1 ( p2 ) my first job

comprehension

a. true (t) or false (f)?

1. the writer thought that the likelihood of him getting the job was not great though he was young and eager to do something useful. t

2. the headmaster liked the young man at first sight. f

the headmaster did not like the young man when he went for an interview. he looked at him with surprised disapproval and, instead of showing welcome to the young man, he just grunted, which was an expression of irritation and displeasure

3. the headmaster saw eye to eye with the writer as far as children’s games were concerned. f

they did not think alike. to the headmaster, games played an essential role in a boy’s education but the writer did not consider games to have so much importance to the boys.

4. the writer was not happy about his having to teach algebra and geometry, but he did not mind having to walk a mile along the dusty road to the park. t

5. the young man was satisfied with the salary he would get. f

the young man would only get twelve pounds a week

including lunch, which was by no means good pay. of course the writer was not satisfied. however, before he could say

anything about the poor pay, the headmaster had stood up and asked the young man to meet his wife.

6. the writer did not feel unhappy at the idea of working under the headmaster’s wife. f

the writer thought it was something he could hardly bear. to him, for a young man to work under a woman would be

shameful and would result in a loss of dignity and self-respect. b. explain the following in your own words.

1. being very short of money and wanting to do something useful, i applied, fearing as i did so, that without a degree and with no experience of teaching my chances of landing the job were slim. because i was in bad need of money and was eager to do something of use, i applied for the job. but at the same time that i did so, i was afraid that the possibility for me to get the job was very small because i didn’t have a university degree, nor did i have any teaching experience.

2. ...three days later a letter arrived, summoning me to croydon for an interview.

… three days later i received a letter, asking me to go to croydon to have an interview.

3. he looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone. he cast a look at me with the same surprise and dislike as a colonel would look at a soldier when his bootlaces came loose. 4. the headmaster and i obviously had singularly little in common.

apparently the headmaster and i had no similar interests or beliefs.

5. the teaching set-up appalled me.

the way teaching was organized filled me with terror (or, i was shocked at the teaching arrangements).

6. i should have to split the class up into three groups and teach them in turn at three different levels.

i should have to divide the class into three groups of three different levels and teach them one after another.

7. it was not so much having to tramp a mile along the dusty streets of croydon, followed by a crocodile of small boys that i minded, but the fact that most of my friends would be enjoying leisure at that time.