综英5 Unit4 课后练习参考答案

Unit 4

Part I Listening Task

Script for the recording:

You may recall from Unit One, the author Eudora Welty telling us how she, in her early childhood, developed a love for reading under the influence of her parents. Perhaps you'd like to know what her teachers were like. Well, let's listen to what she has to say about them:

Every school week, visiting teachers came on their days for special lessons. On Mondays, the singing teacher blew into the room fresh from the early outdoors, singing in her high soprano "How do you do?" to do-mi-sol-do, and we responded in chorus from our desks, "I'm ve-ry well", to do-sol-mi-do. Miss Johnson taught us rounds —"Row row row your boat gently down the stream", — and "Little Sir Echo," with half the room singing the words and the other half being the echo, a competition. She was from the North, and she was the one who wanted us all to stop the Christmas carols and see snow. The snow falling that morning outside the window was the first most of us had ever seen, and Miss Johnson threw up the window and held out wide her own black Cape and caught flakes on it and ran, as fast as she could go, up and down the ais1es to show us the real thing before it melted.

Thursday was Miss Eyrich and Miss Eyrich was Thursday. She came to give us physical training. She wanted no time on nonsense. Without greeting, we were marched straight outside and summarily divided into teams (no choosing sides), put on the mark, and ordered to get set for a relay race. Miss Eyrich cracked out "Go!" Dread rose in my throat. My head swam. Here was my turn, nearly upon me. (Wait, have I been touched —was that slap the touch? Go on! Do I go on without our passing a word? What word? Now am I racing too fast to turn around? Now I'm nearly home, but where is the hand waiting for mine to touch? Am I too late? Have I lost the whole race for our side?) I lost the relay race for our side before I started, through living ahead of myself, dreading to make my start, feeling too late prematurely, and standing transfixed by emergency, trying to think of a password. Thursdays still can make me hear Miss Eyrich's voice. "On your mark —get set — go!"

V ery composedly and very slowly, the art teacher, who visited each room on Fridays, paced the aisle and looked down over your shoulder at what you were drawing for her. This was Miss Ascher. Coming from behind you, her deep, resonant voice reached you without being a word at all, but a sort of purr. It was much the sound given out by our family doctor when he read the thermometer and found you were running a slight fever, " Um-hm. Um-hm." Both alike, they let you go right ahead with it.

After Listening

1.On Mondays, Miss Johnson, our singing teacher, would blow into the room, singing in her

high soprano "How do you do?" to do-mi-sol-do, and we students would respond in chorus from ouir desks, "I'm very well", to do-sol-mi-do.

2.Miss Eyrich gave us physical training on Thursdays. She wanted no time on nonsense.

Without greeting, she ordered us to march straight outside and get set for a relay race.

3.In a very composed and slow manner, the art teacher Miss Ascher would pace the aisle and

look down over your shoulder at what you were drawing for her. Her voice was deep and resonant, much like the reassuring sound given out by our family doctor when he read the thermometer and found you were running a slight fever.

Part II Reading Task

Text A

Comprehension

Possible answers to content questions:

1.His major was natural history. He was especially interested in the study of insects.

2.Professor Agassiz told Scudder to take a fish from a huge jar of specimens and look at it. As

to the care of the specimen, he instructed Scudder to keep the fish before him in a tin tray, occasionally moisten the surface with alcohol from the jar, and always take care to replace the stopper tightly.

3.The specimens were kept in huge neckless glass bottles with leaky, wax-besmeared corks,

which were half eaten by insects, and begrimed with cellar dust.

4.He felt a passing feeling of disappointment. Gazing at a fish was not a pleasing idea to an

ardent entomologist.

5.Scudder thought in ten minutes he had seen all that could be seen in that fish. During the next

few hours of observation, he gazed at the fish from various angles and could discover little more except that his mute companion looked ghastly.

6.In the afternoon, it occurred to Scudder that he would draw the fish. When he tried to draw

the creature, he began to discover new features in it.

7.By saying “a pencil is one of the best of eyes,” Professor Agassiz meant that when his student

began to draw the fish with a pencil, he necessarily had to examine the object under observation more closely and more attentively and consequently he would discover more about it. It was in this sense that a pencil was deemed one of the best eyes.

8.Professor Agassiz commented that Scudder had not looked very carefully, and that he hadn’t

even seen one of the most conspicuous features of the animal, which was plainly before his eyes as the fish itself. He further instructed that Scudder should look again.

9.Scudder was piqued and mortified by Professor Agassiz’s criticism. But when he set himself

to the task with a will, he discovered one new thing after another, until he saw how just the Professor’s criticism had been.

10.Scudder found it disconcerting because he must not only think of his fish all night, studying

what that unknown but most visible feature might be, without the object before him, but also give an exact account of his discoveries the next day, without reviewing them.

11.The fish’s most conspicuous feature Scudder missed at first was that the fish had symmetrical

sides with paired organs.

12."Look, look, look," was the Professor’s repeated injunction. Scudder considered this the best

entomological lesson he ever had because its influence had extended to the details of every subsequent study. It was a legacy of inestimable value the Professor had left to him and so many others which they could not buy, with which they could not part.

Text Analysis

2. Narration.

3. In chronological order.

4. For example, the odd animals stored in the upper apartment of the laboratory; his lunch at school; his observation of the whole group of haemulons, etc. Details such as these are omitted because they are of little help in bringing out the theme of the essay —how the professor’s teaching method enabled him to see the importance of close observation and thus exerted a life-long influence on his academic career.

Language Sense Enhancement

1.

(1) lingering (2) resuscitate

(3) sloppy (4) gaze

(5) loathsome (6) ghastly

(7) sideways (8) despair

(9) concluded (10) infinite

Vocabulary

I. 1.

(1) for myself (2) concluded

(3) infinite (4) internal

(5) misery (6) mode

(7) ventured (8) visible

(9) observation (10) commended

2.

1)I lay in bed feeling thoroughly wretched.

2)It is fragrant with the smell of apple blossom.

3)They are fine specimens of the veteran revolutionaries.

4)I’d like to enroll in the modern art course if it is not too late.

5)The taste is slightly bitter, and it has a strange odor.

3.

1)The scheme does nothing to help families on low incomes and is sure to provoke /call

forth/draw/ arouse criticism.

2)Jenny is terribly uncertain as to whether Bob is the right boy for her.

3)These goods bear no resemblance to those I saw printed in the advertisements.

4)In China, where black hair and black eyes are the norm, her blond hair and blue eyes are

rather conspicuous.

5)We did not have time for a rehearsal before the performance because of the delay of our

flight.

4.

1)The new parliament member, an energetic politician and ardent advocate of the welfare

system, said: "The investigation has revealed that there are still people who lead a wretched existence in our society. To leave them to their own devices is to deny them the basic human right, the right to a decent life."

2)One day my professor entrusted me with a task of doing a certain experiment and meantime

gave explicit instructions that I must read his new book beforehand. The book, however, did not commend itself to me. Could I go ahead without reading it? The perplexity haunted me for quite a while. Then I decided I could not look him in the face if I betrayed his trust. So I started reading his book in earnest before turning to the experiment.

3)The day I left for college, my father gave me an alarm clock and an English learner’s

dictionary. Both proved useful in my subsequent years of study. The latter helped to make me accurate in my writing while the former helped me to be punctual. However, I had to part with the clock with reluctance later when it was proved to be beyond repair.

5.

1) turned to 2) turned…down

3) turn up 4) turned out

5) turned…over 6) turned on

7) turned away 8) turns out

9) turned in 10) turning in

II. Confusable Words

1) come 2) Come; bring; bring

3) take; taken 4) went; went; going

5) went; came 6) take

7) bring 8) come

9) brought 10) went / came

Comprehensive Exercises

I. Cloze

1. Text-related

(1) Enrolling (2) specimen

(3) leave him to his own devices (4) investigation

(5) By and by (6) content with

(7) entrusted (8) reluctance

(9) infectious (10) observation

(11) mode (12) grounded in

2. Theme-related

(1) known (2) only

(3) doing (4) assistance

(5) assignment (6) simply

(7) But (8) turned

(9) singled (10) because

II. Translation

When I enrolled in Math 202, I anticipated difficulties because I was not well grounded in mathematics in high school. The course was taught by Professor Richardson, a fine specimen of an old-fashioned gentleman, very cordial to his students. However, when it came to academic matters, he was by no means an easy person. Before he started his lecture, he discoursed enthusiastically on the importance of working in an orderly fashion, of being thoroughly prepared before each class, and of not being content with what you have learned. His attitude towards work was infectious, and by and by I became an ardent math lover, too.

Part III Home Reading Task

Text B

Comprehension Check

1. b

2. b

3. d

4. c

5. c

6. d

Translation

那时候，我们这些黑人(当时人们称我们“Negro”)是不准进市图书馆的，除非是去拖地板或擦桌子。但是，贝西小姐利用南北战争前有良知的白人和有影响的黑人之间所达成的某种秘密安排，设法不断地将书从白人图书馆偷运过来。她用这个办法使我读到勃朗特三姐妹、拜伦、科勒律治、济慈和丁尼生的作品。“你要是不读书，你就不会写，要是你不会写，那你就不要再有什么梦想了，”贝西小姐曾经这样告诫我。

Language Practice

1.

1) d 2) g

3) c 4) e

5) b 6) a

7) h 8) f

2.

1) mess with 2) look out for

3) memorize 4) profound

5) bonuses 6) reciting

7) rumor 8) live by

9) smuggled 10) puts…to shame

11) commitment 12) in every sense of the word

Part IV Comprehensive Language Practice

Model paper

The Teacher I Like Most

Judging the teacher I like most is a difficult business, for I like different teachers I have had for different reasons. Yet, Bill Russell, one of my lecturers at university, would have to come high on my list. He was a small, plumb, balding man with an amiable and loveable nature who looked like a character out of Dickens, Mr Pickwick, perhaps. His field was animal behaviour and he gave the most entertaining lectures I can recall, leaping about the stage in the lecture theatre imitating the strange antics of the animals he was describing. Not content with the movements he would accompany them with strange noises as he copied first this and then that creature. He was particularly good, I recall, on apes and monkeys, rushing about, waving his arms and hooting ferociously.

Not that he was a ferocious character. Far from it, he was immensely kind hearted towards everyone he came across, so much so that it was rumoured that every year the external examiners would have to adjust all his marks downward to allow for his overflowing generosity.

(181 words)

综英课后练习答案

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综英5 Unit4 课后练习参考答案

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