Keys to Unit 5

1、Unit 5参考译文我是怎样识字的1 在我记忆中 , 我一生最重要的日子是我的老师安妮 · 曼斯菲尔德 · 沙利文走进我生活的那一天。至今，每当我想起这一天仍会惊叹不已，是这一天把我过的截然不同的两种生活连在一起。那是 1887 年 3 月 3 日，离我七岁生日还有三个月。2 在那个重要日子的午后，我呆呆地站在我家的门廊上，内心充满了期盼。从我母亲给我的手势和屋子里众人来来往往的忙碌中我隐约猜到将有不同寻常的事发生，于是我来到门口，在台阶上等着。午后的阳光透过布满门廊的忍冬花簇照射到我仰起的脸庞上。我的手指近乎下意识地抚弄着这些熟悉的叶片和花朵。它们刚刚抽叶开花，迎来南方温

2、馨的春天。至于我的未来究竟会出现什么样的奇迹，我茫然不知。几个星期来，愤怒和怨恨一直折磨着我。这种激烈的感情争斗之后则是一种极度的疲惫。3 你可曾在航海时遇上过浓雾？那时，你仿佛被困在了触手可及的一片白茫茫中，不见天日。你乘坐的巨轮，靠测深锤或测深线的指引，举步维艰地靠向海岸，既紧张又焦急不安；而你则心里怦怦直跳，等着什么事情发生。我在接受教育之前正像那艘巨轮，所不同的是我连指南针或测深线都没有，更无从知晓离港湾还有多远。我的心灵在无声地疾呼： “光明！给我光明吧 ! ”而就在那个时刻，爱的光芒洒在了我的身上。4 我感觉到有脚步由远及近。于是我伸出了手，以为会是母亲。有人抓住了我的手，把我抱住

3、并紧紧地搂在了怀里。正是这个人的到来，把整个世界展示给我，最重要的是，给我带来了爱。5 在老师来到我家的第二天上午，她把我带到她的房间，给了我一个玩具娃娃。这个娃娃是珀金斯学校的小盲童们送给我的礼物，劳拉 · 布里奇曼给娃娃穿上了衣服，不过这些是我在后来才知道的。我玩了一小会儿之后，沙利文小姐慢慢地在我的手上拼出了 “ d-o-l-l ” （玩具娃娃）这个词。我一下子便对这种手指游戏产生了兴趣，而试着模仿它。当我终于正确地拼出了这几个字母时，内心充满了孩子气的喜悦和自豪。我跑到楼下找到母亲，伸手拼出了“娃娃”所含的字母。当时我并不知道我是在拼一个单词，甚至还不知道有“单词”这么回事；

4、我只是像猴子那样用手指进行模仿。在接下来的几天里，我就这样，虽然并不知词识义，却学会了拼写好些单词。这些词中有“别针” 、 “帽子” 、 “杯子” ，还有些动词，如“坐” 、 “站”和“走” 。但是等我懂得每样东西都有名字时，已经是我和老师在一起好几个星期之后的事了。6 一天，我正在玩我的新娃娃，这时，沙利文小姐把我的大布娃娃放在我的膝上，又给我拼了一遍“ d-o-l-l ” ，想让我懂得“ d-o-l-l ”这个单词适用于这两件东西。就在当天早些时候，我曾和她因“ m-u-g ”和“ w-a-t-e-r ”这两个词发生过争执。沙利文小姐想让我记住“ m-u-g ”是“大杯” ，而“ w-a-

5、t-e-r ”是“水” ，但我却总是把这两个词的意思弄混。失望之余她暂时搁起这一话题，但一有机会她就马上旧事重提。我却对她一遍又一遍的努力感到忍无可忍，于是就抓起新的玩具娃娃，狠狠地砸在地板上。当我感觉到脚边摔碎的娃娃时，产生了一种强烈的快感。在这种强烈的情感发泄之后，我没有一丝伤感或懊悔之情。我从没有喜欢过那个娃娃。在我生活的那个无声、黑暗的世界里是没有强烈的情感和柔情的。我感觉到老师已把碎片扫到了壁炉炉床的一边，此时我有一种满足感，因为让我不快的东西已不复存在了。她给我拿来了草帽，我知道我将要走出屋子，到温暖的阳光下。这个想法（如果一种无法用言语表达的感觉也可以称为想法的话） ，使我高兴得

6、又蹦又跳。7 我们沿着小路来到了井房，井房上布满了忍冬，它的芳香深深地吸引了我们。有人正在抽水。老师把我的一只手放到了喷水口下方。凉爽的水流过我的一只手，这时她在我的另一只手上拼写了“水”这个词。开始她拼得很慢，接着拼得很快。我站在那儿一动不动，所有的注意力都集中到她手指的移动上。刹那间，我朦胧地意识到了些什么，仿佛记起了被久久遗忘的什么东西那是一种恢复思维的激动。不知怎的，语言的奥秘一下子展现在我的面前。此刻我明白了。 “ w-a-t-e-r ”指的就是从我手上流过的那美妙无比的凉爽的东西。这活生生的字眼唤醒了我沉眠的灵魂，赋予了它光明、希望和喜悦，使它获得了自由！诚然，障碍依然存在，但那是

7、一些假以时日终究会被消除的障碍。8 我离开井房，心中充满了求知的欲望。万物皆有名，而每个名字又引申出一种新的概念。在我们回家的路上，我感到我触摸到的每件东西似乎都赋有生机。那是因为我在用刚刚赋予我的新奇的眼光看待每样东西。进门时我记起了那个被我摔破的娃娃。我摸索着来到了炉床边，捡起那些碎片，试着把它们拼接在一起，但却徒劳无益。这时我的眼里满是泪水；因为我意识到了自己先前干了些什么，而且有生以来第一次感到了悔恨和难过。9 那天我学会了很多新词。现在我已记不清都是些什么词了，但我还记得其中有“妈妈、爸爸、姐妹、老师” 。这些词使得整个世界在我面前绽放。就像有了“亚伦的神杖，开满了鲜花” ，在这个重

8、要的日子快要结束时，已很难找到一个比我更加幸福的孩子。我躺在自己的小床上，回味着这一天所给予我的欣喜，渴望着新的一天的到来，这是我有生以来从未有过的期盼。ExercisesPost-ReadingReading Comprehension1 1 Introduction: the most important day in her life. (Para. 1)2 Her feelings before her teacher arrived / her education began. (Paras. 2-3)3 The first encounter with the teacher. (

9、Para. 4)4 How she discovered words. (Paras. 5-9)A Her initial success in learning: She learned the spelling of a few words. (Para. 5)B The difficulties encountered in learning the meanings of words and her reaction. (Para. 6)C Her new insight: Everything had a name and each name gave birth to a new

10、thought. (Paras. 7-8)D Her feelings and her new outlook on life before she fell asleep that night after her trip to thewell-house. (Para. 9)2 1 A The two lives she led before and after the teacher came.B The day when her teacher came to her.C Before the teacher came, she lived in a still, dark world

11、 in which there was no strong sentiment or tenderness. From that day on, she not only began to learn language but also gained a new insight into life.2 Because the day marked a turning point in her life. On that day, the teacher came to her to reveal all things to her, including love.3 A Here being

12、shut in the “white darkness” refers to a feeling of being lost, like a ship at sea almost incapable of finding her way in a white fog without sunshine. Helen Keller compares herself to a ship lost in thick fog, and is unable to find her way. Like the ship with her plummet and sounding-line, she is r

13、eaching out and crying wordlessly for light in the dark unknown world.B The ship.4 She felt tense and anxious, waiting for something to happen with beating heart.5 Both the new doll and the big rag doll.6 The words and the real objects.7 Words are the names of things. / Everything has a name.8 It su

14、ddenly dawned on Helen that the word “water” referred to the wonderful cool thingflowing over her hand and the word itself became alive.9 Because the world experienced a great change in Helens mind after she discovered the mystery ofwords, just as “Aarons rod”, which had been a piece of dead wood, b

15、urst into flowers with Gods love.3When Helen Kellers feelingsShe stood on the porch, waiting for the teacher to come. dumb, expectantMiss Sullivan spelled “d-o-l-l” in her hand. interestedShe finally succeeded in making the letters for doll. pleasant and proud(To be continued)When Helen Kellers feel

16、ingsThe teacher tried time and again to teach her the connectionbetween words and things.impatientShe felt the fragments of the broken doll at her feet. keenly delightedShe knew she was going out into the warm sunshine. pleasant / happyShe finally discovered words in the well-house. excited, eager t

17、o learnShe tried vainly to put the broken doll together. repentant and sadShe lay in her crib at the close of the day. joyful and hopefulSampleOn the afternoon of the 3rd of March, 1887, before the teacher came, Helen Keller felt dumband expectant, hoping for something that would open up her world.

18、The first thing her teachergave her was a doll and then she spelt the word “d-o-l-l” in her hand. When Helen Keller finallysucceeded in making the letters for doll, she felt pleasant and proud. But when her teachertried to help her make the connection between words and objects, she became impatient.

19、Helen Keller expressed her dislike by dashing the doll on the floor. At that point, she felt keenlydelighted. When she realized that her teacher was taking her out into the sunshine, Helen Kellerwas very happy. In the well-house, she discovered that “w-a-t-e-r” meant the wonderful coolsomething that

20、 was running through her fingers. The mystery of language was finally revealedto her. And she became excited and was eager to learn. When she returned to the house andtried vainly to put the broken doll back together, she felt sad and repentant. At the close of theday, when she was lying in her crib

21、, she felt joyful and hopeful.4 SampleHelen Ordinary peoplelearn by touching, feeling, smelling, etc. learn by seeing, hearinglearn by imitating the shape, etc. learn by imitating the soundstart from spelling start by listening and speaking aloudlearn by herself from one teacher learn with peers fro

22、m teachersVocabularySection A1 A 2 B 3 A 4 B 5 C 6 B 7 C 8 C 9 A 10 ASection B1 renewed 2 apply 3 persist 4 succeeded 5 drop6 revealed 7 wonder 8 keenly 9 vainly 10 impressed2 1 unconsciously 2 expectant 3 eventful 4 immeasurable 5 imitation / imitating6 continually 7 tenderness 8 impatient 9 wordle

23、ss 10 childish(Continued)Translation1 Seeing all the people walking to and fro outside the office, I became more worried.2 In time he will see who is his true friend to be relied on in difficulty.3 That scientists experiment gave birth to a new drug, a better cure for high blood pressure.4 He got us

24、ed to being in this room during the winter, shut in by the four walls and a sloping ceiling.5 I realized I would need to convince them at the first opportunity that I was a policeman not a politician.6 When you sweep away an old society, you cant overnight change the institutions of thought that hav

25、e been built up over centuries.7 By the close of this century, another two billion people will be born, the great majority indeveloping countries.8 If you long for a better future for yourself, your family and your country, stay and continue your studies here.After-Class Reading参考译文外国口音第一节1 对我来说，我的确

26、倾向于以口音来判断我所遇到的人。我并不是说自己是势利小人，只喜欢有上流社会口音的人；但是，跟一个新结识的人在一起，我从来都不会感到自在，只有在我能够根据他们说的话判断出他们是哪里人之后，感觉才会不同。如果是个英国人，我还能判断出： “啊，他是利物浦人” ，或者“他可能上过公立学校” ，我就会觉得更自在些。这样我就知道该和他谈些什么以及他能够告诉我些什么。2 如果对方是外国人，也一样。就个人而言，我喜欢外国人说话带点明显的口音，这样我就知道自己是在和法国人、加纳人、波兰人或别的什么国家的人交谈。所以对我来说，外国人花大力气改掉自己的本族语口音，想方设法去说标准英语，似乎是毫无意义的。如果对方很明

27、显是法国人，我就知道没有必要（与他）谈论板球或开爱尔兰人的玩笑。坦率地说，我觉得外国口音更吸引人。我无法解释为什么，但如果说话者带有外国口音，那么即便是说最最普通的事，也会显得妙趣横生。第二节3 尽管如此，口音得有个限度，要能让人听懂。如果口音太重，你非得费劲地去弄明白对方想要说什么，就会妨碍谈话的进行，交谈也就无法连贯，因为你得设法把对方的声音整理成能够明白的话语。我所指的并非是这么重的口音。而是那种让你马上明白对方是哪国人，但又不妨碍你听懂他的话的那种口音。我认为大多数外国人都有这样的口音，真的。老实说，只有极少数听觉特别灵敏、模仿能力极强的人才能说还算纯正的英式英语。即使能够那样，他们的

28、英语听起来也会很好笑，因为他们可能学会的是一种非常明显的地方口音，甚至是与自己的气质特点完全不相称的上流社会口音。但是大多数学英语的外国人都非常热衷于去掉自己的外国口音，并且为此浪费了很多时间。第三节4 换一个角度来看，我得理解他们，甚至钦佩他们，因为我自己法语说得还可以，如果别人以为我是法国人，我就感到很开心，如果别人一听就知道我是英国人，我也会感到很泄气。同样的，对我来说，带英国口音的法语实在是太难听了，而且当我听自己的同胞在糟蹋法语时，总是感到很不自在。所以我想外国人听到自己的同胞说蹩脚英语时，也会有同感的。然而，法国朋友告诉我，略带英国口音的法语丝毫不会令他们感到难受，相反，还相当动听

29、呢。我还听说佩特拉 · 克拉克之所以能在法国成为成功的歌手，部分原因是因为她的英国口音。并且，我认为最著名的说英语的法国人之一就是那位叫莫里斯 · 谢瓦利埃的演员，他靠一口明显的法语口音成就了一番事业。其实若他愿意，他完全可以不带那么重的口音。5 我把他和我的一个显然很有语言天赋的法国朋友进行对比。我的这个法国朋友和我一起在英国的时候，总被人误认为是受过良好教育的英国人。因为他的说话方式，我的英国朋友便以为他对英国生活的某些方面非常了解，而这些只有在英国生活多年才会了解的。因而夜里从酒吧回来以后，他经常得让我解释一些事情给他听。我不知道他花了多少时间纠正口音，但或许他更应该

30、花时间扩大词汇量和加强对英国的了解。既然英语是这样一种国际性的语言，我认为我们应该接受更多的口音，而学习者更应该注重语言结构和词汇的学习而不是口音的纯正。PART 3 Further Development1 Vocabulary Review1 A 2 A 3 B 4 B 5 C 6 B 7 C 8 C 9 A 10 B 11 C 12 AExplanations of the italicized words1 A the part of a person that is capable of thinking and feelingB the part of a person that

31、is believed to continue to exist after they dieC a person2 A stop doing sth. or planning to do sth.B stop holding or carrying sth. so that it fallsC fall suddenly, especially from a high place3 A not movingB quiet and calmC in increasing amount or degree; even4 A take off a piece of clothingB get ri

32、d of sth.C force sb. out of an important position or dismiss them from a job5 A decide on; chooseB repair or mendC (fix ones attention / eyes / mind on sb. or sth.) think about or look at sb. or sth. carefully6 A take care ofB please noteC feel annoyed or upset about sth.7 A the qualities that make

33、sth. clearly different from anything elseB a person in a book, play, film, etc.C the qualities that make up sb.s personality8 A start to do a job, especially an important oneB start to have a particular quality or appearanceC think that sth. is true, although you have no proof of it9 A learn a forei

34、gn language, a technique, etc. by practicingB give sb. a lift in a car; collect sb.C become better; improve10 A very clever in noticing and understanding things; sensitiveB not easy to notice or understand unless you pay careful attentionC ingenious; cunning11 A have small round marks on the surface

35、B a place where an event happenedC notice sth., especially sth. that is difficult to see, or that you are looking for12 A a way of saying words that shows what country, region, or social class sb. comes fromB the part of a word that you should emphasize when you say itC special emphasis given to sth

36、.2 English or Englishes?STEP ONE1 neighborneighbour (colorcolour, humorhumour, favorfavour, favoritefavourite,flavorflavour, honorhonour, humorhumour, laborlabour)2 centercentre (fiberfibre, metermetre, theatertheatre)3 skepticssceptics4 tiretyre5 catalogcatalogue (dialogdialogue, monologmonologue,

37、prologprologue)6 checkcheque7 analyzeanalyse (criticizecriticise, emphasizeemphasise, organizeorganise, realizerealise, recognizerecognise, specializespecialise, standardizestandardise )8 plowplough9 programprogramme (kilogramkilogramme)10 travelingtravelling (counselorcounsellor, jewelerjeweller, m

38、arvelousmarvellous,woolenwoollen)STEP TWOSample1 What Bernard Shaw said is quite true. The languages spoken in U.K. and the United States,though both are called English, are two varieties of English.2 They not only differ in spelling of many words, but also in aspects such as grammar,pronunciation,

39、and vocabulary.We can easily find grammar differences between American English (AmE) and British English(BrE). For example: “Do you have a car?” (AmE) and “Have you got a car?” (BrE). Differencesin pronunciation between AmE and BrE include differences in accent and differences in thepronunciation of

40、 individual words in the lexicon (e.g. /eI/, /A:/ in “tomato”). Probably themajor difference between British and American English lies in the choice of vocabulary. Forexample, “gas” (AmE) and “petrol” (BrE) are different words but refer to the same thing. Moreexamples include “subway” and “undergrou

41、nd”, “French fries” and “crisps”, “sidewalk” and“pavement”, “football” and “rugby”, “zip code” and “postcode”, etc.3 American English is more prevalent now because the United States has a larger populationthan Britain and it has greater global influence in terms of economy and politics. The American

42、film industry has contributed greatly to the popularity of American English. The dominanceof one variety of language is often related to the number of speakers, economic power and themedia. British English is less dominant now because Britain is no longer the world power itused to be. These factors

43、affect how well the language variety is known and not the quality ofthe language itself. The prevalence of American English does not mean that it is superior toother varieties of English.As English learners, we can have our own preference in using English when exposed tovarieties of English. The mos

44、t important thing to keep in mind is to be consistent. If we decidethat we want to use American English then we should be consistent in using the language. Atthe same time, we should know a little about the major differences between American Englishand other varieties of English, especially British

45、English.3 Experience in Learning EnglishSampleSTEP ONEExperience in Learning EnglishSuccess Failure I love learning English. I try to memorize 15 new words every day. I think my speaking skill is good because I try my best to participate in class activities. I also go to the English Corner. My fathe

46、r gave me a big dictionary so I can look up words very quickly. This has helped my reading comprehension. I have exchange lessons with an English native speakerone hour of Chinese and one hour of English. This has helped me greatly with my speaking and pronunciation. I email my friends in English an

47、d as a result my writing has improved. It took time writing this way at the beginning but soon I could see my progress. I couldnt understand the listening passage at all. The people spoke too quickly and I didnt know the vocabulary. I had a lot of difficulty reading the In-Class Reading passage. I s

48、hould have spent more time learning the vocabulary. I feel discouraged about my spoken English. I go to the English Corner but I am too frightened to speak. My grammar is not as good as my classmates. I think they had better teachers in middle school. Im poor in writing. Words left me when I needed

49、them. When I do finally come up with a few words I dont know how to put them together to be meaningful.STEP TWO1 (Refer to the students book.)2 Yes, I agree we should go over what we have learned in time and regularly. As the saying goes,strike the iron while its still hot. We have to turn our short

50、-term memory into long-term memory.3 Yes, I believe its true. According to some psychologists, when you meet an object on 13different occasions, youll never forget it. So we have to review our lessons regularly. Its alsotrue with vocabulary learning. Some language professors believe that if we see a

51、 word at leastsix times, each time in a different context, the word will be ours.4 It depends. Some people can memorize words well in the morning when they have freshminds. But it doesnt apply to everyone. However, I agree that words should be learned inassociation with other words. For example, wor

52、ds belonging to the same semantic field shouldbe learned together.5 I agree that background knowledge is indispensable to reading comprehension. When we readthe title or the first sentence, wed better predict what were going to read with the help of ourbackground knowledge, which facilitates compreh

53、ension.6 Not necessarily. If we concentrate on every word and read slowly, we may forget what we haveread previously and become frustrated.4 Beliefs About Language LearningSampleCategories:A Role of talent in language learning: 1, 8B Role of practice: 2, 4, 9C Contribution of the learning environmen

54、t: 5, 10D Attitudes toward errors and mistakes: 6, 9, 10E The role of grammar learning: 11F Role of native speakers: 7, 12G Role of formal instruction: 3H Role of vocabulary learning: 13Reasons why I agree or disagree:1 I dont agree with this statement because it shows a very negative approach. Some

55、 people aremore talented than others, but everyone can learn. You might have to work harder.2 I agree that the only way to learn a foreign language is to keep using it. I need to use languageto develop a feel for how it works. The language must become a part of me rather thanremain an external mecha

56、nical system. I cant manipulate the language according to a set ofinstructions.3 I agree that taking a course is a way to learn a foreign language, but there are other ways tolearn a language. I can study on my own with tapes and books.4 Yes, I agree that speaking with other learners can be useful.

57、Every time I pronounce a word oruse an expression I find it helpful. My classmates often correct me. That helps a lot.5 I disagree that you have to live in an English-speaking country in order to speak English well.I know many people who speak excellent English and they have never been abroad. But itdoesnt mean environment is not important. Being in an English-speaking country, you can not only be exposed to the language but also learn the culture.6 I agree that I will learn English better if my teacher corrects my mistakes. If I make grammaror spelling mistakes in my