新编研究生英语综合教程课后翻译和答案潘海英市公开课金奖市赛课一等奖课件

1、新编硕士综合英语教程Advanced English for Graduate Students:General Skills & Academic Literacy第1页Unit TwoLanguage第2页Text A Learn By Touch 第3页Language is the human capacity for acquiring and using complex systems of communication. Humans acquire language through social interaction in early childhood. But some p

2、eople may suffer from speech impairment; despite the success of the disability rights movement and the recognition that signing is no less a linguistic system than spoken language, “dumb” is still used as a term of abuse.Overview第4页Text A is excerpted fromThe Story of My Life, Helen Kellers autobiog

3、raphy. It portrays the wild child who is locked in the dark and silent prison of her own body. Keller reveals her frustration and rage, and takes the reader on the unforgettable journey of her education and breakthroughs into the world of communication. From the moment Keller recognizes the word “wa

4、ter” when her teacher finger spells the letters, we share her triumph as “that living word awakened my soul, gave it light, hope, joy, set it free!” She learned to “hear” peoples speech by reading their lips with her hands; her sense of touch had become extremely supple. She became proficient at usi

5、ng Braille and reading sign language with her hands as well. Overview第5页 Background Information Pre-reading Questions Text A Learn by Touch Vocabulary Exercises Text A: Learn by Touch Contents第6页1. Information about the authors2. Information about Text A3. Cultural Background InformationBackground I

6、nformation 第7页Text Explanation & TranslationText A Learn by Touch 第8页VocabularyCore Vocabulary List第9页Exercisesl. ComprehensionII Word StudyIII ClozeV WritingIV Translation第10页Learn by TouchThis text is taken from The Story of My Life, excerptedHelen Keller 第11页1. Information about the authors2. Inf

7、ormation about Text A Background Information3. Cultural Background Information第12页Helen Adams Keller (June 27, 1880 June 1, 1968) was an American author, political activist, and lecturer. She was the first deafblind person to earn a bachelor of arts degree. The story of how Kellers teacher, Anne Sul

8、livan, broke through the isolation imposed by a near complete lack of language, allowing the girl to blossom as she learned to communicate, has become widely known through the dramatic depictions of the play and film The Miracle Worker. Her birthplace in West Tuscumbia, Alabama is now a museum and s

9、ponsors an annual Helen Keller Day. Her birthday on June 27 is commemorated as Helen Keller Day in the U.S. state of Pennsylvania and was authorized at the federal level by presidential proclamation by President Jimmy Carter in 1980, the 100th anniversary of her birth.A prolific author, Keller was w

10、ell-traveled and outspoken in her convictions. A member of the Socialist Party of America and the Industrial Workers of the World, she campaigned for womens suffrage, labor rights, socialism, and other similar causes. She was inducted into the Alabama Womens Hall of Fame in 1971and was one of twelve

11、 inaugural inductees to the Alabama Writers Hall of Fame on June 8, .Background1. Information about the author第13页Background第14页Background2. Information about text AText A is excerpted from The Story of My Life, Helen Kellers autobiography. It portrays the wild child who is locked in the dark and si

12、lent prison of her own body. Keller reveals her frustration and rage, and takes the reader on the unforgettable journey of her education and breakthroughs into the world of communication. From the moment Keller recognizes the word “water” when her teacher finger spells the letters, we share her triu

13、mph as “that living word awakened my soul, gave it light, hope, joy, set it free!” She learned to “hear” peoples speech by reading their lips with her hands; her sense of touch had become extremely supple. She became proficient at using Braille and reading sign language with her hands as well.第15页He

14、len Keller andThe Story of My LifeHelen Keller (18801968) was born in Tuscumbia, Alabama. At nineteen months old an illness nearly took her life and left her deaf and blind. At the recommendation of Alexander Graham Bell, her parents contacted the Perkins Institution and Anne Sullivan was sent to tu

15、tor Helen. She learned to read and speak. With Anne Sullivan at her side, Helen Keller graduated with honors from Radcliffe College in 1904.3. Cultural Background Information第16页Helen Keller was dedicated to helping the handicapped, raising funds and lobbying for the blind. Helen Keller received the

16、 Presidential Medal of Freedom and many honorary degrees. Winston Churchill considered her as “the greatest woman of our age.” Mark Twain said “Helen Keller is fellow to Caesar, Alexander, Napoleon, Homer, Shakespeare, and the rest of the immortals . she will be as famous a thousand years from now a

17、s she is today.” Her other books includeThe World I Live In(1908),Midstream: My Later Life(1929),Helen Kellers Journal(1938), andLet us Have Faith(1940).3. Cultural Background Information第17页The Story of My Lifeis Helen Kellers account of the story of her early years together with Anne Sullivan, her

18、 remarkable psychological and intellectual growth, and her triumph over deafness and blindness. It contains three parts. The first is Helen Kellers autobiographical account of her life from childhood to the beginning of her studies at Radcliffe. It describes the transformation of Helens life brought

19、 about by the arrival of Anne Sullivan. Part II contains Helens letters to her family and friends, arranged in chronological sequence. The third part, a supplementary section, contains an account of Helen Kellers life and education.The Story of My Lifeis the most popular of Helen Kellers works. Toda

20、y, the book is available in more than 50 languages.3. Cultural Background Information第18页 Do you think language is an inherent capacity or an acquired skill? State your reasons. Ludwig Wittgenstein once said: “The limits of my language are the limits of my world.” How do you understand that sentence

21、? What would you do to help communicate with someone with a communicative disability, such as someone who is deaf, blind or autistic?Pre-reading Questions第19页1. The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan,came to me. I am filled with wonde

22、r when I consider the immeasurable contrasts between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.Text A Learn by Touch1. 在我一生中，最主要一天就是我老师安妮莎莉文来到我家那一天。那天是一八八七年三月三日，再过三个月我就满七岁了。Helen Keller第20页2. The morning after my teacher came she led

23、me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgmanhad dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l.” I was at once inter

24、ested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushedwith childish pleasure and pride. 2. 次日早晨，我老师领我来到她房间，给了我一个布娃娃。以后我知道，这个娃娃是柏金斯盲人学院一个小盲童送。当初，我玩了一会儿娃娃，莎莉文小姐则在我手上拼写“doll（玩偶）”这个词，我立刻对这种游戏产生了兴趣，而且努力模仿她。最终，在我正确地拼写出这个单词时，我无比高兴和自豪。第21页Ru

25、nning downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words

26、, among thempin,hat,cupand a few verbs likesit,standandwalk.But my teacher had been with me several weeks before I understood that everything has a name.以后我跑到楼下，举起母亲手，在上面拼写出了“doll（玩偶）”。当初，我并不知道我是在拼写单词，我甚至不知道文字存在，我只是调皮地用手指依样画葫芦而已。在随即几天里，我用这种不求甚解方式学会了拼写“pin（针）”、“cup（杯子）”、“sit（坐）”、“stand（站立）”、“walk（走）”

27、之类单词。实际上，我是在好几个星期之后，才知道万物都有一个名字。第22页3. One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day we had had a tussle over the words “m-u-g” and “w-a-t-e-r.” M

28、iss Sullivan had tried to impress it upon me that “m-u-g” ismugand that “w-a-t-e-r” iswater, but I persisted in confounding the two. In despair she had dropped the subject for the time, only to renew it at the first opportunity. I became impatient at her repeated attempts and, seizing the new doll,

29、I dashed it upon the floor.3.有一天，莎莉文小姐把我那个旧布娃娃和她给我新布娃娃都放在了我膝盖上，然后又一次在我手上拼出了“doll（玩偶）”，她试图让我明白，它们都叫“doll（玩偶）”。还有一次，我们为“mug（大杯子）”和“water（水）”争得不可开交。莎莉文小姐想让我了解“杯是杯，水是水”，可是我把两样东西混为一谈。没有方法，她不再同我争辩，而是重新开始教我。我对她开始厌烦了，于是我一把抓起新娃娃摔在地上。第23页I was keenly delighted when I felt the fragments of the broken doll at m

30、y feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong sentiment of tenderness. I felt my teacher sweep the fragments to one side of the hearth,and I had a sense of satisfaction that the cause of my d

31、iscomfort was removed. She brought me my hat, and I knew I was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought, made me hop and skip with pleasure.看到破碎洋娃娃碎片，我只以为心里十分痛快。发这种脾气，既不悲伤，也不愧疚，我不再爱那个洋娃娃。显然，在我生活黑暗世界里，是没有温柔和同情。我感觉我老师把娃娃碎片扫到了壁炉边。以后，老师给我递来了帽子，我知道我能

32、够去外面晒太阳了。这一思想，假如一个无言感觉可能被称为一个想法，让我愉快地蹦蹦跳跳。第24页4.We walked down the path to the well-house, attracted by the fragrance of the honeysucklewith which it was covered. Some one was drawing water and my teacher placed my hand under the spout.As the cool stream gushed over one hand she spelled into the oth

33、er the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. 4.我们走在路上，房顶上金银花芬芳令人心旷神怡。有些人开始压水，她把我手放在了水管边上。当一股清凉水流接触到我手时，她就在我另一只手上拼写着“water（水）”。起初是慢慢地，以后写得飞快。第25页Suddenly I felt amisty consciousness as of something forgotten a thrill of return

34、ing thought; and somehow the mystery of language was revealed to me. I knew then that “w-a-t-e-r” meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is true, but barriers that could

35、 in time be swept away.突然间，我感觉到一个被遗忘朦胧意识正在逐步清醒，我好像一下子了解了语言文字奥秘，于是我知道了“water（水）”意思就是清凉从我手上流过这个东西名字。水这个含有生命力词语唤醒了我灵魂，给我带来了光明、希望、欢乐和自由。障碍依然存在,这是真,不过是那种能够随时间被冲走障碍。第26页275. I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house

36、every object which I touched seemed to quiverwith life. That was because I saw everything with the strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes

37、filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.5.我极其渴望了解更多事物，对我而言，每一个名字都代表着一个新思想。当我再次回到屋里后，我以为似乎每一件物品都有了生命。然后我想起了那个被我摔坏洋娃娃，我探索着走到壁炉跟前，捡起了娃娃碎片，想把它们拼凑在一起，我眼里噙满了泪水，因为我意识到了自己怎么也拼不好，生平第一次，我感到既悔恨又难过。第27页6. I learned a great many new words that day. I

38、 do not remember what they all were; but I do know thatmother,father,sister,teacherwere among them words that were to make the world blossom for me, “like Aarons rod, with flowers.” It would have been difficult to find a happier child than I was as I lay in my crib at the close of the eventful day a

39、nd lived over the joys it had brought me, and for the first time longed for a new day to come.6.那天，我学会了大量新词汇。有几个词我永远都不会忘记“母亲”、“父亲”、“姐妹”、“老师”这些词把我带进了一个缤纷漂亮世界。在最有意义那一天结束之时，我躺在自己床上，第一次迫不及待地期盼着新一天快点儿降临。第28页7. I had now the key to all language, and I was eager to learn to use it. Children who hear acquir

40、e language without any particular effort; the words that fall from others lips they catch on the wing,as it were,delightedly, while the little deaf child must trap them by a slow and often painful process. But whatever the process, the result is wonderful. Gradually from naming an object we advance

41、step by step until we have traversedthe vast distance between our first stammered syllable and the sweep of thought in a line of Shakespeare.7.经过不懈努力，我已经完全掌握了语言，它能够帮我应付生活中很多事。对那些正常孩子而言，学习语言是很轻易事情，他们能够经过听、说来学习。不过对于一个聋哑孩子而言，这个过程就非常痛苦了。但不论过程怎样，结果都是令人无比喜悦。渐渐地，我从单一物体名字，一步步延伸到了能够在莎士比亚诗行间沉思想象。第29页8. At fir

42、st, when my teacher told me about a new thing I asked very few questions. My ideas were vague, and my vocabulary was inadequate; but as my knowledge of things grew, and I learned more and more words, my field of inquiry broadened, and I would return again and again to the same subject, eager for fur

43、ther information. Sometimes a new word revivedan image that some earlier experience had engravedon my brain.8.起初，我老师讲述新鲜事物时，我几乎没有可问。我意识非常含糊，词汇量也很有限，不过伴随接触事物逐步增加，词汇量逐步增多，我会一次又一次地回到同一个主题,渴望深入信息。有时一个新词唤起一个图像,是一些已经刻在我大脑早期经验。第30页9. I remember the morning that I first asked the meaning of the word, “love.

44、” This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher. She tried to kiss me: but at that time I did not like to have any one kiss me except my mother. Miss Sullivan put her arm gently round me and spelled into my hand, “I love Helen.”9.我记得一

45、天早晨，我在花园里发觉了几朵刚才开紫罗兰，于是我把花朵摘下来送给我老师。她很想吻我，不过在那个时候，除了我母亲，我不喜欢被他人亲吻。于是莎莉文小姐轻轻地用一只胳膊揽着我，而且在我手上拼写“我爱海伦”。第31页10 “What is love?” I asked.11 She drew me closer to her and said, “It is here,” pointing to my heart, whose beats I was conscious of for the first time. Her words puzzled me very much because I di

46、d not then understand anything unless I touched it.12 I smelt the violets in her hand and asked, half in words, half in signs, a question which meant, “Is love the sweetness of flowers?”13 “No,” said my teacher.14 Again I thought. The warm sun was shining on us.15 “Is this not love?” I asked, pointi

47、ng in the direction from which the heat came. “Is this not love?”10“什么是爱？”我问。11她把我揽到她身边，然后就指着我心对我“说”：“爱就在这里”。这是我第一次意识到了心脏跳动。老师动作让我迷惑不解，因为那时候，除非我能用手摸到它，我是无法了解这个东西。12我闻着老师手里紫罗兰，一边拼写文字，一边用手势比划：“爱是这种花香吗？”13“不。”老师对我说。14于是我再次琢磨，阳光照在我和老师身上。15“这莫非不是爱吗?”我指着发出热量方向问“这莫非不是爱吗?”。第32页16.在我看来，世界上再也没有什么比太阳更加好东西了，它光和

48、热令万物生生不息。可是莎莉文小姐依然摇头，我陷入了迷惑和失望之中。我感到奇怪，为何老师不能给我说明什么是“爱”呢？16. It seemed to me that there could be nothing more beautiful than the sun, whose warmth makes all things grow. But Miss Sullivan shook her head, and I was greatly puzzled and disappointed. I thought it strange that my teacher could not show

49、me love.第33页17. A day or two afterward I was stringing beads of different sizes in symmetrical groups two large beads, three small ones, and so on. I had made many mistakes, and Miss Sullivan had pointed them out again and again with gentle patience. Finally I noticed a very obvious error in the seq

50、uence and for an instant I concentrated my attention on the lesson and tried to think how I should have arranged the beads. Miss Sullivan touched my forehead and spelled with decided emphasis, “think.”17.大约在一两天之后，我在那里串珠子玩，应该是两个大，三个小这种次序，可我总是弄错，莎莉文小姐耐心地帮我调整次序。以后我注意到，有很长一大段都被我弄错了，当我思索该怎样处理这个问题时，莎莉文小姐摸

51、摸我头，慢慢地拼写出了“think（思索）”这个词。第34页18. In a flashI knew that the word was the name of the process that was going on in my head. This was my first conscious perception of an abstract idea.19. For a long time I was still I was not thinking of the beads in my lap, but trying to find a meaning for “love” in

52、the light of this new idea. The sun had been under a cloud all day, and there had been brief showers; but suddenly the sun broke forth in all its southern splendour.20. Again, I asked my teacher, “Is this not love?”18.刹那间，我明白了这个词就是我头脑正在运行产物，这是我首次认识一个抽象概念。19.很长一段时间我还是我没有想到我膝上珠子,不过试图用新观念找到“爱”含义。当初太阳已被

53、乌云遮盖，随即还下了一阵细雨，雨停后，太阳便散发出了暖暖阳光。20.我又一次问老师：“这是爱吗？”第35页21.“爱有点儿像遮盖太阳云彩。”老师回答道。显然，对我来说这么回答还不够详细，老师继续解释道：“你无法摸到云彩，可是你能感觉到降落雨水。你也知道，一整天酷热后，花儿和土地是多么渴望雨水滋润。即使你不能触摸到爱，不过你能感觉到它美好。假如没有爱，你一定就不高兴了，也没有心思玩了。”21. “Love is something like the clouds that were in the sky before the sun came out,” she replied. Then in

54、 simpler words than these, which at that time I could not have understood, she explained: “You cannot touch the clouds, you know; but you feel the rain and know how glad the flowers and the thirsty earth are to have it after a hot day. You cannot touch love either; but you feel the sweetness that it

55、 pours into everything. Without love you would not be happy or want to play.”第36页22. The beautiful truth burst uponmy mind I felt that there were invisible lines stretched between my spirit and the spirits of others.23. From the beginning of my education Miss Sullivan made it a practice to speak to

56、me as she would to any hearing child; the only difference was that she spelled the sentences into my hand instead of speaking them. If I did not know the words and idioms necessary to express my thoughts she supplied them, even suggesting conversation when I was unable to keep up my end of the dialo

57、gue.22.漂亮真理突然来到我心灵我以为有没有形线连接了我精神与他人精神。23.从一开始莎莉文老师对我就像对待那些正常孩子一样，唯一不一样是，她是在我手上拼写句子，而不是直接用嘴说出来。假如我了解不了那些词汇和成语，她就会不厌其烦地为我解释无数次。第37页24. This process was continued for several years; for the deaf child does not learn in a month, or even in two or three years, the numberless idioms and expressions used i

58、n the simplest daily intercourse. The little hearing child learns these from constant repetition and imitation. The conversation he hears in his home stimulates his mind and suggests topics and calls forth the spontaneous expression of his own thoughts. This natural exchange of ideas is denied to th

59、e deaf child. 24.这种过程连续了好多年。对于一个失聪儿童来说，我根本无法在短短一个月，乃至两三年时间里掌握日常生活用语。正常孩子能够靠不停地重复和模仿来学习语言，他们只要多倾听家里大人们谈话，最终自然就能表示出自己思想了。但可惜，这种交流方式对失聪儿童是行不通。第38页My teacher, realizing this, determined to supply the kinds of stimulusI lacked. This she did by repeating to me as far as possible,verbatimwhat she heard, an

60、d by showing me how I could take part in the conversation. But it was a long time before I ventured to take the initiative,and still longer before I could find something appropriate to say at the right time.我莎莉文老师很清楚这一点，她一字一句，反重复复地教我，告诉我怎样与他人对话。这是一个漫长过程，过了很长时间我才有能力和他人交流，以后又过了很长时间，我才学会依据不一样场所调整用词。第39