大英三第五单元答案.docx
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大英三第五单元答案
Unit5Language
UsefulInformation
Theterm‘language’normallyreferstohumanspeech,spokenorwritten.Languageformsthebasisofcommunicationamongallhumanbeings.About95%oftheworld’spopulationspeakoneofthe100mostwidelyusedlanguages.EnglishandFrenchbothhavemoresecond-languagespeakersthannative-speakersasaresultoftheimperialexpansionofBritainandFrance.PartlyduetotheBritishandAmericanpopculture,EnglishisfastbecomingtheuniversalforeignlanguageofEuropeans.
Likealllanguages,Englishhasmanydialectswhichreflectsocialchangesandsettlementpatternsthathaveoccurredovermanycenturies.Althoughspecialistsdisagreeontheexactmeaningofdialect,generallyitreferstoasociallyorregionallyrestrictedvarietyofalanguage.Adialectusuallyhasitsowndistinctivegrammatical(grammar,syntax),lexical(vocabulary)andphonetic(accent)features.Inmanycases,itisimpossibleforpeoplespeakingdifferentdialectstounderstandeachother.SomeonespeakingCockney(EnglishspokeninacertainareaofLondon)mighthavegreatdifficultyinunderstandingtheEnglishspokenbyinner-cityAfrican-AmericansinChicago,forexample.Anaccentisthedistinctivemannerofpronunciationandintonationtypicalofagivenregionorasocialgroup.TherearemanydifferentaccentsinEngland,Wales,Scotland,Ireland,Canada,andtheUnitedStates.Accentsinthesouthernhemisphere(Australia,NewIreland,SouthAfrica)areclosetoBritishaccentsandareallrathersimilarbecausetheyemergedlessthan200yearsagoandarepredominantlyablendofaccentsfromsouth-easternEngland.TheaccentsintheUnitedStatesandCanadaaremucholderanddiffermorefromBritishaccents.TravellingacrossNorthAmerica,onecanhearawidevarietyofaccentsrangingfromthesoutherndrawltotheBrooklynaccent.InveryisolatedruralareaslikethemountainsofNorthCarolina,accentstendtobeverystrongandoftendifficulttounderstand.
Anaccentshowswhereapersoncomesfromand,toanextent,whatclassheorshebelongsto.ReceivedPronunciation(RP)orBBCEnglish(socalledbecauseitisusedbyBBCannouncers)istheaccentofthesouth-eastofEngland.Ithasbeenassociatedwithpowerandhighsocialclasssincethefourteenthcentury.AtthattimetheKing,theRoyalcourtandthegovernmentsettledinLondon,andtheuniversitiesofOxfordandCambridge,bothinthesouth-east,providedhighereducationforthewholecountry.Peoplewhowantedtobepartofthispowerfulworldhadtousethesameaccentandlanguage.InthenineteenthcenturyRPwasusedinpublicschools,universities,thegovernment,andthearmytoformsmallgroupswhowouldruntheEmpire.Itwasoftenimpossibletogetanykindofhighpositionifyoudidnotspeakintherightway.AttitudesinBritainhavechangedandregionalaccentsarenowmoreacceptable.AnRPaccentisstillimportantandwillhelppeopletogetjobsandapositioninsocietywhichmightbedeniedtothemiftheyspokeinadifferentway.
BritishandAmericanEnglisharevarietiesofthesamelanguage.However,theydiffertosomeextentinpronunciation,vocabulary,spellingandgrammar.InAmericanspeech,soundsaregivengreaterlengththaninEnglish.BecauseofthistheBritishtendtocriticizetheAmerican‘drawl’whiletheAmericanmaymockthe‘clipped’soundofBritishspeech.Everydayidiomaticexpressionsfrequentlydiffer.Americansmaytalkabouta‘lineonthesidewalk’whereastheBritishwillsaythereisa‘queueonthepavement’.AmericanspellingoftenseemssimplerthantheBritishversion.TheBritishwrite‘humour’and‘programme’,butAmericanswrite‘humor’and‘program’Thereareevensomedifferencesingrammaticalusage.TheAmericancansay‘Ihavegotten’and‘differentthan’.Ontheotherhand,theBritishinsiston‘Ihavegot’and‘differentfrom’However,intheworldwideuseofEnglishasanacademiclanguagethesedifferencesareincidentalandinsignificant.
Thelanguageofanimalshasalwaysfascinatedhumanbeings.Throughtheages,peoplehavespeculatedonhowanimalscommunicateamongthemselves.Yetmostofthewaysthatanimalscommunicatehavebeendiscoveredonlyinrecentyears.Manyanimalsmakesoundsthathumanscanneitherrecognizenorhear.Someanimalscommunicateandmarktheirterritorywiththeirscentswhichhumansareincapableofdetecting.Considerableresearchhasbeencarriedoutonthesoundswhalesuseto‘talk’toeachother.Thesongofthebluewhaleistheloudestsoundmadebyanylivingcreaturebutitcanbefeltonlyasvibrationsbyhumans.Somescientistsbelievethatwhalescancommunicateoververygreatdistances.Variousattemptshavebeenmadetoteachapestotalkusingsignlanguage.Someoftheseapesappeartobeabletoholdconversations.However,thereisconsiderabledebateastowhethertheseanimalsarereally‘talking’,ormerelyrespondingtounconsciouscuesoftheirtrainers.
PartOnePreparation
1.WaysofCommunication?
STEPONEWaysofcommunicationinclude:
language(spokenorwritten),signs,facialexpressions,eyecontact,bodylanguage(gestures,hugs),Braille,pictures,code,
beacon,flagsignals,music,dancing,etc.
STEPTWO
Thefollowingwaysofexpressingyourselfareforyourreference.
(请参照第一版第二册第5课page53教师用书,加入8个动作图)
AsanalternativeofStepTwo,theteachercanalsoaskstudentstoactoutsomewordslikeold,rat,tired,frown,slimbymeansofnon-verbalcommunication.Inthiscase,onlythe“actor”knowswhatexactlythewordis.Beforethestudentacts,theteachercangivesomehintsbytellingtheclassthepartofspeechofthewordtobeacted.Theotherstudentsareaskedtoguesstheword.
2.InterpretingBodyLanguage
Thefollowinginterpretationsareforteachers’reference:
1)nervousness,insecurity
2)indecision,hesitation
3)sincerity,openness,innocence
4)anticipation,eagerness
5)doubt,disbelief
6)relaxed,open
7)confidence,determination
8)defensiveness,relaxation
9)readiness,aggression
10)lying,doubt,rejection
11)boredom,thinking
12)boredom,absent-mindedness
13)depression,insecurity
14)superiority,confidence
PartTwoReading-CenteredActivities
I.Pre-Reading
1)Attheageof19months.
2)Shewasalmostlikeawildanimal.
3)Bytouchandfeeling.
4)Four.Theyare:
French,German,LatinandGreek.
II.In-ClassReading
Words,PhrasesandGrammaticalPoints
1.“Istoodontheporch,dumb,expectant.”(l.5-6)
“Ileftthewell-houseeagertolearn.”(l.63)
以上两句中的“dumb,expectant”和“eagertolearn”是主语补足语,分别修饰主语I。
e.g.I)Shelookedsadanddiscouraged.
II)Hewatchedhorrifiedbytheterribleaccident.
III)Shesatdumbfoundedbywhatshehadheard.
IV)Shelefttheroomangryandfrustrated.
V)Duringhislifetime,hepatented1,093inventions,yethedepartedtheworldpenniless.
2.Differentmeaningsoftheword“subject”(n.)(l.43):
1)thethingyouaretalkingaboutorconsideringinaconversation,discussion,book,film,etc.
e.g.I)Oursubjectfordiscussionishomelessness.
II)Thesubjectscoveredinthischapterareexerciseandnutrition.
2)anareaofknowledgethatyoustudyataschooloruniversity
e.g.I)Englishisoneofmyfavoritesubjects.
II)Whatsubjectsareyoustudying?
3)apersonoranimalthatisusedinatestorexperiment
e.g.I)Hewaswillingtobethesubjectofapsychologyexperiment.
II)Allsubjectsweretestedforperfecthearingbeforetheexperimentbegan.
4)Anounornounsubstitutewhichfunctionsasthetopicofasentence.主语
e.g.Whatisthesubjectofthissentence?
3.Inthesentence,“intime”(l.62)meanssoonerorlateroreventually.
e.g.I)Intimeyou’llforgethim.
II)Jarviswasastrangeman,butintimeIgottolikehim.
Itcanalsomean“notlate”.
e.g.I)Wegottothestationjustintimetocatchthebus.
II)Doyouthinkwecangetthereintimeforthefirstact?
4.“OnenteringthedoorIrememberedthedollIhadbroken.”(l.66)
这里on+动名词表示“此动作一发生,另一动作立即发生”。
后面还可接名词。
e.g.I)Onhissteppingoutofthetaxihewasseizedbytwomen.
II)OneofthefirstthingsthatJunedidongettinghomewastohaveagoodsleep.
III)Theboysstoodupontheentranceoftheheadmaster.
IV)Oninvestigationsomecuriousfactscametolight.
课内阅读
参考译文
我是怎样识字的
海伦·凯勒
1在我记忆中,我一生最重要的日子是我的老师安妮曼斯费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。
那是一八八七年三月三日,再过三个月我就七岁了。
2在这一重要日子的午后,我呆呆地坐在我家的门廊上,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,我便来到门口,在台阶上等着。
午后的阳光透过布满门廊的那簇忍冬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,迎来南方温馨的春天。
至于我面前究竟会出现什么样的奇迹,我茫然无知。
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不堪。
3你可曾在航海时遇上过有浓雾的时候?
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;而你则心里砰砰直跳,等着有事要发生。
而我在接受教育之前正像那巨轮,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!
”而就在此时此刻,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,我以为会是母亲。
但有人抓住了我的手,把我拽住并紧紧地抱在了怀里。
正是这个人的到来,把整个世界展示给我,并且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,劳拉布里奇曼给穿上的衣服,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”(娃娃)这个词。
我一下子便对这种手指游戏产生了兴趣,而且试着模仿它。
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;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“针”、“帽”、“杯”,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-t-e-r”是“水”,但我却一直把这两个词的意思给弄混了。
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,于是就抓起新娃娃,狠狠地砸在了地板上。
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。
在我所生活的那个无声、黑暗的世界里是没有柔情或情感的。
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。
一想到这(如果一种无法用言语表达的感