Unit 2 練習(xí)答案

1、. Translation1. Translating Sentences1). 現(xiàn)在有些家長對子女要求太高，要他們學(xué)英語，學(xué)鋼琴，學(xué)畫畫，什么都要學(xué)。(be hard on) à Nowadays, some parents are hard on their sons and daughters, asking them to learn English, to learn to play the piano, to learn painting, and to learn many other things as well. be hard on something (info

2、rmal)be unkind, strict or cruel e.g.Dont be too hard on her she was only trying to help.Don't be hard on me, please.2). 他下定決心戒賭，所以看見往日的賭友他惟恐避之不及。(disassociate oneself from)à He is determined to give up gambling, so when he sees his former gambling friends, he is more than eager to disassoci

3、ate himself from their company.dissociate yourself/someone from someone/something to show clearly that someone is not connected with someone or somethinge.g.MPs have been urging the government to dissociate itself entirely from the war.I wish to dissociate myself from those views. It is impossible t

4、o dissociate language from culture. 3). 記者們接到嚴(yán)厲的警告，沒有官方批準(zhǔn)不得前往地震災(zāi)區(qū)。(stern) à The reporters received a stern warning not to go to the earthquake-stricken area without official permission. stern adj. having a definite hardness or severity of nature or mannere.g.The president was prepared to resort

5、 to stern measures to get his way.A smile suddenly transformed her stern face.The court issued a stern warning to the driver.4). 孩子讀書不爭氣，家長的日子就不好過了。(keep up)à Life is tough for parents whose kids fail to keep up in school.keep up (with)to make progress or learn at the same speed as someone or s

6、omethinge.g.By studying hard she managed to keep up.We always try to keep up with our competitors.5). 嫌疑犯打算逃走，但是他的家人把他勸說住了。(dissuade)à The suspect considered sneaking away, but his family managed to dissuade him.dissuade someone from doingto persuade someone not to do somethinge.g.Campbell trie

7、d in vain to dissuade Paton from quitting.You'd better dissuade him from doing that. My teacher dissuade me from accepting the job. 6). 電纜全部是明亮的黃色，以防行人絆腳。(trip over) à The cables are all bright yellow to prevent pedestrians from tripping over them.trip over/onto hit your foot on something a

8、nd fall downe.g. I tripped over a rock.He tripped up on a cable and broke his ankle.7). 他對那個決定深為惱火，舉起雙臂表示不滿。(exasperation)à Infuriated by the decision, he threw up his arms in exasperation.exasperation n.the feeling of being extremely annoyed and impatient because things are not happening in th

9、e way that you want them to happene.g."Go away!" I shouted in exasperation. In the climax of his exasperation he hurled an oath at the dog and a coarse epithet at his mistress.8). 由于日曬雨淋，這幢老房子門上的漆已經(jīng)斑痕累累。(blotch) à The paint on the door of this old house has been blotched and striped b

10、y years of weathering.blotch n.a coloured mark on something, especially a red mark on your skine.g.He pointed to a dark blotch upon the starry sky some miles astern of us. blotch of color2. Translating PassageTranslate the following into Chinese.我們在吸收外國文化精華的時候，不應(yīng)為毫無創(chuàng)造的一味模仿而得意。沉溺于簡單的模仿將扼殺創(chuàng)造力，我們也將不可能攀

11、登藝術(shù)的新高峰，不可能向世界展示我們自己創(chuàng)作的優(yōu)秀作品。簡單的模仿與新意和創(chuàng)意完全是兩回事。事實上，新意和創(chuàng)意是現(xiàn)代風(fēng)格與傳統(tǒng)風(fēng)格的融合，是外國特色與本民族特色的融合，是藝術(shù)特質(zhì)與教育本質(zhì)的融合。參考譯文While absorbing the essence of a foreign culture, we should not be content with imitation without creation. An obsession with simple imitation will sterilize creation, and as such it will be impossi

12、ble for us to scale new heights in art and impossible to present to the world excellent works of our own creation. Simple imitation is by no means equivalent to novelty and originality. On the contrary, novelty and originality result from the combination of modern and traditional styles, the combina

13、tion of the distinctive features of foreign countries with those of our own nation, and the combination of artistry and education.DiscussionThe United States is often referred to as a “melting pot”, in which mixing and assimilation between different cultures are common. Please discuss how people of

14、different ethnic backgrounds in the U. S., consciously or subconsciously, try every means to maintain their cultures, and give your reasons if possible.The following points might be useful in your discussion:1) The culture of an ethnic group is the root of that group. An ethnic group of no root is d

15、estined to become extinct. 2) The American culture is just the sum total of the cultures of different ethnic groups. Listening ExercisesListen for the main idea and details.Task 1: Which of the following best states the speakers purpose? A. To encourage Arab and Jewish children to study at the same

16、school.B. To inform the audience that a bilingual school opened in Jerusalem.C. To report a project of cross-cultural education in Israel.D. To eliminate the conflict between Israel and Palestine.Key: C Task 2: Determine whether the following statements are true or false. 1. The Middle East is a reg

17、ion marked with considerable hatred and distrust. T2. There are very few schools in Jerusalem, where Arab and Israeli children learn together. T3. A world-famous Lebanese singer sang a popular song to the children of the school. F4. The organization, Hand-in-Hand, established the bilingual primary s

18、chool, which aims to pro- mote peaceful coexistence between Arabs and Jews. T5 . The school opened in 1999. F6. Arab and Jewish students in this school learn side by side like almost every other school in Israel. F7. Instructions of the school are given in both Hebrew and Arabic so as to make the st

19、udents equally fluent in both languages, to learn about each others culture, and to enhance mutual understanding and respect despite the violence between Israelis and Palestinians. T8 . An associate director of Hand-in-Hand believes that Arabs and Jews in Israel can fully under- stand and respect on

20、e anothers languages and traditions. T9. Mr. Livienthal insists that both sides. Arabs and Jews, should know the truth about each others beliefs from an early age though it is very hard. T10. The school has already become a model for other schools in Israel. F11. The school has 123 children and 5 gr

21、ades, hoping to expand the project into secondary education. F12. Dalia Peretz, the Jewish principal, believes through their education Jewish and Arab students from their early ages will be able to see both dimensions of the conflict between the two races and between the two cultures. T13. Students

22、there, even at their young ages, seem to realize theyre involved in something great. TScript of Listening(1) In the Middle East, a region marked with considerable hatred and distrust, there are still some places where lessons in harmony and respect are lived every day. One of them is a school in Jer

23、usalem where Arab and Israeli children learn together. (2) These children sing a song made popular by a world-famous Lebanese singer. This might seem an ordinary event at a school in Beirut or any other Arab capital, but this nursery is in Jerusalem, and the children are both Arabs and Israelis. Thi

24、s is the youngest group of students enrolled in the Bilingual School, one of two such primary schools founded by the organization Hand-in- Hand, which aims to promote peaceful coexistence between Arabs and Jews. It opened during a more hopeful time in 1998. (3) Here, unlike almost every other school

25、 in Israel, Arab and Jewish students learn side by side. In each class, there are two teachers, one Arab and one Israeli. Instruction is in both Hebrew and Arabic and the aim is to make the students equally fluent in both languages. And through this process, they are also learning about each others

26、culture, with the objective of greater under- standing and respect between the two peoples. The music teacher, an Arab, is excited about the prospects for the project, offering hope for a brighter future, despite the current violence between Israelis and Palestinians. (4) Mr. Livienthal, who has wor

27、ked as an associate director for Hand-in-Hand, believes that the challenge ahead is for Arabs and Jews in Israel to fully understand and respect one anothers languages and traditions. “What we want to achieve is full integration, Jewish, Arab education, fully bilingual and a full acceptance of the o

28、ther,” he said. (5) But applying this theory can be uncomfortable, and Mr. Livienthal is the first to acknowledge that the task is not easy. Take for example, the problem of national holidays. Each year, Israelis celebrate the founding of their state on Independence Day. But at this school the Jewis

29、h students learn that their Arab counterparts commemorate the same occasion as Nakbah, meaning “catastrophe.” (6) But Mr. Livienthal insists that both sides must know the truth about each others beliefs from an early age. “We dont see a threat by marking the Nakbah day,” he said. “We dont encourage

30、hatred, we encourage listening. It was very difficult for both sides of course.” (7) Reflecting its unique character. the school has two principals. The Arab principal, Ali Khatib says the goal should be to encourage other schools to adopt the same innovative approach. “If we succeed with this and m

31、any parents want to register their children at the school, it will be a model for other schools in Israel,” Mr. Khatib said. (8) So far, the school has 123 children and there are classes to the 4th grade. Mr. Khatib says the dream is to enroll more students and expand the project into secondary educ

32、ation. He works alongside with Dalia Peretz, who is the Jewish principal. She believes the school is promoting positive changes by bringing Arabs and Jews together from an early age. (9) “I didnt meet Arab friends until I was in university, and this is the common case,” she said. “And when you meet

33、Arabs as a Jew in Israel, you meet them as your waiter, as your worker, something like that. It is very seldom on an equal level. And here at the school, it is a totally different case because the children grow up together. Reality is complex. There are Arabs and there are Jews, and the conflict doe

34、s not have only one side, it has at least two sides.” The ability of the students to see both dimensions is evident. (10) Ten-year-old Arab student Basil Aid answers in fluent Hebrew and comments that he counts some of his Jewish classmates as his best friends. And even at their young ages, students

35、 here seem to realize theyre involved in something potentially bigger than just going to school. Eight- year-old Jewish student, Jaime Einstein said. “I think its good because if Arabs and Jews will be together, so maybe the people in the world will be together.” (11) Keeping such hopes alive with t

36、he clouds of war gathering once again over the Middle East is not easy. But at this school at least, the students and teachers are doing their best.Text IINO NAME WOMANMaxine Hong KingstonQuestions for Discussion1).Why did the villagers raid the house?Adultery was considered as immoral and associate

37、d with evil. Punishment was direct and swift. It consisted of subjecting a person convicted of adultery to public disgrace. 2). What was her mother's attitude towards her aunt convicted of adultery?Although the author's mother didn't really forgive her aunt for her sin, the tone in which she told the story was sympathetic. She also was critical of the barbaric acts of the villagers and the heartless society that drove people to seek ful