基礎(chǔ)英語2unit6TheDiaryoftheUnknownSoldier課后練習(xí)答案

1、Unit 6 The Diary of the Unknown SoldierText comprehensionI. B.II. 1. T; 2. F; 3. F; 4. T; 5. F.III.1. because he felt that all of them had been somewhat fooled. They were totally unprepared for the cruelty of the war and the immensity of its killing power. “ They all came here with an air of confide

2、nce and eagerness, ready to win,” but what awaitedthem was “ a o-nweay ticket to death. ”2. He wrote his first entry when his regiment was in London to protect the city fromNazi s air raids; his sencdoone when his group of soldiers had journeyed to a smallEuropean town untouched by warfare; and the

3、last one when their secret locationwas discovered by Nazi troops and he faced approaching death.3. It was his wish to come home alive to see his family. This is mentioned in all thethree entries: “ Imust go on living this nightmare, if not for myself or my country,then for my family back home. I wan

4、t my children to have a father.”“ wonderiiyet again if I would ever see my I would give anything to see them, even if it was forfive minutes! ”“I wish, with all my soul, that I could be home nowI am thinkinmy daughters ' faces I will always remember their faces”4. He would tell them that those s

5、oldiers died bravely in an effort to save their countries from turmoil and make the children feel that their fathers made a difference.5. He felt disgusted at the cruelty of the war, questioned the judgment of human beings who started the war and felt enraged at killing innocent lives and destroying

6、 whole countries.IV.1. Although my stories about their fathers d eath might not relieve their sadness, they will enable the children to see the extraordinary significance of their fathers contribution.2. I suddenly recalled a saying I once heard that made me very painful, “ Wecan t afford to fight e

7、ven one war. ”Structural analysis of the textDiary writing follows the flow of the writer thsoughts. It is usually “ structured ” by the author s free associations.1. What do the three entries of the diary have in common?Two thematic topics in common, the horrible scenes of the war and the writer s

8、strong love for, and emotional attachment to his family.2. How are the particular situations related to the common thematic topics?Firstly, the writer describes his thought and fear under German air raids, which led him to speculate about the difficulties and problems of his family.Secondly, the wri

9、ter describes his reflections on the justification of wars. The sight of a teenage girl and the grim condition in a small European town made him recall his dear daughters and family.Thirdly, it was dated on Christmas Eve and about the approaching death. The writer s only wish was that someone could

10、return the diary to his family.Section Four Consolidation ActivitiesPart One. VocabularyI. Phrase1. no more than = only 只是，僅僅2. strike a painful note in my head = make me feel painful 使某人感到痛苦3. more blood has been shed = Further casualties have been caused4. word has it that =it is said that 據(jù)說5. wi

11、th an air of = appearing full of, radiating 帶著 的樣子，帶著 的神情II.1. running; 2. tucked; 3. inspected; 4. taken precautions; 5. with an air of; 6. adventurous; 7. enraged; 8. panicked.III. Word derivation. Fill in the blanks with the appropriate forms of the given words.1. The collar of his jacket had bee

12、nstiffened (stiff) with an extra layer of cloth.2. An interpreter ' s job is such a responsible one that he can errors (etrafford anytion (assume) on3. Opening my letter was an inexcusablenvasion (invade) of privacy.4. Don' t rely on the information she gave you it ' s pu her part.5. He

13、protested hisinnocence(innocent) loudly as they dragged him off to prison.re the only person6. This is a really tough assignment (assign) and I believe you who can handle it.7. The force of the explosion (explode) had broken all the windows of the houses in the vicinity of the vehicle.8. The police

14、have issued a description (describe) of the two men who were seen running away from the scene of the crime.1. stiff a.僵直的；生硬的，拘謹(jǐn)?shù)膕tiffen v.使堅(jiān)硬stiffness n.僵硬；硬度.他因?yàn)楹ε露眢w發(fā)僵。His body stiffened in fear.2. err v.犯錯(cuò)，做錯(cuò)error n.錯(cuò)誤，誤差；過失.她錯(cuò)在對(duì)他撒謊。She erred in lying to him.3. invade v.侵略;侵害invader n.侵略者invasio

15、n n.侵入，侵略. 這個(gè)城市涌進(jìn)了大量的農(nóng)民。The town was invaded by farmers.入侵者把村鎮(zhèn)變?yōu)閺U墟。The invaders laid towns and villages in ruins.4. assume v.假定，設(shè)想；承擔(dān)；認(rèn)為assuming conj. 假定，假如assumption n. 假定，設(shè)想. 我以為你能講流利的英語。I assumed you could speak English fluently.假定那是真的，我們現(xiàn)在該怎么辦？Assuming that it is true, what should we donow?5. in

16、nocent a. 清白的，無辜的；天真的，無知的innocence n. 無罪；無知，天真無邪innocently ad. 無罪地；純潔地. 他聲稱自己是無罪的。He declared that he was innocent.他聲稱自己無罪。He declared his innocence.6. assign v. 分配，指派，指定assignation n. 分配，指定；委托，轉(zhuǎn)讓assignment n. 分配；作業(yè)，任務(wù). 所有的職工都分到了合適的工作。All the staff are assigned to suitable jobs.你不能在兩小時(shí)內(nèi)將功課做完。You can

17、 t finish the assignment in two hours.7. explode v. 爆炸explosion n. 爆炸；爆發(fā)，激增explosive a. 爆炸（性）的. 炸彈選在人最多時(shí)爆炸。The bomb was timed to explode during the rush-hour.某些氣體十分易爆。Certain gasses are highly explosive.8. describe n. 描述description n. 描寫，描述descriptive a. 描述的，敘述的. 老師問學(xué)生： “你能描述一下這幅畫嗎？”The teacher asks

18、 his student, “ Canyoudescribe this picture? ”那女孩對(duì)這幅畫作了一番生動(dòng)的描述。The girl gave a vivid description of the picture.IV.1. B; 2. D; 3. C; 4. D; 5. C; 6. B; 7. C; 8. A.V. Synonym / Antonym. Give a synonym or an antonym of theword underlined in each sentence in the sense it is used.1. My heart aches every

19、moment because everywhere I look I see piles of rubblewhere houses used to stand and lifeless bodies that once moved around with the joy of life inside them.Synonym： heaps, stacks2. It is as if I have stared into death' sheyeseand iseenldtsess.Antonym: love, kindness3. I suffered minor head inju

20、ries, but the rest of my platoon wasn' t so fortunate.Synonym: small, lesser4. They are experiencing tough times too, with the foodshortage problems and all.Antonym: surplus, abundance, plenty5. War just creates more problems; something everysensible person knows.Synonym: reasonable, rational6.

21、My situation is grim and the odds of winning, or even surviving, seem unlikely.Synonym: terrible, desperate7. I would give anything to see them, even if it was for five minutes! I am not a man made for war, nor am I anadventurous person.Synonym: bold, brave8. One night, as I performed my routine wat

22、ch, I passed a young girl of no more than twelve or thirteen, who was walking home.Synonym: regular, usualVI. Prefix/ suffix. Write in each space the meaning of eachgiven word.1. offsetbalance2. outdodefeat3. overtakecatch up and pass4. underlineemphasize5. upholdsupport6. withstandbear7. downplayle

23、ssen8. forestallprevent1. Explanation:off-: not on, away from . offload, offcut, offshoot2. Explanation:out-: greater, better, etc. outgrow, outlive, outflow3. Explanation:over-: more than usual, too much. overcook, overdo, overdraw, overeat4. Explanation:under-: below. undercharge, undercut, underg

24、o, underlie5. Explanation:up-: upwards. upsurge, upstart, upturn, upswing6. Explanation:with-: in opposition to, against. withdraw, withhold, within7. Explanation:down-: lower, smaller, etc. downfall, downsize, download, downshift, downturn8. Explanation:fore-: before, in advance. forecast, foretell

25、, foretaste, foreseeII Grammar Exercises1. QuestionsIn terms of syntactic structure and communicative function, questions (also interrogative sentences) fall into four major types: general question (yes-no question), special question, alternative question and tag question.Special questions, also kno

26、wn as wh-questions, are generally introduced by wh-words such as what, when, where, which, who, whom, whose, why, etc. The wh-word marks the focus of information to be asked about.Special questions may be in normal order or in inverted order. When the wh-word functions as subject or part of the subj

27、ect, the question is in normal order. If, on the other hand, the wh-word is not used as subject, the question is in inverted order.My name is Lynne.What is your name? (object)The party is on Tuesday.When is the party? (time)I m from England.Where are you from? (place, location)The red car is mine.Wh

28、ich is your car? (one of many)I m Lynne.Who are you? (people)It s mine.Whose is this web site? (possession)I did it because I was angry!Why did you do it? (reason)I like it very much.How do you like it? (way something is done)I. how big / who / what / how often / why / what.II.1. what did you do on

29、Friday?2. What time did you get up?3. Did you have breakfast?4. Who s Mary?5. Where did you first meet her?6. What does she do?7. Where does she live?8. What s she like?9. Do you often see her?10. Why did she come to you on Friday morning?2. Object clauseObject clause is mostly used in reported spee

30、ch after certain verbs to report people words, thoughts, questions and statements.When reporting a statement, if the sentence starts in the present, there is no backshift of tenses in reported speech; if the sentence starts in the past, there is often backshift of tenses in reported speech and if th

31、e sentence contains an expression of time, it must be changed as well. Susan: “ I work in an office. ” Susan says that she works in an office.Susan: “ I work in an office now. ” Susan said that she worked in an office then.When reporting a yes-no question, either if or whether is used to introduce t

32、he clause; when reporting a wh-question, the same wh-word is used to introduce the clause. Note that the usual word order when reporting a question is the one that is used in a statement (the subject-verb order). And if the sentence starts in the past, don t forget the backshift of tenses and the ch

33、ange of the expression of time. Liz wanted to know whether / if we had any photos of our holiday.We didn ' ktnow why the shop was shut down. (not why was the shop shut down)III.1. she has gone2. when she will be back3. if she went out aloneIV.1. a. It signals that rain is expected by the speaker

34、.b. It suggests that the speaker does not expect it to rain.2. a. It is more emphatic.b. It is more formal. The speaker is probably losing patience with the listener.3. a. It is used to express doubt or uncertainty.b. It is used to seek confirmation from the listener and the speaker expects agreemen

35、t.4. a. The speaker expects that the listener has carried out the action.b. The speaker may be displeased or annoyed that the action was performed.5. a is more polite than b.6. a is quite friendly while b conveys a bit irritation.7. a. With a rising tone, the tag question is used to verify or check

36、information that we think is true or to check info4rmation that we aren t sure is true.b. When we are trying to be sarcastic, or to make a strong point, we use the tag question with a falling tone.8. a. The non-polarized tag question is used for special effect, such as sarcasm, disbelief, shock, ang

37、er, concern, etc.b. The polarized tag question is used to verify or check information.V. they had their their .He had were were were diminished, was existed might be . They felt were offeredVI.1. if not2. a matter of timePart Three. Translation exercisesI.1. 我所到之處滿目瘡痍，樓房夷為瓦礫，活人成了死尸，生命的歡樂已然封存在一具具尸體之內(nèi)

38、，這一切時(shí)時(shí)刻刻都在刺痛著我的心。2. 當(dāng)然，我也和他們一樣，但是自上一個(gè)進(jìn)攻日以后，我的想法改變了。當(dāng)時(shí)我們團(tuán)的任務(wù)是保衛(wèi)倫敦。3. 倘若我能回國(guó)，我發(fā)誓一定要讓這些戰(zhàn)士英名長(zhǎng)存，我要告訴他們的家人；他們?yōu)榱吮Ｐl(wèi)祖國(guó)，使之免遭劫難，英勇地獻(xiàn)出了自己的生命。4. 雖說人非圣賢，都有過錯(cuò)，但是濫殺無辜，毀人國(guó)土，實(shí)在是天理難容！II.1 . Our group was assigned to decorate the garden while the others were preparing the food in the kitchen.2 .那位年輕人在戰(zhàn)場(chǎng)上意外地遇到失散已久的兄弟，驚喜

39、不已。(out of the blue)Translation:On the battlefield the young man was delighted to meet along-lost brother who came out of the blue.3 . Who has used up the milk? There is none to put in my coffee.4 . Rumor has it that this painting is fake and that the original one wasstolen three years ago.5 .你單槍匹馬也

40、許不能改變什么，但是我們大家一起努力，我們國(guó)家的面貌就 會(huì)大不相同。(make a difference)Translation:One person may not be able to change much, but working togetherwe' ll be able to make great difference to our country.6 . Many burglaries took place because the owner failed to take theprecaution of locking their doors and windows.

41、7 .為了避免爆發(fā)內(nèi)戰(zhàn)，這位部長(zhǎng)飛到前線，和暴亂分子談判。(in an effort to)Translation:The minister flew to the front to negotiate with the rioters in an effort to prevent a civil war.8 .我看到你們?cè)谕頃?huì)上談話，所以以為你們互相認(rèn)識(shí)。(assume)Translation:I assumed you knew each other because I saw you talking with each other at the party.IV Exercises f

42、or integrated skills1. DictationMy Berlin diary for December 2 / was limited to four w ords. /“ Only threemore days! ” / The Foreign Office was still holding up / my passport and exit visa, / which worried me. / I had to get my passport and official permission / to leave on December 5. /There was on

43、e other thing to do. / For weeks I had thought over / how to get my diaries safely out of Berlin. / At some moments / I had thought / I ought to destroy them before leaving. / There was enough in them / to get me hanged. /The morning I got my passport and exit visa / I realized I had less than twent

44、y-four hours / to figure out a way / of getting my Berlin diaries out. / I again thought of destroying them, / but I wanted very much to keep them, if I could. / Suddenly, later that morning, / the solution became clear. / It was risky, / but it was worth a try. /2. ClozeThe plane did not frighten K

45、az. For (1) one thing, Hiroshima had gone almost untouched by the air war. For another, Kaz had been born in California, and although her father had returned to Japan while she was still (2) in diapers, she liked to tell people she was the American in the family. She even felt a kind of distant kins

46、hip (3) with the B-29s that flew regularly overhead, bound north (4) for Tokyo and other targets. She waved at the plane.“ Hi, angel! ” she called.A white spot appeared in the sky, as small and innocent-looking (5) as a scrap of paper. It was falling away (6) from the plane, drifting down toward the

47、m. The journey took 43 seconds.The air exploded in blinding light and color, the rays shooting outward as in a child sdrawing of the sun, and Kaz was thrown to the ground so violently (7) that her two front teeth broke off; she had sunk (8) into unconsciousness. Kaz s father had beeout back tending

48、the vegetables, in his undershorts. When he came staggering out of the garden, blood was running from his nose and mouth. (9) By the next day, the exposed parts of his body would turn a chocolate brown. What had been the finest house (10) in the neighborhood came crashing down.VIWriting PracticePara

49、graph development Cause and effectCause and effect is a natural strategy to develop a paragraph. For much of the time that we spend thinking and trying to understand the world around us, we are exploring for certain causal relationships between things (events, conditions, situations etc.) present, p

50、ast, and future. Correspondingly, such a cause-and-effect thinking mode is found everywhere in writing of most types.When we plan a cause-and-effect paragraph, we need to distinguish primary effects from secondary effects, long-term effects from short-term effects. It is sometimes also necessary to

51、tell immediate or direct causes apart from underlying or indirect causes. In some writing situations, we have to differentiate necessary causes,sufficient causes and contributory ones. Between any two causes there may be a causal relationship too, and that is also true between any two effects of a c

52、ause. Sometimes we need to arrange the different causes or effects chronologically; sometimes we may find it more appropriate to sequence them according to their relative importance; and for some other paragraphs, we have to categorize all the causes or effects. It is mostly determined by the nature

53、 of the relationship between them.Most cause-and-effect paragraphs take either the effect paragraph form or the cause paragraph form.The usual form of the cause paragraph:1. begins with a statement of the effect;2. explains the causes of that effect;3. concludes with what has caused the effect.The u

54、sual form of the effect paragraph:1. begins with a statement of the cause;2. discusses the effects of the cause;3. concludes with a statement of the direct relationship between the cause and the effects.Words and expressions that often come up in cause-and-effect paragraphs include: result in, resul

55、t from, as a result, because, due to, lead to, therefore, consequently, thus, above all, primarily, equally important, first, second, last (but not least), undoubtedly, probably, unquestionably, etc.Exercises:Now write two separate paragraphs based on the following two topic sentences with the cause

56、-effect strategy.1. The rate of teenage nearsightedness is much higher in China than in most other countries.Ideas for reference:Chinese children are compelled to spend so much more time doing schoolwork than children in other countries.Long-standing Chinese culture favors femininity over masculinit

57、y.To most Chinese parents, their kids possible eye problem is not a real health issue.Sample:The rate of teenage nearsightednessis much higher in China than in most other countries. Underlying that worrying state there are two major causes, the first of which is the fact that Chinese children are co

58、mpelled to spend so much more time doing schoolwork than children in other countries; and for that state the competitive college entrance examination is certainly responsible. Also to blame is the long-standing Chinese culture that favors femininity over masculinity, as abundant available evidence suggests. To most Ch