新編研究生英語綜合教程課后翻譯和答案潘海英市公開課金獎(jiǎng)市賽課一等獎(jiǎng)?wù)n件

1、新編碩士綜合英語教程Advanced English for Graduate Students:General Skills & Academic Literacy第1頁Unit TwoLanguage第2頁Text A Learn By Touch 第3頁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頁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頁 Background Information Pre-reading Questions Text A Learn by Touch Vocabulary Exercises Text A: Learn by Touch Contents第6頁1. Information about the authors2. Information about Text A3. Cultural Background InformationBackground I

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

7、ormation about Text A Background Information3. Cultural Background Information第12頁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頁Background第14頁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頁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頁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頁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頁 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頁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師安妮莎莉文來到我家那一天。那天是一八八七年三月三日，再過三個(gè)月我就滿七歲了。Helen Keller第20頁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，我老師領(lǐng)我來到她房間，給了我一個(gè)布娃娃。以后我知道，這個(gè)娃娃是柏金斯盲人學(xué)院一個(gè)小盲童送。當(dāng)初，我玩了一會(huì)兒娃娃，莎莉文小姐則在我手上拼寫“doll（玩偶）”這個(gè)詞，我立刻對(duì)這種游戲產(chǎn)生了興趣，而且努力模仿她。最終，在我正確地拼寫出這個(gè)單詞時(shí)，我無比高興和自豪。第21頁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.以后我跑到樓下，舉起母親手，在上面拼寫出了“doll（玩偶）”。當(dāng)初，我并不知道我是在拼寫單詞，我甚至不知道文字存在，我只是調(diào)皮地用手指依樣畫葫蘆而已。在隨即幾天里，我用這種不求甚解方式學(xué)會(huì)了拼寫“pin（針）”、“cup（杯子）”、“sit（坐）”、“stand（站立）”、“walk（走）”

27、之類單詞。實(shí)際上，我是在好幾個(gè)星期之后，才知道萬物都有一個(gè)名字。第22頁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，莎莉文小姐把我那個(gè)舊布娃娃和她給我新布娃娃都放在了我膝蓋上，然后又一次在我手上拼出了“doll（玩偶）”，她試圖讓我明白，它們都叫“doll（玩偶）”。還有一次，我們?yōu)椤癿ug（大杯子）”和“water（水）”爭(zhēng)得不可開交。莎莉文小姐想讓我了解“杯是杯，水是水”，可是我把兩樣?xùn)|西混為一談。沒有方法，她不再同我爭(zhēng)辯，而是重新開始教我。我對(duì)她開始厭煩了，于是我一把抓起新娃娃摔在地上。第23頁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，我只以為心里十分痛快。發(fā)這種脾氣，既不悲傷，也不愧疚，我不再愛那個(gè)洋娃娃。顯然，在我生活黑暗世界里，是沒有溫柔和同情。我感覺我老師把娃娃碎片掃到了壁爐邊。以后，老師給我遞來了帽子，我知道我能

32、夠去外面曬太陽了。這一思想，假如一個(gè)無言感覺可能被稱為一個(gè)想法，讓我愉快地蹦蹦跳跳。第24頁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.我們走在路上，房頂上金銀花芬芳令人心曠神怡。有些人開始?jí)核?，她把我手放在了水管邊上。?dāng)一股清涼水流接觸到我手時(shí)，她就在我另一只手上拼寫著“water（水）”。起初是慢慢地，以后寫得飛快。第25頁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.突然間，我感覺到一個(gè)被遺忘朦朧意識(shí)正在逐步清醒，我好像一下子了解了語言文字奧秘，于是我知道了“water（水）”意思就是清涼從我手上流過這個(gè)東西名字。水這個(gè)含有生命力詞語喚醒了我靈魂，給我?guī)砹斯饷?、希望、歡樂和自由。障礙依然存在,這是真,不過是那種能夠隨時(shí)間被沖走障礙。第26頁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.我極其渴望了解更多事物，對(duì)我而言，每一個(gè)名字都代表著一個(gè)新思想。當(dāng)我再次回到屋里后，我以為似乎每一件物品都有了生命。然后我想起了那個(gè)被我摔壞洋娃娃，我探索著走到壁爐跟前，撿起了娃娃碎片，想把它們拼湊在一起，我眼里噙滿了淚水，因?yàn)槲乙庾R(shí)到了自己怎么也拼不好，生平第一次，我感到既悔恨又難過。第27頁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, “l(fā)ike 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，我學(xué)會(huì)了大量新詞匯。有幾個(gè)詞我永遠(yuǎn)都不會(huì)忘記“母親”、“父親”、“姐妹”、“老師”這些詞把我?guī)нM(jìn)了一個(gè)繽紛漂亮世界。在最有意義那一天結(jié)束之時(shí)，我躺在自己床上，第一次迫不及待地期盼著新一天快點(diǎn)兒降臨。第28頁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.經(jīng)過不懈努力，我已經(jīng)完全掌握了語言，它能夠幫我應(yīng)付生活中很多事。對(duì)那些正常孩子而言，學(xué)習(xí)語言是很輕易事情，他們能夠經(jīng)過聽、說來學(xué)習(xí)。不過對(duì)于一個(gè)聾啞孩子而言，這個(gè)過程就非常痛苦了。但不論過程怎樣，結(jié)果都是令人無比喜悅。漸漸地，我從單一物體名字，一步步延伸到了能夠在莎士比亞詩行間沉思想象。第29頁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，我老師講述新鮮事物時(shí)，我?guī)缀鯖]有可問。我意識(shí)非常含糊，詞匯量也很有限，不過伴隨接觸事物逐步增加，詞匯量逐步增多，我會(huì)一次又一次地回到同一個(gè)主題,渴望深入信息。有時(shí)一個(gè)新詞喚起一個(gè)圖像,是一些已經(jīng)刻在我大腦早期經(jīng)驗(yàn)。第30頁9. I remember the morning that I first asked the meaning of the word, “l(fā)ove.

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.我記得一

45、天早晨，我在花園里發(fā)覺了幾朵剛才開紫羅蘭，于是我把花朵摘下來送給我老師。她很想吻我，不過在那個(gè)時(shí)候，除了我母親，我不喜歡被他人親吻。于是莎莉文小姐輕輕地用一只胳膊攬著我，而且在我手上拼寫“我愛海倫”。第31頁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“什么是愛？”我問。11她把我攬到她身邊，然后就指著我心對(duì)我“說”：“愛就在這里”。這是我第一次意識(shí)到了心臟跳動(dòng)。老師動(dòng)作讓我迷惑不解，因?yàn)槟菚r(shí)候，除非我能用手摸到它，我是無法了解這個(gè)東西。12我聞著老師手里紫羅蘭，一邊拼寫文字，一邊用手勢(shì)比劃：“愛是這種花香嗎？”13“不。”老師對(duì)我說。14于是我再次琢磨，陽光照在我和老師身上。15“這莫非不是愛嗎?”我指著發(fā)出熱量方向問“這莫非不是愛嗎?”。第32頁16.在我看來，世界上再也沒有什么比太陽更加好東西了，它光和

48、熱令萬物生生不息?？墒巧蛭男〗阋廊粨u頭，我陷入了迷惑和失望之中。我感到奇怪，為何老師不能給我說明什么是“愛”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頁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.大約在一兩天之后，我在那里串珠子玩，應(yīng)該是兩個(gè)大，三個(gè)小這種次序，可我總是弄錯(cuò)，莎莉文小姐耐心地幫我調(diào)整次序。以后我注意到，有很長(zhǎng)一大段都被我弄錯(cuò)了，當(dāng)我思索該怎樣處理這個(gè)問題時(shí)，莎莉文小姐摸

51、摸我頭，慢慢地拼寫出了“think（思索）”這個(gè)詞。第34頁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 “l(fā)ove” 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.剎那間，我明白了這個(gè)詞就是我頭腦正在運(yùn)行產(chǎn)物，這是我首次認(rèn)識(shí)一個(gè)抽象概念。19.很長(zhǎng)一段時(shí)間我還是我沒有想到我膝上珠子,不過試圖用新觀念找到“愛”含義。當(dāng)初太陽已被

53、烏云遮蓋，隨即還下了一陣細(xì)雨，雨停后，太陽便散發(fā)出了暖暖陽光。20.我又一次問老師：“這是愛嗎？”第35頁21.“愛有點(diǎn)兒像遮蓋太陽云彩?！崩蠋熁卮鸬馈ｏ@然，對(duì)我來說這么回答還不夠詳細(xì)，老師繼續(xù)解釋道：“你無法摸到云彩，可是你能感覺到降落雨水。你也知道，一整天酷熱后，花兒和土地是多么渴望雨水滋潤(rùn)。即使你不能觸摸到愛，不過你能感覺到它美好。假如沒有愛，你一定就不高興了，也沒有心思玩了?！?1. “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頁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.漂亮真理突然來到我心靈我以為有沒有形線連接了我精神與他人精神。23.從一開始莎莉文老師對(duì)我就像對(duì)待那些正常孩子一樣，唯一不一樣是，她是在我手上拼寫句子，而不是直接用嘴說出來。假如我了解不了那些詞匯和成語，她就會(huì)不厭其煩地為我解釋無數(shù)次。第37頁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.這種過程連續(xù)了好多年。對(duì)于一個(gè)失聰兒童來說，我根本無法在短短一個(gè)月，乃至兩三年時(shí)間里掌握日常生活用語。正常孩子能夠靠不停地重復(fù)和模仿來學(xué)習(xí)語言，他們只要多傾聽家里大人們談話，最終自然就能表示出自己思想了。但可惜，這種交流方式對(duì)失聰兒童是行不通。第38頁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.我莎莉文老師很清楚這一點(diǎn)，她一字一句，反重復(fù)復(fù)地教我，告訴我怎樣與他人對(duì)話。這是一個(gè)漫長(zhǎng)過程，過了很長(zhǎng)時(shí)間我才有能力和他人交流，以后又過了很長(zhǎng)時(shí)間，我才學(xué)會(huì)依據(jù)不一樣場(chǎng)所調(diào)整用詞。第39