新编研究生英语综合教程课后翻译和答案潘海英专题培训课件

新编研究生英语综合教程课后翻译和答案潘海英UnitTwo

LanguageTextALearnByTouchLanguageisthehumancapacityforacquiringandusingcomplexsystemsofcommunication.Humansacquirelanguagethroughsocialinteractioninearlychildhood.Butsomepeoplemaysufferfromspeechimpairment;despitethesuccessofthedisabilityrightsmovementandtherecognitionthatsigningisnolessalinguisticsystemthanspokenlanguage,“dumb”isstillusedasatermofabuse.OverviewTextAisexcerptedfrom

TheStoryofMyLife,HelenKeller’sautobiography.Itportraysthewildchildwhoislockedinthedarkandsilentprisonofherownbody.Kellerrevealsherfrustrationandrage,andtakesthereaderontheunforgettablejourneyofhereducationandbreakthroughsintotheworldofcommunication.FromthemomentKellerrecognizestheword“water”whenherteacherfingerspellstheletters,wesharehertriumphas“thatlivingwordawakenedmysoul,gaveitlight,hope,joy,setitfree!”Shelearnedto“hear”people’sspeechbyreadingtheirlipswithherhands;hersenseoftouchhadbecomeextremelysupple.ShebecameproficientatusingBrailleandreadingsignlanguagewithherhandsaswell.Overview

BackgroundInformation

Pre-readingQuestions

TextALearnbyTouch

Vocabulary

ExercisesTextA:LearnbyTouchContents1.Informationabouttheauthors2.InformationaboutTextA3.CulturalBackgroundInformationBackgroundInformationTextExplanation&TranslationTextALearnbyTouch

VocabularyCore

VocabularyListExercisesl.ComprehensionIIWordStudyIIIClozeVWritingIVTranslationLearnbyTouch

ThistextistakenfromTheStoryofMyLife,excerptedHelenKeller1.Informationabouttheauthors2.InformationaboutTextA

BackgroundInformation3.CulturalBackgroundInformationHelenAdamsKeller(June27,1880–June1,1968)wasanAmericanauthor,politicalactivist,andlecturer.Shewasthefirstdeafblindpersontoearnabachelorofartsdegree.ThestoryofhowKeller'steacher,AnneSullivan,brokethroughtheisolationimposedbyanearcompletelackoflanguage,allowingthegirltoblossomasshelearnedtocommunicate,hasbecomewidelyknownthroughthedramaticdepictionsoftheplayandfilmTheMiracleWorker.HerbirthplaceinWestTuscumbia,Alabamaisnowamuseumandsponsorsanannual"HelenKellerDay".HerbirthdayonJune27iscommemoratedasHelenKellerDayintheU.S.stateofPennsylvaniaandwasauthorizedatthefederallevelbypresidentialproclamationbyPresidentJimmyCarterin1980,the100thanniversaryofherbirth.Aprolificauthor,Kellerwaswell-traveledandoutspokeninherconvictions.AmemberoftheSocialistPartyofAmericaandtheIndustrialWorkersoftheWorld,shecampaignedforwomen'ssuffrage,laborrights,socialism,andothersimilarcauses.ShewasinductedintotheAlabamaWomen'sHallofFamein1971andwasoneoftwelveinauguralinducteestotheAlabamaWritersHallofFameonJune8,2015.Background1.InformationabouttheauthorBackgroundBackground2.InformationabouttextATextAisexcerptedfromTheStoryofMyLife,HelenKeller’sautobiography.Itportraysthewildchildwhoislockedinthedarkandsilentprisonofherownbody.Kellerrevealsherfrustrationandrage,andtakesthereaderontheunforgettablejourneyofhereducationandbreakthroughsintotheworldofcommunication.FromthemomentKellerrecognizestheword“water”whenherteacherfingerspellstheletters,wesharehertriumphas“thatlivingwordawakenedmysoul,gaveitlight,hope,joy,setitfree!”Shelearnedto“hear”people’sspeechbyreadingtheirlipswithherhands;hersenseoftouchhadbecomeextremelysupple.ShebecameproficientatusingBrailleandreadingsignlanguagewithherhandsaswell.HelenKellerand

TheStoryofMyLifeHelenKeller(1880–1968)wasborninTuscumbia,Alabama.Atnineteenmonthsoldanillnessnearlytookherlifeandleftherdeafandblind.AttherecommendationofAlexanderGrahamBell,herparentscontactedthePerkinsInstitutionandAnneSullivanwassenttotutorHelen.Shelearnedtoreadandspeak.WithAnneSullivanatherside,HelenKellergraduatedwithhonorsfromRadcliffeCollegein1904.3.CulturalBackgroundInformationHelenKellerwasdedicatedtohelpingthehandicapped,raisingfundsandlobbyingfortheblind.HelenKellerreceivedthePresidentialMedalofFreedomandmanyhonorarydegrees.WinstonChurchillconsideredheras“thegreatestwomanofourage.”MarkTwainsaid“HelenKellerisfellowtoCaesar,Alexander,Napoleon,Homer,Shakespeare,andtherestoftheimmortals...shewillbeasfamousathousandyearsfromnowassheistoday.”Herotherbooksinclude

TheWorldILiveIn

(1908),

Midstream:MyLaterLife

(1929),

HelenKeller’sJournal

(1938),and

LetusHaveFaith

(1940).3.CulturalBackgroundInformationTheStoryofMyLife

isHelenKeller’saccountofthestoryofherearlyyearstogetherwithAnneSullivan,herremarkablepsychologicalandintellectualgrowth,andhertriumphoverdeafnessandblindness.Itcontainsthreeparts.ThefirstisHelenKeller’sautobiographicalaccountofherlifefromchildhoodtothebeginningofherstudiesatRadcliffe.ItdescribesthetransformationofHelen’slifebroughtaboutbythearrivalofAnneSullivan.PartIIcontainsHelen’sletterstoherfamilyandfriends,arrangedinchronologicalsequence.Thethirdpart,asupplementarysection,containsanaccountofHelenKeller’slifeandeducation.

TheStoryofMyLife

isthemostpopularofHelenKeller’sworks.Today,thebookisavailableinmorethan50languages.3.CulturalBackgroundInformation➊Doyouthinklanguageisaninherentcapacityoranacquiredskill?Stateyourreasons.➋LudwigWittgensteinoncesaid:“Thelimitsofmylanguagearethelimitsofmyworld.”Howdoyouunderstandthatsentence?➌Whatwouldyoudotohelpcommunicatewithsomeonewithacommunicativedisability,suchassomeonewhoisdeaf,blindorautistic?Pre-readingQuestions1.ThemostimportantdayIrememberinallmylifeistheoneonwhichmyteacher,AnneMansfieldSullivan,

cametome.IamfilledwithwonderwhenIconsidertheimmeasurablecontrastsbetweenthetwoliveswhichitconnects.ItwasthethirdofMarch,1887,threemonthsbeforeIwassevenyearsold.TextALearnbyTouch1.在我的一生中，最重要的一天就是我的老师——安妮·莎莉文来到我家的那一天。那天是一八八七年三月三日，再过三个月我就满七岁了。HelenKeller2.Themorningaftermyteachercamesheledmeintoherroomandgavemeadoll.ThelittleblindchildrenatthePerkinsInstitution

hadsentitandLauraBridgman

haddressedit;butIdidnotknowthisuntilafterward.WhenIhadplayedwithitalittlewhile,MissSullivanslowlyspelledintomyhandtheword“d-o-l-l.”Iwasatonceinterestedinthisfingerplayandtriedtoimitateit.WhenIfinallysucceededinmakingtheletterscorrectlyIwasflushed

withchildishpleasureandpride.

2.次日早晨，我的老师领我来到她的房间，给了我一个布娃娃。后来我知道，这个娃娃是柏金斯盲人学院的一个小盲童送的。当时，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，并且努力模仿她。最终，在我正确地拼写出这个单词时，我无比的快乐和自豪。RunningdownstairstomymotherIheldupmyhandandmadethelettersfordoll.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey-likeimitation.InthedaysthatfollowedIlearnedtospellinthisuncomprehendingwayagreatmanywords,amongthem

pin,

hat,

cup

andafewverbslike

sit,

stand

and

walk.

ButmyteacherhadbeenwithmeseveralweeksbeforeIunderstoodthateverythinghasaname.后来我跑到楼下，举起母亲的手，在上面拼写出了“doll（玩偶）”。当时，我并不知道我是在拼写单词，我甚至不知道文字的存在，我只是调皮地用手指依样画葫芦而已。在随后的几天里，我用这种不求甚解的方式学会了拼写“pin（针）”、“cup（杯子）”、“sit（坐）”、“stand（站立）”、“walk（走）”之类的单词。事实上，我是在好几个星期之后，才知道万物都有一个名字。3.Oneday,whileIwasplayingwithmynewdoll,MissSullivanputmybigragdollintomylapalso,spelled“d-o-l-l”andtriedtomakemeunderstandthat“d-o-l-l”appliedtoboth.Earlierinthedaywehadhada

tussle

overthewords“m-u-g”and“w-a-t-e-r.”MissSullivanhadtriedtoimpressituponmethat“m-u-g”is

mug

andthat“w-a-t-e-r”is

water,butIpersistedinconfoundingthetwo.Indespairshehaddroppedthesubjectforthetime,onlytorenewitatthefirstopportunity.

Ibecameimpatientatherrepeatedattemptsand,seizingthenewdoll,Idashedituponthefloor.3.有一天，莎莉文小姐把我的那个旧布娃娃和她给我的新布娃娃都放在了我的膝盖上，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。没有办法，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。IwaskeenlydelightedwhenIfeltthefragmentsofthebrokendollatmyfeet.Neithersorrownorregretfollowedmypassionateoutburst.Ihadnotlovedthedoll.Inthestill,darkworldinwhichIlivedtherewasnostrongsentimentoftenderness.Ifeltmyteachersweepthefragmentstoonesideofthehearth,

andIhadasenseofsatisfactionthatthecauseofmydiscomfortwasremoved.Shebroughtmemyhat,andIknewIwasgoingoutintothewarmsunshine.Thisthought,ifawordlesssensationmaybecalledathought,mademehopandskipwithpleasure.看到破碎的洋娃娃的碎片，我只觉得心里十分痛快。发这种脾气，既不悲伤，也不愧疚，我不再爱那个洋娃娃。显然，在我生活的黑暗世界里，是没有温柔和同情的。我感觉我的老师把娃娃的碎片扫到了壁炉边。后来，老师给我递来了帽子，我知道我可以去外面晒太阳了。这一思想，如果一个无言的感觉可能被称为一个想法，让我愉快地蹦蹦跳跳。4.Wewalkeddownthepathtothewell-house,attractedbythefragranceofthehoneysuckle

withwhichitwascovered.Someonewasdrawingwaterandmyteacherplacedmyhandunderthespout.

Asthecoolstreamgushedoveronehandshespelledintotheotherthewordwater,firstslowly,thenrapidly.Istoodstill,mywholeattentionfixeduponthemotionsofherfingers.4.我们走在路上，房顶上金银花的芬芳令人心旷神怡。有人开始压水，她把我的手放在了水管边上。当一股清凉的水流接触到我的手时，她就在我的另一只手上拼写着“water（水）”。起初是慢慢地，后来写得飞快。SuddenlyIfelta

mistyconsciousnessasofsomethingforgotten—athrillofreturningthought;andsomehowthemysteryoflanguagewasrevealedtome.Iknewthenthat“w-a-t-e-r”meantthewonderfulcoolsomethingthatwasflowingovermyhand.Thatlivingwordawakenedmysoul,gaveitlight,hope,joy,setitfree!Therewerebarriersstill,itistrue,butbarriersthatcouldintimebesweptaway.突然间，我感觉到一种被遗忘的朦胧意识正在逐渐苏醒，我好像一下子理解了语言文字的奥秘，于是我知道了“water（水）”的意思就是凉爽的从我手上流过的这个东西的名字。水这个具有生命力的词语唤醒了我的灵魂，给我带来了光明、希望、欢乐和自由。障碍仍然存在,这是真的,但是是那种可以随时间被冲走的障碍。5.Ileftthewell-houseeagertolearn.Everythinghadaname,andeachnamegavebirthtoanewthought.AswereturnedtothehouseeveryobjectwhichItouchedseemedtoquiver

withlife.ThatwasbecauseIsaweverythingwiththestrange,newsightthathadcometome.OnenteringthedoorIrememberedthedollIhadbroken.Ifeltmywaytothehearthandpickedupthepieces.Itriedvainlytoputthemtogether.Thenmyeyesfilledwithtears;forIrealizedwhatIhaddone,andforthefirsttimeIfeltrepentanceandsorrow.5.我极其渴望了解更多的事物，对我而言，每一个名字都代表着一种新思想。当我再次回到屋里后，我觉得似乎每一件物品都有了生命。然后我想起了那个被我摔坏的洋娃娃，我摸索着走到壁炉跟前，捡起了娃娃的碎片，想把它们拼凑在一起，我的眼里噙满了泪水，因为我意识到了自己怎么也拼不好，生平第一次，我感到既悔恨又伤心。276.Ilearnedagreatmanynewwordsthatday.Idonotrememberwhattheyallwere;butIdoknowthat

mother,

father,

sister,

teacher

wereamongthem—wordsthatweretomaketheworldblossomforme,“likeAaron’srod,withflowers.”ItwouldhavebeendifficulttofindahappierchildthanIwasasIlayinmycribatthecloseoftheeventfuldayandlivedoverthejoysithadbroughtme,andforthefirsttimelongedforanewdaytocome.6.那天，我学会了大量的新词汇。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美丽的世界。在最有意义的那一天结束之时，我躺在自己的床上，第一次迫不及待地期盼着新的一天快点儿来临。7.Ihadnowthekeytoalllanguage,andIwaseagertolearntouseit.Childrenwhohearacquirelanguagewithoutanyparticulareffort;thewordsthatfallfromothers’lipstheycatchonthewing,

asitwere,

delightedly,whilethelittledeafchildmusttrapthembyaslowandoftenpainfulprocess.Butwhatevertheprocess,theresultiswonderful.Graduallyfromnaminganobjectweadvancestepbystepuntilwehavetraversed

thevastdistancebetweenourfirststammeredsyllableandthesweepofthoughtinalineofShakespeare.7.通过不懈的努力，我已经完全掌握了语言，它可以帮我应付生活中的很多事。对那些正常的孩子而言，学习语言是很容易的事情，他们可以通过听、说来学习。但是对于一个聋哑孩子而言，这个过程就非常痛苦了。但无论过程怎样，结果都是令人无比喜悦的。渐渐地，我从单一物体的名字，一步步延伸到了可以在莎士比亚的诗行间沉思想象。8.Atfirst,whenmyteachertoldmeaboutanewthingIaskedveryfewquestions.Myideaswerevague,andmyvocabularywasinadequate;butasmyknowledgeofthingsgrew,andIlearnedmoreandmorewords,myfieldofinquirybroadened,andIwouldreturnagainandagaintothesamesubject,eagerforfurtherinformation.Sometimesanewwordrevived

animagethatsomeearlierexperiencehadengraved

onmybrain.8.起初，我的老师讲述新鲜事物时，我几乎没有可问的。我的意识非常模糊，词汇量也很有限，但是随着接触的事物逐渐增加，词汇量逐渐增多，我会一次又一次地回到同一个主题,渴望进一步的信息。有时一个新词唤起一个图像,是一些已经刻在我大脑的早期的经验。9.IrememberthemorningthatIfirstaskedthemeaningoftheword,“love.”ThiswasbeforeIknewmanywords.Ihadfoundafewearlyvioletsinthegardenandbroughtthemtomyteacher.Shetriedtokissme:butatthattimeIdidnotliketohaveanyonekissmeexceptmymother.MissSullivanputherarmgentlyroundmeandspelledintomyhand,“IloveHelen.”9.我记得一天早晨，我在花园里发现了几朵刚刚开的紫罗兰，于是我把花朵摘下来送给我的老师。她很想吻我，但是在那个时候，除了我的母亲，我不喜欢被别人亲吻。于是莎莉文小姐轻轻地用一只胳膊揽着我，并且在我手上拼写“我爱海伦”。10“Whatislove?”Iasked.11Shedrewmeclosertoherandsaid,“Itishere,”pointingtomyheart,whosebeatsIwasconsciousofforthefirsttime.HerwordspuzzledmeverymuchbecauseIdidnotthenunderstandanythingunlessItouchedit.12Ismeltthevioletsinherhandandasked,halfinwords,halfinsigns,aquestionwhichmeant,“Islovethesweetnessofflowers?”13“No,”saidmyteacher.14AgainIthought.Thewarmsunwasshiningonus.15“Isthisnotlove?”Iasked,pointinginthedirectionfromwhichtheheatcame.“Isthisnotlove?”10“什么是爱？”我问。11她把我揽到她身边，然后就指着我的心对我“说”：“爱就在这里”。这是我第一次意识到了心脏的跳动。老师的动作让我迷惑不解，因为那时候，除非我能用手摸到它，我是无法理解这个东西的。12我闻着老师手里的紫罗兰，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于是我再次揣摩，阳光照在我和老师身上。15“这难道不是爱吗?”我指着发出热量的方向问“这难道不是爱吗?”。16.在我看来，世界上再也没有什么比太阳更好的东西了，它的光和热令万物生生不息。可是莎莉文小姐仍然摇头，我陷入了困惑和失望之中。我感到奇怪，为什么老师不能给我说明什么是“爱”呢？16.Itseemedtomethattherecouldbenothingmorebeautifulthanthesun,whosewarmthmakesallthingsgrow.ButMissSullivanshookherhead,andIwasgreatlypuzzledanddisappointed.Ithoughtitstrangethatmyteachercouldnotshowmelove.17.AdayortwoafterwardIwasstringingbeadsofdifferentsizesinsymmetricalgroups—twolargebeads,threesmallones,andsoon.Ihadmademanymistakes,andMissSullivanhadpointedthemoutagainandagainwithgentlepatience.FinallyInoticedaveryobviouserrorinthesequenceandforaninstantIconcentratedmyattentiononthelessonandtriedtothinkhowIshouldhavearrangedthebeads.MissSullivantouchedmyforeheadandspelledwithdecidedemphasis,“think.”17.大约在一两天之后，我在那里串珠子玩，应该是两个大的，三个小的这种顺序，可我总是弄错，莎莉文小姐耐心地帮我调整顺序。后来我注意到，有很长的一大段都被我弄错了，当我思考该如何解决这个问题时，莎莉文小姐摸摸我的头，慢慢地拼写出了“think（思考）”这个词。18.Inaflash

Iknewthatthewordwasthenameoftheprocessthatwasgoingoninmyhead.Thiswasmyfirstconsciousperceptionofanabstractidea.19.ForalongtimeIwasstill—

Iwasnotthinkingofthebeadsinmylap,buttryingtofindameaningfor“love”inthelightofthisnewidea.Thesunhadbeenunderacloudallday,andtherehadbeenbriefshowers;butsuddenlythesunbrokeforthinallitssouthernsplendour.20.Again,Iaskedmyteacher,“Isthisnotlove?”18.刹那间，我明白了这个词就是我头脑正在运行的产物，这是我初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的珠子,但是试图用新的观念找到“爱”的含义。当时太阳已被乌云遮盖，随后还下了一阵细雨，雨停后，太阳便散发出了暖暖的阳光。20.我又一次问老师：“这是爱吗？”21.“爱有点儿像遮盖太阳的云彩。”老师回答道。显然，对我来说这样的回答还不够具体，老师继续解释道：“你无法摸到云彩，可是你能感觉到降落的雨水。你也知道，一整天的酷热后，花儿和土地是多么渴望雨水的滋润。虽然你不能触摸到爱，但是你能感觉到它的美好。如果没有爱，你一定就不快乐了，也没有心思玩了。”21.“Loveissomethinglikethecloudsthatwereintheskybeforethesuncameout,”shereplied.Theninsimplerwordsthanthese,whichatthattimeIcouldnothaveunderstood,sheexplained:“Youcannottouchtheclouds,youknow;butyoufeeltherainandknowhowgladtheflowersandthethirstyeartharetohaveitafterahotday.Youcannottouchloveeither;butyoufeelthesweetnessthatitpoursintoeverything.Withoutloveyouwouldnotbehappyorwanttoplay.”22.Thebeautifultruthburstupon

mymind—

Ifeltthattherewereinvisiblelinesstretchedbetweenmyspiritandthespiritsofothers.23.FromthebeginningofmyeducationMissSullivanmadeitapracticetospeaktomeasshewouldtoanyhearingchild;theonlydifferencewasthatshespelledthesentencesintomyhandinsteadofspeakingthem.IfIdidnotknowthewordsandidiomsnecessarytoexpressmythoughtsshesuppliedthem,evensuggestingconversationwhenIwasunabletokeepupmyendofthedialogue.22.美丽的真理突然来到我的心灵——我觉得有无形的线连接了我的精神与他人的精神。23.从一开始莎莉文老师对我就像对待那些正常的孩子一样，唯一不同的是，她是在我手上拼写句子，而不是直接用嘴说出来。假如我理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。24.Thisprocesswascontinuedforseveralyears;forthedeafchilddoesnotlearninamonth,orevenintwoorthreeyears,thenumberlessidiomsandexpressionsusedinthesimplestdailyintercourse.Thelittlehearingchildlearnsthesefromconstantrepetitionandimitation.Theconversationhehearsinhishomestimulateshismindandsuggeststopicsandcallsforththespontaneousexpressionofhisownthoughts.Thisnaturalexchangeofideasisdeniedtothedeafchild.24.这种过程持续了好多年。对于一个失聪儿童来说，我根本无法在短短一个月，乃至两三年的时间里掌握日常生活用语。正常的孩子可以靠不断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，最后自然就能表达出自己的思想了。但可惜，这种交流方式对失聪儿童是行不通的。Myteacher,realizingthis,determinedtosupplythekindsofstimulus

Ilacked.Thisshedidbyrepeatingtomeasfaraspossible,

verbatim

whatsheheard,andbyshowingmehowIcouldtakepartintheconversation.ButitwasalongtimebeforeIventuredtotaketheinitiative,andstilllongerbeforeIcouldfindsomethingappropriatetosayattherighttime.我的莎莉文老师很清楚这一点，她一字一句，反反复复地教我，告诉我怎样与别人对话。这是一个漫长的过程，过了很长时间我才有能力和别人交流，后来又过了很长时间，我才学会根据不同的场合调整用词。25.Thedeafandtheblindfinditverydifficulttoacquiretheamenities

ofconversation.Howmuchmorethisdifficultymustbeaugmented

inthecaseofthosewhoarebothdeafandblind!Theycannotdistinguishthetoneofthevoiceor,withoutassistance,goupanddownthegamut

oftonesthatgivesignificancetowords;norcantheywatchtheexpressionofthespeaker’sface,andalookisoftentheverysoulofwhatonesays.25.聋人和盲人很难领会谈话中的细微之处。那些既聋又盲的人遇到的困难又会大多少倍啊!他们无法辨别人们说话的语调，没有别人的帮助，领会不了语气的变化所包寒的意思。他们也看不见说话者的神色，而神色是心灵的自然流露。26.Itwasmyteacher’sgenius,herquicksympathy,herlovingtact

whichmadethefirstyearsofmyeducationsobeautiful.Allthebestofmebelongstoher—thereisnotatalent,oranaspirationorajoyinmethathasnotbeenawakenedbyherlovingtouch.26.是我老师的才华，她的同情心和她的机智，使我第一年的学习生活变得如此美好。我永远也分不清，我对所有美好事物的喜爱，有多少是自己内心固有的，有多少是她赐予给我的。FlushTussleHearthHoneysuckleSpoutGushQuiverRepentanceTraverseStammerEngraveSymmetricalIntercourseSpontaneousStimulusAmenityGamutTactCoreVocabularyListCoreVocabulary(1)flush[flʌʃ]adj.大量的；齐平的；丰足的，洋溢的；挥霍的Atthattime,manydevelopingcountrieswereflushwithdollarsearnedfromexports.在那时，许多发展中国家都通过出口赚到了大量美元。CoreVocabulary(2)tussle[ˈtʌsəl]n.争斗，扭打EuropeandtheUSmustbepreparedforanew,similarlyextendedtussle.欧洲和美国必须准备好投身一场新的、同样旷日持久的斗争。CoreVocabulary(3)hearth[hɑ:rθ]n.灶台；炉边；炉床；壁炉地面Itwaswinterandtherewasahugefireroaringinthehearth.时值冬天，壁炉里炉火熊熊。CoreVocabulary(4)honeysuckle[ˈhʌniˌsʌkəl]n.[植]金银花；忍冬；忍冬属植物Theeveningairwassweetwiththesmellofhoneysuckle.傍晚的空气中充满金银花的香味。CoreVocabulary(5)spout[spaʊt]n.喷口；水龙卷；水落管；水柱vt.喷出；喷射；滔滔不绝地讲Don'tspeakofwar,orhewillspouthisstoryintheWorldWarⅡ.别提起战争的话头，一提起他会滔滔不绝地说起他在第二次世界大战中的经历。CoreVocabulary(6)gush[ɡʌʃ]v.涌出；迸出Oilgushedfromthewell.油从油井中喷出。gushover

滔滔不绝地说CoreVocabulary(7)quiver['kwɪvə]

vi.颤抖；振动vt.使…颤动；抖动Hervoicequiveredasshespoke.她说话时声音发颤。CoreVocabulary(8)repentance

[rɪ'pent(ə)ns]

n.悔改；后悔Confession

is

one

mark

of

repentance.

坦白是悔悟的一个标志。CoreVocabulary(9)traverse[trəˈvɜ:rs]vt.穿过；反对；详细研究；在…来回移动vi.横越；旋转；来回移动Severalrailroadstraversethedistrict.有几条铁路线横贯这个地区。CoreVocabulary(10)stammer

['stæmə]

vi.口吃；结结巴巴地说vt.口吃；结巴着说出Healwaysstammeredwhenhemether.他一遇见她就口吃。CoreVocabulary(11)engrave[ɪnˈɡreɪv]vt.雕刻；铭记Hehadthejewelerengravehisnameonthebackofthewatch.他请钟表匠把他的名字刻在手表的背面。CoreVocabulary(12)symmetrical[sɪ'metrɪk(ə)l]

adj.匀称的，对称的The

twowings

of

the

building

are

exactly

symmetrical.

大楼的两翼完全对称。CoreVocabulary(13)intercourse['ɪntəkɔːs]n.交往；交流Therewassocialintercoursebetweentheoldandtheyoung.老年人和年轻人之间有社会交往。CoreVocabulary(14)spontaneous[spɒn'teɪnɪəs]

adj.自发的；自然的；无意识的Manypeoplespontaneouslystoodupandcheered.许多人自发地站起来欢呼。spontaneouscombustion

自燃CoreVocabulary(15)Stimulus

['stɪmjʊləs]

n.刺激；激励；刺激物Regard

each

failure

asa

stimulus

to

further

efforts.

把每次失利看成对进一步努力的激励。CoreVocabulary(16)amenity[ə'miːnɪtɪ]n.舒适；礼仪；愉快；便利设施Whilewi-fiisbecomingacommon

amenity

inmanypartsoftheglobe,high-speeddataconnectionsareoftenexpensive.

虽然wi-fi正在成为一个常见的便利设施在世界的许多地方，但高速数据连接通常是昂贵的。CoreVocabulary(17)gamut

['gæmət]

n.全音阶；全音域；整个范围Thetrainingandpracticeofgamut,semi-gamutetc,playanimportantpartinpianoteaching.在钢琴教学中，音阶、半音阶等这些技术类型的训练占着重要的地位。CoreVocabulary(18)tact[tækt]n.机智；老练；圆滑；鉴赏力Are

you

hurting

others

by

your

lack

of

tact?

你是否曾经因为你的不够圆滑而伤害到别人呢？l.Answerquestions2.ParaphrasesentencesExercises

l.Comprehension611)WhichdaywasthemostimportantandeventfuldayinHelenKeller’slife?Why?2)HowdidHelenlearnherfirstword?3)Whatwasthe“mysteryoflanguage”thatwasrevealedtoHelen?Whatwasitssignificance?4)Howdidtheauthorbegintounderstandthat“everythinghadaname”andrelatedwordswithideasatlast?5)HowdidHelenacquireherfirstconsciousperceptionofanabstractidea?

Exercises

l.ComprehensionAnswerthefollowingquestions,usingyourownwordsasmuchaspossible.6)Whydoesittakealongtimebeforeadeafpersoncanfindsomethingappropriatetosayattherighttime?7)AsanEnglishlearner,doyoufinditsometimesverydifficulttoacquiretheamenitiesofconversationinEnglishlikethedeafandtheblind?Analyzethereasonsorgiveexamples.8)Howdoesahearingchildlearnlanguage?Whatdifficultiesdoesapersonwhoisbothdeafandblindfaceinlearningalanguageandcommunicatingwithothers?9)Whatdoestheauthorthinkofherfirstyear’seducation?10)WhatdoyouthinkofMissSullivanasHelen’steacher?Exercises

Exercises

2.Paraphrasethefollowingsentences(1)IamfilledwithwonderwhenIconsidertheimmeasurablecontrastsbetweenthetwoliveswhichitconnects.(2)Neithersorrownorregretfollowedmypassionateoutburst.Ihadnotlovedthedoll.Inthestill,darkworldinwhichIlivedtherewasnostrongsentimentoftenderness.Exercises

(3)SuddenlyIfeltamistyconsciousnessasofsomethingforgotten—athrillofreturningthought;andsomehowthemysteryoflanguagewasrevealedtome.Exercises

(4)Thatlivingwordawakenedmysoul,gaveitlight,hope,joy,setitfree!Therewerebarriersstill,itistrue,butbarriersthatcouldintimebesweptaway.Exercises

(5)Childrenwhohearacquirelanguagewithoutanyparticulareffort;thewordsthatfallfromothers’lipstheycatchonthewing,asitwere,delightedly,whilethelittledeafchildmusttrapthembyaslowandoftenpainfulprocess.Exercises

Exercises

(6)GraduallyfromnaminganobjectweadvancestepbystepuntilwehavetraversedthevastdistancebetweenourfirststammeredsyllableandthesweepofthoughtinalineofShakespeare.(7)Sometimesanewwordrevivedanimagethatsomeearlierexperiencehadengravedonmybrain.Exercises

Exercises

(8)Thebeautifultruthburstuponmymind—Ifeltthattherewereinvisiblelinesstretchedbetweenmyspiritandthespiritsofothers.Exercises

(9)

MissSullivanmadeitapracticetospeaktomeasshewouldtoanyhearingchild;theonlydifferencewasthatshespelledthesentencesintomyhandinsteadofspeakingthem.Exercises

(10)Itwasmyteacher’sgenius,herquicksympathy,herlovingtactwhichmadethefirstyearsofmyeducationsobeautiful.Allthebestofmebelongstoher—thereisnotatalent,oranaspirationorajoyinmethathasnotbeenawakenedbyherlovingtouch.Exercises

IIWordStudy(1)Chooseanappropriatewordorphrasefromthelistaboveforeachblank.Makechangeswhennecessary.

augment

gamut

hearth

intercourse

repentance

tact

tussle

verbatim

inthelightof

taketheinitiative1)Themanlefthis

andhometolabourasaminerintheinhospitablenorth.2)Thosewhorefuseto

willbepunished.3)Theresidentsoftheneighborhood

withcityhallforyearsaboutthebrokenparkingmeters.hearthrepenttussle4)Wecandrawupourplan

experiencesofotherfactories.5)Thefriendly

betweenourtwocountriescanbetracedbacktolastcentury.6)HismemorywassogoodthathecouldrepeatmanyShakespeareplays

.7)Charlesisshyanddoesnot

inmakingacquaintance.

augment

gamut

hearth

intercourse

repentance

tact

tussle

verbatim

inthelightof

taketheinitiativeinthelightofintercourseverbatimtaketheinitiative

8)Asthestoryunfoldedthroughoutthepastweek,Iexperiencedthe

ofemotions:shock,anger,sadness,disgust,confusion.9)

inpopulationmadeemigrationnecessary.10)Remembertobe

whenexpressingapersonaljudgment.

augment

gamut

hearth

intercourse

repentance

tact

tussle

verbatim

inthelightof

taketheinitiativegamutAugmentationtactfulTodayIamknownformyvoiceasmuchasformyacting.ButwhenIwasayoungsterIstutteredsobadlyIwascompletelyunabletospeakinpublic.SinceIwaseightI’dhadtrouble1.Itwassobadthat2Istoodupinclasstoread,theotherkidssnickeredandlaughed.Ialwayssatdown,myface3withshame.T