英语专业综合英语Unit 6练习答案

Unit 6 Give Me Liberty, or Give Me Death
课文I翻译
1. 议长先生：我比任何人更钦佩刚刚在议会上发言的先生们的爱国主义精神和才干。

但是，对同样的问题，智者见智，仁者见仁。

因此，尽管我的观点与他们大相径庭，但是我仍要把自己的心里话一吐为快，并希望不要因此而被看做是对他们大不敬：现在不是讲客套的时候。

摆在议会面前的问题关系到国家的存亡。

我认为，这是关系到享受自由还是蒙受奴役的关键问题，而且正因为事关重大，我们的辩论就要做到各抒己见。

只有这样，我们才能弄清事实的真相，才能不辜负上帝和祖国赋予我们的责任。

在这种时刻，如果怕得罪人而闭口不言，我认为就是叛国，就是比对世上所有国君更为神圣的上帝的不忠行为。

2. 议长先生，对希望抱有幻觉是人的天性。

我们往往紧闭双眼不去正视痛苦的现实，而是倾听海妖蛊惑人心的歌声，让她把我们变成禽兽。

在为自由而进行艰苦卓绝的斗争中，这难道是聪明人的所作所为吗？难道我们愿意为对获得拯救如此至关重要的事情视而不见，听而不闻吗？就我来说，无论精神上有多么痛苦，我仍愿意获悉全部的真相和最坏的事态，并为之做好充分准备。

3. 我只有一盏指路明灯，那就是经验之灯。

除了过去的经验，我没有其他的方法去判断未来。

依据过去的经验，我倒希望知道，十年来英国政府的所作所为，凭什么使得各位先生有理由满怀希望，并欣然用来安慰自己和议会呢？难道就是最近接受我们请愿时的那种狡诈的微笑吗？不要相信这种微笑，阁下，事实证明那是放置在您脚下的陷阱。

不要被人家的亲吻把自己出卖了!请你们扪心自问，接受我们请愿时的和蔼亲善与遍布海陆疆域的大规模备战怎么会相称呢？难道出于对我们的爱护和和解，就有必要动用战舰和军队吗？难道我们流露过绝不和解的愿望，因此结果为了重新赢得我们的爱，而必须诉诸武力吗？我们不要再欺骗自己了，阁下，这些都是战争和征服的工具，是国王们采取的最后的辩解手段。

4. 我要请问先生们，阁下，这些战争的部署如果不是为了迫使我们俯首称臣，那又意味着什么？先生们能够指出还有其他的动机吗？难道在世界的这个地方，还有什么敌人值得大不列颠如此兴师动众，调集如此庞大的海陆军队吗？没有了，阁下，什么敌人也没有。

他们完全是针对我们的，而不是别人。

他们是派来给我们紧紧套上英国政府长期以来铸造的锁链的。

5. 我们用什么来抵抗呢？还要辩论吗？阁下，我们已经辩论了十年。

难道对这个问题我们还有什么新鲜观点吗？什么也没有。

我们已经把各个方面全考虑过了，但是一切都徒劳枉然。

难道我们只得苦苦哀告，微言乞求吗？难道我们还能期望找到什么没有穷尽的说法吗？阁下，我恳求您，我们千万不要再自欺欺人了。

6. 阁下，为了躲避这场即将降临的风暴，一切该做的事情我们都已经做了。

我们请愿过，我们抗议过，我们哀求过：我们曾拜倒在御座之前，恳求制止国会和内阁的残暴行径。

我们的请愿遭到蔑视，我们的抗议招致格外的镇压和侮辱，我们的哀求被置之不理，我们被不以为然地从御座前一脚踢开了。

全都枉然，事已至此，我们还能沉湎于愚蠢的希望之中吗？我们什么希望都没有余地了。

假如我们希望获得自由，并维护我们长期以来为之献身的崇高权力，假如我们不愿意卑鄙地放弃我们多年来的斗争，不获全胜，绝不收兵，那么，我们必须战斗！我再重复一遍，我们必须战斗！我们只有诉诸武力，只有求助于千军万马之主的上帝。

7. 阁下，他们说我们太弱小了——无法抵挡这么强大的敌手。

但是，我们什么时候才能更强大呢？是下周，还是明年？难道要等我们被彻底解除武装，家家户户都驻扎了英国士兵的时候吗？难道我们靠犹豫不决，无所作为来积聚力量吗？难道我们高枕而卧，抱有虚无缥缈的希望，等到敌人捆住了我们的手脚，就能找到有效抵抗敌人的良策吗？阁下，只要我们恰如其分地利用好自然之神恩赐给我们的力量，我们并不弱小。

一旦300万人民在自己的国土上武装起来为了自由的神圣事业而战，那么敌人派遣来的任何武装力量都无法战胜我们。

此外，我们并非孤军作战，公正的上帝主宰着各国的命运，他将号召朋友们为我们而战。

阁下，战争的胜利并非只属于强者，它将属于那些机警、主动和勇敢的人们。

何况我们已经别无选择。

即使我们没有骨气，想退出战斗，也为时已晚。

退路已被切断，除非甘愿蒙受屈辱和奴役。

囚禁我们的锁链已经铸成，叮叮当当的镣铐声已经在波士顿平原上回荡，战争已经无可避免——让它来吧!我重复一遍，阁下，让它来吧！
8. 企图使事态得到缓和是徒劳的，阁下。

各位先生可以高喊，“和平，和平”——但是根本没有和平。

战争实际上已开始了！从北方刮来的风暴将把武器的铿锵的撞击声传到我们的耳中。

我们的兄弟们已经上了战场！我们为什么还要站在这儿袖手旁观？先生们希望的是什么？他们会得到什么？难道生命就这么可贵，和平就这么甜美，竟值得以锁链和奴役做代价？全能的上帝啊，制止他们这样做吧！我不知道别人会如何行事：至于我，不自由，毋宁死！
Language Work
I. Explain the underlined part in each sentence in your own words.
1). For my own part, I consider it as nothing less than a question of freedom or slavery.
→ the very same thing as
2). And in proportion to the magnitude of the subject ought to be the freedom of the debate.
→ appropriately in agreement with
3). We have held the subject up in every light of which it is capable.
→ considered and tried every means in order to deal with the subject
4). …if we make a proper use of those means which the Go d of nature hath placed in our power. → has placed at our disposal
5). Three millions of people, armed in the holy cause of liberty, …
→ with liberty as our ultimate aim to fight for
6). The battle, sir, is not to the strong alone.
→ is not destined to be won by
II. Fill in each blank with one of the two words from each pair in their appropriate forms and note the difference of meaning between them.
solace console
Explanation: Console suggests the attempt to make up for a loss by offering something in its place, as well as the effort of one person to mitigate the serious grief felt by another. Solace might sound more precious than comfort and it suggests a tender intensity of fellow-feeling.
1). She was consoled to think that she at least had an understanding husband to turn to.
2). The soldiers attempted to solace his wounded comrades by minimizing the extent of their
3). They tried to console him for losing the prize by taking him to the theatre.
4). They solaced their wretchedness, however, by duets after supper.
petition plead
Explanation: Both words refer to a humble, deferential, urgent, or formal request for help. Plead suggests a dignified humility, stressing an urgency. Petition suggests a formal address to authority, usually referring to the backing up of a request by the signed approval of others.
1). All the four convicts pleaded guilty but appealed for leniency.
2). In the face of questioning by the police, he pleaded ignorance of the bottle of white powder in his suitcase.
3). The Church of Scotland petitioned the home secretary for stronger controls on adolescent drug use.
4). All delegates to the convention were petitioning the government to take tough measures against illegal coal-mining.
More…
request: to ask for something politely (not used with the actual words spoken).
appeal: to ask strongly for help, support, money, etc.
beseech: to ask eagerly and anxiously
implore: to ask someone in a begging manner for sth. or doing sth.
base (adj.) mean
Explanation: Both words are alike in describing persons or actions regarded as being far below common worth or dignity. Mean suggests a contemptible smallness of mind, or a petty, ungenerous nature, while base is used to condemn what is openly evil, selfish, dishonourable or otherwise immoral.
1). He is the meanest person I ever know. He is never willing to spend a cent on other people.
2). Rapton reached the final; that was no mean achievement, considering all 50 classes took part in the competition.
3). The soldier was accused of base cowardice during the confrontation.
4). The cheat was base enough to swindle a sick widow out of her life's savings.
delusive misleading
Explanation: The two words refer to the giving or receiving of mistaken impressions. Misleading is restricted to something that is apt to give a false impression, and it can also apply to great or small potential misapprehensions, whether fostered intentionally, unintentionally, or without any intent whatever. Delusive suggests mistaken impressions or a self-imposed belief that corresponds to one's own wishes or needs.
1). A terminally ill patient usually has a delusive faith in a wonder drug.
2). There is nothing true about such an expectation; it is only delusive and vain.
3). It was a misleading advertisement that deliberately left out the drug's side effects.
4). The ambassador referred to the report as deceitful and misleading.
III. Fill in the blank in each sentence with a word or phrase taken from the box, using its appropriate form.
magnitude forge formidable snare
temporal prostrate array anguish
invincible revere remonstrate subjugation
1). Her manner is friendly and relaxed and much less formidable than she appears at her after-game press conference.
2). Nothing has ever equaled the magnitude and speed with which the human species is altering the physical and chemical world and demolishing the environment.
3). When heated, the mixture becomes soft and malleable and can be formed by various techniques into a vast array of shapes and sizes.
4). Where I part company with him, however, is over the link he forges between science and liberalism.
5). Percy was lying prostrate, his arms outstretched and his eyes closed.
6). Given data which are free from bias, there are further snares to avoid in statistical work.
7). In pragmatics, the study of speech, one is able to see how specific acts are related to a temporal and spatial context.
8). His dad might have been able to say something solacing, had he not been fighting back his own flood of anguish.
IV. Make a sentence of your own for each of the given words with meanings other than those used in the text. You may change the part of speech of these words.
1). chain
→ No matter how we, my mum and I, protest, my dad chain-smokes as long as he is awake. 2). terms
→ The meeting ended on reasonably amicable terms.
3). slight
→ That doesn't interest me in the slightest.
4). plain
→It is plain truth that we can't afford a deluxe car, so we have to make do with this old gas guzzler.
5). entertain
→ Children's programs on TV should aim to both educate and entertain at the same time.
6). cause
→ The causes are a blend of local and national tensions.
V. Rewrite the following sentences in such a way as to avoid dangling non-finite clauses.
1). He painted so well that he astonished every one of us.
→ He painted so well, to the astonishment of every one of us.
2). Every precaution was taken so that the plan might not fail.
→ Every precaution was taken against the failure of the plan.
3). If it had not been for Jack, they would have lost the football game.
→ But for Jack, they would have lost the football game.
4). I must remind you that you have a responsibility towards your children.
→ I must remind you of your responsibility towards your children.
5). The committee has decided that the meeting be postponed.
→ The committee has decided on postponing the meeting.
6). No one is sorry that Peter has resigned.
→ No one is sorry about Peter's resignation.
7). They will never get there unless they walk a long way.
→ They will never get there without walking a long way.
8). We were amused that you met the Harrisons there.
→ We were amused at your meeting the Harrisons there.
9). Though he had an immense fortune, he died a most unhappy man.
→ For all / Despite his immense fortune, he died a most unhappy man.
10). Clear evidence showed that smoking was harmful to one's health, but people still refused to believe that.
→In spite of / Despite the clear evidence showing that smoking was harmful to one's health, people still refused to believe it.
Note:
A prepositional phrase consists of a preposition followed by a prepositional complement, which is characteristically a noun phrase or a Wh-clause or V-ing clause. A prepositional phrase may be used in place of a non-finite clause, simplifying the structure of the sentence.
Translation
I. Translating Sentences
1). 假如从不同的角度看这幅画，你会有更好的感觉。

(light)
→ If you look at this painting in a different light, you'd feel much better about it.
in a bad/new/different, etc. light
used for talking about people's opinion of a particular person or thing
see someone/something in a ... light:
e.g. It was an incident that made me see him in a completely different light.
2). 这位客座演讲者将对同学们讲述我们社会和谐的重要性。

(address)
→ The guest speaker will address the students on the importance of harmony in our society.
address v.
to speak publicly to a group of people
e.g. Throughout the conversation, he addressed his remarks to my husband.
The prince should be addressed as “Sir” at all times.
3). 紧张的工作使得人们不再有忧虑和愉悦的空闲。

(room)
→ The intensity of work leaves little room for personal grief and pleasure.
room n.
the possibility for something to exist or happen
e.g. There is clearly room for improvement in a number of management areas.
There's no room for doubt as to who did this.
4). 真正的以学生为中心的教学应该让学生在课堂上畅所欲言。

(freely and without reserve) → Genuine learner-centered teaching lets students speak out in class freely and without reserve.
without reserve
a. freely and openly: so as to give complete information
e.g.
answered without reserve
b. without qualification, condition, or restriction; usually: without a fixed minimum price or
other restriction to sale
5). 同样重要的是，教师应该有幽默意识，这绝对是求不得的，而是自然的流露。

(bind and rivet)
→It is equally important to bind and rivet onto teachers a sense of humour which is not beseeched but instead comes out naturally.
6). 他这个人总是言行不一，所以我当然对他的花言巧语不屑一顾。

(spurn)
→ As what he says never agrees with what he does, I certainly spurn the fine words he mouths to me.
spurn v.
to refuse to accept something, do something, or deal with something
e.g. As an armyman, I spurn fearlessly at all danger and the enemy.
I spurn your offer.
7). 对于反对意见，他非常豁达，与其寻求妥协，他更乐意接受他们的合理性。

(dispose) → He is generously disposed to admit the validity of opposing views rather than reconcile them.
disposed to
likely to behave or think in a particular way
e.g. He was a man of good character and was not disposed to violence.
8). 他似乎忠告我们对外语能力不要抱有迷惑的幻想：我们不可能学得到本族人那样的语言。

(delusive phantom)
→He seems to advise us not to hug the delusive phantom of hope for a native-like foreign language ability.
delusive adj.
having the nature of a delusion; false
e.g. A delusive faith in a wonder drug.
Everyone knows that fairy isles are delusive and illusive things. Still everyone wishes
they were real.
II. Translating Passage
Translate the following into English.
诸位毕业同学：
你们现在要离开母校了，我没有什么礼物送你们，只好送你们一句话罢。

这一句话是：“不要抛弃学问。

”以前的功课也许有一大部分是为了这张毕业文凭，不得已而做的，从今以后，你们可以依自己的心愿去自由研究了。

趁现在年富力强，努力做一种专门学问。

少年是一去不复返的，等到精力衰竭时，要做学问也来不及了。

即为吃饭计学问决不会辜负人的。

吃饭而不求学问，三年五年之后，你们都要被后来少年淘汰掉的。

到那时再想做点学问来补救，恐怕已太晚了。

参考译文：
Dear Students of the Graduating Class:
As you are leaving your alma mater, I have nothing to offer you as a gift except a word of advice.
My advice is, "Never give up the pursuit of learning." You have perhaps finished your college courses mostly for obtaining the diploma, or, in other words, out of sheer necessity. However, from now on you are free to follow your own bent in the choice of studies. While you are in the prime of life, why not devote yourselves to a special field of study? Youth will soon be gone never to return. And it will be too late for you to go into scholarship when in your declining years. Knowledge will do you a good turn even as a means of subsistence. If you give up studies while holding a job, you will in a couple of years have had yourselves replaced by younger people. It will then be too late to remedy the situation by picking up studies again.
Topic for discussion
Only by remembering the days when our own nation was once subjected to oppression and deprivation of freedom can we realize that people in the world today are by no means willing to tolerate the bullying and abuses by foreign invaders. Now discuss with your fellow students Patrick Henry’s statement: “The battle is not to the strong alone, it is to the vigilant, the active, the brave.”
You might take advantage of the following points in your discussion：
1) A series of wars such as the Great Chinese War of Resistance against Japanese Invaders in the 1930s-1940s, the Korean War in the 1950s, the war between the U.S. and Vietnam in the 1960s, etc. could possibly be instances to illustrate Patrick's viewpoints.
2) The U.S. is now seeking to establish global hegemony. You may analyze its intention and consequences, based on the hostility it has aroused throughout the world, as well as its losses in terms of politics, the economy, and human lives.
Tips for discussion
Only by remembering the days when one’s own nation was once subjected to oppression and deprivation of freedom can we realize that people in the world today are by no means willing to tolerate the bullying and abuses by foreign invaders. If you agree with Patrick Henry on his statement: “The battle is not to the strong alone, it is to the vigilant, the active, the brave,” you might take advantage of the following points in your discussion.
1) A series of wars such as the Great Chinese War of Resistance against Japanese Invaders in the 1930s?0s, the Korean War in the 1950s, the war between the U.S. and Vietnam in the 1960s, etc. could possibly be instances to illustrate Patrick's viewpoints.
2) The U.S. is now seeking to establish global hegemony. You may analyze its intention and consequences, based on the hostility it has aroused throughout the world, as well as its losses in terms of politics, the economy, and human lives.
Listening Exercises
I. Listen for the main idea.
Task: Which of the foll owing best states the speaker’s purpose?
A.To elaborate some causes of the American Civil War.
B.To delve into the differences between the North and the South.
C.To discuss the results and tragedies of the American Civil War.
D.To clarify the reason for the So uth’s withdrawal from the Union.
Key: [ A ]
II. Listen for the details. While listening take notes on the important points so that you can have enough information to complete a gap-filling task. Do not refer to the adapted version until you have heard the lecture. Please make use of the following note form.
The American Civil War
1. the working definition:
2. the aim of the war:
3. four factors causing the war which can be traced to the differences between the North
and the South:
Task: according to the notes you’ve taken, fill each of the following gaps with no more than six words.
In this lecture I’d like to delve into some causes of the American Civil War. Its working definition is an American civil war which was fought (1) between 1861 and 1865, and was brought about when (2) 11 south states in the United States determined to withdraw from the Union, and (3) form a new government. The war aimed at (4) preserving the Union.
There are four factors causing the war which can be traced to the differences between the North and the South.
One, the North favored (5) a high tariff for it produced manufactured goods that would compete with European products, whereas the South produced cotton to compete with that from other countries by (6) favoring low tariffs to keep cotton costs low. Moreover, the federal subsidy and (7) governmental regulation of trade were favored by the North, while the South gained little from (8) federally subsidized business of centralized government.
Two, troubles were produced by (9) bringing new territories into the Union as States. The South demanded new slave states for land. But the North preferred (10) free states in fear of a majority of (11) pro-slavery representatives in the government. The two sides failed to find a solution.
Three, a subtle distinction between the city and the country existed. The South thought the North’s industry in urban areas (12) ruined its countryside with its people infected with greed, and contemptuous of tradition. The rural tradition represented by the South included restrained, educated leadership; (13) honest, local government and attention to the (14) individual needs.
Four, the war can also be blamed on (15) sectionalism and an inflexibility of the old party system, unable to (16) adjust to changing times.
Script of the Lecture
The American Civil War
by Russell M. Horton
In this lecture I'd like to delve into some causes of the American Civil War. First, however, a working definition is necessary. The Civil War, fought between 1861 and 1865, was brought about when 11 south states of the then 34 states in the United States decided to withdraw politically from the Union, and form a new government, called the Confederate States of America. It was, essentially a war aimed at preserving the Union.
We can trace many of the factors causing the war to the differences between the North and the South.
First, since the North produced manufactured goods that would compete with European products, it favored a high tariff. Conversely, since the South produced cotton that had to compete with cotton from other countries on the world market, it favored low tariffs to keep cotton costs attractively low. Further, to encourage trade, the North favored federal subsidy of land improvements and governmental regulation of trade. The South, again in conflict, gained little from federally subsidized business of centralized government.
Second, the method of bringing new territories into the Union as States caused troubles. The South, needing land, wanted new slave states. The North, taking a moral stand and fearful of the creation of a majority of pro-slavery representatives in the government, favored the admission of territories as free states. Numerous compromise attempts failed to solve the problem.
Third, there existed a subtle distinction between the city and the country. To the South, the North, with expanding urban areas, represented the evils of modern civilization: its countryside was ruined by industry, its people infected with greed, contemptuous of tradition, and filled with coarseness. The Confederates felt they represented the rural tradition: restrained, educated leadership; honest, local government; and attention to the individual needs. They felt slavery to be more human than the often oppressive cheap labor system of the North.
Fourth, sectional feelings were reflected in heightened chaos in government. One historian has referred to the politicians of that era as a “blundering generation”. The traditional party system, embroiled in the sectional question, ceased to function, leaving no national parties. Three regional parties appeared: the Republicans in New England and the Middle West; the old Democrats in the West; and the new Democrats in the South. So, the election itself constituted a breakdown in the democratic tradition. Thus, the war can also be blamed on sectionalism and an inflexibility of the old party system, unable to adjust to changing times.
Text II
I HAVE A DREAM
Martin Luther King Jr.
Questions for Discussion
1). What does King imply when he speaks of "the manacles of segregation and the chains of discrimination"?
He compares the segregation and discrimination under which the Negro people live to the manacles and chains once used on slaves. He defies the racial and political boundaries of America. Throughout his speech King makes extensive use of similes and metaphors to add vividness and vitality to his speech.
2). What is the "promissory note" to which King refers? What did it guarantee?
Literally, a promissory note is a written promise to pay a sum of money at a future time. Here it metaphorically refers to the promise made by the founders of America to its people. In 1863 President Abraham Lincoln issued the Emancipation Proclamation freeing all slaves in the southern states of the United States. In a legal sense blacks had "freedom" now, but they were, in reality, still not free. Even one hundred years after this decree was signed, conditions had not changed significantly for blacks. King demands that America carry out the decree.
3). While demanding their rights, what two things does King urge his audiences to do?
King defines the moral basis of the civil rights movement. In an ongoing struggle to advance racial and economic justice, King encourages the use of nonviolent direct action to protest discrimination and urges black people to work together with all white people because "their freedom is inextricably bound to our freedom."
4). What is "the American dream"?
It is the belief that America is a land of great opportunities, a land in which all individuals start life with an equal chance of success and are free to say and do whatever they wish.
5). In what ways does King show that his message is intended for people of all races?
King tells the world, "I have a dream" that equality will come "to all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics." He says that he wants everyone to be able to "join hands and sing in the words of the old Negro spiritual, 'Free at last! Free at last! Thank God Almighty. We are free at last!'"
Martin Luther King Jr., son of a Baptist minister, was born in 1929 and ordained at the age of eighteen. King went on to study at Morehouse College, Crozer Theological Seminary, Boston University, and Chicago Theological Seminary. He first came to prominence in 1955 when he led a successful boycott against the segregated bus system of Montgomery, Alabama. As the first president of the Southern Christian Leadership Conference, King promoted a policy of massive but nonviolent resistance to racial injustice.
Fun Time & Memorable Quotes
a). Fun Time
Say, “What?”
I actually heard a speaker say before he started his presentation, "If you can't hear me, please
raise your hand." And then he repeated himself...
b). Memorable Quotes
Fear is the passion of slaves. — Patrick Henry
Perfect freedom is as necessary to the health and vigor of commerce as it is to the health and vigor of citizenship. — Patrick Henry
A genuine leader is not a searcher for consensus but a molder of consensus. — Martin Luther King, Jr.
《综合教程5》(第二版) 电子教案，©上海外语教育出版社，2013 版权所有翻版必究
第11 页共11 页。