《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith
《大学思辨英语教程写作1》练习答案-Unit 1 Life and Value
Unit 1 Life and ValuePre-class Exploration1 Make up your own story with the following words.1) apple, 2) alligator, 3) angry, 4) ambulance, 5) apologizeWhen I was enjoying my apple pie in the park, I heard a cry for help. It looked like an angry alligator was going to attack a naughty boy who got too close, now frightened. The police and ambulance were called but fortunately the alligator swam away. The boy thanked everyone and apologized for his misbehavior.The ambulance left and the parents were still angry with the naughty boy who could have been killed by attacking the alligator with an apple core. The boy apologized to his parents that he would never do it again.2 Read the fable “Hare and the Tortoise” on Page 5 and 6 and complete the following outline.1. Introduction of characters_Hare&Tortoise ______________2. The bet_Tortoise challenged Hare to have a race.__________3. The beginning of the race_Hare raced off while Tortoise crawled slowly behind._____4. The middle of the race_Hare stopped to took a nap while Tortoise kept going._5. The end of the raceWhen Hare woke up, he ran as fast as he could, but Tortoise passed the finishing line first.__ 6. The moral of the story_Perseverance is the key to success.__________________________Part I: Learning the SkillsActivity 1Read the following passage and analyze it in terms of character(s), setting, plot, point of viewActivity 2Make notes about an important event in your life. Then discuss in small groups. Suggestions for instructors ：Students share some events in their life, discuss it and then can select the most interesting story and talk about the reason of what makes it most interesting.Activity 3The following narrative passage by Jimmy Carter describes his childhood experience-mopping cotton on his father’s farm during the 1930s. To kill insects that ate cotton plants, Carter’s family covered each cotton plant with molasses mixed with poison.Task 1 Understanding the textWrite T for true or F for false for each statement._F_ 1) Carter wore shorts when he mopped cotton._T_ 2) The poison turned from a liquid to a solid on his pants._F_ 3) Carter folded his pants every night before he went to sleep._F 4) Carter washed his pants with his other clothes.Task 2 Responding to the textAnswer the following questions in full sentences. Then discuss your answers with your partner.1) Carter wrote “I preferred to protect my legs with long pants.” Why was this necessary?It would protect his legs from the sticky poison.2) Was this a comfortable job? Why or why not? How do you think Carter felt about it?It was very uncomfortable because the pants were sticky at first and hardened after a while and it was covered with poison. He felt “terrible” to put them back on in the morning.3) Why do you think mopping cotton was an important formative experience for Carter?It was hard work and he learned to deal with it from young.Part II: Case AnalysisActivity 4Read Text A and consider how the author presents the most important day in her life.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1) Helen met Miss Sullivan on the third of March, 1887.2) Miss Sullivan led Helen into her room, gave Helen a doll and spelled into her hand d-o-l-l.3) Miss Su llivan put Helen’s hands under spout and spelled into her hand w-a-t-e-r.4) An awareness of the live meaning of “w-a-t-e-r” awakened Helen’s soul, gave it light, hope, joy, set it free!Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why did Helen often feel angry and bitter before she met Miss Sullivan?She could not see nor hear anything.3) What was Helen’s reaction when Miss Sullivan first spelt the word “d-o-l-l” into her hand?She was interested in this figure play and imitated it.4) What impact did this “w-a-t-e-r” incident have on Helen’s life?It is the start of her education, the life-changing event in her life.Activity 5Read Text B and think about how the story is developed.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1) Mathilde felt sad because she was poor.2) Mathilde’s husband got a select invitation to a ball_______.3) Mathilde was irritated about the news.4) Mathilde’s husband agreed to give her _400 francs to buy a suitable gown____.5) Matilde borrowed a diamond necklace from her friend.6) Mathilde was a great success at the night of the ball.7) She left the ball about four o’clock in the morning_______.8) Mathilde found that she lost_the diamond necklace________.9) Mathilde and Loisel bought a diamond necklace, returned it to Madame Forestier _ and had a hard life since then.10) Ten years later, _Mathilde learned the diamond necklace she had borrowed was not real___.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was Mathilde so unhappy at the beginning of the story?Young and good-looking as she was, she yearned for a luxurious life, but she was married to a government clerk with limited income. Her life was far from her expectations.2) What was her reaction when she learned of the invitation to the ball? Why?She was frustrated as she did not have a proper gown to wear to the ball.3) How did her life change due to the loss of the necklace?She and her husband paid 3400 francs for a diamond necklace that she could return it to Madame Forestier. They had to work very hard and lead a miserable life in order to pay off the debts.4) What was the primary ca use of Mathilde’s misfortune in your view?The primary cause of Mathilde’s misfortune is her vanity and desire for a luxurious life. Unsatisfied with her plain life as a clerk’s wife, she was eager to show her beauty at the grand ball, earning admiration from others.5) How do you judge Mathilda’s behavior from an ethical perspective?Answers may vary. For example, Mathilda was honest because she bought a real diamond necklace when she thought the one she lost was real and she was willing to work hard for ten years to pay off the debt—a high price to pay for her vanity but on the other hand, it showed her courage.Part III: Language StudyActivity 7Activity 8Read Text A and Text B again, find out two more examples with concrete details from each text, and discuss your examples with your partner.Example 1:General: Do you know what it feels like if you can’t see and hear?Specific:Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbour was.Example 2:General:I was so happy that day that I looked forward to the next day to come when I went to bed. Specific:It would have been difficult to find a happier child than I was as I lay in my crib at the close ofthe eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come.Example 3:General: Madame Loisel was pretty and attracted lots of attention at the ball.Specific:The night of the ball arrived. Madame Loisel was a great success. She was prettier than any other woman present, elegant, graceful, smiling and wild with joy. All the men looked at her, asked her name, sought to be introduced. All the attaches of the Cabinet wished to waltz with her. She was remarked by the minister himself.Example 4:General: She had to do all the housework herself.Specific:She came to know what heavy housework meant and the odious cares of the kitchen. She washed the dishes, using her dainty fingers and rosy nails on greasy pots and pans. She washed the soiled linen, the shirts and the dishcloths, which she dried upon a line; she carried the slops down to the street every morning and carried up the water, stopping for breath at every landing.。
《大学思辨英语教程写作1》练习答案-unit 3 growth and maturity (2)
大学思辨英语教程写作1练习答案 - Unit 3 Growth and Maturity一、词汇学习1. Command - Verb: to give an authoritative order. - Noun: an authoritative order.2. Accumulate - Verb: to gather or collect.3. Inevitable - Adjective: certain to happen; unavoidable.4. Rites - Noun: a religious or other solemn ceremony or act;a way of behaving or doing something that is customary.5. Entail - Verb: involve (something) as a necessary or inevitable part or consequence.二、短文改写原文： Growth and maturity entail several stages and experiences that shape who we become. It is inevitable that we encounter challenges and difficulties along the way. However, it is through overcoming these obstacles that we gain maturity and wisdom.改写： Becoming mature and growing up involve a series of stages and experiences that influence our personal development. It is unavoidable that we face various challengesand hardships throughout this process. Nevertheless, it is by successfully conquering these obstacles that we acquire wisdom and maturity.三、完形填空原文： Ad vertisements in today’s society often try to 1 the idea that people can purchase happiness. They try to 2 us that buying certain products will make us happier and more fulfilled. While it is true that having some material possessions can bring us temporary joy, true happiness and fulfillment come from 3 sources.Money is a 4 tool that can be used for good or for evil. It can provide us with security and opportunities, but it can also make us 5 and lead to dissatisfaction if we become too focused on accumulating wealth. We must remember that there are certain things that money cannot 6. It cannot buy love, friendship, or personal growth, which are all essential for true happiness.In order to truly be happy and fulfilled, we must 7 on developing meaningful relationships, pursuing our passions, and 8 to become the best version of ourselves. This requires self-reflection and self-improvement. 9 happiness comes from within and is not dependent on external factors such as possessions or wealth. It comes from living a life aligned with our values and finding fulfillment in the things that truly matter to us.It is 10 to sometimes be tempted by the notion that possessions can bring us happiness. However, it is important toremember that true happiness is not something that can be bought; it is something that comes from within.完形填空： 1. A. persuade 2. B. convince 3. D. inner 4. C. neutral 5. A. greedy 6. D. acquire 7. B. focus 8. A. striving 9. C. True 10. B. natural四、阅读理解1.原文： A 2016 study found that the average person spends nearly six hours a day on their phone. For many of us, our phone has become an extension of ourselves and a constant source of entertainment and distraction. However, what are the effects of this constant screen time on our mental health?One study conducted by researchers from the University of Pittsburgh found a correlation between increased social media use and feelings of depression and loneliness. The study followed over 1,700 adults and found that those who spent more time on social media platforms were more likely to report feelings of isolation and dissatisfaction with their lives.Another study published in the journal Computers in Human Behavior found that excessive smartphone use can lead to symptoms of addiction. Researchers surveyed over 300 college students and found that those who reported higher levels of dependence on their smartphones were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can provide us with a sense of connection and entertainment, it is important to bemindful of our usage. Excessive screen time can have negative effects on our mental health and well-being. It is essential to find a balance and engage in activities that promote our mental and emotional well-being.改写： According to a study conducted in 2016, the average person spends nearly six hours a day on their mobile phones. For many individuals, their phone has become an integral part of their lives, providing constant entertainment and distraction. However, what impact does this excessive screen time have on our mental health?Researchers from the University of Pittsburgh conducted a study that found a correlation between increased use of social media and feelings of loneliness and depression. The study, which involved over 1,700 adults, discovered that those who spent more time on social media platforms were more likely to feel isolated and dissatisfied with their lives.Another study published in the journal Computers in Human Behavior revealed that excessive use of smartphones can lead to symptoms of addiction. The study surveyed more than 300 college students and found that those who reported higher levels of smartphone dependency were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can offer a sense of connectivity and entertainment, it is crucial to be mindful of our usage. Spending excessive time on screens can have adverse effects on our mental health and overall well-being. Striking a balance and engaging in activities that promote our mental and emotional well-being is essential.2.原文： Growth and maturity involve taking responsibility for our actions and choices. As we grow older, we gain the autonomy to make decisions that shape our lives. This freedom comes with the need to take ownership of our actions and accept the consequences that result from them.Taking responsibility requires recognizing our role in the outcomes of our choices. It means acknowledging that the decisions we make have an impact on ourselves and those around us. By taking responsibility, we demonstrate our maturity and willingness to learn from our mistakes and grow as individuals.However, taking responsibility does not mean that we are entirely to blame for every negative outcome. It means understanding that we have the power to control how we respond to situations and make choices that align with our values and goals. It also means acknowledging that we have the ability to change and improve ourselves, even in challenging circumstances.Taking responsibility is a sign of personal growth and maturity. It allows us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we develop a sense of ownership over our lives and take an active role in shaping our future.改写： Developing and maturing involves assuming responsibility for our actions and decisions. As we age, we obtain the independence to make choices that impact our lives. With this freedom comes the necessity to acknowledge the consequences that arise from our actions and accept them.Assuming responsibility entails understanding our involvement in the outcomes resulting from our decisions. It means recognizing that the choices we make have an influence on ourselves and those around us. By shouldering responsibility, we exhibit our maturity and willingness to learn from our errors and evolve as individuals.However, accepting responsibility does not imply that we bear full blame for every negative consequence. It means comprehending that we possess the power to control our responses to situations and make choices that are in line with our values and aspirations. It also means acknowledging our ability to adapt and better ourselves, even in the face of challenging circumstances.Taking responsibility signifies personal growth and maturity. It enables us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we foster a sense of ownership over our lives and actively shape our own future.五、写作题目： Write an essay discussing the importance of personal growth and maturity in academic and professional settings.写作： In both academic and professional settings, personal growth and maturity play an indispensable role in our success and development. They not only shape our character but also determine our ability to handle challenges and make wise decisions.First and foremost, personal growth and maturity are fundamental for academic excellence. As students, we are constantly faced with the need to acquire new knowledge and skills. It is through personal growth that we can develop a thirst for learning, curiosity, and an open mind. By cultivating these qualities, we become more receptive to new ideas and perspectives, enhancing our ability to grasp complex concepts and apply them in academic endeavors.Furthermore, personal growth and maturity enable us to take responsibility for our academic progress. They teach us to prioritize our commitments, manage our time effectively, and persevere through obstacles. As we grow and mature, we recognize that success is not solely determined by intelligence but also by discipline and hard work. This self-discipline and work ethic become the driving forces behind our academic achievements.In addition to academic pursuits, personal growth and maturity are equally critical in professional settings. As professionals, we must navigate complex work environments, collaborate with diverse individuals, and handle challenging situations. Personal growth equips us with the necessary emotional intelligence and interpersonal skills to thrive in such environments.Moreover, personal growth encourages us to strive for continuous improvement in our professional lives. By being self-aware and open to feedback, we can identify areas for growth and actively seek opportunities for development. This may involve attending workshops, exploring new roles or responsibilities, or seeking guidance from mentors. Ultimately, personal growth and maturity enable us to adapt to evolving job demands and contribute meaningfully to our organizations.In conclusion, personal growth and maturity are essential components of success in academic and professional settings. They not only enhance our ability to acquire knowledge and overcome challenges, but also equip us with the skills necessary to excel in our chosen fields. By investing in our personal growth and embracing maturity, we position ourselves for an enriching and fulfilling academic and professional journey.。
(整理)美国大学英语写作 课后答案PART 5
A NSWER KEYPART FIVE: READINGS FOR WRITINGAnswers are provided starting below for the comprehension questions, the structure/technique questions, and the discussion questions that follow each of the 21 reading selections. In addition, a suggested brief outline is provided for each reading selection. As explained on page 11 of this manual, the outline highlights the thesis of each selection and the main support for that thesis. Suggested Answers for “Thank You”—Alex HaleyNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 577-5781. c2. b3. a Answers b and c are too narrow; answer d is too broad.4. d Answers a and c are too narrow; answer b is an idea not mentioned in theselection.5. a Paragraph 16. c Paragraph 287. True Paragraph 148. a Paragraph 149. a Paragraph 2210. c Paragraph 12Structure and Technique,5791. Which pattern or patterns of development does Haley use in his essay? Explain.Answer: Much of “Thank You” is a narration of the story of Haley’s letters. As is usually the case with narration, that story also includes description (especially in paragraphs 1, 4, 19).However, Haley’s conclusion reveals that his essay is meant to be an argument for saying “thank you.” In paragraphs 28–30, he writes of encouraging students to say “thank you.”And to readers—of letters written on his stationery and of this reading—he addresses words that summarize his argument: “Find the good—and praise it.”2. Paragraph 4 contains a vivid description of part of Haley’s Thanksgiving night onthe Murzim. What sensory details (sight, smell, hearing, taste, and/or touch) does he provide?What is the effect of all these details?Answer:Haley provides details that appeal to three senses. First, he appeals to the sense of touch when he writes of the “great, deep draughts” he breathed in and the feeling in his feet of “vibrations from the deep-set, turbine diesels.” He appeals to the sense of sight with the images of the “white cook’s hat and the long apron” and of the movement of water “resistingthe skin of a ship.”And he appeals to the sense of hearing with the words “that slightly hissing sound the sea makes.”The effect of the descriptive details is a peaceful scene that sets the mood for Haley’s thoughts about Thanksgiving and the people he should thank.3. Most of Haley’s essay is about the three thank-you letters he wrote. Why do you think heincluded the anecdote about the helpful man at the airport? How is it related to his point about giving thanks?Answer:By including the anecdote about the helpful airline man, Haley shows that he feels it is important to give thanks to people in everyday situations, not just to our elders.This anecdote provides a transition from his first three letters of thanks (which apply only to the author) to his implied argument that we all should remember to thank others.4. Writers’most common purposes are to inform, to entertain, and to persuade. Whichpurpose—or purposes—do you think Haley has in mind?Answer:The information about Haley’s experiences and conclusions supports his central purpose, which is to persuade readers of the importance of giving thanks (28 and 30). Critical Reading and Discussion,5791. Before Haley decides to write to his loved ones, what series of thoughts and images goesthrough his mind as he reflects on the meaning of Thanksgiving? What is the connection between these traditional images and what Haley finally realizes?Answer:After having cooked dinner on the ship, Haley first thinks about “the historic . . .Pilgrims, Indians”and the foods typically associated with Thanksgiving (5). Yet this conventional imagery is inadequate, and Haley seeks a way to “personally apply” the holiday(6). He then thinks about giving thanks through prayer to God (6–7), but again feelsdissatisfied with this approach (8). Finally, Haley comes up with a more concrete and personal way to celebrate Thanksgiving: to thank the people in his life for all they have done for him (9). By going beyond the images of the holiday, Haley expands the traditional meaning of Thanksgiving to include a personal one.2. Alex Haley was far from home when he decided to thank the important people in his life. Ifhe had remained at home, do you think he would have still thanked these people? Why or why not?Answer:Answers will vary. Some students may say that Haley would probably have continued to take the important people in his life for granted if he had not been far away.They might reasonably argue that he needed time and distance to really appreciate what they had done for him.3. How does Haley feel about the three responses to his thank-you letters? What conclusionsabout human nature does he draw from these responses?Answer:All three letters left Haley “not only astounded, but more humbled than before” (20).The fact that his father was “moved” to answer his letter showed Haley how profoundly the thank-you letter had affected his father (22). By quoting parts of Reverend Nelson’s letter, Haley implies that it brought him great satisfaction to have given the Reverend “welcome reassurance that his career had been appreciated” (23). Grandma’s letter evoked tears from Haley, who is moved by the gratitude that would cause her to spend hours responding to him(24).The three responses reveal something almost “mystical in human nature,”which Haley identifies as the secret “yearning . . . for more of their fellows to express appreciation for their efforts” (25).4. Haley is a world-renowned writer. Who might have influenced his decision to be a writer?What made these people such powerful role models in his life? In general, what would you say are the qualities of a good role model?Answer: Answers may vary, although one reasonable response is that all three people Haley thanked—as well as the other four who had died (10)—helped shape the person he has become and therefore influenced his decision to be a writer. The father’s insistence on the value and beauty of reading probably influenced Haley most profoundly (14). But Haley is also indebted to Reverend Nelson and Grandma, who trained him to be a good and moral human being with positive aspirations.Answers to the final question may vary, but students might cite, as qualities of a good role model, integrity, persistence, resilience, sensitivity, compassion, and the like.Thesis-and-Support OutlineThesis: Writing thank-you letters taught the author the value of showing appreciation.1. His father was touched to learn that he had truly helped his own son (22).2. His school principal was reassured of his own self-worth as a result of an appreciative letter(23).3. His grandmother was just as grateful to him as he was to her (24).Suggested Answers for “Shame”—Dick GregoryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. a2. d3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c Paragraph 66. True Paragraph 237. a Paragraph 58. b The entire incident with the Community Chest Fund shows Richard’spride; see also paragraph 28.9. b Richard’s teacher ignores his problems and humiliates him in front of theentire class; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, and what does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37). Suggested Answers for “I Became Her Target”—Roger WilkinsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,589-5901. d2. a3. d Answers a and c are too broad; answer b is not supported by the selection.4. d Answers a, b, and c are too broad.5. d Paragraph 36. a Paragraph 67. b Paragraph 78. b Paragraph 29. c Paragraph 610. d Paragraph 11 (We know that Miss Bean had not intended to knock thepencil from his hand because she gasped when the pencil went flying.) Structure and Technique,5911. Which pattern of essay development—comparison, narration, or description—does Wilkinsuse in most of his essay? Explain.Answe r: Wilkins primarily uses narration. Although description is woven throughout, he is generally telling the story of his family’s move to Grand Rapids and a series of events that occurred there.2. Which kind of transition signal—addition, time, or space—does Wilkins use to move hisessay smoothly from one event to the next? Find at least four different words that are examples of this signal.Answe r: Wilkins uses time signals, including “before” (paragraph 2), “later” (7), “after,” (8), “final,”(11), and “afterward”(11). Time signals are often used in narratives to clarify the time relationships between events.3. In the first paragraph, Wilkins chooses to provide some historical background for his story.Why do you think he chose the specific details mentioned there? What might have been lost if these details had been excluded from the essay?Answe r: The historical events Wilkins lists provide helpful context for the story he is about to tell. By telling readers that he is writing about the World War II era, when the symbolic beginning of the civil rights movement was more than ten years away, he helps readers understand how unusual it was in those days for a single black student to enroll in a formerly all-white school. If Wilkins had not included the details and readers had assumed the story happened more recently, they would have been surprised to read of an all-white school where blacks were considered a novelty.4. A title can offer interesting insights into an essay, especially if the title acquires unexpectedmeanings. Before reading this essay, what did you think the title “I Became Her Target”might refer to? What additional meanings do you think Wilkins intended?Answe r: The first impression most readers are likely to get of the title is that someone “targeted”Wilkins in an unpleasant way, as in “targeted for criticism.”Wilkins’s real meaning seems to be twofold: that Miss Bean made him a “target” for her attention because she wanted to force other students to recognize him as a colleague, and later he became the literal “target” of the eraser she threw.Critical Reading and Discussion,5921. What does Wilkins mean by the term nonstandard person(paragraph 3)? Do you think helater felt more like a “standard” person? Why or why not?Answe r: At first, it seemed that “standard” in the Grand Rapids school could only mean white.As a nonwhite student, Wilkins was made to feel less than normal, adequate, or accepted. By saying in paragraph 11 that he became “just another kid in school,” Wilkins indicates that he came to feel more “standard.”2. Wilkins mentions several ways in which Miss Bean treated him differently from the way hewas treated by the other teachers at Creston. How did her approach differ from theirs? What does this approach reveal about Miss Bean—as a teacher and as a person?Answe r: Unlike Wilkins’s other teachers, who chose to ease him in by ignoring him for a while, Miss Bean made him talk in class immediately. She also asked him questions that required him to do his own thinking, not merely give the “correct”answer. Her approach reveals she was an effective teacher: she realized that if she did not take the lead, the otherstudents would isolate Wilkins. Also, she knew the value of encouraging students to think for themselves and express their own opinions. In addition, her approach reveals she was a sensitive person, concerned about Wilkins’s success in his new school.3. Wilkins says that initially he was Miss Bean’s “incipient teacher’s pet” (paragraph 6). Buthow did Miss Bean’s behavior toward him go beyond mere favoritism? In what way did her treatment of Wilkins affect how his peers regarded him?Answe r: Through her attention to Wilkins, Miss Bean was inviting him to demonstrate to the class that he was an intelligent, normal kid. By forcing him to give answers, to “clean up [another student’s] mess”and to present his opinions, she made it more likely that other students would see him as a person rather than as a “dark presence.”4. In paragraph 7, Wilkins says, “Miss Bean became the first teacher ever to require me tothink.” Prior to Miss Bean’s class, what do you suspect Wilkins—and his classmates—were being taught to do in school? Describe a teacher who gave you “the sense that thinking was part of education.” In your opinion, what can teachers do to get students to think?Answe r: Wilkins’s comment suggests that his other teachers had primarily required him to memorize material and parrot it back. Answers to the rest of the question will vary.Thesis-and-Support OutlineThesis: A teacher helped the first black student in school to be accepted and to learnto think for himself.1. As a black newcomer to an all-white school in a bigoted neighborhood before the era ofcivil rights, the author felt shame for being different (1-3).2. Miss Bean immediately began to give Wilkins “human dimensions” by including him inclass discussion (4-6).3. By requiring Wilkins to give his opinion on facts learned in class, Miss Bean showed him“that thinking was part of education”and that he could “form opinions that had some value” (7-10).4. By (accidentally) knocking a pencil from Wilkins’s hand with a tossed eraser, Miss Beanmade Wilkins “just another kid in school” (11).Suggested Answers for “The Ambivalence of Abortion”—Linda Bird Francke Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 596-5971. b2. d3. a Answer b gives an incorrect idea of how the author feels about the abortion;answers c and d are too narrow.4. c Answers a and d are too narrow; answer b does not reflect the author’sconfused feelings about the abortion.5. c Paragraph 66. False Paragraphs 4, 12, 207. d Paragraph 138. a Paragraph 39. c Paragraph 2710. True Paragraphs 5, 10Structure and Technique,597-5981. Which method of introduction—broad-to-narrow, anecdote, or questions—does Francke use?Why do you think she chose this way to begin her essay?Answer:Francke uses an anecdote, the story of how she and her husband decided she should have an abortion. By doing so, she immediately shows the reader that she is writing about something that is a very personal issue for her. In addition, the anecdote sets the tone of ambivalence of the piece (“Oh, how we tried to rationalize it that night”).2. A rhetorical question is one for which no answer is expected. In paragraph 14, Franckeposes an extended rhetorical question. What does she achieve by using this technique?Answer:While telling the reader what thoughts went through Francke’s mind before the abortion, the question also reveals a major source of her doubts: she has a great love and respect for all living things. Also, by framing these ideas in question form, she helps the reader better understand the ambivalence she felt.3. A simile is a figure of speech in which a writer compares one thing to another very differentthing, using the word like or as to bring out a surprising relationship between the two. In paragraph 19, Francke uses a simile when she writes that her baby “was sucked up like ashes after a cocktail party.” Why does she use this particular simile? What view of abortion does it suggest?Answer:The image of ashes being vacuumed up suggests an unimportant bit of trash being cleaned up. Francke uses it to suggest a casual view of abortion in which the fetus didn’t matter.4. Repetition is one way of emphasizing an idea. In the final sentences of her essay, Franckeemploys repetition when she writes, “‘Of course we have room,’I cry to the ghost. ‘Of course, we do.’” What is she emphasizing by repeating the words “of course”? Where does she use repetition in paragraph 3, and what is she emphasizing there?Answer:By repeating “Of course,” she emphasizes that she regrets the abortion and wishes she and her husband could have welcomed the child into their lives. In paragraph 3, she repeats the word “agreed”: “There just wasn’t room in our lives now for another baby. We both agreed. And agreed. And agreed.”This repetition emphasizes the difficulty of the decision, the struggle Francke and her husband had to endure to come to their agreement. Critical Reading and Discussion,5981. In what ways are the staff at Women’s Services considerate to Francke and to the otherpatients? In what ways are they not considerate?Answer:They are considerate in terms of the patients’need for quick efficiency—they do their jobs well. They are cheerful and polite. They are less considerate by not acknowledging the mixed feelings their patients may have been having. By telling one scared patient, “By this afternoon you’ll be dancing a jig,” the aide brushes aside the woman’s fear. They do not appear to offer the women an opportunity to have second thoughts and cancel the abortion 2. Not everyone in this essay responds to abortion in the same way. What different responsesare apparent in Francke’s essay? In your opinion, what are the reasons for these differences?Answer:Francke herself felt sad and confused about her abortion. Other women at the center seemed “dazed,”while others seemed unmoved, as if “they were going right back to Bloomingdale’s.” Students’ answers to the second question will vary.3. At the end of Francke’s essay, the question about whether she supports abortion stillremains. From your sense of the essay, do you think Francke is for or against abortion after having had one? Why?Answer:Students’ answers will vary.4. Francke emphasizes her ambivalence toward abortion throughout the essay. Do you thinkambivalence is a valid position, or is it an easy way to avoid a difficult question? In general, should people have straightforward answers to complex questions? Explain.Answer:Answers will vary.Thesis-and-Support OutlineThesis:Having an abortion was a complex decision the author sometimes regrets having made.1. She and her husband had difficulty rationalizing their decision (1-3).2. Her experiences at the Women’s Services clinic were physically and emotionally revolting(4-22).3. She sometimes sees the “ghost” of her unborn baby and seems to regret her choice (27).Suggested Answers for “Smash Thy Neighbor”—John McMurtryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,604-4051. c2. b3. a Answers b and c are too broad; answer d is too narrow.4. d Answers a and c are too narrow; answer b contradicts the author.5. c Paragraphs 5 through 86. b Paragraphs 9 and 107. a Paragraph 188. c Paragraph 149. b Paragraph 1810. dStructure and Technique,605-6061. McMurtry uses several patterns of development in his essay: comparison-contrast,cause-effect, description, narration, and argumentation. Where does he use each of those patterns?Answer:McMurtry uses comparison-contrast in paragraphs 5–8, where he compares football and war, and 9–10, where he contrasts his early joy in football with what the game became.He uses cause-effect in paragraphs 15 and 17–18, talking about the game’s effect and players and audience. Description is found in numerous places, such as paragraph 11, in which he describes his injuries. Narration occurs in in paragraph 2, where McMurtry tells the story of his injury and hospitalization. The entire piece is argumentation—everything the author says is meant to support his argument that football in its present state is too violent. In addition to supporting his case forcefully throughout, he uses two specific argumentation strategies: 1) in paragraph 15, he states an opposing view of football, and 2) he then rebuts that view in paragraphs 16–18.2. McMurtry uses terms such as “body wreckage,”“body shattering,”and “skilledmasochism”to describe organized football. Find three other phrases the author uses to describe football (beginning with paragraph 9). What effect does McMurtry hope this language will have on the reader?Answer:“Brutal circus,”“crippling bodily moves,”“joyless drill,”“people-smashing,”and “angry antagonism” are among the descriptive phrases McMurtry uses. He wants the reader to conclude that football in its present form causes too much harm.3. In paragraph 11, McMurtry provides a series of details about the injuries he has sustainedplaying football. List some of these details. Why do you think he includes these personal details in his essay?Answer:The details McMurtry provides include torn knee ligaments, broken nose, broken jaw, torn ankle ligaments, fractured ankle, fractured ribs, torn cartilage, dislocated fingers and toes, and dislocated shoulder. McMurtry includes such details to give a powerful picture of the toll football has taken on his body and also to show that he is writing about a topic with which he has had considerable experience.4. In “Smash Thy Neighbor,”McMurtry repeatedly describes his own personal experienceswith football. What do these anecdotes contribute to the essay? How do they relate to the larger point he is trying to make?Answer:The anecdotes make it clear that even a thoughtful, intelligent man like McMurtry could become so nearly irrational in his attitude towards football: that he would do things to his opponents that he never would in his other life; that he would play despite injuries that threatened his health; that he became vicious and inhumane. By sharing his own experiences, he makes a persuasive point that organized football has very negative effects.Critical Reading and Discussion,6061. What is McMurtry’s current profession? How might his present position have influenced hisopinions about football?Answer:In paragraph 1, McMurtry says he is a university philosophy teacher. As a scholar and philosopher, McMurtry has probably spent a good deal of time thinking about his former life as a professional athlete. As a philosopher, he would know the works of Aristotle (cited in paragraph 15) and be capable of seeing the difference between the role of stage tragedy and bloody athletic contests.2. The author makes a comparison between war and football. Do you think this is a faircomparison? Why or why not?Answer:Answers will vary.3. According to McMurtry, what qualities of our society are reflected in football? What is youropinion of his analysis?Answer:In paragraph 14, McMurtry cites a Harvard study that says such qualities as “impersonal acceptance of inflicted injury,”the devotion of “organizational goals,”the “ability to turn oneself on and off,” and the desire to win are prized by our society, especially in business. Students’ opinion of the analysis will vary.4. In paragraphs 15–18, McMurtry points out—and then refutes—the belief that football benefitssociety. Do you believe that football and sports in general are harmful or helpful to society?Explain.Answer:Answers will vary.Thesis-and-Support Outline。
新视野大学英语视听说教程1原文及答案Unit5
II. Listening SkillsListening for People’s Food Preferences1. M: Jenny, the main courses here are steak, chicken or fish. Each comes with rice. So, what looks good to you?W: Gee, I had chicken last night, and I often eat fish for dinner. Maybe I’ll have steak tonight. I’d like it medium.Q: What does the woman want to have for dinner?The woman wants to have steak for dinner.2. W: I often sleep late and skip breakfast. Sometimes I just have yogurt or something.M: I can’t bear the taste of yogurt. I like a regular breakfast—eggs, bacon, toast, and the like.Q: What does the man like to have for breakfast?The man likes eggs, bacon, toast, and the like for breakfast.3. M: Why don’t we go and get some ice cream?W: You devil, you know I have a sweet tooth. I love desserts, but I have to be careful about my weight.Q: What does the woman think about sweet food?The woman has a taste for sweet food, but is worried about putting on weight.4. M: I’ve bought some cookies for the club meeting this evening. Do you like them?W: No, not really. Ii prefer fruit, like apples, strawberries, and so on.Q: What food does the woman like and dislike?The woman doesn’t like cookies; she likes fruit such as apples and strawberries.5. W: I’ve come to this Chinese restaurant many times. I like sweet-and-sour fish, fried noodles…and the mushroom souphere id delicious.M: You’re really a big fan of Chinese food. OK, you do the ordering.Q: What kind of Chinese food does the woman like?The woman likes sweet-and-sour fish, fried noodles and the mushroom soup in the restaurant.III. Listening InTask 1: Fast Food CultureSince the late 1900s, Americans have begun to fully believe in their “fast food culture”. In 1994 alone, fast food restaurants in the United States sold over 5 billion hamburgers, making it a favorite meal and an important commodity. Each day in 1996, seven percent of the population ate at the 11,400 McDonald’s; males from their mid-teens to their early 30s made up 75 percent of this business. By then, fast food had become a cultural phenomenon that reached beyond America’s borders. In 1996 McDonald’s owned over 7,000 restaurants in other countries, including: 1,482 in Japan; 430 in France; 63 in China; and so on. McDonald’s has also recognized some cultural differences. In Germany, for example, the outlets sell beer, in France they sell wine and beer, and in Saudi Arabia they have separate sections for men and women and close four times a day for prayers. But for the most part the fast food fare is the same, maintaining the same culture on an international level.1.D2.C3.A4.B5.CTask 2: McDonald’sW: John, I’m really hungry!M: Just get anything you want, it’s on me today. I’m thinking about a hamburger and some chicken McNuggets.W: Thanks, man. That sounds good. I love milkshakes here.M: Me, too. The formula of McDonald’s is really special.W: Right. And no matter where you go in the world, you can always see similar menu items and the same high level of quality in McDonald’s.M: It’s true. They also do well because of diversity. I mean, they sell different products according to people’s tastes and preferences in different areas.W: Right. Like the Spicy Chicken Sandwich and Seafood Soup that they sell in China. They could never sell that here! M: But I’ve heard that McDonald’s is really losing market share in the States now, and has closed down some restaurants. W: Yeah. It’s just so difficult to stay competitive when there so many fast food chains in the States. I mean there are KFC, Pizza Hut, and A&W, just to name a few.M: It seems that they’re doing better overseas,’ cause they’re really able to sell American culture.W: Yeah. They use all the media they can, and they do a good job.1.They will probably eat a hamburger, some chicken McNuggets, and the shakes.2.McDonald’s is so successful because of its formula and diversity.3.You can always see similar menu items and the same high level of quality.4.McDonald’s is losing market share in the States now and has closed down some restaurants. Because there’re so manyfast food chains in the U.S. that it’s difficult for McDonald’s to stay competitive.5.Because they’re able to sell American culture by using all the media they can.Task 3: American Eating HabitsEating habits in America really get a lot of criticism. But the truth is, it matters much where in America you look. In big cities, people are becoming more health-conscious every day. This is shown by what foods they choose to buy in supermarkets, and what restaurants they eat in. There is now a big push for “green” foods that are grown naturally. In cities like New York and Chicago, restaurants offer new and healthy styles to stay ahead of the competition. However, these habits contrast with those in America’s heartland. Here, people tend to eat more traditional and higher fat foods, such as breakfasts of eggs, bacon, sausages, toast and other greasy, but delicious foods. Fast food chain restaurants such as McDonald’s and theOlive Garden, which serve cheaper food, draw a lot of customers and are popular in most places.There are different eating habits across America. In big cities, people have now become more health-conscious than ever. There is a big push for “green” foods that are grown naturally. In New York and other big cities, restaurants offer new and healthy styles to stay ahead of the competition. However, people in America’s heartland are quite different. They often eat more traditional and higher fat foods. Fast food chain restaurants draw a lot of customers and are popular in most places. Task 4: An AnnouncementHave you ever dreamed of tasting your favorite McDonald’s foods for only one dollar, and then, adding something to your Extra Value Meal? Now your dream can come true with McDonald’s Dollar Menu. Great choices. Every day here at McDonald’s. Look for these and more: Salad, Double Cheeseburger, Fries, McChicken Sandwiches, Snack Fruits, Soft Drinks, and Pies. Have a great meal!IV. Speaking OutNow Your TurnJames: Hey, Lisa! The physics exam is over at last! What’re you planning to do this weekend?Lisa: Oh, nothing special. You got any good ideas?James: We haven’t had a party for ages. How about having a pot-luck supper Saturday evening? Each of us can contribute something.We’ll have a good time.Lisa: Good idea! And who do you think we should invite?James: The whole class, of course. The more the merrier.Lisa: Terrific!Model 2 What do you recommend?Now Your TurnWaitress:Here’s the menu.Jennifer: Thanks. Chris, let’s have fried noodles for a change, shall we?Christopher:That sounds good, but it’s not satisfying with only noodles.Jennifer: Waitress, what do you recommend?Waitress:How about seafood with fried noodles and vegetables?Christopher: Good. I like seafood.Jennifer:Same here.Model 3 It’s easier said than done!Now Your TurnSarah: Hi, Jim! You look pale. What’s wrong?James: Well, yesterday I had a huge steak for supper. At night I had a terrible stomachache.Sarah: You shouldn’t have eaten that much. How’re you feeling now?James: Better than I was. But I guess I won’t be able to look a cow in the eye for a while.Sarah: Take my advice! If you eat regular meals, you won’t feel so bad.James: It’s easier said than done. Steak is my favorite.V. Let’s TalkJane: I’m from the Students Union. We’re doing a survey of students’ eating habits. Would you mind if I asked you a few questions?Jim: Will it take long?Jane: No, not really. Fie minutes maybe? There aren’t all that many questions.Jim: And what’s it for exactly?Jane: Well, we want to get an idea of the sort of things students eat on a regular basis, and to find out how aware people are about diet and nutrition and those matters. The intention is to produce an information leaflet about healthy eating. Jim: Yeah, I suppose something like that would be quite useful. Anyway, what do you want to know, exactly?Jane: OK, first question. What would you say your favorite food is?Jim: That’s easy. Hamburgers and fries. Lots of fries1 I must say I like a nice Chinese meal as well.Jane: Mmm. You’re getting into some bad habits there. How many meals do you have a day? I mean sit-down meals, not snacks. Jim: Well, I nearly always oversleep. I usually skip breakfast altogether. And I’d probably just have a chocolate bar for lunch. So I don’t sit down to a meal till evening.Jane: OK. Typical student, I suppose. And how about fresh fruit? Is it important in your diet?Jim: Nah, not really. I know it’s bad, but…I’m just not in the habit really. I suppose I might eat an apple once in a while.1. Hamburgers fries2. Chinese3. cabbage4. skipped5. chocolate6. sit-down7. fruitFor ReferenceAA, suggest vegetables and fruit to your partner.You’re gaining weight soon. I think you should take more green vegetables and fruit.B, say you love meat the best.Don’t mention egetables or fruit. Meat is my favorite. I love it, so does my stomach.A, give your warning of eating fat.Listen, you’ll suffer from eating too much fat.B, say you know the importance of a balanced diet but just cannot change your eating habit.Man, I know a balanced diet is important. But I just can’t change my eating habit.A, stress the importance of a good diet again.Well, I don’t think you’ve ever tried to change it. You know, good diet means good health.B, show your impatience.I knooooow, nutritionistBA, ask the American friend about the Chinese food.Hi, Tony, how would you like these Chinese food, tofu and steamed fish?B, you find the food tastes strange.Well, it tastes…sort of strange. We don’t have stuffs cooked like this.A, ask what the Americans eat.So what do you usually have in America?B, tell what the Americans typically eat and invite A to McDonald’s next time.Er, a typical lunch may consist of a burger or sandwish, a vegetable or fruit salad, a dessert, and a coke or coffee. Nect time I would invite you to a fast food meal at McDonald’s and tell you more about American food.A, say what you fell about B’s words.Oh, that’s really different from ours.VI. Furthering Listening and SpeakingTask 1: Foods in the WorldFood is national and international. Many people like their own national dishes and a variety of foreign ones. You can find European and Oriental restaurants on most large cities. You can find Italian, French, Chinese, and Mexican restaurants in New York, Washington, San Francisco, and many other cities in the United States. As well, you might also find Greek and Middle Eastern restaurants in some cities in the US. American hamburgers and hot dogs are popular in Tokyo and Paris. In almost every country you will find rice, potatoes, eggs, bread, soup, meat, vegetables, milk, fruit, and other basic foods. People all over cook them differently in different countries. People all over the world also prefer different things to drink. The English drink a lot of tea, and the French a lot of wine. Americans prefer coffee, milk or pop. German beer is now completely international. Children are often very conservative about new foods. In the United States they often prefer to eat the same three or four favorite dishes: hamburgers and French fires, hot dogs, fried chicken, and ice cream.1. national international2. national dishes foreign ones.3. hamburgers hotdogs Paris4. tea coffee milk pop5. children three or four hamburgers fried chickenTask 2: GM FoodsThe term GM foods refers to those produced with the latest genetic engineering techniques. In 2000, countries that grew 99% of the global GM crops were the United States, Argentina, Canada, and China. The next decade will see rapid development in Gm products. Gm foods may solve many of the world’s hunger problems, and help protect environment. Yet there are many challenges ahead for governments, especially in the areas of human and environmental safety, labeling and consumer choice, ethics, food security, regulation and international policy. Many people feel that genetic engineering is inevitable and that such a technology should be put to use. However, others warn that we must take care to avoid causing unintentional harm to both human health and the environment as a result of our enthusiasm for this powerful technology.1. F2.F3.T4.F5.FTask 3: HungerI have known bread hunger,Yet have I strength.I have known heart hunger,Yet do I live.I have known soul hunger,And faith is not dead.When the body cried,I lit love in my heart.When the heart wept,I lit a lamp in my soul.Yet all the while,I heard life asking its goal.I was alone looking out of a house,Knowing the empty rooms.。
新视野大学英语第三版读写教程第一册UNIT5附答案解析
At the age His trainer of is 61 his mother of 81
he never attend Running games before
1.Who is Cliff Young?
• A farmer • A marathon runner • A unlikely hero for his good heart and persistence 坚持
Do you think playing sports is important?
• 1. to have a more healthy body; • 2. to have a positive effect on mental health; • 3. to increase self-confidence and self-awareness; • 4. to reduce depression…
What did Cliff Young look like in the 1983 race? (Para.2)
• He is 61-year-old; • He wears rubber boot; • He is much older than the other runners.
How did other athletes react when they found out cliff Young was there to attend the race?
What example has Cliff Young set for us? (Para.14)
He is an example showing that ordinary people also achieve greatness with determination and preparation.
《大学思辨英语教程写作1》练习答案-Unit 4 Truth and Interpretation
Unit4Truth and InterpretationPart I:Learning the SkillsActivity1Review the texts you have read in the previous units.Discuss with your partner which point of view is employed in each text and whether you would have different feelings about these texts if different points of view were employed.Suggestions for instructors:Discuss with students how the point of view change leads to the differences in the narration.Activity2Read the following four excerpts and discuss with your partner which point of view is employed in each excerpt,whether the difference gives you different feelings toward the same event and how your response is influenced by how much the narrator knows and how objective the narrator is.Activity3Narrate an incident in your childhood(either real or made-up)from several points of view: first from your own point of view;next from the point of view of your family;finally from the point of view of a stranger who witnessed the incident.Evaluate which point of view is easier to write and which point of view tells the story best.Suggestions for instructors:Another option:Read the following examples and ask the students to work in groups and rewrite from a different point of view(first person point of view,for instance)and share their writing with other groups.Leslie sat in front of Paul.She had two long,brown pigtails that reached all the way down to her waist.Paul saw those pigtails,and a terrible urge came over him.He wanted to pull a pigtail. He wanted to wrap his fist around it,feel the hair between his fingers,and just yank.He thought it would be fun to tie the pigtails together,or better yet,tie them to her chair.But most of all,he just wanted to pull one.---Sideways Stories from Wayside School by Louis Sachar At the pizza place,Tony the baker was getting the pizzas ready for baking.He flattened out a ball of dough into a large pancake and tossed it in the air.He spread tomato sauce on it, sprinkled it with cheese,and shoved it in the oven.Then the telephone rang.“A fellow from the factory wants a large pizza delivered in a hurry,”Tony’s wife called.“OK,I’ll get my coat,”said Tony.---Curious George and the Pizza by Margret ReyPart II:Case AnalysisActivity4Read the above two versions of“The Three Little Pigs”and consider the differences it makes when the narrator is different.Task1Understanding the textComplete the following sentences based on your understanding of the texts.1)The point of view in the first version is third-person limited omniscient point of view.2)The wolf in the first version was described as big and bad.3)The third little pig in the first version was described as smart.4)The point of view in the second version is first-person point of view.5)The wolf in the second version was described as innocent.6)The third little pig in the second version was described as impolite.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What leads to the different characterization of the wolf in the two versions?The different characterization of the wolf was created through the different points of view. 2)Which characterization of the wolf do you think is more reliable and what leads to your conclusion?The first was more reliable because the second version was using the first-person point of view.3)How does the change of point of view change the development of the story?The change of point of view leads to quite different interpretation of the same event.Text B A Day’s WaitSuggestions for instructors:The whole story was written from the father’s point of view.The students may be asked to work in groups and retell the story orally with the boy being the narrator.Activity5Read Text B and think about the story’s point of view.Task1Understanding the textFind out the following elements of the text.Character(s):a little boy and his fatherSetting:the little boy had a feverPoint of view:first person point of viewPlot:The little boy who had a fever thought he would die because he confused Fahrenheit and Celsius. Theme:It shows how death lets things appear in a different way.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Do you think the narrator is well chosen in the text?Why or why not?2)Was there any misunderstanding between the boy and his father?If yes,please find out the evidence.When the boy told his father that“…I mean you don’t have to stay if it’s going to bother you,”his father thought he would like to be left alone while the little boy thought he would die.3)What are the clues showing that the boy was very worried?4)Text B is mainly composed of dialogue.But there are two paragraphs used to describe what the father saw and did(“It was a bright,cold day,the ground covered with…We flushed a covey of quail under a high clay bank with overhanging brush…”).What functions do these two paragraphs play in developing the story?5)What does the author try to reveal through the boy’s struggle with his fever?6)Suppose you were going to die in a week.How would you spend the last week of your life?To what extent would this change your view of life?Part III:Language StudyActivity6The following is an excerpt from“The Selfish Giant.”Read and discuss how the words and phrases create the image of a harsh winter.Then the Spring came,and all over the country there were little blossoms and little birds.Only in the garden of the Selfish Giant it was still winter.The birds did not_______to sing in it as there were no children,and the trees forgot to______.Once a beautiful flower put its head out from the grass,but when it saw the notice-board it was so sorry for the children that it______back into the ground again,and went off to sleep.The only people who were_____were the Snow and the Frost.“Spring has forgotten this garden,”they cried,“so we will live here all the year round.”The Snow______up the grass with her great white_______,and the Frost______all the trees_______.Then they invited the North Wind to stay with them,and he came.He was____in furs,and he_____all day about the garden,and blew the chimney-pots down.“This is a delightful spot,”he said,“we must ask the Hail on a visit.”So the Hail came.Every day for three hours he_____on the roof of the castle till he broke most of the slates,and then he ran round and round the garden as fast as he could go.He was dressed in grey,and his breath was like ice. Activity7Read the following excerpts and discuss with your partner how many kinds of tenses are used in each excerpt and what the functions of tenses in narrative writing are.Mary______(like)to look at her mother from a distance and she_______(think)her very pretty, but as she______(know)very little of her she could scarcely have been expected to love her or to miss her very much when she was gone.She did not miss her at all,in fact,and as she was a self-absorbed child she gave her entire thought to herself,as she had always done.If she had been older she would no doubt have been very anxious at being left alone in the world,but she________(be)very young,and as she had always been taken care of,she supposed she always would be.She_______(get)up very early in the morning and_____(work)hard in the garden and she______(be)tired and sleepy,so as soon as Martha________(bring)her supper and she_______(eat)it,she was glad to go to bed.As she laid her head on the pillow she murmured to herself:“I’ll go out before breakfast and work with Dick on and then afterward—I believe—I’ll go to see him.”She thought.Activity8Read the following passages and fill in each blank with the given verb in its appropriate tense.He1)remembered the books of poetry upon his shelves at home.He2)had bought them in his bachelor days and many an evening,as he3)sat in the little room off the hall,he4)had been tempted to take one down from the bookshelf and read out something to his wife.But shyness had always held him back;and so the books5)had remained on their shelves.At times he6) repeated lines to himself and this consoled him.The Secret Garden1)was what Mary called it when she2)was thinking of it.She liked the name, and she liked still more the feeling that when its beautiful old walls shut her in no one knew where she was.It3)seemed almost like being shut out of the world in some fairy place.The few books she4)had read and liked had been fairy-story books,and she had read of secret gardens in some of the stories.。
新视野大学英语读写教程1第五单元作文
新视野大学英语读写教程1第五单元作文全文共6篇示例，供读者参考篇1Unit 5 EssayHi there! My name is Emily and I'm going to tell you all about what I learned in Unit 5 of my big kid English book. It was super interesting!The unit was about technology and how it has changed the world. At the start, there was a cool dialogue between two friends named Amy and Bill. They were talking about all the new tech gadgets they want for their birthdays. Amy really wanted this smart watch that can do everything - tell time, take pictures, play games, and more! Bill wanted a virtual reality headset so he could go on adventures in made-up worlds. Doesn't that sound awesome?Then we read a few passages about the history of technology. One was about the inventor of the telephone, Alexander Graham Bell. Can you believe people used to have to write letters or talk in person before phones were invented? That seems so old-fashioned now! The passage said Bell came up withthe idea for the telephone by accidentally spilling some battery acid. Happy accidents can lead to great inventions!Another passage talked about the first computer that was made back in the 1800s. It was gigantic and filled up an entire room! Nowadays our phones and laptops are way more powerful than that ancient computer. We also learned about this English lady named Ada Lovelace who wrote the first computer program ever. She was seriously smart.My favorite part of the unit was reading about modern technology though. Things like smart homes, self-driving cars, artificial intelligence, and robots that can do human jobs. It's like living in the future! The passages explained how smart homes have appliances and lights you can control with your voice or an app. And self-driving cars use computers and sensors to navigate the roads safely without a human driver. Crazy, right?The readings taught us that AI, or artificial intelligence, refers to computer systems that can sense their environments, learn, solve problems, and make decisions almost as well as humans. Some people are worried AI will become too smart and take over the world one day. But scientists say they are making safeguards so that doesn't happen. Phew!As for robots, they are being used more and more in factories, hospitals, schools, and other places to help out. Some robots can even perform surgeries! Although I don't think I'd want to be operated on by a robot anytime soon. The readings said there will be way more robots in the workforce by the time we grow up.After all those cool readings, we had to write our own essay about whether technology is mostly helpful or mostly harmful. I wrote that technology is primarily helpful because it makes our lives so much easier and more convenient. Things like computers, smartphones, GPS, and the internet allow us to work, play, get information, and go places much faster than before. Medical technology has also helped millions of people by curing diseases or giving them artificial body parts like pacemakers.However, I also explained that technology does have some downsides too. People can get addicted to the internet or videogames and stop going outside. Cyber bullying is a big problem for kids because of social media. And technology that isn't sustainable and creates pollution is really bad for the environment. So we have to be responsible with how we use technology.Those were some of the main points I made in my essay. Writing it helped me appreciate technology more, but also opened my eyes to being smarter about screen time and cyber safety. I hope you guys learned just as much as I did!Ok, that's pretty much everything I can remember about the super interesting Unit 5. Let me know if you have any other questions! Thanks for reading, byeeeee!篇2My Family VacationYay, it's summer vacation time! That means no more school for a whole couple months. No waking up super early, no homework, and best of all, no teachers nagging me about this or that. Just lots of fun playtime and getting to stay up late. Life is great!But as excited as I was for vacation to start, I was even more pumped for our big family trip. Every year, my parents take me and my little brother on a fun vacation adventure. Last year we went to the beach and made awesome sand castles. The year before that we visited the Grand Canyon - that giant hole in the ground was so cool and massive!This year, we decided to go camping out in the wilderness. I wasn't sure how I felt about that at first. Sleeping in a tent? No video games? No AC? What if bears attack? But Mom and Dad said it would be an amazing experience, getting to see nature up close. They said we'd go on hikes, make s'mores over the campfire, and best of all, no internet or cell phones! It would be a nice break from screens for once.After a long car ride into the mountains, we finally made it to the campground. I have to admit, the scenery was breathtaking. Tall pine trees everywhere, colorful wildflowers, a bright blue lake for swimming. This place was nothing like our neighborhood back home. As we pitched the tent, I could hear birds chirping, a nearby stream bubbling, and there were no sounds of cars or planes. Just pure nature sounds. It was pretty relaxing, I'll give it that.Over the next few days, we stayed pretty active. We went on some awesome hikes to mind-blowing viewpoints looking out over vast forests and mountain peaks. Seeing those views in person rather than just photos was incredible. We even spotted some deer, rabbits, and hawks during our treks. Who knew the outdoors could be so alive and full of cool animal buddies?Nighttime was an adventure itself. After cooking hot dogs and corn over the campfire, we got to indulge in ooey gooeys'mores for dessert. Those things are crazy good, no wonder they're a camping staple. As it got dark, we'd sit around the fire, look up at the bright stars spread across the night sky (you never get a view like that in the city), and listen to Dad's cheesy campfire songs and stories. Okay, the singing wasn't great, but it was fun bonding time.My favorite part though was one night, just as we were getting ready for bed, we heard some rustling outside the tent. Suddenly, this huge black bear came strolling into the campsite! It started sniffing around the cooler and trash, looking for a late night snack. I've never seen a bear in real life before, just at zoos or on TV. This fella was massive, like the size of a small car.For a second, I felt the urge to freak out and yell, but then I remembered you're not supposed to make loud noises around bears. So I stayed frozen, but secretly I was so excited to see one up close like this. The bear didn't seem to notice or care about us, it just snatched a bag of chips from the cooler and lumbered back into the woods, back to its lair I guess. What an amazing and crazy experience!I'll never forget the look on my little brother's face the whole time. His eyes were as big as tennis balls, his jaw dropped open, like he couldn't believe a real bear was just casually strolling through our campsite. When it finally left, we all started cheering and giving each other high fives. How cool is that, getting to spot a bear and live to tell the tale?As fun and memorable as that encounter was, my favorite part of the whole trip was just being out in nature, away from the hustle and bustle of the city. No humming of electronics, no one checking their phones every two seconds, just quality time with my family exploring the great outdoors.I realized on that vacation how much I take the simple things for granted, like blue skies, fresh air, and beauty all around us. Most days I'm just cooped up in school or at home, surrounded by concrete and technology. This trip reminded me there's a whole other amazing world out there to discover if you take the time to unplug and go exploring.At first I was a bit skeptical about this whole camping thing. Sleeping on the dirty ground? No thanks. But after experiencing it myself, I can totally see the joys of getting back to basics and appreciating nature. Don't get me wrong, I'll always love my video games and YouTubers, but it's also important to step awayfrom those worlds sometimes. Camping is a fantastic way to reset, recharge, and remember how awesome the simple pleasures in life can be.My parents already have us booked for another camping adventure next summer. This time they want to take us whitewater rafting too. I don't know what that is, but it sounds both awesome and a little scary. But if it's anything like this trip, with incredible scenery, fun activities, funny mishaps, and best of all, quality family time without any digital distractions, then I am 100% on board. Camping, here we come again!篇3Unit 5: My Favorite AnimalHi friends! Today I want to tell you all about my very favorite animal in the whole wide world - the panda bear! Pandas are just the cutest, fluffiest, most huggable creatures ever. I've loved them ever since I was a tiny little kid.First of all, just look at those adorable black and white markings! Pandas almost look like they're wearing a fun fur costume. Their round bodies are covered in thick black fur, except for their ears, eyes, muzzles and tummies which are bright white. They have the funniest little black patches around theireyes that make it look like they're wearing mascara or super cool sunglasses. Wouldn't that be awesome if they really did wear sunglasses? I'd love to see a panda rocking some cute pink shades!Their faces are just about the most precious things you've ever seen too. Pandas have the sweetest, most innocent looking teddy bear faces. Their eyes are big and round and their cheeks are super chubby and squishable. I just want to squish those puffy cheeks all day long! And their cute little noses and mouths make them look like they're always smiling. How could you not just want to scoop up a panda in a giant bear hug?Even their bodies are completely huggable. Pandas have a thick, chubby build that makes them look like living teddy bears. They have short little legs and arms that are just made for wrapping around you in a cozy cuddle. Wrapped up in all that warm, fuzzy fur would be sooo snuggly! Their bodies are quite large too, up to six feet long and over 300 pounds for big adult males. That's one big, fluffy, lovable fur ball!Pandas make the funniest noises too. Instead of roaring like other bears, they bleat and honk like goats or sheep. Can you imagine how hilarious it would be to hear a panda sounding like a little lamb? I'd probably laugh myself silly. When baby cubswant their mom's attention, they chirp and squeak adorably. I'd love to have a pet panda cub to squeak at me all day long!Not only are pandas total cuddlebugs, they're also super playful and active. They spend a lot of time climbing trees, wrestling and tumbling around. I'd have so much fun chasing a panda up and down trees and running around playing tag. Though we'd probably take breaks to cuddle and nap too since pandas sleep up to 14 hours a day. Daytime puppy pile with a big furry panda? Yes please!That's why I just adore these creatures so very much. From their irresistibly cute looks to their hilarious noises and playful, cuddly personalities, there's just nothing not to love about giant pandas. They're basically the perfect animal! Someday I really hope I get to meet a real live panda and give it the biggest, tightest, most loving bear hug ever. Until then, I'll just keep dreaming about my fluffy panda pals.The end! What did you think, friends? Aren't pandas just about the most awesome animal ever? Let me know if you love them as much as I do. Thanks for reading my essay!篇4My Summer Vacation Adventure!Hi everyone! I'm so excited to tell you all about my awesome summer vacation. It was the best summer ever! My family and I went on a big adventure to a place called the Grand Canyon. Have you ever heard of it? It's this giant canyon or really really big hole in the ground out in the desert. I couldn't believe how huge it was when we got there!We left on a Saturday morning bright and early. My little brother Timmy and I had to get up before the sun even came up because we had to be ready for the long drive to Arizona, where the Grand Canyon is located. I was too excited to sleep much though because I knew we were going on a big hiking trip for our vacation this year instead of the usual beach or amusement park.After stopping a few times to use the restroom and get snacks, we finally made it to the Grand Canyon around lunchtime on Sunday. The parking lot was really crowded with cars and RVs from all over. As we started walking towards the rim of the canyon, I could hear people speaking all kinds of different languages like Spanish, French, and even Japanese! I had no idea the Grand Canyon was such a famous place that people came from all over the world to see it.When we finally got up to the viewing area, I just couldn't believe my eyes. The Grand Canyon seemed to stretch on forever in both directions. And it was SO deep! Over a mile down to the bottom from where we were standing. The colors of the rocks were amazing too - reds, oranges, pinks, purples. And there were all these ridges and cliffs and slopes crisscrossing everywhere. I felt like I was looking at another planet!After staring in awe for a while, it was finally time to start our big hike down into the canyon itself. My dad had gotten us permits and everything so we could camp at a place called Indian Garden about 4 miles down. We all put on our hiking backpacks which were stuffed with food, water, tents, and sleeping bags.The hike downwas really hard, especially as we got further down. It just kept going and going with endless switchbacks. My legs were so tired by the end of each day of hiking, but I didn't even care because I was having such an amazing time. We saw so much cool stuff too - including little critters called rock squirrels that would run right up to people begging for food!That first night camping at Indian Garden was one I'll never forget. We were basically at the bottom of this gigantic hole in the ground, surrounded by towering canyon walls over a mile high on all sides. It was just incredible. We had to treat the littlestream of water very carefully and not pollute it at all. The rangers gave us a talk about the other animals and plants down there and how we had to protect them.After two nights camping in the canyon, we had to start back up. Let me tell you, the hike up was even harder than going down! Especially once we got above that third mile and really started feeling the elevation changes. My lungs were burning and my calves felt like they were going to fall off. But we all made it successfully after three grueling days, feeling completely exhausted but so fulfilled and proud of our big accomplishment.On the drive home, I couldn't stop talking about everything I'd seen and experienced. That first glimpse of the enormous Grand Canyon from the rim. The challenging hike down and feeling so tiny compared to the massive walls around us. Seeing those adorable rock squirrels up close, begging for food. Camping at Indian Garden in such a peaceful, serene place. And then conquering the incredibly tough climb back up to the rim. It was all just so epic and amazing!Since we got back, I've been telling everyone I know that they simply HAVE to go visit the Grand Canyon. It's just not something you can fully appreciate through pictures or videos. You have to see and experience it for yourself. I feel so lucky thatmy parents took me and Timmy on such an unforgettable adventure for our summer vacation this year. I have so many great memories that will stay with me forever!So there you have it - the story of my awesome Grand Canyon hiking trip! I really hope I get to go back again someday. Maybe I'll even try to hike all the way down to the bottom and back up over a few days when I'm older. But for now, I'm just so grateful I got to see one of the most amazing natural wonders in the whole world up close this summer. Thanks for reading all about my incredible vacation!篇5Title: A Magical Adventure in the ForestOnce upon a time, there was a little girl named Emily who loved going on adventures. She lived in a small town near a big, beautiful forest. Emily's favorite thing to do was explore the forest and discover all its secrets.One sunny Saturday morning, Emily woke up feeling extra adventurous. She got dressed, put on her favorite hiking boots, and packed a little backpack with snacks and water. "Today is going to be the best adventure ever!" she said excitedly.Emily skipped down the road towards the forest, humming a happy tune. As she approached the tall trees, she noticed something shiny on the ground. It was a small golden key! "I wonder what this key opens," Emily said curiously. She picked it up and put it safely in her backpack.The forest was green and lush, with sunlight peeking through the leaves. Emily followed a winding dirt path, listening to the birds singing sweetly. Suddenly, she came across a large hollow tree trunk. Emily peered inside and gasped – there was a tiny wooden door at the base of the trunk!"Maybe this is what the golden key opens!" she exclaimed. Emily took the key out and tried it in the small door's keyhole. To her delight, it turned smoothly and the little door swung open.Emily bent down and peeked through the doorway. There was a long, narrow tunnel leading down into darkness. "This is going to be an adventure for sure!" she said bravely. Emily crawled through the doorway and started making her way down the tunnel.After walking for what seemed like forever, Emily finally saw a warm, glowing light at the end of the tunnel. She hurried towards it and emerged into the most incredible place she had ever seen.Emily found herself in a magical forest unlike anything in the world above. The trees had shimmering silver leaves that twinkled like stars. Colorful mushrooms dotted the mossy ground, some taller than Emily herself. A sparkling stream bubbled happily nearby."Wow!" Emily breathed in amazement. She was too stunned to say anything else.As Emily wandered through the wondrous forest, she noticed tiny glowing fairies flitting about. They laughed musical laughs and their wings made a soft humming sound. An adorable blue bunny hopped across Emily's path, and she could have sworn it winked at her!Emily spent hours exploring the magical forest. She splashed in the stream, collected peculiar flowers and mushrooms, and tried to catch the mischievous fairies (but they were too quick for her!). When she grew hungry, she sat down and had a picnic snacking on the treats she had brought from home.Eventually, Emily knew she would have to head back before her parents started worrying. "I'll have to come back again soon," she told the fairies, giving them a small wave.Emily made her way back through the tunnel and out the tiny wooden door in the hollow tree trunk. As she walked home, she felt like she had been on the most incredible journey of her whole life.From then on, Emily visited the magical forest as often as she could. She kept the golden key safely tucked away, using it to unlock the doorway to her own amazing secret world. And whenever she felt bored or needed cheering up, Emily would go on her next adventure into the enchanted forest under the tree trunk. For her, anything was possible there – even making friends with fairies and talking bunnies! The magical forest helped Emily's imagination grow more than ever before.The end.篇6My Super Awesome Summer Vacation!Wow, I had the best summer ever this year! It was so fun and exciting. First, my family went on an amazing trip to the beach. We stayed in a big hotel right on the ocean. Every morning, I would wake up and run down to the beach to play in the sand and splash in the waves. The water was so blue and pretty. Ispent hours building sandcastles and looking for seashells. I found some really cool ones that were all swirly and colorful.At night, we would have a bonfire on the beach and roast marshmallows. I liked getting my marshmallow all crispy and golden brown on the fire. One time it caught on fire a little bit but I blew it out before it burned up! We would sing campy songs and my Dad would tell us scary stories about pirate ghosts haunting the ocean. I wasn't really scared though because I'm a big kid now.Speaking of pirates, we also went on a pirate ship adventure one day! We all dressed up like pirates with eye patches, bandanas, and fake swords. The ship sailed out into the open ocean and we got to steer the wheel, swab the decks, and look through telescopes for enemy ships. The captain made us all do pirate dances and sing sea shanties. We even had a pretend sword fight over the ship's buried treasure! I was a fierce pirate and won the fight. Arrrgh!After the beach, we went to visit my cousins who live on a farm upstate. It was so cool seeing all the farm animals up close. We got to pet the horses, cows, pigs, and even a llama! The llama was really nice and let me feed it right out of my hand. Its tongue was so scratchy! My cousin let me collect eggs from the chickencoop too. I was really careful because I didn't want to crack or break any of them.Then at night we would go out and catch fireflies in jars. We left the lids off so we could let them go once we were done looking at them. Fireflies are so neat with their blinking little butts! I tried to count how many times they blinked but I lost track. We would lay out in the field just staring up at a bajillion stars. My uncle told us about all the constellations and made up some new ones too with silly names. I can't remember what they all were but I know one was called "The Flaming Chicken!"Oh, I almost forgot the best part - we went camping too! We hiked deep into the forest and set up our tent near a stream. We had to gather firewood and build our own campfire. I was really good at finding dry sticks that would burn easily. For dinner, we made hobo pies with chicken and veggies baked inside foil packets on the fire. They were so yummy! After that, we mades'mores for dessert. Getting the marshmallow perfectly roasty is an art, you know.At night in the tent, I could hear all the critters moving around outside. There were hoots from owls, chirps from crickets, and something bigger was rustling around out there too. I was a little scared so I made sure to zip up the tent super tight sonothing could get in. In the morning we saw some cool deer prints and even bear tracks near our campsite! I'm just glad we didn't see the actual bear. Phew!That was definitely the most adventurous, fun-filled,action-packed summer I've ever had. I got to do so many amazing things and make a million new memories. Swimming in the ocean, sailing on a pirate ship, hanging out with farm animals, catching fireflies, and camping under the stars - we did it all! I didn't even have time to be bored or play too many video games. Although I do love my PlayStation, there's just nothing better than getting out and experiencing the great outdoors. I can't wait for next summer so we can go on another awesome trip! Maybe we'll go whitewater rafting or learn to surf. As long as I'm with my family, I know it will be epic. This was hands down the best summer vacation ever!。
大学思辨英语教程说明文写作答案
大学思辨英语教程说明文写作答案Talking about English studying methodsIt’s true that to be a good English learner is every English learner’s dream. I think studying English as studying maths is a wrong mathod. If you only finish English homework every day, you must be not a good English learner. If you only write English words, sentences and paragraphs instead of reading, hearing and thinking, it is impossible to study English well. How to improve English? In my opinion, “Interest” is the key to study lessons well, so I’m sure you should be interested in English at the beginning. Of course, It’s very important also for each English learner to explore learning skills and efficient ways, because it can lead you to success in short term. In the end, I believe everybody who is good at English has a basic method, you should practice as much as possible. Before classes, we must preview the lesson by repeating after the tapes and look up the new words in the dictionaries.When in class, we ought to try all our best to answer the teachers' questions, and it's very useful to keep the texts in mind. I believe I can do it so, in the near future, I must to be a good English learner.刚刚写完，请参考使用~~~~思辨口语与写作(外语教学与研究出版社)Speculative speech and writing (foreign language teaching and Research Press)外语教学与研究出版社大学思辨口语与写作课后答案Four seasons, literary attainment. Our journey, though, we hard thorns, stormy, also want to challenge - such as helpful as resolute. Black and blue, pieces, because we understand life at least challenge is spent, at least we know only challenge to success in life. CompositionIf the time flow, like the sunshine, under trees, we grow slowly and graally mature. In the past years like a river, and the floods, open the gates to me, so that the first challenge scene again clearly emerge in front of me, like it happened yesterdayIt is just the fifth grade, I mind "ambition" can't wait to get a good result, so I try to change their learning methods, listening for each class will be clearly. However, the examination is always not satisfied, the first test scores, but my grades go down. "No doubt, it is not my work!" I think so, and I was not more effort, to work overtime everyday to make up missed lesson, also always works night, with the last rays of sunshine company, and the first rays of the morning, class is waving monkish sorts, only the "heart" learning for learning exam, even only for a time. This way of life, I can run down, but I always believed that there would be a return, paid work a harvest, I'll win the final victory. God always seemed to be against me, and the second test, I still failed. Instant, days, ash, Flowers, thanks, Tea, cold, Heart, cold! Just like a broken wing plane is helpful, could not fly. When he saw the first YouYouRan expression, relaxed, I -- vacant. There are innumerable mark in heart spun: why, why?Oh, I understand, I want a more than others, but neglect to surpass others to surmount oneself, challenge yourself. Brake, days, fine, Flowers, colourful, The rain stopped, People,! Once again I thought up ahead of the dawn, the victory finally move in the exam, I finally made outstanding achievements.At that moment, I experienced the bitterness of challenge and pleasant sensation, never lose through difficulties finally saw the sun.Like light the lamp of snowy day, challenge the deepest heart bloom in the eyes, in anticipation, naturally flush out sincere, confidence and fortitude. But at the moment, the challenge successfully boundless snowflakes into pieces, moist heart at, DiaoKu trees on the green dots, expect the spring.Facing the challenge, resolute, strong.The challenge, smiling, will every minute and second, ooze sweat and expectations,The challenge, like to break the young eagle soar, blue sky!Students will shout "hero" move to the classroom, I want to say congratulations, just discover throat has no noise.。
《大学思辨英语教程写作1》练习答案-unit 4 truth and interpretation
《大学思辨英语教程写作1》练习答案-unit 4 truth and interpretation1、Unit 4 Truth and Interpretation Part I: Learning the Skills Activity 1 Review the texts you have read in the previous units. Discuss with your partner which point of view is employed in each text and whether you would have different feelings about these texts if different points of view were employed. Suggestions for instructors: Discuss with students how the point of view change leads to the differences in the narration. Activity 2 Read the following four excerpts and discuss with your partner 。
2、which point of view is employed in each excerpt, whether the difference gives you different feelings toward the same event and how your response is influenced by how much the narrator knows and how objective the narrator is. Activity 3 Narrate an incident in your childhood (either real or made-up) from several points of view: first from your own point of view; next from the point of view of your family; finally from the point of view of a stranger who witnessed the incident. Evaluate which point。
《大学思辨英语教程写作1》练习答案-Unit 3 Growth and Maturity
Unit3Growth and MaturityPre-class ExplorationSuggestions for instructors:Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting:What would be the key elements in those settings?What adjectives would the students use to describe a specific setting?What images or associations would that specific setting evoke?What would be some“typical”characters in these settings? Transfer to the Skills Section:(45minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I:Learning the SkillsActivity1Read the following story and discuss with your partner the techniques used in developing the character Beaver.Activity2The following two passages are about two best friends,Deanna and Beverly.Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage.In Passage2,highlight those sentences that can correspond to the sentences([1],[2],[3]and[4])in Passage1and think about the impact of these differences on readers’impressions of the two characters.Activity3Read the excerpt from“Beauty and the Beast”by Jeanne-Marie Leprince de Beaumont and discuss the following questions with your partner:1)1)What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic(or spell)might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant(Beauty’s father)were inReading the first four paragraphs,ask students to underline the words or phrases that indicate the setting such as“the forest,deep snow,bitter frost,only shelter was the hollow trunk of a great tree,howling of the wolves,falling snow covered up every path,rough,slippery”When he started to encounter the magical world:“a splendid castle,no snow had fallen in the avenue of orange trees,covered with flowers and fruits,several splendidly furnished rooms,pleasant warmth of the air,nobody in all this vast and splendid palace,deep silence reigned everywhere,empty rooms and galleries,a room where a clear fire was burning,a couch was drawn up cozily before it…”Ask the students to free write for10minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity4The following passage is the opening of Johnny Tremain by Esther Forbes.The author’s style is very descriptive and detailed,which helps readers picture the story in their mind and fully understand what is happening.Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound:(gulls)scream and quarrel,(cocks)cried,(hens)clucking,(horses)whinnied,(bells) cling-clanged.3)What can you TOUCH in this place?Touch:(gulls)icy(eyes).4)What can you SEE in this place?Sight:Gulls,cocks,cats,horses,cows,the morning sunlight,bells.5)What can you TASTE in this place?Taste:salty air.6)What can you SMELL in this place?Smell:the first dead fish,first bits of garbage,all kinds of animal smells.Activity5The following passages are developed on the basis of the setting“There is an air of mystery in the house.”Read and highlight the words and phrases that describe sounds,feelings,smells and sights,and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage1I shivered terribly at the sight of the deserted mansion that stood on the hilltop.With much curiosity,I treaded gingerly towards the mansion.Suddenly,I heard a distant howl that pierced through the silent night.At my wit’s end,I slowly walked towards mansion.My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion.The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage2Behind the dark alley,it stood a deserted house.I stood meekly outside the haunted house with my jaws hung open.Suddenly,I saw a silhouette of a person in the house.Shivers ran down my spine as I approached the house cautiously.When I reached the doorstep,I was paralyzed withfear.I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me.My face turned ashen when the door opened itself.Passage3I crept behind the house since the door was left ajar.The whole place was covered with dust and cobwebs.I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear.I picked up my courage and continued walking until I reached a smaller silver door.An eerie scream came from the door and soon,it turned into a howl.I decided to put a brave front and walk into the room…Passage4Benjamin’s hair stood on ends as the eerie scream pierced through the still night.The howling of dogs made him stood meekly.He treaded gingerly through the dark and scary corridor.He saw a trail of bloodstains on the wall and maggots were crawling all over the place.What Benjamin saw later will be forever etched in his mind.It was the toilet’s light flickering.The continuous switching of the switch could be heard even when no visible being could be seen doing it.He then smelt a strong stench of urine coming from the toilet bowl.Activity6Read the following short story“The Flowers”by Alice Walker and discuss the following questions with your partner:1)What is the setting?What are the elements in this setting?The woods behind her house.The elements of the setting include locale of the story(near her home vs.deeper into the woods);time(summer morning);mood and atmosphere (beautiful,light,good,vs.strangeness,gloomy,damp air,close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton,probably a black male who was lynched. 3)What does the author mean by saying“And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity7Read the following excerpt from Chapter6of The Secret Garden.Mary went to live with her uncle Mr.Archibald Craven in a big house after her parents died.She was exploring the rooms in the house when she heard someone’s crying.Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story:Colin Craven,the son of Mr.Craven,who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze.It showed the portrait of the family members with no one living in any of those rooms.It creates a mysterious and queer feeling as Mary felt.Her wanderings in the house led to more of her discoveries.Suggestions for instructors:Broader setting background:in1803,the territory of United Stated expanded greatly through the Louisiana Purchase.To encourage people move to West,the Homestead Act of1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it.A lot people headed west in their dream of searching for a better life.But it was harder than many people had expected.Part II:Case AnalysisActivity8Read Text A and consider how the author establishes the settings for the story.Task1Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting1:Mary was picked up.Pa didn’t want her,but Mary stood up to him without fear.Setting2:_When Pa headed to town to get food,Mary was left to take care of the children.Setting3:When the food was all gone,Mary found some mushroom and tried herself first before letting the children eat.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What is the personality of Mary?Independent,responsible,caring,brave,2)How do you think Mary’s character is shown through various settings:a.On prairie,she stood up to Pa without fear when she asked to travel alongb.In the mountains,she helped take care of the girls and cook________c.After Pa left,_she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion,did the eleven-year-old narrator become“too soon a man”as well?How did his attitude change under various circumstances?a.On prairie,he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences:“Mary came out of the cabin then,walking sedately.As she came toward us,the sun began to shine”create?These sentences are symbolic,which showed the hope and the positive change in their lives.5)The text has also been published under the title“The Day the Sun Came Out.”Which title do you like better?Why?Answers may vary.6)Have you ever been given more responsibility than is usual for someone your age?Describe your experience being“too soon a woman”or“too soon a man.”How did it change you?(If you prefer,describe an experience someone you know or know about has had.)Answers may vary.Activity9Read Text B and consider the setting the author establishes for the story.What is the role of the setting in developing the story?Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nights and in the narrator’s home.2)What did the father do in the darkness?And what did the son do?He would sit in the dark and smoke and think.His son was quite worried about his father. 3)At what point in the story did the son begin to understand his father’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father“why don’t you go to bed?”and he was“afraid,worried,angry, curious”and felt“unless I get an answer I will go crazy”,etc.Part III:Language StudyActivity10Read Text A and Text B and find expressions related to five senses(smell,taste,touch,sound and sight)or others(such as emotion).Discuss with your partner how these words are helpful to demonstrate the characters’personalities.Text A Text BSMELL She sliced that big,solidmushroom and heated greasein a pan.The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of themushroom while the little girlsdanced with anxiety.Wefeasted,we three,my sistersand I,…Soon I become thirsty.(I drink a lot of water.)I go to the kitchen for a drink.TOUCH She got up and rummagedaround in the grub box.I climb the steps softly, skipping the ones that creak. He is sitting in the same chair,his elbows on his knees,his cold pipe in his teeth,his unblinking eyes staring straight ahead.SOUND It was near dark when therewas an answer to my yelling,and Mary came into theclearing.The ticking of the alarm clock on the ice box.The low hum of an automobile passing many blocks away.The swish of papers moved along the street by the breeze.A whispering rise and fall of sound,like low breathing.It is strangely pleasant.SIGHT Mary stood in thedoorway for a while,lookingout at the dripping world as ifshe found it beautiful.The dim shadow of light that comes through the window from the street lamp only makes the room seem darker.Mary roasted it in chunks over the fire,half crying with the smoke.The dryness in my throat reminds me.I step briskly into the kitchen.Activity11Read Text A and Text B.Find more examples of concrete words in describing the settings and share with your partner your comments about the effects of these concrete words on the plot of each story.Text A Text BActivity12Look carefully at the picture below and think about how you would describe the house.1)What is your impression of the house respectively when reading these two descriptions?The first is pleasant while the second is spooky.2)Write down some expressions in the two descriptions which help to create the two different atmospheres.DescriptionsDescription1Description2always very pleasant stood alonethick,cold stoneStone which kept out the cold in winter andthe heat in summerWindows shone;doors opened invitingly Roof shone blackly,freezing rain,windowsshook and rattled;doors locked with big,heavy chainsLittle white waves Waves crashed angrily against the cliffCool blue sea,sunny sky Wind blew over the empty fields。
《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith
Unit5Dream and FaithPart I:Learning the SkillsActivity1:Match the themes with the following stories.A.The greatest kindness will not bind the ungrateful.B.Idleness brings want.C.Contentment with our lot is an element of happiness.D.Unity is strength.E.Fine feathers don’t make fine birds.Story1：CStory2:BStory3:AStory4:EStory5:DActivity2:Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes.Text Theme(s)How the theme(s)is(are)revealedCommentsThe Story of My Life(Chapter4)One could overcomea problem thatseems to beinsurmountable--Offered backgroundinformation about herself atthe beginning--Described the skillfulnessand patience of Ann Sullivan--the key moment of epiphany“The Diamond Necklace”Vanity and pride canbe expensiveA great contrast betweenwhat life is and what lifeMathilde fancies at thebeginningMathilde borrowed a necklaceand had a moment of herfancied life,Madame Loisel’s vanity causesher to want to live beyond hermeans and her pride thatprevents her from tellingMadame Forestiere the truth.“After Twenty Years”Justice is higher than friendship“The Selfish Giant”Sharing can bring joy “Too Soon aWoman”True courage is love“My Father sits in the Dark”The love of family members“The three Little Pigs(V1)One should try his best“The three Little Pigs(V2)Truth might take a turn when the narrator is different“A Day’s Wait”Courage isActivity3Read the poem“Sea-Fever”by John Masefield carefully.Write your answer to each question and then discuss your answer with your partner.1)What is the theme,or message that the author expresses in this poem?The simple things in life may be the best.2)What words are repeated to point out the theme?Without these words,do you think thatthe theme will be weakened or strengthened in the poem?Why?“all I ask”is used in all these stanzas to emphasize that what“I”want is easy to satisfy.Without these phrases,the effect will be weakened.3)What do you gain from this poem in terms of living a life?One can live a happy life without too many materials possessions.Activity4Read the following passage,and then complete the statements that follow.1)The phrase“not the brightest bulb in the lamp”in Para.1means he is not smart at all.2)After reading about Epaminondas’dealing with the cake,the butter and the puppy,your impression about him is he is quite simple-minded--not able to adapt with the change of specific circumstances.3)The theme of this folk tale is give unconditional love and accept the differences between people.Part II:Case AnalysisActivity5Read Text A and consider how the author develops the main theme of the story.Task1Understanding the textWork in groups or pairs and fill in the blanks with the missing information about how the author develops the main theme through a series of events and a twist with the last event.Soapy’Action Results Your Commentsthe1st event Dined luxuriously atsome expensiverestaurant.The head waiter kepthim from getting in.The snobbishwaiter judged himby his appearance.the2nd event Broke a shop windowand waited for thepolice to arrest him.The policeman didnot believe he did it.The policemantrusted only theirown judgment.the3rd event Asked the waiters tocall the police bytelling them he had nomoney for the dinnerhe just had at arestaurant.Two waiters pitchedhim out.He again failed.the4th event Accosted a youngwoman who wasnearby a police Rather than beingoffended,the womancame to him joyfully.The woman,probably aprostitute,is asocial problem.the5th event Started to yell andmake a noisy scene infront of a police.The policeman didnothing consideringhim as a universitystudent celebratingtheir victory ingames.The law wasenforceddifferentlytowards differentpeople.the6th event Stole a well-dressedman’s umbrella.It turned out the mantook the umbrellathat didn’t belong tohim in a restaurant.It is ironic that awell-dressed manstole an umbrella.the7th event Being touched bymusic from churchSoapy decided torestart.A policeman cameover and arrestedhim.The climax andending is quitedramatic.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Why did Soapy want to be arrested and what does that tell us about the theme of the story? Soapy wanted to have a“nicer”place for the coming winter.The living of the poor in that society seems quite hopeless and abnormal.2)What are the regular responsibilities of a policeman?How did the cop respond to Soapy’s several attempts to get arrested and how does that help to develop the theme of the story?A policeman’s regular responsibilities include order maintenance and misconduct prevention. By letting Soapy go several times despite his attempt to get arrested,it showed the police was not doing their job.It further prepared for the climax of the story and strengthened the theme.3)When Soapy was moved by the anthem music near the church and planned to start over,he was arrested.What is the significance of this event in further developing the theme?This is the climax of the story which made a sharp turn from what has happened in the previous events and makes the readers feel strongly about the absurdity of the society.4)Does the author convey his theme clearly in the text?How do you figure out the theme in the story?The author did not explicitly state the theme in the text.It was presented through the description of Soapy’s winter plans and what he had tried hard to achieve his purpose.5)What impact do you think the unexpected arrest would have on Soapy’s regained faith to “battle with his desperate fate”and“make a man of himself again”?It might ruin his plan to restart his life and probably he would lose his faith because of this event.Activity6Read Text B and consider how the author develops the main theme of the story.Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Who is the protagonist and who is the antagonist in this story?The protagonist is a woman and the antagonist is a boy.2)What is the conflict mentioned at the beginning of the story?The boy tried to snatch her purse.3)What leads to the encounter between the protagonist and the antagonist?The boy wanted to buy a pair of shoes but couldn’t come up with the money needed.4)What did the woman decide to do after the first encounter with the boy?She dragged the boy to her home.5)Did the boy try to run away when he got a chance later?Why or why not?The boy did not try to run away when he got a chance at Mrs.Jone’s home because he got treated well by Mr.Jones.Task2Responding to the textThe dialogue plays an important role in the development of the theme of this story.Read the following dialogue excerpts and discuss with a partner how they demonstrate the theme in the story.The dialogue helps to develop the plot in which the theme is embedded.The first two dialogues introduced the first encounter of these two main characters as a background.Starting from the third dialogue,Mrs.Jones showed her concern for the boy by asking him to come along with her and wash his face.The following dialogues also revealed the kind heart of Mrs.Jones(not sending him to the jail and inviting the boy eat together with her).She also revealed that she made mistakes in the past but still warned that boy that he should not do illegal things in future. Task3Making a comparison between“The Cop and the Anthem”and“Thank You,M’am”Write your answer to each question in full sentences.Then discuss your answers with your partner.1)Are there any similarities between Soapy and Roger?Both Soapy and Roger were trying to do something bad to meet their own purposes.2)Are there any similarities between the policemen and Mrs.Luella Bates Washington Jones? Both the policemen and Mrs.Jones did what they thought they should do when dealing with Soapy and Roger respectively.3)What might happen if Soapy had met someone like Mrs.Luella Bates Washington Jones earlier in his life?Soapy might have become what he intended to become at the end of the story.4)What might happen if Roger had met a policeman as that in“The Cop and the Anthem”? Roger might be sent to prison and became someone like Soapy or even worse.5)What distinguishes Mrs.Luella Bates Washington Jones from the cops and what are the consequences of these differences?Mrs.Jones educated the boy in her own way and possibly prevented the boy from going astray in his future life.6)What are the respective viewpoints of the authors toward the disadvantaged(Soapy and Roger)and the powerful(the cops and Mrs.Luella Bates Washington Jones)in your opinion? How does that serve the theme of each story?The authors showed sympathy towards Soapy and Roger but in“The Cop and the Anthem”the author portrayed the cops as not doing what they were supposed to do while“Thank you Ma’m”offered a positive image of Mrs.Jones.The different treatment of the powerful makes these two stories developing towards different directions,each serving its own theme?????7)Do you think Mrs.Jones acted out of faith in the story?Why or why not?In what ways do you think a person of faith differs from a person without faith?Yes,she mentioned that she had done something wrong as a youth but she would not tell.Part III:Language StudyActivity7The following sentences are all from O.Henry’s works.Find out the figurative device(s)in each sentence and discuss the effect with your partner.There may be more than one answer.1)Hyperbole2)Metaphor3)Hyperbole4)Personification5)Metaphor6)Irony7)Personification8)Metaphor9)Understatement10)Personification11)Personification12)Simile13)Personification14)Metaphor15)PersonificationActivity8Read the following lines of poetry and find out the figurative device(s)in each excerpt. Excerpt1:simileExcerpt2:hyperboleExcerpt3:personificationExcerpt4:metaphorExcerpt5:personificationExcerpt6:metaphorExcerpt7:simileExcerpt8:personificationExcerpt9:metaphorActivity9Read the following two stories and underline the different parts.What makes the difference? Discuss your understanding with your partner.In these two excerpts,the difference lies in the figurative use of language.In the second excerpt, there were uses of onomatopoeia(Thunk,thunk)simile(soft pine needles covered the ground like a soft brown blanket;as anxious as a fish out of water),alliteration(twittered and tweeted), hyperbole(the sky-scraping branches of trees),and personification(made his heart dance).It creates images in the readers’mind.Activity10Read the following paragraph and then rewrite it using figurative language.1)Using Alliteration:Tanysha sat up late in her bedroom trying to study.Tanysha sat up late in her bedroom silently and studiously trying to study.2)Using Hyperbole:She was an all-A student…She was such a great student that anything less than a100++would send her sobbing from the room.3)Using Simile:…and tomorrow’s math test was an important one.Tomorrow’s math test was as important to Tanysha as a candidate’s final election speech is in the presidential election.4)Using Onomatopoeia:Lying back on her bed for a minute…With a squeak of bedsprings and the crunch of crumpled paper,Tanysha lay back on her bed for a minute.5)Using Metaphor:…Tanysha started daydreaming about going to college and becoming adoctor one day.She started daydreaming about going to the ivory tower learning to become a diseasefighter one day.。
《大学思辨写作1》练习答案-Unit 3 Growth and Maturity
Unit 3 Growth and MaturityPre-class ExplorationSuggestions for instructors: Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting: What would be the key elements in those settings? What adjectives would the students use to describe a specific setting? What images or associations would that specific setting evoke? What would be some “typical” characters in thes e settings? Transfer to the Skills Section: (45 minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I: Learning the SkillsActivity 1Read the following story and discuss with your partner the techniques used in developingthe character Beaver.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage. In Passage 2, highlight those sentences that can correspondto the sentences ([1], [2], [3] and [4]) in Passage 1 and think about the impact of these differences on readers’ impressions of the two characters.Activity 3Read the excerpt from “Beauty and the Beast” by Jeanne-Marie Leprince de Beaumontand discuss the following questions with your partner:1)1) What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic (or spell) might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant (Beauty’s father) were inReading the first four paragraphs, ask students to underline the words or phrases that indicate the setting such as “the forest, deep snow, bitter frost, only shelter was the hollow trunk of a great tree, howling of the wolves, falling snow covered up every path, rough, slippery”When he started to encounter the magical world:“a splendid castle, no snow had fallen in the avenue of orange trees, covered with flowers and fruits, several splendidly furnished rooms, pleasant warmth of the air, nobody in all this vast and splendid palace, deep silence reigned everywhere, empty rooms and galleries, a room where a clear fire was burning, a couch was drawn up cozily before it…”Ask the students to free write for 10 minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity 4The following passage is the opening of Johnny Tremain by Esther Forbes. The author’s styleis very descriptive and detailed, which helps readers picture the story in their mind and fully understand what is happening. Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound: (gulls) scream and quarrel, (cocks ) cried,(hens) clucking, (horses) whinnied, (bells) cling-clanged.3)What can you TOUCH in this place?Touch: (gulls) icy (eyes).4)What can you SEE in this place?Sight: Gulls, cocks, cats, horses, cows, the morning sunlight, bells.5)What can you TASTE in this place?Taste: salty air.6)What can you SMELL in this place?Smell: the first dead fish, first bits of garbage, all kinds of animal smells.Activity 5The following passages are developed on the basis of the setting “There is an air of mysteryin the house.” Read and highlight the words and phrases that describe sounds, feelings, smells and sights, and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage 1I shivered terribly at the sight of the deserted mansion that stood on the hilltop. With much curiosity, I treaded gingerly towards the mansion. Suddenly, I heard a distant howl that pierced through the silent night. At my wit’s end, I slowly walked towards mansion. My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion. The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage 2Behind the dark alley, it stood a deserted house. I stood meekly outside the haunted house with my jaws hung open. Suddenly, I saw a silhouette of a person in the house. Shivers ran down my spine as I approached the house cautiously. When I reached the doorstep, I was paralyzed withfear. I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me. My face turned ashen when the door opened itself.Passage 3I crept behind the house since the door was left ajar. The whole place was covered with dust and cobwebs. I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear. I picked up my courage and continued walking until I reached a smaller silver door. An eerie scream came from the door and soon, it turned into a howl. I decided to put a brave front and walk into the room…Passage 4Benjamin’s hair stood on ends as the eerie scream pierced through the still night. The howling of dogs made him stood meekly. He treaded gingerly through the dark and scary corridor. He saw a trail of bloodstains on the wall and maggots were crawling all over the place. What Benjamin saw later will be forever etched in his mind. It was the toilet’s light flickering. The continuous switching of the switch could be heard even when no visible being could be seen doing it. He then smelt a strong stench of urine coming from the toilet bowl.Activity 6Read the following short story “The Flowers” by Alice Walker and discuss the following questions with your partner:1)What is the setting? What are the elements in this setting?The woods behind her house. The elements of the setting include locale of the story (near her home vs. deeper into the woods); time (summer morning); mood and atmosphere (beautiful, light, good, vs. strangeness, gloomy, damp air, close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton, probably a bl ack male who was lynched. 3)What does the author mean by saying “And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity 7Read the following excerpt from Chapter 6 of The Secret Garden. Mary went to live with her uncle Mr. Archibald Craven in a big house after her parents died. She was exploring the rooms in the house when she heard someone’s crying. Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story: Colin Craven, the son of Mr. Craven, who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze. It showed the portrait of the family members with no one living in any of those rooms. It creates a mysterious and queer feeling as Mary felt. Her wanderings in the house led to more of her discoveries.Broader setting background: in 1803, the territory of United Stated expanded greatly through the Louisiana Purchase. To encourage people move to West, the Homestead Act of 1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it. A lot people headed west in their dream of searching for a better life. But it was harder than many people had expected.Part II: Case AnalysisActivity 8Read Text A and consider how the author establishes the settings for the story.Task 1 Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting 1: Mary was picked up. Pa didn’t want her, but Mary stood up to him without fear.Setting 2: _When Pa headed to town to get food, Mary was left to take care of the children.Setting 3: When the food was all gone, Mary found some mushroom and tried herself first before letting the children eat.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1)What is the personality of Mary?Independent, responsible, caring, brave,2)How do you think Mary’s character is shown through various settings:a.On prairie, she stood up to Pa without fear when she asked to travel alongb.In the mountains, she helped take care of the girls and cook________c.After Pa left, _she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion, did the eleven-year-old narrator become “too soon a man” as well? How did his attitude change under various circumstances?a.On prairie, he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences: “Mary came out of the cabin then, walking sedately. As she came toward us, the sun began to shine” create?These sentences are symbolic, which showed the hope and the positive change in their lives.5)The text has also been published under the title “The Day the Sun Came Out.” Which title do you like better? Why?Answers may vary.6) Have you ever been given more responsibility than is usual for someone your age? Describe your experience being “too soon a woman” or “too soon a man.” How did it change you? (If you prefer, describe an experience someone you know or know about has had.)Answers may vary.Activity 9Read Text B and consider the setting the author establishes for the story. What is the role of the setting in developing the story?Task 1 Understanding the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nig hts and in the narrator’s home.2)What did the father do in the darkness? And what did the son do?He would sit in the dark and smoke and think. His son was quite worried about his father. 3)At what point in the story did the son begin to understand his fat her’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father “why don’t you go to bed?” and he was “afraid, w orried, angry, curious” and felt “unless I get an answer I will go crazy”, etc.Part III: Language StudyActivity 10Read Text A and Text B and find expressions related to five senses (smell, taste, touch, sound and sight) or others (such as emotion). Discuss with your partner how these words are helpful to demonstrate the characters’ personalities.Text A Text BSMELL She sliced that big, solidmushroom and heated greasein a pan. The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of the Soon I become thirsty. (I drinkmushroom while the little girls a lot of water.) I go to thedanced with anxiety. We kitchen for a drink.feasted, we three, my sistersand I, …TOUCH She got up and rummaged I climb the steps softly,around in the grub box. skipping the ones that creak.He is sitting in the same chair,。
《大学思辨写作1》练习答案-Unit 2 Empathy and Justice
Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developingthe character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night.Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man turned out to be a man wanted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answerswithyour partner.1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every afternoon, when school was over, the children came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8)When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2)How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting ano trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, “I don’t know where he is.”With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example: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 filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond Necklace。
最新大学思辨英语精读备课Unit 5
大学思辨英语精读备课U n i t5Unit 5 Knowledge and IgnoranceWords and phrases expected of students to understandpalpitatefive days straightwiggleleaf v.prop up on pillows/against the wallDawn broke on the doctor’s facerule outsocial milieuin a huddlea suggestion of…I detected a suggestion of malice in his remarks.in due coursePreparatory Work（1）The following are just for your referenceThe Inadequencies of Modern Orthodiagramatic Techniques in Demonstrating Minimal Left Ventricular Hypertrophy 当代影像技术在显示微小左心室肥厚方面的不足之处the Diagnostic Clinic (诊断科) vs. the Therapeutic Clinic (治疗科) vs. the Functional Clinic(功能科)//Mitral Valve Clinic (二尖瓣科) vs. Aortic Valve Clinic (主动脉瓣科) (allthe clinics are made up for satirical effect)psychoneuroticist神经心理医生（a made-up word, possibly coined from Psychoneurosis 精神神经病 or Neuropsychology 神经心理学）psychosociologist社会心理医生（a made-up word; psycho+ sociologist）pituitary osmoreceptorologist渗透压感受器专家？？（a word possibly coined from pituitary osmoreceptor渗透压感受器）（2）The story was published in 1963, and in the story a doctor says it’s 1972, which means that the story has a futuristic setting.I t’s not a typical science fiction as I understand the term, for science fiction,though hard to define, usually involves wilderimaginativeconceptssuchasfuturisticscienceandtechnology,space travel,time travel,paralleluniversesandextraterrestrial life.Yet it may be viewed as a story of science fiction in the sense that the authormakes up a futuristic settingof extremely meticulous divisions of medicine towarn against such a trend, since science fiction also means, according toscience fiction writerRober t A. Heinlein, “realistic speculation about possiblefuture events, based solidly on adequate knowledge of the real world, past and present, and on a thorough understanding of the nature and significance of the scientific method.”But, to be honest, I do think it’s more a satire than science fiction.（3）There are altogether 13 doctors besides the Turk. (Interesting number!) The doctor (community doctor?)---the red-headed doctor (Gastro-Intestinalman) andDr. Schultz (the Orthopedic Radiologist)---another doctor(possiblyalsoOrthopedic Radiologist), who brought two more doctors (in Valve Clinic)---the Miltral man, the Aortic man, the Great Arteries man and the PeripheralCapillary Bed man---doctor in the Functional Clinic---Psychoneuroticist,Psychosociologist— the Turk ( Is he really a Turk? I don’t know what’s hisfield.)（4）They are italicized for emphasis. They are to be read out aloud.Para. 9 Fifty-five The doctor shows his incredulity. He believes 55 as acritical age but the man hasn’t had a checkup for almost 10 years.Para.13 …you may be feeling well, it implies that the doctor doesn’t believe he is actually well.Para.24 …I could do that… The doctor was shocked that the patient was“ignorant” to the extent that he asked only for sth. to stop the pain. Accordingto the doctor, the root cause of the problem had to be found out first.Para. 24 …more…aspirin poisoning than of cyanide poisoning The two words are emphasized to distinguish them and to let the information sink in.Para. 26 we have to think about… The doctor implies that Wheatley hasn’tthought much about his own health.Para. 37 I don’t think so. It is implied by the emphasis that Wheatley fails tounderstand the word Fluoroaortogram.Para.38 Now this patient--- The doctor suddenly realized his purpose ofcoming here.Para. 41 you mustn’t worry. The doctor thinks that Wheatley has the reasons to be worried but that his worry might make the situation worse. Therefore hemustn’t worry.Critical Reading:1.Questions(1)He was very nervous.(2)He doesn’t think Wheatley’s complaints have much value. He has his ownprofessional training of inquiring.(3)He is an Orthopedic Radiologist (And I think he is a colleague of Dr. Schultz’s).He mentions the article in details possibly because it’s his recent focus of attention, or in other words he is still thinking about it when he talks.(4)I don’t know for sure where he went or what brought him there. I think both theTurkish drapes and the turban are used to give an exotic flavor to that place, to form a sharp contrast with the previous “scientific”atmosphere. He might or might not be a Turk. Still we know this last resort of Wheatley’s must be some branch of the “alternative medicine”, which according the Wikipedia, “is any practice that is put forward as having thehealingeffects of medicine, but does not originate fromevidencegathered using thescientific method.”This ending provides an alternative choice to the allegedly “scientific”modern medicine and makes it a choice Wheatley voluntarily made after being disillusioned with the modern medicine. The effect is quite satirical.2.True or False(1)F It’s satirical.(2)F Wheatley is certainly worried by the first doctor’s words, but not to theserious extent as is stated in this sentence.(3)F He starts to feel worried and thinks that the doctor may take the bloodpressure or do other check-ups to decide whether it’s inflammatory or sth. else.(4)F It only occurred to him that the patient just wants sth. to stop the pain.3.(1) B(2) C (3) DII. Critiquing the text(1) The doctor’s professional in the sense that he made the enquiries and diagnoses ina logical way. Of course the problem is that he always cut the patient short, reliedtoo much on his theoretical hypotheses and wouldn’t do any check-up to ascertain what was wrong with the toe. Therefore he is not a competent doctor.(2) “Interesting” here might be a euphemism for sth. tricky, sth. difficult to handle. Idon’t know how to answer the rest of the questions (what to make of his words, what’s his real intention?)(3) Early on the doctor simply told Wheatley to go to the “Valve Clinic”, talking it forgranted that Wheatley knew which valve clinic he should go. But it was unlikely for a layperson like Wheatley to know that there was a subdivision of “valveclinic” and which one was the right one for him.Fortunately, there is no “Mitral Valve Clinic”, “Aortic Valve Clinic”or even “Valve Clinic” in the real world. The author makes them up as a good example to show how unnecessarily complicated and how confusing modern medical science has become.(4) One sentence can account for all those referrals: “Always best to let the experthandle the problem in his own field.” I think the quotation might be part of the long-term professional training they have received before they become doctors.Therefore I put the blame on the unnecessary branching of modern medicinescience, not on the doctors themselves. They are trained in this way. It’s not their irresponsibility or sth. Actually this article helps me to develop some empathy for the doctors in past news reports about doctors asking their patients to do athorough checkup before making their diagnoses. I used to think, like what the reporters led us to believe, that they were just trying to make more money. But this article throws new light on those cases. Now I can see why the doctors think it reasonable and even necessary to do such checkups. They are trained in this way.(5) Most of the terms and jargons are difficult to understand. The author even madeup some words, usually very difficult and long words. The effect is well achieved.The reader can literally sense the feelings of awe, confusion and perplexity that Wheatley must have felt at the flow of those incomprehensible, professional,solemnly-uttered jargons. In some specialized fields like medicine, language is used as a tool to establish an unbalanced power structure in which lay peopleremain in a powerless and underprivileged status. The author is sensitive enough to recognize it in the real life, and wise enough to exaggerate the jargons a bit so as to make them more recognizable to his reader.(6) I read this short story as a satire on modern medicine science: it is evolving into adead end, which sacrifices efficiency for expertise and fails to provide the cure it promises.(7) Lack of efficiency, unnecessary branching, relying too much on theories andequipments, too meticulous in making a diagnosis…Students are encouraged to come up with ways to handle the problems. Possibly more reading of literary works might help. Haha.(8) I agree thatordinary people usually remain powerless in the unbalancedrelationship between experts and lay people. They are deprived of the discourse power, unable to utter their own opinions or to keep things under their owncontrol. What makes things worse, due to the monopoly of knowledge, they not only lack confidence in their own judgments, but also, in most cases, do fail to make sensible judgments.以下是奉侯老师之命加上的语言练习的部分参考答案：2. Paraphrase:(1) It might start as pain in one toe but lead to something more serious. The doctordidn’t think Wheatley gave enough attention to his health.(2) I suppose I should have had checkups in the past ten years.(3) We are going to cure you soon. We need just a few more studies to cure you.(4) The doctor realized what Wheatley wanted to say.(5) A few hours later the doctors were examining him by ways of thumping,photographing and listening.(6) The doctors agreed that he had to go through those checkups to rule outpossibilities of certain diseases.3. Translation E-C(1) 医生们把某些物质注入他的右胳膊，又把某些物质从左胳膊里抽出来。
《大学思辨写作1》练习题答案-Unit-2-Empathy-and-Justice.doc
Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors: 1The in structor can ask stude nts to describe some one in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certain character in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developing the character Beaver.What Beaver saysBeaver talked to d if fere nt animals about what food to buy. He comm un icated with several animals about his food・What Beaver doesBeaver talked and acted and kept trying d if fere nt food after listening to d iff ere nt people's advice. What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn〃t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers' impressions of the two characters.The technique here is whether using show!ng or telling in character development. While the first uses telling, the second mostly used showing with spec讦ic details and dialogues・Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night・Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man tur ned out to be a man wan ted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship・Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner. 1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob'sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been "successful".3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1)Children liked to play in the Giant's garden.2)One day the Giant came back and put a sign up to keep the garden to himself •3)Then the Giant had a long winterandspringnever came・4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every after no on, whe n school was over, the childre n came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)On e win ter morni ng he looked out of his win dow he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved・8)Whe n the children ran in that after no on，they found the Giant lying dead un der the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner. 1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his frie nd? Have you ever see n a similar phe no men on in your life?He thought the garden was his and he did not want to share it with others・2)How did the author present the Giant's realization of his selfishness?Through a monologue "my own garden is my own gardeand his action of putting a no trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, "I don't know where he/s//With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, "I don't know where he is."Sheila was quick-tempered・2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied,"I dorft know where he is."Sheila was gentle・3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, "I don't know where he is."Sheila was timid /fearful.4)Sheila continued to pass the items over the seanner，staring down at the counter, and without eve n looki ng at the customer, replied in d iff ere ntly, "I dorft know where he is."Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterizati on through con Crete and/or figurative Ian guage.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.Whe n I came out of the trai r\ I heard some one sobbi ng. I headed towards the directi on whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age・ She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face・ I realized that she was hunched-back・ I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distanee, I could see her wrinkled skin and her teeth that had yellowed with age・She looked cheerless with sunken eyes and cheeks・ Her sinewy hands looked like she had worked hard for many years・ She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no Ion ger bright and shiny, but in stead it was dull. Her face was gloomy and her smile was gone・ She hunched her back and took a couple of steps forward・ She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example: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 filled with tears; for I realized what I had done, and for the first time I felt repe ntance and sorrow . — The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eves toward the corners of her mouth.—The Diamond Necklace。
U校园新视野新视野大学英语1读写教程答案Units5
) He is.2) She is.3) She is.4) She is.5) He is.Yes. Generally speaking, these sports are popular among college students, though they are not as popular as basketball and soccer.Not all of these sports are popular among college students. As far as I know, swimming and tennis are more popular among college students than the other three sports.Reference:1. I like jogging and playing tennis. When I jog, I listen to music or English. So I don't feel bored and I can learn something while exercising. I also like playing tennis because it is a very exciting sport and it is fun playing with friends.2. I don't do sports every day, but I try to exercise regularly. On weekdays, I'm too busy with my classes and homework, so I can only do sports occasionally. But on weekends I always manage to spend as much time as I can playing table tennis, going hiking, or doing yoga.I spend about half an hour doing exercise every morning. Usually, I run on the sports field on campus. But if it rains, I do push-ups (俯卧撑) and sit-ups (仰卧起坐) in my dorm. If I have time, I play soccer or basketball in the afternoon with my classmates.3. Yes, I think so. Playing sports offers many obvious benefits. Playing sports is good to our health and good health is important for success at college. It also helps cultivate cooperation and teamwork. Besides, playing sports is very good for the development of our social skills, for sports teach us how to communicate and cooperate with people.Reference:1. Because the Sydney-to-Melbourne race is 875 kilometers long and it is a harsh test of endurance for the world's top athletes.2. Cliff Young was a toothless 61-year-old farmer; he was wearing rubber boots, and was much older than the other runners.3. Other athletes neither believed it nor treated Cliff Young with respect.4.Because Cliff Young didn't run properly. He had the strangest running style and appeared to shuffle.5. When people found that Cliff Young ran through the entire night without sleeping and when it seemed to them that he intended to keep running until he reached the finish line or fell ill or was injured.6. When he was running, Cliff Young imagined he was gathering his sheep and trying to outrun a storm.7. Cliff Young gave all the prize money to five other runners. He didn't keep a single cent for himself.8.Cliff Young is a brilliant example showing that ordinary people also have the inherent quality to achieve great results.Reference:1.I think teamwork, fair play and honesty, and excellence in performance best characterize the spirit of sports.Teamwork: Individuals can be strong on their own, but they can be much stronger in a team. You can't win alone in a team game.Fair play and honesty: Respect the rules of the game. Be honest. Never cheat even though you know you won't get caught.Excellence in performance: Always try your best. Show your efforts and best performance.2.By playing sports, people can cultivate honesty, determination, and mutual respect.Honesty: You will learn that having the sense of fair play and observing moral principles are essential in playing sports.Determination: Be ready to face difficulties or frustrations and never give up. Ultimately, this could be the deciding factor when it comes to winning or losing. Mutual respect: It is compulsory to play by the rules. You will learn to respect your opponents, fellow players, referees, and fans.3. No, winning isn't the most important thing in sports. Winning is good, but there is much more about playing sports than winning. Playing sports brings about many benefits, the most important of which is to cultivate the spirit of sports. The spirit of sports is best reflected in the Olympic Creed, which reads: "The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well."4. I think it means that a true champion has great confidence and determination that we should not take lightly. A true champion knows one must push his limits of endurance or strength or skill to achieve victory. A true champion never gives up.5.The story of Cliff Young is extraordinary and inspirational, from which I have learned a great deal. I have learned that we should pursue our dreams regardless of what other people have to say. An ordinary person can become a hero, and wonderful things do happen when we are determined and committed. Most important of all, we should believe in ourselves!1. Theconference which I attend every year is going to be held in London in January next year.2. According to the terms of your, you must give three months' notice if you intend to leave this company.3. We were honored that so many people ofand talent were present to discuss the issues.4. The local government has been providingsupport to them, without which they couldn't have been so successful.5. The secret agent promised that the information hewas obtained from reliable sources.6. Whetheror professional, American football is perhaps the most popular sport in the US. It attracts a total attendance of over 40 million and is watched by many more millions on television each year.7. Shops try to meet the DIY (do-it-yourself) fashion by offering consumers parts and hardware which they canat home.8. I wonder how she willto the news if I tell her she is not going to get a raise this year.9. It wasthat the professor's lecture failed to impress the students as some of them had left before it was over.10. We all admitted that the trip was worthwhile after we saw a(n)palace and a fantastic museum.1. He argues that the designer of this teaching plan makes a falsethat all learners are at the same level.2. All the tourists wereby the magnificent scenery along the coastline.3. In some parts of the world, the populationin the past two decades led to the lack of food and health care.4. This hospital lacked the mostfacilities like X-ray machines and operating rooms.5. Workers who have been unfairly dismissed should be givenby the company.6. In the course of, some birds have lost their power of flight and started to live on land.7. Almost all the people who have watched this movie agree that it is the mostmovie because it is about a talking dog.8. I suggest that you not read this novel because it is not interesting and it wouldyou to death.9. Skipping breakfast and eating too much before sleep willto the problem of being overweight.10. This change is part of a(n)effort to create a new and better generation of English proficiency tests.For several centuries, cricket (板球) has been a very popular sport in England. It has been enjoyed by both professional and 1)players. This super-popular game is a bat-and-ball game played between two teams of 11 players. It can provide you with health benefits like building 2), balance, and physical fitness. But for a team sport, cricket also places 3)players under unusual pressure because every team player is 4)of each other.Cricket might have started in early 16th-century England. Written records 5)evidence of a game known as creag being played by Prince Edward at Newenden, Kent in 1301; and it is possible, 6)no hard evidence, that this was a form of cricket. By the end of the 18th century, cricket had 7)into a national sport of England. The growth of the British Empire led to cricket being played abroad and by the mid-19th century the first international 8)were held. Cricket has had a(n) 9)impact on popular culture in England. It has had an influence on the vocabulary of the English language, with such phrases as that's not cricket10)to describe unfair behavior in general.1. I felt terribly sorry to learn that his sisterafter having fought against cancer for three years.2. The Chinese swimmer wasat the beginning of the women's 100-meter freestyle final, but she didn't give up and finally took the lead.3. The rich man thinks that he will die in disgrace if he does nothis money for the public good.4. Theyletting him go and would like him to stay on after his present contract expires.5.seven million students are graduating from university this year. This will undoubtedly add to the employment pressure in the job market.6. If he is determined to do something, he will do itwhat other people will say.7. The movie was a complete waste of time. Ihave stayed at home.8. The authorities promise to introduce an effective health service so that people do not need to spend too much money when they.9. Thousands of people wereat yesterday's strike, which caused great confusion.10. They got to know each other in their 20s andthey are still in close touch with each other.By the fifth night, he had overtaken them all. By the sixth day, he led the whole pack of runners by a wide lead. He led all the way to the finish line, smashing the record by finishing the 875-kilometer race in 5 days, 15 hours and 4 minutes– 9 hours faster than anyone before! In that instant, Cliff Young became a beloved national hero.In 1564, William Shakespeare, the great poet and playwright (剧作家), was born in England. As a boy, he attended a local grammar school in his hometown. At the age of 18 he married Anne Hathaway, and they had three children. Between 1585 and 1592, he developed a successful career in London. By 1592 several of his plays were on the London stage and he had become well-known by acting and writing plays. He appeared to have retired from the theater and returned to his hometown around 1613. In 1616, at the age of 52, he passed away.有关古代奥林匹克运动会的最早文字记载可追溯至公元前776年。
大学英语综合教程1Unit5课后习题答案
Text Comprehension I.II.III.1.2.3.4.5.6. IV. Refer to Paragraphs 4,9,12. They are, first, to stand firmly for your convictions in the face of personal pressure; second, always to give others credit that is rightfully theirs; and third, to be honest and open about what you really areRefer to Paragraph 8. the author concludes that you can 't give in when you know you are right.Refer to Paragraph 9. This example shows that you should appreciate and accept those who are smarter and brighter than you are.Refer to Paragraph 12. They usually rely on external factors. They do so because, neglecting the development of their inner value and personal growth, only their looks or status can make them feel good.Refer to Paragraph 14 They are self-respect and a clear conscience.Refer to the last paragraph. A life of principle will always win the day without succumbing to the seductive sirens of an easy morality, and will take you forward into the 21st century without having to check your tracks in a rearview mirror.1. Integrity means having one's own norms and rules of judging what is right, what is wrong, which one should not give up for immediate personal advantages. o2. Integrity is rare at present.3. An explanation was given for how all instruments and material were used and located during an operation.4. When you are right, you should insist.5. Unavoidably they will do everything possible to keep their looks and status.Vocabulary exercisesI. II. 1. that is current2. difficult to find or obtain3. make an effort to attain4. Insist on/ Stick to; despite/when faced with5. Always recognize and praise rightly other s 'achievement6. behave in a way that is natural, or normal1. appointed5. ensuredIII. 9. challenge D AB C B A C A2. politically6. instinctively10. seductive3. account for4. succumbed toIV. 1. Morality; morality; ethics; ethics2. demands; asked; asking; demanded3. real; genuine; real; genuine4. preserve; preserve; save; saveV.1. truthful, upright, frank4. fire, sack, dismiss 7. tough 8. object2. outer, external, exterior5. resolutely, determinedly, unyieldingly3. rare, uncommon, scant6. fearless, dauntless, brave, bold7. unpleasant, disagreeable8. unfashionable, old-fashioned, outdatedVI.1. inexperienced2. rightful3. impoliteness4. handful5. heady6. straightening7. sleepy8. beggarGrammar exercisesI.1. Giving instruction.2. Expressing a wish.3. Making a suggestion.4. Giving an order.5. Giving an order and expressing anger.6. Inviting.7. Warning.8. Forbidding.II.1. Take a break.2. Let 's not stay here any longer.3. Stop criticizing others.4. Have another biscuit, please.5. In this play you be the princess and I be the witch.6. Go and buy yourself a new pair of shoes.7. Don 'tyou ever be late again!/Never be late again.8. Let us never forget the brave men and women who made the ultimate sacrifice.III.1. will/ can/ can 'tyou2. will/won 'tyou3. will you4. shall we5. will/could/can you6. will/won 't/can't you7. will you8. shall weIV. 3 5 4 8 7 2 1 6V.1. another2. another3. others4. other5. another6. the other7. the others 8. another, othersVI.And that is exactly what her parents expected her to be--- a world-famous ballerina.Translation exercisesI.1. 人的一生就像被刚降下的雪覆盖的田野，无论在哪儿走过都会留下自己的足迹。
新视野大学英语读写教程1第五单元作文
新视野大学英语读写教程1第五单元作文English: In today's society, many people are facing the dilemma of choosing between pursuing their personal interests and meeting the expectations of society and family. While some individuals prioritize their own aspirations and desires, others feel pressured to conform to societal norms and fulfill the expectations placed on them by their families. This conflict often leads to feelings of inner turmoil and dissatisfaction as individuals struggle to find a balance between following their passion and meeting external obligations. It is important for individuals to strike a balance between pursuing their personal interests and honoring their commitments to society and family in order to lead a fulfilling and meaningful life. By finding a compromise between personal fulfillment and societal expectations, individuals can achieve a sense of harmony and satisfaction in both their personal and professional lives. Ultimately, it is crucial for individuals to listen to their inner voice and make decisions that align with their values and goals, while also considering the impact of their choices on the people around them.中文翻译: 在当今社会，许多人面临选择追求个人兴趣和满足社会和家庭期望之间的困境。
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Unit5Dream and FaithPart I:Learning the SkillsActivity1:Match the themes with the following stories.A.The greatest kindness will not bind the ungrateful.B.Idleness brings want.C.Contentment with our lot is an element of happiness.D.Unity is strength.E.Fine feathers don’t make fine birds.Story1：CStory2:BStory3:AStory4:EStory5:DActivity2:Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes.Text Theme(s)How the theme(s)is(are)revealedCommentsThe Story of My Life(Chapter4)One could overcomea problem thatseems to beinsurmountable--Offered backgroundinformation about herself atthe beginning--Described the skillfulnessand patience of Ann Sullivan--the key moment of epiphany“The Diamond Necklace”Vanity and pride canbe expensiveA great contrast betweenwhat life is and what lifeMathilde fancies at thebeginningMathilde borrowed a necklaceand had a moment of herfancied life,Madame Loisel’s vanity causesher to want to live beyond hermeans and her pride thatprevents her from tellingMadame Forestiere the truth.“After Twenty Years”Justice is higher than friendship“The Selfish Giant”Sharing can bring joy “Too Soon aWoman”True courage is love“My Father sits in the Dark”The love of family members“The three Little Pigs(V1)One should try his best“The three Little Pigs(V2)Truth might take a turn when the narrator is different“A Day’s Wait”Courage isActivity3Read the poem“Sea-Fever”by John Masefield carefully.Write your answer to each question and then discuss your answer with your partner.1)What is the theme,or message that the author expresses in this poem?The simple things in life may be the best.2)What words are repeated to point out the theme?Without these words,do you think thatthe theme will be weakened or strengthened in the poem?Why?“all I ask”is used in all these stanzas to emphasize that what“I”want is easy to satisfy.Without these phrases,the effect will be weakened.3)What do you gain from this poem in terms of living a life?One can live a happy life without too many materials possessions.Activity4Read the following passage,and then complete the statements that follow.1)The phrase“not the brightest bulb in the lamp”in Para.1means he is not smart at all.2)After reading about Epaminondas’dealing with the cake,the butter and the puppy,your impression about him is he is quite simple-minded--not able to adapt with the change of specific circumstances.3)The theme of this folk tale is give unconditional love and accept the differences between people.Part II:Case AnalysisActivity5Read Text A and consider how the author develops the main theme of the story.Task1Understanding the textWork in groups or pairs and fill in the blanks with the missing information about how the author develops the main theme through a series of events and a twist with the last event.Soapy’Action Results Your Commentsthe1st event Dined luxuriously atsome expensiverestaurant.The head waiter kepthim from getting in.The snobbishwaiter judged himby his appearance.the2nd event Broke a shop windowand waited for thepolice to arrest him.The policeman didnot believe he did it.The policemantrusted only theirown judgment.the3rd event Asked the waiters tocall the police bytelling them he had nomoney for the dinnerhe just had at arestaurant.Two waiters pitchedhim out.He again failed.the4th event Accosted a youngwoman who wasnearby a police Rather than beingoffended,the womancame to him joyfully.The woman,probably aprostitute,is asocial problem.the5th event Started to yell andmake a noisy scene infront of a police.The policeman didnothing consideringhim as a universitystudent celebratingtheir victory ingames.The law wasenforceddifferentlytowards differentpeople.the6th event Stole a well-dressedman’s umbrella.It turned out the mantook the umbrellathat didn’t belong tohim in a restaurant.It is ironic that awell-dressed manstole an umbrella.the7th event Being touched bymusic from churchSoapy decided torestart.A policeman cameover and arrestedhim.The climax andending is quitedramatic.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Why did Soapy want to be arrested and what does that tell us about the theme of the story? Soapy wanted to have a“nicer”place for the coming winter.The living of the poor in that society seems quite hopeless and abnormal.2)What are the regular responsibilities of a policeman?How did the cop respond to Soapy’s several attempts to get arrested and how does that help to develop the theme of the story?A policeman’s regular responsibilities include order maintenance and misconduct prevention. By letting Soapy go several times despite his attempt to get arrested,it showed the police was not doing their job.It further prepared for the climax of the story and strengthened the theme.3)When Soapy was moved by the anthem music near the church and planned to start over,he was arrested.What is the significance of this event in further developing the theme?This is the climax of the story which made a sharp turn from what has happened in the previous events and makes the readers feel strongly about the absurdity of the society.4)Does the author convey his theme clearly in the text?How do you figure out the theme in the story?The author did not explicitly state the theme in the text.It was presented through the description of Soapy’s winter plans and what he had tried hard to achieve his purpose.5)What impact do you think the unexpected arrest would have on Soapy’s regained faith to “battle with his desperate fate”and“make a man of himself again”?It might ruin his plan to restart his life and probably he would lose his faith because of this event.Activity6Read Text B and consider how the author develops the main theme of the story.Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Who is the protagonist and who is the antagonist in this story?The protagonist is a woman and the antagonist is a boy.2)What is the conflict mentioned at the beginning of the story?The boy tried to snatch her purse.3)What leads to the encounter between the protagonist and the antagonist?The boy wanted to buy a pair of shoes but couldn’t come up with the money needed.4)What did the woman decide to do after the first encounter with the boy?She dragged the boy to her home.5)Did the boy try to run away when he got a chance later?Why or why not?The boy did not try to run away when he got a chance at Mrs.Jone’s home because he got treated well by Mr.Jones.Task2Responding to the textThe dialogue plays an important role in the development of the theme of this story.Read the following dialogue excerpts and discuss with a partner how they demonstrate the theme in the story.The dialogue helps to develop the plot in which the theme is embedded.The first two dialogues introduced the first encounter of these two main characters as a background.Starting from the third dialogue,Mrs.Jones showed her concern for the boy by asking him to come along with her and wash his face.The following dialogues also revealed the kind heart of Mrs.Jones(not sending him to the jail and inviting the boy eat together with her).She also revealed that she made mistakes in the past but still warned that boy that he should not do illegal things in future. Task3Making a comparison between“The Cop and the Anthem”and“Thank You,M’am”Write your answer to each question in full sentences.Then discuss your answers with your partner.1)Are there any similarities between Soapy and Roger?Both Soapy and Roger were trying to do something bad to meet their own purposes.2)Are there any similarities between the policemen and Mrs.Luella Bates Washington Jones? Both the policemen and Mrs.Jones did what they thought they should do when dealing with Soapy and Roger respectively.3)What might happen if Soapy had met someone like Mrs.Luella Bates Washington Jones earlier in his life?Soapy might have become what he intended to become at the end of the story.4)What might happen if Roger had met a policeman as that in“The Cop and the Anthem”? Roger might be sent to prison and became someone like Soapy or even worse.5)What distinguishes Mrs.Luella Bates Washington Jones from the cops and what are the consequences of these differences?Mrs.Jones educated the boy in her own way and possibly prevented the boy from going astray in his future life.6)What are the respective viewpoints of the authors toward the disadvantaged(Soapy and Roger)and the powerful(the cops and Mrs.Luella Bates Washington Jones)in your opinion? How does that serve the theme of each story?The authors showed sympathy towards Soapy and Roger but in“The Cop and the Anthem”the author portrayed the cops as not doing what they were supposed to do while“Thank you Ma’m”offered a positive image of Mrs.Jones.The different treatment of the powerful makes these two stories developing towards different directions,each serving its own theme?????7)Do you think Mrs.Jones acted out of faith in the story?Why or why not?In what ways do you think a person of faith differs from a person without faith?Yes,she mentioned that she had done something wrong as a youth but she would not tell.Part III:Language StudyActivity7The following sentences are all from O.Henry’s works.Find out the figurative device(s)in each sentence and discuss the effect with your partner.There may be more than one answer.1)Hyperbole2)Metaphor3)Hyperbole4)Personification5)Metaphor6)Irony7)Personification8)Metaphor9)Understatement10)Personification11)Personification12)Simile13)Personification14)Metaphor15)PersonificationActivity8Read the following lines of poetry and find out the figurative device(s)in each excerpt. Excerpt1:simileExcerpt2:hyperboleExcerpt3:personificationExcerpt4:metaphorExcerpt5:personificationExcerpt6:metaphorExcerpt7:simileExcerpt8:personificationExcerpt9:metaphorActivity9Read the following two stories and underline the different parts.What makes the difference? Discuss your understanding with your partner.In these two excerpts,the difference lies in the figurative use of language.In the second excerpt, there were uses of onomatopoeia(Thunk,thunk)simile(soft pine needles covered the ground like a soft brown blanket;as anxious as a fish out of water),alliteration(twittered and tweeted), hyperbole(the sky-scraping branches of trees),and personification(made his heart dance).It creates images in the readers’mind.Activity10Read the following paragraph and then rewrite it using figurative language.1)Using Alliteration:Tanysha sat up late in her bedroom trying to study.Tanysha sat up late in her bedroom silently and studiously trying to study.2)Using Hyperbole:She was an all-A student…She was such a great student that anything less than a100++would send her sobbing from the room.3)Using Simile:…and tomorrow’s math test was an important one.Tomorrow’s math test was as important to Tanysha as a candidate’s final election speech is in the presidential election.4)Using Onomatopoeia:Lying back on her bed for a minute…With a squeak of bedsprings and the crunch of crumpled paper,Tanysha lay back on her bed for a minute.5)Using Metaphor:…Tanysha started daydreaming about going to college and becoming adoctor one day.She started daydreaming about going to the ivory tower learning to become a diseasefighter one day.。