综合教程4 Unit 9 How I Found My Voice 课后练习答案最新

Unit 9 How I Found My Voice课文翻译综合教程四

Unit 9How I Found My VoiceJames Earl Jones1 Today I am known for my voice as much as for my acting. It has been my goodfortune to receive jobs such as the speaking role of Darth Vader in George Lucas’s Star Wars trilogy and the voice-over announcer for CNN cable television. I also narrated Aaron Copland’s Lincoln Portrait on a compact disc I recorded with the Seattle Symphony. Perhaps my greatest honor came when I was asked to read the New Testament on tape.2 But it took a long time to believe such good things could happen to me. When Iwas a youngster I stuttered so badly I was completely unable to speak in public.3 Since I was eight I’d had trouble speaking. It was so bad that whenever I stoodup in class to read, the other kids snickered and laughed. I always sat down, my face burning with shame.4 I’m not sure what caused my stuttering. Perhaps it was an emotional problem. Iwas born in Arkabutla, Mississippi, and when I was about five, I moved to live with my grandparents on their farm near Dublin in northern Michigan. It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different.5 Fortunately, my granddaddy was a gentleman, a farmer who taught me to lovethe land. He was short and he had a prodigious amount of energy. He even built a church to please grandmother, a fervent worshiper of the Lord. All sorts of people were invited to our little church; white, black and American Indian came together ina nondenominational fellowship. Granddad’s Irish heritage came out in his love forlanguage; during the week he used “everyday talk”, but on Sunday he spoke only the finest English.6 As much as I admired his fluency, I couldn’t come close to it. I finally quitSunday school and church, not wanting to be humiliated any more. All through my grade school years, the only way the teacher could assess my progress was for me to write down everything I had learned.7 Oh, I could talk, all right. Our farm animals knew that. I found it easy to call thepigs, tell the dogs to round up the cows, and vent my feelings to Fanny, the horse whose big brown eyes and lifted ears seemed to express interest in all I said. But when visitors came and I was asked to say hello, I could only stand, pound my feet,and grit my teeth. That awful feeling of my voice being trapped got worse as I grew older.8 Then when I was 14, Professor Donald Crouch came to our school. He was aretired college professor who had settled in nearby Brethren, a Mennonite community. When he heard that our agricultural high was teaching Chaucer, Shakespeare and other classics, he couldn’t stand not being a part of our school. So he left his retreat to teach us English, history and Latin.9 Donald Crouch was a tall, lean man with gray hair; English was his favoritesubject, poetry was his deepest love. He’s been an associate of Robert Frost. He helda book of poems as if it were a diamond necklace, turning pages as if uncoveringtreasures. He memorized a poem every day, explaining that if he ever lost his eyesight he would still be able to savor all that beauty.10 When he learned that I not only loved poetry but was writing it, we found akinship. There was, however, one difficulty between us. Professor Crouch (we always called him that) could not stand the fact I refused to read my poems to the class.11 “Jim, poetry is meant to be read aloud, just like sermons,” he pressed. “Youshould be able to speak those beautiful w ords.”12 I shook my head and turned away.13 Then he tricked me. I labored long and hard on a poem, and after handing it in Iwaited expectantly for his critique. It didn’t come. Instead, one day as the students assembled, he challenged me. “Jim, I don’t think you wrote this.”14 I stared at him in disbelief. “Why,” I started, anger flooding me, “of course Idid!”15 “Well, then,” he said, “you’ve got to prove it by getting up and reciting it frommemory.”16 By then the other students had settled at their desks. He looked at memeaningfully and nodded. With knees shaking, I walked up before my peers.17 “Jim will recite his latest poem,” announced Professor Crouch.18 For a moment I stood breathless. I could see smirks and wry smiles on somefaces. Then I began. And kept going. I recited my poem all the way through without hesitation or fault! I stood amazed and floated back to my desk in a daze, amid wild applause.19 Afterward, Professor Crouch congratulated me. “Aha,” he said. “Now we havesomething here. Not only will you have to write more poetry and read it aloud to know how good it feels, but I’m sure that you will want to read other writers’ poetrybefore the class.”20 I was dubious about that, but said I’d try.21 Soon I began to discover something other stutterers know. Most have noproblem singing because the lyrics’ rhythmic pattern flows by itself. I found the same cadences in poetry, and before long my fellow students actually looked forward to hearing me recite. I loved the rolling beat of The Song of Hiawatha, especially since I had Indian blood in my veins.22 I discovered I did have a voice, a strong one. Under Professor Crouch’s tutelage,I entered oratorical contests and debates. He never pushed anything at me again; hejust wanted all his students to wake up.23 As my stuttering disappeared, I began dreaming of becoming an actor, like myfather, who was then performing in New York City. No one in my family had ever gone to college. But encouraged by Professor Crouch, I took exams and won a scholarship to the University of Michigan.24 There I entered the drama department and after graduation fulfilled my ROTCresponsibility by serving with the Army’s Cold Weather Training Com mand on mountain maneuvers in Colorado.25 Later, on the GI Bill, I signed up with the American Theater Wing in New Yorkand supported myself between roles by sweeping floors of off-Broadway stages. In 1962 I earned an Obie for my role in an off-Broadway production of Othello, and have been an actor ever since.26 Meanwhile, I always kept in touch with my old professor, by letter andtelephone. Every time we talked it was always, “Hi, Jim. Read any good poetry lately?” He was losing his sight and I remembered his early explanation of why he had memorized poetry. In later years when I was doing Shakespeare’s Timon of Athens at the Yale Repertory Theater in New Haven, Connecticut, I phoned him.“Can I fly you in from Michigan to see it?”27 “Jim,” he sighed, “I’m blind now. I’d hate not to be able to see you acting. Itwould hurt too much.”28 “I understand, Professor,” I said, helped in part by the realization that thoughmy mentor could no longer see, he was still living in a world vibrant with all of the beautiful treasures he had stored.29 About two years later I learned Donald Crouch had passed on. When I wasasked to record the New Testament, I really did it for a tall, lean man with gray hair who had not only helped to guide me to the author of the Scriptures, but as thefather of my resurrected voice, had also helped me find abundant life.找回声音詹姆斯·厄尔·琼斯1 今天我在声音方面的名气一点都不逊色于我的表演。

Unit9HowIFoundMyVoice习题(含答案)答案综合教程四

Un it 9 How I Fo und My VoiceKey to the ExercisesText comprehe nsionI . Decide which of the following best states the author's purpose of writ in g.AII.Judge, according to the text, whether the following statementsI I. I，””\\ ' I I 严are true or false.j1.T (Refer to Paragraph2.)/ 严、\ f ■ ■j, I I. I/ [ I \sl2.T (Refer to Paragraph 4.)\ \ 一」| i3. F (Refer to Paragraph 7. The n arrator did n ot com muni cate with the farm ani mals in their Ian guage. As he could not speak beforeI istra ngers due to his timidity, he could on ly talk to an imals as a wayof venting his feeli ngs.)4. F (Refer to Paragraph 13. The professor challenged him over his authorship not because he did not believe he had writte n the poembut because he wan ted to provoke the boy to speak the words in public andtried to help him overcome his stuttering in this way.)5. F (Refer to Paragraph 14. He stared at Professor Crouch in disbelief andeve n felt angry at what he said.)6.T (Refer to Paragraph 29.)III.An swer the follow ing questi ons.1.Refer to Paragraph2. Because the great achievements were far bey ond the expectati ons of such a poor stutterer as he used to be.Whe n he was young he was completely un able to speak in public due to his serious stuttering. Thus he could never imagine that he would make such good achieveme nts.2.Refer to Paragraph 4. Because he felt that the place he moved to：\\ ' I I 严was drastically differe nt climatically and culturally from where he\ ' I v—I I I.”had bee n./ ”■ L ■- II3.Refer to Paragraph 6. Because he wan ted to avoid the\ "■humiliation he suffered there for his stuttering.4.Refer to Paragraph 7. Because the animals never laughed at himI iand he was not n ervous at all whe n he talked to them as a way ofven ti ng his feeli ngs.5.Refer to Paragraph 9. Because he loved English classics, especially poetry, which was one of the subjects taught at the n arrator's school. His deep love for poetry was vividly described inthe metaphor: "He held a book of poems as if it were a diamond necklace,turning pages as if uncovering treasures."6.Refer to Paragraphs 13?8. It was Professor Crouch's trick. When the n arrator han ded in his poem, Crouch purposefully challe ngedhim for his authorship. Consequently the narrator was provoked into reciting his poem in the presence of his classmates without stutteri ng.IV.Expla in in your own words the followi ng sen ten ces.1.He wan ted very much to be a teacher of our school.2.We found a strong connection between us.3.I supported myself by sweeping floors of off-Broadway stagesI. I...” J I ' I I 严before there was any new role for me to play.\ ' I V—4.He was still living in a world that was exciting and lively because/ ”[ L •■■ IIof all the beautiful poems he had memorized.\ "■Structural an alysis of the textI iThis autobiographical narrative can be divided into the following three parts: Part 1, Paragraphs 1?: the author presents a striking contrast betwee n his successful career as an actor and televisi on announ cer and his severe stuttering problem in his early childhood.Part 2, Paragraphs 3?2: the author recollects how his high school teacher, Professor Crouch, helped him to overcome his stutter and find his voice.Part 3, Paragraphs 23?9: the author tells the reader what achievements he made after he overcame his stuttering problem and how grateful he is to his teacher, "the father of my resurrected voice."Rhetorical features of the textThe New Testame nt is repeated because the author takes it as his greatest honour to read such an important book on tape. It is distributed this way because the author wants to tell the readers[ \\ ' I I 严from the beg inning of his pers onal acco unt what achieveme nts he\ ' I V—has made since he got over his stuttering problem and express his/ ”： L ■- IIgratitude to the father of his resurrected voice. By men tio ning New\ "■Testame nt aga in at the end of the n arrative, the author successfully harks back to the ope ning paragraph and thus uni fies the text intoI Ian orga nic whole.Vocabulary exercisesI.Explain the underlined part in each sentence in your own words.1.severe2.smoothness in speaking3.colleague4. close relati on ship based on com mon in terest5. forced me to do anything6. animatedII. Fill in the blank in each sentence with a word or phrase from the box in its appropriate form.words.1. n arrative2. critical11 3.fortun ate 4. abundance 5. worship6. dramatically7. flue nt8. resurrectio nIV. Choose the word that can replace the underlined part in each sentence without changing its original meaning. 1. A 2. B 3. C 4. D 5. A 6. C 7. B 8. DV. Give a synonym or an antonym of the word underlined in each sentence in the1. retreat2.pressed3. gritted4. critique5. classics6. kin ship7. is dubious about8. round upIII. Fill in the blanks with the appropriate forms of the givensense it is used.1.Antonym: mild (agreeable, gen tle)2.Synonym: passi on ate (en thusiastic, arde nt)3.Synonym: comment (assessment, evaluation)4.Synonym: doubt (uncertainty)5.Antonym: certain (definite, positive)6.Synonym: scornful (mocking)I. I I...” J\\ ' I I 严7.Synonym: instruction (teaching, tuition)\ I Ij8.Synonym: enjoy (appreciate)/ ”\ X- ■■■|. I/ [ I \alii../亠\ \ 一」IVI.Explai n the meaning of the un derli ned part in each sen ten ce.1.place2. preserveI i3. whereas4. Despite5. very well6. exte nsionGrammar exercisesI.Note the use of the italicized parts in the followi ng sen ten ces.Can and could can express ability, permission and possibility. InSentence 1, could expresses possibility .In sentence 9, can expresses permissi on. In Sentence 8, could see shows the acti on is in progress.In Sentences 3, 4 and 5, could expresses the general past ability, while in Sentences 2, 6, 7 and 10, could is used in the negative senten ces to refer tothe past ability, gen eral or specific.II.Correct the errors, where found, in the following sentences.1.I can feel something crawling up my leg.2.He ran very fast and was able to catch the bus.3.By the time she finishes her course, she will be able to speak En glish well.小x\ ' I |4.P\ I V—5.In yesterday's competition, Jane was able to spell the new words/ ”4- l |f [ I \ si. |without making a sin glemistake.\ \ 一」| i6.P7.I talked for a long time, and in the end I was able to make herI ibelieve me.8.PIII.Rewrite the senten ces where could can be used.1.Could we meet again tomorrow?2.She could sing like an an gel whe n she was a kid.3.Joh n was so drunk that he could n't ope n the door.5. /6.You could talk with your teacher.7.No one knows where he is. He could be in Paris. He could be in London.8.Could I use your phone?IV.Rewrite the followi ng short dialogue. Try to make the tone sound more ten tative.A: Excuse me, would you ope n this door?...”: \ ' I I 严B: rm afraid it's locked. Shall I get the key?\ 4』' I V—jA: Please, if you would n't mind, as quickly as you can./ ”;疔•■■IIV.Insert the adjectives or adverbs given in brackets in the correct\ "■positi ons.1.Three pretty little French girls came to tea yesterday.I i2.I spent a long happy time living in Germany years ago.3.I have hardly ever worked so hard as I did yesterday.4.We rarely get more than three consecutive days of hot weatherin summer.5.There were two hard wooden chairs in the waiting room.6.Mary has often spoken of your kindness to her when she wasstay ing in Austria some years ago.7.Everybody concerned must be ready to leave at 8:30 tomorrow.8.We have not yet obtained all the information you requested yesterday.VI.Make senten ces of your own after the senten ces give n below, keep ing the un derli ned structures in your senten ces.(Refere nee versi on)1.In its prese nt state, the economy could n't sta nd ano ther rise inin terest rates.2.He stood as if rooted to the ground.: \\ ' I I 严\ ' I V"』I I I.”Tran slati on exercises/ ”■ -- ■III. Tran slate the followi ng senten ces into Chin ese.1.从那生活温暖而舒适的鲶鱼之乡搬到气候严酷而且人似乎也大不相同的北方，是一件令人不安的事。

综合教程Unit精选HwIFoundMyVoice课后练习答案

综合教程U n i t精选H w I F o u n d M y V o i c e课后练习答案Company number【1089WT-1898YT-1W8CB-9UUT-92108】Unit 9 How I Found My VoiceI.Vocabulary:I. Explain the underlined part in each sentence in your own words.1. severe2. smoothness in speaking3. colleague4. close relationship based on common interest5. forced me to do anything6. animatedII. Fill in the blank in each sentence with a word or phrase from the box in its appropriate form.1. retreat2. pressed3. gritted4. critique5. classics6. kinship7. is dubious about 8. round upIII. Fill in the blanks with the appropriate forms of the given words.1. narrative2. critical3. fortunate4. abundance5. worship6. dramatically7. fluent 8. resurrectionIV. Choose the word that can replace the underlined part in each sentence without changing its original meaning.1. A2. B3. C4. D5. A6. C7. B8. DV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Antonym: mild (agreeable, gentle)2. Synonym: passionate (enthusiastic, ardent)3. Synonym: comment (assessment, evaluation)4. Synonym: doubt (uncertainty)5. Antonym: certain (definite, positive)6. Synonym: scornful (mocking)7. Synonym: instruction (teaching, tuition)8. Synonym: enjoy (appreciate)VI. Explain the meaning of the underlined part in each sentence.1. place2. preserve3. whereas4. Despite5. very well6. extensionGrammar exercisesI. Note the use of the italicized parts in the following sentences.Can and could can express ability, permission and possibility. In Sentence 1, could expresses possibility. In sentence 9, can expresses permission. In Sentence 8, could see shows the action is in progress. In Sentences 3, 4 and 5, could expresses the general past ability, while in Sentences 2, 6, 7 and 10, could is used in the negative sentences to refer to the past ability, general or specific.II. Correct the errors, where found, in the following sentences.1. I can feel something crawling up my leg.2. He ran very fast and was able to catch the bus.3. By the time she finishes her course, she will be able to speak English well.4. P5. In yesterday's competition, Jane was able to spell the new words without making a single mistake.6. P7. I talked for a long time, and in the end I was able to make her believe me.8. PIII. Rewrite the sentences where could can be used.1. Could we meet again tomorrow?2. She could sing like an angel when she was a kid.3. John was so drunk that he couldn't open the door.4. /5. /6. You could talk with your teacher.7. No one knows where he is. He could be in Paris. He could be in London.8. Could I use your phone?IV. Rewrite the following short dialogue. Try to make the tone sound more tentative.A: Excuse me, would you open this door?B: I'm afraid it's locked. Shall I get the key?A: Please, if you wouldn't mind, as quickly as you can.V. Insert the adjectives or adverbs given in brackets in the correct positions.1. Three pretty little French girls came to tea yesterday.2. I spent a long happy time living in Germany years ago.3. I have hardly ever worked so hard as I did yesterday.4. We rarely get more than three consecutive days of hot weather in summer.5. There were two hard wooden chairs in the waiting room.6. Mary has often spoken of your kindness to her when she was staying in Austria some years ago.7. Everybody concerned must be ready to leave at 8:30 tomorrow.8. We have not yet obtained all the information you requested yesterday.VI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences. (Reference version)1. In its present state, the economy couldn't stand another rise in interest rates.2. He stood as if rooted to the ground.Translation exercisesI. Translate the following sentences into Chinese.1. 从那生活温暖而舒适的鲶鱼之乡搬到气候严酷而且人似乎也大不相同的北方，是一件令人不安的事。

UnitHow I Found My Voice课文翻译综合教程四

U n i t9HowIFoundMyVoiceJamesEarlJones’’..3SinceIwaseightI’,,myfaceburningwithshame.4I’找回声音詹姆斯·厄尔·琼斯1今天我在声音方面的名气一点都不逊色于我的表演。

我在乔治·卢卡斯的《星球大战》三部曲中担任达斯·维达的配音演员，并在有线新闻网担任旁白播音员，能够获得这些工作机会我感到很幸运。

我还与西雅图交响乐团合作录制CD，在艾伦·科普兰的《林肯肖像》中担任朗诵。

也许我最大的荣誉是应邀录制《新约》。

2我花了好长时间才相信这样的好事会落到我头上。

我还是个小孩子的时候口吃非常严重，以至于不敢在公众面前说话。

3从8岁开始我说话就有困难。

情况很严重。

每次我在班上站起来朗读，其他小孩不是窃笑就是大笑。

于是我只好坐下来，双颊绯红，羞愤不已。

4我不知道怎么会口吃的。

也许是情感问题。

我出生在密西西比州的阿卡布特拉。

5岁的时候，搬到密歇根州北部都柏林附近我外祖父母的农场里，和他们生活在一起。

从温暖惬意的鲶鱼之乡搬到气候严峻的北部，风土人情看起来大不相同，是一件令人痛苦的事。

5幸运的是，我外公是位农场主绅士，他教会我热爱土地。

他个头矮小，精力过人。

为了讨好外婆，他甚至建了一座教堂，因为外婆是上帝热诚的信徒。

我们的小教堂邀请了各色人等参加活动；白人、黑人、印第安人，不分宗教派别，纷至沓来，和睦友爱。

外公的爱尔兰传统表现在他对语言的热爱上。

周一到周六他使用"日砈糜飻，但是到了礼拜天他只讲最优雅的英语。

6尽管我佩服他语言流利，我却无法达到他的水平。

最后我放弃了到主日学校学习，也不去教堂，再也不想受到羞辱。

在我整个小学时代，老师考核我进步的唯一方式是让我写下我所学会的全部知识。

7哦，我会说话，是的。

我们农场里的动物都知道这一点。

我觉得叫唤猪，告诉狗儿把奶牛赶到一块儿都很容易，还可以对着凡妮倾诉衷肠。

综合英语4 unit9 How I found My Voice

Part Three (Paragraphs 23-29):
The concluding part shows various honors and successes the writer has obtained, which further emphasizes the great effect the teacher has brought about on the writer’s career as well as his whole life.
Part Two (Paragraphs 3-22):
This part mainly describes the author’s stuttering problem when he was a child and the process of how Prof. Crouch helped the boy tackle the problem by way of forced public speaking.
/programs/view/uoE QPA-BOPU/ Life shrinks and expands in proportion to one’s courage. --- Anais Nin
Structural analysis This autobiographical narration comprises three parts.
He moved to his maternal grandparents' farm in Jackson, Michigan at the age of five, but the adoption was traumatic and he developed a stutter so severe he refused to speak aloud. When he moved to Brethren, Michigan in later years a teacher at the Brethren schools started to help him with his stutter. He remained functionally mute for eight years until he reached high school. He credits his high school teacher, Donald Crouch, who discovered he had a gift for writing poetry, with helping him out of his silence. The teacher believed forced public speaking would help him gain confidence and insisted he recite a poem in class each day. "I was a stutterer. I couldn't talk. So my first year of school was my first mute year, and then those mute years continued until I got to high school."

综合教程 unit 9 how i found my voice 课后练习答案最新

U n i t9H o w I F o u n d M y V o i c eI.Vocabulary:I. Explain the underlined part in each sentence in your own words.1. severe2. smoothness in speaking3. colleague4. close relationship based on common interest5. forced me to do anything6. animatedII. Fill in the blank in each sentence with a word or phrase from the box in its appropriate form.1. retreat2. pressed3. gritted4. critique5. classics6. kinship7. is dubious about 8. round upIII. Fill in the blanks with the appropriate forms of the given words.1. narrative2. critical3. fortunate4. abundance5. worship6. dramatically7. fluent 8. resurrectionIV. Choose the word that can replace the underlined part in each sentence without changing its original meaning.1. A2. B3. C4. D5. A6. C7. B8. DV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Antonym: mild (agreeable, gentle)2. Synonym: passionate (enthusiastic, ardent)3. Synonym: comment (assessment, evaluation)4. Synonym: doubt (uncertainty)5. Antonym: certain (definite, positive)6. Synonym: scornful (mocking)7. Synonym: instruction (teaching, tuition)8. Synonym: enjoy (appreciate)VI. Explain the meaning of the underlined part in each sentence.1. place2. preserve3. whereas4. Despite5. very well6. extensionGrammar exercisesI. Note the use of the italicized parts in the following sentences.Can and could can express ability, permission and possibility. In Sentence 1, could expresses possibility. In sentence 9, can expresses permission. In Sentence 8, could see shows the action is in progress. In Sentences 3, 4 and 5, could expresses the general past ability, while in Sentences 2, 6, 7 and 10, could is used in the negative sentences to refer to the past ability, general or specific.II. Correct the errors, where found, in the following sentences.1. I can feel something crawling up my leg.2. He ran very fast and was able to catch the bus.3. By the time she finishes her course, she will be able to speak English well.4. P5. In yesterday's competition, Jane was able to spell the new words without makinga single mistake.6. P7. I talked for a long time, and in the end I was able to make her believe me.8. PIII. Rewrite the sentences where could can be used.1. Could we meet again tomorrow?2. She could sing like an angel when she was a kid.3. John was so drunk that he couldn't open the door.4. /5. /6. You could talk with your teacher.7. No one knows where he is. He could be in Paris. He could be in London.8. Could I use your phone?IV. R ewrite the following short dialogue. Try to make the tone sound more tentative.A: Excuse me, would you open this door?B: I'm afraid it's locked. Shall I get the key?A: Please, if you wouldn't mind, as quickly as you can.V. Insert the adjectives or adverbs given in brackets in the correct positions.1. Three pretty little French girls came to tea yesterday.2. I spent a long happy time living in Germany years ago.3. I have hardly ever worked so hard as I did yesterday.4. We rarely get more than three consecutive days of hot weather in summer.5. There were two hard wooden chairs in the waiting room.6. Mary has often spoken of your kindness to her when she was staying in Austria some years ago.7. Everybody concerned must be ready to leave at 8:30 tomorrow.8. We have not yet obtained all the information you requested yesterday.VI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences.(Reference version)1. In its present state, the economy couldn't stand another rise in interest rates.2. He stood as if rooted to the ground.Translation exercisesI. Translate the following sentences into Chinese.1. 从那生活温暖而舒适的鲶鱼之乡搬到气候严酷而且人似乎也大不相同的北方，是一件令人不安的事。

(完整版)Unit9HowIFoundMyVoice课文翻译综合教程四

Unit 9How I Found My VoiceJames Earl Jones1 Today I am known for my voice as much as for my acting. It has been my goodfortune to receive jobs such as the speaking role of Darth Vader in George Lucas’s Star Wars trilogy and the voice-over announcer for CNN cable television. I also narrated Aaron Copland’s Lincoln Portrait on a compact disc I recorded with the Seattle Symphony. Perhaps my greatest honor came when I was asked to read the New Testament on tape.2 But it took a long time to believe such good things could happen to me. When Iwas a youngster I stuttered so badly I was completely unable to speak in public.3 Since I was eight I’d had trouble speaking. It was so bad that whenever I stoodup in class to read, the other kids snickered and laughed. I always sat down, my face burning with shame.4 I’m not sure what caused my stuttering. Perhaps it was an emotional problem. Iwas born in Arkabutla, Mississippi, and when I was about five, I moved to live with my grandparents on their farm near Dublin in northern Michigan. It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different.5 Fortunately, my granddaddy was a gentleman, a farmer who taught me to lovethe land. He was short and he had a prodigious amount of energy. He even built a church to please grandmother, a fervent worshiper of the Lord. All sorts of people were invited to our little church; white, black and American Indian came together ina nondenominational fellowship. Granddad’s Irish heritage came out in his love forlanguage; during the week he used “everyday talk”, but on Sunday he spoke only the finest English.6 As much as I admired his fluency, I couldn’t come close to it. I finally quitSunday school and church, not wanting to be humiliated any more. All through my grade school years, the only way the teacher could assess my progress was for me to write down everything I had learned.7 Oh, I could talk, all right. Our farm animals knew that. I found it easy to call thepigs, tell the dogs to round up the cows, and vent my feelings to Fanny, the horse whose big brown eyes and lifted ears seemed to express interest in all I said. But when visitors came and I was asked to say hello, I could only stand, pound my feet,and grit my teeth. That awful feeling of my voice being trapped got worse as I grew older.8 Then when I was 14, Professor Donald Crouch came to our school. He was aretired college professor who had settled in nearby Brethren, a Mennonite community. When he heard that our agricultural high was teaching Chaucer, Shakespeare and other classics, he couldn’t stand not being a part of our school. So he left his retreat to teach us English, history and Latin.9 Donald Crouch was a tall, lean man with gray hair; English was his favoritesubject, poetry was his deepest love. He’s been an associate of Robert Frost. He helda book of poems as if it were a diamond necklace, turning pages as if uncoveringtreasures. He memorized a poem every day, explaining that if he ever lost his eyesight he would still be able to savor all that beauty.10 When he learned that I not only loved poetry but was writing it, we found akinship. There was, however, one difficulty between us. Professor Crouch (we always called him that) could not stand the fact I refused to read my poems to the class.11 “Jim, poetry is meant to be read aloud, just like sermons,” he pressed. “Youshould be able to speak those beautiful w ords.”12 I shook my head and turned away.13 Then he tricked me. I labored long and hard on a poem, and after handing it in Iwaited expectantly for his critique. It didn’t come. Instead, one day as the students assembled, he challenged me. “Jim, I don’t think you wrote this.”14 I stared at him in disbelief. “Why,” I started, anger flooding me, “of course Idid!”15 “Well, then,” he said, “you’ve got to prove it by getting up and reciting it frommemory.”16 By then the other students had settled at their desks. He looked at memeaningfully and nodded. With knees shaking, I walked up before my peers.17 “Jim will recite his latest poem,” announced Professor Crouch.18 For a moment I stood breathless. I could see smirks and wry smiles on somefaces. Then I began. And kept going. I recited my poem all the way through without hesitation or fault! I stood amazed and floated back to my desk in a daze, amid wild applause.19 Afterward, Professor Crouch congratulated me. “Aha,” he said. “Now we havesomething here. Not only will you have to write more poetry and read it aloud to know how good it feels, but I’m sure that you will want to read other writers’ poetrybefore the class.”20 I was dubious about that, but said I’d try.21 Soon I began to discover something other stutterers know. Most have noproblem singing because the lyrics’ rhythmic pattern flows by itself. I found the same cadences in poetry, and before long my fellow students actually looked forward to hearing me recite. I loved the rolling beat of The Song of Hiawatha, especially since I had Indian blood in my veins.22 I discovered I did have a voice, a strong one. Under Professor Crouch’s tutelage,I entered oratorical contests and debates. He never pushed anything at me again; hejust wanted all his students to wake up.23 As my stuttering disappeared, I began dreaming of becoming an actor, like myfather, who was then performing in New York City. No one in my family had ever gone to college. But encouraged by Professor Crouch, I took exams and won a scholarship to the University of Michigan.24 There I entered the drama department and after graduation fulfilled my ROTCresponsibility by serving with the Army’s Cold Weather Training Com mand on mountain maneuvers in Colorado.25 Later, on the GI Bill, I signed up with the American Theater Wing in New Yorkand supported myself between roles by sweeping floors of off-Broadway stages. In 1962 I earned an Obie for my role in an off-Broadway production of Othello, and have been an actor ever since.26 Meanwhile, I always kept in touch with my old professor, by letter andtelephone. Every time we talked it was always, “Hi, Jim. Read any good poetry lately?” He was losing his sight and I remembered his early explanation of why he had memorized poetry. In later years when I was doing Shakespeare’s Timon of Athens at the Yale Repertory Theater in New Haven, Connecticut, I phoned him.“Can I fly you in from Michigan to see it?”27 “Jim,” he sighed, “I’m blind now. I’d hate not to be able to see you acting. Itwould hurt too much.”28 “I understand, Professor,” I said, helped in part by the realization that thoughmy mentor could no longer see, he was still living in a world vibrant with all of the beautiful treasures he had stored.29 About two years later I learned Donald Crouch had passed on. When I wasasked to record the New Testament, I really did it for a tall, lean man with gray hair who had not only helped to guide me to the author of the Scriptures, but as thefather of my resurrected voice, had also helped me find abundant life.找回声音詹姆斯·厄尔·琼斯1 今天我在声音方面的名气一点都不逊色于我的表演。

综合教程UnitHwIFoundMyVoice课后练习答案

综合教程U n i t H w I F o u n d M y V o i c e课后练习答案Company number【1089WT-1898YT-1W8CB-9UUT-92108】U n i t9H o w I F o u n d M y V o i c e I.Vocabulary:I. Explain the underlined part in each sentence in your own words.1. severe2. smoothness in speaking3. colleague4. close relationship based on common interest5. forced me to do anything6. animatedII. Fill in the blank in each sentence with a word or phrase from the box in its appropriate form.1. retreat2. pressed3. gritted4. critique5. classics6. kinship7. is dubious about 8. round upIII. Fill in the blanks with the appropriate forms of the given words.1. narrative2. critical3. fortunate4. abundance5. worship6. dramatically7. fluent 8. resurrectionIV. Choose the word that can replace the underlined part in each sentence without changing its original meaning.1. A2. B3. C4. D5. A6. C7. B8. DV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Antonym: mild (agreeable, gentle)2. Synonym: passionate (enthusiastic, ardent)3. Synonym: comment (assessment, evaluation)4. Synonym: doubt (uncertainty)5. Antonym: certain (definite, positive)6. Synonym: scornful (mocking)7. Synonym: instruction (teaching, tuition)8. Synonym: enjoy (appreciate)VI. Explain the meaning of the underlined part in each sentence.1. place2. preserve3. whereas4. Despite5. very well6. extensionGrammar exercisesI. Note the use of the italicized parts in the following sentences.Can and could can express ability, permission and possibility. In Sentence 1, could expresses possibility. In sentence 9, can expresses permission. In Sentence 8, could see shows the action is in progress. In Sentences 3, 4 and 5, could expresses the general past ability, while in Sentences 2, 6, 7 and 10, could is used in the negative sentences to refer to the past ability, general or specific.II. Correct the errors, where found, in the following sentences.1. I can feel something crawling up my leg.2. He ran very fast and was able to catch the bus.3. By the time she finishes her course, she will be able to speak English well.4. P5. In yesterday's competition, Jane was able to spell the new words without making a single mistake.6. P7. I talked for a long time, and in the end I was able to make her believe me.8. PIII. Rewrite the sentences where could can be used.1. Could we meet again tomorrow2. She could sing like an angel when she was a kid.3. John was so drunk that he couldn't open the door.4. /5. /6. You could talk with your teacher.7. No one knows where he is. He could be in Paris. He could be in London.8. Could I use your phoneIV. Rewrite the following short dialogue. Try to make the tone sound more tentative.A: Excuse me, would you open this doorB: I'm afraid it's locked. Shall I get the keyA: Please, if you wouldn't mind, as quickly as you can.V. Insert the adjectives or adverbs given in brackets in the correct positions.1. Three pretty little French girls came to tea yesterday.2. I spent a long happy time living in Germany years ago.3. I have hardly ever worked so hard as I did yesterday.4. We rarely get more than three consecutive days of hot weather in summer.5. There were two hard wooden chairs in the waiting room.6. Mary has often spoken of your kindness to her when she was staying in Austria some years ago.7. Everybody concerned must be ready to leave at 8:30 tomorrow.8. We have not yet obtained all the information you requested yesterday.VI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences. (Reference version)1. In its present state, the economy couldn't stand another rise in interest rates.2. He stood as if rooted to the ground.Translation exercisesI. Translate the following sentences into Chinese.1. 从那生活温暖而舒适的鲶鱼之乡搬到气候严酷而且人似乎也大不相同的北方，是一件令人不安的事。

(完整版)Unit9HowIFoundMyVoice综合教程四

Audiovisual supplement Cultural background
BERTIE
LIONEL BERTIE LIONEL BERTIE
If I fail in my duty... David could come back. I’ve seen the placards “Save Our King!” They don’t mean me. Every other monarch in history succeeded someone who was dead, or about to be. My predecessor is not only alive, but very much so. What a bloody mess! I can’t even give them a Christmas Speech. Like your Dad used to do? Precisely. Your father. He’s not here. Yes he is. He’s on that bloody shilling I gave you.
Audiovisual supplement Cultural background
1.Stuttering
Stuttering is a communication disorder that affects the fluency of speech. It begins during childhood and, in some cases, persists throughout the life span. The disorder is characterized by disruptions in the production of speech sounds, known as “disfluencies.” Disfluencies are not necessarily problematic; however, they can impede communication when a speaker produces too many of them or does not resolve them promptly.

英语综合教程第四册课后练习题含答案

英语综合教程第四册课后练习题含答案本文为英语综合教程第四册课后练习题答案，旨在帮助读者更好地复习和掌握所学知识。

以下为各部分练习题及答案。

Unit 1Part I1.what2.when3.which4.who5.how6.what7.whoPart II1.was playing2.is looking3.was reading4.have been studying5.likes6.has been singing7.has been livingPart III1.Hadn’t you2.doesn’t he3.weren’t they4.wouldn’t she5.haven’t we6.aren’t you7.didn’t IPart IV1.B2.D3.D4.A5.CUnit 2Part I1.What2.How3.Who4.Where5.What6.How7.WhoPart II1.is going to have2.would like3.had better5.ought to6.had better7.mustn’t Part III1.could2.couldn’t3.might4.won’t5.may6.can’t7.mustPart IV1.B2.C3.A4.D5.BUnit 3Part I1.How much2.How far3.How long4.How often6.How many7.How muchPart II1.had driven2.will have been3.had been listening4.will be watching5.will have arrived6.will have been sleeping7.will have been workingPart III1.This time tomorrow, the meeting will have ended.2.In ten years’ time, people will have landed on Mars.3.In three months’ time, I will have graduated from college.4.By next summer, she will have been learning French for threeyears.5.By this time next week, we will have visited five differentcountries.Part IV1.C2.A3.A4.D5.BUnit 4Part I1.When2.How long3.Where4.Why5.What time6.How much7.WhatPart II1.can’t2.could3.may4.might5.must6.ought to7.shouldPart III1.should have2.don’t have to3.can’t have4.must have5.must have been6.shouldn’t have7.could havePart IV1.A2.B3.C4.D5.A至此，本文介绍了英语综合教程第四册各单元的课后练习题及答案。

Unit 9 How I Found My Voice课文翻译综合教程四【优质文档】

Unit 9How I Found My VoiceJames Earl Jones1 Today I am known for my voice as much as for my acting. It has been my goodfortune to receive jobs such as the speaking role of Darth Vader in George Lucas’s Star Wars trilogy and the voice-over announcer for CNN cable television. I also narrated Aaron Copland’s Lincoln Portrait on a compact disc I recorded with the Seattle Symphony. Perhaps my greatest honor came when I was asked to read the New Testament on tape.2 But it took a long time to believe such good things could happen to me. When Iwas a youngster I stuttered so badly I was completely unable to speak in public.3 Since I was eight I’d had trouble speaking. It was so bad that whenever I stoodup in class to read, the other kids snickered and laughed. I always sat down, my face burning with shame.4 I’m not sure what caused my stuttering. Perhaps it was an emotional problem. Iwas born in Arkabutla, Mississippi, and when I was about five, I moved to live with my grandparents on their farm near Dublin in northern Michigan. It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different.5 Fortunately, my granddaddy was a gentleman, a farmer who taught me to lovethe land. He was short and he had a prodigious amount of energy. He even built a church to please grandmother, a fervent worshiper of the Lord. All sorts of people were invited to our little church; white, black and American Indian came together ina nondenominational fellowship. Granddad’s Irish heritage came out in his love forlanguage; during the week he used “everyday talk”, but on Sunday he spoke only the finest English.6 As much as I admired his fluency, I couldn’t come close to it. I finally quitSunday school and church, not wanting to be humiliated any more. All through my grade school years, the only way the teacher could assess my progress was for me to write down everything I had learned.7 Oh, I could talk, all right. Our farm animals knew that. I found it easy to call thepigs, tell the dogs to round up the cows, and vent my feelings to Fanny, the horse whose big brown eyes and lifted ears seemed to express interest in all I said. But when visitors came and I was asked to say hello, I could only stand, pound my feet,and grit my teeth. That awful feeling of my voice being trapped got worse as I grew older.8 Then when I was 14, Professor Donald Crouch came to our school. He was aretired college professor who had settled in nearby Brethren, a Mennonite community. When he heard that our agricultural high was teaching Chaucer, Shakespeare and other classics, he couldn’t stand not being a part of our school. So he left his retreat to teach us English, history and Latin.9 Donald Crouch was a tall, lean man with gray hair; English was his favoritesubject, poetry was his deepest love. He’s been an associate of Robert Frost. He helda book of poems as if it were a diamond necklace, turning pages as if uncoveringtreasures. He memorized a poem every day, explaining that if he ever lost his eyesight he would still be able to savor all that beauty.10 When he learned that I not only loved poetry but was writing it, we found akinship. There was, however, one difficulty between us. Professor Crouch (we always called him that) could not stand the fact I refused to read my poems to the class.11 “Jim, poetry is meant to be read aloud, just like sermons,” he pressed. “Youshould be able to speak those beautiful w ords.”12 I shook my head and turned away.13 Then he tricked me. I labored long and hard on a poem, and after handing it in Iwaited expectantly for his critique. It didn’t come. Instead, one day as the students assembled, he challenged me. “Jim, I don’t think you wrote this.”14 I stared at him in disbelief. “Why,” I started, anger flooding me, “of course Idid!”15 “Well, then,” he said, “you’ve got to prove it by getting up and reciting it frommemory.”16 By then the other students had settled at their desks. He looked at memeaningfully and nodded. With knees shaking, I walked up before my peers.17 “Jim will recite his latest poem,” announced Professor Crouch.18 For a moment I stood breathless. I could see smirks and wry smiles on somefaces. Then I began. And kept going. I recited my poem all the way through without hesitation or fault! I stood amazed and floated back to my desk in a daze, amid wild applause.19 Afterward, Professor Crouch congratulated me. “Aha,” he said. “Now we havesomething here. Not only will you have to write more poetry and read it aloud to know how good it feels, but I’m sure that you will want to read other writers’ poetrybefore the class.”20 I was dubious about that, but said I’d try.21 Soon I began to discover something other stutterers know. Most have noproblem singing because the lyrics’ rhythmic pattern flows by itself. I found the same cadences in poetry, and before long my fellow students actually looked forward to hearing me recite. I loved the rolling beat of The Song of Hiawatha, especially since I had Indian blood in my veins.22 I discovered I did have a voice, a strong one. Under Professor Crouch’s tutelage,I entered oratorical contests and debates. He never pushed anything at me again; hejust wanted all his students to wake up.23 As my stuttering disappeared, I began dreaming of becoming an actor, like myfather, who was then performing in New York City. No one in my family had ever gone to college. But encouraged by Professor Crouch, I took exams and won a scholarship to the University of Michigan.24 There I entered the drama department and after graduation fulfilled my ROTCresponsibility by serving with the Army’s Cold Weather Training Com mand on mountain maneuvers in Colorado.25 Later, on the GI Bill, I signed up with the American Theater Wing in New Yorkand supported myself between roles by sweeping floors of off-Broadway stages. In 1962 I earned an Obie for my role in an off-Broadway production of Othello, and have been an actor ever since.26 Meanwhile, I always kept in touch with my old professor, by letter andtelephone. Every time we talked it was always, “Hi, Jim. Read any good poetry lately?” He was losing his sight and I remembered his early explanation of why he had memorized poetry. In later years when I was doing Shakespeare’s Timon of Athens at the Yale Repertory Theater in New Haven, Connecticut, I phoned him.“Can I fly you in from Michigan to see it?”27 “Jim,” he sighed, “I’m blind now. I’d hate not to be able to see you acting. Itwould hurt too much.”28 “I understand, Professor,” I said, helped in part by the realization that thoughmy mentor could no longer see, he was still living in a world vibrant with all of the beautiful treasures he had stored.29 About two years later I learned Donald Crouch had passed on. When I wasasked to record the New Testament, I really did it for a tall, lean man with gray hair who had not only helped to guide me to the author of the Scriptures, but as thefather of my resurrected voice, had also helped me find abundant life.找回声音詹姆斯·厄尔·琼斯1 今天我在声音方面的名气一点都不逊色于我的表演。

综合英语4 How_I_Found_My_Voice1

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James Earl Jones人詹删除姆。斯·厄尔·琼斯
➢ James Earl Jones is one of America’s most distinguished and versatile actors.
➢ He is best known for his impressive basso voice.
文档仅供参考，不能作为科学依据，请勿模仿；如有不当之处，请联系网站或本人删除。
Global Reading
7. How did Prof. Crouch help the author to find his voice? (Para 10-19) (He “tricked” the boy by questioning whether the poem was really written by himself. The teacher’s disbelief made the boy very angry, and to prove he really did it, he recited the whole poem to the class without any stuttering, which gave him a big surprise and a lot of self-confidence at the same time.)
➢ He appeared in many roles, including the voice-over in Star Wars as Darth Vader, King Mufasa in Lion King (1994), and for CNN.

Unit9HowIFoundMyVoice课文翻译综合教程四

Unit 9How I Found My VoiceJames Earl Jones1 Today I am known for my voice as much as for my acting. It has been my goodfortune to receive jobs such as the speaking role of Darth Vader in George Lucas ' s Star Wars trilogy and the voice-over announcer for CNN cable television. I also narrated Aaron Copland 'sLincoln Portrait on a compact disc I recorded with the Seattle Symphony. Perhaps my greatest honor came whenI was asked to read the New Testament on tape.2 But it took a long time to believe such good things could happen to me. When Iwas a youngster I stuttered so badly I was completely unable to speak in public.3 Since I was eight I ' d had trouble speaking. It was so bad that whenever I stoodup in class to read, the other kids snickered and laughed. I always sat down, my face burning with shame.4 I ' m not sure what caused my stuttering. Perhaps it was an emotional problem. Iwas born in Arkabutla, Mississippi, and when I was about five, I moved to live with my grandparents on their farm near Dublin in northern Michigan. It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different.5 Fortunately, my granddaddy was a gentleman, a farmer who taught me to lovethe land. He was short and he had a prodigious amount of energy. He even built a church to please grandmother,a fervent worshiper of the Lord. All sorts of people were invited to our little church; white, black and AmericanIndian came together in a nondenominational fellowship. Granddad ' s Irish heritage came out in his love for language; during the week he used “ everyday talk ” , but on Sunday he spoke only thefinest English.6 As much as I admired his fluency, I couldn 'ctome close to it. I finally quit Sunday school and church, not wantingto be humiliated any more. All through my grade school years, the only way the teacher could assess my progress was for me to write down everything I had learned.7 Oh, I could talk, all right. Our farm animals knew that. I found it easy to call thepigs, tell the dogs to round up the cows, and vent my feelings to Fanny, the horse whose big brown eyes and lifted ears seemed to express interest in all I said. But when visitors came and I was asked to say hello, I could only stand, pound my feet,and grit my teeth. That awful feeling of my voice being trapped got worse as I grew older.Then when I was 14, Professor Donald Crouch came to our school. He was a retired college professor whohad settled in nearby Brethren, a Mennonite community. When he heard that our agricultural high was teachingChaucer, Shakespeare and other classics, he couldn 't stand not being a part of our school. Sohe left his retreat to teach us English, history and Latin.Donald Crouch was a tall, lean man with gray hair; English was his favorite subject, poetry was his deepestlove. He 's been an associate of Robert Frost. He held a book of poems as if it were a diamond necklace, turning pages as if uncovering treasures. He memorized a poem every day, explaining that if he ever lost his eyesight hewould still be able to savor all that beauty.When he learned that I not only loved poetry but was writing it, we found a kinship. There was, however, onedifficulty between us. Professor Crouch (we always called him that) could not stand the fact I refused to read my poems to the class.“Jim, poetry is meant to be read aloud, just like sermons, ”he pressed. “You should be able to speakthose beautiful words. ” I shook my head and turned away.Then he tricked me. I labored long and hard on a poem, and after handing it in I waited expectantly for hiscritique. It didn 't come. Instead, one day as the students assembled, he challenged me.“Jim, I don 't think you wrote this. ” I stared at himin disbelief. “ Why, ”I started, anger flooding me, “ ofcourse Idid! ”“ Well, then,” he said, “you 've got to prove it by getting up and reciting it from memory. ”By then the other students had settled at their desks. He looked at memeaningfully and nodded. With knees shaking, I walked up before my peers.“Jim will recite his latest poem, ” announced Professor Crouch.For a moment I stood breathless. I could see smirks and wry smiles on some faces. Then I began. And kept going. I recited my poem all the way through without hesitation or fault! I stood amazed and floated back to mydesk in a daze, amid wild applause.Afterward, Professor Crouch congratulated me. “Aha, ”he said. “ Nowwe have something here. Not onlywill you have to write more poetry and read it aloud to know how good it feels, but I 'm sure that you will want to read other writers 8 9 1011 1213 14 15 161718 19 poetrybefore the class.I was dubious about that, but said I 'd try. Soon I began to discover something other stutterers know. Most have no problem singing because the lyricsr 'hythmic pattern flows by itself. I found the same cadences in poetry, and before long my fellow students actually looked forward to hearing me recite. I loved the rolling beat of The Song of Hiawatha , especially since I hadIndian blood in my veins.I discovered I did have a voice, a strong one. Under Professor Crouch ' I entered oratorical contests and debates. He never pushed anything at me again; he just wanted all his studentsto wake up.As my stuttering disappeared, I began dreaming of becoming an actor, like my father, who was thenperforming in New York City. No one in my family had ever gone to college. But encouraged by Professor Crouch,I took exams and won a scholarship to the University of Michigan.There I entered the drama department and after graduation fulfilled my ROTC responsibility by serving withthe Army ' sCold Weather Training Com mand on mountain maneuvers in Colorado.Later, on the GI Bill, I signed up with the American Theater Wing in New York and supported myself between roles by sweeping floors of off-Broadway stages. In 1962 I earned an Obie for my role in an off-Broadwayproduction of Othello , and have been an actor ever since.Meanwhile, I always kept in touch with my old professor, by letter and telephone. Every time we talked itwas always, “Hi, Jim. Read any good poetry lately? ” He was losing his sight and I remembered his earlyexplanation of why he had memorized poetry. In later years when I was doing Shakespeare 'Tsimon of Athens at the Yale Repertory Theater in New Haven, Connecticut, I phoned him. “Can I fly you in from Michigan to see it?”“Jim, h ”e sighed, “I 'bmlind now. I ' hdate not to be able to see you acting. It would hurt too much. ”“I understand, Professor, ” I said, helped in part by the realization that thoughmy mentor could no longer see, he was still living in a world vibrant with all of the beautiful treasures he hadstored.About two years later I learned Donald Crouch had passed on. When I was asked to record the NewTestament, I really did it for a tall, lean man with gray hair who had not only helped to guide me to the author of the Scriptures, but as the2021 22 23 2425 26 27 28 29s tutelage,father of my resurrected voice, had also helped me find abundant life.找回声音詹姆斯厄尔琼斯1 今天我在声音方面的名气一点都不逊色于我的表演。

Unit 9 How I Found My Voice Words and Expressions综合教程四

UNIT 9 HOW I FOUND MY VOICEWords and Expressionsthe voice-over announcerthe unseen announcer who makes a commentary or gives an explanation which is heard as part of a film or television programComparison:newscaster, host/hostessnewscaster:sb. who reads the news during a newscaste.g. The newscaster was in competition with ten others for the job.host/hostess:sb. who introduces and talks to the people taking part in television or radio programse.g. Benidick is a popular TV host.in public：If you do sth. in public, people in general will hear about it or see it.e.g.She was too proud to show her grief in public.On this occasion, we departed from our normal practice of holding the meetings in public.Antonym: in privatee.g.Cecil can be very rude in private, though in public he is usually polite.trauma:n.any physical damage to the body caused by violence or accident or fracture or an emotional wound or shock often having long-lasting effectse.g.Counseling is helping him work through this trauma.心理辅导正帮助他面对痛苦。

综合英语4 How_I_Found_My_Voice1

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Paraphrase
When I was a youngster I stuttered so badly I was completely unable to speak in public.
• Para: when I was young, I stuttered so severely that I wasn’t able to speak in public absolutely .
(Para 4) (an emotional problem: traumatic moving) 3. Why does the narrator describe his moving at the age of five as traumatic? (Para 4) (Because he felt that the place he moved to was climatically and culturally different from where he had been. )
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Structure
This autobiographical narration comprises three parts.
• Part 1(Para.1-2) presents his successful career as an actor and television announcer and his severe stutter in his early childhood.
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