新编英语教程5课文翻译(unit1)
新编英语教程unit1,2,3,4,5,8,9,10,11 课文翻译
翻译Unit111、他暗示John是肇事者的企图是徒劳的。
（insinuate，futile）暗示，无用的；无效的His attempt at insinuating that John was the culprit turned out to be futile.2、当他未能完成期望他做的事时，他很善于临时找个借口来为自己开脱。
（improvise）临时做He is very clever at improvising excuses when he fails to do what is expected of him.3、他此行去西藏可以满足他想参观布达拉宫的愿望了。
（gratify）使满足；使满意，使高兴His trip to Tibet will gratify his desire to see Potala. (the Potala Palace)4、这个公司拥有雄厚的人力资源。
（command）命令，指挥；控制This corporation commands excellent/rich/abundant human resources.5、另外想个办法去款待你的客人。
不要老是请他们看影视光碟。
（alternative）二中择一；供替代的选择Think of an alternative way of entertaining your guests. Don’t always show them VCDs.6、沉溺于胡思乱想和心血来潮是有害的。
（caprice）任性，反复无常；随想曲It is harmful to indulge in whims and caprices.7、不属于你的东西不要作非分之想。
（lay one’s hands on，be entitled to）2有权；有…的资格Try not to lay your hands on anything that you are not entitled to.8、他没有来参加竞赛。
新编英语教程5课文翻译(unit1-15)
新编英语教程5课文翻译(unit1-15) Unit 1 恰到好处你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。
而娴熟的木匠就不这么干。
他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。
语言也是如此。
一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。
差不多的词，不准确的短语，摸棱两可的表达，含糊不清的修饰，都无法使一位追求纯真英语的作家满意。
他会一直思考，直至找到那个能准确表达他的意思的词。
The French have an apt（贴切的） phrase for this. They speak of “le mot juste,”法国人有一个很贴切的短语来表达这样一个意思，即“le mot juste”, 恰到好处的词。
有很多关于精益求精的作家的名人轶事，比如福楼拜常花几天的时间力求使一两个句子在表达上准确无误。
在浩瀚的词海中，词与词之间有着微妙的区别，要找到能恰如其分表达我们意思的词绝非易事。
这不仅仅是扎实的语言功底和相当大的词汇量的问题，还需要人们绞尽脑汁，要观察敏锐。
选词是认识过程的一个步骤，也是详细描述我们的思想感情并表达出来使自己以及听众和读者深刻理解的一个环节。
有人说：“在我思想未成文之前，我怎么知道自己的想法？”这听起来似乎很离谱，但它确实很有道理。
It is hard work choosing the right words, but we shall be rewarded by thesatisfaction that finding them brings. The e某act use of language gives us mastery（掌握） over the material we aredealing with. Perhaps you have been asked “What sort of a manis so-and-so（等）?” You begin: “Oh, I think he’s quite anice chap （家伙）but he’s rather…” and then you hesitate trying to find a word or phrase to e某press what it is abouthim that you do n’t like, that constitutes（构成） hislimitation. When you find the right phrase you feel that your conception of the man is clearer and sharper.寻找恰如其分的词的确是件不容易的事。
新编英语教程 5 Unit 1 背景知识之flaubert
About the AuthorFrench novelist of the realist school, best-known for Madame Bovary(1857), a story of adultery and unhappy love affair of the provincial wife Emma Bovary. As a writer Flaubert was a perfectionist, who did not make a distinction between a beautiful or ugly subject: all was in the style. "The Idea," he wrote, "exists only by virtue of its form" - its elements included the perfect word, cunningly contrived and verified rhythms, and a genuine architectural structure."Has it ever happened to you," Leon went on, "to come across some vagueidea of one's own in a book, some dim image that comes back to you fromafar, and as the completest expression of your own slightest sentiment?""I have experienced it," she replied."That is why," he said, "I especially love the poets. I think verse moretender than prose, and that it moves far more easily to tears." (fromMadame Bovary)Gustave Flaubert was born in Rouen into a family of doctors. His father, Achille-Cléophas Flaubert, was a chief surgeon at th e Rouen municipal hospital, who made money investing in land. Flaubert's mother,Anne-Justine-Caroline (née Fleuriot), was the daughter of a physician, and she became the most important person in his life. This bourgeois background Flaubert found early burdensome. His rebel against it led to his expulsion from school, and Flaubert completed his education privately in Paris.Flaubert started to write during his school years. A disappointment in his teens - Flaubert fell in love with Elisa Schlésinger, who wa s married and some 10 years his senior - inspired much of his early writing. In the 1840s Flaubert studied law at Paris, a brief episode in his life, and in 1844 he had a nervous attack. "I was cowardly in my youth," Flaubert wrote once to George Sand. "I was afraid of life." He recognized from suffering a nervous disease, although it could have been epilepsy. However, the diagnosis changed Flaubert's life. He failed his law exams and decided to devote himself to literature. In this he was helped by his father who bought him a house at Croisset, on the River Seine between Paris and Rouen.In 1846 Flaubert met the writer Louise Colet. They corresponded regularly and she became Flaubert's mistress although they met infrequently. Colet gave in Lui (1859) her account of their relationship. After the death of both his father and his married sister, Flaubert moved at Croisset, the family's country home near Rouen. Until he was 50 years old, Flaubert lived with his mother. The household also included his niece Caroline. His maximwas: "Be regular and orderly in your life like a bourgeois, so that you may be violent and original in your work."Although Flaubert once stated ''I am a bear and want to remain a bear in my den,'' he kept good contacts to Paris and witnessed the Revolution of 1848. Later he received honors from Napoleon III. From 1856 Flaubert spent winters in Paris.Flaubert's relationship with Collet ended in 1855. From November 1849 to April 1851 he travelled with the writer Maxime du Camp in North Africa, Syria, Turkey, Greece, and Italy. It took several Egyptian guides to help Flaubert to the top of the Great Pyramid - the author was at that time very fat. On his return Flaubert started Madame Bovary, which took five years to complete. It appeared first in the Revue(1856) and in book form next year. The realistic depiction of adultery was condemned as offensive to morality and religion. Flaubert was prosecuted, though he escaped conviction, which was not a common result during the official censorship of the Second Empire. When Baudelaire's collection of verse, The Flowers of Evil, was brought before the same judge, Baudelaire was fined.Madame Bovary was published in two volumes in 1857, but it appeared originally in the Revue de Paris, 1856-57. - Emma Bovary is married to Charles Bovary, a physician. As a girl Emma has read Walter Scott, she has romantic dreams and longs for adventure. "What exasperated her was that Charles did not seem to notice her anguish. His conviction that he was making her happy seemed to her an imbecile insult, and his sureness on this point ingratitude. For whose sake, then was she virtuous? Was it not for him, the obstacle to all felicity, the cause of all misery, and, as it were, the sharp clasp of that complex strap that bucked her in on all sides." Emma seeks release from the boredom of her marriage in love affairs with two men - with the lawyer Léon Dupuis and then with Rodolphe Boulanger. Emma wants to leave her husband with him. He rejects the idea and Emma becomes ill. After she has recovered, she starts again her relationship with Léon, who works now in Rouen. They meet regularly at a hotel. Emma is in heavy debts because of her lifestyle and she poisons herself with arsenic. Charles Bovary dies soon after her and their daughter Berthe is taken care of their poor relatives. Berthe starts to earn her living by working in a factory. - The novel provoked an outrage. Flaubert was even tried and acquitted on charges of immorality for it. The character of Emma was important to the author - society offered her no escape and once Flaubert said: "Emma, c'est moi." Delphine Delamare, who died in 1848, is alleged to have been the original of Emma Bovary.In the 1860s Flaubert enjoyed success as a writer and intellectual at the court of Napoleon III. Among his friends were Zola, George Sand, HippolyteTaine, and the Russian writer Turgenev, with whom he shared similar aesthetic ideals - dedication to realism, and to the nonjudgmental representation of life. Their complete correspondence was published in English in 1985. Flaubert's other, non-literary life was marked by his prodigious appetite for prostitutes, which occasionally led to venereal infections."The thought that I shall see you this winter quite at leisure delights me like thepromise of an oasis. The comparison is the right one, if only you knew how isolatedI am! Who is there to talk to now? Who is there in our wretched country who still'cares about literature'? Perhaps one single man? Me! The wreckage of a lostworld, an old fossil of romanticism! You will revive me, you'll do me good." (fromFlaubert & Turgenev. A Friendship in Letters, edited and translated by BarbaraBeaumont, 1985)Flaubert was by nature melancholic. His perfectionism, long hours at his work table with a frog inkwell, only made his life harder. In a letter to Ernest Feydeau he wrote: "Books are made not like children but like pyramids... and are just as useless!" His last years were shadowed by financial worries - he helped with his modest fortune his niece's family after their bankruptcy.In the 1870s Flaubert's work gained acclaim by the new school of naturalistic writers. His narrative approach, that the novelist should not judge, teach, or explain but remain neutral, was widely adopted. Flaubert himself detested the label Realist - and other labels. Among Flaubert's later major works is Salammbô (1862), a story of the siege of Carthage in 240-237 BC by mercenaries. The novel inspired in 1998 Philippe Fénélon's opera, the libretto was written by Jean-Yves Masson. Also the composers Berlioz and Mussorgsky had planned opera adaptations, but their plans were never realized. Trois Contes(1872) was a collection of three tales. The Italian writer Italo Calvino has praised it as "one of the most extraordinary spiritual journeys ever accomplished outside any religion."L'Education Sentimentale (1869) was a panorama of France set in the era of the Revolution of 1848. The story depicted the relationship between a young man and an older married woman. The hero is full of vague longings. He meets people who have nothing else to offer but pessimism and cynicism. The ironic title means the education of feeling, and refers to the failure of Flaubert's generation to achieve its ideals. La Tentation de Saint Antoine (1874) was based on the story of the 4th-century Christian anchorite, who lived in the Egyptian desert and experienced philosophical and physical temptations. Its fantastic mode and setting were inspired by a Brueghel painting. Flaubert's long novel, Bouvard et Pécuchet, wasleft unfinished at his death. Flaubert spent his last years in relative poverty and was called ''hermit of Croisset.'' He died of a cerebral hemorrhage on May 8, in 1880.。
全新版大学英语综合教程5 unit1 课后答案
1.(1) allot
(2) go through fire and water
(3) reside
(4) sobbed
(5) made no mention of
(6) sacrifice
(7) came upon
(8) rhythm
2. She had thought that books were natural wonders, coming up of themselves like grass. So it was "startling and disappointing" for her to find out that story books had been, contrary to her expectations, written by people.
(8) Answer: an old Ford
P24 cloze
(1) Answer: go through fire and water
(2) Answer: salary
(3) Answer: give
(4) Answer: no peace
(5) Answer: sink into
(7) inward
5. (1) Answer: have come upon / across
(2) Answer: had come out
(3) Answer: come on / up
(4) Answer: came across
(5) Answer: comes down to
7. The book was completely worn out - it was lacking its front cover, the back held on by strips of pasted paper, and the pages stained; its illustrations had come unattached. Welty's father had lost his mother when he was seven, and this book was the only book he as a little boy had had of his own. Although he had never made any mention to his own children of the book, he had brought it along with him from Ohio to their house and shelved it in their bookcase.
Unit 1 Love of reading全新版大学英语综合教程五课文翻译
Unit 1 Love of readingText A One Writer's Beginnings1 I learned from the age of two or three that any room in our house, at any time of day, was there to read in, or to be read to. My mother read to me. She'd read to me in the big bedroom in the mornings, when we were in her rocker together, which ticked in rhythm as we rocked, as though we had a cricket accompanying the story. She'd read to me in the dining room on winter afternoons in front of the coal fire, with our cuckoo clock ending the story with "Cuckoo", and at night when I'd got in my own bed. I must have given her no peace. Sometimes she read to me in the kitchen while she sat churning, and the churning sobbed along with any story. It was my ambition to have her read to me while I churned; once she granted my wish, but she read off my story before I brought her butter. She was an expressive reader. When she was reading "Puss in Boots," for instance, it was impossible not to know that she distrusted all cats.2 It had been startling and disappointing to me to find out that story books had been written by people, that books were not natural wonders, coming up of themselves like grass. Yet regardless of where they came from, I cannot remember a time when I was not in love with them —with the books themselves, cover and binding and the paper they were printed on, with their smell and their weight and with their possession in my arms, captured and carried off to myself. Still illiterate, I was ready for them, committed to all the reading I could give them.3 Neither of my parents had come from homes that could afford to buy many books, but though it must have been something of a strain on his salary, as the youngest officer in a young insurance company, my father was all the while carefully selecting and ordering away for what he and Mother thought we children should grow up with. They bought first for the future .4 Besides the bookcase in the living room, which was always called "the library", there were the encyclopedia tables and dictionary stand under windows in our dining room. Here to help us grow up arguing around the dining room table were the Unabridged Webster, the Columbia Encyclopedia, Compton's Pictured Encyclopedia, the Lincoln Library of Information, and later the Book of Knowledge. In "the library", inside the bookcase were books I could soon begin on —and I did, reading them all alike and as they came, straight down their rows, top shelf to bottom. My mother read secondarily for information; she sank as a hedonist into novels. She read Dickens in the spirit in which she would have eloped with him. The novels of her girlhood that had stayed on in her imagination, besides those of Dickens and Scott and Robert Louis Stevenson, wereJane Eyre, Trilby, The Woman in White, Green Mansions, King Solomon's Mines.5 To both my parents I owe my early acquaintance with a beloved Mark Twain. There was a full set of Mark Twain and a short set of Ring Lardner in our bookcase, and those were the volumes that in time united us all, parents and children.6 Reading everything that stood before me was how I came upon a worn old book that had belonged to my father as a child. It was called Sanford and Merton. Is there anyone left who recognizes it, I wonder? It is the famous moral tale written by Thomas Day in the 1780s, but of him no mention is made on the title page of this book; here it is Sanford and Merton in Words of One Syllable by Mary Godolphin. Here are the rich boy and the poor boy and Mr. Barlow, their teacher and interlocutor, in long discourses alternating with dramatic scenes —anger and rescue allotted to the rich and the poor respectively. It ends with not one but two morals, both engraved on rings: "Do what you ought, come what may," and "If we would be great, we must first learn to be good."7 This book was lacking its front cover, the back held on by strips of pasted paper, now turned golden, in several layers, and the pages stained, flecked, and tattered around the edges; its garish illustrations had come unattached but were preserved, laid in. I had the feeling even in my heedless childhood that this was the only book my father as a little boy had had of his own. He had held onto it, and might have gone to sleep on its coverless face: he had lost his mother when he was seven. My father had never made any mention to his own children of the book, but he had brought it along with him from Ohio to our house and shelved it in our bookcase.8 My mother had brought from West Virginia that set of Dickens: those books looked sad, too — they had been through fire and water before I was born, she told me, and there they were, lined up — as I later realized, waiting for me.9 I was presented, from as early as I can remember, with books of my own, which appeared on my birthday and Christmas morning. Indeed, my parents could not give me books enough. They must have sacrificed to give me on my sixth or seventh birthday — it was after I became a reader for myself-the ten-volume set of Our Wonder World. These were beautifully made, heavy books I would lie down with on the floor in front of the dining room hearth, and more often than the rest volume 5, Every Child's Story Book, was under my eyes. There were the fairy tales —Grimm, Andersen, the English, the French, "Ali Baba and the Forty Thieves"; and there was Aesop and Reynard the Fox; there were the myths and legends, Robin Hood, King Arthur, and St. George and the Dragon, even the history of Joan of Arc; a whack of Pilgrim's Progress and a long piece of Gulliver. They all carried their classic illustrations. I located myself in these pages andcould go straight to the stories and pictures I loved; very often "The Yellow Dwarf" was first choice, with Walter Crane's Yellow Dwarf in full color making his terrifying appearance flanked by turkeys. Now that volume is as worn and backless and hanging apart as my father's poor Sanford and Merton. One measure of my love for Our Wonder World was that for a long time I wondered if I would go through fire and water for it as my mother had done for Charles Dickens; and the only comfort was to think I could ask my mother to do it for me.10 I believe I'm the only child I know of who grew up with this treasure in the house.I used to ask others, "Did you have Our Wonder World?" I'd have to tell them The Book of Knowledge could not hold a candle to it.11 I live in gratitude to my parents for initiating me —as early as I begged for it, without keeping me waiting — into knowledge of the word, into reading and spelling, by way of the alphabet. They taught it to me at home in time for me to begin to read before starting to school.12 Ever since I was first read to, then started reading to myself, there has never beena line read that I didn't hear. As my eyes followed the sentence, a voice was saying it silently to me. It isn't my mother's voice, or the voice of any person I can identify, certainly not my own. It is human, but inward, and it is inwardly that I listen to it. It is to me the voice of the story or the poem itself. The cadence, whatever it is that asks you to believe, the feeling that resides in the printed word, reaches me through the reader-voice: I have supposed, but never found out, that this is the case with all readers — to read as listeners — and with all writers, to write as listeners. It may be part of the desire to write. The sound of what falls on the page begins the process of testing it for truth , for me. Whether I am right to trust so far I don't know. By now I don't know whether I could do either one, reading or writing, without the other.13 My own words, when I am at work on a story, I hear too as they go, in the same voice that I hear when I read in books. When I write and the sound of it comes back to my ears, then I act to make my changes. I have always trusted this voice.作家起步时我从两三岁起就知道，家中随便在哪个房间里，白天无论在什么时间，都可以念书或听人念书。
李观仪《新编英语教程(5)》(第3版)学习指南【词汇短语+课文精解+全文翻译+练习答案】
李观仪《新编英语教程（5）》（第3版）学习指南【词汇短语＋课文精解＋全文翻译＋练习答案】目录Unit 1 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 2 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 3 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 4 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 5 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 6 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 7 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 8 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 9 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 10 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 11 一、词汇短语 二、参考译文 三、课文注释 四、练习答案Unit 12 一、词汇短语 二、参考译文 三、课文注释 四、练习答案弘博学习网————各类考试资料全收录内容简介《新编英语教程（第3版）学习指南》按照原教材的课次进行编写，每单元涉及单元语法、词汇短语、参考译文、课文精解以及练习答案等内容，旨在帮助学生更好、更高效地学习和掌握教材中的重点及难点知识，具有很强的针对性和实用性。
在编写过程中，该书力求突出重点，答疑难点，语言言简意赅，讲解深入浅出，希望它能得到广大英语专业学生和英语自学者的喜爱和认可。
弘博学习网————各类考试资料全收录Unit 1一、词汇短语Text I1clumsy [5klQmzi] adj. moving or doing things in a very awkward way 笨拙的，拙劣的：I spilt your coffee. Sorry—that was clumsy of me.我把你的咖啡弄洒了。
新编英语教程5paraphrase unit1-7
1.A word that is more or less right, a loose phrase,an ambiguous expression,a vague adjectives ,will not satisfy a writer who aims at clean English.差不多的词，不准确的词语，模棱两可的表达，含糊不清的修饰，都无法使一位追求纯正英语的作家满意。
他会一直思考，直至找到那个能准确表达他意思的词。
A writer who pay great attention to expressing the exact English will never be satisfied with a word which can not express an idea accurately.2. Choosing words is part of the process of the realization, of defining our thoughts and feelings for ourselves , as well as for those who hear or read our words.选词是认识过程的一个步骤，也是详细描述我们的思想感情并表达出来使自己以及听众和读者深刻理解的一个环节。
For the reader can easily understand what kind of feelings and thoughts we want to convey, we need to be careful to choose the words we used in article.3.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings.寻找恰如其分的词的确是件不容易的事。
(完整版)新编英语教程5册Unit1的答案
ComprehensionI. Judge which of the following best summarizes the main idea of the article.A. To be able to use the right word is an important component of one’s mastery of the English language.B. To facilitate one’s own process of cognition and one’s communication with others, one must be able to choose the right word from the extensive vocabulary of the English language.C. It is more important to know exactly the meaning and use of a relatively small number of words than to know vaguely a larger number.II. Determine which is the best choice for each of the following questions.1. “Clean English” in the first paragraph means .A. English of a dignified styleB. English free from swear wordsC. English which is precise and clear2.The word “realization” in the sentence “Choosing words is part of the process of realization…” means .A. articulating soundsB. fulfilling one’s goalsC. becoming aware of what one thinks and feels3. The example given in para. 3 of a man searching for the right word for his feelings about his friend illustrates the function words perform in .A. defining out thoughts and feelings for ourselvesB. defining our thoughts and feelings for those who hear usC. both A and B4. The word “cleanly” in the last sentence means .A. squarelyB. clearlyC. neatly5.The examples of the untranslatability of some words given in para. 11 best illustrate which sentence of the paragraph?A. The first sentence.B. The second sentence.C. The third sentence.III. Answer the following questions.1. Which sentence in the first paragraph establishes the link between the driving of a nail and the choice of a word?2. What does the word “this” in sent ence 1, para. 2, refer to?3. Do you agree with the author that there is a great deal of truth in the seemingly stupid question “How can I know what I think till I see what I say”?Why or why not?4. Explain why the word “imprison” in the example given in para. 9, though not a malapropism, is still not the right word for the writer’s purpose.5. What is the difference between “human” and “humane”? And the difference between “human action” and “humane action”, and also that between “human killer” and “humane killer”?6. What does the word “alive” in the sentence “a student needs to be alive to these differences” (para. 9) mean?7. Why is it difficult and sometimes even impossible to translate a word from one language into another as illustrated in para. 11? Supply some such examples with English and Chinese.8. The writer begins his article with an analogy between the unskilled use of the hammer and the improper choice of words. Identify the places where the analogy is referred to in the rest of the article.Language WorkI. Read the following list of words and consider carefully the meaning of each word. Then complete each of the sentences below using the correct form of an appropriate word from the list.Creep Loiter March Meander Pace Patrol Plod Prowl Ramble Roam SaunterShuffle Stagger Stalk Step Stride Strut Stroll Toddle Tramp Tread Trudge Walk1. After the maths examination Fred, feeling exhausted, across the campus.2. The soldiers reached their camp after 15 miles through the deep snow.3. It is pleasant to in the park in the evening.4. After the cross-country race Jack to the changing room.5. Last night when he sleepily to the ringing telephone, he accidentally bumped into the wardrobe.6. We saw him towards the station a few minutes before the train’s departure.7. The old couple through the park, looking for a secluded bench to sit on and rest.8. The newly-appointed general about the room like a latter-day Napoleon.9. Peter whistled happily as he along the beach.10. These old people liked to about the antique ruins in search of a shady picnic spot.11. Many tourists about the mall, windowshopping.12. We were fascinated by the view outside the room----a beautiful verdant meadow and brooks through it.13. Mary used to about the hills and pick wild flowers for her mother.14. Eager to see the pony in the stable, the children down the staircase, their hearts pounding violently.15. The lion had the jungle for a long time before it caught sight of a hare.16. My brother began to when he was ten months old.17. The farmers often let their horses freely in the meadow so that they could eat their fill of grass.18. The patrols were along through the undergrowth when the bomb exploded.19. The thugs were reported to be the streets for women workers who were on their way home after the afternoon shift.20. The first-year students not only learned how to , they were also taught how to take aim and shoot when they had military training.21. Sometimes Tom, our reporter, would up and down the study, deep in thought.22. When he was Third Street, Fred found the little match girl lying dead at the street corner.23. Secretaries hated seeing their new manager in and out of theoffice without even casting a glance at them.24. Mother asked us to lightly so as not to wake Granny.25. The refugees for miles and miles all day hunting for a place to work.26. When the pop singer out of the car, his fans ran to him, eager to get his autograph.27. The laborers on their way home after working in the plantation the whole day.28.The lion was feeling pretty good as he (A) through the jungle. Seeing a tiger, the lion stopped it.“Who is the King of the jungle?” the lion demanded.“You, O lion, are the King of the jungle,” replied the tiger.Satisfied, the lion (B) on, until he came across a large, ferocious-looking leopard.“Who is the King of the jungle?” asked the lion, and the leopard bowed in awe. “You, mighty lion, you are the King of the jungle,” it said humbly and (C) off.Feeling on top of the world, the lion proudly (D) up to a huge elephant an d asked the same question. “Who is the King of the jungle?”Without answering, the elephant picked up the lion, swirled him round in the air, smashed him to the ground and jumped on him.“Look,” said the lion, “there’s no need to get mad just because you didn’t know the answer.”II. Make a list of more specific words for each of the following general terms. For example, for WALK, you could list stride, stroll, saunter, plod, toddle and so on. Give sentences to illustrate how the words may be used.1. SAY2. SEE3. BEVERAGE4. EXCITEMENT5. DELIGHT6. SKILFULIII. In the following sentences three alternatives are given in parentheses for the italicized words. Select the one which you think is most suitable in the context.1. A clumsy (heavy, stupid, unskillful) workman is likely to find fault with his tools.2. As John was a deft (skillful, clever, ready) mechanic, he was hired by the joint-venture in no time.3. The writer made a point of avoiding using loose(vague, unbound, disengaged) terminology in his science fiction.4. We didn’t appreciate his subtle(delicate, tricky, profound) scheme to make money at the expense of the customers.5. Annie Oakley became famous as one of the world’s most precise (accurate, scrupulous, rigid) sharpshooters.6. The government in that newly-independent country has decided to make ashift (alteration, turn, transference) in its foreign policies.7. Misunderstanding arose on account of the vague(undetermined, confused, ambiguous) instructions on the part of the manager.8. If soldiers do not pay scrupulous (exact, vigilant, conscientious) attention to orders they will not defeat the enemy.9. In some areas, the virgin forest has been cut through ignorance (blindness, want of knowledge, darkness) of the value of trees.10. Since many pure metals have such disadvantages (harm, unfavourableness, drawbacks) as being too soft and being liable to rust too easily, they have little use.11. My colleague, Mr. Hill, has a small but well-chosen library, where it is said he spends most of his spare time cultivating(nourishing, tilling, developing) his mind.12. If you think photography is my hobby, your belief is quite mistaken (fraudulent, erroneous, deceitful).13. What appears to the laymen as unimportant (minute, trivial, diminutive) and unrelated facts is often precious to the archaeologist.14. The lounge has a seating capacity of 30 people but it is too dark (dim, dingy, gloomy) to read there.15. These career-oriented women are used to flexible (adaptable, willowy, docile) working hours in the office.16. Only experts with a professional eye can tell the fine(fair, pleasant,subtle) distinction between the two gems.17. The goose quill pen has a great sentimental (tender, emotional, soft) appeal to Emily as it was a gift from her best friend.18. Being thoughtful of and enthusiastic towards others is the essence (gist, kernel, quintessence) of politeness.19. When Iraq destroyed some of its nuclear and chemical weapons, it acted under coercion (repression, concession, compulsion).20. My uncle’s oft-repeated anecdotes of his adventures in Africa were fascinating (catching, pleasing, absorbing ) to listen to.IV. Give one generic term that covers each of the following groups of words.1. artificer, turner, joiner, carpenter, weaver, binder, potter, paper-cutter2. volume, brochure, pamphlet, treatise, handbook, manual, textbook, booklet3. painter, sculptor, carver, poet, novelist, musician, sketcher4. grin, smirk, beam, simper5. donation, subscription, alms, grant, endowment6. bandit, poacher, swindler, fraud, embezzler, imposter, smuggler7. nibble, munch, devour, gulp8. drowse, doze, slumber, hibernate, coma, rest, nap9. manufacture, construct, weave, compose, compile10. ancient, antique, old-fashioned, obsolete, archaic11. slap, tap, pat, thump, whack12. alight, descend, dismount, disembarkV. Fill in each blank with an appropriate word.In discussing the relative difficulties of analysis which the exact and inexact sciences face, let me begin with an analogy. Would you agree that swimmers are (1) skilful athletes than runners (2) swimmers do not move as fast as runners? You probably would (3) . You would quickly point out (4) water offers greater (5) to swimmers than the air and ground do to (6) Agreed, that is just the point. In seeking to (7) their problems, the social scientists encounter (8) resistance than the physical scientists. By (9) I do not mean to belittle the great accomplishments of physical scientists who have been able, for example, to determine the structure of the atom (10) seeing it. That is a tremendous (11) yet (12) many ways it is not so difficult as what the social scientists are expected to (13) . The conditions under which the social scientists must work would drive a (14) scientist frantic. Here are five of (15) conditions. He can perform (16) experiments; he cannot measure the results accurately; he (17) control the conditions surrounding (18) experiments; he is of the expected to get quick results(19) slow-acting economic forces; and he must work with people,(20) with inanimate objects…VI. Following Warner’s model of establishing an analogy between two dissimilar things, write a passage, discussing the learning of a foreign language. You are supposed to use an analogy to help you explain. For instance, you may compare the learning of a foreign language to that of swimming, bike-riding, etc.UNIT 1 TEXT 1Exercises KeysComprehension:I. B ;II. 1.C 2.C 3.C 4.A 5.C ;III. 1. “So with language; …firmly and exactly.”2. Getting the word that is completely right for the writer’s purpose.3. Yes, I do. It sounds irrational that a person does not know what he himself thinks before he sees what he says. But as a matter of fact, it is quite true that unless we have found the exact words to verbalize our own thoughts we can never be very sure of what our thoughts are; without words, our thoughts cannot be defined or stated in a clear and precise manner.4. “Malapropism” means the unintentional misuse of a word by confusing it with one that resembles it, such as human for humane, singularity for singleness. But the misuse of “imprison” is a different case. It is wronglychosen because the user has failed to recognize its connotation.5. human=of, characterizing, or relating to manhumane=characterized by kindness, mercy, sympathyThus: human action=action taken by man; humane action=merciful action; human killer=person that kills humans ; humane killer=that which kills but causes little pain6. sensitive, alert7. Those are words denoting notions which are existent only in specific culture, not universally shared by all cultures. English words difficult to be turned into Chinese: privacy, party, lobby (v.), etc. Chinese words difficult to be turned into English: 吹风会，粽子，五保户，etc.8. “We don’t have to look far afield to find evidence of bad carpentry.”“It is perhaps easier to be a good craftsman with wood and nails than a good craftsman with word s.”“A good carpenter is not distinguished by the number of his tools, but by the craftsmanship with which he uses them. So a good writer is not measured by the extent of his vocabulary, but by his skill in finding the ‘mot juste’, the word that will hit t he nail cleanly on the head.”Language Work:I. 1. shuffled/trudged 2. trudging 3. stroll 4. staggered 5. staggered 6. striding 7. strolled 8. strutted 9. sauntered/strolled 10. ramble/roam 11.loitered 12. meandering 13. roam 14. crept 15. prowled 16. toddle 17. roam 18. creeping 19. prowling 20. march 21. pace 22. patrolling 23. stalking 24. tread 25. tramped 26. stepped 27. plodded 28. A. prowled/strutted B. strolled/sauntered C. walked/crept D. marched/struttedII.1.SAY: speak, tell, declare, pronounce, express, state, argue, affirm, mention, allege, recite, repeat, rehearse2. SEE: behold, look at, glimpse, glance at, view, survey, contemplate, perceive, notice, observe, discern, distinguish, remark, comprehend, understand, know3. BEVERAGE: liquor, wine, beer, tea, coffee, milk drink, soft drink4. EXCITEMENT: agitation, perturbation, commotion, disturbance, tension, bustle, stir, flutter, sensation5. DELIGHT: joy, gladness, satisfaction, charm, rapture, ecstasy, pleasure, gratification6. SKILFUL: apt, ingenious, handy, ready, quick, smart, expert, capable, able, gifted, talented, dexterous, cleverIII. 1. clumsy----unskillful 2. deft----skillful 3. loose----vague 4. subtle----tricky 5. precise----accurate 6. shift----alteration 7. vague----ambiguous8. scrupulous----conscientious 9. ignorance----want of knowledge 10. disadvantages----drawbacks 11. cultivation----developing 12.mistaken----erroneous 13. unimportant----trivial 14. dark----dim 15. flexible----adaptable 16. fine----subtle 17. sentimental----emotional 18. essence----quintessence 19. coercion----compulsion 20. fascinating----absorbingIV. 1. craftsman 2. book/publication 3. artist 4. smile 5. contribution 6. law-breaker 7. eat 8. sleep 9. make 10. old 11. hit 12. get offV. 1. less 2. because/since/as 3. not 4. that 5. resistance 6. runners 7. solve 8. greater/more 9. that 10. without 11. achievement/feat 12. in 13. do 14. physical 15. those 16. few 17. cannot 18. the 19. with 20. not。
新编英语教程5课文翻译(unit1~15)
Unit 1 恰到好处Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective（模糊的形容词）, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。
而娴熟的木匠就不这么干。
他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。
语言也是如此。
一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。
新编英语教程5册Unit1的标准答案
ComprehensionI. Judge which of the following best summarizes the main idea of the article.A. To be able to use the right word is an important component of one’s mastery of the English language.B. To facilitate one’s own process of cognition and one’s communication with others, one must be able to choose the right word from the extensive vocabulary of the English language.C. It is more important to know exactly the meaning and use of a relatively small number of words than to know vaguely a larger number.II. Determine which is the best choice for each of the following questions.1. “Clean English” in the first paragraph means .A. English of a dignified styleB. English free from swear wordsC. English which is precise and clear2.The word “realization” in the sentence “Choosing words is part of the process of realization…” means .A. articulating soundsB. fulfilling one’s goalsC. becoming aware of what one thinks and feels3. The example given in para. 3 of a man searching for the right word for his feelings about his friend illustrates the function words perform in .A. defining out thoughts and feelings for ourselvesB. defining our thoughts and feelings for those who hear usC. both A and B4. The word “cleanly” in the last sentence means .A. squarelyB. clearlyC. neatly5.The examples of the untranslatability of some words given in para. 11 best illustrate which sentence of the paragraph?A. The first sentence.B. The second sentence.C. The third sentence.III. Answer the following questions.1. Which sentence in the first paragraph establishes the link between the driving of a nail and the choice of a word?2. What does the word “this” in sent ence 1, para. 2, refer to?3. Do you agree with the author that there is a great deal of truth in the seemingly stupid question “How can I know what I think till I see what I say”?Why or why not?4. Explain why the word “imprison” in the example given in para. 9, though not a malapropism, is still not the right word for the writer’s purpose.5. What is the difference between “human” and “humane”? And the difference between “human action” and “humane action”, and also that between “human killer” and “humane killer”?6. What does the word “alive” in the sentence “a student needs to be alive to these differences” (para. 9) mean?7. Why is it difficult and sometimes even impossible to translate a word from one language into another as illustrated in para. 11? Supply some such examples with English and Chinese.8. The writer begins his article with an analogy between the unskilled use of the hammer and the improper choice of words. Identify the places where the analogy is referred to in the rest of the article.Language WorkI. Read the following list of words and consider carefully the meaning of each word. Then complete each of the sentences below using the correct form of an appropriate word from the list.Creep Loiter March Meander Pace Patrol Plod Prowl Ramble Roam SaunterShuffle Stagger Stalk Step Stride Strut Stroll Toddle Tramp Tread Trudge Walk1. After the maths examination Fred, feeling exhausted, across the campus.2. The soldiers reached their camp after 15 miles through the deep snow.3. It is pleasant to in the park in the evening.4. After the cross-country race Jack to the changing room.5. Last night when he sleepily to the ringing telephone, he accidentally bumped into the wardrobe.6. We saw him towards the station a few minutes before the train’s departure.7. The old couple through the park, looking for a secluded bench to sit on and rest.8. The newly-appointed general about the room like a latter-day Napoleon.9. Peter whistled happily as he along the beach.10. These old people liked to about the antique ruins in search of a shady picnic spot.11. Many tourists about the mall, windowshopping.12. We were fascinated by the view outside the room----a beautiful verdant meadow and brooks through it.13. Mary used to about the hills and pick wild flowers for her mother.14. Eager to see the pony in the stable, the children down the staircase, their hearts pounding violently.15. The lion had the jungle for a long time before it caught sight of a hare.16. My brother began to when he was ten months old.17. The farmers often let their horses freely in the meadow so that they could eat their fill of grass.18. The patrols were along through the undergrowth when the bomb exploded.19. The thugs were reported to be the streets for women workers who were on their way home after the afternoon shift.20. The first-year students not only learned how to , they were also taught how to take aim and shoot when they had military training.21. Sometimes Tom, our reporter, would up and down the study, deep in thought.22. When he was Third Street, Fred found the little match girl lying dead at the street corner.23. Secretaries hated seeing their new manager in and out of theoffice without even casting a glance at them.24. Mother asked us to lightly so as not to wake Granny.25. The refugees for miles and miles all day hunting for a place to work.26. When the pop singer out of the car, his fans ran to him, eager to get his autograph.27. The laborers on their way home after working in the plantation the whole day.28.The lion was feeling pretty good as he (A) through the jungle. Seeing a tiger, the lion stopped it.“Who is the King of the jungle?” the lion demanded.“You, O lion, are the King of the jungle,” replied the tiger.Satisfied, the lion (B) on, until he came across a large, ferocious-looking leopard.“Who is the King of the jungle?” asked the lion, and the leopard bowed in awe. “You, mighty lion, you are the King of the jungle,” it said humbly and (C) off.Feeling on top of the world, the lion proudly (D) up to a huge elephant and aske d the same question. “Who is the King of the jungle?”Without answering, the elephant picked up the lion, swirled him round in the air, smashed him to the ground and jumped on him.“Look,” said the lion, “there’s no need to get mad just because you didn’t know the answer.”II. Make a list of more specific words for each of the following general terms. For example, for WALK, you could list stride, stroll, saunter, plod, toddle and so on. Give sentences to illustrate how the words may be used.1. SAY2. SEE3. BEVERAGE4. EXCITEMENT5. DELIGHT6. SKILFULIII. In the following sentences three alternatives are given in parentheses for the italicized words. Select the one which you think is most suitable in the context.1. A clumsy (heavy, stupid, unskillful) workman is likely to find fault with his tools.2. As John was a deft (skillful, clever, ready) mechanic, he was hired by the joint-venture in no time.3. The writer made a point of avoiding using loose(vague, unbound, disengaged) terminology in his science fiction.4. We didn’t appreciate his subtle(delicate, tricky, profound) scheme to make money at the expense of the customers.5. Annie Oakley became famous as one of the world’s most precise (accurate, scrupulous, rigid) sharpshooters.6. The government in that newly-independent country has decided to make ashift (alteration, turn, transference) in its foreign policies.7. Misunderstanding arose on account of the vague(undetermined, confused, ambiguous) instructions on the part of the manager.8. If soldiers do not pay scrupulous (exact, vigilant, conscientious) attention to orders they will not defeat the enemy.9. In some areas, the virgin forest has been cut through ignorance (blindness, want of knowledge, darkness) of the value of trees.10. Since many pure metals have such disadvantages (harm, unfavourableness, drawbacks) as being too soft and being liable to rust too easily, they have little use.11. My colleague, Mr. Hill, has a small but well-chosen library, where it is said he spends most of his spare time cultivating(nourishing, tilling, developing) his mind.12. If you think photography is my hobby, your belief is quite mistaken (fraudulent, erroneous, deceitful).13. What appears to the laymen as unimportant (minute, trivial, diminutive) and unrelated facts is often precious to the archaeologist.14. The lounge has a seating capacity of 30 people but it is too dark (dim, dingy, gloomy) to read there.15. These career-oriented women are used to flexible (adaptable, willowy, docile) working hours in the office.16. Only experts with a professional eye can tell the fine(fair, pleasant,subtle) distinction between the two gems.17. The goose quill pen has a great sentimental (tender, emotional, soft) appeal to Emily as it was a gift from her best friend.18. Being thoughtful of and enthusiastic towards others is the essence (gist, kernel, quintessence) of politeness.19. When Iraq destroyed some of its nuclear and chemical weapons, it acted under coercion (repression, concession, compulsion).20. My uncle’s oft-repeated anecdotes of his adventures in Africa were fascinating (catching, pleasing, absorbing ) to listen to.IV. Give one generic term that covers each of the following groups of words.1. artificer, turner, joiner, carpenter, weaver, binder, potter, paper-cutter2. volume, brochure, pamphlet, treatise, handbook, manual, textbook, booklet3. painter, sculptor, carver, poet, novelist, musician, sketcher4. grin, smirk, beam, simper5. donation, subscription, alms, grant, endowment6. bandit, poacher, swindler, fraud, embezzler, imposter, smuggler7. nibble, munch, devour, gulp8. drowse, doze, slumber, hibernate, coma, rest, nap9. manufacture, construct, weave, compose, compile10. ancient, antique, old-fashioned, obsolete, archaic11. slap, tap, pat, thump, whack12. alight, descend, dismount, disembarkV. Fill in each blank with an appropriate word.In discussing the relative difficulties of analysis which the exact and inexact sciences face, let me begin with an analogy. Would you agree that swimmers are (1) skilful athletes than runners (2) swimmers do not move as fast as runners? You probably would (3) . You would quickly point out (4) water offers greater (5) to swimmers than the air and ground do to (6) Agreed, that is just the point. In seeking to (7) their problems, the social scientists encounter (8) resistance than the physical scientists. By (9) I do not mean to belittle the great accomplishments of physical scientists who have been able, for example, to determine the structure of the atom (10) seeing it. That is a tremendous (11) yet (12) many ways it is not so difficult as what the social scientists are expected to (13) . The conditions under which the social scientists must work would drive a (14) scientist frantic. Here are five of (15) conditions. He can perform (16) experiments; he cannot measure the results accurately; he (17) control the conditions surrounding (18) experiments; he is of the expected to get quick results(19) slow-acting economic forces; and he must work with people,(20) with inanimate objects…VI. Following Warner’s model of establishing an analogy between two dissimilar things, write a passage, discussing the learning of a foreign language. You are supposed to use an analogy to help you explain. For instance, you may compare the learning of a foreign language to that of swimming, bike-riding, etc.UNIT 1 TEXT 1Exercises KeysComprehension:I. B ;II. 1.C 2.C 3.C 4.A 5.C ;III. 1. “So with language; …firmly and exactly.”2. Getting the word that is completely right for the writer’s purpose.3. Yes, I do. It sounds irrational that a person does not know what he himself thinks before he sees what he says. But as a matter of fact, it is quite true that unless we have found the exact words to verbalize our own thoughts we can never be very sure of what our thoughts are; without words, our thoughts cannot be defined or stated in a clear and precise manner.4. “Malapropism” means the unintentional misuse of a word by confusing it with one that resembles it, such as human for humane, singularity for singleness. But the misuse of “imprison” is a different case. It is wronglychosen because the user has failed to recognize its connotation.5. human=of, characterizing, or relating to manhumane=characterized by kindness, mercy, sympathyThus: human action=action taken by man; humane action=merciful action; human killer=person that kills humans ; humane killer=that which kills but causes little pain6. sensitive, alert7. Those are words denoting notions which are existent only in specific culture, not universally shared by all cultures. English words difficult to be turned into Chinese: privacy, party, lobby (v.), etc. Chinese words difficult to be turned into English: 吹风会，粽子，五保户，etc.8. “We don’t have to look far afield to find evidence of bad carpentry.”“It is perhaps easier to be a good craftsman with wood and nails than a good craftsman with word s.”“A good carpenter is not distinguished by the number of his tools, but by the craftsmanship with which he uses them. So a good writer is not measured by the extent of his vocabulary, but by his skill in finding the ‘mot juste’, the word that will hit t he nail cleanly on the head.”Language Work:I. 1. shuffled/trudged 2. trudging 3. stroll 4. staggered 5. staggered 6. striding 7. strolled 8. strutted 9. sauntered/strolled 10. ramble/roam 11.loitered 12. meandering 13. roam 14. crept 15. prowled 16. toddle 17. roam 18. creeping 19. prowling 20. march 21. pace 22. patrolling 23. stalking 24. tread 25. tramped 26. stepped 27. plodded 28. A. prowled/strutted B. strolled/sauntered C. walked/crept D. marched/struttedII.1.SAY: speak, tell, declare, pronounce, express, state, argue, affirm, mention, allege, recite, repeat, rehearse2. SEE: behold, look at, glimpse, glance at, view, survey, contemplate, perceive, notice, observe, discern, distinguish, remark, comprehend, understand, know3. BEVERAGE: liquor, wine, beer, tea, coffee, milk drink, soft drink4. EXCITEMENT: agitation, perturbation, commotion, disturbance, tension, bustle, stir, flutter, sensation5. DELIGHT: joy, gladness, satisfaction, charm, rapture, ecstasy, pleasure, gratification6. SKILFUL: apt, ingenious, handy, ready, quick, smart, expert, capable, able, gifted, talented, dexterous, cleverIII. 1. clumsy----unskillful 2. deft----skillful 3. loose----vague 4. subtle----tricky 5. precise----accurate 6. shift----alteration 7. vague----ambiguous8. scrupulous----conscientious 9. ignorance----want of knowledge 10. disadvantages----drawbacks 11. cultivation----developing 12.mistaken----erroneous 13. unimportant----trivial 14. dark----dim 15. flexible----adaptable 16. fine----subtle 17. sentimental----emotional 18. essence----quintessence 19. coercion----compulsion 20. fascinating----absorbingIV. 1. craftsman 2. book/publication 3. artist 4. smile 5. contribution 6. law-breaker 7. eat 8. sleep 9. make 10. old 11. hit 12. get offV. 1. less 2. because/since/as 3. not 4. that 5. resistance 6. runners 7. solve 8. greater/more 9. that 10. without 11. achievement/feat 12. in 13. do 14. physical 15. those 16. few 17. cannot 18. the 19. with 20. not。
新编英语教程5.unit1知识点
Hit the Nail on the Head教学时数：4学时教学目的与要求：通过本单元的学习，要求学生熟悉课文内容，掌握新的英语词汇和理解课文基本大意，能够对课文的主旨进行简单总结和评论，并独立完成本单元练习题。
教学重点：重点句子的理解。
教学难点：creep, loiter, march, meander, pace, patrol, plod, prowl, ramble, roam, saunter, shuffle, stagger, stalk, step, tread, trudge,and walk的词义辨析。
About Style语体（文体；风格）1. variation in a person‘s speech or writing. Style usually varies from casual to formal according to the type of situation, the person or persons addressed, the location, the topic discussed, etc. a particular style, e.g.a formal style or a colloquial style, is sometimes referred to as a stylistic variety (语体类型)。
Some linguists use the term ―register‖ for a stylistic variety whilst others differentiate between the two.2. Style can also refer to a particular person‘s use of speech or writing at all times or to a way of speaking or writing at a particular period of time, e.g. Dickens‘s style, the style of Shakespeare, an 18th–century style of writing.About the author:Alan Warner(1912- ), English teacher at Makerere College, Kampala, Uganda. The selection is Chapter 7 of his book A Short Guide to English Style (1961), which consists of three parts: Part One, How to write clean English; Part Two, the development of English style; and Part Three, English styles today. In writing the book, the author has tried to keep in mind the special needs and difficulties of those students for whom English is not the mother tongue.I．Background Information1．Gustave Flaubert (1821-1880), French novelist, was associated with,thought not representative of, the movement of naturalism and known as one of the greatest realists of nineteenth-century France. He devoted his life to long hours spent in heavy toil over his work. His writing is marked by exactness and accuracy of observation, e xtreme impersonality and objectivity of treatment, and precision and expressiveness in style, or the principle of the mot juste.2. Mrs. Malaprop is a famous character in Sheridan‘s comedy The Rivals (1775). She is noted for her blunders in the use of word s. ―As headstrong as an allegory (alligator) on the banks of the Nile‖ is one of her grotesque misapplications. She also requests that no delusions (allusions) to the past be made. She has given us the word malapropism as a name for such mistakes.(谢里丹Sheridan，Richard Brinsley, 英国剧作家，政治家。
新编跨文化交际英语教程1~7单元翻译
Unit 2 Page 60 Unit 3 Page 96Unit 5 Page 175 Unit 6 Page 215Case 2A common cultural misunderstanding in classes involves conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that‘s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn’t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 6When a speaker says something to a hearer, there are at least three kinds ofmeanings involved: utterance meaning, speaker’s meaning and hearer’s meaning. In the dialogue, when Litz said ‘How long is she going to stay?’ she meant to say that if she knew how long her mother-in-law was going to stay in Finland, she would be able to make proper arrangements for her, such as taking her out to do some sightseeing. However, her mother-in-law overheard the conversation, and took Litz’s question to mean “Litz does not want me to stay for long”. From the Chinese point of view, it seems to be inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she feels she has to ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for she probably doesn’t know that Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return.Case 10In Japan, a company is often very much like a big family, in which the manger(s) will take good care of the employees and the employees are expected to devote themselves to the development of the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences between the Japanese and the French, Mr. Legrand’s decision made Mr. Tanaka feel dumbfounded.Case 12In this case, it seems that the Chinese expectations were not fulfilled. First, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, the Chinese might have considered the youth of their Canadian hosts as slight to their own status. Third, in China, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests; by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians’ lack of understanding of the Chinese culture and the Chinese ways of communication clearly cost them in their business dealings with the visiting delegation.Case 17When these two men separate, they may leave each other with very different impressions.Mr Richardson is very pleased to have made the acquaintance of Mr Chu and feels they have gotten off to a very good start. They have established their relationship on a first-name basis and Mr Chu’s smile seemed to indicate that he will be friendly and easy to do business with. Mr Richardson is particularly pleased that he had treated Mr Chu with respect for his Chinese background by calling him Hon-fai rather than using the western name, David, which seemed to him an unnecessary imposition of western culture.In contrast, Mr Chu feels quite uncomfortable with Mr Richardson. He feels it will be difficult to work with him, and that Mr Richardson might be rather insensitive to cultural differences. He is particularly bothered that, instead of calling him David or Mr Chu, Mr Richardson used his given name, Hon-fai, the name rarely used by anyone, in fact. It was this embarrassment which caused him to smile. He would feel more comfortable if they called each other Mr Chu and Mr Richardson. Nevertheless, when he was away at school in North America he learned that Americans feel uncomfortable calling people Mr for any extended period of time. His solution was to adopt a western name. He chose David for use in such situations.Case 19Talking about what’s wrong is not easy for people in any culture, but people in high-context countries like China put high priority on keeping harmony, preventing anyone from losing face, and nurturing the relationship. It seems that Ron Kelly had to learn a different way of sending message when he was in China. At home in Canada he would have gone directly to the point. But in China, going directly to the problem with someone may suggest that he or she has failed to live up to his or her responsibility and the honor of his or her organization is in question. In high-context cultures like China, such a message is serious and damaging. In low-context cultures, however, the tendency is just to “spit it out”, to get it into words and worry about the result later. Senders of unwelcome messages use objective facts, assuming, as with persuasion, that facts are neutral, instrumental, and impersonal. Indirectness is often the way members of high-context cultures choose to communicate about a problem. Case 21Sometimes our best intentions can lead to breakdowns (故障)in cross-cultural communication. For example, one of the very common manners of touching --- handshaking --- may result in conflict when performed with no consideration of cultural differences. Among middle-class North American men, it is customary to shake hands as a gesture of friendship. When wanting to communicate extra friendliness, a male in the United States may, while shaking hands, grasp with his left hand his friend’s right arm. However, to people of Middle Eastern countries, the left hand is profane (亵渎的) and touching someone with it is highly offensive. Therefore, in Vernon’s eyes, Kenneth was actually an extremely offensive message to him. Case 22In Puerto Rican culture, as in some other Latin American and Eastern cultures, it is not right for a child to keep an eye-contact with an adult who is accusing him or her, while in the United States, failing of meeting other person’s eye accusing him or her would be taken as a sign of guiltiness. As the principal knew little about this cultural difference in using eye-contact, he decided that the girl must be guilty. Generallyspeaking, avoiding eye-contact with the other(s) is often considered as an insult in some cultures, but may signify respect for authority and obedience in other cultures. Case 25For people from the American culture and western European cultures, one’s time should be scheduled into segments or compartments which are to be kept discrete from one another. They prefer to do one thing at a time. They will be annoyed when they have made an appointment with somebody, only to find a lot of other things going on at the same time. They don’t like to interrupt others and be interrupted by other while they are doing something. In contrast, people from many other cultures including the Chinese culture are more likely to operate with several people, ideas, or matters simultaneously. They are more easily distracted and subject to interruptions, which they would not usually mind very much. The miscommunication between Katherine and the director can be ascribed to their lack of knowledge about each other’s way of using time.In this case, to the Chinese director as well as many other Chinese people, it is natural to handle the other things which needed to be dealt with immediately. He may have thought that, in this way, he utilized the time best. But to Katherine and most Westerners, it’s quite different. They tend to do things strictly according to their schedule and appointments with others, which is their concept of using time best.高语境交流和低语境交流（由高到低排列）Japanese, Chinese, Korean, African American, Native American, Arab, Greek, Latin,Italian,English,Frech,Amercian,Scandinavian,German,German-Swiss。
新编英语教程(第三版)第5册 Unit 1
Paragraph 3
Question 1: What gives a link between Paragraphs 2 and 3? By means of content or a cohesive device? Question 2: What is the significance of finding the right words? that constitutes his limitation: that makes or forms his shortcoming or inability in certain respects
在街上他鬼鬼祟祟地走到陌生人面前企图向他兜售偷来的戒指
Unit One
TEXT I Hit the Nail on the Head
I.
Library Work
1. 1) Gustave Flaubert (1821 – 1880), French novelist, was associated with, though not representative of, the movement of naturalism and known as one of the greatest realists of 19th-century France. He devoted his life to long hours spent in heavy toil over his work. His
Paragraph 2
scrupulous: correct even in the smallest detail; exact; painstaking; meticulous 严 格认真的, 审慎的 scruple: a measure of weight used for medicines, equal to 1.3 grams 吩
新编英语教程5unit 2text 1
Translation of text 1, unit 2经济是露营的一个主要动机，因为除了最初购置或是租借一套露营装备外，总费用可以比住旅馆的花费少很多。
但是，和一般的看法相反，这（经济）并不是唯一的，甚至不是最重要的动机。
如果一位游客漫不经心地驾车进入欧洲大量常年营地之一，花5先令租用一个空位，那么他可能会碰见一辆宾利汽车。
更可能的是，他会见到一辆福特康索尔与一辆雷诺或一辆奔驰车并排停放着，但是双人自行车却很难看到。
现代露营装备一年比一年精良，这对于那些愤世嫉俗的人来说是一个有趣的悖论，对于那些满怀希望的坚决想要逃离城市喧嚣的旅行者来说则意味着光明的前景。
野外露营还提供了另外一种形式的逃离，一些社会学的学生也许会以这一现象来写他们的学位论文。
现代的旅行者大多不喜欢斯普兰德皇家酒店或者贝拉维斯塔酒店，倒不是因为他们负担不起或者想逃避酒店里的物质享受，而是因为他们害怕这些。
尽管一个人很有钱，但他根本不知道该给门童和女服务员多少小费。
在家里是一家之主，他却不知道什么时候该对酒店的服务员长吁短叹来表示不满。
露营使人们从上述这些焦虑中解脱出来。
诚然，露营自身存在着基于装备和方法的势利现象，但当露营者遇到这些现象时，他可以很容易地理解并应对它。
露营中不会有管人的“人上人”和酒店等级制度来使他的假日阴郁低沉。
除以上动机外，还应再加一个动机。
当今汽车崇拜的现象尤其能用拥有汽车所导致的独立和自由意识来解释。
开车去露营使这种快乐得到优雅的提升。
从自家的前门到国内或国外的山丘或沙滩再返回，一切都很便利。
完全由自己掌握保管的汽车不仅是到达假日天堂的工具，也是逃离假日地狱（如过于拥挤的沙滩，十分恶劣的当地天气等）的工具。
因为汽车就停在帐篷外，或者说，汽车可能是帐篷的一部分。
理想主义者们反对露营的做法，就像他们反对旅行社组团旅游一样，因为他们认为这使得到国外旅游的人们失去了了解所去国家人民的机会。
他们争论说，心胸狭窄与自我封闭是并存的。
全新版大学英语综合教程5课文翻译
全新版大学英语综合教程5课文翻译1Unit1 One Writer's Beginnings作家起步时1.我从两三岁起就知道，家中随便在哪个房间里，白天无论在什么时间，都可以念书或听人念书。
母亲念书给我听。
上午她都在那间大卧室里给我念，两人一起坐在她那把摇椅里，我们摇晃时，椅子发出有节奏的滴答声，好像有只唧唧鸣叫的蟋蟀在伴着读故事。
冬日午后，她常在餐厅里烧着煤炭的炉火前给我念，布谷鸟自鸣钟发出“咕咕”声时，故事便结束了;晚上我在自己床上睡下后她也给我念。
想必我是不让她有一刻清静。
有时她在厨房里一边坐着搅制黄油一边给我念，故事情节就随着搅制黄油发出的抽抽搭搭的声响不断展开。
我的奢望是她念我来搅拌;有一次她满足了我的愿望，可是我要听的故事她念完了，她要的黄油我却还没弄好。
她念起故事来富有表情。
比如，她念《穿靴子的猫》时，你就没法不相信她对猫一概怀疑。
2 当我得知故事书原来是人写出来的，书本原来不是什么大自然的奇迹，不像草那样自生自长时，真是又震惊又失望。
不过，姑且不论书本从何而来，我不记得自己有什么时候不爱书——书本本身、封面、装订、印着文字的书页，还有油墨味、那种沉甸甸的感觉，以及把书抱在怀里时那种将我征服、令我陶醉的感觉。
还没识字，我就想读书了，一心想读所有的书。
3 我的父母都不是来自那种买得起许多书的家庭。
然而，虽然买书准得花去他不少薪金，作为一家成立不久的保险公司最年轻的职员，父亲一直在精心挑选、不断订购他和母亲认为儿童成长应读的书。
他们购书首先是为了我们的前程。
4 除了客厅里有一向被称作“图书室”的书橱，餐厅的窗子下还有几张摆放百科全书的桌子和一个字典架。
这里有伴随我们在餐桌旁争论着长大的《韦氏大词典》、《哥伦比亚百科全书》、《康普顿插图百科全书》、《林肯资料文库》，以及后来的《知识库》。
“图书馆”书橱里的书没过多久我就能读了——我的确读了，全都读了，按着顺序，一排接着一排读，从最上面的书架一直读到最下面的书架。
新编英语教程-5-Unit-1-教案
Unit OneText 1HIT THE NAIL ON THE HEADAlan WarnerObjectives: to comprehend the text and to know the importance of choosing theright words in writing as well as in speaking,to learn the use of analogy in writing and compose a paragraph usinganalogy to help explain.Section OnePre-reading Questions1. What’s the meaning of the English proverb Hit the nail on the head? What do you think this topic suggests in the article?In-reading InterpretationPara. 11.Tell the literal and figurative meanings ofhit the nail (squarely) on the head: (fig.) say or do exactly the right thing, make a point or interpret a remark precisely; guess rightdrive sth home: (lit.) force the nail into the right place(fig.) make sth unmistakably clear2. This para. can be divided into two sections: one about the carpenter or the driving of a nail (ll. 1-5), the other about the language craftsman or the choice of a word (ll. 5-8).Which sentence establishes the link between the driving of a nail and the choice of a word? (comp.3-1)“So with language; ... firmly and exactly.”3.Explain and perform according to the text how a clumsy carpenter and a skillfulone hammer a nail into a box respectively?A clumsy carpenter hits the nail to one side, then to another, and knocks it over, so fails to drive the nail home; while a skillful carpenter hits the nail squarely on the head and easily drives it home (lit. meaning).4.This is about the carpenter in the driving of a nail. The following is about a language craftsman in the choice of a word.How does a good language craftsman/user do in using language?Choose words that drive home his point firmly and exactly; aim at clean English (precise and clear English –comp. 2-1); get the word that is completely right for his purpose.Not use a word that is more or less right, a loose phrase, an ambiguousexpression, or a vague adjective. (All the underlined words mean ‘inexact’, ‘inaccurate’.) In other words, a good language user hits the (right) nail on the head and drives his point home (here figuratively).5. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective, will not satisfy a writer who aims at clean English (=precise and clear).A writer who is particular about the exactness of an expression in English will never feel happy with a word which fails to express an idea accurately. (LW6-1)or, A writer who wishes to express his ideas precisely will not use the words which are inaccurate. Choose to use those apt vocabularies.Para. 21. What is the meaning of ‘apt’? What does this refer to in The French have an apt phrase for this? (Comp. 3-2) What is the ‘apt phrase’?Apt: well-suited, to the pointThis in the first sentence of the second paragraph refers to the last sentence in the previous paragraph: to get the word that is completely right for this purpose.le mot juste = (French) the correct, right word2. Who is Gustave Flaubert? How much do you know about him? (Lib. W. 1) (refer to [欧洲文学史],（下）pp.140-147) Why does the author say that he is a scrupulous writer?G.Flaubert (1821 - 1880), French novelist, was associated with, though not representative of, the movement of naturalism and known as one of the greatest realists of 19th century France. His masterpieces: Madame Bovary包法利夫人，L’Education Sentimentale情感教育，La Tentation de Saint Antoine圣安东尼的诱惑，纯朴的心He is considered as a scrupulous writer because he spent days trying to get one or two sentences exactly right.He devoted his life to long hours spent in heavy toil over his work. His writing is marked by exactness and accuracy of observation, extreme impersonality and objectivity of treatment, and precision and expressiveness in style, or the principle of the mot juste.2.Why is it so hard to get one or two sentences exactly right?There are many and various words in English language. They are subtle and delicate. They have different shades of meaning and sometimes it is really hard to distinguish the slight differences among synonyms. So it is not enough to have a wide range of vocabulary. We should also know the exact meaning of the words and choose the right words so that we can get our meaning accurately. (ll. 11-15)3. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. (LW.6-2) realization= fulfilling one’s goal, i.e. to express oneself precisely (comp.2-2)defining our thoughts and feelings for ourselves = getting to know what we are going toexpressfor those who hear or read our words = for our listeners and readers to understand us To a certain extent, the process of finding the right words to use is a process of perfection where you try to search for words that may most accurately express your thoughts and feelings, and words that may most effectively make your listeners and readers understand your thoughts and feelings.Or, Using the right word / le mot juste is one of the stages in the process in which we know our thoughts and feelings clearly and express them precisely, and on the other hand, make our readers and listeners catch what we think and feel accurately. In other words, using the right word can help us to express ourselves exactly, to know what we are going to talk about, and can help our listeners and readers to understand us.4. What’s the meaning of How can I know what I think till I see what I say? Do you think so? Why does the author think it a stupid-sounding question? And why does he think, however, this is true? (Do you agree with the author that there is a great deal of truth in the seemingly stupid question? Why or why not?) (Comp.3-3)It means ‘I can’t get to know my own thoughts before I put them in words.’ (utter it or write it down)Yes, I do. How can a person not know his own thoughts. It sounds irrational that a person does not know what he himself thinks before he sees what he says.This is true in the sense that only after we find the right words to express ourselves exactly can we find our own thoughts clearly. As a matter of fact, it is quite true that unless we have found the exact words to verbalize our own thoughts we can never be very sure of what our thoughts are; without words, our thoughts cannot be defined or stated in a clear and precise manner.Paras. 3 & 41.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings.(LW6-3)Finding the most suitable word to use is in no sense easy, but there is nothing like the delight we shall experience when such a word is located.Or, Though it is not easy to find the most suitable word to drive home our points exactly, w e’ll get satisfied / be delighted when we succeed in doing so.2. The exact use of language gives us mastery over the material we are dealing with. (LW 6-4)Once we are able to use language accurately, we are in a position to fully understand our subject matter.Or, Using the apt word indicates that we can fully understand what we are dealing with / talking about.3.Tell the examples in paras. 3 & 4 and the purpose of using them.The example in para. 3 demonstrates: once you are able to find the mot juste to describe the limitation of this fellow, you know what sort of man he really is. (ll.24-5)In other words, the reason why you can’t find the right word is that you don’t have a clear mind of the thing you are going to describe. This example illustrates the point How can I know what I think till I see what I say? in para. 2.So from this example of a man searching for the right word for his feelings about his friend, we know that the function that words perform is to define our thoughts and feelings for ourselves and to define our thoughts and feelings for those who hear us. (comp. 2-3, C) 4. The example in para. 4 indicates the same viewpoint:You will be in a disadvantageous position when someone knows your name but you don’t know his, because he is clear who he is dealing with while you aren’t so that he has the kind of advantage to control you, as the last sentence states: Command of words is ultimately command over life and experience.Paras 5-12In these paras. specific examples are given to demonstrate the significance of hitting the nail on the head in communication. Tell the examples in your own words. Distinguish the following pairs of words and sentences.1. (para.5) Do human and humane mean the same? What are the meanings of human action and humane action, human killer and humane killer?human [`hju:men] = of, characterizing, or relating to manhumane [hju:`mein] = characterized by kindness, mercy, sympathyThushuman action = action taken by manhumane action = merciful actionhuman killer = person that kills humanshumane killer = sth that kills but causes little paine.g. - the Declaration of Human / Humane Right ?- Helping that blind man to cross the street is a very ________ thing to do. (human, humane)- We believe in __________ treatment of prisoner. (human, humane)humanity: mankind, human nature, quality of being humanehumanism, humanist, humanitarian; humanizeTheir origin is the same and their meanings are related, but their usage is distinct. i.e. They are of the same origin / root, but of semantic difference.2. (para.6) What is the difference in meaning or usage between anxiety and eagerness?anxiety = a kind of worry and fear about sth that will / is likely to happen in the future.eagerness = sort of desire or wishThey have some kinship with each other, but cannot be substituted by each other.e.g. - My anxiety grew when my 7-year-old son hadn’t returned by nightfall.- Not knowing whether or not he would be admitted to the university caused the whole family great anxiety.- When the box of chocolate is passed around, David is waiting with intense eagerness.- Her hands trembled with anxiety / eagerness as she opened the letter. (different senses with different words)3. (paras. 7, 8) What’s the difference between singularity and singleness?singular = outstanding and extraordinary, very strange and peculiar, uncommon (denotation)singularit y = oddity, peculiarity, sth. that singles a man out from other mensingle = only one and no more, solitary, separate, individuale.g. - singular behavior / dress / opinion- single-minded: steadfast or firm to the purpose in mind, / single dressThese two words also have the same root but different senses.4. (para. 9) Look at the sentence All that was ever thought or written about Christmas is imprisoned in this sentence... Why is imprisoned not the “mot juste”? Why are the words contained, summed up, epitomized and distilled better than imprisoned in this sentence?The word imprison‘suggests to put in with force, coercion (pressure, compulsion) as if the meaning were held against its will.’ (l.59)Contain and sum up are more commonly used.Epitomize has the same semantic meaning with contained and summed up, but it is rather a clumsy-sound word, because it is too academic, more formal, so inappropriate in this informal context.Distill means to leave out the impurities and make purifying essence (e.g. distilled water), so the essence of the meaning of this sentence can be better expressed in the following sentence: The essence of all that was ever thought or written about Christmas is distilled in this sentence.5.(para.10) Tell the differences betweenIn my childhood I loved to watch trains go by.When I was a child I loved watching trains go by.and He died poor.He expired in indigent circumstances.a. At first glance these two sentences are exactly the same. But look more closely and you will see that there are very tiny differences.in my childhood - more abstract than when I was a childwatching - more emphasis on the action of looking at trains than to watchin one’s childhood / adolescence / youth / adulth ood / old agesb. He died poor.He expired in indigent circumstancesThese two sentences are of similar lexical interpretations, but the feelings each of them gives the reader are quite different since the words are changed. The first is a rather common statement, nothing special is contained in it while the latter epitomizes strong emotion, which may arouse the reader a kind of sympathy. So The change in words is a change in style, and the effect on the reader is quite different, as Prof. Ralei gh stated:’ There are no synonyms, and the same statement can never be repeated in a changed form of words.’Therefore, as para.10 concludes, we should ‘increase our skills’ in using the right word for our purpose and increase our ‘sensitivity’ with the sh ades of difference in vocabulary.Section Two6.(Para.11) The study of words, of their origins and shifting meanings, can tell us agreat deal about human life and thought. It is difficult and sometimes impossible to translate a word from one language into another. Why? Supply some such examples with English and Chinese. (comp.3-7)Those are words denoting notions which are existent only in specific cultures, not universally shared by all cultures.English words difficult to be turned into Chinese: privacy, party, lobby(v.), highlight, etc.Chinese words difficult to be turned into English: 吹风会，粽子，五保户, 五讲四美，etc.Comp. 2-5: The examples of untranslatability of some words given in this para. Best illustrate: the 3rd sentence7. (Para.12) Another reason for increasing our skills and sensitivity is that: there are many synonyms in English language, i.e. different words bearing the similar meaning.LW1, 2 & 48.What do all these specific examples serve in this article?to support the main ideas. Remember the title is Hit the nail on the head, a proverb which indicates here to use the exact words to express oneself, or to express your right meaning by using the precise words.Para.13What does the writer conclude in the last paragraph? Retell this paragraph in your own words.Better know two words exactly than three vaguely.Post-reading Discussion1.Can you draw the main ideas of this article?One must be able to choose the right word from the extensive vocabulary of the English language to facilitate one’s own process of cognition and one’s communication with others. (Comp. 1-B)Section ThreeAnalysis1.Encourage the students to make their presentation on analogy. (10 mins.)What is an analogy? What’s the a dvantage of using it / when is it necessary to use it? Illustrate it by analyzing the text or give your own examples.Analogy is a special kind of comparison and a more concrete way to explain things. Like comparison, analogy shows similarities, but unlike comparison, analogy aims at what is common between two things of different classes. e.g. (P.7)We are likely to turn to an analogy to bring it to life when we have to explain sth vast, remote, abstract or specialized. e.g. (P7)2. Ask the whole class to identify the places where the analogy is referred to in the article. (Comp.3-8) (10 mins.)3. Supply more analogies showing the use of analogies. (10 mins.)Suppose you are going to write a passage discussing the learning of a foreign language. Use an analogy to help you explain. (LW 7)Text II The Maker’s Eye: Revising Your Own ManuscriptsDonald M. MurrayQuestions for individual pre-class work:1. What difference is there between the professional writers and the amateurs? What does Murray mean by Writers must learn to be their own best enemy? (paras. 1, 2, 3, 4)A professional regards the 1st draft as the beginning of the job, ‘the 0 draft’, never finishedAn amateur as the end of the job, done, finishedWriters must learn to be fastidious and exacting, i.e., severely critical with their own writing.2.What does a professional writer usually do when finishing his first draft? Identify thesenten-ces in paras. 2-6.(para. 2) discover what they have to say and how best they can say.(para. 3) say more and say it more clearly,change and rearrange the words to avoid confusionand clarify meaning(para. 4) accept criticism and praise of others and be suspicious of it(para. 5) detach themselves from their own pages, then reread hem as strangers(para. 6) be critical of everything, be passion-hot and critic-cold simultaneously(para. 8) be critical and constructive simultaneously, to cut what is bad and to reveal what is good so that in the end the writing still maintains its original freshness and spontaneity.3.What is the problem arising for the writers doing these kind of work and for the majorityofstudents? (para. 7)They are overly too critical to complete a draft, tear up page after page, think everything dreadful, see the task as hopeless4.What are the possible ways of rewriting for writers? (paras. 11-2)A few writers seem to do little rewriting, but they create and review the invisible drafts in their minds before approaching the page.Some writers revise page by page.Most writers revise draft by draft, catching the larger problems of subject and form, then moving in closer and closer.5. What are the 8 points that M. thinks writers must consider when revising their drafts? How do you explain them?Information, meaning, audience, form, structure, development, dimension, voice. Refer to paras.13-20.6. What else does M. think a writer should do in revising apart from these 8 points?(para.21) Line-by-line editing. Study individually all the clauses, phrases, words, and even the punctuation marks.(para. 22) once a word is changed, … all the words used … must be considered and reconsidered.(para. 23) read aloud / mutter to himself part of his manuscript at a certain stage of revising, because our ears are very good judges of language, being sensitive to the flow of words. What is right should sound right, and what sound right should be right.(para. 25) choose the precise word for words have double, triple, even quadruple meanings.(para. 26) from word to phrase to sentence to paragraph, then backward, to achieve variety, balance, coherence, unity, emphasis, firmer structure and appropriate form7. How does M. End his essay? Comment on the way M. concludes his essay. (para. 30)The apparently unfinished essay is a good illustration of his idea that a piece of writing is never really finished, it can always be re-read, and re-written, with sth deleted and sth added. 8. What will you be benef ited in your writing practice if you follow M’s suggestions?Group work and class presentation:Gp1: Work out a presentation of paras. 1-12 based on questions 1-4.Gp 2: Work out a presentation of paras. 13-26 based on questions 5-6.Class discussion on Qs. 7-8.Questions on TEXT II, UNIT I for pre-class work:1. What difference is there between the professional writers and the amateurs? What does Murray mean by Writers must learn to be their own best enemy? (paras. 1, 2, 3, 4)2.What does a professional writer usually do whenfinish-ing his first draft? Identify the sentences in paras. 2-6, 8?3.What is the problem arising for the writers doing these kind of work and for the majority of students? (para. 7)4.What are the possible ways of rewriting for writers? (paras. 11-2)5. What are the 8 points that M. thinks writers must consider when revising their drafts? How do you explain them? (paras. 13-20)6. What else does M. think a writer should do in revising apart from these 8 points?(paras.21-6)7. How does M. End his essay? Comment on the way M. concludes his essay. (paras. 27-30)8. What will you be benefited in your writing practice if you follow M’s suggestions?Unit 1-1Para.1--- Comp. 2-1, 3-1--- Tell the literal and figurative meani ngs of ‘hit the nail on the head’ and ‘drive sth home’.Para. 2--- Comp. 2-2, 3-2, 3, LW6 – 2--- Who is Gustave Flaubert? How much do you know about him? Why does the author say that he is a scrupulous writer?Para. 3--- Comp. 2-3, LW6 – 3, 4--- What does the example in para. 3 demonstrate? Para. 4--- Why will you be at a slight disadvantage if someone knows your name but you don’t know his?Paras. 5-10--- Distinguish the following pairs of words andsentences and explain what the author demonstrates by making all these examples.- human & humane, anxiety & eagerness, singularity & singleness,- imprison & contain, sum up, epitomize, distill - In my childhood I loved to watch trains go by. & When I was a child I loved watching trains go by.- He dies poor.& He expired in indigent circumstances. Para. 11--- Comp. 2-5, 3-7Para. 12--- Make a careful distinction among the words given in para. 12 and complete LW1.Para. 13--- What does the author conclude in the lastparagraph?e.g. The writer, at the conclusion, uses repetition and parallelism to drive home the thesis so that no one who has read this article can ever forget.1. hit the (right) nail on the head / hit it = guess right, say or do exactly the right thing, make a point or interpret a remark preciselye.g. - Jane’s father hit the nail on the head when he said that her chief fault was vanity.- The report spoke of corruption, which hit the nail squarely on the head.- You’ve hit it.[文档可能无法思考全面，请浏览后下载，另外祝您生活愉快，工作顺利，万事如意!]。
全新版大学英语综合教程5翻译答案(1-7全)
Unit one Translation我的祖母不识字，可是她有一箩筐的神话和传奇故事。
小时候我总是缠着她，要她给我讲故事。
而她在忙完家务后，总会把我抱在膝上，一边讲故事一边有节奏地晃动我。
这些故事加上她丰富的表情，深深地吸引住了我。
我父母发现了我对故事的浓厚兴趣，不失时机地引导我进行阅读。
他们给我买了许多带插图的故事书，有空的时候就一遍遍地读给我听。
慢慢地我认识了很多字，能自行阅读了。
Although my grandmother was illiterate ,she had a good stock of myths and legends .When I was young I gave her no peace ,constantly asking her to tell me stories .After she had finished her housework ,she would lift me onto her lap and tell stories ,all the while rocking me in rhythm. Having noticed my interest in stories ,my parents lost no time in initiating me into reading .They bought many storybooks with illustrations, and whenever free ,they would read these stories to me over and over again .By and by I had a vocabulary large enough to read on my own .Unit two Translation一项又一项的研究发现，食物和一些慢性病之间有密切关系。
例如：某些慢性病危险的降低和多吃以食物为基本成分的食物是相关联的。
新编跨文化交际英语教程1-6单元翻译(Word可编辑版)
纵观历史,我们可以清楚地看到,人们由于彼此所处地域、意识形态、容貌服饰和行为举止上存在的差异,而长久无法互相理解、无法和睦相处。
在这种情况下,跨文化交际作为一个特定的研究领域得以形成和发展。
值得注意的是, 人类文明在发展过程中所遭受的许多挫折, 既是个人的, 又是全球性的: 人类历史进程总是充满了个人问的直接冲突和民族间的误解一一从骂骂咧咧到孤立主义直至到武装冲突, 大大小小争端不绝。
很显然, 文化间以及亚文化问的交往比以前多了, 这迫切要求我们共同努力, 去理解有着不同信仰和文化背景的人们, 并与之和睦相处。
通过加深认识和理解, 我们能够与生活方式、价值观念不同的人们和平共处: 这不但有益于我们周遭环境的安定, 也是维护世界和平的决定性因素。
Translation Unit 2文化有时候被称为我们的心智程序, 我们“头脑的软件”。
但是, 我们可以进一步引中这个用电脑所做的类比, 把文化看作是支持运行的操作环境。
文化就像电脑使用的Dos 或者unix 或者“视窗”(windows) 等操作系统一样, 使我们能在各种各样的实际应用中处理信息。
用“视窗”这个比喻来描述文化似乎也很有吸引力。
文化就是我们心灵的视窗,透过它我们审视生活的方方面面。
一个社会中不同个体的视窗是不大一样的, 但都有着一些重要的共同特征。
文化就好像是鱼畅游于其中的水一般, 人们想当然地把文化看成是客观存在的事实, 因而很少去研究它。
文化存在于我们所呼吸的空气之中, 文化对于我们了解我们自身之为何物是必不可少的, 就正如生命离不开空气一样。
文化是特定群体的共有财产, 而不单是个体的特征。
社会按照文化设定的程序运作, 这种程序来自于相似的生活体验以及对这种生活体验之含义的相似阐释。
如果文化是一种心智程序, 那么它也是现实的心灵地图。
从我们很小的时候开始, 文化就告诉我们应该看重什么、偏好什么、规避什么和做些什么, 文化还告诉我们事物应该是什么样。
新编英语教程第5册1-7单元练习册翻译答案
unit 11. 在举出许多事实并列出一些统计数字后，他终于把他的论点说清楚了。
After citing many facts and giving a number of statistical figures, he finally drove home his point.2.差不多花了半年工夫，我们才完成了那研究项目。
It took us half a year more or less to carry through the research project.3.她说的话是如此微妙我们很难理解他的真实意图。
What he said was so subtle that we could hardly make out his true intention.4.他的新书明确无误的审视了当代的问题。
His new book looks squarely at the contemporary social problems.5.今日的年轻一代对互联网上的最新信息很敏感。
The younger generation today is very much alive to the latest information found on the Internet.6.外语是不是在童年更容易学好？这是一个观点问题。
It is a matter of opinion whether a foreign language is more easily learned in one’s childhood or otherwise.7.在挫折面前千万不要丧失信心；鼓起勇气坚定不移地去克服它。
Never lose heart in the face of a setback; take courage and deal with it squarely.8.米饭、肉类、蔬菜、水果构成均衡的饮食。
Rice, meat, vegetables, and fruit constitute a balanced diet.Unit 21一个人的努力不足以应付如此复杂的情况。
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Unit One 恰到好处你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。
而娴熟的木匠就不这么干。
他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。
语言也是如此。
一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。
差不多的词，不准确的短语，摸棱两可的表达，含糊不清的修饰，都无法使一位追求纯真英语的作家满意。
他会一直思考，直至找到那个能准确表达他的意思的词。
法国人有一个很贴切的短语来表达这样一个意思，即“le mot juste”, 恰到好处的词。
有很多关于精益求精的作家的名人轶事，比如福楼拜常花几天的时间力求使一两个句子在表达上准确无误。
在浩瀚的词海中，词与词之间有着微妙的区别，要找到能恰如其分表达我们意思的词绝非易事。
这不仅仅是扎实的语言功底和相当大的词汇量的问题，还需要人们绞尽脑汁，要观察敏锐。
选词是认识过程的一个步骤，也是详细描述我们的思想感情并表达出来使自己以及听众和读者深刻理解的一个环节。
有人说：“在我思想未成文之前，我怎么知道自己的想法？”这听起来似乎很离谱，但它确实很有道理。
寻找恰如其分的词的确是件不容易的事。
一旦找到了那个词，我们就会感到很欣慰：辛劳得到了回报。
准确地用语言有助于我们深入了解我们描述的事物。
例如，当有人问你：“某某是怎么样的人？”你回答说：“恩，我想他是个不错的家伙，但他非常……”接着你犹豫了，试图找到一个词或短语来说明他到底讨厌在哪里。
当你找到一个恰当的短语的时候，你发觉自己对他的看法更清楚，也更精确了。
一些英语词汇词根相同而意义却截然不同。
例如human 和humane,二者的词根相同，词义也相关，但用法完全不同。
“human action (人类行为)”和“humane action ( 人道行为)”完全是两码事。
我们不能说“人道权力宣言”，而是说“人权宣言”。
有一种屠杀工具叫“humane killer ( 麻醉屠宰机)，而不是human killer ( 杀人机器)。
语言中的坏手艺的例子在我们身边随处可见。
有人邀请一名学生去吃饭，他写信给予回复。
请看他的信是这样结尾的：“我将很高兴赴约并满怀不安（anxiety ）期待着那个日子的到来。
”“Anxiety”含有烦恼和恐惧的意味。
作者想表达的很可能是一种翘首期盼的心情。
“Anxiety”跟热切期盼有一定的关联，但在这个场合是不能等同的。
乌干达一政党领袖给新闻界的一封信中有一句这样写道：让我们打破这自私、投机、怯懦和无知充斥的乌干达，代之以真理，刚毅，坚定和奇异的精神。
这一激动人心的呼吁被最后一个词“奇异（singularity）”的误用破坏掉了。
我猜想作者真正要表达的意思是思想的专一，即抱定一个信念永不改变，咬定青山不放松，不被次要的目的干扰。
而singularity 指的是古怪，特性，是将一个人从众多人中区分出来的那种东西。
即使没有出现词语误用，这词仍可能不是符合作者意图的恰如其分的词。
一名记者在一篇有关圣诞节的社论中这样引出狄更斯的话：任何有关圣诞节的想法和文字已经被禁锢(imprisoned )在这句话中……“Imprisonment”暗示着强迫，威逼，这么一来似乎意思是有悖其初衷的。
用“包含(contained )”或“归结（summed up ）”就要好些。
“概括（epitomized）”也行，尽管听起来有点僵硬。
稍微再用点心我们就能准确地找到“mot juste (恰倒好处的词) ”，那就是“distilled”.它比包含和归结语气更强。
“Distillation (提炼)”意味得到本质（essence）的东西。
因此我们可以进一步把这个句子修改为：所有有关圣诞节的想法和文字的精华都被提炼到这句话之中。
英语词汇丰富，运用灵活。
一个意思有很多种表达方式。
但是无论意思上如何相近的词总是存在着些许区别。
作为学生就要敏感地意识到这些区别。
通过查字典，尤其是通过阅读，学生对这类细微差别敏感性将逐步增强，准确表达自己意思的能力也相应提高。
罗利教授曾经说过：“同义词是不存在的。
句子用词改变了，句子就不再是原来的意思了。
”这也许过于绝对，但是很难驳倒。
措辞稍有变更，意思会有微妙的变化。
看下面两个句子：（1）童年时候我喜欢去看火车开过。
（2）当我是个小孩子的时候我喜欢看火车开过。
乍一看这两个句子的意思完全一样。
但仔细一看你会发现它们之间存在细微的差别。
在我童年时候比当我是小孩子的时候更加抽象。
而看很可能比去看更强调看火车这一动作。
这个例子不是很明显，可能有待商榷。
但每个人看了下面例子后一定马上同意。
两者之间存在显著区别。
（1）他死的时侯很穷。
（2）他断气时穷困潦倒。
在某种意义上，expired 是died 的同义词，in indigent circumstances 是poor 的同义词。
但当看整个句子时，我们就不能坚持认为两句是一样的了。
措辞的变化往往意味着风格的改变，并给读者以不同的感受。
也许当好一个谴词造句的工匠比当好一个与木头钉子打交道的木匠要难一些，但是只要我们付出努力和耐心，我们就能提高自己的技能和敏感性。
这样我们不仅可以提高我们的写作能力，还可以提高阅读能力。
英语为各种活动和嗜好提供了丰富多彩的词汇。
就那走路来说，通过我们拥有的各种各样的词语的意义范围有多么广阔。
我们可以说行军，踱步，巡逻，潜进，跨过，践踏，重步走，蹦蹦跳跳地走，昂首阔步，高视阔步，徘徊，沉重缓慢地走，溜达，曳足而行，摇摇晃晃地走，侧身而行，跋涉，蹒跚学步，漫步，徜徉，漫游，闲荡，悄悄地走。
即使不包括俚语在内英语就有四十余万单词，这很可能让学习英语的外国学生感到气馁和沮丧。
但千万不要灰心，因为超过半数的词已不再通用。
就算大文豪沙士比亚也只使用了两万左右的词汇。
今天普通英国人的词汇量在12000到13000之间。
一个人的词汇量当然是尽量扩大的好，但仅仅10000的词汇量就够他说话写字表达丰富的意义了。
关键是你要扎实地掌握你知道的单词。
粗略地认识三个单词还不如准确地掌握两个。
衡量一个木匠的好坏并不在于他拥有工具的数量多少，而是在于他运用工具的技艺如何。
同样的，衡量一个作家好不好不能通过其认识单词的数量，而应通过其找到恰如其分的词的能力。
这个词要不偏不倚正中要害，一言中的。
Unit Four 看不到的贫穷/穷人在美国，数以百万计的穷人日趋隐形。
虽然他们的群体是如此的庞大，但是要看到他们非得有足够的智慧和意志不可。
我是亲自通过一种奇特的方式发现这一点的。
在我完成第一篇有关美国贫困的文章后，所有的统计数字就都跃然纸上了。
令我感到满足的是，我总算证明出在这个国家有大约50,000,000穷人。
但是我意识到我并不相信自己得出的数字。
穷人存在于政府的报告中，仅仅是一系列长长的而且紧紧相连的栏目中的数字和百分比，并未溶入我的经历。
我能够证明另一个美国的存在，但却从未去过那里。
有些长期造成的原因使另一个美国成为一个看不到的国度。
贫穷常常产生在人迹罕至的地方。
而且总是如此。
普通游客从来不会离开主干道，而现在他往来于洲际高速公路。
他不去宾夕法尼亚的山谷，那里的市镇宛如电影里的三四十年代威尔士的场景。
他没有看到一排排的工厂住房和布满车辙的马路（无论是住在城市、乡镇或农场，穷人的路都不好走），所有的东西都黑乎乎脏兮兮的。
即使游客碰巧经过这些地方，他也不会见到酒吧里的失业男人和彻头彻尾的血汗工厂里收工回家的妇女。
其次，美景和神话是贫穷永久的面具。
旅游者在宜人的季节来到阿巴拉契亚山。
他看到了山川，溪流，树叶——但没有贫穷。
或者也许他看着一栋破败的山居，更多联想到的是卢梭而不是用他的眼睛进行仔细观察，于是他断定“那些人”真的很幸运，能够按照自己的方式生活，能够幸运地免除中产阶级的紧张和压力。
他们唯一的问题是“那些人”，那些山中奇特的居民，没有受过良好的教育，生活水平低下，缺乏医疗保障，正处在被迫离开土地涌入城市讨生活的过程，而在城市里他们无所适从。
这些都是造成贫穷隐形的正常而且显而易见的原因。
这些原因几十年前就起作用，此后几十年将继续起作用。
更为重要的是要知道随着美国社会的发展，一种新型式的对贫穷的忽视正在出现。
穷人正在逐渐从人们的经历和意识中淡出。
如果说中产阶级从来就不喜欢丑陋和贫穷，至少他们以前知道有这么回事儿。
“在贫民区”并不是很远的一段路。
圣诞节时他们会涉足贫民窟，也有慈善机构与穷人保持联系。
只要到商业区工作或娱乐，几乎每个人都时不时经过黑人聚居区或廉价公寓区。
现在美国的城市被改造了，穷人们依然居住在市中心极差的住宅群里，但是他们逐步与外界孤立，无法进入任何人的视线。
中产阶级妇女难得进城在剧院里消磨一个晚上，途中可能会瞥见另一个美国，但他们的孩子被隔离在郊外的学校里。
商人或职员们可能驾车或搭公车经过贫民窟的边缘，但这对他们来说并不算是一个很重要的经历。
那些一败涂地的，无一技之长的，伤残的，年老的以及少数民族（弱势群体）就在那里，他们一直以来就住的贫民窟里。
但是除此之外，那里没有任何其他人。
总而言之，美国城市的发展把贫穷状况从人们的生活当中消除，从成百上千美国中产阶级的情感体验中消除。
幽居在郊区，人们很容易想象，我们的社会确实是富足的。
更糟的是，这种对贫穷的新的隔离混合着一种善意的无知。
很多富有同情心的美国人都清楚有许多关于城市改建的讨论。
当他们驾车经过市区时，突然注意到一个熟悉的贫民窟被推倒，曾经是廉价公寓和简易房子的地方屹立起现代化的高楼大厦，一种温暖的满足感油然而生。
他们为问题的解决感到由衷欣慰：很显然，穷人受到很好的关照。
具有讽刺意味的是：事实跟这种印象恰恰截然相反。
美国战后各种各样的住房项目所造成的总的影响是把越来越多的人塞进现有的贫民窟中……。
着装也使穷人们趋于隐形。
美国的穷人是全世界穿得最好的穷人。
由于多种原因，大规模生产带来的好处在这一领域比其它领域分布得更平均。
在美国，一个人轻而易举就可以穿着体面，但说到体面的居住环境，良好的饮食和医疗条件就是不那么容易了。
即使收入来源十分窘迫的人也能穿的有模有样，看上去有如事业有成的成功人士。
这是决定我们对于贫穷确实存在的无知的一个极其重要的因素。
在底特律，从公司设立储物柜的那天起，社会地位的存在变得越来越难以分辨。
从那以后，再也看不到人们穿着工作服到工厂上班，而是穿着家常裤和白衬衣的市民。
这一过程美化了全国上下的穷人。
在大城市中有成百上千的美国人尽管穿着鞋子，或者甚至是剪裁时髦的洋装，却在饿肚子。
这并非蓄意所为，虽然看起来差不多是这个富足的社会将服装分发给穷人使他们不至于破衣烂衫的碍别人的眼。
而且，很多穷人都处在一个“隐形”的年龄，他们很多人（超过8,000,000）年龄在六十五以上，更多的人未满十八岁。