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综合英语教程2 Unit 5 Football

Unit 5 Football

Teaching aims：

Part 1 Listening and Speaking Activities

1.Introduction to functions

1Warming up

Students will be asked to form several groups and find different ways of showing worries & concerns. Then one student shows one expressions one after another. Such as: I am concerned about your family.

It may be very difficult for you to leave home for long.

I’m worried about....

I’m concerned about...

I’m nervous about...

I’m upset....

I’m uneasy...

I have jitters about...

2. Listen and Speak

Teacher may ask students to grasp every opportunity to practise taking notes. Then introduce a new way to practise:

Firstly, the students are asked not to preview the conversation before the lesson in order to keep any information unfamiliar to them.

Later, students will listen to the Tape Recorder carefully and take notes at the same time. The key information, such as the day, the time, the place or the person should be taken down as quickly as they can.

Thirdly, after the listening, students will be asked to listen to the Teacher, who will read out the questions for them. Then students should answer the quesions according to their notes. None of them will be permitted to any books except their notes.

Forthly, Teacher may check the answers carefully. Students will be asked to point out what are the important information in the conversation. Later, they should share their notes with each other. After the introduction of this new way, Teacher may point out the importance and the neccessity of it. Later, take the conversation in this new unit as an example to have a try.

3. Try to Speak More:

1. Students are asked to read the conversation by playing different roles.

2. Students are required to line out any expressions that express worry or concern in the conversation. For reference: I am concerned about your family.

3. Language points:

1) trying some new blood: trying some new players on the team;

2) drop me: not allow me to play the game;

3) put it straight: be frank; tell the truth; say what one thinks;

4) break the news gently: be careful when giving disappointing or sad news;

5) taking the game away from somebody: destroy one’s chance to play the game; ruin someone’s fun;

6) take it easy: not to take the matter too seriously;

7) be concerned about:

4. Make your own dialogue

A. As the first part is exactly the same as the Try to Speak More, it can be omitted except point out some useful expressions as follow:

1. lay off: stop employing somebody; not allow someone to play the game;

2. foul: make mistakes in the game which result in penalty;

3. take it hard: react violently; find it hard to accept;

4. stand in for: replace;

5. how someone takes the news: how someone react to the news;

B. Students are given a few minutes to make a story on the basis of the pictures or make it as a play with their group members. They are required to use the new expressions of expressing worry and concern.

Each group will be asked to perform their plays out before the other classmates.

5. What are they for?

6. If you want to learn more

For these two parts:

1.Help students summarize the functional patterns of expressing worry and concern. (see Part1

Introduction to functions)

2. Listen to tape recorder first to be familar with the Actual Words Spoken. Enable students to speak the actual words flexibly and creatively according to the given functions.

3. Language points:

1)in a bit of flap: feeling excited, worries or panic;

2) worried sick: extremely worried (an emphatic expression)

3)frightened out of my wits: extremely frightened (an overstatement)

4)misgivings:worry and being not sure;

Olympic Spirit

Students are asked to talk about Olympic and the 2008 Beijing Olympic Games.

For reference: The Olympic Games

The Olympic Games have a history of more than two thousand years. The Games are held every four years.

There are five rings on the Olympic flag which are considered to symbolize the five continents: Europe, Asia, Africa, Australia and America. The Olympic motto is swifter, higher, stronger.

Many countries try their best to hold the Olympic Games. Every country does its best to get more medals in the Games.

In 2004, Athens held the 28th Olympic Games. Over one hundred countries joined the Games. We won 32 gold medals that year and came second in the Games. China, a large sports country, will hold the 29th Olympic Games in 2008. It is the first time for China to hold such an important match. We have no experience, but the people all over the country are participating in all kinds of activities and getting ready for it. Chinese people will give the world the best Olympic Games in history. It is also a good chance for China to show its strong national power to the world. Having the future in mind, we must study hard and try to be good at English.

Discussion: have a little discussion about the spirit

For reference: For cooperation, team games such as football and volleyball require good cooperation among the players to win. A loose team will never beat their opponent.

For honor: In ancient times, as well as in today, it was a supreme honor to be an Olympic athlete. An olympic athlete would be looked after by his people for life.

For fairness: Players and coaches work together to fight against doping in sports. Anyone who takes a prohibited drug in order to win will be penalized by exclusion or suspension from future games.

Part 2 Reading Comprehension and Language Activities

1.Reading Comprehension

Step 1 The teacher checks the homework of students by asking two students to give presentations,and ask students to have comments on two presentatives’ presentatons.

Step 2 Ask some students to talk about the clues of the text and then have a review of the development of football ,and then divide the students into two groups, one group ask questions ,the other answer the questions.Possible questions are as follows:

(1) What was the earliest form of football like and how was it played?

Ancient Romans, Chinese, and Mexicans all played a game where men kicked a ball. For the Romans, it was a war game in which two teams of soldiers used whatever force was necessary to kick the ball across either of two defended lines.

(2) What was the official attitude towards the game in some western European countries before 1613?

The game was popular, but it was considered so dangerous that kings actually banned it. (3) What did King James do to football in 1613?

King James permitted himself to be entertained in an English village with “music and a football match” .

(4) How did the schoolboys rescue the old village game of football from extinction?

The rich young schoolboys saved the game from extinction. As they had nowhere to hunt, fish, ride or otherwise use up their energies at school, they played the game they had often seen played on the village greens. Therefore, the game that kings had banned gradually evolved in its own special style and rules.

(5)What was the result when the schoolboys took the game to universities?

When the schoolboys took the game to universities, they needed other rules so that students from different schools could play together successfully. This resulted in the Football Association (FA), which aimed at making football a universal game.

(6)How did the game “rugby” come into being?

When the FA tried to make the game a standard one, one of the schools which was called Rugby refused to co-operate. They objected to the new game and wanted to play the game with their own oval-shaped ball that could be carried as well as kicked. Thus, football and rugby developed in their separate ways.

(7)What did the FA do in 1863 that made the game more similar to the modern style?

In 1863, the FA outlawed carrying the ball in the hands. Thus football became a game that players had to play by keeping the ball at their feet.

(8)What were the changes introduced into football after the 1870s?

The goal was standardized with a crossbar replacing a long piece of rope. The goalkeeper was the only person permitted to use his hands to play.

Step 3 According to the clues，ask some sduents to fill in the blank and then read it together。The summary of the text：

Footall was a _war____ game for the ancient Romans. In the Middle Ages,popular in many western European countries,buy ,thus _banned_- for a long time.By the end of the 18th century,English“_public___”school saved the game.By the time of Queen Victoria, schoolboys_taking the game to universities, rules appearing,_Rugby____ went its separate way. In 1863,FA approval:in the 1870s the game becoming _standand___, changed irrevocably.

Writing skills ：

The passage is an exposition.First the origin and the history of football is introduced ,by the time of 18th century,English public school saved the game, by the time of Queen Victoria ,schoolboys taking the game to universities, rules of football appeared ,rugby went its separate way.

Step 4 Supplementary material of football players。

Step 5：The scheme of the text--- ask students to watch a video of “England in the 2006 world cup”，and then ask them to have a comment on the video 。

Language points:

1)long since: if something has long since happened, it happened a long time ago

I've long since forgiven her for what she did.我早就已经原谅她做过的事了。

I’ve long since forgotten what our quarrel was about.我早就不记得我们是为什么吵架了。Other staff had long since gone home. 其他的员工早就回家了。

2)ban: vt. to officially forbid sth

e.g. Smoking is banned in the building. 在大楼里禁止吸烟。

ban sb from doing sth

Charlie's been banned from driving for a year.查理被禁止驾驶一年。

1)nevertheless: adv. (formal) in spite of a fact that you have just mentioned e.g.

It was a terrible accident. Nevertheless, air travel is still the safest form of transport.这是一次可怕的事故。尽管如此，航空旅行仍是最安全的交通形式。

What you said was true. It was, nevertheless, a little unkind.

你说的是对的，不过有点不友善。

2)be in danger of (doing) sth: be in a situation when it is possible you may be killed or injured

by sth dangerous e.g.

Some of the children were in danger of starvation.

一些孩子有饿死的危险。

My friend is in danger of losing life.

( = My friend’s life is in danger.)

6)save sb/sth (from sth/doing sth): make or keep sb/sth safe ( from death, harm, loss, etc)

e.g. The policeman saved the children from the fire.

这位警察从大火中救出了孩子。

It is almost too late to save the rainforest from destruction.

要将雨林从毁灭中拯救出来几乎太迟了。

7)come into being/existence: enter into a state, activity e.g.

This first worker’s league came into being.

第一个工人联盟就这样产生了。

The Red Army came into being after the defeat of the first great revolution.

红军是第一次大革命失败后诞生的。

8)object: vi. to feel or say that you oppose or disapprove of something

e.g.

His supporters will certainly object if he is fired.

如果他被解雇了，他的支持者当然会反对。

I object to such treatment/to being treated like this.

遭到如此待遇，我表示抗议。

Part 3 Extended Activities

1Ditaction

2Improving your reading skills in Read More.

There are many ways of doing reading exercise, such as Common Sense, Scan-check, Skip-check and Reasoning. In this lesson, we are going to learn Common Sense and Scan-check.

Common Sense: It is a wonderful way to do the reading exercise, though it requires the readers have strong accumulation of all kinds of information, including cultural information, history, literature and so on.

Let’s take the first question of Read More “Football is called soccer in Britain” as an example. In fact, if students know that soccer is actually football while it is called so in North America only. Students will find this statement should be false at once instead of reading the text to get the answer.

Let’s take the next statement for example, too. The statement is “The World Cup final is always played in the middle of the night”. Actually, students can answer it without looking at the text, either. It is well-known that The World Cup can be played at any time instead of mid-night. This is a fact, which is familiar to the students, especially the boys who are interested in any sports. Scan-check: This is a very good way to do reading exercise. Scanning, as we know, it is a kind of reading to get the information we want quickly by scanning the text quickly instead of reading the text fully, which will save a lot of time when time is limited. To use this method, students should read the questions firstly and then try to point out the key information in the text. Later, scan the text quickly to get the key information, especially the key words. Let’s take the question in Read

More “The rules of having elimination matches did not exist until 1934.” The key i nformation is “rules of elimination matches exist or not until 1934”. The key words are “rules” and “1934”. After realizing it, students should scan the text fast to get the key words. Then check out the answer quickly.

Practice: Teacher may ask students to do the other questions with the methods introduced above and have a check later.

Grammar Work

No: adv.（副词）

Used to express refusal, denial, disbelief, emphasis, or disagreement:

不：用来表达拒绝、否定、不相信、强调或不同意：

No, I'm not going. No, you're wrong.不，我不去。不，你错了

Not at all; not by any degree. Often used with the comparative:完全不；在任何程度上都不。经常用来比较：

no better; no more.不更好；不更多

Not:不是：

whether or no.是或否

n.（名词）

【复数】noes[n?z]

A negative response; a denial or refusal:否定的回答；否定或拒绝：

The proposal produced only noes.求婚的结果只是拒绝

A negative vote or voter.反对者：反对票或投反对票的人

Or: conj.（连接词）

Used to indicate an alternative, usually only before the last term of a series:

或：用以表示一种选择，常用在一系列可选事物中最后一个的前面：

hot or cold; this, that, or the other.热或冷；这个、那个或其它

Used to indicate the second of two alternatives, the first being preceded byeither or whether :

不是…就是，非…即：用在二个可选事物中的第二个前面，第一个前面有either 或者whether ：

Your answer is either ingenious or wrong. She didn't know whether to laugh or cry.

你的回答不是独树一帜就是错了。她不知道是该哭还是该笑

Archaic Used to indicate the first of two alternatives, with the force ofeither or whether.

【古语】两者之一：用于指出两个可选事物的第一个的前面，连用的有either 或者whether. Used to indicate a synonymous or equivalent expression:用来表示一个同义词或等同的表示：acrophobia, or fear of great heights.恐高症或对高处的恐惧

Used to indicate uncertainty or indefiniteness:用来表示不太确定或不太确切：

two or three.二或三

Grammar work :

1. Original: The apple trees in our new garden look like not more than a branch. They are too young to bear fruit.

Correct: The apple trees in our new garden look like no more than (or nothing more than/ not … much more than) a branch. They are too young to bear fruit.

2. Original: We met Jane but no Elizabeth.

Correct: We met Jane but not Elizabeth.

3. Original: The FA developed football and standardised.

Correct: The FA developed and standardized football.

4. Original: You may speak both English and Chinese at the meeting.

Correct: You may speak either English or Chinese at the meeting.

5. Original: These boys not only play football very well, but rugby .

Correct: These boys not only play football, but play rugby as well/too.

6. Original: James is not a good player as his father.

Correct: James is not as good a player as his father is.

7. Original: Either Tom and Jim has your pen.

Correct: Either Tom or Jim has your pen.

Word Formation

Answers:

1. a thing (the stove on which you cook); the person who cooks is a cook/chef.

2. a thing; the person who types is a typist.

3. a person or a thing; a person who has a ticket, e.g. for a football match; a kind of

wallet for holding tickets, such as a 30-day pass for the bus.

4. a thing

5. a person or a thing; a person who cleans; a substance of instrument for cleaning

6. a person or a thing; a person who smokes; a short name for a seat in the smoking

area of a public place.

7. a person, someone who drinks a lot of alcoholic beverage.

8. a person, who is in charge of some work

Vocabulary Work

Translation ( review the words and phrases from the texts)

全新版大学英语综合教程(第二版) 第五册课后答案

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一人了，现在却要等到天快亮时才会有空座，小伙子们熬夜熬出了眼袋，他们脸色苍白，睡眼惺忪，却很自豪，好像这些都是表彰他们勤奋好学的奖章。（2）明天行吗？明天只是个谎言；根本就没有什么明天，只有一张我们常常无法兑现的期票。明天甚至压根儿就不存在。你早上醒来时又是另一个今天了，同样的规则又可以全部套用。明天只是现在的另一种说法，是一块空地，除非我们开始在那里播种，否则它永远都是空地。你的时间会流逝（时间就在我们说话的当下滴答滴答地走着，每分钟顺时针走60秒，如果你不能很好地利用它，它就会走得更快些），而你没有取得任何成就来证明它的存在，唯独留下遗憾，留下一面后视镜，上面写满了“本可以做”“本应该做”“本来会做”的事情。 7.(1)students differ about whether they should have their future mapped out when they are still at university .some think they should have a definite goal and detailed plan, so as to brace themselves for any challenges, whereas some others think they don’t have to think much about the future , because future is full of uncertainties. （2）after a very careful check-up ,the scientist was told he had got a fatal disease .although he knew that his life was ticking away ,instead of complaining about the fate ,the scientist decided to make the best of the remaining days ,and speed up the research project he and his colleagues initiated ,and have a shot at completing it ahead of schedule. unit2 active reading 5.definite perpetual whirl blaze giggle prompt tumble 6.prompted definite whirl perpetual blazing giggling tumbled 7.blinked barren tag torture resemblance napkin

全新版大学英语综合教程5(第二版)unit1-8课后答案

UNIT1 Vocabulary I. 1. allot 2. go through fire and water 3. reside 4. sobbed 5. made no mention of 6. sacrifice 7. came upon 8. rhythm 9. volume 10. something of a II. 1. I stayed on as an assistant professor. 2. I hold it to my ear because I want to hear time tick away. 3. The salary is not wonderful, but the duties are light. 4. The moral of the lesson is not to talk to strangers. 5. Yes, but it cannot hold a candle to Huangshan. III. 1. The nasty smell from the kitchen made her stomach churn. 2. When she sank into drunkenness, she was able to forget her sorrow. 3. In the 1500 meters, Martin and Parker came first and third respectively. 4. The two hills Shunner Fell from the north and Lovely Seat from the south flank the famous Butter Tubs Pass. 5. Levi, in gratitude to Joshua, gave a party for him. Iv. 1. ambition-----ambition-----regardless of 2. discourse---by way of 3. is engraved---inward V. 1. have come upon/across 2. had come out 3. come on/up 4. came across 5. comes down to 6. came around/to 7. comes to 8. came through 9. came up with 10. comes up Usage 1. the Wilsons 2. Mark Twain 3. Annie Johnsons 4. another Winston Churchill 5. a Mrs. Burton 6. a Budweiser 7. A Monet 8. an old Ford Comprehensive Exercises I. Cloze 1. Text-related 1. go through fire and water 2. salary 3. give---no peace 4. sink into 5. ambition 6. By way of 7. expressive 8. churned 9. engraved 10. not hold a candle to 11. inward 2. Theme-related 1. Success 2. literacy 3. significantly 4. promoting 5. appropriate 6. too 7. later 8. repetition 9. invented 10. less II. Translation 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.

大学综合英语教程1第1到10单元课后题附带翻译题解析

Book1 课后习题 Unit1 Never Say Goodbye I. Explain the italicized part in each sentence in your own words. 1. When I was ten I was suddenly confronted with the anguish of moving from the only home. 2. … they all have one thing in common: sadness. 3. … in that place in your heart where summer is an always time. 4. Don’t ever give in to the sadness and the loneliness of that word. 5. Take that special hello and lock it away within you. II. Fill in each blank with one of the two words from each pair in their appropriate forms and note the difference of meaning between them. 1. SHUDDER SHAKE a. Seeing the referee drawing out the yellow card, the coach began ————————— his fist in rage. b. She ————————— at the touch of his leathery hand. c. The tree branches were ———————— in that sudden gust of win d. d. He ———————— breathlessly in the doorway until his pursuers had raced past. 2. ANSWER REPLY a. He had hoped that divorce would be the —————— to all his problems. b. We are still waiting for him to ——————— to our requests for further assistance. c. In ——————— to his suggestions, they have decided to consult him for more details. d. He ———————— his critics by claiming that he was responding to the new needs of globalization. 3. COMMON GENERAL a. The ———————— impression we got was that they were not interested in the new project. b. It was claimed in the newly published report that higher education, in ———————— , is financially in trouble. c. It may be said that good health is a ———————— condition, and that occasional sickness is —————— . d. AIDS is becoming the most ———————— cause of death among drug addicts. 4. SMALL TINY a. A ———————— house would do perfectly for the two of them. b. “Get back on board!” I shouted as his ———————— figure struggled up the river bank. c. Displayed at the exhibition were some ———————— toy soldiers that were beautifully carve d. d. The visitor was a ———————— man who would give every appearance of self-importanc e. III. Choose a word or phrase that best completes each of the following sentences. 1. She suffered great mental ——————— after her husband died, and as a result she became mad. A. anger B. discomfort C. Unhappiness D. anguish 2. She offered me some food that had a ———————— taste. A. special B. peculiar C. particular D. Concrete 3. Building the proposed underground railway may ———————— much more than the government could pay. A. spend B. cost C. take D. Waste 4. Realizing the immense international pressure, the President ———————— stepped down. A. conspicuously B. gracefully C. lonely D. truly 5. The audience whistled and shouted, waiting for her to sing one ———————— song. A. last B. final C. ending D. concluding 6. During the war, all the women were left unloved, exhausted, impoverished and ——————— .

综合英语教程第三版 (邹为诚)

unit1响尾蛇伤我们在西波顿种植西瓜和香瓜供应市场。我家有一块瓜地和花圃在紧靠甘蔗地的谷仓背后。一天，我从工具棚里拿了把镰刀想去砍个西瓜自己吃。他们是不许我拿这把刀的，因为它的刀刃比我的胳膊还长。但它是切西瓜的最好工具。一刀下去，西瓜就一分为二了。我正沿着瓜地边走边拍打着想找一个熟瓜，突然感觉脚好像被针一样的东西扎了一下。我为是踩在一堆蒺藜草上了。转眼一看，却发现是一条响尾蛇。我知道响尾蛇在袭击之前都要发出响声以示警告的，而我对那响声的熟悉程度决不亚于我熟悉鹌鹑。后来我才明白它是没有时间警告，我肯定是一脚踩在它的嘴巴上了。我边往家飞奔，边大声喊叫，满脑子想的都是自己肯定要死了。妈妈赶快解下围裙用上面的带子绑在我的膝盖上部。她扶我到前屋的沙发上躺下，让玛莎照看我。当时在场的既没有一个男人也没有一匹马。最近的住宅是豪威尔先生家，但他家没有马。再远点的是吉姆·安德森家，穿过田地抄近路也有半英里的距离。妈妈冲向安德森家。安德森的一个儿子跳上马就直奔城里，在安德森家打工的克拉克的儿子用车把妈妈送回家。回到家，妈妈发现围裙带已被玛莎解开了，因为我直叫系得太紧。妈妈给我重新绑上，她用力很猛以致于我失声叫了起来。然后，妈妈又到门廊朝那条通往城里的路张望。这条路位于安德森和豪威尔两家领地中间，一直延伸到小山顶端，因此从这里你可以看见所有路过的人或物。我总是远远就能辨认出我们的马车和汤姆，尤其是爸爸赶车的时候。这时，如果得到允许，汤姆就会因为急于吃到马槽里的东西而撒腿跑起来，爸爸也总是允许它这么做的。赫伯·安德森的意见是首先找爸爸，如果他不在就找麦肯斯医生，再不成就找菲尔德或别的医生。妈妈一边盯着看谁的马先出现，一边不时地进屋安慰我。终于，妈妈说道：“你爸爸来了。” Read more 误解这是个古老的故事，的确是要说到1864年的事。那时，英国军队驻扎在牙买加的一个团养了只官兵都喜爱的大猴子。那是只善于思考、极有主见的猴子，他的行为习惯和举止总是令军官们开心不已。他的居所对着军官食堂的窗户，尽管身上系着很长但不重的链子，他照样自得其乐，淘气逗人。比如有一天，他觉得一位年轻军官羞侮了他，便立即把食堂窗户敲得惊天动地。军官们只好把他的居所移到一个不太招眼的地方，但他依旧自娱自乐。任何活生生的东西，只要胆敢闯入他链长所及的范围内，就免不了被折腾得手忙脚乱一阵子。而那些倒霉的鸡鸭，却经常误入他的领地。那就会被他一下子抓住，有时竟被他扼杀，不过更多的时候，他都是恶作剧地对这些痛苦的阶下囚实施全身或半身拔毛手术，然后再放开。然而，有一只鸡却让他突然强烈地喜欢上了。他是逮住了它，但他即不拔毛也不扼杀，反倒是百般怜惜、抚爱有加。这种毫无顾忌的举动使那只不幸的鸡恐怕是宁受拔毛之刑吧。猴子拧它，揉它，抚摸它，搂抱它，把它举得高高地，令它展翅起舞，又把它放开一会儿，可当它试图逃脱时又顽皮地将它两腿一抓。可那只鸡怎么地都不领情，反倒是完全误解了猴情猴意。但猴子却始终不渝，牢牢地紧握着这个心肝宝贝不放松。他满以为忠贞不渝的柔情蜜意即能赢得芳心归，没想到讨好卖乖了一番却不成功，因而更加大献殷勤：不一样地抚摸，更挚着地摩挲，更卖力地搓揉，还逗得它更欢快地舞蹈。可万分钟情也未能赢得回眸一顾。终于，在猴子极其亲昵的拥抱中，鸡给整死了，至死也未能理解猴的一片赤诚。猴子处于极度悲伤之中。可想而知，他好不容易发现心爱之鸡，而这心爱之鸡未能回报丝毫之柔情，竟弃他而去！可悲复可怜！他开始着手祭奠的仪式，每一动作都表现出他沉痛

英语综合教程翻译第五册

unitI. Translate each of the following sentences into English, using the words or expressions given in the brackets. 1. I haven't seen it myself, but it is supposed to be a really good movie. 2. The hostess cut the cheese into bite-size pieces. 3. No one can function properly if they are deprived of adequate sleep. 4. He carefully copied my pretense that nothing unusual had occurred. 5. It was scorching outside; all the tourists escaped into the fan-cooled hut. 6. I've come to see his fabled footwork that people talk so much about. 7. I'm not a teacher proper, since I haven't been trained, but I've had a lot of teaching experience. 8. Students tend to anticipate what questions they will be asked on the examination. UNIT2 1.Nowadays,some parents are hard on their sons and daughters ,asking them to learn English ,to learn to play the piano,to learn painting,and to learn many things. 2.He is determined to give up gambling,so when sees his former gambling friends,he is more than eager to disassociate himself from their company. 3.The reporters received a stern warning not to go to the earthquake--stricken area without official permission. 4.Life is tough for parents whose kid fail to keep up in school. 5.The suspect considered sneaking away but his family managed to dissuade him. 6.The cables are all bright yellow to prevent pedestrians from tripping over them. 7.Infuriated by the decision, he threw up his arms in exasperation. 8.The paint on the door of this old house has been blotched and striped by years of weathering. UNIT3 1. My daughter started jumping up and down with rage when she heard she couldn't go. 2. The party was in full tide when the police burst in. 3. Helen reached out and took a glass from the cupboard. 4. Parents are more tolerant of children in public places than at home. 5. The discussion threw up a lot of interesting ideas. 6. It isn't polite to poke fun at your colleagues in public. 7. This room could do with a good cleaning for distinguished guests. 8. The fashion festival passed offpeacefully, despite all sorts of fears the local government had. UNIT4 1. After a late-night phone call of blackmail from an unknown man, she couldn't mange to pull herself through. 2. We should keep in mind that dining at a greasy spoon is unhealthy. 3. He believes that it's unreasonable for some people to enjoy wealth and privilege by virtue of power. 4. He spoke haltingly about how the scenes of horror in that sci-fi movie struck him. 5. That many youngsters have their hair colored stylishly does not mean that they are belief-starved. 6. At the sight of the treasure lost for ages, tears welled up in his eyes. 7. It is noticed that examinations can drive some students out of their mind. 8. She snapped the door shut, leaving for home. Unit 5 1. Researchers suggest that people in their old age should engage in mental and physical

大学英语综合教程5课文翻译

One Writer's Beginnings 1 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. 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。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 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. 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 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 . 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 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, were Jane Eyre, Trilby, The Woman in White, Green Mansions, King Solomon's Mines. 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。母亲读书最重要的不在获取信息。她是为了享受快乐而埋头读小说。她读狄更斯时的神情简直就像要跟他私奔似的。她少女时代读的小说印在了她心头的，除了狄更斯、司各特和罗伯特?路易斯?斯蒂文森等人的作品之外，还有《简?爱》、《切尔比》、《白衣女士》、《绿厦》和《所罗门王的矿藏》。 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. 多亏了我的父母，我很早就接触了受人喜爱的马克?吐温。书橱里有一整套马克?吐温文集和一套不全的林?拉德纳作品集，这些书最终将父母和孩子联结在一起。 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." 我一本接一本阅读摆在我面前的书，读着读着便发现一本又破又旧的书，是我父亲小时候的。书名是《桑福徳与默顿》。我不相信如今还有谁会记得这本书。那是托玛斯?戴在18世纪80年代撰写的一本著名的进行道德教育的故事书，可该书的扉页上并没有提及他；上面写的是《桑福徳与默顿简易本》，玛丽?戈多尔芬著。书中讲的是一个富孩子和一个穷孩子与他们老师巴洛先生之间的冗长的谈话，其间穿插着戏剧性场面——分别写了富孩子和穷孩子如何发火、如何获救。书末讲的道德寓意不是一条，而是两条，都印在环形图案里：“不管发生什么，该做的就去做”，还有“想做伟人，必须先学会做个好人”。 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. 这本书没了封面，封底用几条纸片粘牢，有好几层，如今都泛黄了，书页上污迹斑斑，边角处都破碎了；书中花哨的插图脱了页，但都保存良好，夹在书里。即使在少不更事的童年，我就觉得那是我父亲小时候拥有的惟一一本书。他一直珍藏着这本书，或许还枕着这本没了封面的书睡觉：他7岁时就没了母亲。我父亲从来没跟自己的孩子提起过这本书，但他从俄亥俄一路把它带到我们的家，把它放进我们的书橱。 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. 母亲则从西弗吉尼亚带来了那套狄更斯：那套书看上去也惨不忍睹——她告诉我，我还没出生，这些书就历经水火之灾，可现在它们还是整齐地排列在那儿——后来我意识到，是等着我去读。 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 and could 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. 从记事起我就收到给自己的书了，那是在生日时，还有圣诞节早晨。我父母真的是送给我再多的书都嫌不够。在我6岁或7岁生日时——那是在我自己能读书之后——他们送我一套10卷本的《我们的神奇世界》，为此，准是作了不少牺牲。那套书真漂亮，厚厚的，我总是带