Unit 2 练习答案

. Translation

1. Translating Sentences

1). 现在有些家长对子女要求太高，要他们学英语，学钢琴，学画画，什么都要学。(be hard on)

→ 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 other things as well.

be hard on something (informal)

be unkind, strict or cruel

e.g.

Don’t be too hard on her – she was only trying to help.

Don't be hard on me, please.

2). 他下定决心戒赌，所以看见往日的赌友他惟恐避之不及。(disassociate oneself from)

→He is determined to give up gambling, so when he sees his former gambling friends, he is more than eager to disassociate himself from their company.

dissociate yourself/someone from someone/something

to show clearly that someone is not connected with someone or something

e.g.

MPs have been urging the government to dissociate itself entirely from the war.

I wish to dissociate myself from those views.

It is impossible to dissociate language from culture.

3). 记者们接到严厉的警告，没有官方批准不得前往地震灾区。(stern)

→The reporters received a stern warning not to go to the earthquake-stricken area without official permission.

stern adj.

having a definite hardness or severity of nature or manner

e.g.

The president was prepared to resort to stern measures to get his way.

A smile suddenly transformed her stern face.

The court issued a stern warning to the driver.

4). 孩子读书不争气，家长的日子就不好过了。(keep up)

→ Life is tough for parents whose kids fail to keep up in school.

keep up (with)

to make progress or learn at the same speed as someone or something

e.g.

By studying hard she managed to keep up.

We always try to keep up with our competitors.

5). 嫌疑犯打算逃走，但是他的家人把他劝说住了。(dissuade)

→ The suspect considered sneaking away, but his family managed to dissuade him.

dissuade someone from doing

to persuade someone not to do something

e.g.

Campbell tried in vain to dissuade Paton from quitting.

You'd better dissuade him from doing that.

My teacher dissuade me from accepting the job.

6). 电缆全部是明亮的黄色，以防行人绊脚。(trip over)

→ The cables are all bright yellow to prevent pedestrians from tripping over them.

trip over/on

to hit your foot on something and fall down

e.g.

I tripped over a rock.

He tripped up on a cable and broke his ankle.

7). 他对那个决定深为恼火，举起双臂表示不满。(exasperation)

→ Infuriated by the decision, he threw up his arms in exasperation.

exasperation n.

the feeling of being extremely annoyed and impatient because things are not happening in the way that you want them to happen

e.g.

"Go away!" I shouted in exasperation.

In the climax of his exasperation he hurled an oath at the dog and a coarse epithet at his mistress.

8). 由于日晒雨淋，这幢老房子门上的漆已经斑痕累累。(blotch)

→ The paint on the door of this old house has been blotched and striped by years of weathering. blotch n. a coloured mark on something, especially a red mark on your skin

e.g.

He pointed to a dark blotch upon the starry sky some miles astern of us.

blotch of color

2. Translating Passage

Translate the following into Chinese.

我们在吸收外国文化精华的时候，不应为毫无创造的一味模仿而得意。沉溺于简单的模仿将扼杀创造力，我们也将不可能攀登艺术的新高峰，不可能向世界展示我们自己创作的优秀作品。简单的模仿与新意和创意完全是两回事。事实上，新意和创意是现代风格与传统风格的融合，是外国特色与本民族特色的融合，是艺术特质与教育本质的融合。

参考译文

While absorbing the essence of a foreign culture, we should not be content with imitation without creation. An obsession with simple imitation will sterilize creation, and as such it will be impossible for us to scale new heights in art and impossible to present to the world excellent works of our own creation. Simple imitation is by no means equivalent to novelty and originality. On the contrary, novelty and originality result from the combination of modern and traditional styles, the combination of the distinctive features of foreign countries with those of our own

nation, and the combination of artistry and education.

Discussion

The United States is often referred to as a “melting pot”, in which mixing and assimilation between different cultures are common. Please discuss how people of different ethnic backgrounds in the U. S., consciously or subconsciously, try every means to maintain their cultures, and give your reasons if possible.

The following points might be useful in your discussion:

1) The culture of an ethnic group is the root of that group. An ethnic group of no root is destined to become extinct.

2) The American culture is just the sum total of the cultures of different ethnic groups.

. Listening Exercises

Listen for the main idea and details.

Task 1: Which of the following best states the speaker’s purpose?

A.To encourage Arab and Jewish children to study at the same school.

B.To inform the audience that a bilingual school opened in Jerusalem.

C.To report a project of cross-cultural education in Israel.

D.To eliminate the conflict between Israel and Palestine.

Key: [ C ]

Task 2: Determine whether the following statements are true or false.

1. The Middle East is a region marked with considerable hatred and distrust. [T]

2. There are very few schools in Jerusalem, where Arab and Israeli children learn together. [T]

3. A world-famous Lebanese singer sang a popular song to the children of the school. [F]

4. The organization, Hand-in-Hand, established the bilingual primary school, which aims to pro- mote peaceful coexistence between Arabs and Jews. [T]

5 . The school opened in 1999. [F]

6. Arab and Jewish students in this school learn side by side like almost every other school in Israel. [F]

7. Instructions of the school are given in both Hebrew and Arabic so as to make the students equally fluent in both languages, to learn about each others culture, and to enhance mutual understanding and respect despite the violence between Israelis and Palestinians. [T]

8 . An associate director of Hand-in-Hand believes that Arabs and Jews in Israel can fully under- stand and respect one another’s languages and traditions. [T]

9. Mr. Livienthal insists that both sides. Arabs and Jews, should know the truth about each other’s beliefs from an early age though it is very hard. [T]

10. The school has already become a model for other schools in Israel. [F]

11. The school has 123 children and 5 grades, hoping to expand the project into secondary education. [F]

12. Dalia Peretz, the Jewish principal, believes through their education Jewish and Arab students from their early ages will be able to see both dimensions of the conflict between the two races and between the two cultures. [T]

13. Students there, even at their young ages, seem to realize they’re involved in something great.

[T]

Script of Listening

(1) In the Middle East, a region marked with considerable hatred and distrust, there are still some places where lessons in harmony and respect are lived every day. One of them is a school in Jerusalem where Arab and Israeli children learn together.

(2) These children sing a song made popular by a world-famous Lebanese singer. This might seem an ordinary event at a school in Beirut or any other Arab capital, but this nursery is in Jerusalem, and the children are both Arabs and Israelis. This is the youngest group of students enrolled in the Bilingual School, one of two such primary schools founded by the organization Hand-in- Hand, which aims to promote peaceful coexistence between Arabs and Jews. It opened during a more hopeful time in 1998.

(3) Here, unlike almost every other school in Israel, Arab and Jewish students learn side by side. In each class, there are two teachers, one Arab and one Israeli. Instruction is in both Hebrew and Arabic and the aim is to make the students equally fluent in both languages. And through this process, they are also learning about each other’s cul ture, with the objective of greater under- standing and respect between the two peoples. The music teacher, an Arab, is excited about the prospects for the project, offering hope for a brighter future, despite the current violence between Israelis and Palestinians.

(4) Mr. Livienthal, who has worked as an associate director for Hand-in-Hand, believes that the challenge ahead is for Arabs and Jews in Israel to fully understand and respect one another’s languages and traditions. “What we want to achieve is f ull integration, Jewish, Arab education, fully bilingual and a full acceptance of the other,” he said.

(5) But applying this theory can be uncomfortable, and Mr. Livienthal is the first to acknowledge that the task is not easy. Take for example, the problem of national holidays. Each year, Israelis celebrate the founding of their state on Independence Day. But at this school the Jewish students learn that their Arab counterparts commemorate the same occasion as Nakbah, meaning “catastrophe.”

(6) But Mr. L ivienthal insists that both sides must know the truth about each other’s beliefs from an early age. “We don’t see a threat by marking the Nakbah day,” he said. “We don’t encourage hatred, we encourage listening. It was very difficult for both sides of cour se.”

(7) Reflecting its unique character. the school has two principals. The Arab principal, Ali Khatib says the goal should be to encourage other schools to adopt the same innovative approach. “If we succeed with this and many parents want to register their children at the school, it will be a model for other schools in Israel,” Mr. Khatib said.

(8) So far, the school has 123 children and there are classes to the 4th grade. Mr. Khatib says the dream is to enroll more students and expand the project into secondary education. He works alongside with Dalia Peretz, who is the Jewish principal. She believes the school is promoting positive changes by bringing Arabs and Jews together from an early age.

(9) “I didn’t meet Arab friends until I was in university,and this is the common case,” she said. “And when you meet Arabs as a Jew in Israel, you meet them as your waiter, as your worker, something like that. It is very seldom on an equal level. And here at the school, it is a totally different case because the children grow up together. Reality is complex. There are Arabs and there are Jews, and the conflict does not have only one side, it has at least two sides.” The ability

of the students to see both dimensions is evident.

(10) Ten-year-old Arab student Basil Aid answers in fluent Hebrew and comments that he counts some of his Jewish classmates as his best friends. And even at their young ages, students here seem to realize they’re involved in something potentially bigger than just going to school. Eight- year-old Jewish student, Jaime Einstein said. “I think it’s good because if Arabs and Jews will be together, so maybe the people in the world will be together.”

(11) Keeping such hopes alive with the clouds of war gathering once again over the Middle East is not easy. But at this school at least, the students and teachers are doing their best.

Text II

NO NAME WOMAN

Maxine Hong Kingston Questions for Discussion

1). Why did the villagers raid the house?

Adultery was considered as immoral and associated with evil. Punishment was direct and swift. It consisted of subjecting a person convicted of adultery to public disgrace.

2). What was her mother's attitude towards her aunt convicted of adultery?

Although the author's mother didn't really forgive her aunt for her sin, the tone in which she told the story was sympathetic. She also was critical of the barbaric acts of the villagers and the heartless society that drove people to seek fulfillment for their emotional needs beyond accepted social boundaries.

3). What is the main idea of the story?

The story itself is controlled by a single idea -- the suffering that results from sin. It focuses on the effect of sin on individuals and on the community.

4). How does the author feel about the story she has heard?

The presentation of her mother's story, as she tells her story to her daughter, is reminiscent of the oral tradition. The author had never given much thought to her mother's life in China, and she was amazed at what she learned.

5). What does the essay explore?

The essay explores female identity in old China and the author's own cultural lineage. It also reflects on issues concerning immigrant culture, such as heritage and assimilation.

. Fun Time & Memorable Quotes

1. Fun Time

2. Memorable Quotes

Great minds discuss ideas; average minds discuss events; small minds discuss people.

— Eleanor Roosevelt All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.

— Arthur Schopenhauer Although the world is full of suffering, it is full also of the overcoming of it.

— Helen Keller

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Unit 2 Text A Reading comprehension Critical thinking 1. Gain more insight into life and society; better understand and predict human behavior; realize different interpretations of life and history; understand the past which has created the present; be aware of cultural and religious differences 2. help read and write better; broaden their horizons; become more well-rounded; become a better communicator; develop critical thinking skills; have more flexibility for the future career. 3. personal interest; special talents; future job prospects; financial status; family advice; social environment 4. better job opportunities; more practical skills; highly-paid jobs 5. yes, it invests students with great insight; yes, it helps students to be better-rounded; yes, it provides students with flexibility to change their career; no, it doesn’t satisfy students’ needs for their future career; no, colleges are experiencing deep budget cuts and need to prioritize their financial resources; no, the society needs more skills, not literature. Language focus Words in use 3. 1. promote; 2. Accelerate; 3. Mystery; 4.insight; 5. Boost; 6. Analysis; 7.caculate; 8.barriers; 9.destruction; 10.prospect Word building 4. Promise-----promising; bear-----bearing; house-----housing; object-----objective; offensive-----offend; exclusive-----exclude; excessive----excess; executive----execute; intense----intensify; identify----identity 5 1.excess; 2.bearing; 3.objective; 4.intensify; 5.execute; 6.promising; 7.exclude; 8.identity; 9.offend; 10.housing Banked cloze 6 1.c; 2.h; 3.d; 4.j; 5.b; 6.l; 7.m; 8.g; 9.f; 10.a Expressions in use 7 1. are liable to; 2.in favor of; 3. Is bound to; 4.speculate about; 5. Invested…with; 6. Stand up for; 7.in the form of; 8. Prepared for; 9. In the company of; 10. In succession Structure analysis and writing Structured writing 8 Did you have such an experience as when your high-school physical education teacher pushed you to run for several miles around the sports field in a P.E. class? When you were sweating and out of breath, did you ever wish that you could only stop taking a P.E. class in college? However,

Unit2 练习及答案 (3)

Unit 2 Ⅰ. 根据句意及首字母提示补全单词。 1. We can’t c the world but we can change it. 2. For our better future, we must gain (获取) more k at school. 3. The new desks and chairs in the classroom are all made of w. 4. He is going to start a big factory that can p different toys. 5. I was told not to s the news around our class. II. 用所给单词的适当形式填空。 1. At the (begin) of the day, it was sunny and warm. 2. On (he) way to work, Mr Zhang met a strange woman laughing beside a bank. 3. After tw o months’ practice, he ran (quick) than before. 4. I’m sorry you can’t go in now. The room(not clean) yet. 5. The flowers in the garden must (water) often. III. 根据汉语及关键词汇提示完成下列句子。 1. 他决定打篮球而不是踢足球。(rather than) __________________________________ 2. 所有这些玩具都是手工做的。(by hand) __________________________________ 3. 刘先生正在网上浏览信息。(look through) __________________________________ 4. 我想有一天能去月球旅行。(one day)

unit2 单元练习及答案

Book 2 Unit 2 The Olympic Games 一、单词拼写请用本单元单词填空，首字母或中文已给出。（10×2分=20分） 1. Last week, just at this stadium, he won the long jump gold m_________ at the sports meet. 2. “The only attitude is gratitude” has been my m_____for years, and it has completely changed my life. 3. China is an a_________ country and has a lot of traditional sports. 4. All the players c___________ for honor as well as gold medals. 5. It remains unknown which country will h________ the International Tennis Tournament. 6. She was so angry that she said to her father that she would not __________(结婚，嫁，娶) anyone who could not run faster than her. 7. The merchants always ____________(讨价还价) with growers over the piece of coffee. 8. I used to believe my mother had __________(有魔力的)powers. 9. ____________(现今，现在)we rely increasingly on computers to help us. 10. The painful experience has affected both her mental and _____________(身体的) health. 二、词组运用将词组翻译成英文，然后选出恰当的词组并用其适当形式填空。（翻译每小题1分，共10分；填空每小题2分，共20分） 1. 改变主意___________________ 2. 参加，参与_____________________

Unit-2-练习答案

. Translation 1. Translating Sentences 1). 现在有些家长对子女要求太高，要他们学英语，学钢琴，学画画，什么都要学。(be hard on) → 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 other things as well. be hard on something (informal) be unkind, strict or cruel e.g. Don’t be too hard on her – she was only trying to help. Don't be hard on me, please. 2). 他下定决心戒赌，所以看见往日的赌友他惟恐避之不及。(disassociate oneself from) →He is determined to give up gambling, so when he sees his former gambling friends, he is more than eager to disassociate himself from their company. dissociate yourself/someone from someone/something to show clearly that someone is not connected with someone or something e.g. MPs have been urging the government to dissociate itself entirely from the war. I wish to dissociate myself from those views. It is impossible to dissociate language from culture. 3). 记者们接到严厉的警告，没有官方批准不得前往地震灾区。(stern) →The reporters received a stern warning not to go to the earthquake-stricken area without official permission. stern adj. having a definite hardness or severity of nature or manner e.g. The president was prepared to resort to stern measures to get his way. A smile suddenly transformed her stern face. The court issued a stern warning to the driver. 4). 孩子读书不争气，家长的日子就不好过了。(keep up) → Life is tough for parents whose kids fail to keep up in school. keep up (with) to make progress or learn at the same speed as someone or something e.g. By studying hard she managed to keep up. We always try to keep up with our competitors. 5). 嫌疑犯打算逃走，但是他的家人把他劝说住了。(dissuade) → The suspect considered sneaking away, but his family managed to dissuade him. dissuade someone from doing to persuade someone not to do something