take over

Unit-12“Take-over-Bos'-n!

”练习答案综合教程三

Unit12"Takeover,Bos'n!"

KeytotheExercis

Textcomprehension

whichofthefollowingbest

statesthethemeofthestory.

B

(Thestoryisaboutthenof

responsibilityintimeoftrial,whichin

nstinct

isbroughtintofullplayinthetrialbutit

isthenofresponsibilitythat

overweighsinstinctandwinsthebattle

attheendofthestory,soBismore

,though

brotherlylovedoexistbetweenthe

sailors,itisnotbroughtintothe

limelight;ratheritisthenof

responsibilitythatimphatically

glorifiedinthestory.)

,accordingtothetext,

whetherthefollowingstatementsare

trueorfal.

1.T(could

eintheirbloodshoteyesthatthey'd

gladlykillhimforthofewdrops.)

2.T(was

themanwiththegun--theonly

authorityintheboat.)

3.F(

judgedthattheymustbesometwo

meansalongwaysincethemenwere

tooweaktopullontheoars.)

4.F(

felthewasfallingasleep,andsimply

couldn'tkeeptheguninhand.)

5.T(

bos'n'smatesaid,"I'vebeenholdingoff

theapesallday.")

thefollowingquestions.

oParagraphs1?

responsiblefortherest,onewould

surelygettoethingsdifferently.

ninyourownwordsthe

followingntences.

inemen,Iwasnolongera

tothemagun

thatwouldshootthemiftheydrankthe

water.

xtremelythirsty,Barrett

hadlosthisreasonandwasnotableto

thinkanymore.

Structuralanalysisofthetext

ThroughadetaileddescriptionofJeff

Barrett,theauthorbuildsuptheimage

ofastronganddangerousman,a

constantthreattothehopeofthe

sare

surpridtofindthatintheendhewas

theverypersontokeeptheorderand

protectthewaterwhenSnyderwas

chanunexpectedturn,

theauthorrevealshowanof

responsibilitycouldbearoudbyone's

position.

Rhetoricalfeaturesofthetext

1."Aconstantthreat"(Paragraph9),

whichrvesasasortofappositive.

2."TherestwatchedmeasBarrettdid,

readytospringtheinstantIrelaxed."

(Paragraph7)Theunderlinedpartis

employedtoindicatethestatetheywere

in.

3."Thebos'n'smatewasaheavyman,

bald,withascarredandbrutalface."

(Paragraph9)Theunderlinedpartisa

prepositionalphrawhichfurther

describestheman(thesubjectofthe

ntence).

Vocabularyexercis

ntheunderlinedpartineach

ntenceinyourownwords.

ashortdistance;froma

placethatwassonear(totheothernine

men)

'timportant

planning/scheming

reluctantly

ing

theblankineachntence

withawordtakenfromtheboxinits

appropriateform.

g

g

theblankswiththe

appropriateformsofthegivenwords.

ities

ntal

table

ding

theblankineachntence

withanappropriatephrasalverbor

collocationtakenfromthetext.

to

way

t

f/keepaway

over

er

forwardto

ynonymoranantonymof

thewordunderlinedineachntencein

thenitisud.

m:plump(chubby,fleshy)

m:burn

m:block(choke)

m:shaven

m:attentive

m:jeer(scoff)

m:gentle(meek,mild)

m:lift(hoist)

ntheunderlinedphrasal

verbsinyourownwords.

ith

ies

p

ejudiceagainst

itthedisminationof

Grammarexercis

thefollowingntencesto

avoidanyunnecessaryrepetition.

ondchildisagirl,whois

youngestistwenty,aboy,ahigh-school

graduatewhohasspentthelastcouple

ofyearsdoingoddjobs.

lianshaveastrongtraditionof

nglishhaveone?

rofpeoplewereinvolvedin

theaccidentbutnonewerehurt.

anttoreadnovels,I'vegot

some.

erprefersteatocoffeebutI

likeboth.

noticedthattheywerenot

flyingintightformationastheyshould

havebeen.

n'tlikeitbutRachelwill.

8.A:He'llbeoutoftownbynightfall.

B:He'dbetterbe.

fythefollowingntencesby

omittingthewordsinitalicsor

replacingthemwiththeitemsinthe

box.

heRichards'houbutIdon't

itistoosmall

'tyouthinkitistoosmall,

too?

!Thisisawonderfulspotforour

'twestophere?

asyoungerIdidn'thaveall

thinkIwas

happierthen.

4.A:Whowantssometea?

B:Ido,plea.

A:Whataboutyou,Peter?Teaor

coffee?

C:Neither,thankyou.

5.A:Whichbooksdoyouwant?

B:Theoneswithhardcovers.

6.A:Iwonderifyou'dhelpmedothis

homework.

B:IwouldifIcould,butI'mafraidI

oughttogooutrightnow.

givemeafewnails?Ineed

some.

theequipmenthasbeen

damaged,butnonehasbeenlost.

verbsinbracketsintothe

correctforms.

'tknow,wouldn't/couldn't

understand

,won'thave

en

,would

/shallbe

been

,wouldgo

articleswherenecessaryin

thefollowingpassage.

A,a,The,an,the,The,the,a,the,the,

the

the,aoranwherenecessary

intothefollowingnewspaperheadlines

tomakenormalntencesorphras.

nfallstohisdeathonthe

Matterhorn.

diesinafire.

picsilvermedallistdiesina

crash.

ecretary-generaldelivers

NewYear'sgreetings.

gestbaballgameinhistory

qiwhothrewshoesatBush

istobereleadearly.

7.A95-year-oldbartenderisreadyto

retire.

cinNewOrleanshelps

musicians.

ntencesofyourownafter

thentencesgivenbelow,keepingthe

italicizedpartsinyourntences.

tantheopenedthedoor,

hesawthethief.

IntyouthenewstheinstantIheard

it.

2.e.g.I'llstaywithyouaslongasthere

isaroomfree.

Aslongasyoucankeepawayfrom

them,you'resafe.

Translationexercis

atethefollowingntencesinto

Chine.

1.然而，从他们布满血丝的眼睛我能看出来，

为了那可怜兮兮的几滴水，他们真恨不得能把我

杀了。

2.我心里明白：一旦水没了，我们就没有什么盼

头了，只有等死。

3.我面前的九个人是一群胡子拉碴、衣不蔽体的

野兽，我自己的模样估计也好不到哪儿去。

4.他的头脑由于口渴已经疯狂了。

atethefollowingntences

intoEnglish,usingthewordsand

phrasinbrackets.

vingatcloquarterswith

fearcannotpossiblyfeelhappy.

greatlydepresd,for

misprintsglaredfromsomanypagesof

hisnewlypublishedbook.

calculatingnaturelikesto

playtricks,buttendstolackmuch

wisdom.

maniswonderingwhyso

manygirlscravetobecomepopstars.

deritaninhumaneactto

jumpuponothers'blunders.

ntauntedhisbrotherinan

arrogantvoiceandcalledthelatteran

ignorantcoward.

corchingheat,thegirlin

delicatehealthsuddenlykeeledover.

epastfiveyears,thecityhas

beensprawlingoutinalldirections.

atethefollowingpassageinto

Chine.

我们在海上漂了大约20天，我也近3天竭

力不让自己合眼了。但是，我恐怕撑不了多久了。

我一打瞌睡，另外9个人就会立刻扑向放在我的

双腿下的最后那只水壶。那里装着所有剩下的

水。我知道那水是我们的希望。这就是为什么我

不顾各种咒骂和咆哮，非得设法让这些水存在尽

可能长的时间。现在，另外9个人眼睛正盯着我

脚下的水壶。巴勒特看上去好似在催我立刻把水

分配给大家。他已经失去理智了。他试图站起来，

但我用枪对准他的胸口，迫使他再次坐下去。跟

他们一样，我也十分渴望喝点水。但是，我是指

挥员，是一个不得不动脑子的人。这就是我与他

们之间的差异。然而，现在我的眼皮太沉了，实

在撑不开了。我喃喃地说了句：“接过去吧，水

手长，”便睡着了。我醒来时，看见巴勒特跪在

我身边，一只手拿着水壶，另一只手握着枪。我

不能相信我的眼睛：“难道他们没有把水给喝

了？”巴勒特一定看出了我的心思。“你说：‘接

过去吧，水手长。’不是吗？”他问道，“我一直

不让这群畜生碰那点水呢。当你成了指挥员，要

对其他人负责的时候，你一定会用一种新的眼光

来看待事情。”

Exercisforintegratedskills

ionscript

Envisionanidealplace/toliveor

runabusiness,/afriendly,safeand

curecommunity/withlargeareasof

openspace/andextensive

entertainmentandrecreational

facilities./Finally,picturethis

communitycontinuallymovingaround

theworld./Youarebeginningto

understandtheFreedomShipconcept

of/amassiveocean-goingvesl./With

adesignlengthof4,500feet,/awidth

of750feet,andaheightof350feet,/

FreedomShipwouldbemorethan4

timeslonger/thantheQueenMary./

Thedesignconceptsincludeamobile

moderncity/featuringluxuriousliving,

/anextensiveduty-freeinternational

shoppingmall,/andafull1.7

million-square-footfloor/tasidefor

variouscompanies/toshowcatheir

products.

eachblankinthepassage

belowwithONEwordyouthink

appropriate.

(1)bottom(2)as

(3)ship(4)ancient

(5)led(6)within

(7)for(8)dated

(9)who(10)century

(11)region(12)previously

CulturalBackground

Id,EgoandSuper-ego(propodby

SigmundFreud)

Id,egoandsuper-egoarethethree

partsofhumanpsyche.

Id:

theimpulsive,child-likeportionofthe

psychethatoperatesonthe“pleasure

principle”

onlytakingintoaccountwhatitwants

anddisregardsallconquences

Super-ego:

workingincontradictiontotheid

strivingtoactinasocially

appropriatemanner,whereastheid

justwantsinstantlf-gratification

Ego:

actingaccordingtothereality

principle,stopleatheid’s

driveinrealisticwaysthatwillbenefit

inthelongtermratherthanbringing

grief

attemptingtoexactabalancebetween

theimpracticalhedonismoftheid

andtheequallyimpracticalmoralism

ofthesuper-ego

thepartofthepsychethatisusually

reflectedmostdirectlyinaperson’s

actions

Significance:

Beingawareofthepartsofhuman

psychecanhelpusbetterunderstand

mple,onceour

instinct(id)drivesustodosomething

unethical,thesuper-egowillrun

countertothisattemptbyrelatingto

ultofthisisthe

egoofusprentedbeforethepublic,

balancedbytwoforces.

Reflectyourlvestoeifthe

conceptsmaken.

TextI

“TakeOver,Bos’n!”

OscarSchisgall

GlobalReading

alysis

Itisashortstory,andthe

charactersinitaremiredinatough

e’xistenceis

threatened,mostprobablythehidden

isuptoustodecidewhetherwewould

letlooourevilnatureorresortto

somethingmorepowerfultoconquer

shortstory,the

authoroffersusapossiblesolutionfor

whatweshouldresortto—our

commitmenttoacertainpost,

responsibilityforpeopleunderour

edivinehalfofour

lfisattheriskofbeingoverwhelmed

bythebeasthalforthebrightsideof

ourhumannatureisattheriskofbeing

overshadowedbythedarkside,this

kindofcommitmentorresponsibility

mighthavethepowertoennoblethe

humanspiritandpreventusfrombeing

ingofthestory

isquiteanidealisticone:when“I”

pasdtheresponsibilityontoBarrett,

thebeastinhisbodysuddenlyreceded

orfelltamedunderitscharm,the

conquenceofwhichwasthatallmen

weremiraculouslyrescuedbeforeany

showstheauthor’sgoodwishaswellas

hisoptimisticviewofhumannaturein

criticalsituations.

uralAnalysis

1)Intermsof

organization,thearticleclearlyfalls

intothreemainparts:

Thefirstpart(Paragraphs1-2)isthe

introductorypartofthestory,andit

leavescertainsuspenforreadersto

carryon.

Thecondpart(Paragraphs3-23)the

authornarratesanddescribesindetail

thedesperatesituationtheywereinand

theresponsibilitySnydershouldered.

Thethirdpart(Paragraphs24-28)isthe

endofthestory.

2)Inthestory,weperceivetheturnof

JeffBarrett:

astronganddangerousman,a

constantthreattothehopeofthe

survivorsonthelifeboat

→thepersontokeeptheorderand

protectthewaterwhenSnyderwas

asleep

Theauthorwantstoconveythathowa

nofresponsibilitycouldbe

aroudbyone’sposition.

icalFeatures

Rhetoricaldevicesudinthestory—

theextensiveemploymentofphras,

eitherindependentlyordependently:

IndependentPhras

e.g.①Therewasn’tmuchinitafter

pint.(Paragraph4)

—udtomaketheinformation

containedinthepreviousntence

moreconcrete

②JeffBarrettwasthenearestone.A

constantthreat.(Paragraph9)—asort

ofappositive

DependentPhras(placed

immediatelyafterantence)

e.g.①They’dstoppedthatlongago,too

weaktogoon.(Paragraph7)—afurther

explanationofthepreviousntence

②Thebos’n’smatewasaheavyman,

bald,withascarredandbrutalface.

(Paragraph9)--aprepositionalphra

whichfurtherdescribestheman