dpfUnit 4
Part I Listening T ask
Script for the recording:
Y ou may recall from Unit One, the author Eudora Welty telling us how she, in her early childhood, developed a love for reading under the influence of her parents. Perhaps you'd like to know what her teachers were like. Well, let's listen to what she has to say about them:
Every school week, visiting teachers came on their days for special lessons. On Mondays, the singing teacher blew into the room fresh from the early outdoors, singing in her high soprano "How do you do?" to do-mi-sol-do, and we responded in chorus from our desks, "I'm ve-ry well", to do-sol-mi-do. Miss Johnson taught us rounds —"Row row row your boat gently down the stream", — and "Little Sir Echo," with half the room singing the words and the other half being the echo, a competition. She was from the North, and she was the one who wanted us all to stop the Christmas carols and e snow. The snow falling that morning outside the window was the first most of us had ever en, and Miss Johnson threw up the window and held out wide her own black Cape and caught flakes on it and ran, as fast as she could go, up and down the ais1es to show us the real thing before it melted.
Thursday was Miss Eyrich and Miss Eyrich was Thursday. She came to give us physical training. She wanted no time on nonn. Without greeting, we were marched straight outside and summarily divided into teams (no choosing sides), put on the mark, and ordered to get t for a relay race. Miss Eyrich cracked out "Go!" Dread ro in my throat. My head swam. Here was my turn, nearly upon me. (Wait, have I been touched —was that slap the touch? Go on! Do I go on without our passing a word? What word? Now am I racing too fast to turn around? Now I'm nearly home, but where is the hand waiting for mine to touch? Am I too late? Have I lost the whole race for our side?) I lost the relay race for our side before I started, through living ahead of mylf, dreading to make my start, feeling too late prematurely, and standing transfixed by emergency, trying to think of a password. Thursdays still can make me hear Miss Eyrich's voice. "On your mark —get t — go!"
V ery compodly and very slowly, the art teacher, who visited each room on Fridays, paced the aisle and looked down over your shoulder at what you were drawing for her. This was Miss Ascher. Coming from behind you, her deep, resonant voice reached you without being a word at all, but a sort of purr. It was much the sound given out by our family doctor when he read the thermometer and found you were running a slight fever, " Um-hm. Um-hm." Both alike, they let you go right ahead with it.
After Listening
1.On Mondays, Miss Johnson, our singing teacher, would blow into the room, singing in her
high soprano "How do you do?" to do-mi-sol-do, and we students would respond in chorus from ouir desks, "I'm very well", to do-sol-mi-do.
2.Miss Eyrich gave us physical training on Thursdays. She wanted no time on nonn.
Without greeting, she ordered us to march straight outside and get t for a relay race.
3.In a very compod and slow manner, the art teacher Miss Ascher would pace the aisle and
look down over your shoulder at what you were drawing for her. Her voice was deep and resonant, much like the reassuring sound given out by our family doctor when he read the thermometer and found you were running a slight fever.
familyradioPart II Reading T ask
Text A
Comprehension
Possible answers to content questions:
lance
1.His major was natural history. He was especially interested in the study of incts.
2.Professor Agassiz told Scudder to take a fish from a huge jar of specimens and look at it. As
to the care of the specimen, he instructed Scudder to keep the fish before him in a tin tray, occasionally moisten the surface with alcohol from the jar, and always take care to replace the stopper tightly.
3.The specimens were kept in huge neckless glass bottles with leaky, wax-besmeared corks,
which were half eaten by incts, and begrimed with cellar dust.
4.He felt a passing feeling of disappointment. Gazing at a fish was not a pleasing idea to an
ardent entomologist.
5.Scudder thought in ten minutes he had en all that could be en in that fish. During the next
few hours of obrvation, he gazed at the fish from various angles and could discover little more except that his mute companion looked ghastly.
6.In the afternoon, it occurred to Scudder that he would draw the fish. When he tried to draw
the creature, he began to discover new features in it.
7.By saying “a pencil is one of the best of eyes,” Professor Agassiz meant that when his student
began to draw the fish with a pencil, he necessarily had to examine the object under obrvation more cloly and more attentively and conquently he would discover more about it. It was in this n that a pencil was deemed one of the best eyes.
8.Professor Agassiz commented that Scudder had not looked very carefully, and that he hadn’t
even en one of the most conspicuous features of the animal, which was plainly before his eyes as the fish itlf. He further instructed that Scudder should look again.
9.Scudder was piqued and mortified by Professor Agassiz’s criticism. But when he t himlf
to the task with a will, he discovered one new thing after another, until he saw how just the Professor’s criticism had been.
10.Scudder found it disconcerting becau he must not only think of his fish all night, studying
what that unknown but most visible feature might be, without the object before him, but also give an exact account of his discoveries the next day, without reviewing them.
11.The fish’s most conspicuous feature Scudder misd at first was that the fish had symmetrical
sides with paired organs.
12."Look, look, look," was the Professor’s repeated injunction. Scudder considered this the best
entomological lesson he ever had becau its influence had extended to the details of every subquent study. It was a legacy of inestimable value the Professor had left to him and so many others which they could not buy, with which they could not part.
T ext Analysis
2. Narration.
3. In chronological order.
4. For example, the odd animals stored in the upper apartment of the laboratory; his lunch at school; his obrvation of the whole group of haemulons, etc. Details such as the are omitted becau the
y are of little help in bringing out the theme of the essay —how the professor’s teaching method enabled him to e the importance of clo obrvation and thus exerted a life-long influence on his academic career.
Language Sen Enhancement
1.
(1) lingering (2) resuscitate
(3) sloppy (4) gaze
(5) loathsome (6) ghastly
(7) sideways (8) despair
(9) concluded (10) infinite
Vocabulary
I. 1.
(1) for mylf (2) concluded
(3) infinite (4) internal
(5) miry (6) mode
第一代电脑(7) ventured (8) visible
(9) obrvation (10) commended
2.
1)I lay in bed feeling thoroughly wretched.
2)It is fragrant with the smell of apple blossom.
3)They are fine specimens of the veteran revolutionaries.
4)I’d like to enroll in the modern art cour if it is not too late.
5)The taste is slightly bitter, and it has a strange odor.
3.
1)The scheme does nothing to help families on low incomes and is sure to provoke /call
同性恋 英文forth/draw/ arou criticism.
2)Jenny is terribly uncertain as to whether Bob is the right boy for her.
3)The goods bear no remblance to tho I saw printed in the advertiments.
4)In China, where black hair and black eyes are the norm, her blond hair and blue eyes are
rather conspicuous.
5)We did not have time for a rehearsal before the performance becau of the delay of our
flight.
4.联系电话英文
1)The new parliament member, an energetic politician and ardent advocate of the welfare
system, said: "The investigation has revealed that there are still people who lead a wretched existence in our society. To leave them to their own devices is to deny them the basic human right, the right to a decent life."
2)One day my professor entrusted me with a task of doing a certain experiment and meantime
gave explicit instructions that I must read his new book beforehand. The book, however, did not commend itlf to me. Could I go ahead without reading it? The perplexity haunted me for quite a while. Then I decided I could not look him in the face if I betrayed his trust. So I started reading his book in earnest before turning to the experiment.
3)The day I left for college, my father gave me an alarm clock and an English learner’s
dictionary. Both proved uful in my subquent years of study. The latter helped to make me accurate in my writing while the former helped me to be punctual. However, I had to part with the clock with reluctance later when it was proved to be beyond repair.
5.
1) turned to 2) turned…down
3) turn up 4) turned out
5) turned…over 6) turned on
7) turned away 8) turns out
9) turned in 10) turning in
II. Confusable Words
1) come 2) Come; bring; bring
3) take; taken 4) went; went; going
5) went; came 6) take
mmbox vnet cn
小学英语教学总结7) bring 8) come
9) brought 10) went / came
Comprehensive Exercis
I. Cloze
lordi
1. T ext-related
(1) Enrolling (2) specimen
(3) leave him to his own devices (4) investigation
(5) By and by (6) content with
(7) entrusted (8) reluctance
(9) infectious (10) obrvation
(11) mode (12) grounded in
2. Theme-related
(1) known (2) only
(3) doing (4) assistance
(5) assignment (6) simply
(7) But (8) turned
(9) singled (10) becau
II. T ranslation
When I enrolled in Math 202, I anticipated difficulties becau I was not well grounded in mathematics in high school. The cour was taught by Professor Richardson, a fine specimen of an old-fashioned gentleman, very cordial to his students. However, when it came to academic matters, he was by no means an easy person. Before he started his lecture, he discourd enthusiastically on the importance of working in an orderly fashion, of being thoroughly prepared before each class, and of not being content with what you have learned. His attitude towards work was infectious, and by and by I became an ardent math lover, too.
Part III Home Reading T ask
T ext B
Comprehension Check
1. b
2. b
3. d
4. c
5. c
6. d
Translation
那时候，我们这些黑人(当时人们称我们“Negro”)是不准进市图书馆的，除非是去拖地板或擦桌子。但是，贝西小姐利用南北战争前有良知的白人和有影响的黑人之间所达成的某种秘密安排，设法不断地将书从白人图书馆偷运过来。她用这个办法使我读到勃朗特三姐妹、拜伦、科勒律治、济慈和丁尼生的作品。“你要是不读书，你就不会写，要是你不会写，那你就不要再有什么梦想了，”贝西小姐曾经这样告诫我。
Language Practice
1.
1) d 2) g
3) c 4) e
5) b 6) a
dead的英文是什么意思7) h 8) f
