2022年UnitHowIFoundMyVoice习题答案综合教程四 .pdf

Unit 9 How I Found My Voice Key to the Exercises Text comprehension I . Decide which of the following best states the authors purpose of writing. A II. Judge, according to the text, whether the following statements are true or false. 1. T (Refer to Paragraph 2.) 2. T (Refer to Paragraph 4.) 3. F (Refer to Paragraph 7. The narrator did not communicate with the farm animals in their language. As he could not speak before strangers due to his timidity, he could only talk to animals as a way of venting his feelings.) 4. F (Refer to Paragraph 13. The professor challenged him over his authorship not because he did not believe he had written the poem but because he wanted to provoke the boy to speak the words in public and tried to help him overcome his stuttering in this way.) 5. F (Refer to Paragraph 14. He stared at Professor Crouch in disbelief and even felt angry at what he said.) 6. T (Refer to Paragraph 29.) III. Answer the following questions. 1. Refer to Paragraph 2. Because the great achievements were far beyond the expectations of such a poor stutterer as he used to be. When he was young he was completely unable to speak in public due to his serious stuttering. Thus he could never imagine that he would make such good achievements. 2. Refer to Paragraph 4. Because he felt that the place he moved to was drastically different climatically and culturally from where he had been. 3. Refer to Paragraph 6. Because he wanted to avoid the humiliation he suffered there for his stuttering. 4. Refer to Paragraph 7. Because the animals never laughed at him and he was not nervous at all when he talked to them as a way of venting his feelings. 5. Refer to Paragraph 9. Because he loved English classics, especially poetry, which was one of the subjects taught at the narrators school. His deep love for poetry was vividly described in the metaphor: He held a book of poems as if it were a diamond necklace, turning pages as if uncovering treasures. 6. Refer to Paragraphs 13?8. It was Professor Crouchs trick. When the narrator handed in his poem, Crouch purposefully challenged him for his authorship. Consequently the 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 1 页，共 6 页 - - - - - - - - - narrator was provoked into reciting his poem in the presence of his classmates without stuttering. IV. Explain in your own words the following sentences. 1. He wanted very much to be a teacher of our school. 2. We found a strong connection between us. 3. I supported myself by sweeping floors of off-Broadway stages before there was any new role for me to play. 4. He was still living in a world that was exciting and lively because of all the beautiful poems he had memorized. Structural analysis of the text This autobiographical narrative can be divided into the following three parts: Part 1, Paragraphs 1?: the author presents a striking contrast between his successful career as an actor and television announcer and his severe stuttering problem in his early childhood. Part 2, Paragraphs 3?2: the author recollects how his high school teacher, Professor Crouch, helped him to overcome his stutter and find his voice. Part 3, Paragraphs 23?9: the author tells the reader what achievements he made after he overcame his stuttering problem and how grateful he is to his teacher, the father of my resurrected voice. Rhetorical features of the text The New Testament is repeated because the author takes it as his greatest honour to read such an important book on tape. It is distributed this way because the author wants to tell the readers from the beginning of his personal account what achievements he has made since he got over his stuttering problem and express his gratitude to the father of his resurrected voice. By mentioning New Testament again at the end of the narrative, the author successfully harks back to the opening paragraph and thus unifies the text into an organic whole. Vocabulary exercises I. Explain the underlined part in each sentence in your own words. 1. severe 2. smoothness in speaking 3. colleague 4. close relationship based on common interest 5. forced me to do anything 6. animated 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页，共 6 页 - - - - - - - - - II. Fill in the blank in each sentence with a word or phrase from the box in its appropriate form. 1. retreat 2. pressed 3. gritted 4. critique 5. classics 6. kinship 7. is dubious about 8. round up III. Fill in the blanks with the appropriate forms of the given words. 1. narrative 2. critical 3. fortunate 4. abundance 5. worship 6. dramatically 7. fluent 8. resurrection IV. Choose the word that can replace the underlined part in each sentence without changing its original meaning. 1. A 2. B 3. C 4. D 5. A 6. C 7. B 8. D V. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used. 1. Antonym: mild (agreeable, gentle) 2. Synonym: passionate (enthusiastic, ardent) 3. Synonym: comment (assessment, evaluation) 4. Synonym: doubt (uncertainty) 5. Antonym: certain (definite, positive) 6. Synonym: scornful (mocking) 7. Synonym: instruction (teaching, tuition) 8. Synonym: enjoy (appreciate) VI. Explain the meaning of the underlined part in each sentence. 1. place 2. preserve 3. whereas 4. Despite 5. very well 6. extension Grammar exercises I. Note the use of the italicized parts in the following sentences. Can and could can express ability, permission and possibility. In Sentence 1, could expresses possibility. In sentence 9, can expresses permission. In Sentence 8, could see 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 3 页，共 6 页 - - - - - - - - - shows the action is in progress. In Sentences 3, 4 and 5, could expresses the general past ability, while in Sentences 2, 6, 7 and 10, could is used in the negative sentences to refer to the past ability, general or specific. II. Correct the errors, where found, in the following sentences. 1. I can feel something crawling up my leg. 2. He ran very fast and was able to catch the bus. 3. By the time she finishes her course, she will be able to speak English well. 4. P 5. In yesterdays competition, Jane was able to spell the new words without making a single mistake. 6. P 7. I talked for a long time, and in the end I was able to make her believe me. 8. P III. Rewrite the sentences where could can be used. 1. Could we meet again tomorrow? 2. She could sing like an angel when she was a kid. 3. John was so drunk that he couldnt open the door. 4. / 5. / 6. You could talk with your teacher. 7. No one knows where he is. He could be in Paris. He could be in London. 8. Could I use your phone? IV. Rewrite the following short dialogue. Try to make the tone sound more tentative. A: Excuse me, would you open this door? B: Im afraid its locked. Shall I get the key? A: Please, if you wouldnt mind, as quickly as you can. V. Insert the adjectives or adverbs given in brackets in the correct positions. 1. Three pretty little French girls came to tea yesterday. 2. I spent a long happy time living in Germany years ago. 3. I have hardly ever worked so hard as I did yesterday. 4. We rarely get more than three consecutive days of hot weather in summer. 5. There were two hard wooden chairs in the waiting room. 6. Mary has often spoken of your kindness to her when she was staying in Austria some years ago. 7. Everybody concerned must be ready to leave at 8:30 tomorrow. 8. We have not yet obtained all the information you requested yesterday. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页，共 6 页 - - - - - - - - - VI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences. (Reference version) 1. In its present state, the economy couldnt stand another rise in interest rates. 2. He stood as if rooted to the ground. Translation exercises I. Translate the following sentences into Chinese. 1. 从那生活温暖而舒适的鲶鱼之乡搬到气候严酷而且人似乎也大不相同的北方，是一件令人不安的事。2. 我惊讶地站着，然后在一片激烈的掌声中恍恍惚惚地飘回到我的座位上。3. 随着年龄的增长，我那种嗓音被卡在喉咙里的可怕感觉变得更加糟糕了。4. 尽管我的老师再也看不见了，他却依然生活在一个充满着他以前所收藏的奇珍异宝的世界里。II. Translate the following sentences into English, using the words or phrases given in brackets. 1. With the development of economy large numbers of farmers flooded from the countryside into cities to seek a job. 2. Young as he is, all judges share the opinion that his performance at the international piano competition has come close to perfection. 3. Perhaps because of the spirits she had drunk, she was in a daze all the way to London. 4. In this mountain retreat you can find the best climate in the country. 5. He leaned back into his seat and relaxed, savoring the comfort. 6. What makes this young couple proud is that their child could recite poems from memory at the age of three. 7. He repeated in public what he had said in private. 8. A family vibrant with life and love is to be built with the joint efforts of all its members. III. Translate the following passage into Chinese. 从 8 岁到 11岁，我在英格兰巴思的一所教会小学上学。那是一所很小的学校，由4 个班级组成，每个班大约25 个孩子，按年龄分班。一般都是由一个老师负责教一个班的全部课程。但是校长罗纳德 布罗克斯偶尔也会到班里来，用大约一个小时的时间讲授他特别喜欢的课程。 他对我很感兴趣，并且很快就知道我喜欢破解难题。他经常在我进教室的路上拦住我，从口袋里掏出一张纸条给我，上面通常写着数学或逻辑方面的难题。随着时间的推移，题目难度逐步增大，可我非常喜欢。 这些小纸条点燃了我对数学和解题的热爱，这种热爱一名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 5 页，共 6 页 - - - - - - - - - 直保持到今天。 当我找出答案时，我会觉得那种智力活动很有价值，或许更重要的是，那是一种巨大的乐趣。Exercises for integrated skills I. Dictation. As human beings, / we have the special ability to share our thoughts by talking. / We start by forming a thought in our brains. / In the brain, / this thought is changed into a code called language. / Finally, the brain sends a message to the muscles, / telling them to move / and make the right sounds come out. / Then the mouth, face, neck, tongue, and throat muscles / move into motion. Sometimes this process doesnt work perfectly, though. / There might be an interruption or break / in the flow of speech. / This interruption is called disfluency. Disfluency becomes a speech problem / when it gets in the way of everyday talking / and is noticeable to other people. / It can make it hard to get thoughts out. / It can also cause a lot of embarrassment or frustration / for the person who is talking. II. Fill in each blank in the passage below with ONE appropriate word. 1. between 2. can 3. who 4. not 5. as 6. without 7. together 8. vary 9. when 10. some 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 6 页，共 6 页 - - - - - - - - -