2022年英语综合教程-期中考试复习资料.docx

精选学习资料 - - - - - - - - - BISTU YaBoM 版权全部c请勿拷贝期中考试题型及相关复习资料一、作文 30min- 二、快速阅读 15min-1 篇三、听力 20/35min 四、认真阅读1. 四级 5 题2. 阅读教程 U1-U2 5 题五、综合填空【综合教程 U1-U2 TextA 15 选 10,不用变形】Unit1 TextA 原文及翻译Howard Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. 哈佛高校训练学教授霍华德·同的学习方式的看法；加德纳回忆其中国之行, 阐述他对中西方不Learning, Chinese-Style Howard Gardner 1 For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. 中国式的学习风格霍华德· 加德纳 1987 年春,我和妻子埃伦带着我们 18 个月的儿子本杰明在繁忙的中国东 部城市南京住了一个月, 同时考察中国幼儿园和学校的艺术训练情形；然而,我和埃伦获得的有关中美训练观念差异的最难忘的体验并非来自课堂,而是来自我们在南京期间寓居的金陵饭店的大堂；2 The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it. 我们的房门钥匙系在一块标有房间号的大塑料板上；酒店勉励客人外出时留下钥匙,可以交给服务员,也可以从一个槽口塞入钥匙箱；由于口子狭小,你得留神将钥匙放准位置才塞得进去；3 Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key 1 名师归纳总结 - - - - - - -第 1 页,共 9 页精选学习资料 - - - - - - - - - BISTU YaBoM 版权全部c请勿拷贝made as he did those few times when the key actually found its way into the slot. 本杰明爱拿着钥匙走来走去, 边走边用力摇动着； 他仍喜爱试着把钥匙往槽口里塞；由于他仍年幼,不太明白得把钥匙放准位置才成,因此总塞不进去；本杰明一点也不在意； 他从钥匙声响中得到的乐趣大致跟他有时把钥匙胜利地塞进槽口而获得的乐趣一样多；4 Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you and on occasion would frown slightly, as if considering us to be neglecting our parental duties. 我和埃伦都满不在乎, 任由本杰明拿着钥匙在钥匙的槽口鼓捣；他的探究行为好像并无任何害处； 但我很快就观看到一个好玩的现象；饭店里任何一个中 国工作人员假设在近旁, 都会走过来看着本杰明, 见他初试失败, 便都会试图帮助；他们会轻轻握紧本杰明的手,直接将它引向钥匙的槽口, 进行必要的重新定位,并帮他把钥匙插入槽口； 然后那位“ 老师” 会有所期望地对着我和埃伦微笑,好像等着我们说声感谢有时他会微微皱眉,责任；好像觉得我俩没有尽到当父母的5 I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education especially in the arts, and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators. 我很快意识到,这件小事与我们在中国要做的工作直接相关：考察儿童早期教育 特别是艺术训练的方式,揭示中国人对制造性活动的态度；因此,不久我就在与中国训练工作者争论时谈起了钥匙槽口一事；TWO DIFFERENT WAYS TO LEARN 6 With a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle. He may well get frustrated and angry certainly not a desirable outcome. Why not show him what to do. He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key both of which accomplishments can and should in due course be modeled for him as well. 两种不同的学习方式我的中国同行, 除了少数几个人外, 对此事的态度与金陵饭店工作人员一样；既然大人知道怎么把钥匙塞进槽口这是处理槽口一事的最终目的,既2 名师归纳总结 - - - - - - -第 2 页,共 9 页精选学习资料 - - - - - - - - - BISTU YaBoM 版权全部c请勿拷贝然孩子仍很年幼, 仍没有灵活到可以单独完成要做的动作,让他自己瞎折腾会有什么好处呢？他很有可能会灰心丧气发脾气这当然不是所期望的结果；为什么不教他怎么做呢？他会兴奋, 他仍能早些学会做这件事, 进而去学做更复杂的事,如开门,或索要钥匙这两件事到时候同样可以也应当示范给他看；7 We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something whether it be placing a key in a key slot, drawing a hen or making up for a misdeed he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life as Americans do series of situations in which one has to learn to think for oneself, to solve problems on one's own and even to discover new problems for which creative solutions are wanted. 我俩颇为怜悯地听着这一番道理,说明道, 第一,我们并不在意本杰明能不能把钥匙塞进钥匙的槽口； 他玩得高兴, 而且在探究, 这两点才是我们真正看 重的；但关键在于,在这个过程中,我们试图让本杰明懂得,一个人是能够很好 地自行解决问题的；这种自力更生的精神是美国中产阶级最重要的一条育儿观；假如我们向孩子演示该如何做某件事把钥匙塞进钥匙的槽口也好,画只鸡或 是补偿某种错误行为也好那他就不太可能自行想方设法去完成这件事；从更 广泛的意义上说, 他就不太可能如美国人那样将人生视为一系列的情境,在这些情境中, 一个人必需学会独立摸索, 学会独立解决问题, 进而学会发觉需 要制造性地加以解决的新问题；TEACHING BY HOLDING HIS HAND 8 In retrospect, it became clear to me that this incident was indeed key andin more than one sense. It pointed to important differences in the educational and artistic practices in our two countries. 把着手教 回想起来, 当时我就清晰地意识到, 这件事正是表达了问题的关键之所在而且不仅仅是一种意义上的关键之所在；术实践上的重要差异；这件事说明白我们两国在训练和艺9 When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the best Chinese tradition, they were ba zhe shou jiao "teaching by holding his hand" ch so that he would happily come back for more. 那些善意的中国旁观者前来帮忙本杰明时,3 他们不是简洁地像我可能会做名师归纳总结 - - - - - - -第 3 页,共 9 页精选学习资料 - - - - - - - - - BISTU YaBoM 版权全部c请勿拷贝的那样笨拙地或是犹徘徊豫地把他的手往下推；相反,他们极其娴熟地、 温顺地把他引向所要到达的确切方向； 我逐步熟悉到, 这些中国人不是简洁地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统,把着手教,教得本杰明自己会开心地要求再来一次；10 The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day. 学习应通过不间断的细心塑造与引导而得以实现,这一观念同样适用于艺术；我们观看了孩子们在教室里学习艺术的情形,他们的娴熟技艺令我们惊奇；年仅 5、6 岁的孩子就带着成人的那种技巧与自信在画花、画鱼和动物；9 岁、10 岁的小书法家写出的作品满可以在博物馆展现；有一次去两位小艺术家的家 里参观,我们从孩子的父母处得知,他们每天练习数小时以完善他们的技艺；CREATIVITY FIRST. 11 In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original. 制造力第一？从对制造力的态度来说, 优先次序好像是颠倒了： 西方的年轻人先是大胆 创新,然后逐步深谙传统；而中国的年轻人就几乎离不开传统,但是,随着时间的推移,他们同样可能进展到具有创新的境域；12 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. 美国人的立场可以概括起来这么说,我们比中国人更重视创新和独立；我们两种文化的差异也可以从我们各自所怀的担忧中显示出来；中国老师担忧, 如 果年轻人不及早把握技艺, 就有可能一辈子把握不了； 另一方面, 他们并不同样 地急于促进制造力的进展； 美国训练工作者就担忧, 除非从一开头就进展制造力,不然制造力就有可能永不再现；而另一方面,技艺可于日后获得；13 However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any 4 名师归纳总结 - - - - - - -第 4 页,共 9 页精选学习资料 - - - - - - - - - BISTU YaBoM 版权全部c请勿拷贝innovation is examined closely, its reliance on previous achievements is all too apparent the "standing on the shoulders of giants" phenomenon. 但我并不想夸大其辞； 无论在过去仍是在当今, 中国在科学、 技术和艺术革新方面都展现了庞大的制造力；而西方的创新突破就有被夸大的危急；假如仔细注视任何一项创新, 其对以往成就的依靠就都显而易见 “ 站在巨人肩膀之上”的现象；14 But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills. 然而,假定我这里所说的反差是成立的,而培育技艺与制造力两者都是值得追求的目标, 那么重要的问题就在于： 我们能否从中美两个极端中寻求一种更好的训练方式,它或许能在制造力与基本技能这两极之间获得某种较好的平稳？Unit2 TextA 原文A question from a puzzled little boy set Karl Green thinking about how,despite his lack of expensive possessions,he is nonetheless rich in many other ways. A Life Full of Riches Karl R. Green It was early December 2003,my first season as a Salvation Army bell ringer, when I was confronted with the question. I was standing just outside the doorway of a Wal-Mart, offering a "thank you" and a smile to each person who dropped a donation into my red kettle. A neatly dressed woman and her young son walked up to the kettle stand. While she searched her purse for some cash, the boy looked up at me. I can still see the confusion and curiosity in his eyes as he asked, "Are you poor." "Well," I stammered, trying to think, "I have more than some people, but not as much as others."His mother scolded him for the social no-no, and they hurried off to do their shopping. His question, however, did not leave me. I've never thought of myself as "poor," but I can't deny certain facts. Every time I fill out my 1040 form, I fall into one of the lowest income brackets. In the past 35 years, I've taken just one vacation trip. My TV is a black-and-white set that someone gave me eight years ago. Yet I feel nothing more than a passing whim to attain the material things so many other people have. My 1999 car shows the wear and tear of 105,000 miles. But it is still dependable. My apartment is modest, but quiet and relaxing. My clothes are well suited to my work, which is primarily outdoors. My minimal computer needs can be met at the library. In spite of what I don't have, I don't feel poor. Why. I've enjoyed exceptionally good health for 53 years. It's not just that I've been illness-free, it's that I feel vigorous and spirited. Exercising is actually fun for me. I look forward to long, 5 名师归纳总结 - - - - - - -第 5 页,共 9 页精选学习资料 - - - - - - - - - BISTU YaBoM 版权全部c请勿拷贝energizing walks. And I love the "can do" attitude that follows. I also cherish the gift of creativity. When I write a beautiful line of poetry, or fabricate a joke that tickles someone, I feel rich inside. I'm continually surprised at the insights that come through my writing process. And talking with so many interesting writer friends is one of my main sources of enjoyment. But there is one vital area of my life where I am not so well off. In a society that spends so much emotional energy on the pursuit of possessions, I feel out of place. When I was younger, there was an exceptionally interesting person I dated. What was most important to her, she told me, was "what's on the inside." I thought I had found someone special to share my life with. Then I took her to see my apartment. At the time, I lived in a basement efficiency with a few pieces of dated furniture. The only new, comfortable chair was the one at my desk. Shortly after her visit, our relationship went straight south. The seemingly abrupt change in her priorities was jolting. It remains a most memorable turning point in my personal journey. In contrast to relationships, stuff just doesn't mean that much to me. I think most people feel the same way except when there are social consequences to not having particular items. There is a commercial on the radio that begins, "Everybody wants a high-end TV ." The pressure to purchase is real. It may be true that everybody wants a high-end TV. After all, nobody wants to be a nobody. But I'm happy to live without one. In fact, not being focused on material goods feels quite natural to me. There are many people throughout the world who would consider my lifestyle to be affluent. Near the end of the year, when I put on the Salvation Army's red apron, something changes inside me. Instead of feeling out of place economically, I begin to feel a genuine sense of belonging. As I ring my bell, people stop to share their personal stories of how much it meant to be helped when they were going through a rough time. People helping people is something I feel deeply connected to. While I'm ringing the bell, complete strangers have brought me hot chocolate, leaving me with a lingering smile. Countless individuals have helped to keep me warm with the sentiments of the season: "Thank you for ringing on such a cold day." "Can I get you a cup of coffee." "Bless you for your good work." December is the time of year I feel wealthiest. Over the past four years, I've grown to understand more about myself because of a single question from a curious child. As I've examined what it means to be poor, it has become clear to me what I am most thankful for: both my tangible and my intangible good fortune. 六、词汇单项挑选·20/30 题vigorously Unit 1telling style lobby vigorous bustle