综英5 Unit6课后练习参考答案.docx

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1、综英5 Unit6课后练习参考答案Unit 6 Part I Listening Task Script for the recording: The meeting at Appomattox in 1865, at which General Robert E. Lee surrendered to General Ulysses S. Grant, effectively ended the American Civil War. It has gone down in history as one of the great moments in the making of Americ

2、a. The account you are about to listen to gives an eyewitness account of the event. When we entered the room, we found General Grant sitting at a table in the center of the room, and Lee sitting beside a small table near the front window. The contrast between the two commanders was striking. General

3、 Grant was five feet eight inches in height. His hair and full beard were a nut-brown, without a trace of gray in them. His boots and portions of his clothes were spattered with mud. He had no sword, and a pair of shoulder-straps was all there was about him to show his rank. Lee, on the other hand,

4、was fully six feet in height, and he was Grants senior by sixteen years. His hair and full beard were silver-gray and quite thick. He wore a new uniform of Confederate gray, buttoned up to the throat, and at his side he carried a long sword of fine workmanship. General Grant began the conversation:

5、I met you once before, General Lee, while we were serving in Mexico. I have always remembered your appearance, and I think I should have recognized you anywhere. Yes, replied General Lee, I know I met you on that occasion, and I have often thought of it and tried to recollect how you looked, but I h

6、ave never been able to recall a single feature. The two generals talked a bit more about Mexico and moved on to a discussion of the terms of the surrender. Lee asked Grant to commit the terms to paper. Very well, replied General Grant, I will write them out. He opened the order-book on the table bef

7、ore him and proceeded to write the terms. He wrote very rapidly, and after finishing the last sentence, he handed the document to Lee. Lee reviewed it and informed Grant that the Cavalry men and Artillery men in the Confederate Army owned their horses and asked that they keep them. Grant agreed and

8、Lee wrote a letter formally accepting the surrender. Then Lee shook hands with General Grant, bowed to the other officers, and left the room. While his horse was being bridled, the general stood on the lowest step and gazed sadly in the direction of the valley beyond where his army lay now an army o

9、f prisoners. After Listening 1. appearance; dress;striking 2. Mexico; the terms of the surrender 3. their horses 4. army of prisoners Part II Reading task 31 Text A Comprehension Possible answers to content questions: 1. The author sees the encounter of Generals Grant and Lee at Appomattox as the be

10、ginning of a new chapter in American history. 2. He thinks General Lee represented the privileged land-owning class. 3. Human society should have a pronounced inequality in the social structure. There should be a leisure class, backed by ownership of land. Society itself should be keyed to the land

11、as the chief source of wealth and influence. 4. The country should be ruled by a class of men with a strong sense of obligation to the community, who lived not to gain advantage for themselves, but to meet the solemn obligations which had been laid on them by the very fact that they were privileged.

12、 5. General Grant was the son of a tanner on the Western frontier. 6. They cherished democracy most. No man was born to anything, and life was competition. They had a deep sense of belonging to a national community. They thought that their financial success was closely related to the development of

13、their country. 7. They viewed privileges as those each man had won for himself. 8. Because everything the Westerner lived by was tied to growth, expansion, and a constantly widening horizon. What he lived by would survive or fall with the nation itself. 9. They represented two diametrically opposed

14、elements in American life. Grant was the modern man emerging. 10. Because Grant represented the emerging class that would usher in the great age of steel and machinery in the future in the New World. 11. He depicts Lee as a man who might have ridden down from the old age of chivalry, lance in hand,

15、silken banner fluttering over his head. 12. Each man was the perfect champion of his cause, drawing both his strengths and his weaknesses from the people he led. They were marvelous fighters. Each man had the great virtue of utter tenacity and fidelity. They had daring and resourcefulness and the ab

16、ility to think faster and move faster than the enemy. And the greatest similarity between them was the ability to turn quickly from war to peace once the fighting was over. Text Analysis 1. Parts Paragraphs Part One Paras 1- 2 Part Two Paras 3 12 Part Three Paras 13 -16 Main Ideas The Appomattox mee

17、ting brought the Civil War to its virtual end. How Grant and Lee differed in background, sense of allegiance, etc. What were the qualities they had in common. 32 2. Exposition 3. Methods Paragraphs subject-by-subject comparison Paras 4 - 6 (about Lee) Paras 7 - 9 (about Grant) division between simil

18、arities and differences Paras 10 - 12 (about differences) Paras 13 - 16 (about similarities) 4. To contrast differences, the author uses: And that . is where the contrast between . on the other hand . So Grant and Lee were in complete contrast . To transit from contrasting differences to comparing s

19、imilarities, the author uses: Yet it was not all contrast, after all. To compare similarities, the author uses: Each man had . Daring and resourcefulness they had, too . Lastly . Language Sense Enhancement 1. 1) Different 3) in common 5) to begin with 7) handicaps 9) refusal 2) underlying aspiration

20、 4) much alike 6) acute 8) indomitable 10) on his feet Vocabulary I. 1. 1) the hard way 3) wrote out 5) ownership 7) To be sure 9) surge 2) solemn 4) champion 6) privilege 8) handicap 10) cut the ground from under feet 2. 1) The committee aims to achieve reconciliation between the two opposing parti

21、es. 2) The managements refusal to increase the minimum monthly grant. 3) Public places such as metro stations, theaters, and museums have been made more accessible to the disabled. 33 4) His love for the countryside brought forth a series of remarkable watercolors. 5) It embodies the ideals of freed

22、om and equality. 3. 1) The books are keyed to the interests of children. 2) We will not stand by and let the small village schools get closed for lack of funds. 3) Their response was in effect a refusal to our request though they didnt turn it down explicitly. 4) Generous to a fault, he paid for all

23、 the expenses 5) We shall always feel we are deeply in your debt. 4. 1) Under the leadership of Sam Walton, Wal-Mart prospered at an amazing speed. Asked about the underlying reasons for the great success, he said, To begin with, its the two orientations that characterize the culture of this company

24、: cooperative with regard to making decisions, and trusting in relation to fellow workers. Every employee has a strong sense of obligation to the company and boundless enthusiasm for the work. 2) Most chapters of this book are dedicated to the effects of games on children. According to the author, i

25、n performing and observing actions, like the collision of two objects, babies can have first-hand experience of the relations implicit in the phenomena. And team sports can help to shape childrens personality in a positive way, because they can learn how to cooperate with each other in the competiti

26、on. 3) Martin Luther King and Rosa Parker had a lot in common. They were black people as well as civil rights heroes. They led black people to combat discrimination and inequality and to try to gain control over their own destinies. Faced with great difficulties and failures, they hung on and never

27、gave up because they held to the notion that all men are created equal. (destiny, in common, combat, notion, hang on) 5. 1) set out 3) set in 5) set up 7) set off 9) set up 2) set off 4) set aside 6) set about 8) set up 10) set apart II. Words with Multiple Meanings 1. According to the manager, what

28、 he wants is a simple yet effective sales plan. 2. Usually he was a serious man, yet this joke reduced him to hearty laughter / set him laughing heartily. 3. The governor has put forward a series of policies to cut the state budget, but the effects of the new measures have yet to be seen. 4. He is n

29、ot yet 20, but his technical control, confidence, brilliance and intellectual 34 depth display an outstanding maturity. 5. John wouldnt let me see his essay, because he hasnt finished it yet. 6. Maybe the reason scientists have yet to receive signals from extraterrestrial intelligence is that there

30、isnt any extraterrestrial intelligence sending signals. 7. She knew the sensible thing to do was to leave the place as soon as possible, yet she wanted to stay. 8. Her selective yet comprehensive exhibition draws mainly from public collections, among them many of the United States most distinguished

31、 libraries. Comprehensive Exercises I. Cloze 1. 1) personalities 3) underlying 5) leadership 7) ideals 9) the hard way 2. 1) indication 2) embody 4) collision 6) ownership 8) champion 10) prospered 2) sensitive 3) career 4) resign 5) supply 6) disciplined 7) promoted 8) criticized 9) surrender 10) r

32、espected II. Translation Robert Lees fathers life had been plagued by poor financial investments. He was jailed twice for unpaid debts and in the end was forced to flee the country. Lees mother was the dominant force in shaping Lees personality. Against the poignant failure of her husband, she was d

33、etermined that the tragedy should not be repeated in the life of her children. Self-control, a sense of obligation and an indomitable spirit were the virtues she taught Lee. In 1825, with an aspiration to win back the family honor, Lee began studying at West Point Military Academy. This began a new

34、chapter of his life. Over the four years, he consistently finished near the top of every course. Part III Home Reading Task Text B Comprehension Check 1. d 2. d 3. d 4. b 5. c 6. c Translation XX年7月联邦军队在葛底斯堡和维科斯堡的胜利标志着战争的一个转折点。当时双35 方的士兵同样训练有素，骁勇善战，双方也都有着出色的将军，李和尤利西兹S格兰特。然而北方凭借其更多的人口和相对庞大的工业拥有巨大的物资优

35、势。双方也都采用了征兵制招募士兵，尽管遭遇一些抵制。 Language Practice 1. 1) d 2) h 3) e 4) b 5) f 6) c 7) a 8) g 2. 1) mar 3) elected 5) candidate 7) victorious 9) federal 11) act upon 2) hatred 4) rebellion 6) broke out 8) evacuated 10) commemorated 12) brought up Part IV Comprehensive Language Practice Model paper Grant a

36、nd Lee: a summary The contrasting characters of Generals Grant and Lee capture the differences that divided the two sides in the American Civil War, North and South. Lees values were firmly rooted in a belief in a ruling class made up of the landed gentry. This naturally brought privileges, but it a

37、lso brought responsibilities in the shape of public duties. Grant, in contrast, came from the Western frontier. He was not born to privilege, but had to make his own way in the world. He owed no deference to anyone. Whereas Lee and his class looked to the past for their inspiration, Grant and the ot

38、her frontiersmen had their eyes fixed on the future. The former thought of themselves principally in terms of their own region and set themselves against change, whereas the latter saw themselves in relation to the nation as a whole, seeing their future as tied to its growth. Yet, the two men were not completely different. Both were great fighters, unwilling to give up whatever the setbacks. Both were bold and quick-witted. Whats more, both were able, once the fighting was done, to turn quickly to peace. (186 words) 36