Key to the Exercises
Text comprehension
I. Decide which of the following best states the theme of the story. B
(The story is about the sense of responsibility in time of trial, which in this case is a shipwreck. Human instinct is brought into full play in the trial but it is the sense of responsibility that overweighs instinct and wins the battle at the end of the story, so B is more appropriate than A. As for C, though brotherly love does exist between these sailors, it is not brought into the limelight; rather it is the sense of responsibility that is emphatically glorified in the story.)
II. Judge, according to the text, whether the following statements are true or false. 1. T (Refer to Paragraph 4. Snyder could see in their bloodshot eyes that they'd gladly kill him for those few drops.)
2. T (Refer to Paragraph 6. Snyder was the man with the gun -- the only authority in the boat.)
3. F (Refer to Paragraph 5. Snyder judged that they must be some two hundred miles east of Ascension. That means a long way since the men were too weak to pull on the oars.)
4. F (Refer to Paragraph 21. Snyder felt he was falling asleep, and simply couldn't keep the gun in hand.)
5. T (Refer to Paragraph 28. The bos'n's mate said, \"I've been holding off these apes all day.\")
III. Answer the following questions.
1. Refer to Paragraphs 1 4. Snyder knew very well that, without the gun, the nine men on the lifeboat would jump at the remaining water like animals, or they would even kill him for the water. 2. Refer to Paragraph 6. Snyder knew as well that once the water was gone they would have nothing to look forward to but death. If he had given in to their instinct for the water, they'd have emptied the last canteen days ago and by then they'd all have been dead.
3. Throughout the story, the narrator keeps referring to the gun and the fact that he was the man with the gun. The gun means at the same time authority and responsibility, especially for maintaining reason, which he had to keep where the rest had lost it. When he handed over the gun to the bos'n's mate, he was handing over the duty, and it was amazing that the mate changed from a craving animal to a reasonable guard once he took over the gun.
4. Refer to Paragraph 19. Snyder hated the bos'n's mate because the mate had been the biggest threat to the water, and he was able to sleep, while Snyder had to keep awake for maybe seventy-two hours. Yet Snyder did not mean it when talking about
hate. They were not personal enemies. Their confrontation arose as a result of the desperate situation and Snyder's responsibility: he was the man with the gun and he was in command there, and hence the man to think; that was the difference. 5. Refer to Paragraph 28. Snyder was amazed to find out, after he woke up, that the bos'n's mate held the gun steady at the rest of the surviving crew, and said that he had kept off the apes all day. He understood sufficiently that when one was the boss-man, in command and responsible for the rest, one would surely get to see things differently.
IV. Explain in your own words the following sentences.
1. To the nine men, I was no longer a man or officer. I meant to them a gun that would shoot them if they drank the water.
2. As he was extremely thirsty, Barrett had lost his reason and was not able to think any more.
Structural analysis of the text
Through a detailed description of Jeff Barrett, the author builds up the image of a strong and dangerous man, a constant threat to the hope of the survivors on the lifeboat. Readers are surprised to find that in the end he was the very person to keep the order and protect the water when Snyder was asleep. With such an unexpected turn, the author reveals how a sense of responsibility could be aroused by one's position.
Rhetorical features of the text
1. \"A constant threat\" (Paragraph 9), which serves as a sort of appositive. 2. \"The rest watched me as Barrett did, ready to spring the instant I relaxed.\" (Paragraph 7) The underlined part is employed to indicate the state they were in. 3. \"The bos'n's mate was a heavy man, bald, with a scarred and brutal face.\" (Paragraph 9) The underlined part is a prepositional phrase which further describes the man (the subject of the sentence).
Vocabulary exercises
I. Explain the underlined part in each sentence in your own words.
1. at such a short distance; from a place that was so near (to the other nine men) 2. I wasn't important
3. coldly planning/scheming 4. give up reluctantly 5. weakening
II. Fill in the blank in each sentence with a word taken from the box in its appropriate form. 1. gulp 2. growls 3. clog
4. Hefting 5. mirage 6. sunken 7. craving
III. Fill in the blanks with the appropriate forms of the given words. 1. paralyze 2. brutalities 3. wreckage 4. judgmental 5. disadvantageous 6. uncountable 7. scorcher 8. commanding
IV. Fill in the blank in each sentence with an appropriate phrasal verb or collocation taken from the text. 1. give in to 2. sleep away 3. hold out
4. hold off/keep away 5. keeled over 6. take over
7. looked forward to 8. prop up
V. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.
1. Antonym: plump (chubby, fleshy) 2. Synonym: burn
3. Synonym: block (choke) 4. Antonym: shaven 5. Synonym: attentive 6. Synonym: jeer (scoff)
7. Antonym: gentle (meek, mild) 8. Synonym: lift (hoist)
VI. Explain the underlined phrasal verbs in your own words. 1. resist 2. have
3. match with 4. satisfies 5. cover up 6. settle
7. have prejudice against
8. prohibit the dissemination of
Grammar exercises
I. Change the following sentences to avoid any unnecessary repetition.
1. His second child is a girl, who is twenty-four and newly married. The youngest is twenty, a boy, a high-school graduate who has spent the last couple of years doing odd jobs.
2. The Italians have a strong tradition of cooking. Do the English have one 3. A number of people were involved in the accident but none were hurt. 4. If you want to read novels, I've got some.
5. My sister prefers tea to coffee but I like both.
6. Steven noticed that they were not flying in tight formation as they should have been.
7. John won't like it but Rachel will. 8. A: He'll be out of town by nightfall. B: He'd better be.
II. Simplify the following sentences by omitting the words in italics or replacing them with the items in the box.
1. I like the Richards' house but I don't like their garden. I think it is too small for them. Don't you think it is too small, too
2. Look! This is a wonderful spot for our picnic. Why don't we stop here
3. When I was younger I didn't have all the things I have now. Still I think I was happier then.
4. A: Who wants some tea B: I do, please.
A: What about you, Peter Tea or coffee C: Neither, thank you.
5. A: Which books do you want B: The ones with hard covers.
6. A: I wonder if you'd help me do this homework.
B: I would if I could, but I'm afraid I ought to go out right now. 7. Can you give me a few nails I need some.
8. Some of the equipment has been damaged, but none has been lost.
III. Put the verbs in brackets into the correct forms. 1. didn't know, wouldn't/couldn't understand 2. had
3. spend, won't have 4. will open 5. could, would 6. will/shall be 7. had not been 8. were, would go
IV. Add the articles where necessary in the following passage. A, a, The, an, the, The, the, a, the, the, the
V. Insert the, a or an where necessary into the following newspaper headlines to make normal sentences or phrases.
1. A Briton falls to his death on the Matterhorn. 2. A woman dies in a fire.
3. An Olympic silver medallist dies in a crash.
4. The UN secretary-general delivers New Year's greetings. 5. The longest baseball game in history
6. The Iraqi who threw shoes at Bush is to be released early. 7. A 95-year-old bartender is ready to retire. 8. A clinic in New Orleans helps musicians.
VI. Make sentences of your own after the sentences given below, keeping the italicized parts in your sentences.
1. . The instant he opened the door, he saw the thief. I sent you the news the instant I heard it.
2. . I'll stay with you as long as there is a room free. As long as you can keep away from them, you're safe.
Translation exercises
I. Translate the following sentences into Chinese.
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。
II. Translate the following sentences into English, using the words and phrases in brackets.
1. A man living at close quarters with fear cannot possibly feel happy.
2. He felt greatly depressed, for misprints glared from so many pages of his newly published book.
3. A man of calculating nature likes to play tricks, but tends to lack much wisdom. 4. The old man is wondering why so many girls crave to become pop stars. 5. I consider it an inhumane act to jump upon others' blunders.
6. He often taunted his brother in an arrogant voice and called the latter an ignorant coward.
7. In the scorching heat, the girl in delicate health suddenly keeled over. 8. Over the past five years, the city has been sprawling out in all directions.
III. Translate the following passage into Chinese.
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。”
Exercises for integrated skills I. Dictation script
Envision an ideal place / to live or run a business, / a friendly, safe and secure community / with large areas of open space / and extensive entertainment and recreational facilities. / Finally, picture this community continually moving around the world. / You are beginning to understand the Freedom Ship concept of / a massive ocean-going vessel. / With a design length of 4,500 feet, / a width of 750 feet, and a height of 350 feet, / Freedom Ship would be more than 4 times longer / than the Queen Mary. / The design concepts include a mobile modern city / featuring luxurious living, / an extensive duty-free international shopping mall, / and a full million-square-foot floor / set aside for various companies / to showcase their products.
II. Fill in each blank in the passage below with ONE word you think 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
Cultural Background
Id, Ego and Super-ego (proposed by Sigmund Freud)
Id, ego and super-ego are the three parts of human psyche. Id:
the impulsive, child-like portion of the psyche that operates on the “pleasure principle”
only taking into account what it wants and disregards all consequences Super-ego:
working in contradiction to the id
striving to act in a socially appropriate manner, whereas the id just wants instant self-gratification Ego:
acting according to the reality principle, . it seeks to please the id’s drive
in realistic ways that will benefit in the long term rather than bringing grief attempting to exact a balance between the impractical hedonism of the id and the equally impractical moralism of the super-ego
the part of the psyche that is usually reflected most directly in a person’s actions
Significance:
Being aware of these parts of human psyche can help us better understand ourselves. For example, once our instinct (id) drives us to do something unethical, the super-ego will run counter to this attempt by relating to social morals. The result of this is the ego of us presented before the public, balanced by two forces. Reflect yourselves to see if these concepts make sense.
Text I
“Take Over, Bos’n!”
Oscar Schisgall
Global Reading
I. Text Analysis
It is a short story, and the characters in it are mired in a tough situation. When one’s existence is threatened, most probably the hidden animal in our nature might jump out. It is up to us to decide whether we would let loose our evil nature or resort to something more powerful to conquer this intent. In this short story, the author offers us a possible solution for what we should resort to — our commitment to a certain post, . our responsibility for people under our leadership. When the divine half of our self is at the risk of being overwhelmed by the beast half or the bright side of our human nature is at the risk of being overshadowed by the dark side, this kind of commitment or responsibility might have the power to ennoble the human spirit and prevent us from being merely beastly. The ending of the story is quite an idealistic one: when “I” passed the responsibility on to Barrett, the beast in his body suddenly receded or fell tamed under its charm, the consequence of which was that all men were miraculously rescued before any beastlike deeds were committed. It shows the author’s good wish as well as his optimistic view of human nature in critical situations.
II. Structural Analysis
1) In terms of organization, the article clearly falls into three main parts: The first part (Paragraphs1-2) is the introductory part of the story, and it leaves certain suspense for readers to carry on.
The second part (Paragraphs3-23) the author narrates and describes in detail the desperate situation they were in and the responsibility Snyder shouldered. The third part (Paragraphs24-28) is the end of the story. 2) In the story, we perceive the turn of Jeff Barrett:
a strong and dangerous man, a constant threat to the hope of the survivors on the lifeboat
→ the person to keep the order and protect the water when Snyder was asleep The author wants to convey that how a sense of responsibility could be aroused by one’s position.
III. Rhetorical Features
Rhetorical devices used in the story — the extensive employment of phrases, either independently or dependently: Independent Phrases
. ①There wasn’t much in it after twenty days. Maybe a pint. (Paragraph 4) — used to make the information contained in the previous sentence more concrete
②Jeff Barrett was the nearest one. A constant threat. (Paragraph 9) — a sort of appositive
Dependent Phrases (placed immediately after a sentence)
. ①They’d stopped that long ago, too weak to go on. (Paragraph 7) — a further explanation of the previous sentence ②The bos’n’s mate was a heavy man, bald, with a scarred and brutal face. (Paragraph 9)--a prepositional phrase which further describes the man
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