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高级综合英语教程1

高级综合英语教程1
高级综合英语教程1

Unit 6

I. Background to Text 1

Family is considered to be the “cell” of society. It is a group of people related to each other by blood or by marriage. There are extended families—a large group of relations living together or in close contact with each other. In such a family, usually several generations live under the same roof, including grandparents. On the other hand, there are “nuclear” families, consisting of parents and children.

In some societies an extended family consists of a large group of people of different generations closely or distantly related, depending on each other for economic support and security. In others, even nuclear families can be very large with many children.

In different countries, there are different policies for family size, and people take different attitude towards it. For instance, in some developed countries, people tend to marry late and have fewer children. Some governments have to give incentives to encourage births. However, in some developing countries, where people tend to have more children and population is growing so fast that it hinders the economic development and keeps the living standard low, governments are forced to formulate policies to limit family size.

Of course, people still do not agree as to the matter of family size because there are a lot of factors involved such as economy, religion, cultural tradition, education and even politics. There are indeed advantages and disadvantages to have a number of brothers or sisters. This text is a narration of the experience by a young woman who was brought up with six other brothers or sisters. In her opinion, having a big family is a bad thing, for there is always competition among the brothers and sisters for things. They fight for better beds, for better places to watch TV, for own favourite TV programmes and for parents? care. They have no privacy, no peace and quiet because of too many friends (each has friends of their own) and pets and so on. For parents,

having a large family means a heavy burden. Children pose a big pressure for food and clothes, and there is endless housework to do: cleaning and tidying the house; cooking, shipping and washing. What is more, parents often have to deprive themselves of food and clothes as well as of their own free time to provide a decent life for children.

II. Detailed study of the text

1. sibling n.: a brother or sister

2. Large families have been getting a bad press recently. (L.1)

There has been more and more written in newspapers or talked about on radio or TV about the negative things of large families nowadays.

3. …must all be living on state handouts. (L.2)

…are almost certainly living on government?s security benefits

handout n.: money, food etc. given out to people who need it 4. The children out of control, unloved and unwashed. (L.3)

The children are badly-behaved, they do not have much of parents? care and appear dirty and untidy.

out of control: no longer subject to proper direction or restraint;

not under control; not properly directed, managed, trained, disciplined, etc.

5. …play truant from school… (L.4)

…stay away from school with leave or explanation…

6. …none of us from multiple births… (L.7)

…none of us are twains or triples…

7. …queues for the bathroom were always a nightmare… (L.9)

…waiting for the bathroom was always a terrible experience…8. Big families used to be the norm, not the exception. (L.10)

Big families were very common in the past, not unusual cases. 9. …when having a large family was an insurance against an

uncertain future. (L.12)

…at that time, having more children meant that they would have people to rely on for a living when they got old…

10. It was common not to make it to adulthood… (L.13)

It was common for children to die young before they grew up…

make it: survive; succeed

11. …I was an only child—so much pressure to achieve, so much

guilt if you’re not around… (L.17)

…I was an only child. It was too much pressure to have just one child. Being an only child you often feel guilty if you get away from your parents…

12. …it mus t have made you really outgoing and able to stick up

for yourself. (L.21)

…growing up with many brothers and sisters must have trained you to be friendly and sociable and to be able you to speak or act in your own defence when necessary.

1) outgoing adj.: friendly and sociable

2) stick up for sb.: speak or act in one?s defence

13. Are you Catholic? (L.22)

It probably implies that Catholics tend to have large families.

14. I had to sit three-deep in front of the television set. (L.25)

I was forced to sit behind my brothers and sisters (three seats)

away from the TV set.

15. I am now very protective of my privacy and get upset if I

don’t have enough time on my own. (L.26)

1) protective adj.: inclined or tending to protect

2) on one’s own: alone; without help

16. …blot out a row going on at the other end of the sofa. (L.32)

…keep a blind eye on or turn a deaf ear to the noisy quarrel of my brothers or sisters on the other end of the sofa.

1) blot out: hide from sight; refuse to think about

2) row n.: (BrE) a loud noise; a fierce quarrel or dispute

17. …I usually wore my sisters’ hand-me-downs…(L.33)

…I usually wore the clothes which my sisters had used when they were small…

hand-me-downs: a compound word made from the phrase …hand down to me”

18. …were you wearing an afghan with a mauve Laura Ashley

smock in 1984?… (L.35)

1) afghan n.: a knitted and sewn woolen blanket or shawel

(originating from Afghanistan)

2)smock n.: a woman?s long loose blouse

19. I might not have been able to stop my brothers watching

Match of the Day, but being a baby had its advantages too.

(L.39)

It implies that her brothers were fond of watching the programme “Match of the Day”, but since she was little, she was able to stop her brothers watching that programme so that she could watch her favourite programme.

20. Having loads of brothers and sisters meant I was exposed to a

variety of music…(L.40)

Since I had so many brothers and sisters, I was given a chance to listen to different kinds of music while my brothers and sisters were lis tening…

21. I was into Radio… when most of my friends hadn’t

progressed past … (L.43)

This is an example of the writer keeping up with the time and always leaving her friends far behind in terms of music or pop songs.

22. I could secretly borrow my sisters’ slightly-too-big

high-fashion items… (L.45)

When my sisters were away I could try their up-to-date fashionable clothes, which were still slightly too big for me. 23. R owdy night-time giggling was never blamed on me and I

don’t remember ever being told o ff. (L.48)

Nobody ever blamed me for noisy laughing at night (even though

I did it). I don?t remember anybody ever scolding me.

tell off: scold or reprimand

24. …my parents were remarkably lax about discipline by the

time they got to me. (L.50)

…my parent s were extremely lenient to me in matter of discipline.

lax adj.: lacking care, concern or firmness

25. My oldest sister…a mother herself by the time I came along,

had endured immovable curfews… (L.51)

My oldest sister…became a mother herself when I was b orn, had never been allowed to stay out late at night and this rule never changed…

1) come along: arrive

2) curfew n.: an order forbidding people to be in the street after

a certain hour

26. …when a new baby was born, the older ones would go back

into n appies in protest… (L.56)

…when a new baby was born, the older ones were still so little that they had to wear nappies and would cry when they were put on nappies…

27. …put me off domestic drudgery for life. (L.57)

…caused me to dislike tedious housework all my life.

1) put sb. off: cause one to loose enthusiasm, to feel disgust,

for something

2) domestic adj.: relating to the home, family, or private life

3)drudgery n.: tedious menial work

28. …disposable nappies… (L.59)

…nappies intended to be thrown away after use…

29. At mealtimes, which were always two sittings,…(L.63)

For every meal, we had to eat in two groups one after another…

30. “I’ve been making a sponge”… (L.66)

I?ve been making a sponge cake (or putting)…

31. …made me averse to anything mor e strenuous than heating

up ready-to-bake ciabatta… (L.68)

…made me reluctant to do anything that is more troublesome than to heat up ready-to-bake ciabatta…

1) averse to: reluctant about or opposed to

2) strenuous adj.: requiring or performed with great effort or

energy

3) heat up: make become hot or warm

32. …but we never went without. (L.78)

…but the whole family always managed a holiday away from home.

go without (sth.): succeed to live without; do without

33. …she had ensured everyone else had been inoculated…

(L.81)

…she had made sure every other member of the family had been vaccinated against disease…

34.…Mum only got better because she was worried about the

washing piling up. (L.84)

Mum got better just because she worried that there would be nobody to do the washing if she was gone.

35. …so family get-togethers are like remakes of The

Godfather… (L.91)

…so family reunions are like what in the film The Godfather reappeared again…

The Godfather: a US film directed by Francis Coppola (1972), a drama focusing on the power and influence of a Mafia dynasty 36. …have a penchant for…(L.93)

…have a liking for something that is slightly disapproved of by others…

37. …who knows not to walk between the remote control and the

television. (L.93)

…implies that the c hild does not need to make so much effort even as to go to the TV set but to use the remote control only. III. Answers for Text 1

Skills Development

Pre-reading

1. You start with group work and end up with class discussion. The

teacher may put the main points on the board.

2. It begins with individual word and then pair work.

Reading

2. A.

3.The text indicates that the author takes a negative attitude towards

a large family, though she found it nice to be the youngest of

siblings and large families are not that bad as the press depicts.

4. ●living conditions

●dressing

●her mother?s experience

●her idea of her own family size and life style

5.

2) a. never asked children to help with housework

b.ate left-over

c.constant shopping, cooking, washing, cleaning

d.never did anything for herself

e.always tired

f.had all others inoculated but herself

g.survived typhoid because of her concern for the children

7. ●hate housework

●hate noise

●become selfish

●want only one child

●get used to ready-made food

●have the child well-provided for

Post-reading

1. This is a role-play activity, designed to motivate students to

speak in English, and improve their ability to organize their ideas orally and elicit information for a specific purpose. To ensure a

good performance, students should fully prepare. The teacher may organize the class into groups of four and let students divide up the roles among them. Then students prepare for their own role and jot down the points on a piece of paper. When they finish, they can swap their roles.

2. This is a very advanced oral activity. Though preparation can be

done beforehand, much depends on impromptu speech. The teacher may ask every student to prepare a few points for each topic area. When debate starts, students of each side may speak in turn so as to give everyone an opportunity. Then speakers on either side may take the floor of their own accord.

3. Remind students of the style of the text.

Language Development

1. 1) c

2. i.

3) a 4) b

5) d 6) h

7) e 8) f

9) g

2. 1) averse 2) drudgery

3) paternal 4) strenuous

5) deem 6) drawback

3. 1) make it 2) got on my nerves

3) tell you off 4) not to mention

5) go without 6) make it to

7) blotted out 8) have a penchant for

9) stick up for 10) on their own

4. 1) No, we cannot change the perfect into the simple present

and vice v ersa. Because the “modal + PP” refers to an event

that happened in the past whereas the “modal +SP” deals

with the present situation. a, b and c all relate to the author?s

childhood days but d is concerned with things in general.

2)must used in the three cases mentioned above means

“supposition” or “hypothesis” whereas might means

“possibility”. Therefore, they cannot be swapped either.

Note: When must is used to show “supposition” or “hypothesis”,

it cannot take the negative. In other words, we cannot put “not”

after must. If you want to express the idea, you should use the modal can instead, e.g. They cannot have been great…

The rest part of the activity is to use the pattern in stories.

Students may do it as an option.

5. remember followed by the infinitive indicates an action to take

p lace whereas remember followed by a gerundial phrase expresses a finished action.

1)Try to open the door with a hammer. (Make efforts to do it.)

2)Try opening the door with a hammer. (Do it like this first to

see whether it works.)

3)He regretted to tell the truth. (He regretted because he was

going to do it.)

4)He regretted telling the truth. (He regretted because he had

done it.)

5) She forgot to close the door when she left. (The door was not

closed.)

6) She forgot closing the door when he left. (She had closed the

door but she forgot about it.)

6. a pain-in-the-stomach gesture:as having pain in the stomach

stay-at-home : one who never goes away from home

take-home-pay: pay after the payment of income tax

middle-of-the-road attitude: impartial; not supporting either side commander-in-chief: the officer in supreme command of a

nation?s forces

mother-to-be: future mother; one expecting a baby

7. 1)尽管我从来就没有想过做独生女,—是只要一个孩子难

得做到,二是因为是独生女,一旦不在父母身边会感到

内疚不已,但是有很多兄弟姊妹确有其问题。当人们知

道我有好多兄弟姊妹时,他们通常会说:“总是有人在身

边谈谈,多好哇。兄弟姊妹多一定会变得性格开朗,敢

说敢做。你信天主教吗?”

2)然而,有我们兄弟姊妹一群在附近,意味着每天都有人至少给父母打个电话,即使有个姐姐决定到澳大利亚定居,

圣诞节期间仍然有我们众兄弟姊妹可以走动。他们现在

有8个孙子,3个曾孙子,所以家庭聚会宛如影片《神父》

的再现,尽管要准备更多的食物。说到此,我计划要一

个温顺的孩子,他嗜好马克斯和斯潘塞的食品,只知道

用遥控器开电视而不知用手启动。

8. 1) Small children tend to play truant from school when they

first go to school as they are not used to school life.

2) Every spies of animal is protective of itself in its own way,

for instance, one kind of lizard can change its colour to hide

itself from its enemies.

3) The window view is blotted out by the big prosperous tree in

front of the building.

4) The new journalist was told off by the editor-in-chief, for the

readers were averse to the frontpage story he had written.

5) Being all on her own, she is now free and satisfied. But if a

right man comes along, she would not refuse to form a new

family.

6) The boring practice puts him off the art of calligraphy, but

when faced with a beautiful piece of calligraphy, he wants to

learn the art again.

7) In his childhood, he already had a penchant for Chinese

architecture. When he grew up, he did research on it and

found Chinese architecture was related to Chinese

philosophy to some extent.

IV. Background to Text 2

Rearing children involves some philosophical ideas. Some people believe children cannot grow up properly without strict discipline. This idea is embodied by the saying “Spare the rod, spoil the child.” Others believe that parents should make friends with their children. Under no circumstances should they hit their children. This will help their children grow up properly. In some countries, the treatment of children is a family matter. Outsiders have no say about it. In others, however, there are laws restraining the behaviour of parents towards their children.

Beating children can be against the law. This text describes a family incidence in which father hit his nine-year-old girl because she came back too late but the girl resented being hit and

called the helpline, which nearly sent the father to prison.

Nevertheless, the incidence had a strong impact on their life later on. The parents got divorced, and father and his daughter developed hostile feelings towards each other.

Words and expressions

smack n.: one who slaps especially with the hand

assault n.: violent physical or verbal attack; (euphemism) rape

bar from: forbid to enter

magistrate n.: a judge in a lower court of law dealing with minor cases

ordeal n.: a painful horrific experience

discipline vt.: train or force to behave in a controlled way; punish trigger off: start a chain of actions, reactions, events, etc. obstreperous adj.: noisy and hard to control

cul-de-sac n.: a street closed at one end

pull rank: use one?s higher rank to get what one wants

be fed up with: unhappy, tired or unsatisfied with

hype n: intensive, exaggerated and usually misleading publicity child abuse: maltreatment of children

get one’s back on: (BrE, Colloq.) have one?s revenge

batter vt.: strike or hit hard often continuously

be obliged to do sth.: be forced morally or legally to do sth. adamant adj.: completely determined; not likely to change one?s mind

tenacious adj.: determined; persistent; obstinate

wallop vt.: hit or spank vigorously

blow sth. out of proportion: exaggerate; describe sth. more than it is cuddle vt.: hug or embrace affectionately

compromise vt.: bring into dispute or danger especially by indiscretion or folly

V. Answers for Text 2

1.It is open.

2.It is open.

3.Section 1: (Para.1)

Introduction

Section 2: (Paras.2-6)

The incident

Section 3: (Para.9)

Reflection of the incident

Section 4: (Paras.10-12)

Impact of the incident

4. 1) Different: She quarreled and refused to go to bed as her told

her to.

2) Different: They often argued with the child when she refused

to go to bed.

3) Different: She called the helpline and the helpline brought

the police.

4) Similar.

5) Different: Mainly because Sue told them what had actually

happened and she supported her husband that he was not

wrong.

5. 1) As a means to discipline children, it is sometimes necessary.

2) He felt regret.

3) Simon repeated to his daughter what his father had done to

him when he was a child.

6. ●obsess with the incident

●feel awkward and cannot behave normally as a father

●not trust his daughter any more

●divorced probably because Mother felt stuck in the middle

●self-conscious when greeting his daughter

●anything relating to child abuse would remind him of the

incident

7.

VI. Answers for Further Development

Language

1.1) a. the pressure on our dad to feed us and provide us with

clothes…

b. …so family get-togethers are like The Godfather which

was remade …

c. …a rea sonable part of training a child in discipline into

the preserve of the law…

2) a. rethink b. win

c. feel

d. touch

e. chew

f. hate

3) a. stomach b. helicopter

c. nose

d. head

e. pocket

f. cash

4) flow over overflow

fall out fallout

take over takeover

come out outcome

pour down downpour

break through breakthrough

fall down downfall

take away takeaway

burst out outburst

take in intake

2. 1) a. 他的祖父和祖伯父都是商人。

b. 他们一定是把你父母的名字与你的祖父母的名字弄混了。

c. 这两人可能有血缘关系,也许是祖伯父和孙侄。

d. 他家里前议员包括他祖父和曾祖父。

2) great-grandson great-niece

great-granddaughter great-grandparent

grandfather great-aunt

great-great-uncle great-great-nephew

3. 1) In a, b, c and d, inversion occurs to achieve structural

balance because the subjects are very long and the

predicates are extremely short. In e, however, the inversion

functions as the unreal condition or a conditional clause in

the subjunctive mood.

2) a. On the ceiling hung dustpans and brushes.

b. In the middle of a green lawn stand a statue.

c. Behind the desk was sitting a middle-aged woman.

d.Here is the money. Go and buy yourself a watch.

e.There comes the cloud of smoke.

3) a. Hardly had john finished his assignment when his

classmate called him to go skating.

b.Seldom have enterprise and personal responsibility been

more need.

c.Not only did the thief steal his money but also threw the

room into disorder.

d.Not a minute longer could they wait.

4) a. …, and nor do qualified tutors.

b. …So has anyone else in her class.

c. …Nor co uld I make him see the importance of it.

d. correct

e. correct

f. correct

Tips for Teachers

1. 1) unless (conjunction)

2) is (subject and predicate agreement)

3) be liked (infinitive in the passive)

4) forgets (subject and predicate agreement)

5) take (collocation)

2. 1) immigrants

2) performance

3) vigorously

4) differ

It is open. The main purpose of the activity is to raise students? awareness of designing gap-filling questions with specific aims in mind, for example, to help students practise certain language items.

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