英语综合教程V课后练习答案.doc

综合教程5练习答案1-9
KEY TO EXERCISES of Unit 1
Text comprehension
I. Decide which of the following best states the author's purpose.
A
II. Judge, according to the text, whether the fo!lowing statements are true or false.
1. T. Refer to Paragraph 1.
2. F. Refer to Paragraph l. What the author stated in the paragraph is that her sister graduated from high school.
3. F. Refer to Paragraph 3. They took a railroad train during the day.
4. F. Refer to Paragraph 5. The conditions of the dining car might not be like what the author's mother had told them. She said so for fear that her kids could have been hurt by the fact that Black people were not allowed into railroad dining cars.
5. F. Refer to Paragraph 6. She simply did not go with the other girls in the class because, as the nuns had told her, they would be staying in a hotel which would not rent rooms to blacks.
6. T. Refer to Paragraph 12.
7. T. Refer to Paragraph 17.
8. F. Refer to Paragraph 18. Her father only promised she could type it out on the office typewriter, but whether she managed to send the letter to the president was not mentioned.
III. Answer the following questions.
1. Refer to Paragraph 1. Washington D.C. is known to all for its special position, as capital of the nation. The author, like many children who had never been to Washington D.C. before, could have only learned about it through story telling, as if it were a place existing in fables.
2. Refer to Paragraphs 3 and 4. A mobile feast implies a large quantity and variety of food in a box including two roasted chickens, packed slices of brown bread and butter, green pepper and carrot sticks, a spice bun and rock-cakes, iced cakes and tea, sweet pickles; dill pickles, and peaches, which were prepared by their mother for them to eat on their way to Washington, D.C.
3. Refer to Paragraphs 3, 4, and 5. She must be kind, prudent, responsible, considerate and caring for her family.
4. Refer to Paragraph 7. They lodged in one large room with two double beds, in a back-street hotel that belonged to a friend of her father's who was in real estate.
5. Refer to Paragraphs 8 and 9. She had long before realized the national day celebration in her country was nothing but mockery for the Black people. As a black girl, she was in that silent agony that characterized all of her childhood summers. Apparently she hated the Fourth of July, but in essence, what agonized her was the racial discrimination and segregation.
6. Refer to Paragraph 16. The waitress dropped her eyes looking very embarrassed.
7. Refer to Paragraphs 17 and 18. Discrimination against the blacks had been a long-established, deep-rooted and widespread practice in the country. Being black simply meant mistreatment.
Therefore, the unfair treatment they received at Breyer's was not surprising at all; as blacks they should have expected this and had no reason to feel shocked and indignant.
8. Refer to Paragraph 19. We can perceive the author's antagonism from such descriptions as the white waitress, the white counter, the white ice cream, and the white pavement, the white stone monuments, and the white heat in Washington D.C., all of which made her sick to her stomach for the whole rest of that trip. In a word, it was the racial discrimination suggested by the dazzling color, white, that drove the author mad.
IV. Explain in your own words the following sentences taken from the text.
1. Mother meant to deliberately overlook whatever she did not like and could not change.
2. From June to the end of July school closed for the summer vacation.
3. Literarily, the writer was unable to open wide her eyes due to the dazzling summer sunlight as well as her eyes defect. Figuratively, the freedom, equality and democracy all American citizens were allegedly entitled to were simply distorted images in the author's eye.
4. Mother was bright and father brown, and the three of us girls represented gradations from bright to brown.
5. Inside the Breyer's, the soda fountain was so dim and the air so cool that the pain of my eyes was wonderfully lessened.
6. My forceful question got no response from my family; they remained silent as if they had done something wrong and shameful walking into Breyer's.
7. My anger was not going to be noticed or sympathized with by my family members who were similarly angry, though.
Writing strategies
1. Besides Paragraph 2, Paragraphs 6, 8 and 9 contain or involve flashbacks.
2. Here's one more example of symbolism: "The waitress was white, and the counter was white; and the ice cream I never ate in Washington D.C., that summer I left childhood was white, and the white heat and the white pavement and the white stone monuments of my first Washington summer made me sick to my stomach for the whole rest of that trip and it wasn't much of a graduation present after all." The repeated description of whiteness further reveals the phony democracy of the United States and the false freedom of colored people, which drove our writer mad and
indignant.
Language work
I. Explain the italicized part in each sentence in your own words.
1. at the beginning of
2. The whole family were already either actually busy making preparations or enjoying the ambience.
3. a large enjoyable meal on the train
4. as if we had never been mistreated for being Black
5. had partially caused
6. was not going to be noticed or sympathized with by people feeling a similar anger
II. Fill in each blank with one of the two words from each pair in their appropriate forms and note the difference of meaning between them.
bruise scar
Explanation: Both verbs pertain to external physical injury and other sorts of damage. Bruise indicates an injury of the surface flesh, caused by a blow that does not necessarily break the skin and that results in a marked skin; the word can also suggest the tendency to turn black-and-blue from small impacts. Scar refers to the forming of a mark over a healed wound or suggests the doing of damage that will leave a lasting mark.
1. bruise 2. bruised 3. scarred 4. scar
dampen soak
Explanations: Dampen is to make or become somewhat wet, emphasizing the moist condition that results. In a figurative sense, the word means to depress. Soak means to wet thoroughly, implying immersion. To soak something is to place it in liquid and leave it long enough for the liquid to act upon it.
1. soaking 2. Dampen 3. soaked 4. dampen
acknowledge admit
Explanation: Both words agree in meaning to accept openly, though with some reluctance, the truth or existence of a fact, condition, etc. Admit is a bold acknowledgment of implication in something one has formerly tended to deny or to equivocate about. Acknowledge is to accept responsibility for something one makes known, and we acknowledge something embarrassing or awkward, and usually not voluntarily; more often, the acknowledgment is extracted from one more or less unwillingly.
1. admit 2. acknowledged 3. acknowledge 4. admitted
agony anguish
Explanation: Both words can refer to intense suffering of the body or mind. Agony represents suffering, the endurance of which calls forth every human resource. Its severity is of such extent that the word is often used to denote the struggle and pain that may precede death.
Anguish points to the extremity of grief which so terrifies the spirit as to be insupportable.
1. agony 2. anguish 3. anguish 4. agony
III. Fill in the blank in each sentence with a word or phrase taken from the box, using its appropriate form.
1. The local council has decreed that the hospitals that are not able to reach the service standards should close.
2. When Hamlet murmured "To be, or not to be", he was faced with an agonizing dilemma.
3. The young mother smiled approvingly at her son who asked to play outdoors.
4. The Prime Minister is now firmly ensconced in Downing Street with a large majority.
5. We need a manager with plenty of flair to run the business in China.
6. It is noticed that quick-minded people suffer no vulnerability to criticism.
7. It was a relief to be outside in the fresh air again after staying weeks-long underground.
8. The government's avowed commitment to reduce tax has been largely appreciated.
IV. Make a sentence of your own for each of the given words with meanings other than those used in the text. You may change the part of speech of these words.
1.Liani presented me with the challenge, and I took it up.
2. To open a supermarket demands a large amount of capital.
3. Well, it's your turn to shuffle the pack and deal the cards.
4. It would be a wise move to check the market first.
5. The results of the test ran counter to expectations.
6. Is there a drop of tea left in the pot?
V. Fill in each blank with a definite, indefinite, or zero article.
1.The 2./ 3. a 4. A 5./ 6./ 7./ 8./ 9./ 10. an
11. a 12. / 13. the 14. a 15. the 16. a 17. a 18. / 19. the
VI. Put a word in each blank that is appropriate for the context.
1. black 2. behave 3. mind 4. meant 5. mercy
6. though 7. before 8. worse 9. what 10. experienced
Translation
I. Translate each of the following sentences into English, using the words or expressions given in the brackets.
1. I haven't seen it myself, but it is supposed to be a really good movie.
2. The hostess cut the cheese into bite-size pieces.
3. No one can function properly if they are deprived of adequate sleep.
4. He carefully copied my pretense that nothing unusual had occurred.
5. It was scorching outside; all the tourists escaped into the fan-cooled hut.
6. I've come to see his fabled footwork that people talk so much about.
7. I'm not a teacher proper, since I haven't been trained, but I've had a lot of teaching experience.
8. Students tend to anticipate what questions they will be asked on the examination.
II. Translate the following into Chinese.
如果美国对此时此刻的迫切性视而不见，低估黑人的决心，那么这对美国的命运将是休戚相关的。自由平等、令人心旷神怡的秋天遥遥无期，黑人正当愤怒的闷热夏季就不会消失。1963年并不是终结，而是开端。只要黑人得不到公民权益，美国就不可能有安宁和稳定。反抗的旋风会继续撼动这个国家的根基，直到正义光明的日子的来临。
KEY TO EXERCISES of Unit 3
I. Decide which of the following best states the author's purpose.
B
II. Judge, according to the text, whether the foUowing statements are true or false.
1. T. Refer to Paragraph 1.
2. T. Refer to Paragraph 3.
3. F. Refer to the passage. Only one prisoner was to be hanged.
4. F. Refer to Paragraph 10. The prisoner began crying out to his god. It was a high, reiterated cry of "Ram! Ram! Ram! Ram!" not urgent and fearful like a prayer or a cry for help, but steady, and rhythmical, almost like the tolling of a bell.
5. T. Refer to Paragraph 11.
6. T. Refer to Paragraph 13.
7. F. Refer to Paragraph 16. The executed prisoner must have been a man of no courage since he pissed on the floor when he heard his appeal had been rejected.
III. Answer the foUowing questions.
1. Refer to Paragraphs 2 and 7. The warders appeared quite tense gripping him by arm and shoulder to make sure he was right there, whereas he stood quite unresisting with his arms limply in the ropes, and later walked quite steadily towards the gallows.
2. Refer to Paragraph 4. He was the leader of jailers, a fat Dravidian in a white drill suit and gold glasses, conducting the hanging.
3. It insinuates that the prisoner to be hanged seemed composed, unruffled, and imperturbable.
4. Refer to Paragraphs 7 and 8. It is implied that the prisoner was alive like anyone else, with his brain reasoning quite effectively.
5. Refer to Paragraphs 10 and 11. He did so, perhaps in order to embolden himself facing death.
6. Refer to Paragraph 14. He blew out deep breath, and the moody look had gone suddenly out of his face, and he felt completely relieved from the tension.
7. Refer to Paragraph 15. Everything seemed to have returned to normal. The warders unfixed their bayonets, and two of them got ready to ladle out rice, and the convicts were getting their breakfast in a homely, jolly atmosphere, in which singing, or sniggering, or chattering was waiting at any moment to start.
8. Refer to Paragraph 18. He was extremely satisfied with the job done that day because the hanged prisoner had died instantaneously without any disagreeable trouble left.
IV. Explain in your own words the following sentences taken from the text.
1. We were waiting outside the cells, where prisoners under the death sentence were jailed.
2. We, government officials and inspectors, walked behind the warders and the prisoner.
3. I found the inexplicable injustice that was being done in putting to an end a prisoner's life, which was still in its prime.
4. The prisoner, who belonged to us now, would be promptly put to death.
5. People had a strong desire to sing, to run and to snigger (after the hanging was over).
6. You can hardly believe that it took as many as six warders to remove him from the cage bars.

Writing strategies
1. Yes, I do. The story is so full of dynamic verbs that more than 90% of the sentences contain one or two, or even more action verbs. Obvious examples are found in Paragraphs 2, 7, 8, 9, 10, 11, 12, 13, 14, and 15.
2. Flashbacks are found in Paragraphs 16, 18, and 20.
3. The employment of the first person narration renders the events described or the plots narrated
more vivid, objective and believable, and makes it possible and convenient for the narrator to
express or demonstrate his own thoughts or psychological activities in the process of narration.
4. Both the beginning and the conclusion of the narrative story touch on or briefly describe the hard life and tragic fate of the condemned prisoners.
Language work
I. Explain the italicized part in each sentence in your own words.
1. who were scheduled to be hanged
2. who was a small, thin, and weak man
3. holding him firmly and continuously in a careful manner
4. carrying rifles that tilted over their shoulders
5. his muscles appeared to be functioning normally
6. we will lose a man who can also think and reason like us, and who is also a unique individual like each of us
II. Fill in each blank with one of the two words from each pair in their appropriate forms and
note the difference of meaning between them.
vibrate oscillate
Explanation: Both words refer to back-and-forth motion. Vibrate suggests a rapid continuing
pulsation, while oscillate, a more formal word, often used in scientific contexts, applies to any regular shifting back and forth, as of a pendulum, or to any uncertain change of position.
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