unit1 泛读
The Gift of Cochise
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Comprehension points
1 (Line 5) The Apache signaled for a truce. He meant that she should not attack them, and they would not attack her first, either, at least for the time being.
2 (Line 10) Cochise was very curious. He wanted to know by himself the woman who had fought so courageously, who had fought his war-seasoned fellows off three times already. Having got the first-hand knowledge about the woman, Cochise then was able to decide what to do with her and her children.
3 (Line 38) Angie paused for a moment, but she was not the person who would tell lies under any circumstances.
4 (Line 62) The sentences means that Cochise was not telling the truth, i.e., he was bluffing her intentionally, because Angie knew that there were springs in the hills where the Apaches were living, so they did not have to come so far to claim the spring.
5 (Line 66) Angie was so eloquent, so courageous, so brave, and so smart, so kind, and such a woman would bring up her children to be warriors.
6 (Line 79) “One” stands for a man. The sentence means that if there were such a man, and the man were married to Angie, they would have a lot of children, and the children would be brought up to be brave warriors, who would then fight the Apaches.
7 (Line 100) It implies that some Indians had been to the spring during the weeks that followed, because Indians typically wore moccasins.
8 (Line 125) Angie’s father was from rural Ireland, and she had inherited from him the ability to judge land. So she knew that the land was fertile and crops would grow well on it.
9 (Line 169) He realized that the three brothers deliberately challenged him, because he had killed their brother Dan Tolliver. Now they wanted to avenge their brother and kill Ches Lane.
10 (Line 260) These two white men could not last very long in the place where Ches met them. In order to avoid the attacking Indians and survive, they had to move west.
11 (Line 294) Se knew for sure that Ed was dead and would never return, but she had to live on. With only herself against the harsh nature, she would have many difficulties. She felt grieved, but she had to appear strong in the presence of her children, so she had to cry after they were asleep to relieve her pent-up emotions.
12 (Line 489) It implied that the Apache Indians meant Ches Lane to be her new husband.
13 (Line 498) To have moved it would end her hope for Ed’s return and would weaken her memory of Ed.
14 (Line 508) If Ed had considered, he would not have gone to Ches’ aid. So it was lucky for Ches.
Translation
1 阿帕契的战士们曾机智勇敢地战胜了有史以来最强悍的美国军队,而这支军队的数量是阿帕契人的一百倍.这些阿帕契人就是那些战士当中的一部分。
2 很久以前她就猜到爱德已被人打死了，但是柯奇士的说话方式并不意味着阿帕契人杀死了他，他的意思只是说他肯定是死了，否则他早就回来了。
3 那棵仙人果至少在二百码以外，而且那支温彻斯特连发步枪又长又重，但是他急切地
将其举起，照他爸爸教的那样把枪倚在门框上使其平稳，稍微瞄了一会儿，紧接着就开了枪。
4 他骑着马从峡谷口中出来,正好闯进了一支由二十多个阿帕契人组成的战斗队围成的包围圈中-----直到他们突然从岩石后面站起来他才看见他们，而且他们的步枪都已端平了对着他。
5 他们的离去让她突然感到无助，站在她面前的是个完全陌生的男人，这个被阿帕契人从荒漠中带到她面前的大块头、满脸络腮胡子的男人击碎了她孤寂的幽暗世界。
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泛读教程1答案-Unit1-16
Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate strengthen assignment homework biological of living things flexible not fixed
strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix 1. familiarize 2. visualize 3. merely 4. idealize 5. finalize 6. necessarily 7. physically 8. highly Cloze favorable their respected professors authority role expect need several changes Sec tion B
译林版英语四年级下册 Unit1 知识点梳理
Unit1 Our school subjects 单词 school 学校 subject 课程 Welcome back to …欢迎回到…… see 看见，看到 timetable 课程表，时间表 Chinese 语文（课） Maths 数学（课） Art 美术（课） PE 体育（课） Music 音乐（课） Science 科学（课） fun 乐趣，快乐 goto 去……. playground 操场 lesson 课 Monday 星期一 afternoon 下午 重点内容 词汇分类 课程: Chinese语文(课) Maths数学(课) Art美术(课) PE体育(课) Music音乐(课) Science/科学(课) 地点: school 学校 playground 操场 时间: Monday 星期一 afternoon下午 其他: see 看见，看到 fun 乐趣，快乐 subject 课程 lesson 课
timetable 课程表；时间表 句型 表达欢迎回到某地的句型: Welcome back to school. Welcome back home. 询问对方喜欢什么课程的句型及其答语: What subjects do you like? I/We like Chinese. I/We like Maths. 短语 go to 去… welcome back to…欢迎回到… our new timetable 我们的新课程表 惯用表达式 ① nice to see you.见到你很高兴。 ② What about you?你(们)呢? 知识点精析 1.表达欢迎回到某地的句型——Welcome back (to)… 【课文应用】Welcome back to school, class. 欢迎回到学校，同学们。 【句型结构】 Welcome back (to)+地点( school, home，here...) 【重点解析】 welcome在这里是感叹词，表示“欢迎” to后接表示地点的名词，如果“地点”是副词，to要省略。 【生活实例】看看 Lingling是怎样迎接从国外参加比赛回来的同学们的: Langling: Welcome back to China!欢迎回到中国! 2.如何表达见到某人很高兴 【课文应用】 Nice to see you, Miss Li. 见到你很高兴，李老师。 Nice to see you too. 见到你们也很高兴。 “Nice to see you”意为“见到你(们)很高兴”，它的答语可以为“ Nice to see you too. 例如:一 Nice to see you here，Miss Zhao. 在这里见到你很高兴，赵老师。 一Nice to see you too. 见到你也很高兴。 3.如何询问对方喜欢什么课程 【课文应用】 What subjects do you like， Wang Bing? 你喜欢什么课程，王兵? I like Chinese and Maths. 我喜欢语文和数学。 【句型结构】问句: What subjects do you like? 答语: I/ We like+课程名称( Chinese， English， Maths，Music…) 【重点解析】问句用于询问对方喜欢什么课程。what subjects意为“什么课程”。例：-What subjects do you like，Mary?你喜欢什么课程，玛丽? -I like English. 我喜欢英语。
大学思辨英语教程精读Unit教师用书
U n i t3V e r b a l a n d N o n-v e r b a l C o m m u n i c a t i o n Unit overview Both Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units. Text A People in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion. Text B Some non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication. The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities. Teaching objectives This unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects. Reading skills: Use context to understand a new word Identify cohesive devices Predict the content of an upcoming sentence/paragraph