英语泛读教程3---UNIT2（刘乃银）ExercisesA. Determining the main idea. Choose the best answer. Do not refer to the text.The main idea of the text is that ______ . ( B )(a) the British people are so particular with politeness that it is almost impossible to make friends with such a nation(b) good manner rules the daily life of the British people and thatexplains such qualities as reserve, modesty, sense of humor and politeness －typical qualities of the British people(c) the British people give us impression of coldness, but deep in their hearts, they are friendly to every one(d) the British people have many good qualities though sometimes it is difficult to understand themB. Comprehending the text.Choose the best answer.1. If English people are making a journey by train, they will try ______. ( D )(a) to share a compartment with a stranger(b) to keep a compartment with a stranger(c) to ask personal questions in order to get to know each other(d) to sit alone as they are unwilling to talk with strangers2. According to the text, if a friendly stranger does start a conversation, ______. ( D )(a) the English people may make an unwilling reply(b) he will be considered ill-bred(c) the English people may respond coldly(d) his friendliness may please the English people3. The self-disapproval and modesty of the English people ______. ( B )(a) is understandable to most foreigners(b) often results in misunderstanding(c) shows that t hey don’t really care about anything(d) is considered bad behavior4. The ideal of English sense of humor is ______. ( C )(a) to laugh at other's failures(b) to show sympathy to a tragedy(c) to laugh at oneself(d) a disrespectful attitude towards life5. We may well guess from the text that English people ______. ( D )(a) do not always obey rules of sport(b) are good at playing tennis(c) are bad-tempered when defeated(d) show respect for other people’s feelings6. The starting point of politeness in Britain is________. ( C )(a) a positive attitude to life(b) to show hospitality to others(c) to show consideration for each other(d) to please other people7. “Would you mind if I open the window?” A polite answer to the question is ______ ( C )(a) “No, please.”(b) “Yes.”(c) “Of course not.”(d) “Please do.”8. Politeness towards women and old people is based on ______. ( A )(a) the feeling that they are in need of protection(b) the fact that they are physically weak(c) their actual need(d) the feeling that they are more experiencedC. Understanding vocabulary.Choose the correct definition according to the context.1. Similarly, conversation in Britain is in general quiet and restrained and loud speech is considered ill-bred. ( B )(a) quick-tempered(b) badly-behaved(c) thoughtless(d) healthy2. On the other hand, they are perfectly human behind their barrier of reserve, and may be quite pleased when a friendly stranger or foreigner succeeds for a time in breaking the barrier down. ( A )(a) destroying(b) interrupting(c) separating(d) protecting3. Within their hearts, the English are perhaps no less conceited than anybody else, but in their relations with others they value at least a show of modesty. ( D )(a) modest(b) cool(c) excited(d) self-important4. This attitude is never cruel or disrespectful or malicious. ( D )(a) deceptive(b) keen(c) critical(d) hateful5. Women especially, for reasons of sexual attraction, long to “stay young” and there is no greater compliment to a mature woman than to be told “How young you look!” ( A )(a) praise(b) prudence(c) concern(d) help6. Rules are the essence of sport, and sportsmanship is the ability to practise a sport in obedience to its rules, whil e also showing generosity to one’s opponent and good temper in defeat. ( C )(a) friend(b) enemy(c) rival(d) master7. When the request is granted, and at any time when you are receiving something, however obviously you are entitled to it, you are always expected to say “Thank you”. ( A )(a) have the right to(b) are worthy of(c) are respected for(d) are opposed to8. It is still considered polite to give up one’s seat to a woman who is standing, to open doors for her, help her alight from the bus. ( A )(a) get off(b) get on(c) keep away(d) sit away9. Old age and seniority alone do not command authority. ( C )(a) being expert(b) high rank(c) higher standing through long service(d) modestyD. Discussing the following topics.1. According to the British standard, what sort of behaviors are considered rude?答案Troubling someone without saying "Excuse me" or disturbingsomeone without expressing regret. Also, when you receivesomething or when others have done you a favor, it is impolitenot to express your appreciation. Direct requests or actions that involve inconvenience are not proper. (More examples of this sortof behavior are expected to be found by yourself.)2. What is your general impression of politeness in Britain?答案Politeness in Britain is based on the elementary rule ofshowing consideration for others, and acknowledging theconsideration they show to you. This is a reasonable social rule.Western civilization is famous for its politeness towards women,the idea of which originates from the inequality between men andwomen. This politeness is less observed today as women have becomeequal with men in many aspects. Old people are respected inBritain because they are felt to be in need of protection andsupport, the idea of which is different from that of the Chinesepeople who respect the aged not merely because they needprotection but also because they are worthy of the respect.PracticeA. Read each headline in the left column and decide what kind of a story it introduces. Match the headline with the most suitable story category in the right column.g )Job-hunting made worse a. A Decisione )Old feud flares anew b. A Treaty Signingc )Gov't. to launch probe intoc. An Investigationdisasterb )UK, Iceland to ink fishingd. A Criticismpact?d )Parents rap schoole. A Disputeadministrationf )Faulty power line triggersfactory blazef. A Firea ) Rate of wage rises slows g. An Disappointmentg ) Blow for old folkB. Give the full name or form of the following. Aussie( Australia )lib( liberation )pix( pictures )tech( technology )vet( veteran )rep( representative )biz( business ) grad( graduate )sec( secretary )nat'l( national )com'l( commercial )c'tee( committee )UNESCO( United Nations Educational，Scientific and Cultural Organization) OPEC( Organization of Pretroleum Exporting Countries )WTO( World Trade Organization )ASEAN( Association of Southeast Asian Nations )IOC( International Olympic Committee )WHO( World Health Organization )VIP( very important person )DJI( Dow-Jones Index )P assage OneThree passions, simple but overwhelmingly strong, have governed my life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great winds, have blown me hither and thither, in a wayward course, over a deep ocean of anguish, reaching to the very verge of despair.I have sought love, first, because it brings ecstasy － ecstasy so great that I would often have sacrificed all the rest of life for a few hours of this joy. I have sought it, next, because it relieves loneliness － that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss. I have sought it, finally, because in the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poets have imagined. This is what I sought, and thought it might seem too good for human life, this is what － at last － I have found.With equal passion I have sought knowledge. I have wished to understand the hearts of men. I have wished to know why thestars shine...A little of this, but not much, I have achieved.Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims tortured by oppressors, helpless old people a hated burden to their sons, and the whole world of loneliness, poverty, and pain make a mockery of what human life should be. I long to alleviate the evil, but I cannot, and I too suffer. This has been my life. I have found it worth living, and would gladly live it again if the chance were offered me.(302 words)1.The passage, taken from Bertrand Russell’s (1872-1970) autobiography, is mainly about Russell’s ______ .( D )(a) longing for love(b) search for knowledge(c) unbearable pity for the suffering of mankind(d) three passions that governed his life2. In the first paragraph, Russell says that ________ .( B )(a) he longs for love and never despairs(b) he has pity for the suffering of mankind and often feels anguish(c) he has traveled over a great ocean for the three passions(d) the result of his search is despair3. In the second paragraph, Russell thinks that he has found in his search for love all the following EXCEPT ________. ( B )(a) great joy(b) loneliness(c) the vision of the heaven(d) relief from solitariness4. Regarding knowledge, Russell thinks that ________ . ( D )(a) he knows why the stars shine(b) he understands the hearts of men(c) he has a good knowledge of things(d) he has succeeded a bit but not much5. Whenever Russell thinks of the sufferings of mankind, he __________. ( C )(a) is mocked by human life(b) becomes lonely(c) suffers too(d) feels he goes upward toward theheavens TOPP assage TwoIt is almost a definition of a gentleman to say he is one who never inflicts pain. This description is both refined, and as far as it goes, accurate. He is mainly occupied in merely removing the obstacles which hinder the free and unembarrassed action of those about him, and he concurs with their movements rather than takes the initiative himself. The true gentleman carefully avoids whatever may cause a jar or a jolt in the minds of those with whom he is cast － all clashing of opinion, or collision of feeling, all restraint, or suspicion, or gloom, or resentment; his great concern being to make everyone at their ease and athome. He has his eyes on all his company, he is seldom prominent in conversation, and never wearisome. He makes light of favors while he does them, and seems to be receiving when he is conferring. He never speaks of himself except when compelled, never defends himself by a mere retort, he has no ears for slander or gossip, is scrupulous in imputing motives to those who interfere with him, and interprets everything for the best. He is never mean or little in his disputes, never takes unfair advantage, never mistakes personalities or sharp sayings for arguments, or insinuates evil which he dare not say out. He has too much good sense to be affronted at insults, he is too well employed to remember injuries, and too indolent to bear malice. He is patient, forbearing, and resigned, on philosophical principles; he submits to pain because it is inevitable, to bereavement because it is his destiny. He may be right or wrong in his opinion, but he is too clear-headed to be unjust; he is as simple as he is forcible, and as brief as he is decisive. Nowhere shall we find greater candor, consideration, indulgence; he throws himself into the minds of his opponents, he accounts for their mistakes. He knows the weakness of human reason as well as its strength, its province and its limits.(336 words)6. According to the writer of the passage, a gentleman _______. ( B )(a) feels it his responsibility to show what people should do(b) avoids clashes of opinions or feelings(c) studies carefully the obstacles in the way of free and unembarrassed people(d) always thinks of those about him7. The author thinks that when a gentleman talks with others, ______ . ( D )(a) he shows his skill at conversation(b) he likes to help others with his favors(c) he prefers receiving favors rather than offering them(d) he seldom speaks of himself8. A gentleman, as defined in the passage, ______ . ( B )(a) never takes advantage while disputing with others(b) never makes personal attacks(c) is interested in slander and gossip(d) interprets people’s action as they really are9. Faced with insults, injuries and malice, a gentleman will _______ . ( D )(a) feel angry(b) learn them by heart(c) keep him busy to forget them(d) pay little attention to them10. A good title for the passage is : ______ . ( B )(a) Is There Such a Gentleman?(b) The Definition of a Gentleman(c) What a Gentleman Will Do.(d) An IdealizedGentleman. TOPP assage ThreeMy favorite English teacher could draw humor out of the driest material. It wasn't imposed either. He took Samuel Johnson's dictionary, Addison's essays, and many other literary wonders from the eighteenth century and made them hilarious, even at eight o'clock in the morning. The thing that amazed me most was that the first time I read these works on my own some of them seemed dead, but the second time, after his explanation, I couldn't believe that I hadn't seen the humor. The stories and poems and plays were suddenly filled with irony and allusions and hilarious moments. I learned more from him than from any other teacher.My least favorite English teacher also made people laugh. Some students found him to be wonderfully funny. Many others did not. He assigned journals over a six week period, to be written in every day. At the end of the six weeks I had a notebook full of jotted ideas, short story fragments, reactions to what we had read, and so on. Our teacher announced that we would be grading each other's journals. Mine was passed to Joe, the class clown, who saw it fit to quip at the end of it, “This writing isn't fit to line the bottom of a birdcage.” Our teacher laughed at that. Funny stuff. It hurt me so much that the anger from it has driven my writing and teaching ever since.So what makes the difference? Humor is one of the most powerful tools teachers (or writers) have at their disposal. It can build up studentsand classes and make them excited about literature and writing, or it can rip them apart.(276 words)11. The above passage discusses _______________ . ( C )(a) teaching(b) literature(c) humor(d) knowledge12. The word “hilarious” means ______ .( D )(a) brilliant(b) weary(c) exciting(d) funny13. With his favorite English teacher, the writer found it most amazing that __________ . ( D )(a) his teacher was very learned(b) his teacher was very humourous(c) the works by Johnson and Addison were very humourous(d) he had not been able to find humor in works by Johnson and others14. The English teacher the writer disliked most ________. ( B )(a) was not able to make people laugh(b) hurt his students’ feelings by laughing(c) didn’t let his students do the grading(d) had no sense of humor15. According to the writer, humor ________. ( D )(a) helps teachers in their work(b) helps students in their studies(c) is something hard to define(d) can be either productive or counterproductiveText 2ExercisesDoes Anybody Really Care?Edgar DaleThis cry of despair is more common than we may realize. Some of us speak these words rarely; others say them every day －silently or aloud. To hear the cry for help requires extra-sensitive perception. We can hear it only if we listen with the third ear, a trenchant phrase of Theodore Reik.For example, I often visited a Negro friend in a home for the elderly. The place was sterilized and the environment was sterile. My friend was old, dispirited, and he wanted to die. He often said, "I'm a lost ball in the tall weeds." He felt unfulfilled. He knew that if he had been white, he could have been a successful professional man. "I think about this every day of my life," he said. Who cared about this Negro workman who had helped erect many buildings in downtown Columbus? Hardly anyone.We have been remiss both in caring for and caring about the elderly. Perhaps they suggest too strongly our own morality, the guilt we may deservedly or undeservedly feel about our own aging parents. The Great Society needs a more creative approach to what are euphemistically called the golden years. The program of the First Community Village in Columbus, Ohio, and other similar centers may be a happy augury of things to come. Edna St. Vincent Millay once said, "O world, I cannot hold thee close enough!" To care for people is to wish to be close to them, in theirpresence, to penetrate the mask we all wear. It is interesting that our comments about communication with other people include such expressions as "We were very close," "I was deeply touched," "He was greatly affected." To care deeply for persons is to see them not as plumbers, scientists, clerks, lawyers, mathematicians, or as white, yellow, or black. It is to see them as unique individuals with all their idiosyncrasies, strengths, and weaknesses, their similarities and differences. Caring is color-blind, uncalculating.To care or not to care is a problem of communication. Sol, the instrument maker in Dombey and Son talked to his nephew about Mr. Dombey. The nephew said, "I thought he didn't seem to like me very much." "You mean, I suppose," Sol replied, "that you didn't seem to like him very much." When the mutuality of caring does not take place, we often put the burden of its absence on the other fellow. We may thus hide our true feelings.Indeed, the popularity of the mask as an art form in all cultures suggests that we have a public face and a private face. Interestingly enough, the word "personality" comes from persona, meaning "an actor's mask." We ask reporters who know public figures intimately, "What is he really like?" Many articles appear with the heading, "What is the real John Smith like?" Perhaps our wish to unmask others but to remain masked ourselves betrays a fear that our weaknesses will be discovered and disapproved. And conversely, the revelation of our hidden strengths may appear boastful. Sometimes, too, we do not want to disclose openly our unfriendly attitude because it is socially unacceptable. When we are rejected by someone, we tend to say, "I couldn't care less," meaning "I couldn't care more." Or we may not want to reveal even to ourselves that we care deeply about someone, for fear of rejection.The wounds of rejection go very deep. Shakespeare said, "He jests at scars that never felt a wound." But even those who have been deeply hurt do not automatically learn to care for others in the same predicament. For example, a North Carolina high school boy was doing badly in his classes, and felt that no one really cared. The director of audiovisual instruction asked the boy to help build a high school radio studio. He did this skillfully and joyously, and his whole attitude seemed to change. But one day he said to my friend, "You know, some day I want to be a teacher." When asked "Why?" he replied, "Because I want to make other kids suffer like I have suffered." His wounds were only partially healed. All caring has hazards and the outcomes are uncertain. To care for others and to let them care for us is a creative experiment in communication in which we may get hurt. But the price paid, the risk of being wounded,is the price of all communication. It is because we ourselves are hurt that we can understand the Oliver Wendell Holmes, "Aman must share the sorrows and joys of those around him under pain of not having lived."Some cannot exchange love because they are emotionally and psychologically barricaded against loving and being loved. Dostoevski has Father Zossima say, "Hell... is the suffering of being unable to love." This inability to care for others, to love and be loved, is a theme of many great books. Dombey, for example, could not communicate with his young daughter Florence. Of this, Charles Dickens writes:"There were some children staying in the house. Children who were as frank and happy with fathers and with mothers asthose rosy faces opposite their home. Children who had no restraint upon their love, and freely showed it. Florence sought to learn their secret; sought to find out what it was she had missed; what simple art they knew, and she knew not; how she could be taught by them to show her father that she loved him, and to win his love again."Florence could give love but her father was unable to receive it from her.How do we learn to care for others and to welcome their caring for us? How can we develop children who have "no restraint upon their love and freely show it?" The translation of a desired value into reality is not simple. T.S. Eliot has pointed out that Between the ideaAnd the reality...Between the motionAnd the actFalls the Shadow.How can we discipline ourselves to make the dream a reality?As teachers and parents we can talk less and listen more. We need more sensitive antennas. We are not picking up the faint signals of discouragement, concealed anger or fear of failure. The voice of despair may be weak and need amplification. And we must get these messages early, before they explode into violence and we shall be compelled to listen to angry shouting. It is not hard to care for people who are very much like ourselves. This is a form of self-admiration, narcissism. But it requires rigorous self-discipline to be concerned with, to care about those who are different. It is difficult to care for someone thousands of miles away, or for those at hand who do not act or dress conventionally － theso-called hippies, for example. We must ask, "What are they trying to say?" Are they asking, "Does anyone really care?"Is it possible that we are rejecting the ideas of young people in the guise of rejecting their style of dress?Remember, too, that conventional dress changes, as every woman knows. If we don't admire a person who iswearing a beard, long hair, and sandals, we must ask whether we would prefer to see Christ pictured with his shoes shined, his hair cut short, and clean-shaven. I have a friend who has a beard and who puts up his long hair like a woman. I might add that he is an Indian, a Sikh.We also have difficulty understanding people whose food habits are different than ours. However, the man who thinks it strange to eat raw fish as they do in Japan is fond of oysters on the half-shell. Some who think that bird's nest soup is "for the birds" enjoy eating the gelatin that comes from boiling the skins and bones of animals. And those cheeses that we like so well are made from milk that has stood long enough to putrefy. We do not use this word, however, but prefer nicer terms such as ferment, cure, or ripen.Caring develops best on a plane of quality, of mutuality. We unconsciously assume that our way of life is superior; that of other people's, inferior. I once heard a distinguished network broadcaster end an interview with some able foreign students by suggesting that on their return to their own countries they "spread the American way of life." How would he feel if, after visiting England, he was asked to spread the British way of life in the United States?We have expected gratitude from foreign countries for our gifts and loans. Look what we have done for them! But strong bonds of mutuality are not built in this way. Instead, they require that we care enough about people to do things with them rather than for them. Giving as unequals, we can easily develop an attitude of patronizing, immodestself-congratulation. We like to help the underdog, forgetting that this places us in the role of the overdog, the person who has the power to grant or to withhold favors.Are children grateful for what their parents do for them? They should be, considering how often they have heard about it. But caring and loving must not be evaluated too soon. Caring takes time. Love is patient. Caring must be learned. Children in the same family may differ markedly in their willingness and ability to share friendship and affection. Bonnie, at the age of three, already has a charm and grace in human relationships that her older brother still lacks. A seven-year-old boy announces that he will not give money to the Junior Community Chest. "There's something peculiar about it," he says. So his nine-year-old brother gives for both of them.No one expects to master the skills of tennis, basketball, or the dance by a few easy lessons. Hundreds, yes thousands, of hours of grueling, skillfully coached practice are necessary. Is it any different in matters of delicate human relationships? Caring requires the same disciplined practice.Are children and young people in school mastering the art of caring? Are the current heavy emphases on formal subject matter, on competition。
