- 相關(guān)推薦
21世紀大學(xué)英語(yǔ)讀寫(xiě)教程第一冊Unit4課文簡(jiǎn)介
導語(yǔ)：下面是一篇講述一位年近八旬的洗衣老婦認真負責的故事，歡迎大家來(lái)閱讀，并學(xué)習她的精神。
The Washwoman
Isaac Bashevis Singer
She was a small woman, old and wrinkled. When she started washing for us, she was already past seventy. Most Jewish women of her age were sickly and weak. All the old women in our street had bent backs and leaned on sticks when they walked. But this washwoman, small and thin as she was, possessed a strength that came from generations of peasant forebears. Mother would count out to her a bundle of laundry that had accumulated over several weeks. She would then lift the bundle, put it on her narrow shoulders, and carry it the long way home.
She would bring the laundry back about two weeks later. My mother had never been so pleased with any washwoman. Yet she charged no more than the others. She was a real find. Mother always had her money ready, because it was too far for the old woman to come a second time.
Laundering was not easy in those days. The old woman had no running water where she lived but had to bring in the water from a pump. And the drying! It could not be done outside because thieves would steal the laundry. So it had to be carried up to the attic and hung on clotheslines. Only God knows what the old woman had to endure each time she did a wash!
She could have begged at the church door or entered a home for the penniless and aged. But there was in her a certain pride and love of labor with which many members of the labor force have been blessed. The old woman did not want to become a burden, and so she bore her burden.
The woman had a son who was rich. He was ashamed of his mother, and never came to see her. Nor did he ever give her money. The old woman told this without bitterness. When the son got married, the wedding took place in a church. The son had not invited the old mother to his wedding, but she went to the church anyway and waited at the steps to see her son lead the bride to the altar.
One day the washwoman, now nearly eighty years old, came to our house. A good deal of laundry had accumulated during the past weeks. Mother gave her a pot of tea to warm herself, as well as some bread. The old woman sat on a kitchen chair trembling and shaking, and warmed her hands against the teapot. Her fingernails were strangely white. These hands spoke of the stubbornness of mankind, of the will to work not only as one's strength permits but beyond the limits of one's power. It was sad to watch the old woman stagger out with the big bundle and disappear.
Usually the woman brought back the wash after two or, at the most, three weeks. But three weeks passed, then four and five, and nothing was heard of the old woman.
For us the washwoman's absence was a catastrophe. We needed the laundry. We did not even know the woman's address. It seemed certain that she had collapsed, died. Mother declared she had had a premonition that we would never see our things again. We mourned, both for the laundry and for the old woman who had grown close to us through the years she had served us so faithfully.
More than two months passed. One evening, while Mother was sitting near the lamp mending a shirt, the door opened and a small puff of steam, followed by a huge bundle, entered. Under the bundle tottered the old woman, her face as white as a linen sheet. Mother uttered a half-choked cry, as though a corpse had entered the room. I ran toward the old woman and helped her unload her bundle. She was even thinner now, more bent. She could not utter a clear word, but mumbled something with her sunken mouth and pale lips.
After the old woman had recovered somewhat, she told us that she had been ill, very ill. In fact, she had been so sick that someone had called a doctor, and the doctor had sent for a priest. Someone had informed the son, and he had contributed money for a coffin. But God had not yet wanted to take this poor soul to Himself. She began to feel better, she became well, and as soon as she was able to stand on her feet once more, she resumed her washing. Not just ours, but the wash of several other families too.
"I could not rest easy in my bed because of the wash," the old woman explained. "The wash would not let me die."
"With the help of God you will live to be a hundred and twenty," said my mother.
"God forbid! What good would such a long life be? The work becomes harder and harder ... my strength is leaving me ... I do not want to be a burden on any one!" The old woman muttered, crossed herself, and raised her eyes toward heaven. After getting paid, she left, promising to return in a few weeks for a new load of wash.
But she never came back. The wash she had returned was her last effort on this earth. She had been driven by a strong will to return the property to its owners, to fulfill the task she had undertaken.
New Words
washwoman
n. 洗衣婦
wrinkled
a. having or showing small folds or lines in the skin 有皺紋的
*wrinkle
vi. (esp. of the skin) form into lines, folds, etc. 起皺紋
n. 皺紋
Jewish
a. of the Jews 猶太人的
sickly
a. often ill 常病的
possess
vt. own, have 擁有，具有
generation
n. a single stage or step in family descent 代，一代
for(e)bear
n. [常用復數] 祖先
bundle
n. (of) a number of articles tied, fastened or held together, usu. across the middle 捆，束，包
laundry
n. 1. clothes, sheets, etc., that need to be washed or have just been washed 付洗衣物;已洗好的衣物
2. a place or business where clothes, etc., are washed and ironed 洗衣房，洗衣店
accumulate
vi. gradually increase in numbers or amount until there is a large quantity in one place 積累，積聚
launder
vi. wash and iron clothes, sheets, etc. 洗熨衣物
pump
n. 泵，抽(水)機
attic
n. 閣樓;頂樓
clothesline
n. 晾衣繩
endure
vt. suffer, undergo (pain, hardship, etc.) 忍受(痛苦、困難等)，耐住
penniless
a. 身無(wú)分文的
*bless
vt. (with) 使具有，使有權得到
bear(bore, borne)
vt. take (responsibility, etc.) on oneself 承擔(責任等)
wedding
n. a marriage ceremony, esp. with a party or meal after a church service 婚禮
bride
n. 新娘
altar
n. (教堂內的)圣壇，祭壇
kitchen
n. 廚房，灶間
teapot
n. 茶壺
fingernail
n. 指甲
stubbornness
n. 倔強;頑強
*stubborn
a. 1. 頑固的, 倔強的
2. 頑強的, 堅持的
*stagger
vi. have trouble standing or walking; move unsteadily on one's feet 搖晃著(zhù)移動(dòng); 蹣跚
n. 搖晃不穩的動(dòng)作; 蹣跚
*catastrophe
n. a terrible event that causes great suffering, misfortune, or ruin 災難，災禍，大禍
collapse
vi. (健康等)垮掉;倒坍
premonition
n. 預感
*mourn
vi. (for, over) feel and/or show grief, esp. for the death of someone; be sorrowful(尤指對某人的亡故)感到悲痛;哀悼
faithfully
ad. 1. with faith 忠實(shí)地
2. exactly 如實(shí)地;確切地
faithful
a. 1. loyal and true (to sb., to a cause, etc.) 忠實(shí)的，忠誠的
2. true to the facts or to an original 如實(shí)的
puff
n. a sudden short rush of air, smoke, etc.(空氣、煙霧等的)一陣，一股
totter
vi. walk with weak unsteady steps 蹣跚，踉蹌
*linen
a. 亞麻(布)的
n. 亞麻布(或線(xiàn));亞麻織品(床單、被單、桌布等)
utter
vt. make (a sound); say 發(fā)出(聲音);說(shuō)，講
half-choked
a. 半哽住的
*corpse
n. 死尸，尸體
unload
vt. 1. have (a load) removed 卸(貨)
2. remove a load from (sth.) 從 … 卸下貨物
vi. 卸貨
mumble
v. speak (words) unclearly 含糊地說(shuō)(話(huà))，咕噥
sunken
a. 下陷的;凹陷的
recover
vi. (from) return to the usual state of health, strength, ability, etc. 痊愈，復原;恢復
somewhat
ad. by some degree or amount; a little 稍微，有點(diǎn)
priest
n. 牧師，神父
inform
vt. (of, about) tell, give information to 告訴，通知
contribute
vt. join with others in giving (money, help, etc.) 捐(款)，貢獻，提供(幫助)
coffin
n. 棺材
resume
vt. begin (sth. or doing sth.) again after a pause (中斷后)重新開(kāi)始，繼續
*mutter
vt. 輕聲含糊地說(shuō)
load
n. 一包(洗的衣物);負荷，負載
vt. 裝(貨或人);把貨物(或人)裝上(車(chē)、船、飛機等)
property
n. 財產(chǎn);所有物
fulfil,-fill
vt. do or perform (a duty, task, etc.) 履行，完成
*undertake(undertook，undertaken)
vt. accept responsibility for (a piece of work) and start to do it 承擔
Phrases and Expressions
lean on
rest in a sloping position on for support 靠在 …上，倚在 …上
count out
count one by one 逐一數出
be blessed with
be fortunate in having 有幸得到，具有
take place
舉行，進(jìn)行;發(fā)生，產(chǎn)生
a (good /great) deal of
quite a lot of 大量
speak of
suggest the idea of; show clearly that sth. happened or that it exists 顯示;表明
at (the) most
not more than (the stated amount) 至多
hear of
receive news about (sb. or sth.) 獲知…的消息，聽(tīng)到…的消息
stand /be on one's feet
站起;(病后)恢復健康
with the help of
在 … 的幫助下
God forbid!
May it not happen! 上天不容!
Proper Names
Isaac Bashevis Singer
艾薩克·巴希維茲·辛格(1904 - 1991，生于波蘭的美國猶太作家)
拓展：大學(xué)英語(yǔ)讀寫(xiě)譯教學(xué)模式論文
[摘要]多元智能理論認為人的智能是多元的，因此多元智能教學(xué)模式也應該是多元且個(gè)性化的。本文通過(guò)把學(xué)生分為傳統教學(xué)班和多元教學(xué)班，并比較研究他們的前后學(xué)習興趣和前后測成績(jì)，來(lái)探討多元智能教學(xué)模式對大學(xué)英語(yǔ)學(xué)習的積極影響。
[關(guān)鍵詞]多元智能；大學(xué)英語(yǔ)讀寫(xiě)譯；教學(xué)模式
1、多元智能理論
多元智能理論是美國著(zhù)名發(fā)展心理學(xué)家霍華德加德納教授提出的。他認為人的智能并不是單一的，而是以多元的方式存在的，包括以下八種智能要素：語(yǔ)言智能、數理邏輯智能、空間智能、肢體運動(dòng)智能、音樂(lè )智能、人際關(guān)系智能、內省智能和自然探索智能。多元智能理論自面世以來(lái)，便備受教育學(xué)家青睞，進(jìn)而被積極運用到教育領(lǐng)域中。它給教育改革提供了新的思路和新的指導，很多國內外學(xué)者以此理論探討了各種教育改革模式。本文將在前人研究基礎上，進(jìn)一步探討如何有效地將多元智能理論應用到大學(xué)英語(yǔ)讀寫(xiě)譯課堂中。
2、多元智能教學(xué)模式的必要性
現階段，多數大學(xué)英語(yǔ)課堂還是在采用傳統的教學(xué)模式：老師講授為主，學(xué)生被動(dòng)接受。這種傳統的教學(xué)模式過(guò)多地強調語(yǔ)法分析和詞匯學(xué)習，以學(xué)生四六級和期末考試為教學(xué)導向，忽略了學(xué)生的個(gè)體差異，導致學(xué)生形成一種機械化的學(xué)習習慣，很容易讓學(xué)生喪失英語(yǔ)學(xué)習的興趣，學(xué)習效果也并不理想。因此，以多元智能理論為指導的教學(xué)模式顯得尤為必要。多元智能教學(xué)更加注重人文關(guān)懷，尊重學(xué)生的個(gè)體差異，可以提高學(xué)生的學(xué)習效率，提升學(xué)生質(zhì)量，改善教學(xué)效果，提升學(xué)生的綜合素質(zhì)。
3、研究設計
3.1研究對象
參加此次研究的學(xué)生均為研究者所承擔教學(xué)的班級：湖北醫藥學(xué)院15級實(shí)驗班（30人）和15級藥學(xué)班（39人），共計69人。15級藥學(xué)班作為實(shí)驗組進(jìn)行多元智能教學(xué)，而15級實(shí)驗班則作為控制組采取傳統的教學(xué)模式。
3.2研究目的
通過(guò)實(shí)驗組和控制組的前后對比分析，進(jìn)一步探討將多元智能教學(xué)模式應用到大學(xué)英語(yǔ)讀寫(xiě)譯課堂的必要性。
3.3研究方式
在實(shí)施本次教學(xué)研究之前采用前測問(wèn)卷和訪(fǎng)談法對學(xué)生的英語(yǔ)學(xué)習興趣、學(xué)習需求狀況等進(jìn)行摸底了解，并對學(xué)生的聽(tīng)說(shuō)讀寫(xiě)譯五大基本技能進(jìn)行考試前測；在教學(xué)實(shí)施后采用后測問(wèn)卷對于學(xué)生學(xué)習后的學(xué)習興趣變化進(jìn)行分析，并對學(xué)生的聽(tīng)說(shuō)讀寫(xiě)譯五大基本技能進(jìn)行成績(jì)后測，與前測數據進(jìn)行對比分析。
3.4研究過(guò)程
此次研究過(guò)程主要包括前測興趣問(wèn)卷、前測成績(jì)、多元智能教學(xué)設計、后測興趣問(wèn)卷和后測成績(jì)等幾個(gè)步驟。（1）前測興趣問(wèn)卷在進(jìn)行本次教學(xué)研究之前，研究者首先對實(shí)驗組和控制組的69個(gè)學(xué)生進(jìn)行調查問(wèn)卷來(lái)了解他們的英語(yǔ)學(xué)習興趣。此外，還采用訪(fǎng)談法跟部分同學(xué)談話(huà)，旨在了解他們的學(xué)習需求狀況和對教學(xué)形式的期待。前測問(wèn)卷結果如下：以上問(wèn)卷結果顯示：實(shí)驗組和控制組對英語(yǔ)的感興趣程度相當，兩個(gè)班都有大概三分之一左右的學(xué)生對英語(yǔ)學(xué)習不感興趣�；谇皽y問(wèn)卷調查結果，研究者隨機找了幾個(gè)學(xué)生進(jìn)行訪(fǎng)談，來(lái)了解他們對大學(xué)英語(yǔ)課堂教學(xué)形式的期待。通過(guò)談話(huà)，了解到學(xué)生們對各種形式的多媒體教學(xué)的訴求較高，比如：視頻學(xué)習、聽(tīng)唱英文歌曲、團隊制作并展示PPT等。這剛好與我們將要進(jìn)行的多元智能教學(xué)模式不謀而合。（2）前測成績(jì)比較為了更加客觀(guān)地比對教學(xué)效果，研究者對參加本次研究的兩個(gè)班學(xué)生進(jìn)行了成績(jì)前測。該測試主要針對英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)譯五大基本技能定制出題。聽(tīng)力、閱讀、寫(xiě)作和翻譯均來(lái)自于歷年英語(yǔ)四級考試真題，口語(yǔ)部分則是根據學(xué)生的興趣指定話(huà)題。測試題總分100，五大部分分值均為20分。最后將各部分測試數據輸入SPASS17.0軟件進(jìn)行統計分析。前測成績(jì)顯示：控制組的各方面英語(yǔ)水平都略微高于實(shí)驗組，但差別不是太大。同時(shí)，數據顯示兩個(gè)組的學(xué)生在聽(tīng)力水平方面均比較薄弱。這就意味著(zhù)在接下來(lái)的教學(xué)環(huán)節中，研究者要多設計一些相關(guān)的課堂教學(xué)活動(dòng)，注意培養和提升學(xué)生的聽(tīng)力水平。
3.5多元智能教學(xué)設計
將多元智能教學(xué)模式運用到大學(xué)英語(yǔ)讀寫(xiě)譯課堂中僅僅靠幾次課或幾次教學(xué)活動(dòng)是看不到顯著(zhù)效果的，因此為了使研究結果更具有說(shuō)服力，本次多元智能教學(xué)研究為期一學(xué)期，即2016-2017第二學(xué)期。在為期一學(xué)期的教學(xué)中，15級藥學(xué)班作為實(shí)驗組始終進(jìn)行多元智能教學(xué)，而15級實(shí)驗班則作為控制組繼續采取“老師講授為主，學(xué)生練習為輔”的傳統教學(xué)模式。在多元智能教學(xué)班，研究者一改以往傳統課堂中不斷灌輸知識的傾向，努力搜集大量的資料和信息，精心設計教學(xué)活動(dòng)，始終做到以學(xué)生為中心，積極與學(xué)生進(jìn)行互動(dòng)，充分調動(dòng)學(xué)生英語(yǔ)學(xué)習的積極性和自主性。具體教學(xué)活動(dòng)設計如下：通過(guò)平時(shí)的課堂觀(guān)察，不難看出實(shí)驗組的學(xué)生們能適應并喜歡這種多元智能教學(xué)模式。他們通過(guò)不斷的學(xué)習和探索找到了自己的優(yōu)勢所在，也因此帶動(dòng)了他們的學(xué)習熱情。研究者利用一系列的多媒體教學(xué)方式，如英文歌曲歌詞填空、視頻片段教學(xué)、話(huà)劇表演等調動(dòng)他們的學(xué)習積極性，同時(shí)搭配單詞迷宮、文章復述、小組討論等教學(xué)活動(dòng)鞏固所學(xué)知識，寓教于樂(lè )，取得了良好的教學(xué)效果。
3.6后測興趣問(wèn)卷
經(jīng)過(guò)一整個(gè)學(xué)期的教學(xué)實(shí)踐，研究者又對實(shí)驗組和控制組的69個(gè)學(xué)生進(jìn)行了后測調查問(wèn)卷，以此來(lái)了解他們的英語(yǔ)學(xué)習興趣變化情況。問(wèn)卷結果如下：實(shí)驗組對英語(yǔ)感興趣程度調查后測問(wèn)卷結果顯示：實(shí)驗組的學(xué)生對英語(yǔ)學(xué)習的興趣已經(jīng)顯著(zhù)提升了，而控制組則沒(méi)有太大變化，反而呈略微下降趨勢。實(shí)驗組的學(xué)生通過(guò)一學(xué)期的多元智能教學(xué)，已經(jīng)能夠用最飽滿(mǎn)的熱情投入到大學(xué)英語(yǔ)學(xué)習中了。
3.7后測成績(jì)比較
為了檢驗一學(xué)期的教學(xué)效果，研究者繼續對兩個(gè)班的學(xué)生進(jìn)行成績(jì)后測。該測試依舊以英語(yǔ)五大基本技能為出題依據，采用四級真題和口語(yǔ)話(huà)題相結合的考試模式。測試題總分100，五大部分均占20分。最后再將各部分測試數據輸入SPASS17.0軟件進(jìn)行統計分析。將前測成績(jì)和后測成績(jì)進(jìn)行比對分析，發(fā)現實(shí)驗組的英語(yǔ)五大基本技能得到顯著(zhù)提高，在聽(tīng)力和口語(yǔ)方面尤其突出；而控制組的英語(yǔ)成績(jì)在維持原狀的基礎上只有小幅度的上升。后測數據表明：多元智能教學(xué)模式能充分調動(dòng)學(xué)生的各大感官系統，提升他們的學(xué)習信心，從而全方位提升他們的英語(yǔ)水平。
3.8研究結果分析
通過(guò)以上前后測調查問(wèn)卷和前后測成績(jì)對比分析，不難看出實(shí)驗組的學(xué)生無(wú)論是英語(yǔ)學(xué)習興趣還是英語(yǔ)五大基本技能都有顯著(zhù)的提升，而控制組則變化不大。接受多元智能教學(xué)的班級尤其在聽(tīng)力和口語(yǔ)方面有了很大的提高，這剛好是傳統教學(xué)模式所欠缺的。
4、結語(yǔ)
本研究分別從調查問(wèn)卷、訪(fǎng)談、課堂觀(guān)察和學(xué)生前后測成績(jì)等方面收集信息，雖然研究樣本和范圍具有一定的局限性，但是研究結果具有一定的現實(shí)意義。然而，相對于傳統教學(xué)，多元智能教學(xué)模式對教師有著(zhù)更高的要求。為了更加完美的課堂設計，教師需要花費大量時(shí)間和精力搜集資料、設計教學(xué)環(huán)節，真正做到轉變角色，“以學(xué)生為中心”，讓學(xué)生充當課堂的主角，進(jìn)而激發(fā)出學(xué)生學(xué)習英語(yǔ)的積極性、自信心，提高英語(yǔ)課程的教學(xué)效果。
【21世紀大學(xué)英語(yǔ)讀寫(xiě)教程第一冊Unit4課文簡(jiǎn)介】相關(guān)文章：
21世紀大學(xué)英語(yǔ)讀寫(xiě)教程第一冊課文Foreword06-24
21世紀大學(xué)英語(yǔ)讀寫(xiě)基礎教程Unit4課文講解08-28
新視野大學(xué)英語(yǔ)讀寫(xiě)教程2第三單元課文翻譯05-09
21世紀大學(xué)英語(yǔ)讀寫(xiě)教程第一冊單元7課文講解09-24
21世紀大學(xué)英語(yǔ)讀寫(xiě)教程第一冊Unit2課文講解05-16
21世紀大學(xué)英語(yǔ)讀寫(xiě)基礎教程The Future課文解讀10-30
新視野大學(xué)英語(yǔ)讀寫(xiě)教程第3冊第六單元課文翻譯12-07