Appendix I
Key to Exercises (Units 1-8)
Unit 1
Part I Pre-Reading Task
Script for the recording:
Ways of learning is the topic of this unit. It is also the topic of the song you are about to listen
to, called Teach Your Children sung by Crosby, Stills and Nash.
Teach Your Children
Crosby, Stills and Nash
You, who are on the road,
Must nave a code that you can live by.
And so, become yourselr,
Because the past is just a goodbye.
Teach your cbildren well,
Their lather's hell did slowly go by.
And reed them on your dreams,
The one they picks, the one you'll mow by.
Don't you ever ash them why, ir they told you, you will cry, So just look
at them and sigh and know they love you.
Appendix I - 93 -
And you, oi tender years,
Can't know the rears that your elders grew by.
Ana so please help them with your youtb,
They seek the truth before tbey can die.
Teacb your parents well,
Tbeir children's bell will slowly go by.
And reed them on your dreams,
Tbe one tbey picks, tbe one you'll know by.
Don t you ever ask them why, ir tbey told you, you will cry, So just look at them and sigh and
know tbey love you.
The first part of die song is about how parents can inspire their children through sharing with
them their dreams, their hopes for a better life. It starts with advice on how you need a set of rules, "a
code diat you can live by," to guide you on the road of life. Only then will you be able to fully realise
all that is within you and "become yourself." Therefore, parents need to teach their children well.
And children — "you of tender years" — also have something to teach their parents, for
learning is not a one-way street. Children should share their own dreams with their parents so that
young and old can get to understand each otiier better.
That said, one should not go too far. For some things are perhaps better left unsaid between
parents and children. "Don't you ever ask them why, if they told you, you will cry." At such mo-
ments all that there is left to do is to look at one another and sigh, happy in each otiier's love.
Part II Text A
Text
Organization
1. 1) The text begins with an anecdote/incident.
2) His thoughts are mainly about different approaches to learning in China and the West.
3) The end winds up the text with a suggestion in die form of a question.
Points for Comparison/Contrast Chinese Americans
1) ways to learn to accomplish a task
show a child how to do
something, or teach by
holding his hand
teach children that they
should rely on themselves
for solutions to problems
94 - Appendix I
2) attitudes to creativity and skills
give greater priority to de-
veloping skills at an early
age, believing creativity
can be promoted over time
put more emphasis on fos-
tering creativity in young
children, thinking skills can
be picked up later
Vocabulary
1) insert 2) on occasion
3) investigate 4) In retrospect
5) initial 6) phenomena
7) attached 8) make up for
9) is awaiting 10) exception
11) not... in the least 12) promote
13) working on 14) in due course
15) emerged
1) There is a striking contrast between the standard of living in the north of the country and
the south.
2) Natural fiber is said to be superior to synthetic fiber.
3) The city's importance as a financial center has evolved slowly.
4) His nationality is not relevant to whether he is a good lawyer.
5) The poems by a little-known sixteenth-century Italian poet have found their way into some
English magazines.
3. 1) Chinese isn't a subject that can be picked up in a month. You can't accomplish your goal
of mastering the language unless you work at it for years. Well, it sounds as if I'm exag -
gerating the difficulties, but the fact is I'm only telling the truth.
2) The principal is somewhat disappointed with the performance of the children. From what
she has gathered, some of the teaching staff have neglected their pupils. She has just announced
that strict work regulations have been made and that they apply to both Chinese and overseas
teachers.
3) The teacher-directed and the child-directed approaches to teaching art represent two ex -
tremes of opinion. Too many teacher-directed activities cannot be expected to effectively
assisLchildren in learning because of the rigid structure. On the other hand, too many child-
directed activities may see a curriculum that is totally unstructured and out of control. There are
valid reasons to believe a teacher-guided approach would be a superior way
Appendix I - 95 -
to guide children's development. This approach combines some form of structure with the
child leading the direction.
II. Confusable Words
1.
1) continual 3) continual 2
1) principal 3) principle 5)
principal
2) continuous 4) continuous
2) principal
4) principles
III. Usage
1. themselves
3. herself/by herself/on her own
5. ourselves
2. himself/herself
4. itself
6. yourself/by yourself/on your own
Structure
1. 1) Simon's ill — so much so that he can't get out of bed.
2) She herself believed in freedom, so much so that she would rather die than live without it.
3) Piles of work have kept us busy — so much so that we can't manage to take a holiday this
year.
4) Many contestants later failed drug tests, so much so that the race had to be rerun.
2. 1) Assuming (that) this painting really is a Picasso
2) Assuming (that) the proposal is accepted
3) assuming, of course, that she's prepared to listen
4) Even assuming (that) smokers do see the health warnings
Comprehensive Exercises
I. Cloze
(A)
1. contrast 2. exaggerating
3. priority 4. on the other hand
5. promoting 6. pick up
7. assist 8. accomplish
9. on occasion 10. neglecting
- 96 - Appendix I
11. worthwhile 12. superior
(B)
1. to 2. affect/influence
3. others 4. each/them
5. without 6. controlled
7. about 8. value
9. They 10. little
11. right 12. but
13. in 14. what
15. worth 16. and
II. Translation
I consider it worthwhile trying to summarize our experience in learning English. Here I
would like to make three relevant points.
First, wide reading should be taken as a priority in the learning process, because it is through
reading that we get the most language input. Next, learning by heart as many well-written essays
as possible is also very important. On the one hand, rote learning/learning by rote is indeed of little
help, but on the other hand, memorization/learning by heart with a good understanding will cer-
tainly be of benefit/do good to us. With an enormous store of excellent essays in our heads, we
will find it much easier to express ourselves in English. Finally, it is critical that we should put
what we have learned into practice. By doing more reading, writing, listening and speaking, we
will be able to accomplish the task of perfecting our English.
Part III TextB
Comprehension Check
1. c 2. c
3. d 4. a
5. c 6. b
Translation
(#ja Appendix III)
