《新编大学英语第二版第三册unit5课后阅读Part2B》由会员分享，可在线阅读，更多相关《新编大学英语第二版第三册unit5课后阅读Part2B（17页珍藏版）》请在金锄头文库上搜索。
1、Not Just Parrot-Talk,Passage 2,1. Words and Expressions,2. Key Sentences,3. Main Points,Part Two: After-Class Reading Passage II,Words and Expressions,Part Two: After-Class Reading Passage II,数到五,in other words,换句话说,make the leap,实现飞跃,exploit the natural curiosity,利用天生的好奇心,count to five,为了纪念某人，表示对某人
2、的尊敬,in honor of sb.,Part Two: After-Class Reading Passage II,探测动物智力的极限,descend from excitement to bitterness,从兴奋转为批评,accumulate a large vocabulary of signs,积累大量的手语词汇,in the course of ones lifetime,在某人一生中,probe the limits of animal intelligence,Key Sentences,Part Two: After-Class Reading Passage II,“
3、With which” 引导定语从句，“which” 代替 “a vocabulary of about 40 words”。,1. Alex, an African grey parrot residing at Americas Purdue University in Indiana, has a vocabulary of about 40 words with which he identifies, requests and sometimes refuses more than 50 toys. (ll. 2-4),亚利克斯是一只灰色的非洲鹦鹉，住在美国印地安纳州的普渡大学。它掌
4、握了大约四十个词，以此来辨认、索要、有时甚至是拒绝五十多种玩具。,Translation,Comments,Part Two: After-Class Reading Passage II,2. But, until now, there has been no evidence that any bird could make the big leap to associating one sound exclusively with on object or quality. (ll. 9-11),Until now people have not found any supporting
5、 materials to prove that any kind of bird could develop their ability quickly so much so that they can make a connection between one sound and one concrete thing or abstract characteristic.,Paraphrase,Part Two: After-Class Reading Passage II,“That” 引导同谓语从句解释 “evidence” 的内容。“Associatewith” means to m
6、ake a connection. 把与联系起来,但是，将一个声音只与某个物体或特性联系起来，此前尚无证据表明任何鸟类能够实现这一大飞跃。,Translation,Comments,People usually associate Japan with high tech consumer products.人们一般把日本和高科技消费品联想在一起。,Example,Part Two: After-Class Reading Passage II,3. Alex rapidly learned to ask for certain objects, identifying them by wor
7、ds for shape, color and material. (ll.20-21),亚利克斯很快就学会了运用表示形状、颜色和材料的词来确定要索取的东西。,Alex rapidly learned to ask for certain things by describing in different words for shape, color and material.,Paraphrase,Translation,Part Two: After-Class Reading Passage II,The first task is to identify local crime pro
8、blems. 首要任务是搞清楚地方犯罪问题。,Comments,Example,Present participle “Identifying them by” modifies the predicate “learned”, meaning recognize somebody or something or discover exactly what it is. 现在分词 “Identifying them by” 修饰谓语动词“learned”, 意思为确定，发现。,Part Two: After-Class Reading Passage II,4. Public reaction
9、 to the abilities of chimpanzees to use sign language has recently descended from excitement to bitterness and nobody dares make extravagant claims any more. (ll. 42-44),Peoples first reactions to the experiments with the chimpanzees were very positive and then they began to criticize the experiment
10、s and question the results, so that nowadays nobody would be bold to make a statement in this field.,Paraphrase,Part Two: After-Class Reading Passage II,He slowly descended from the railway carriage. 他慢慢从火车车厢中走下来。,This sentence reveals the changes of the public attitude towards whether chimpanzees c
11、ould use sign language. The tone of public reaction was enthusiastic at first and then rather critical.,“Descend from” means “move from a higher level to a lower one; go down”. 意思为下来，下降。,公众对于黑猩猩能使用手势语的反应最近从兴奋转为批评，因而无人再敢做出过分的断言了。,Translation,Comments,Example,Part Two: After-Class Reading Passage II,I
12、n the lifetime of such apes, it is quite probable that they may occasionally happen to make some syntactical combinations by using their sign language.,5. Other skeptics argue that, in the course of a lifetime, it would be surprising if such apes did not occasionally produce syntactical combinations
13、 of signs by pure chance. (ll.52-54),Paraphrase,Part Two: After-Class Reading Passage II,“It” acts as the subject of a verb, while the real subject is “if such apes did not by pure chance”. “It” 做形式主语，真正主语因为太长而被后置。by pure chance: 纯属偶然地,Translation,Comments,其他持怀疑态度的人士争辩道，这样的猿猴，若在它的一生中都不能偶尔纯粹碰运气地表达几句符
14、合语法的话，那倒要令人惊讶了。,Part Two: After-Class Reading Passage II,6. She argues that this makes talking parrots better subjects than signing apes for probing the limits of animal intelligence. (ll.62-63),She thinks that it is more suitable to experiment on talking parrots than on signing apes in order to res
15、earch the limits of animal intelligence.,Paraphrase,Part Two: After-Class Reading Passage II,“Better subjects” is the complement of “talking parrots”. “Better subjects” 作 “talking parrots” 的补语。,她认为要探测动物智力的极限，会说话的鹦鹉较之打手语的猿猴是更好的研究对象。,Translation,Comments,“This” refers to “speech is less easy to cue th
16、an sign language” in the previous sentence. 代词 “this” 指前一句中的 “speech is less easy to cue than sign language”。,Part Two: After-Class Reading Passage II,She intends to compare parrots with children in her experiments, discovering whether the bird follow the same procedure as children do when learning
17、new concepts, and whats the drawbacks that prevent the bird from learning everything as humans do.,7. She would like to see Alex (or, even better, a young parrot) compared with children to see if the bird discovers ideas in the same order as the children do and exactly where the children leave the bird behind. (ll. 64-66),
