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1、Unit 9 How I Found My Voice Key to the Exercises Text comprehension I . Decide which of the following best states the authors purpose of writing. A II. Judge, according to the text, whether the following statements are true or false. 1. T (Refer to Paragraph 2.) 2. T (Refer to Paragraph 4.) 3. F (Re
2、fer to Paragraph 7. The narrator did not communicate with the farm animals in their language. As he could not speak before strangers due to his timidity, he could only talk to animals as a way of venting his feelings.) 4. F (Refer to Paragraph 13. The professor challenged him over his authorship not
3、 because he did not believe he had written the poem but because he wanted to provoke the boy to speak the words in public and tried to help him overcome his stuttering in this way.) 5. F (Refer to Paragraph 14. He stared at Professor Crouch in disbelief and even felt angry at what he said.) 6. T (Re
4、fer to Paragraph 29.) III. Answer the following questions. 1. Refer to Paragraph 2. Because the great achievements were far beyond the expectations of such a poor stutterer as he used to be. When he was young he was completely unable to speak in public due to his serious stuttering. Thus he could ne
5、ver imagine that he would make such good achievements. 2. Refer to Paragraph 4. Because he felt that the place he moved to was drastically different climatically and culturally from where he had been. 3. Refer to Paragraph 6. Because he wanted to avoid the humiliation he suffered there for his stutt
6、ering. 4. Refer to Paragraph 7. Because the animals never laughed at him and he was not nervous at all when he talked to them as a way of venting his feelings. 5. Refer to Paragraph 9. Because he loved English classics, especially poetry, which was one of the subjects taught at the narrators school.
7、 His deep love for poetry was vividly described in the metaphor: He held a book of poems as if it were a diamond necklace, turning pages as if uncovering treasures. 6. Refer to Paragraphs 13?8. It was Professor Crouchs trick. When the narrator handed in his poem, Crouch purposefully challenged him f
8、or his authorship. Consequently the narrator was provoked into reciting his poem in the presence of his classmates without stuttering. IV. Explain in your own words the following sentences. 1. He wanted very much to be a teacher of our school. 2. We found a strong connection between us. 3. I support
9、ed myself by sweeping floors of off-Broadway stages before there was any new role for me to play. 4. He was still living in a world that was exciting and lively because of all the beautiful poems he had memorized. Structural analysis of the text This autobiographical narrative can be divided into th
10、e following three parts: Part 1, Paragraphs 1?: the author presents a striking contrast between his successful career as an actor and television announcer and his severe stuttering problem in his early childhood. Part 2, Paragraphs 3?2: the author recollects how his high school teacher, Professor Cr
11、ouch, helped him to overcome his stutter and find his voice. Part 3, Paragraphs 23?9: the author tells the reader what achievements he made after he overcame his stuttering problem and how grateful he is to his teacher, the father of my resurrected voice. Rhetorical features of the text The New Test
12、ament is repeated because the author takes it as his greatest honour to read such an important book on tape. It is distributed this way because the author wants to tell the readers from the beginning of his personal account what achievements he has made since he got over his stuttering problem and e
13、xpress his gratitude to the father of his resurrected voice. By mentioning New Testament again at the end of the narrative, the author successfully harks back to the opening paragraph and thus unifies the text into an organic whole. Vocabulary exercises I. Explain the underlined part in each sentenc
14、e in your own words. 1. severe 2. smoothness in speaking 3. colleague 4. close relationship based on common interest 5. forced me to do anything 6. animated II. Fill in the blank in each sentence with a word or phrase from the box in its appropriate form. 1. retreat 2. pressed 3. gritted 4. critique
15、 5. classics 6. kinship 7. is dubious about 8. round up III. Fill in the blanks with the appropriate forms of the given words. 1. narrative 2. critical 3. fortunate 4. abundance 5. worship 6. dramatically 7. fluent 8. resurrection IV. Choose the word that can replace the underlined part in each sent
16、ence without changing its original meaning. 1. A 2. B 3. C 4. D 5. A 6. C 7. B 8. D V. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used. 1. Antonym: mild (agreeable, gentle) 2. Synonym: passionate (enthusiastic, ardent) 3. Synonym: comment (assessment, evaluation) 4. Synonym: doubt (uncertainty) 5. Antonym: certain (definite, positive) 6. Synonym: scornful (mocking) 7. Synonym: instruction (teaching, tuition) 8. Synonym: enjoy (appreciate) VI. Explain
