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Unit 6 The Diary of the Unknown Soldier
Text comprehension
I.
B.
II.
1. T;
2. F;
3. F;
4. T;
5. F.
III.
1.
because
he
felt
that
all
of
them
had
been
somewhat
fooled.
They
were
totally
unprepared for the
cruelty of the war and the immensity of its
killing power. “They
all
came
here
with
an
air
of
confidence
and
eagerness,
ready
to
win,”
but
what
awaited them was “a
one
-
way ticket to
death.”
2. He wrote his
first entry when his regiment was in London to
protect the city from
Nazi’s air raids;
his second one when his group of soldiers had
journeyed to a small
European town
untouched by warfare; and the last one when their
secret location
was discovered by Nazi
troops and he faced approaching death.
3. It was his wish to come home alive
to see his family. This is mentioned in all the
three
entries:
“I
must
go
on
living
this
nightmare,
if
not
for
myself
or
my
country,
then
f
or my family back home. I want my
children to have a father.” “… wondering
yet again if I would ever see my
family.9 I would give anything to see them, even
if it
was
for
five
minutes!”
“I
wish,
with
all
my
soul,
that
I
could
be
home
now…
I
am
thinking of
my
daughters’ faces… I will always remember their
faces…”
4.
He
would
tell
them
that
those
soldiers
died
bravely
in
an
effort
to
save
their
countries
from
turmoil
and
make
the
children
feel
that
their
fathers
made
a
difference.
5.
He
felt
disgusted
at
the
cruelty
of
the
war,
questioned
the
judgment
of
human
beings who started the war and felt
enraged at killing innocent lives and destroying
whole countries.
IV.
1.
Although
my
stories
about
their
fathers’
death
might
not
relieve
their
sadness,
they
will
enab
le
the
children
to
see
the
extraordinary
significance
of
their
fathers’
contribution.
2.
I
suddenly
recalled
a
saying
I
once
heard
that
made
me
very
painful,
“We
can’t
afford to fight even
one war.”
Structural analysis of the text
Diary
writing
follows
th
e
flow
of
the
writer’s
thoughts.
It
is
usually
“structured” by the author’s free
associations.
1.
What do the three entries of the diary have in
common?
Two thematic topics in common,
the horrible scenes of the war and
the
writer’s strong love for, and em
otional
attachment to his family.
2.
How
are
the
particular
situations
related
to
the
common
thematic topics?
Firstly,
the
writer
describes
his
thought
and
fear
under
German
air
raids, which led him to
speculate about the difficulties and problems of
his family.
Secondly,
the
writer
describes
his
reflections
on
the
justification
of
wars.
The
sight
of
a
teenage
girl
and
the
grim
condition
in
a
small
European town made him
recall his dear daughters and family.
Thirdly,
it
was
dated
on
Christmas
Eve
and
about
the
approaching
death. The
writer’s only wish was that someone could return
the diary to
his family.
Section Four Consolidation Activities
Part One. Vocabulary
I.
Phrase
1. no more than =
only
只是，仅仅
2.
strike a painful note in my head = make me feel
painful
使某人感到痛苦
3. more blood has been shed = Further
casualties have been caused
4. word has
it that
…
= it is
said that
…
据说……
5. with an
air of = appearing full of, radiating
带着……的样子，带着……的神情
II.
1.
running;
2.
tucked;
3.
inspected;
4.
taken
precautions;
5.
with
an air of;
6. adventurous;
7. enraged;
8.
panicked.
III.
Word
derivation.
Fill
in
the
blanks
with
the
appropriate forms of the given words.
1.
The collar of his jacket
had been
stiffened
(stiff)
with an extra layer of cloth.
2.
An interpreter’s job is such a
responsible one that he can’t afford any
errors
(err).
3.
Opening my letter was an
inexcusable
invasion
(invade) of privacy.
4.
Don’t rely on the information she gave
you —
it’s pure
assumption
(assume) on
her part.
5.
He protested his
innocence
(innocent) loudly as they dragged him
off to prison.
6.
This is a
really tough
assignment
(assign) and I believe you’re the only
person
who can handle it.
7.
The force of the
explosion
(explode) had broken all the windows of
the houses in
the vicinity of the
vehicle.
8.
The police have
issued a
description
(describe) of the two men who were seen
running away from the scene of the
crime.
1.
stiff
a.
僵直的；生硬的，拘谨的
stiffen v.
使……坚硬
stiffness n.
僵硬；硬度
e.g.
他因为害怕而身体发僵。
His body
stiffened in fear.
2.
err v.
犯错，做错
error n.
错误，误差；过失
e.g.
她错在对他撒谎。
She
erred in lying to him.
3.
invade v.
侵略；侵害
invader n.
侵略者
invasion n.
侵入，侵略
e.g.
这个城市涌进了大量的农民。
The town was
invaded by farmers.
入侵者把村镇变为废墟。
The invaders laid
towns and villages in ruins.
4.
assume v.
假定，设想；承担；认为
assuming conj.
假定，假如
assumption n.
假定，设想
e.g.
我以为你能讲流利的英语。
I assumed you
could speak English fluently.
假定那是真的，我们现在该怎么办？
Assuming
that it is true, what should we do
now?
5.
innocent a.
清白的，无辜的；天真的，无知的
innocence n.
无罪；无知，天真无邪
innocently ad.
无罪地；纯洁地
e.g.
他声称自己是无罪的。
He declared that
he was innocent.
他声称自己无罪。
He
declared his innocence.
6.
assign v.
分配，指派，指定
assignation n.
分配，指定；委托，转让
assignment n.
分配；作业，任务
e.g.
所有的职工都分到了合适的工作。
All the staff
are assigned to suitable jobs.
你不能在两小时内将功课做完。
You can’t
finish the assignment in two hours.
7.
explode v.
爆炸
explosion n.
爆炸；爆发，激增
explosive a.
爆炸（性）的
e.g.
炸弹选在人最多时爆炸。
The
bomb
was
timed
to
explode
during
the
rush-hour.
某些气体十分易爆。
Certain gasses are
highly explosive.
8.
describe n.
描述
description n.
描写，描述
descriptive a.
描述的，叙述的
e.g.
老师问学生：
“你能描述一下这幅画吗？”
Th
e teacher asks his student, “Can you
describe this picture?”
那女孩对这幅画作了一番生动的描述。
The girl
gave a vivid description of the picture.
IV.
1. B;
2. D;
3. C;
4. D;
5. C;
6. B;
7. C;
8. A.
V. Synonym / Antonym.
Give a synonym or an antonym of the
word underlined in each sentence in the
sense it is used.
1. My heart aches
every moment because everywhere I look I see
piles
of rubble
where houses used to stand and lifeless
bodies that once moved around with the joy
of life inside them.
Synonym:
heaps, stacks
2. It is as if I have
stared into death’s eyes and seen its
hatred
, its coldness.
Antonym:
love, kindness
3. I suffered
minor
head
injur
ies, but the rest of my platoon
wasn’t so fortunate.
Synonym:
small, lesser
4. They are experiencing tough times
too, with the food
shortage
problems and all.
Antonym:
surplus, abundance, plenty
5. War just creates more problems;
something every
sensible
person knows.
Synonym:
reasonable,
rational
6. My situation is
grim
and the odds
of winning, or even surviving, seem unlikely.
Synonym:
terrible, desperate
7. I would give anything to see them,
even if it was for five minutes! I am not a man
made for war, nor am I an
adventurous
person.
Synonym:
bold, brave
8.
One night,
as
I
performed
my
routine
watch,
I passed
a
young
girl
of no
more
than twelve or thirteen, who was
walking home.
Synonym:
regular, usual
VI.
Prefix/
suffix.
Write
in
each
space
the
meaning
of
each
given word.
1. offset
balance
2. outdo
defeat
3.
overtake
catch up and pass
4. underline
emphasize
5.
uphold
support
6. withstand
bear
7.
downplay
lessen
8. forestall
prevent
1. Explanation:
off-: not on, away from
e.g. offload, offcut, offshoot
2. Explanation:
out-: greater, better, etc.
e.g. outgrow, outlive, outflow
3. Explanation:
over-: more than usual, too much
e.g.
overcook, overdo,
overdraw, overeat
4. Explanation:
under-: below
e.g.
undercharge, undercut, undergo,
underlie
5. Explanation:
up-: upwards
e.g.
upsurge,
upstart, upturn, upswing
6.
Explanation:
with-: in opposition to, against
e.g.
withdraw, withhold,
within
7. Explanation:
down-: lower, smaller, etc.
e.g.
downfall, downsize,
download, downshift, downturn
8.
Explanation:
fore-: before, in advance
e.g.
forecast,
foretell, foretaste, foresee
II Grammar Exercises
1.
Questions
In
terms
of
syntactic
structure
and
communicative
function,
questions
(also
interrogative sentences) fall into four
major types: general question (yes-no question),
special question, alternative question
and tag question.
Special
questions,
also
known
as
wh-
questions,
are
generally
introduced
by
wh-
words
such
as
what,
when,
where,
which,
who,
whom,
whose,
why,
etc.
The
wh-word marks the focus of information
to be asked about.
Special questions
may be in normal order or in inverted order. When
the wh-word
functions as subject or
part of the subject, the question is in normal
order. If, on the
other hand, the wh-
word is not used as subject, the question is in
inverted order.
My name is
Lynne.
What is your name?
(object)
The
party is on Tuesday.
When
is the party?
(time)
I’m from England.
Where are you
from?
(place, location)
The red car is mine.
Which is your car? (one of many)
I’m Lynne.
Who are you?
(people)
It’s
mine.
Whose is this web site?
(possession)
I did it
because I was angry!
Why
did you do it? (reason)
I like it very
much.
How do you like it?
(way something is done)
e.g.
I.
How big / Who / What / How often / Why
/ What.
II.
1.
what did you do on Friday?
2. What time
did you get up?