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21世紀(jì)大學(xué)英語(yǔ)讀寫教程第一冊(cè)Unit4課文簡(jiǎn)介
導(dǎo)語(yǔ)：下面是一篇講述一位年近八旬的洗衣老婦認(rèn)真負(fù)責(zé)的故事，歡迎大家來閱讀，并學(xué)習(xí)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(fù)數(shù)] 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(jī)
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. 身無分文的
*bless
vt. (with) 使具有，使有權(quán)得到
bear(bore, borne)
vt. take (responsibility, etc.) on oneself 承擔(dān)(責(zé)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(nèi)的)圣壇，祭壇
kitchen
n. 廚房，灶間
teapot
n. 茶壺
fingernail
n. 指甲
stubbornness
n. 倔強(qiáng);頑強(qiáng)
*stubborn
a. 1. 頑固的, 倔強(qiáng)的
2. 頑強(qiáng)的, 堅(jiān)持的
*stagger
vi. have trouble standing or walking; move unsteadily on one's feet 搖晃著移動(dòng); 蹣跚
n. 搖晃不穩(wěn)的動(dòng)作; 蹣跚
*catastrophe
n. a terrible event that causes great suffering, misfortune, or ruin 災(zāi)難，災(zāi)禍，大禍
collapse
vi. (健康等)垮掉;倒坍
premonition
n. 預(yù)感
*mourn
vi. (for, over) feel and/or show grief, esp. for the death of someone; be sorrowful(尤指對(duì)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(chéng)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);亞麻織品(床單、被單、桌布等)
utter
vt. make (a sound); say 發(fā)出(聲音);說，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(話)，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(fù)原;恢復(fù)
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(xiàn)，提供(幫助)
coffin
n. 棺材
resume
vt. begin (sth. or doing sth.) again after a pause (中斷后)重新開始，繼續(xù)
*mutter
vt. 輕聲含糊地說
load
n. 一包(洗的衣物);負(fù)荷，負(fù)載
vt. 裝(貨或人);把貨物(或人)裝上(車、船、飛機(jī)等)
property
n. 財(cái)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(dān)
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(shù)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，聽到…的消息
stand /be on one's feet
站起;(病后)恢復(fù)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(guó)猶太作家)
拓展：大學(xué)英語(yǔ)讀寫譯教學(xué)模式論文
[摘要]多元智能理論認(rèn)為人的智能是多元的，因此多元智能教學(xué)模式也應(yīng)該是多元且個(gè)性化的。本文通過把學(xué)生分為傳統(tǒng)教學(xué)班和多元教學(xué)班，并比較研究他們的前后學(xué)習(xí)興趣和前后測(cè)成績(jī)，來探討多元智能教學(xué)模式對(duì)大學(xué)英語(yǔ)學(xué)習(xí)的積極影響。
[關(guān)鍵詞]多元智能；大學(xué)英語(yǔ)讀寫譯；教學(xué)模式
1、多元智能理論
多元智能理論是美國(guó)著名發(fā)展心理學(xué)家霍華德加德納教授提出的。他認(rèn)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(shù)理邏輯智能、空間智能、肢體運(yùn)動(dòng)智能、音樂智能、人際關(guān)系智能、內(nèi)省智能和自然探索智能。多元智能理論自面世以來，便備受教育學(xué)家青睞，進(jìn)而被積極運(yùn)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(dǎo)，很多國(guó)內(nèi)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(chǔ)上，進(jìn)一步探討如何有效地將多元智能理論應(yīng)用到大學(xué)英語(yǔ)讀寫譯課堂中。
2、多元智能教學(xué)模式的必要性
現(xiàn)階段，多數(shù)大學(xué)英語(yǔ)課堂還是在采用傳統(tǒng)的教學(xué)模式：老師講授為主，學(xué)生被動(dòng)接受。這種傳統(tǒng)的教學(xué)模式過多地強(qiáng)調(diào)語(yǔ)法分析和詞匯學(xué)習(xí)，以學(xué)生四六級(jí)和期末考試為教學(xué)導(dǎo)向，忽略了學(xué)生的個(gè)體差異，導(dǎo)致學(xué)生形成一種機(jī)械化的學(xué)習(xí)習(xí)慣，很容易讓學(xué)生喪失英語(yǔ)學(xué)習(xí)的興趣，學(xué)習(xí)效果也并不理想。因此，以多元智能理論為指導(dǎo)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(xí)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(shè)計(jì)
3.1研究對(duì)象
參加此次研究的學(xué)生均為研究者所承擔(dān)教學(xué)的班級(jí)：湖北醫(yī)藥學(xué)院15級(jí)實(shí)驗(yàn)班（30人）和15級(jí)藥學(xué)班（39人），共計(jì)69人。15級(jí)藥學(xué)班作為實(shí)驗(yàn)組進(jìn)行多元智能教學(xué)，而15級(jí)實(shí)驗(yàn)班則作為控制組采取傳統(tǒng)的教學(xué)模式。
3.2研究目的
通過實(shí)驗(yàn)組和控制組的前后對(duì)比分析，進(jìn)一步探討將多元智能教學(xué)模式應(yīng)用到大學(xué)英語(yǔ)讀寫譯課堂的必要性。
3.3研究方式
在實(shí)施本次教學(xué)研究之前采用前測(cè)問卷和訪談法對(duì)學(xué)生的英語(yǔ)學(xué)習(xí)興趣、學(xué)習(xí)需求狀況等進(jìn)行摸底了解，并對(duì)學(xué)生的聽說讀寫譯五大基本技能進(jìn)行考試前測(cè)；在教學(xué)實(shí)施后采用后測(cè)問卷對(duì)于學(xué)生學(xué)習(xí)后的學(xué)習(xí)興趣變化進(jìn)行分析，并對(duì)學(xué)生的聽說讀寫譯五大基本技能進(jìn)行成績(jī)后測(cè)，與前測(cè)數(shù)據(jù)進(jìn)行對(duì)比分析。
3.4研究過程
此次研究過程主要包括前測(cè)興趣問卷、前測(cè)成績(jī)、多元智能教學(xué)設(shè)計(jì)、后測(cè)興趣問卷和后測(cè)成績(jī)等幾個(gè)步驟。（1）前測(cè)興趣問卷在進(jìn)行本次教學(xué)研究之前，研究者首先對(duì)實(shí)驗(yàn)組和控制組的69個(gè)學(xué)生進(jìn)行調(diào)查問卷來了解他們的英語(yǔ)學(xué)習(xí)興趣。此外，還采用訪談法跟部分同學(xué)談話，旨在了解他們的學(xué)習(xí)需求狀況和對(duì)教學(xué)形式的期待。前測(cè)問卷結(jié)果如下：以上問卷結(jié)果顯示：實(shí)驗(yàn)組和控制組對(duì)英語(yǔ)的感興趣程度相當(dāng)，兩個(gè)班都有大概三分之一左右的學(xué)生對(duì)英語(yǔ)學(xué)習(xí)不感興趣。基于前測(cè)問卷調(diào)查結(jié)果，研究者隨機(jī)找了幾個(gè)學(xué)生進(jìn)行訪談，來了解他們對(duì)大學(xué)英語(yǔ)課堂教學(xué)形式的期待。通過談話，了解到學(xué)生們對(duì)各種形式的多媒體教學(xué)的訴求較高，比如：視頻學(xué)習(xí)、聽唱英文歌曲、團(tuán)隊(duì)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(cè)成績(jī)比較為了更加客觀地比對(duì)教學(xué)效果，研究者對(duì)參加本次研究的兩個(gè)班學(xué)生進(jìn)行了成績(jī)前測(cè)。該測(cè)試主要針對(duì)英語(yǔ)聽說讀寫譯五大基本技能定制出題。聽力、閱讀、寫作和翻譯均來自于歷年英語(yǔ)四級(jí)考試真題，口語(yǔ)部分則是根據(jù)學(xué)生的興趣指定話題。測(cè)試題總分100，五大部分分值均為20分。最后將各部分測(cè)試數(shù)據(jù)輸入SPASS17.0軟件進(jìn)行統(tǒng)計(jì)分析。前測(cè)成績(jī)顯示：控制組的各方面英語(yǔ)水平都略微高于實(shí)驗(yàn)組，但差別不是太大。同時(shí)，數(shù)據(jù)顯示兩個(gè)組的學(xué)生在聽力水平方面均比較薄弱。這就意味著在接下來的教學(xué)環(huán)節(jié)中，研究者要多設(shè)計(jì)一些相關(guān)的課堂教學(xué)活動(dòng)，注意培養(yǎng)和提升學(xué)生的聽力水平。
3.5多元智能教學(xué)設(shè)計(jì)
將多元智能教學(xué)模式運(yùn)用到大學(xué)英語(yǔ)讀寫譯課堂中僅僅靠幾次課或幾次教學(xué)活動(dòng)是看不到顯著效果的，因此為了使研究結(jié)果更具有說服力，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(jí)藥學(xué)班作為實(shí)驗(yàn)組始終進(jìn)行多元智能教學(xué)，而15級(jí)實(shí)驗(yàn)班則作為控制組繼續(xù)采取“老師講授為主，學(xué)生練習(xí)為輔”的傳統(tǒng)教學(xué)模式。在多元智能教學(xué)班，研究者一改以往傳統(tǒng)課堂中不斷灌輸知識(shí)的傾向，努力搜集大量的資料和信息，精心設(shè)計(jì)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(diào)動(dòng)學(xué)生英語(yǔ)學(xué)習(xí)的積極性和自主性。具體教學(xué)活動(dòng)設(shè)計(jì)如下：通過平時(shí)的課堂觀察，不難看出實(shí)驗(yàn)組的學(xué)生們能適應(yīng)并喜歡這種多元智能教學(xué)模式。他們通過不斷的學(xué)習(xí)和探索找到了自己的優(yōu)勢(shì)所在，也因此帶動(dòng)了他們的學(xué)習(xí)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)、話劇表演等調(diào)動(dòng)他們的學(xué)習(xí)積極性，同時(shí)搭配單詞迷宮、文章復(fù)述、小組討論等教學(xué)活動(dòng)鞏固所學(xué)知識(shí)，寓教于樂，取得了良好的教學(xué)效果。
3.6后測(cè)興趣問卷
經(jīng)過一整個(gè)學(xué)期的教學(xué)實(shí)踐，研究者又對(duì)實(shí)驗(yàn)組和控制組的69個(gè)學(xué)生進(jìn)行了后測(cè)調(diào)查問卷，以此來了解他們的英語(yǔ)學(xué)習(xí)興趣變化情況。問卷結(jié)果如下：實(shí)驗(yàn)組對(duì)英語(yǔ)感興趣程度調(diào)查后測(cè)問卷結(jié)果顯示：實(shí)驗(yàn)組的學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的興趣已經(jīng)顯著提升了，而控制組則沒有太大變化，反而呈略微下降趨勢(shì)。實(shí)驗(yàn)組的學(xué)生通過一學(xué)期的多元智能教學(xué)，已經(jīng)能夠用最飽滿的熱情投入到大學(xué)英語(yǔ)學(xué)習(xí)中了。
3.7后測(cè)成績(jī)比較
為了檢驗(yàn)一學(xué)期的教學(xué)效果，研究者繼續(xù)對(duì)兩個(gè)班的學(xué)生進(jìn)行成績(jī)后測(cè)。該測(cè)試依舊以英語(yǔ)五大基本技能為出題依據(jù)，采用四級(jí)真題和口語(yǔ)話題相結(jié)合的考試模式。測(cè)試題總分100，五大部分均占20分。最后再將各部分測(cè)試數(shù)據(jù)輸入SPASS17.0軟件進(jìn)行統(tǒng)計(jì)分析。將前測(cè)成績(jī)和后測(cè)成績(jī)進(jìn)行比對(duì)分析，發(fā)現(xiàn)實(shí)驗(yàn)組的英語(yǔ)五大基本技能得到顯著提高，在聽力和口語(yǔ)方面尤其突出；而控制組的英語(yǔ)成績(jī)?cè)诰S持原狀的基礎(chǔ)上只有小幅度的上升。后測(cè)數(shù)據(jù)表明：多元智能教學(xué)模式能充分調(diào)動(dòng)學(xué)生的各大感官系統(tǒng)，提升他們的學(xué)習(xí)信心，從而全方位提升他們的英語(yǔ)水平。
3.8研究結(jié)果分析
通過以上前后測(cè)調(diào)查問卷和前后測(cè)成績(jī)對(duì)比分析，不難看出實(shí)驗(yàn)組的學(xué)生無論是英語(yǔ)學(xué)習(xí)興趣還是英語(yǔ)五大基本技能都有顯著的提升，而控制組則變化不大。接受多元智能教學(xué)的班級(jí)尤其在聽力和口語(yǔ)方面有了很大的提高，這剛好是傳統(tǒng)教學(xué)模式所欠缺的。
4、結(jié)語(yǔ)
本研究分別從調(diào)查問卷、訪談、課堂觀察和學(xué)生前后測(cè)成績(jī)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(jié)果具有一定的現(xiàn)實(shí)意義。然而，相對(duì)于傳統(tǒng)教學(xué)，多元智能教學(xué)模式對(duì)教師有著更高的要求。為了更加完美的課堂設(shè)計(jì)，教師需要花費(fèi)大量時(shí)間和精力搜集資料、設(shè)計(jì)教學(xué)環(huán)節(jié)，真正做到轉(zhuǎn)變角色，“以學(xué)生為中心”，讓學(xué)生充當(dāng)課堂的主角，進(jìn)而激發(fā)出學(xué)生學(xué)習(xí)英語(yǔ)的積極性、自信心，提高英語(yǔ)課程的教學(xué)效果。
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