综合教程5paraphrase

Unit 1

1. Mother meant to deliberately overlook whatever she did not like and could not change.

2. From June to the end of July school closed for the summer vacation.

3. Literarily, the writer was unable to open wide her eyes due to the dazzling summer sunlight as well as her eyes defect. Figuratively, the freedom, equality and democracy all American citizens were allegedly entitled to were simply distorted images in the author’s eye.

4. Mother was bright and father brown, and the three of us girls represented gradations from bright to brown.

5. Inside the Breyer’s, the soda fountain was so dim and the air so cool that the pain of my eyes was wonderfully lessened.

6. My forceful question got no response from my family; they remained silent as if they had done something wrong and shameful walking into Breyer’s.

7. My anger was not going to be noticed or sympathized with by my family members who were similarly angry, though.

Unit 2

1. My brother and I were unable to walk out quietly and secretly, like other children, to the open field to play kid’s game, for we were forced to go to Chinese school.

2. Our kicking, screaming and pleading could not in the least make our mother change her mind about sending us to Chinese school.

3. She dragged us by force all the way from our home to school, a long hilly distance of seven blocks, finally leaving us, hostile and tearful, in front of the seven headmasters.

4. In Chinatown, large crowds of Chinese were coming and going with their routine responsibilities in a disorderly, overexcited way.

5. He was fastidiously particular about my mother’s English.

6. Ultimately I was permitted to stop learning Chinese culture.

7. Finally I assumed that I was one of the Americans and that I was not one of the Chinese. Unfortunately, I am, as a matter of fact, still Chinese.

Unit 4

1. Her vivid expression and tender smile encouraged me to continue my lecture.

2. Although we seem to be living and studying so closely we are virtually behaving like strangers.

3. If we have no models of love to follow, we will be growing up lacking in love and not knowing how to love others.

4. If you are afraid of being misunderstood, explain your feelings in words to the person you’re embracing.

5. Tears rolled down his father’s checks as he spoke in a quiet voice.

6. As I am trying to ask others to offer love and feel loved, I am actually experienced the same.

7. The continual efforts I have made to seek love have made my life richer and more meaningful.

Unit 7

1. The 1980 election indicated that the country resolved to become more conservative in regard to political and social attitudes.

2. Social welfare assistance must be offered to the jobless.

3. I am shocked to find that the problem is getting more and more serious.

4. The United States has now been knocked out by this terrible social problem—failure to house its young people.

5. America must correct the problem that, a superpower as it is in the world, it is incapable of providing house for its young people.

Unit 11

1. Compared with traditional games, electronic games have some obvious detrimental effects on children’s development: they tend to be lacking in imagination and social maturity, and indifferent to the real world around them.

2. If you hand a ball of Play-Doh to a child who is brought up in the world of uncreative and unyielding video games, you are likely to find an expressionless look on his face.

3. Possibly one or two hot-tempered kids will quit the game.

4. Although they are engaged in playing the game, they are not completely bound by it.

5. His parents, in great fear of disturbing him, quite often walked gently around the kid, whose humanity has been exhausted by the high-priced, high-tech game device.

Unit 13

1. Greeks thought beauty was a fine virtue, a type of perfection. People at that time were expected to be beings of integrity, whom we now call whole persons, a term used somewhat awkwardly but not without envy.

2. The Greeks may have refused to accept Socrates’ lesson. But we do not. Thousands of years later, we are now more cautious about the charm and attraction of beauty.

3. For nearly two hundred years, beauty has been customarily related to only one of the two sexes, the female, which is always the secondary sex no matter how fair it seems to be.

4. In every modern country, women are always regards as the beautiful sex, which corrupts not only the notion of beauty but also the sex itself.

5. One does not have to be struggling with unconventional feminist views, even so advanced as to be unacceptable, to realize that what women have been taught about beauty encourages their admiration of their own outer looks, their dependence on men, and their intellectual immaturity.

6. With such widely-accepted social biases, it is not surprising that the word beauty has, in the most favorable case, both a positive and a negative connection.

7. Even if some parts of the body are acceptable as satisfactory, some others are still below par.

8. Women should keep a sufficiently long distance away from beauty, which is their excellence and privilege, to find out to what extent the notion of  beauty has been reduced in essence to support the make-up story of the women.

Unit 15

1. Women automatically resolve to get ready for any fashion coming up next.

2. Men’s choices about fashion always embodied absolute and enormous meaning in their own world, serving as tokens of men’s identify which women could hardly comprehend to form their own judgment.

3. Generally speaking, men , young or old, don’t want in the end to abandon the habit of adhering to a proper self-image and then taking good care of it instead of selecting all new styles.

4. Stepping access the boundaries was not allowed.

5. According to the institution, men were officially immune from fashion risk while women were perpetually being laughed at with permission for running fashion risks.