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21世纪大学英语读写教程第一册Unit4课文简介
导语：下面是一篇讲述一位年近八旬的洗衣老妇认真负责的故事，欢迎大家来阅读，并学习她的精神。
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. 洗衣妇
wrinkled
a. having or showing small folds or lines in the skin 有皱纹的
*wrinkle
vi. (esp. of the skin) form into lines, folds, etc. 起皱纹
n. 皱纹
Jewish
a. of the Jews 犹太人的
sickly
a. often ill 常病的
possess
vt. own, have 拥有，具有
generation
n. a single stage or step in family descent 代，一代
for(e)bear
n. [常用复数] 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 积累，积聚
launder
vi. wash and iron clothes, sheets, etc. 洗熨衣物
pump
n. 泵，抽(水)机
attic
n. 阁楼;顶楼
clothesline
n. 晾衣绳
endure
vt. suffer, undergo (pain, hardship, etc.) 忍受(痛苦、困难等)，耐住
penniless
a. 身无分文的
*bless
vt. (with) 使具有，使有权得到
bear(bore, borne)
vt. take (responsibility, etc.) on oneself 承担(责任等)
wedding
n. a marriage ceremony, esp. with a party or meal after a church service 婚礼
bride
n. 新娘
altar
n. (教堂内的)圣坛，祭坛
kitchen
n. 厨房，灶间
teapot
n. 茶壶
fingernail
n. 指甲
stubbornness
n. 倔强;顽强
*stubborn
a. 1. 顽固的, 倔强的
2. 顽强的, 坚持的
*stagger
vi. have trouble standing or walking; move unsteadily on one's feet 摇晃着移动; 蹒跚
n. 摇晃不稳的动作; 蹒跚
*catastrophe
n. a terrible event that causes great suffering, misfortune, or ruin 灾难，灾祸，大祸
collapse
vi. (健康等)垮掉;倒坍
premonition
n. 预感
*mourn
vi. (for, over) feel and/or show grief, esp. for the death of someone; be sorrowful(尤指对某人的亡故)感到悲痛;哀悼
faithfully
ad. 1. with faith 忠实地
2. exactly 如实地;确切地
faithful
a. 1. loyal and true (to sb., to a cause, etc.) 忠实的，忠诚的
2. true to the facts or to an original 如实的
puff
n. a sudden short rush of air, smoke, etc.(空气、烟雾等的)一阵，一股
totter
vi. walk with weak unsteady steps 蹒跚，踉跄
*linen
a. 亚麻(布)的
n. 亚麻布(或线);亚麻织品(床单、被单、桌布等)
utter
vt. make (a sound); say 发出(声音);说，讲
half-choked
a. 半哽住的
*corpse
n. 死尸，尸体
unload
vt. 1. have (a load) removed 卸(货)
2. remove a load from (sth.) 从 … 卸下货物
vi. 卸货
mumble
v. speak (words) unclearly 含糊地说(话)，咕哝
sunken
a. 下陷的;凹陷的
recover
vi. (from) return to the usual state of health, strength, ability, etc. 痊愈，复原;恢复
somewhat
ad. by some degree or amount; a little 稍微，有点
priest
n. 牧师，神父
inform
vt. (of, about) tell, give information to 告诉，通知
contribute
vt. join with others in giving (money, help, etc.) 捐(款)，贡献，提供(帮助)
coffin
n. 棺材
resume
vt. begin (sth. or doing sth.) again after a pause (中断后)重新开始，继续
*mutter
vt. 轻声含糊地说
load
n. 一包(洗的衣物);负荷，负载
vt. 装(货或人);把货物(或人)装上(车、船、飞机等)
property
n. 财产;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 承担
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 逐一数出
be blessed with
be fortunate in having 有幸得到，具有
take place
举行，进行;发生，产生
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 显示;表明
at (the) most
not more than (the stated amount) 至多
hear of
receive news about (sb. or sth.) 获知…的消息，听到…的消息
stand /be on one's feet
站起;(病后)恢复健康
with the help of
在 … 的帮助下
God forbid!
May it not happen! 上天不容!
Proper Names
Isaac Bashevis Singer
艾萨克·巴希维兹·辛格(1904 - 1991，生于波兰的美国犹太作家)
拓展：大学英语读写译教学模式论文
[摘要]多元智能理论认为人的智能是多元的，因此多元智能教学模式也应该是多元且个性化的。本文通过把学生分为传统教学班和多元教学班，并比较研究他们的前后学习兴趣和前后测成绩，来探讨多元智能教学模式对大学英语学习的积极影响。
[关键词]多元智能；大学英语读写译；教学模式
1、多元智能理论
多元智能理论是美国著名发展心理学家霍华德加德纳教授提出的。他认为人的智能并不是单一的，而是以多元的方式存在的，包括以下八种智能要素：语言智能、数理逻辑智能、空间智能、肢体运动智能、音乐智能、人际关系智能、内省智能和自然探索智能。多元智能理论自面世以来，便备受教育学家青睐，进而被积极运用到教育领域中。它给教育改革提供了新的思路和新的指导，很多国内外学者以此理论探讨了各种教育改革模式。本文将在前人研究基础上，进一步探讨如何有效地将多元智能理论应用到大学英语读写译课堂中。
2、多元智能教学模式的必要性
现阶段，多数大学英语课堂还是在采用传统的教学模式：老师讲授为主，学生被动接受。这种传统的教学模式过多地强调语法分析和词汇学习，以学生四六级和期末考试为教学导向，忽略了学生的个体差异，导致学生形成一种机械化的学习习惯，很容易让学生丧失英语学习的兴趣，学习效果也并不理想。因此，以多元智能理论为指导的教学模式显得尤为必要。多元智能教学更加注重人文关怀，尊重学生的个体差异，可以提高学生的学习效率，提升学生质量，改善教学效果，提升学生的综合素质。
3、研究设计
3.1研究对象
参加此次研究的学生均为研究者所承担教学的班级：湖北医药学院15级实验班（30人）和15级药学班（39人），共计69人。15级药学班作为实验组进行多元智能教学，而15级实验班则作为控制组采取传统的教学模式。
3.2研究目的
通过实验组和控制组的前后对比分析，进一步探讨将多元智能教学模式应用到大学英语读写译课堂的必要性。
3.3研究方式
在实施本次教学研究之前采用前测问卷和访谈法对学生的英语学习兴趣、学习需求状况等进行摸底了解，并对学生的听说读写译五大基本技能进行考试前测；在教学实施后采用后测问卷对于学生学习后的学习兴趣变化进行分析，并对学生的听说读写译五大基本技能进行成绩后测，与前测数据进行对比分析。
3.4研究过程
此次研究过程主要包括前测兴趣问卷、前测成绩、多元智能教学设计、后测兴趣问卷和后测成绩等几个步骤。（1）前测兴趣问卷在进行本次教学研究之前，研究者首先对实验组和控制组的69个学生进行调查问卷来了解他们的英语学习兴趣。此外，还采用访谈法跟部分同学谈话，旨在了解他们的学习需求状况和对教学形式的期待。前测问卷结果如下：以上问卷结果显示：实验组和控制组对英语的感兴趣程度相当，两个班都有大概三分之一左右的学生对英语学习不感兴趣。基于前测问卷调查结果，研究者随机找了几个学生进行访谈，来了解他们对大学英语课堂教学形式的期待。通过谈话，了解到学生们对各种形式的多媒体教学的诉求较高，比如：视频学习、听唱英文歌曲、团队制作并展示PPT等。这刚好与我们将要进行的多元智能教学模式不谋而合。（2）前测成绩比较为了更加客观地比对教学效果，研究者对参加本次研究的两个班学生进行了成绩前测。该测试主要针对英语听说读写译五大基本技能定制出题。听力、阅读、写作和翻译均来自于历年英语四级考试真题，口语部分则是根据学生的兴趣指定话题。测试题总分100，五大部分分值均为20分。最后将各部分测试数据输入SPASS17.0软件进行统计分析。前测成绩显示：控制组的各方面英语水平都略微高于实验组，但差别不是太大。同时，数据显示两个组的学生在听力水平方面均比较薄弱。这就意味着在接下来的教学环节中，研究者要多设计一些相关的课堂教学活动，注意培养和提升学生的听力水平。
3.5多元智能教学设计
将多元智能教学模式运用到大学英语读写译课堂中仅仅靠几次课或几次教学活动是看不到显著效果的，因此为了使研究结果更具有说服力，本次多元智能教学研究为期一学期，即2016-2017第二学期。在为期一学期的教学中，15级药学班作为实验组始终进行多元智能教学，而15级实验班则作为控制组继续采取“老师讲授为主，学生练习为辅”的传统教学模式。在多元智能教学班，研究者一改以往传统课堂中不断灌输知识的倾向，努力搜集大量的资料和信息，精心设计教学活动，始终做到以学生为中心，积极与学生进行互动，充分调动学生英语学习的积极性和自主性。具体教学活动设计如下：通过平时的课堂观察，不难看出实验组的学生们能适应并喜欢这种多元智能教学模式。他们通过不断的学习和探索找到了自己的优势所在，也因此带动了他们的学习热情。研究者利用一系列的多媒体教学方式，如英文歌曲歌词填空、视频片段教学、话剧表演等调动他们的学习积极性，同时搭配单词迷宫、文章复述、小组讨论等教学活动巩固所学知识，寓教于乐，取得了良好的教学效果。
3.6后测兴趣问卷
经过一整个学期的教学实践，研究者又对实验组和控制组的69个学生进行了后测调查问卷，以此来了解他们的英语学习兴趣变化情况。问卷结果如下：实验组对英语感兴趣程度调查后测问卷结果显示：实验组的学生对英语学习的兴趣已经显著提升了，而控制组则没有太大变化，反而呈略微下降趋势。实验组的学生通过一学期的多元智能教学，已经能够用最饱满的热情投入到大学英语学习中了。
3.7后测成绩比较
为了检验一学期的教学效果，研究者继续对两个班的学生进行成绩后测。该测试依旧以英语五大基本技能为出题依据，采用四级真题和口语话题相结合的考试模式。测试题总分100，五大部分均占20分。最后再将各部分测试数据输入SPASS17.0软件进行统计分析。将前测成绩和后测成绩进行比对分析，发现实验组的英语五大基本技能得到显著提高，在听力和口语方面尤其突出；而控制组的英语成绩在维持原状的基础上只有小幅度的上升。后测数据表明：多元智能教学模式能充分调动学生的各大感官系统，提升他们的学习信心，从而全方位提升他们的英语水平。
3.8研究结果分析
通过以上前后测调查问卷和前后测成绩对比分析，不难看出实验组的学生无论是英语学习兴趣还是英语五大基本技能都有显著的提升，而控制组则变化不大。接受多元智能教学的班级尤其在听力和口语方面有了很大的提高，这刚好是传统教学模式所欠缺的。
4、结语
本研究分别从调查问卷、访谈、课堂观察和学生前后测成绩等方面收集信息，虽然研究样本和范围具有一定的局限性，但是研究结果具有一定的现实意义。然而，相对于传统教学，多元智能教学模式对教师有着更高的要求。为了更加完美的课堂设计，教师需要花费大量时间和精力搜集资料、设计教学环节，真正做到转变角色，“以学生为中心”，让学生充当课堂的主角，进而激发出学生学习英语的积极性、自信心，提高英语课程的教学效果。
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