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英语精读（综合）1 教案
教材：《新编英语教程》1
课时：96 课时
Unit 1
I Objectives:
1. Simple past and present perfect tense
2. Past progressive tense
3. Past perfect tense
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review
1. Simple past and present perfect tense
Verbs in sentences beginning with “This is the first/second… time are in the present
perfect form. For example,
This is the first time I’ve been in Xi’an.
This is the second time I’ve seen this movie.
2. Past progressive tense
Past progressive is a combination of the progressive aspect with the past tense. The
use of the past progressive has much in common with that of the present progressive,
only the time reference being pushed back to the past, often overtly expressed by a
time –when/while adverbial. For example,
Susan was washing her hair while her mother was cooking.
Dick was changing a flat tire while his father was mowing the lawn.
3. Past perfect tense
For the past perfect tense we set up an additional focal point in the past and say that
another act was completed before that time. For example,
Greg had finished his work when I visited him.
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The chair had collapsed before I sat on it.
In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
2. Language points
Have the students listen to the recording of Dialogue I once or twice and ask them
questions on specific details.
Go through the dialogue and explain some language points:
1. You know what? – This question is used to introduce a piece of information which
is surprising. A similar expression is Guess what?.
2. scenic spots – places of natural attractive scenery
3. I was greatly impressed by its natural beauty. – I was moved by its beautiful scenery.
impress – to influence deeply, esp. with a feeling of admiration: The students were
impressed by his inspiring speech. / We are impressed by his performance.
4. I bet you had lots of fun there. – I am certain you had lots of fun there. Another
example, I bet (that) it will rain tomorrow.
5. It brought back such sweet memories. – Sweet memories came to my mind. bring
back – to cause to return to the mind: Hearing the song brought back happy
memories.
6. You remind me of my last trip there. – It seems to be similar to my last trip there.
remind sbdy.of sbdy./sthg. – to appear to be similar to; to cause to remember : This
museum reminds me of the one we visited last year. / The event reminded me of my
school days.
7. I wish I had been there with you this time. – This is a wish about a non-fact in the
past. Another example, I wish I had passed the exam.
8. hobby groups – different groups of students classified by hobbies.
9. Some staged an exhibition. – Some held an exhibition. stage – to perform or
arrange for public show; put on: The art group is going to stage an art show on
Sunday.
IV Discussion
In-class Activity
1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.
2. Ask the students to listen to Dialogue II and then retell it.
3. Make a dialogue discussing about one of your traveling experiences.
V Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to discuss the topic of “How I spent the summer vacation”.
3. Have the students form their own dialogues by using the phrases from Dialogues
I & II.
4. Do the corresponding exercises in WB.
Part Two
Readings
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Have the students read the passage first and do the corresponding exercise in
workbook. Then the teacher may ask them questions in class to check their
comprehension.
I Language points:
1. Herbert went to France for holiday. – For is an preposition used here to show
purpose: I came to this building for an interview. / What is this handle for?
2. run out of – to use all one’s supplies, to have no more: I am afraid we’ve run out of
sugar.
3. expect – to think or believe (that something will happen): I expect that she will
come to our party. /The spokesman is expected to make an announcement later on
today.
4. The back door burst open. – The door opened suddenly. burst – to come into the
stated condition suddenly and often violently: In spring the flowers burst open. /He
burst free from the chains. Another similar use of the pattern: The door banged shut.
5. peer at – to look very carefully or hard, esp. as if not able to see clearly
peek at – to take a quick look at something when one should not
peep at – to look at something quickly and secretly, esp. through a hole or other small
opening
6. convince – to make (someone) completely certain about something; persuade: They
failed to convince the directors that their proposal would work. / I am convinced by
your story.
7. a sound sleeper – a deep sleeper
8. to thumb a ride/lift – to ask passing motorists for a free ride by holding out one’s
hand with the thumb raised
9. made his way in the dark – went in the dark: He made his way home.
10. He was not supposed to be back. – He was not considered to be back. Be supposed
to – to be intended to; to be generally considered to be; to have the regulation of being:
The volunteers are supposed to help the blind in the street. /I haven’t read this novel,
but it is supposed to be a good one.
11. to keep an eye on – to watch carefully: I often ask my neighbor to keep an eye on
my house while I am away.
12. was about to – This construction expresses the immediate future in the past. In
some contexts, it is often used in the sense of an unfulfilled intention. For example,
I was about to leave when he came to visit me.
II Note-writing
Notes must be precise and direct; however, the style is casual. In notes of introduction,
the following are usually included:
1. The name of the person to be introduced
2. His/Her identity
3. The purpose of the introduction
4. Appreciation
III Assignments:
1.Write a note of introduction
2. Exercises in WB
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Unit 2
I Objectives:
The nominal clause used as the object, introduced by
1.if
2. wh- word
3. that
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review
Instead of using a noun with modifiers to function as an object, we may use a nominal
clause:
Do you know if there’s a lecture this afternoon?
Everybody knows that money doesn’t grow on trees.
Note that the connectives used in the two sentences are different. In the first sentence,
the object clause is originally a yes-no question, i.e., “Is there a lecture this
afternoon?” When a yes-no question is turned into an object clause, the connective if
is used and the word order of the question changes a little. In the second sentence, the
object clause is a statement. When a statement is turned into an object clause, the
connective that is used and the word order of the statement does not change. The
connective that is often omitted in short and informal sentences.
2. In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
3. Language points:
1. I don’t think he does. – When think is used to introduce a negative idea, the
negative particle not is not used in the subordinate clause; instead, it comes back
before think. Other verbs used in the same way are: believe, suppose, imagine, etc.,
e.g., I don’t believe that John knew the truth.
2. what for – why, for what purpose: I will go to Shanghai next week. – What for?
/What is he coming to the meeting for?
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3. high jump – a sport in which someone makes a jump over a bar which is gradually
raised higher and higher 跳高 Other sport events: long jump/broad jump 跳远, triple
jump 三级跳远, sprint 短跑, walking race 竞走， hurdles 跨栏， 400-metr relay
race 四百米接力赛， marathon 马拉松赛跑， 100-meter dash 一百米赛跑，
1500-meter race 一千五百米赛跑
4. Dialogues
Have the students listen to the recording of Dialogue I once or twice and ask them
questions on specific details.
Go through Dialogue I and explain some language points:
IV. Discussion
In-class Activity Two
1. Ask the students to read Dialogue I aloud in pairs with feeling and expressions.
2. Ask the students to listen to Dialogue II and then retell it.
V. Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Work in pairs to do the “Role-play” in SB.
3.
Have the students form their own dialogues by using the phrases from
Dialogues I & II.
4.
Do the corresponding exercises in WB.
Part Two Readings
1. Background information:
When a child grows up, he is eager to leave home to see the world himself and to
experience the society. But parents have complicated feelings. They wonder if the
child can manage everything in the society. What if he fails, what if he is hurt, and
what if he is in trouble are all worries of parents. Anyway, experience can’t be taught.
Children have to encounter everything, good or bad, in order to grow.
2. Language points:
1. slap – hit quickly with the flat part of the hand: If you say dirty words again, I will
slap your face! Usage: Compare slap, smack, and punch. Slap and smack are both
used about hitting someone with an open hand. Slap is usually used about hitting
someone across the face. Smack is used especially about hitting children. Be quiet or
I’ll smack you. / I’ll smack your bottom if you don’t behave. Punch is used about
hitting someone or something with a closed hand. A boxer tries to punch his opponent.
2. in particular – especially: I noticed his eyes in particular because they were such an
unusual color.
3. put pressure on – have forceful influence on: The public is trying to put pressure on
the government to change the law.
4. if I could stand up to it – if I had the courage to face the difficulty. Stand up to – to
refuse to accept unjust unfavorable treatment of oneself by someone: Don’t let her say
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things like that about your work—you should stand up to her a bit more.
5. if it was wrong of me – if I was wrong Similar expressions are “It’s kind of you
to …”, “It’s so generous of you to…”.
6.We won’t stand in your way. – We won’t be an obstacle to you; we won’t make it
difficult for you.
3. Assignments:
1. Guided writing in SB.
2. Exercises in WB.
3. Interaction activities: Work in groups to discuss various ways of traveling.
Exercises
Check the exercises and explain the difficult points in them.
Unit 3
I Objectives:
The passive sentence
1. in the simple present
2. in the present perfect tense
3. in the simple past
4. in the future
Communicative skills
1. Identifying and asking somebody to identify an object
2. Inquiring whether something has been done and who did it
3. Inquiring what somebody was asked to do on a certain occasion
4. Asking for information about something which has been postponed
5. Making comparisons between past, present and future
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review
Passive voice:
The passive voice of English transitive verbs is formed by the auxiliary be +-ed
participle. Since the auxiliary be can take different forms of tense and aspect, we have
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six passive constructions: the simple present, the simple past, the present progressive,
the past progressive, the present perfect, and the past perfect.
A sentence whose predicate verb is passive is called a passive sentence. The passive
sentence is used when we are not so much interested in the doer of an action as in the
receiver of the action. Very often in a passive sentence, the doer of an action is vague
or unimportant or unknown, so it is often not explicitly stated. When the doer of an
action is stated in a passive sentence, it is placed in a by-phrase. Whether or not a
by-phrase is used in a passive sentence is determined by a number of factors.
Generally speaking, a by-phrase is indispensable when the speaker/writer wants to
stress the agent or doer of the action, and not necessary when the agent or doer of the
action in unimportant or unknown.
2. In-class activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
Some difficult words or phrases:
1. duet – a piece of music for two performers; solo – a piece of music for one
performer
2. cross talk – rapid exchange of clever remarks, esp. between two actors 斗嘴，相声
3. two weeks from today – the fifteenth day counting from today
4. tomorrow week – the eighth day counting from tomorrow
5. a week on Sunday – the eighth day counting from Sunday.
6. to call off – to cause (a planned event) not to take place: The lecture has to be called
off because the professor is sick.
3. Language points:
Have the students listen to the recording of the dialogue once or twice and ask them
questions on specific details.
1. challenging – needing the full use of one abilities and effort; difficult but in an
interesting way, e.g. I like to do challenging jobs.
2.annual – every year or once a year; of or for one year:
annual event/festival/convention; What’s your annual income?
3. to renew – to replace (something old) with something new of the same kind:
I must renew my library card. renewable – that must be renewed: The card
is renewable after 12 months.
4. meal plan – a prepaid arrangement for school meals
5. free from – without; safe from; untroubled or unspoilt by: After the operation,
the lady is free from pain.
6. hustle and bustle – hurried activity
7. distract – to take (a person or their attention) off something, esp. for a short
time: The students are distracted by the noise outside. distraction – something or
someone that distracts, esp. an amusement: There are too many distractions here to
work properly.
8. divert – to turn away from something; distract: The outbreak of fighting in
the North has diverted public attention away from other national problems.
diversion – something that turns someone’s attention away from something else that
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one does not wish to be noticed: I think your last argument was a diversion to make us
forget the main point.
9. It is another plus. – It’s another advantage.
10. orientation program – a program that introduces new students to university life
11.access – means or right of using, reaching, or obtaining: Students have very
easy access to computers. accessible – adj. easy to reach, enter or obtain
12. They are open to students. – All the students have the right to use them.
open – that anyone can enter: Lectures on public hygiene are open to all. = All the
people are allowed to go to the lectures.
13. make the most of – to get the best advantage from: We’ve only got one day
in London, so let’s make the most of it and try to see everything.
14. the air has been cleaned considerably – The air has been cleaned greatly.
considerably – much, a great deal: It’s considerably colder today than it
was yesterday.
15. incredible – to strange to be believed; unbelievable or very hard to believe: a
very incredible idea/excuse/That’s the most incredible coincidence I’ve ever
heard of!
4. In-class Activity Two
1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.
2. Ask the students to listen to Dialogue II and then retell it.
5. Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Work in pairs to do the role-play: When and how to go to ….
3. Have the students form their own dialogues by using the phrases from Dialogues I
& II or situations suggested in SB.
4. Do the corresponding exercises in WB.
Part Two Readings
1. In-class Activity One
Have the students read the passage first and do the corresponding exercise in WB.
Then the teacher may ask them questions in class to check their comprehension.
2. Language points:
1. civilized – having a highly developed social organization
2. cynic – someone who thinks that people tend to act only in their own interest, and
who always has a low opinion (sometimes unfairly) of people’s reasons for doing
things
3. deliver – send
4. quality papers – newspapers catering for people with more intellectual interests
than the average people
5. popular papers – newspapers catering for the average readers
6. …papers in Britain are perhaps less extreme… -- papers in Britain are perhaps
neither very conservative nor very radical…
7. …they are less obviously committed politically and less dramatic and sensational
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in content. – … they do not intend to show very clear political stand and beliefs and
the content in them are usual, not very exciting. committed – devoted: showing great
fondness or loyalty; caring a great deal
8. subscribe to – pay regularly in order to receive a magazine, newspaper, etc.
10. newsstand – a table or stall, e.g. on a street or in a station, from which newspapers
and sometimes magazines and books are sold
11. editorial – leading article, an article in a newspaper giving the paper’s opinion on
a matter, rather than reporting information
12. comic strip – a set of drawings telling a short story, often with words showing
the speech of the characters in the pictures
3. Note-writing:
A note of invitation should state clearly:
1. What invitation it is;
2. The time and the place;
3. The pleasure of seeking the addressee on that occasion;
4. A reply is expected (In some, this is not mentioned.).
4. Assignments:
1. Guided writing
2. Exercises in WB
3. Interaction activities
Exercises
Check the exercises and explain the difficult points in them.
Unit 4
I Objectives:
1. Modal auxiliaries can /could and be able to used to express “ability”
2. Modal auxiliary have to expressing “obligation”
3. Modal auxiliaries can /may used to express “permission” or “request for
permission”
4. Modal auxiliaries had better expressing “advice” or “suggestion”
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review
1. Modal auxiliaries can /could and be able to used to express “ability”
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2. Modal auxiliary have to expressing “obligation”
a) Have to, like must, is used to express obligation and necessity. Must has only one
form and it is used for all persons in the present and future. Have to, however, is
almost like a full verb and has present, past and future forms. In meaning, there is
some difference between must and have to. Must expresses an obligation imposed by
the speaker while have to expresses an obligation imposed by external circumstances,
e. g.,
I must leave now, for I’m tired.
I have to get up early every day as I live quite far away where I work.
The negative forms of have to in the present, past and future are doesn’t / don’t have to,
didn’t have to and won’t have to respectively.
b) The affirmative short answers for have to in the present, past and future are: Yes, I
do / have to. Yes, I did / had to, and Yes, I will / ’ll have to respectively.
3. Modal auxiliaries can /may used to express “permission” or “request for
permission”
Both can and may express permission, e. g., Can / may I leave the office a little earlier
today.?
May is used on more formal occasions while can, which is more often used, is for
informal situations.
4. Modal auxiliaries had better expressing “advice” or “suggestion”
had better… is a very useful advice form.
The negative is formed with not after better, e. g.,
You had better not give up.
2. Language points:
1. encyclopedia: n book, or set of books, giving information about every branch of
knowledge, or on one subject, with articles in ABC order.
2. extensively: adv. Extending far, far-reaching. e. g.,
The police made inquiries extensively.
3. promote: v ~ (to) give a higher position or rank, e. g.,
He was promoted sergeant.
4. rehearsal: n. trial performance of a play, etc. e. g.,
Peter missed the dress rehearsal yesterday.
5. be excused from: be free from , e. g.,
Can I be excused from the group discussion this afternoon ?
6. make up: compensate, e. g.,
The government will make up for your loss.
3. In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
4. Dialogues
Have the students listen to the recording of the dialogue once or twice and ask them
questions on specific details.
Go through the dialogue and explain some language points:
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1. I’m really sick of the whole dictation business.
I get very tired of the whole matter of dictation, be sick of… means get very tired of….
2. take it easy: be calm, stay calm. e. g.,
Take it easy. It is not the end of world.
3. it gets on my nerves. It annoys me; it makes me angry, get on sb’s nerves, means
irate or exasperate sb, Similar expression is set sb’s nerves / teeth on edge.
4. … ended up with missing words, even phrases.
… the result was that I missed words, even phrases in my dictation, end up means
finish. It can be followed by a phrasal preposition, gerund or noun. e.g.,.
He ended up losing all his money.
5. hold…in one’s memory: memorize…, learn… by heart. e. g.,
It took Lily a week to hold the epic poem in her memory.
6. Make sense of: fully understand, e. g.,
He read the article again and again, but still couldn’t make any sense of it.
7. take advantage of: It can be used in a positive way, meaning put to good use, e. g.,
take advantage of the nutrition of food. It may also be used derogatorily, meaning
make use of, or exploit (sb’s short coming, etc) to benefit from it. e. g., He took
advantage of her mistake, and…
8. tease sb: make fun of sb playfully or unkindly. e. g.,
Don’t tease John any more. He has got enough today.
9. You’ve on your way to becoming a “dictation master”.
You’re going to be one who excels in dictation.
Note that the word to in the phrase on one’s way to is a preposition.
On one’s way originally means on the route of a journey. Here it means in the process
of. e. g.,
The politician is on his way to power.
10. Every word counts. Every word is important. Here count means be
important.
e. g., You know, money counts.
11. I need my visa and identity cards badly.
I need my … cards very much. Here badly means very much. e. g.,
I miss my brother badly.
IV. In-class Activity Two
1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.
2. Ask the students to listen to Dialogue II and then retell it.
V Assignments::
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to discuss the topic of “How to learn English”.
3. Have the students form their own dialogues by using the phrases from Dialogues
I & II.
4. Do the corresponding exercises in WB.
Part Two
Readings
1. Background information:
Electricity Generation
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Generation from natural gas, coal, nuclear, and renewable fuels is projected to
increase through 2025 to meet growing demand for electricity and offset the projected
retirement of existing generating capacity, mostly fossil steam capacity being
displaced by more efficient natural-gas-fired combined-cycle capacity brought online
in the past few years and still being constructed. The projected levels of generation
from power plants using coal, nuclear, and renewable fuels are higher than in
AEO2002 due to higher projected natural gas prices and updates and life extensions of
nuclear plants.
The natural gas share of electricity generation is projected to increase from 17 percent
in 2001 to 29 percent in 2025, including generation by electric utilities, IPPs, and
CHP generators. The share from coal is projected to decline from 52 percent in 2001
to 47 percent in 2025 as a more competitive electricity industry invests in less
capital-intensive and more efficient natural gas generation technologies. Nonetheless,
coal remains the primary fuel for electricity generation through 2025, and AEO2003
projects that 74 gigawatts of new coal-fired generating capacity will be constructed
between 2001 and 2025.
Have the students read the passage first and do the corresponding exercise in
workbook. Then the teacher may ask them questions in clad to check their
comprehension.
2. Language points:
1. convert something (from something) (to / into something): change from one form
or use into another. e. g.,
convert rags into paper.
2. grind: v. ~ (down) (to / into): crush to grains or powder between millstones, the
teeth, etc. e. g.,
The wind will grind wheat into flour.
.
3. … and some sources of energy are being used up very quickly.
Pay attention to the difference between source and resource, source originally means
starting-paint-of a river, e. g., the us of the Nile. Source also means the place from
which sth comes or is got. e. g., the … of the problem; resource is often used in the
plural form, meaning wealth, supplies of goods, raw materials, etc. e. g. our us in men
and ammunition are inadequate.
4. Throughout history the sea has served the needs of man.
Serve the need of sb / serve sb’s needs / purposes meet sb’s requirements, e. g. The
house will ~ his needs admirably.
5. The sea has provided man with … provide sb with sth or provide sth for sb means
give, supply (what is needed, esp what a person needs in order to live), e. g. ~ one’s
children with food and clothes. Provide can also be used as ~ for sb / sth, meaning
make ready, do what is necessary, for …, e. g., He has a large family to … for and
provide against sth, meaning take steps to quads atavist, e. g., Have you and against a
coal shortage next winter?
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6. The riches of the sea yet to be developed by man’s technology are impressive.
There are mark ably abundant resources in the sea that have not been developed yet
and will be developed with the progress of man’s technology. Here yet to …
technology is the modifier to riches, showing a future action that has not taken place.
7. Fish farming promises to… of food.
The verb promise originally means undertake to do…, Here it means indicate sth
favorable to happen, expect, e. g. It as to be maim this afternoon. Promising: adj full
of promise e. g. In the last paragraph of Reading I, the most promising source means
the most hopeful source
3. Assignments::
1.Guided writing
2. Exercises in WB
3. Interaction activities
Unit 5
I Objectives:
Indirect speech introduced by a simple present verb
1. reporting statements
2. reporting yes-no questions
3. reporting wh-questions
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review
Indirect speech introduced by a simple present verb
1. reporting statements
The first notice says … 8 October
This is an indirect speech introduced by a simple present verb reporting a statement.
When the introductory verb is in a present, present perfect or future tense, we can
report the direct speech without any change of tense. But when indirect speech is
introduced by a verb in the past tense, verbs in the direct speech have then to be
changed into a corresponding past tense (e.g. Simple present → Simple past, Present
continuous → Past continuous, etc). Pronouns and possessive adjectives usually
change from first or second to the third person. Adverbs and adverbial phrases of time
change except when they refer to some definite year, month or day. Adverb of place
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here usually become there.
2. reporting yes-no questions
He asks Mr. Ford if be is still busy learning how to paint.
This is an indirect speech converted from a yes – no question. It changes as a wh –
question except whether or if is used as the connective.
3. reporting wh-questions
He asked Mr. Ford how he has been.
This is an indirect speech converted from a wh – question. Tenses, pronouns and
possessive adjectives, and adverbs of time and place change as in statements. The wh
– word is repeated and the word order of question changes into statement.
In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
2. Language points
Have the students listen to the recording of the dialogue once or twice and ask them
questions on specific details.
1.ordeal n. a difficult or painful expressions.
e.g. The hostages went through a dreadful ordeal.
2. kid v. deceive sb. Playfully; joke
e.g. Don’t kid me; I know you are not telling the truth .
3. distinction n. the fact of being clearly different; the quality of being unusually good.
e.g. can you make a distinction between these ideas?
He was a writer of distinction.
4. release v. set free; let go
e.g. The prisoner was released after serving two years in prison.
Don’t release this news to the public.
IV Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to discuss the topic of “My main difficulties with English
grammar”.
3. Have the students form their own dialogues by using the phrases from Dialogues I
& II.
4. Do the corresponding exercises in WB.
Part Two
Readings
I. Language points:
1. in the land: here refers to in the island, that is the Great Britain.
2. on the Continent: to the British, this refers to the European continent.
3. Fancy such a day in July.
fancy originally means suppose, imagine, e.g. He fancied he heard footsteps behind
him. Here, fancy is used in imperative or exclamation, expressing surprise, e.g. Fancy
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wearing a brown dress in a funeral!
4. A very important rule emerges from it.
You can learn an important rule from it, emerge means come into existence. e. g.
Daisy spent much time researching and experimenting. Finally a new theory emerged.
5. Should it hail and snow … without hesitation.
This is inversion in a sentence using subjunctive mood. In the normal word order, this
clause reads: If it should hail and snow …When subjunctive mood is used in a ifadverbial clause, and there are were, had, should, could as auxiliary verb or link verb,
if can be omitted, with the auxiliary verb or link verb inverted partially. This structure
is majorly used in written language, e.g. Where they to get married, they would not be
happy.
6. be slow in picking things up.
not quick in (learning …), dull, e.g He is slow in accounts, pick up here refers to learn,
acquire (knowledge), e.g. pick Chinese up quickly.
7.… passing as a remarkably … manners.
… you can be accepted as a very clever man who has high wisdom, good ability to
detect others, and very agreeable behavior. This sentence is not to be taken seriously.
It is an exaggeration and a bit of sense of humor. It is to show in Britain weather is a
very common topic of conversation, just because its weather is so changeable.
II. Note-writing:
In writing a telephone message, it is necessary to give the name of the person who
called and the exact time of call. The message must be stated clearly and in good
order.
III Assignments:
1. Guided writing
2. Exercises in WB
3. Interaction activities
Unit 6
I Objectives:
The adverbial clause of time introduced by
1.
when
2.
before
3.
since
4.
until
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
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1. Grammar review
1. The adverbial clause of time introduced by when
You’ll see John when you go to Beijing next week.
This is an adverbial clause of time introduced by when. This sentence refers to
the future, but the verb in the adverbial clause is in the simple present tense. The same
rule applies if the connective is after, before, as, as soon as, still, until, if, unless,
although, even if, in case, though, so long as, whatever, wherever. Sometimes, in order
to clearly state that the action in the adverbial clause is fulfilled before that in the
main clause, present perfect tense can be used instead, e.g. We have a rest when we’ve
done the job.
2. since
I’ve been playing the piano since I was a child.
The present perfect continuous tense is used in this sentence. This tense shows
an action, which began in the past and is still continuing, or has only just finished.
The present perfect continuous is different from the present perfect tense. The former
emphasizes that an action is continuing or repeating, yet the latter stresses a just
finished action or the present effect or result from a past action, e.g. I’ve polished the
car. I’ve been polishing the car
3. until
He won’t arrive until four, and I’ll wait until he arrives.
Until in the first sentence is a preposition, and that in the second sentence is a
connective, meaning up to a certain time / up to the time when. e.g. He ate until it was
dark.
2. In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
3 language points:
Have the students listen to the recording of the dialogue once or twice and ask them
questions on specific details.
1. make a hit: be very successful hit here refers to success. e.g. The play was an
immediate hit.
2. a straight A student: a student who receives an A for every course he / she takes.
3. I long to act …: here long refers to want very much. Long can only be used as an
intransitive verb, followed by infinitive or preposition for / after. e.g. long for love.
4. I volunteered on every occasion to play …volunteer here means give or offer sth
willingly, usually followed by infinitive. e.g. ~ to join the army.
5. I really enjoyed the spotlight.
A spotlight is a powerful light which lights up a small area on a stage. Here it refers
to acting on the stage. e. g.,
I am quite shy. I never enjoyed the spotlight.
6. … went off well: go off here means adhere to the expected course of events or the
expected plan. e.g. The project went off smoothly. Besides, go off means explode, lose
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good quality, become unconscious, etc.
7. I was more than excited.
Here more than is not to show comparative, instead it means very. It can be
followed with Noun, Verb, Adjective, Past participle and Clause. e.g. It is more than I
can tell. He more than hesitated to promise that.
8. UNESCO: United Nations Educational, Scientific and cultural Organization.
4. In-class Activity Two
1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.
2. Ask the students to listen to Dialogue II and then retell it.
IV Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to role-play “interviewing the winner of the 100-metre dash”
3. Have the students form their own dialogues by using the phrases from Dialogues
I & II.
4. Do the corresponding exercises in WB.
Part Two
Readings
I. Language points:
1. relating to the country of issue
the country that issues the stamps or publishes / circulates the stamps. Issue can both
be noun and verb, meaning publish, put ... into circulation, e.g. ~ periodic statements.
relate to here refers to concern, e. g.,
It does not matter whether the problem you have concerns to food.
2. imposing taxes on liquor …
impose on / up on: lay or place a tax, duty, ect on, e.g. I must perform the task that
has been ~d upon me. impose oneself on sb refers to force one’s company on sb. e.g.
Don’t yourself on others who don’t want you. Impose upon sth means take advantage
of e.g. ~ upon sb.’s good nature.
3. bear the likeness of: resemble, e. g.,
The baby bears the likeness of her father ,not her mother.
4. be familiar to: be well known to, e.g. facts that are ~ to every schoolboy.
be familiar with: having a good knowledge of e.g. I am not very ~ botanical names.
5. be off the press: be issued. e. g.,
The novel was sold up soon after it was off the press.
6. one referred to a “new mania for collecting … of England.”
one of the advertisements mentioned an “extreme enthusiasm for stamp collecting
that has taken strong hold of English women who had nothing else to do.”
II. Note-writing:
A telephone message expressing the change of appointment must be stated clearly and
in good order. The following are usually included:
1. The change of the appointment
2. Reason for the change
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3. Regret and compensation
III Assignments:
1. Guided writing
2. Exercises in WB
3. Interaction activities
Unit 7
I Objectives:
1. The infinitive preceded by a wh- word used as the object
2. The infinitive used as a postponed object in the pattern It takes ( so much time) to
do sth
3. The bare infinitive used as the object complement
4. The –ing participle used as the object in pattern Would you mind…
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
1. Grammar review
1. the infinitive used as the object: Do you know what to say to a person……/how to
use the computer……; the infinitive used after an adj. showing one’s emotion: I’m
glad/ sad/ sorry to know ……
2. adj.+ enough +infinitive: It’s early enough to catch the train; the infinitive in the
too…to construction: It’s never too late to mend.
3. It takes sb some time to do sth.
4. An infinitive without to used after the object of a verb of sensing( see, hear, listen
to, feel, watch, notice): I can see buses come and go busily. If what you see/hear/etc
takes place at the moment when you see/hear/etc it, you use an –ing participle instead
of an infinitive; eg, He can’t hear the phone ringing because he is listening to music.
5. Would you mind (not) doing sth as a polite form of request: Would you mind
shutting the window? The answer takes either the negative form, “No, not at all.” or
the affirmative form, “Certainly/ Of course.”
2 In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
3. Dialogues
Have the students listen to the recording of the dialogue once or twice and ask them
questions on specific details.
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1. alienate v. bring about a separation in feeling and sympathy.
e.g. we’d better not alienate ourselves from the colleagues.
alien a. belonging to another country or race; foreign alienation n.
2. envious a. feeling or showing envy
She was envious of her sister’s beauty.
envy v. n. / jealous
3. smash v. break into pieces violently and noisily; defeat, destroy
she lost control of her car and smashed into a tree.
This unexpected news smashed all his hopes.
4. accordingly ad. In accordance; correspondingly
We must work out a plan and act accordingly.
He was asked to leave and accordingly he went.
Part Two
Readings
I. Language points:
1. in sb’s presence: with sb, in the same place as sb
2.…looking at my back made me freeze inside…(para): made my blood freeze/ filled
me with terror
3. giggle laugh quietly in a silly way, like a child, because sth is funny, or
because
you’re nervous titter laugh quietly because you’re nervous
4. stiff adj.→stiffen v.
5. coax: persuade sb to do sth by talking to them in a kind, gentle, patient way
(pattern) coax sb into doing sth/ coax sb to do sth
eg, coax the child into taking medicine
6. An impulse to write would flash through me, …(para): All of a sudden, I felt a
strong desire to write. impulse: sudden strong desire to do sth before thinking whether
it is sensible; eg, Don’t act on impulse.(be driven by impulse to do sth)
7. desperate desperate criminals 亡命之徒
8. I tried very hard to collect my senses but I could remember nothing. to get control
of myself, to calm down
9. The room burst into a loud and prolonged laugh…; burst into tears/laughter;
prolonged: continued for a long time
10. be sure of oneself =be self- confident
11. unusual fertility ; baby boom: sudden increase of babies
12. I didn’t expect to survive it for long, … it: the situation in the school
continue to live in spite of sth
eg, Only few people survived the earthquake.
13. I felt this was overdoing it rather. over do it =behave in an exaggerated way
14. …began to prod me with hideous interest. hideous: ugly, unpleasant
prod: They pushed me with their fingers. eg, The teacher prodded him to make
continued effort in his study. ( encourage him to do so)
15. I spent that first day picking holes in paper, … (para): I spent that first day
finding fault with paper/ playing with paper.
… “Well, just you sit there for the present. at the moment, now
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II. Note-writing
a thank-you note: express gratitude/ show the pleasure at the gift
show appreciation of the sender’s considerateness/ cleverness at picking out the right
thing
III. Verbal phrases formed by come( WB P.70):
come out —be published, be available
come on —encourage sb to hurry up, to try harder,etc
come round —become conscious again
come across—meet, find
come along —follow sb
come about —happen
IV Assignments::
1. Guided writing
2. Exercises in WB
3. Interaction activities
Exercises
Check the exercises and explain the difficult points in them.
Dictation
Ask three people to look out of the same window at a busy street and tell you what they see. /
Probably you will receive three different answers. / Each person sees the same scene, but each
perceives something different about it. /
Perceiving goes in our minds. / Of the three people who look out of the window / one may
say that he sees a policeman giving a driver a ticket. / Another may say that he sees a rush – hour
traffic jam at the street corner. / The third may tell you that he sees a woman trying to cross the
street with four children. / For perception is the mind’s interpretation / of what the senses – in this
case our eyes – tell us. /
Many psychologists today are working to try to explain / just how a person experiences or
perceive the world around him. / Using a scientific method these psychologists set up experiments:
/ they are trying to find out what makes different people / perceive totally different things about
the same scene. /
Unit 8
I Objectives:
1.
The relative clause introduced by that(as the subject)
2.
The relative clause introduced by that (as the object of a verb)
3.
The relative clause introduced by who, whom
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
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5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review
1. attributive clause /“that” as the subject of the clause
2. “that” as the object of the verb “borrow” (In colloquial English, “that” can be
omitted when serving as the object.)
3. “who” used as the subject of the relative clause
4. “whom” as the object of the verb “introduce”
2. In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
3. Language points:
mobile a. able to move freely or easily
a mobile phone/ library
Cf. portable a. able to be easily carried or moved
a portable record-player.
preferential a. of or involving preference or favor
~ duties 特惠关税
~ trade terms 特惠贸易条件
stumble v. trip or lose one’s balance
She ~ over the words. 结巴
~ across/on/upon 偶然发现
~ about/along/around 蹒跚，行动不稳
close-up n. 特写镜头
two-way a. 双向的；收发两用的
a ~ interview /traffic/ radio
IV Assignments::
1. Work in pairs to practice the situation in each dialogue.
2. Have the students form their own dialogues by using the phrases from
Dialogues1&2.
3. Do the corresponding exercises in WB.
Part Two Readings:
I. Broad questions:
Passage One:
The students are to read the text in SB in the classroom. After reading they should do
the responding exercises in WB.
2. Passage Two:
1). Ask the students some very general questions before they answer the questions in
WB to form a précis.
2). Questions:
a. What would have happened if a man had reminded a hunter?
b. Name some of the countries that consider wheat as their major crop.
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c. Explain the process by which bread is made.
II. Language points:
1. malnutrition n. lack of proper nutrition, causing by not eating enough right things.
mal- bad, wrong, not e.g. malfunction, maltreat, malicious, maladjustment
2. preservation n. the action of preserving sth.
e.g. the ~ of world peace
The old building is in good ~ .
preserve v. maintain in its original or existing state, keep safe from harm or injury.
3. regulate v. control systematically, cause to obey a rule or standard
e.g. ~ the speed/ a clock/ the expenditure
4. Verbal phrases formed by put( WB P.79):
put across –make oneself understood
put away---- save
put down---- write down
put forward--- offer for consideration
put off--- move to a later date
put out--- make sth stop burning
put up--- build
put up with---- stand, bear
III. Assignments::
1. Guided writing
2. Exercises in WB
3. Interaction activities
Exercises
Check the exercises and explain the difficult points in them.
Dictation :
You Found a Job, Now How do You Save Money?
Saving your hard earned money can be difficult, / as most of us enjoy spending rather than
saving, / I certainly had a tough time holding onto my money every payday. / When I got my first
few paychecks, / right away I spent the cold, hard cash I’d earned by hard work. /
But I quickly realized that this sort of spending wouldn’t really help me get the things I
wanted. / So I made a pact with myself. I promise that before I did anything with the money, / I
would deposit at least 50% of the money into my saving account. / That way, I eliminated the
temptation to spend that money. /
After I got used to saving my money, / it was much easier for me not to be tempted to buy
things when I saw them. / When I saw a CD or video game that looked appealing, / I learned to
ask myself, “Do I really need this?” / Asking this question helped me appreciate my money and
not let it slip out of my wallet quite so fast. / (173 words)
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Unit 9
I Objectives:
1. sentence of real condition
2. sentence of unreal condition related to the present with be in the conditional clause
3. sentence of unreal condition related to the present with have in the conditional
clause
4. sentence of unreal condition related to the present with action verbs in the
conditional clause
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review
1. a sentence of real condition Simple present tense is used in “if-clause” and simple
future tense is used in the main clause.
2. sentences of unreal conditions related to the present If+ simple past tense…
would, should, could, might+ do
In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
2. Language points.
Have the students listen to the recording of the dialogue once or twice and ask them
questions on specific details.
Go through the dialogue and explain some
1. You wouldn’t be the first man to land on the moon, would you? reach the moon
The first person to land on the moon is Armstrong, from U.S.
2. …, we would live in peace and harmony with outer space creatures. (para): We
would live together without fighting or disagreeing with outer space creatures.
3. Can you imagine seeing eleven moons in the sky at the same time? imagine doing
sth (sentence- making using the pattern)
4. Let’s count in both Jupiter and Saturn… (para) Let’s include both…
5. make a name in history become known and admired by many people
6. ambitious determined to be successful, powerful
ambitious politician (with unfavourable meaning) / ambitious statesman
7. come up with eg. come up with the idea of touring around the solar system
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think of
3. In- class Activity Two
1. Ask the students to read Dialogue 1 aloud in pairs with feeling and expression.
2. Ask the students to listen to Dialogue 2 and then retell it.
IV Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Have the students form their own dialogues by using the phrases from
Dialogues1&2.
3. Do the corresponding exercises in WB.
Part Two
Readings
1. Background information:
Planet – a very large round object in space that moves around a star( such as the sun)
and are illuminated by it
The planets of our solar system are Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune and Pluto.
2. Language points:
1. This is a question you might have asked yourself ever since you began asking
about anything. ( para): It is possible that you have been asking yourself this
question…
eg. You have an appointment with sb at 8 o’clock. Now it’s 9 o’clock and he still
hasn’t shown up. He might have gone by himself.
2. at a speed of 700 mph ; at full speed( as fast as possible); at high/ low speed
3. Imagine that… used to ask someone to imagine what would happen if a particular
situation existed;
The subjunctive mood is used to indicate unreal conditions.
4. Suppose someone had set off to the sun in this ship when …
Suppose (that) … Suppose you failed the final exam, what would you do? (indicate
the unlikeliest)
5. You would fly day and night at such a speed. day and night: all the time
6. If you took a million trips to your grandmother’s, you would have traveled as far
as from the earth to the sun. (sentence of unreal condition)
7. transmit v./ transmission n. send out signals, messages
8. live television : broadcast at the same time as it actually happens
3. Note-writing
A note of congratulation:
1. How you hear of the good news
2.What the good news is.
3.How you’re happy for the addressee.
4.Extend your congratulations.
24
4. Assignments:
1. Guided writing
2. Exercises in WB
3. Interaction activities
Part Three Exercises
Check the exercises and explain the difficult points in them.
Supplementary exercises:
1. It was difficult to guess what her _________ to the news would be.
A. impression B. comment
C. reaction
D. opinion
2. The boy slipped out of the room and headed for the swimming pool without his parents'
_______.
A. command
B. conviction
C. consent
D. compromise
3. This watch is______ to all the other watches on the market.
A. superior B. advantageous
C. super
D. beneficial
4. In a typhoon, winds ______ a speed greater than 5460 kilometers per hour.
A. assume
B. accomplish
C. attain
D. assemble
5. The policemen went into action ______ they heard the alarm.
A. promptly
B. presently
C. quickly
D. directly
6. The lost car of the Lees was found _______ in the woods off the highway.
A. vanished
B. abandoned
C. scattered
D. rejected
7. Anyone who has spent time with children is aware of the difference in the way boys and girls
respond to _______situations.
A. similar
B. alike
C. same
D. likely
8. I like to go to the cinema when I am in the ____ for it.
A. motive
B. mind
C. mood
D. notion
9. Our research has focused on a drug, which is so ______ as to be able to kill cancer cells.
A. powerful
B. influential
C. monstrous
D. vigorous
10. Although we had told then not to keep us waiting, they made no ____ to speed up deliveries.
A. trial
B. attempt
C. action
D. progress
11. The government gave him $ 1000 annually as ______ for the loss of his right arm during the
war.
A. pension
B. reward C. payment
D. compensation
12. Circus tigers, although they have been tamed, can ____ attack their trainer.
A. unexpectedly
B. deliberately C. reluctantly
D. subsequently
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13 .The tourist is prevented from entering a country if he does not have a(n)_____ passport.
A. operative B. valid C. efficient D. effective
14 .The plane is about to take off. Would you please ensure that your seat belt is securely
________?
A. locked B. bound C. tied
D. fastened
15 .Though working for the old, he paid _______ visits to his own parents.
A. scarce B. rare
C. insufficient D. inadequate
16. Today paper houses are holding up well under the forces of nature and are____ more people
than before.
A. furnishing
B. entertaining C. accommodating
D. adapting
17. The plan is only a draft. It has been_____ to the approval of the board.
A. yielded
B. subordinated
C. submitted D. contributed
18. Adolf Hitler, the _______ Nazi dictator, committed suicide in 1945 when Berlin fell to the
Russians.
A. notorious B. nutritious
C. noted D. notable
19. An ambulance must have priority as it usually deals with some kind of ______.
A. crisis B. emergency C. urgency
D. immediacy
20. He has impressed his employers considerably and ________ he is soon to be promoted.
A. nevertheless B yet
C. correspondingly D. consequently
Unit 10
I Objectives:
1. The future progressive
2. The future perfect
3. The future perfect progressive
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar Review
26
1.The future tense:
I will be meeting some friends from abroad.
The italicized verb phrase is in the future progressive. The tense is formed by
“will/shall +be +doing” structure. The tense is mainly applied in the following
situations:
(1) When it expresses an action which is happening at a fixed time in the future, for
example:
What will you be doing this time tomorrow morning?
(2) When it expresses an action which will happen as expected:
I’ll be meeting you next year.
(3) When it expresses two actions that will be going on at the same time in the future.
(4.) The major difference between simple future tense and the future progressive is
that: the first carries emotion while the second don’t. Compare:
A. I’ll go to town this afternoon.
B. I’ll be going to town this afternoon.
C. Will you put on another play soon?
D. Will you be putting on another play soon?
In the above four sentences, sentence A and C can be interpreted as an intention or a
kind of pleading while B and D simply suggest a future time and carry no emotion.
2.How much will you have saved up by the end of the second year?
The italicized part is in the future perfect tense which is formed by “will/shall have
done “structure.
(1) The future perfect is used for an action which at a given future time will have
finished.
E.g. I’ll have finished my work by five this afternoon.
The snow will have disappeared before the end of March.
(2) The future perfect is used as a conjecture of a future event.
E.g. They will have arrived home by now.
We worked together for a year .He won’t have forgotten me.
(3) The time adverbials used with the future perfect are usually “by” phrase or
“by ” clauses. Compare Note 5 SB1.ii.
3.Mary will have already been reading for 15minitues.
(1)The italicized verb phrase is in the future perfect progressive which is formed by
“have/has been doing”. It is used for an action which will have been going on at a
certain point of time in the future.
(2) It is also used for an action which began in the past but will continue until a future
time.
E.g. By the end of this week, I shall have been staying in this country for exactly 3
years.
If it rains again tomorrow, then it will have been raining for a solid week without a
break.
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2. Language Points
finish off (1). to put the last details of sth. that one has made.
I must finish off this dress I’m making. I am just giving it the last finishing
touches
(2) to provide with a final polish or coat of paint.
Wood which has not been finished off is still rough.
save up: to keep and add to an amount of money for later use.
We’re saving up for a new car.
fit out: to. supply a person or place with necessary things; equip or furnish:
The ship has been newly fitted out
IV Discussion:
In-class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording
and then do the substitution exercises.
In-class activity Two
1. Ask the students to read Dialogue I aloud in pairs with feeling and expression
2. Ask the students to listen to Dialogue II and then retell it.
V Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to discuss the topic: Is Women’s Place at Home/”
3. Have the students form their own dialogues by using the phrases from Dialogue I
&II.
4. Do the corresponding exercises in WB.
Part Two Reading Passages
I. Background information
Equal pay for equal work
“Equal pay for equal work” is a phrase used by the American women who feel
that they are unfairly treated by society. They say it is not right for women to be paid
less than men for the same work.
People who hold the opposite view (mainly men) have an answer to this. They
say that men have more responsibilities than women: a married man is expected to
earn money to support his family and make the important decisions, and therefore it is
right for men to be paid more. There are some people who hold even stronger views
than this and are against married women working at all. When wives go out to work,
they say, the home and children are given no attention to. If women are encouraged by
equal pay to take full-time jobs, they will be unable to do the things they are best at
doing: making a comfortable home and bringing up children. This is exactly what
they want to give up, the women who disagree say. They want to escape from the
limited place which society expects them to fill, and to have freedom to choose
between a career and home life, or a mixture of the two. Women have the right not
only to get equal pay but also to get equal opportunities.
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These women have expressed their views forcefully by using the famous
statement,” All men are created equal.” They point out that the meaning of this
sentence is ,”All human beings are created equal.
II. Language points:
1.It was started by women who were concerned about their identity.
The movement is concerned with attitudes and beliefs.
concern(1)vt.to be about (usu.be concerned with)
This article concerns a man who was wrongly imprisoned
(2) vt.anxious about, worried(usu. about)
She has never very concerned about what other people think of him.
We're rather concerned about father's health.
(3) vt.having an active personal interest(to ,for)
She’s most concerned to solve the problem.
(4) as far as one is concerned: to a degree that it has an influence on you
As far as we are concerned you can go whenever you want.
(5).n. A matter that relates to or affects one.
The managing director's only concern was how to improve the quality of their
products.
2.It is important to remember that the women’s liberation movement is not concerned
only with concret issues.
concret: existing as something real or solid, rather than as an idea, or something
imagined in the mind.
Eg. A car is a concrete object but speed is not
(2) particular as opposed to general; clear, definite,
There is no concrete evidence of their guilt.
issue: (1) a subject to be talked about, argued or decided
The key issues in the election campaign
(2) sth which is produced so as to be publicly sold or given out ,such as issues of
stamps, magazines.
(3) at issue: under consideration, because of some doubt.
Her ability is not at issue. It’s her character I’m worried about.
collocation: back issue, current issue, the latest issue, monthly issue, special issue, and
supplementary issue
3.One example of this issue is women’s identity.
Identity: (1)who or what a particular person or thing is
(2) sameness, exact likeness.
collocation: betray one’s identity, conceal one’s identity, disclose/discover one’s
identity, etc
4….have done many other things to contribute to their communities
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contribute to :to join with others in giving money, help etc.
I contributed a pound towards Jane’s leaving present
She seldom contributes to the discussion.
(2) to help causing a situation. event or condition.
Various factors contribute to his downfall.
Exercise contributes to better health.
This advertising campaign has contributed significantly to the success of the new car.
(3) To submit material for publication.
He contributed an article to the China Daily.
5.What will the rest of society think of her if she enters a profession or has a career.
(1) A profession is a form of employment especially one which require advanced
education and special training.
Collocation: choose/enter/follow a profession
legal/manual/intellectual/musical/ nursing profession
(2) A career is a job or profession for which one is trained and which one intends to
follow for the whole of one’s life.
Collocation:begin/start/follow/have/make/ ruin/one’s career.
Academic/diplomatic/political/promising career
USAGE Compare job, work, occupation, post, position, profession ,career
What you do to earn your living is your job[c], your work[u] or your occupation(more
formal):Please state your occupation on the form. Post and position are more formal
words for a particular job: He was appointed to the post/position of lecturer in English
at Newcastle University. A trade is a skilled job in which you use your hands: She is
an electrician by trade. A profession is a job such as that of a doctor or lawyer, for
which you need special training and a good education. Some professions, such as
teaching and nursing are also called vocations, which suggest that people do them in
order to help others. A career is a job that you hope to do all your life, with more and
more success: Her political career began 20 years ago.
6. Can she get any job she is capable of and qualified for ?
qualify (as,for):to cause to reach a necessary standard esp. of knowledge, ability or
performance.eg
She qualified as a doctor this year.
Will our team qualify for the second round of the competition.
(2)to limit the force or meaning of something stated
I’d like to qualify my last statement. It was too strong.
7.Other people are opposed to women’s liberation.
oppose: vt. (1) to regard sth with strong disapproval and to take action to prevent it
from happening or succeeding.
The proposed new airport will be strongly opposed by the local residents.
Be opposed to=disapprove=oppose
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(2) opposite ,against
What they said is totally opposed to facts.
8.They feel that women belong at home.
They feel that women should stay at home.
belong: to be in the right place or situation.
That chair belongs in the other room. put it back where it belongs.
belong to (1)to be the property of
(2) to be a member of
Which party do you belong to?
9.…will be able to accomplish important things better and sooner than men would
accomplish: to succeed in doing ,finish successfully, achieve.
He can accomplish more in a day than most of us.
Accomplished: skilled, esp., good at sth artistic
She is now an accomplished writer.
III. Assignments:
Interactive activities
Exercises in SB and WB
Unit 11
I Objectives:
1. The nominal clause introduced by
2. 1.who used as the direct object
3. 2. (that) used as the object of I don’t think
4. 3. (that) preceded by an adjective, used as the subject complement
5. 4. that used as the postponed subject in the pattern It is + adjective+ that clause
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar review: Nominal clauses:
(1) Nominal clauses function as a noun in the sentence. Therefore it can be used as subject,
object, predicative, appositive etc. According to what role it plays in a sentence, nominal clause
can be divided into subject clauses, object clauses, complimentary clauses and appositive clauses.
(2) According to the antecedent, nominal clauses can be divided into “that clauses” which are
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introduced by “that” and “what clause ”which are introduced by “what.”
A.
“that” clause
a.
When “that” clause” function as a subject, it is usually put at the end of the sentence, with
a formal noun “it” in its place. For example:
It is sheer luck that he is still alive.
It seems unlikely that he will refuse the offer.
This sentence pattern can be subdivided into the following sentence patterns:
It +be+adj.+that clause
It is quite certain that a storm is coming.
It+be+noun+that clause
It is common knowledge that the whale is not a fish.
It+be+-ed+that clause
It is said that everyone cycles and jogs today.
b.
”that” clause function as object
It can also take: “it” as a formal object with the real object at the end of the sentence:
I take it then that you are resigning.
…decide/desire/demand/order/suggest/+that+should+V.
She suggested that he do it at once.
When”.assume/believe/expect/fancy/guess/imagin/suppose/think”is used as the main verb in the
sentence, the negative in “that” clause will be shifted to the main verb.
I don’t think you two have met before.
c. “that ” clause function as subject complement
The fact is that he didn’t notice the car till too late.
Our belief is that things will improve.
B.
“what” clause
a.
as subject: Who was responsible for the accident is not clear.
b.
as object: I can’t imagine what made him act like that.
c. as prepositional object: I can’t make up my mind about who should be asked to speak first.
c.
as subject complement: That is when he lived here.
d.
as appositive :I have no idea how much of a scholar he is.
2. In-class Activity
Ask the students to fill in the gaps in each dialogue while listening to the recording and then do
the substitution exercises.
3. Language points:
1. [USAGE]remember ,recall ,memorize
Remember can refer gradually to any mental glance at the past, voluntary or involuntary. Often the
word specifically suggests the staying power of a vivid past event or circumstance. Recall is more
formal than remember and more often indicates voluntary summoning up of the past, whether
silently for oneself or verbally for others. But unlike remember, the word can refer to something in
the present that resembles something in the past, and thereafter calls it up. Memorize indicate
conscious and laborious effort to commit something to memory in exact detail.
Sufficient: as much as needed
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2. [USAGE]adequate ,enough, satisfactory ,sufficient
Adequate means suitable to the case or occasion. like satisfactory, adequate may apply to quality
as well as quantity. Satisfactory implies a standard to which something is compared or against
which it is being tested. Enough is in some contexts interchangeable with adequate, but is used
only to indicate amount or degree, not quality. Moreover, unlike adequate, enough is not used after
an article and before a noun in this sense. Enough modifies either plural nouns or nouns denoting
something that is measurable or of which there can be a quantity. Sufficient implies a quantity or
number adequate for a particular need or to fulfill a particular purpose. Unlike satisfactory, it does
not imply measuring up to a standard. It emphasizes instead the end being sought; the degree to
which something contributes to the achievement of that end is what makes it sufficient or
insufficient.
3.I don’t get it :I don’t understand it.
4.According to the teacher, this is an integral approach to testing.
This is an basic /fundamental approach to testing. An integral approach to testing; a method of
testing which consists of all parts that are necessary for completeness.
5.Different ways of agreeing and disagreeing
Agreeing strongly
You are quite right.
That’s exactly how I feel.
I quite agree
Half-agreeing
Well, yes…
Yes, perhaps…
Possibly…
I suppose so
Disagreeing politely
Well, I’m not certain
I don’t think so really
I don’t know.
Disagreeing strongly
I disagree.
I’m afraid you are wrong.
I’m afraid I don’t agree.
Disagreeing strongly and impolitely
What nonsense!
Never!
Rubbish!
Oh, you don’t mean that!
IV Discussions
In-class activity
1.
Ask the students to read Dialogue I aloud in pairs with feeling and expression
2.
Ask the students to listen to Dialogue II and then retell it.
V Assignments:
1.
Work in pairs to practice the situation in each dialogue.
2.
Work in groups to discuss the topic: “Did you do well in the Mid-term exam”
3.
Have the students form their own dialogues by using the phrases from Dialogue I &II.
4.
Do the corresponding exercises in WB.
Reading 1 Crossword Puzzles
I Language points:
1.
..on a pattern of blank squares separated by solid blocks.
solid:adj.(1)of definite shape and volume; not liquid or gaseous.
(2) solid structure is strong and not likely to collapse
(3) solid evidence/ information: reliable
(4) solid period of time , a time without interruption
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2.
..as its name indicates…
….as its name shows…
indicate: (1) to show the way to or the direction of; point out:
an arrow indicating north; indicated the right road by nodding toward it.
(2) to serve as a sign, symptom, or token of; signify:
The cracking and booming of the ice indicate a change of temperature.
(3) to suggest or demonstrate the necessity, expedience, or advisability of:
The symptoms indicate immediate surgery.
3….uses different interlocking words…
interlock – (1) things that are interlocked or interlock go between or through each other so that
they’re linked
Joyce sits with her fingers interlocked under her chin.
A series of interlocking rings
(2) If systems, situations or plans are interlocked, they’re closely related
eg. The problems of Israel, Lebanon and the Gulf are tightly interlocked
4. Many blanks are numbered..
number :vt (1)add up to:They told me that their village numbered 100
(2) If you number sth – you mark it with a number usually starting at 1
eg. Each factor has been numbered
(3) If someone or something’s days are numbered, they will not survive or be successful for much
longer
5. Most forms of recreation require a partner
recreation: refreshment of one's mind or body after work through activity that amuses or
stimulates; play.
Saturday afternoon is for recreation and outings.
All the family members need to have their own interest and
collocation: arrange/ crave/ recreation ;find one’s recreation in
favorite /healthy /innocent/open air,/ recreation ;popular facilities for recreation ;do sth for
recreation
6. … so that each person can check his accuracy and learn the words he has been unable to
identify
…so that each person can examine his accuracy…
check (1) To inspect so as to determine accuracy, quality, or other condition; test:
eg. Check the accuracy of everything in your CV.
(2) check on sth: to make sure it is in a safe and satisfactory condition
eg. He decided to check on things at the warehouse
7. He was not certain how the puzzle would be received, but it proved to be an immediate success.
He was not sure whether the people will like the puzzle or not, but it proved to be very popular
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and successful.
8. Most dedicated fans do not do them for their educational value
Most dedicated fans do not do them to gain knowledge and education.
9. What is the challenge of crossword puzzles?
What is difficult about the crossword puzzles?
challenge: sth. new and difficult which requires great effort and determination
The new government’s first challenge is the economy.
I like a big challenge and they don’t come much bigger that this.
(1) A challenge to something is a questioning of its truth, value or authority.
The demonstrators have now made a direct challenge to the authority of the government.
(2) challenge vt. question the truth, value or authority of sb. or sth.
Democratic leaders have challenged the president to sign the bill.
collocation. accept(respond to ,take up) a challenge. 应战
give the challenge 挑战 meet the challenge of 应对挑战
be beyond challenge 无与伦比，无可非议；a letter of challenge 挑战书
II Assignments:
Exercises in SB and WB
More crossword puzzles:
Solar System
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Across
Down
3 ____________Way (5)
4 7th planet from the sun (6)
6 Nearest planet to Earth (5)
8 Largest planet (7)
10 Look at all the _________in the sky!
(5)
12 8th planet from the sun (7)
14 Planet closest to the sun (7)
1 There are nine in our solar system (7)
2 Black __________ (4)
3 The red planet (4)
5 ____________System (5)
7 This planet is known for its rings (6)
9 Farthest planet from the sun (5)
11 This star heats the Earth (3)
13 The planet we live on. (5)
Solution:
Solar System
Across: 3 Milky, 4 Uranus, 6 Venus, 8 Jupiter, 10 Stars, 12 Neptune, 14 Mercury.
Down: 1 Planets, 2 Hole, 3 Mars, 5 Solar, 7 Saturn, 9 Pluto, 11 Sun, 13 Earth.
Unit 12
I Objectives:
The passive sentence
1. in the present progressive
2. in the past progressive
3. in the be going to structure
4. with a modal auxiliary
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
1. Grammar review: Passive voice:
(1) It is used when:
A.
The speaker doesn’t know or doesn’t want to mention the agent of action:
e.g. Such books are written for children.
B.
The receiver of the action is the focus of the information.
e.g. You are requested to give a performance.
C.
The sentence elements can be better arranged.
e.g. He appeared on the stage and was warmly applauded by the audience.
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(2)
Formula of the passive voice:
Simple
Continuous
Perfect
present
am
is
are
↘
→given
↗
am ↘
is → being given
are ↗
has ↘
Been given
have↗
↘
past
was
given
were
was ↘
being given
were↗
had been given
↗
future
shall ↘
be given
will ↗
shall ↘
have been given
will ↗
past future
should ↘
be given
would ↗
should ↘
have been given
would ↗
(3) Verbs that can’t be used in passive voice
All of the intransitive verbs and some transitive which indicate state rather than action such as fit,
have, lack, resemble, suit etc. can’t be used in passive voice.
e.g. My shoes don’t fit me.
I’m not fitted by my shoes. (wrong)
2 Language points:
1. interview vt--A formal meeting in person, especially one arranged for the assessment of the
qualifications of an applicant: I thank you very much indeed for this interview. Collocation:
ask for/give/have/hold/receive/refuse/seek an interview
2. deposit (vs.draw) vt./n. To put (money) in a bank or financial account:She deposited her
money in the bank
3. sort vt( sort.ed; sort.ing; sorts): To arrange according to class, kind, or size; classify.
4. load vt To put (something) into or onto a structure, device, or conveyance:load grain onto a
train. collocation: load a gun 装子弹 load a film into a camera 把胶卷装入相机 load a track
装卡车 load tape into the recorder 装磁带
5. convert: v.tr.:To change (something) from one use, function, or purpose to another; adapt to a
new or different purpose: convert a forest into farmland.
6. alteration←alter: To change or make different; modify: alter my will
7. collocation: make alteration; need alteration: structural alteration; costly alteration; major
alteration; minor alteration price alteration(价格调整)；verbal alteration(字句上的变动)
8. Knock down the wall between the two classrooms.
9. knock down: to bring to the ground with a blow; topple.
10. install: v.tr.( in.stalled; in.stall.ing; in.stalls;also installs):To set in position and connect or
adjust for useinstalled the new furnace.
IV . Discussion
In –class Activity One
Ask the students to filling gaps in each dialogue while listening to the recording and then do the
substitution exercises.
37
In-class Activity Two
1.
2.
Ask the students to read Dialogue I aloud in pairs with feeling and expression.
Ask the students to listen to Dialogues II and then retell it.
V Assignments:
1.
2.
3.
I &II
4.
Work in pairs to practice the situation in each dialogue.
Work in groups to discuss the topic of “An Exhibition that I’ve attended”
Have the students form their own dialogues by using the phrase from Dialogues
Do the corresponding exercises in WB
Part Two
Readings
I Background Information
The British Museum
The British Museum holds in trust for the nation and the world a collection of art and
antiquities from ancient and living cultures. Housed in one of Britain's architectural landmarks, the
collection is one of the finest in existence, spanning two million years of human history. Access to
the collections is free.
The British Museum was founded in 1753 to promote universal understanding through the
arts, natural history and science in a public museum. Since its foundation, the British Museum has
been guided by three important principles: that the collections are held in perpetuity in their
entirety; that they are widely available to all who seek to enjoy and learn from them and that they
are curated by full-time specialists. In looking towards 2003, the 250th anniversary of its founding
the British Museum will preserve these distinctive commitments to access, scholarship and care of
the collections, whilst redefining them for the new millennium.
The British Museum's international standing and its key role in the display of the world's and
nation's heritage make it one of the most-visited public buildings in London, contributing to its
cultural and economic life. London's largest covered public square, the Great Court has changed
the face of Bloomsbury as a cultural quarter.
As a social enterprise the British Museum has exceptional reach. It creates a context in which
cultures can be seen, experienced and studied in depth or compared and contrasted across time and
space to inspire and delight over five million visitors a year. Through its public, curatorial,
exhibition and education programmes the Museum engages with the public to advance
understanding of the collections and cultures they represent.
II. Language points:
1. attendance n. action of time of being present; number of people present
e.g. Attendance at evening prayers is not compulsory.
They ‘re expecting a large attendance at the meeting.
2. privileged a. having privilages; hornored
e.g. She came from a privileged background.
We are privileged tonight to have you as our distinguished guest.
3. as to sth./ as regards to sth.: with regard to sth; regarding sth.
e.g. As to correcting our Assignments:, the teacher always makes us do it ourselves.
4. in terms of: as regards sth.; expressed as sth
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e.g. Think of it in terms of an investment.
The figures are expressed in terms of a percentage.
5. be on the watch for sb./sth: be watching for sb/sth esp. possible danger
e.g. Be on the watch for a sudden change in the patient’s condition.
III Discussion
In-class Activity
Have the students read the passage first and do the corresponding exercise in workbook. Then the
teacher may ask them questions in class to check their comprehension
IV Assignments:
Exercises in SB &WB
Check the exercise and explain the difficult points in them.
Unit 13
I Objectives:
1. Modal auxiliaries may/might used to express ‘possibility’
2. Modal auxiliaries should/ought to expressing ‘obligation’
3. Modal auxiliaries would rather expressing ‘preference’
4. Modal auxiliaries must and can ’ t used to express ‘strong probability’ and
‘impossibility’ respectively
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar Review: auxiliaries in predicative use
1 May/might are used to express possibility. Might can substitute may with little change of
meaning in many situations. Compared with may, might denotes more tentativeness. In predictive
use, may/might can be followed by the perfect infinitive to show the possibility of sth having
happened in the past. Both denote the speaker’s lack of confidence in his statement of a past event.
Present time context: If you don’t work hard, you may fail again.
He may/might be serious.
Past time context: He told me that he might be the right person for the job.
They may/might have arrived earlier than he had expected.
2 Should/ought to are used to express obligation or duty. While should is more frequent than ought
to, ought to is stronger than should. Apart from this, should is more subjective, indicating the
speaker’s advice and offering friendlier advice. Ought to is more objective, conveying a reprimand
39
or warning. Should/ought to + perfect infinitive construction indicates non-fulfillment of an
obligation and carriers counter-factual implication. Whereas should offers friendly advice, ought
to would strike as disapproving and non-negotiable.
For example: It serves you right. You should have listened to me.
You should/ought to have leave a margin on the left when you take dictation.
3 would rather is used to express preference. It denotes the subject is more readily or willingly to
choose sth or to do sth more than others. For example, would rather die than surrender
4 must is used to express strong probability, i.e. the speaker’s confidence in the truth of what he is
saying. Can’t is used to express impossibility. Must denotes a higher degree of probability than any
other modal auxiliary. Must can’t be used in negative sentences, where can supplies the missing
form of the paradigm. Must /can’t + perfect infinitive pattern gives a guess or draw a conclusion
concerning a past event.
For example: You smell of alcohol, you must have drunk some wine.
They can’t have been here yesterday.
2. In-class Activities
1
Raise the following questions about nuclear technology (teacher’s book page 126) and
asking Ss to use the auxiliaries reviewed
2
Ask Ss to work in pairs, making up dialogues based on the given cues
3
Have a pair present their practice to the whole class each time
3. Background Information
Tourist Resources of Xi’an
1 Museums and Exhibition Halls: Banpo Museum
Forest of Stone Tablets Museum
The museum of Terra-cotta Warriors and Horses
2 Ancient Temples and Architectures: The Big Wild Goose Pagoda
The Bell Tower
The city wall
3 Ancient Tombs: The Mausoleum of the First Qin Emperor
Zhaoling/Qianling Mausoleum
4 Scenic Spots: Hua qing Pool
Mount Hua
Xing qing Palace Park
5 Local Delicacies: Shredded Pancakes in Mutton and Beef Soup
Qi shan Noodles
In-class Activity: role-play
4. Language points
1.marvel at—be very surprised (and often admiring)
e.g. marvel at the beauty of the landscape, sb’s boldness
marvel—n. wonderful or miraculous thing; person or thing that is surprisingly good or pleasing
e.g. He is a marvel of patience.
40
2
Ask Ss to work in pairs and take turns playing Hong and Pu
Dialogue Two
Generalize the ways to criticize based on phrases and patterns listed on page149, Student’s Book.
1 using ought to/should constructions or the subjunctive pattern to express dissatisfaction or
reproach
2 stating the wrongdoings of people
Listen to the recording and asking Ss to locate the expressions of criticism in the text of the
dialogue
5. Language points of Dialogue Two
1 It’s impossible to sleep when they come round.
come round—visit sb or a place (usu in the same town or city)
e.g. He promised to come round and fetch me.
Could I come round and see you a few minutes?
—(of a regular event) arrive, recur
e.g. I’m always glad when pay-day comes round.
—come to; regain consciousness after fainting; regain health
e.g. The man has had a severe illness and is coming round now.
—be converted to sb else’s idea; become happy again after being in a bad mood
e.g. At last it appears that he came round to the general opinion.
Leave him alone and he’ll soon come round.
—come by a longer route than usual
e.g. The road was blocked so we had to come round by the fields.
2 I’m really fed up with him.
be fed up with—be tired of; be unhappy
e.g. I’m fed up with talking to you.
3 be fussy about—giving too much close attention to detail, etc therefore difficult to please
e.g. She is very fussy about her personal appearance.
6. In-class Activity
Ask Ss to work in groups of four and make up a conversation for each of the situations provided
by textbook. (page 150, SB)
Part Two Reading Passages
I. Background information
Freud and The Interpretation of Dreams
Few figures have had so decisive and fundamental an influence on the course of dreamwork in
modern cultural as Freud. He was both a medical doctor and a philosopher. As a doctor, he was
interested in charting how the human mind affected the body, particularly in forms of mental
illnesses. As a philosopher, Freud was interested in looking at the relationship between mental
functioning and certain basic structures of civilization. His theories about how the mind worked
uncovered some basic truth about how an individual self is formed, and how culture and
civilization operate. According to Freud, dreams are symbolic fulfillments of wishes that can’t be
fulfilled because they have been repressed. Often these wishes can’t even be expressed directly in
consciousness, because they are forbidden. So they come out in dreams in strange ways, in ways
that often hide or disguise the true wish behind the dream.
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II Language points
1 …they reshape and recreate that “illogical” forms.
word formation: “re” as a prefix is used before verbs and it means “again” e.g. recycle, rebuild
“il” as a prefix can be added to adjectives to make them negative in meaning, e.g. illogical,
illegal
2 Such dream recall shows that individual differences and daytime experiences help to form the
content of dreams, along with things that happen during sleep itself.
Paraphrase: According to the research on what dreamers remember about, various dreams come
into being as the result of differences between dreamers, what they do during the day, and what
happens to them when they fall asleep.
3…your dreams are likely to be about recent events…
be likely to—that is expected; be probable
e.g. It is likely to rain tomorrow.
4…more dreams involve childhood or long-ago events.
involve—v. include;
e.g. The plan involves the co-operation of both young and old.
—make sth necessary as a condition or a result; entail
e.g. His work involves occasional journeys.
—cause sb to take part in an activity; bring sb/sth into a difficult situation
e.g. The accountant’s errors involved everyone in a great deal of extra work.
A political dispute involving six nations may be settled by an agreement between them.
involved adj.
e.g. an involved sentence, style of writing (complicated in thoughts or form)
become/get involved in politics, a scandal(be concerned with)
e.g. I got involved in the quarrel between them.
involvement n.
5 Both sexes dream equally about being pursued or victimized.
pursue—v. follow or chase sb/sth in order to catch or kill; go on with
e.g. pursue a thief, a wild animal etc.
pursuit n.
e.g. artistic, scientific pursuits (occupation or activity)
in pursuit of sb/sth (with the aim of catching or obtaining)
victimize—v. harm sb or make sb suffer unfairly; blame or punish sb unfairly for actions that
others have carried out
victim—n. person, animal or thing that is injured, killed, destroyed as the result of carelessness,
crime or misfortune
fall victim to
e.g. He fell victim to his own foolishness.
6 ...and thirsty people who dream about drinking water drink less upon waking up than do people
who have not dreamed about drinking.
The italicized part serves as an adverbial clause indicating comparison.
who dream about drinking water and who have not dreamed about drinking are relative clauses
modifying the antecedents people.
7 …they do not flash on your mental screen immediately before waking, as was previously
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believed.
The italicized part is a relative clause introduced by as. It has the whole clause as its antecedent,
i.e. referring to the preceding statement. The clause introduce by “as” should either be in passive
voice or have the construction “as + v + complement”.
e.g. As is evident from his speech, he is a native.
He is absent, as is often the case.
As was expected, he performed the task with success.
flash—v. move fast；send by television or radio
8 Stimuli, both external and internal, may modify an ongoing dream, but they do not initiate
dreams.
stimulus—n. (pl stimuli) thing that produces a reaction in living things; (fml) thing that
encourages or excites sb/sth to activity, greater efforts
e.g. Does the child respond to auditory stimuli? i.e. does he react to the sounds around him?
Her words of praise were a stimulus to work harder.
external and internal, outside and inside
modify—v. change (sth) slightly esp. to make it less extreme or to improve it, suggesting partial
change.
e.g. modify the policy
initiate—v. (fml) cause sth to begin; put sth into operation
e.g. initiate plans, schemes, social reforms etc.
III Discussion
In-class Activity: discussion
Topic: A dream I have had
Passage Two
Put the following questions on board and asking Ss to locate information for them in the text
1 In what ways are our dreams at night like the daydreams we have while we are awake?
2 How do dreams vary according to age and sex?
3 What are some of the factors that affect people’s dreams?
4 How are dreams affected by external and internal stimuli?
IV Assignments:
Check Exercises and explain the difficult points in them.
1 Language Structure Practice: Would rather; Must/can’t
2 Dialogues: should/ought to
3 Guided Writing Would/might/could + perfect infinitive
4 Comprehensive exercises
Notes to Vocabulary exercise
Ask Ss to differentiate get phrases in the following sentences or phrases.
(1) Someone had got at the witness before the trial. (to influence esp. illegally by bribery,
intimidation etc.)
(2) The thieves got away with the contents of the safe. (to do sth wrong without being
discovered)
(3) I have no formal clothes for this occasion; perhaps I can get by in a dark suit. (be accepted
without criticism)
(4) He got down to his work after the holiday. (to deal seriously with)
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(5) get letters off in good time. (to send)
(6) How did you get on in your exam? (to manage)
(7) She can’t get over her shyness. (to overcome)
(8) I rang you several times yesterday but couldn’t get through. (to get in touch)
Unit 14
I Objectives:
Indirect speech introduced by
1. a simple present verb reporting past events
2. a simple past verb reporting questions and answers
3. a simple past verb reporting a conversation
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Background Information: Dialogue One
The Human brain: The brain is the most complicated of all organs. As we know, man can speak,
solve difficult problems and produce creative ideas, and this is all due to the amazing development
of human brain. How does the brain really work? With the aid of modern equipment, scientists
have started to uncover the basic processes going on within the brain. Yet most of the secrets
remain hidden. Now many people believe that we only use a very small part of the brain’s
potential and that the power of the brain is limitless.
2. Language points
1. prescribe v. advise or order the use of (esp. a medicine, rekmedy, etc.); declare with authority
that sth should be done or is a rule to be followed.
e.g. The doctor prescribed radiotherapy for him.
The law prescribes what should be done.
2. swallow v. cause or allow (esp food or drink) to go down the throat; accept ( an insult) without
protest.
e.g. He swallow the insults and kept on working.
swallow one’s words
swallow an idea.
3. elaborate v. work out in detail; describe or explain sth in detail
a. very detailed and complicated; carefully prepared and finished
e.g. elaborate a plan;
The director asked me to elaborate on my proposal.
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An elaborate lace pattern.
4. awful a. extremely bad or unpleasant; terrible; very bad; dreadful
e.g. an awful condition; awful weather
I had an awful day at the office.
III Assignments:
1 Work in pairs to practice the situation in each dialogue
2 Prepare the following questions for discussion: What do you think computers will be like in the
future? What kinds of things will they be able to do?
We rely on computers more and more all the time in almost every area of life. Do you see any
problems or disadvantages to this?
Part Two
Reading I & Reading II
I In-class Activity
Question of the Debate:
Does the idea of computers that are smarter than people worry you, or do you look forward to it?
Procedures: divide students into groups based on the idea they propose, one group with optimistic
views, the other with pessimistic views; ask them to state reasons to support their views or
refuting the opposing views.
II. Language points:
1. automate v. cause sth to operate by automation
e.g. automate a factory; automated teaching.
Auto- self
e.g. automobile, automation, autobiograghy, autogragh
2. multinational a. involving many countries
e.g. a multinaitional organization/operation/agreement
multi- many
e.g. multimedia, multiple, multiply
3. intruder n. person or thing that intrudes, esp sb who entres another’s property
illegally.
Intrude v. put into a place or situation where one is unwelcome or unsuitable
e.g. intrude oneself on/unon sb/sth
intrusion n.
e.g. The film star claimed that the police action was an intrusion on her private life.
4. lose sth. To sb to be defeated by sb/sth; have sth taken away by sb/sth
e.g. We lost the match to a stronger side.
Railways have lost much of their business to the bus companies.
5. bring/get/keep sth under control: master or subdue
e.g. You must keep your spending under control.
The fire has been brought under control.
III Discussion:
Comprehensive questions for Reading 2
1. What do some people have at home now?
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2. What do people use computer for nowadays?
3. Can computer have a much more important role in the future?
4. Is it possible that future ordinary families can afford one intelligent computer?
5. What are intelligent home computer likely to do? Give some examles.
6. How important are computers to the future?
IV Assignments
Exercises in SB &WB
Check the exercise and explain the difficult points in them.
Notes to Exercises
Ex VI
do away with— get rid of; discard
do up—(1)restore or repair e.g. The house needs doing up.
change the shape of; put new trimmings; e.g. do up an old hat
do over—redecorate
do without—manage without
e.g. We shall have to do without a holiday this summer.
success—the gaining of what is aimed at
succession—(u.n)the coming of one thing after another; e.g. the succession of the seasons
(c.n.) number of things in time or order; e.g. a succession of wet days
voyage—journey by water, esp a long way in a ship
journey—(traveled esp on land) going to a distant place
considerate—thoughtful (of needs, etc., of others)
considerable—great; much; important; e.g. a considerable income
create—make sth new or original; produce; cause sth to exist
invent—design(sth not existing before); make up
intelligent—having the capacity to learn and understand
intelligible—that can be easily understood; clear to the mind
e.g. an intelligible speech
arable—(of land) suitable for ploughing
edible—to be eaten
Unit 15
I Objectives:
The adverbial clause
1. of place introduced by where
2. of condition introduced by unless
3. of cause introduced by because
4. of cause introduced by since
5. of concession introduced by though
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
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3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar Review: Adverbial Clauses
1 As-adjunct is used when indicating the reason for an event or action:
e.g. As her children had gone to school, she felt that it was a good time for her to enjoy a
moment of doing nothing.
As he was unable to concentrate at home, he went to the library.
2 “Even though” as an adjunct poses as a contrast to the main clause in meaning: it denotes an
unfavorable condition which does not prevent the event or situation in the main clause from
coming into existence.
e.g. From the minute he did this he was doomed to fail, even though he didn’t realize it.
3 Unless-adjunct relates to a possible situation that serves as the condition for the actualization of
a state of affairs.
e.g. I’ll press for a charge against him unless he apologizes.
He won’t go unless his expenses are paid.
2. Background information
Wild life protection
Threats to Panda
Destruction of the panda's natural habitat. In the eleven years from 1973 to 1984, suitable panda
habitat shrunk by 50 per cent in six isolated, but otherwise ideal areas. A 1998 logging ban
implemented by the Chinese government helped to slow the habitat destruction, but poaching and
illegal logging are still a problem.
Interruption of migration routes. Bamboo, the Panda's main food, flowers (produces seeds and
dies) once every 10 to 100 years depending on the species. When the bamboo in one area flowers,
pandas have to move to areas that have not flowered. Historically, it was easy for pandas to move
from one area to another, but now it is not. Human population has expanded, roads and settlements
have been built, and forests have been cleared for agriculture, fuelwood, and timber. These
changes make panda migration difficult, often leaving pandas restricted to "islands of forest."
Consumption of Wild Meat Although pandas are occasionally hunted for their pelts, most pandas
that are injured or killed by poachers are inadvertently harmed when the pandas are caught in traps
meant for musk deer, takin, bear, and other animals. Wild meat is sold in the markets and
restaurants in cities nearby the reserve. Eating wild meat in China is a threat to panda survival.
(Note, pandas are not sought for use in traditional Chinese medicine.)
3. Language points
1. reserve v. put aside or keep sth for a later occasion or special use; have or keep ; retain; order
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or set aside for use, book
e.g. The seats are reserved for special guests.
I reserve the right to disagree.
Reserve tickets/rooms/table
2. scatter v. move usu quickly, in different directions; throw sth in different directions, put here
and there.
e.g. to scatter gravel on an icy road
The tourists scattered about the town.
The police scattered the crowd.
3. minor a. smaller; less serious, less important
e.g. a minor injury/fault/operation
4. reward n. recompense for work, merit or service.
e.g. get nothing in reward for one’s hard work
His efforts were rewarded by success
5. die out : no longer have any members left alive
e.g The moth’s habits is being destroyed and it has nearly died out.
The old tradition is dying out.
6. be/get stuck in sth.: be or become fixed, blocked, checked or obstructed in a place, situation or
environment
e.g. I am stuck in a job I don’t like for years.
IV. Discussion
In-class Activity
Topics of Discussion
1. Why should wild-life protection be enhanced?
2. Considering the threats to pandas, what measures do you think should be taken to protect them?
The following points may serve as reference.:
-----Patrolling the Reserve for poachers and sick or injured pandas.
-----Protecting the forests as a key habitat area.
-----Educating visitors about panda protection and environmental issues
-----Supporting panda research.
-----Providing a corridor for panda migration between adjacent panda habitats.
-----Educating local residents about the value of conserving pandas.
-----Supporting economic development of local communities to minimize their need to use panda
habitat for to provide for their livelihood.
V Assignments:
1. Finish related exercises in Workbook
2. Work in pairs to practice dialogues
3. Write a summary of the main viewpoints of the discussion
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Unit 16
I Objectives:
1. -ing participle used as the object
2. -ing participle preceded by go
3. -ing participle used as the subject
4. -ing participle used as the object of a preposition
5. -ing participle used as a noun modifier
6. -ing participle used as the object complement
7. the infinitive preceded by in order expressing “purpose”
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
1. Grammar Review
1.
–ing participle used as the object
A number of transitive verbs take –ing participles as their objects. Here are a few other examples
of verbs that take –ing participles as their objects:
Keep practising and you will be skillful.
Mary suggested knitting a sweater for Grandmother.
No one wishes to miss seeing the football match on TV.
You usually have two thing to choose from when you use prefer, and the
preposition to is used between two alternatives. When prefer is followed
by an –ing participle, the verb phrase indicates a habitual preference, but
when prefer is followed by an infinitive, the verb phrase refers to an
occasional preference.
2.–ing participle preceded by go
This go+-ing participle construction is very commonly used, especially for
sports and physical recreation, e.g., go boating, go sailing, go camping,
go dancing. There are different grammatical explanations for this construction, and here are
two of them: 1) go is intransitive verb and the –ing participle is an adverbial, meaning that one is
going somewhere for the purpose of doing something, and 2) go is taken as a link verb, and the
–ing participle serves as subject complement.
3.–ing participle used as the subject. For example,
Swimming is my favourite sport.
When the word order is changed and the sentence is written “My favourite sport is swimming”,
then the –ing participle becomes the subject complement.
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4. –ing participle used as the object of a preposition. For example,
I’m very fond of swimming.
No one had any doubt of his having studied the problem carefully before.
5. –ing participle used as a noun modifier
Here –ing participle used to describe a noun. Other examples: the setting sun
(the sun that is setting) , a barking dog( a dog that is barking). In some cases,
the –ing participle before a noun explain the use of that noun, e.g., a
waiting room( a room where people sit and wait), a sleeping pill ( a pill that makes
people sleep).
6.–ing participle used as the object complement. For example,
I often hear him telling interesting jokes.
In this sentence above, telling comes after the object him stating the action of
him, it is therefore an object complement. Here is another example:
I see Tom playing in the garden.
7. The infinitive preceded by in order expressing ‘purpose’
When an infinitive of purpose is preceded by in order, it becomes formal
and more emphatic. Now compare:
I got up early to catch the train.
I got up early in order to catch the train.
If the purpose is in the negative, the participle not comes between in order and to,
e.g.,
I got up early in order not to miss the train.
2. Language points
tendency n. a natural likelihood of developing, thinking, or behaving in a particular
way; direction in which sth moves or changes; trend
e.g. She has artistic tendency.
Prices continue to show an upward tendency.
promptly ad. Without delay
prompt a. done without delay, punctual; acting without delay
e.g. a prompt delay
They were prompt to respond to our call for help.
habitual a. doing sth by habit
e.g. He’s a habitual smoker.
have a word with sb about sth: speak to sb about sth, esp. privately or confidentially
e.g. Could we have a word before you go to the meeting?
Have words with sb about sth: quarrel
expand on sth: develop or give more of
e.g. You mentioned the need for extra funding. Would you expand on that
IV Discussion
In- class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording and then do
the substitution exercises.
50
In-class Activity Two
Ask the students to read Dialogue I aloud in pairs with feeling and expression.
Ask the students to read Dialogue I and retell it.
V Assignments:
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to discuss the topic of “How to overcome one’s difficulties with English
vocabulary”.
3. Have the students from their own dialogues by using the phrases from Dialogues I & II.
4. Do the corresponding exercises in WB.
Part Two Reading I & Reading II
I Comprehensive questions:
True or False?
1. The first paragragh tells us only the origin of the word “procrastinate”.
2. A procrastinator is a person who always postpones unimportant work.
3. A well-organized person never puts off what he or she should be doing at a definite time.
4. The first step suggested by the author to change the habit of procrastinating is to make a plan
for everyday activities, listing as many tasks as possible.
5. Procrastinatiors live a happy life, for they need not worry about anything.
II Language points:
1. tendency n. a natural likelyhood of developing, thinking, or behaving in a particular way;
direction in which sth moves or changes; trend
e.g. She has artistic tendency.
Prices continue to show an upward tendency.
2. promptly ad. Without delay
prompt a. done without delay, punctual; acting without delay
e.g. a prompt delay
They were prompt to respond to our call for help.
3. habitual a doing sth by habit
e.g. He’s a habitual smoker.
4. have a word with sb about sth: speak to sb about sth, esp privately or confidentially
e.g. Could we have a word before you go to the meeting?
Have words with sb about sth: quarrel
5.start with: begin with
e.g. A thousand-li journey starts with the first step.
6. expand on sth: develop or give more of
e.g. You mentioned the need for extra funding. Would you expand on that?
III. Paragraph writing
This is the initial step for the students to learn to write English composition.
In this part of paragraph writing, you should ask the students to use the following
information:
51
1. The first and the last sentences of the paragraph are given.
2. Use the first sentence as the topic sentence.
3. Sums up the paragraph by stating that ‘cramming’does not absolutely prevail throughout the
campus after all.
4. All the given sentences must be arranged in a logical order.
IV Assignments::
1. Guided writing
2. Exercises in WB
3. Interaction activities
Check the exercises and explain the difficult points in them.
Unit 17
I Objectives:
The relative clause introduced by whose
1. The relative clause introduced by who(m)
2. The cleft sentence with attention focused on various sentence elements
3. The relative clause preceded by a noun which is modified by a superlative
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
Grammar Review
1. The relative clause introduced by whose.
Whose, a relative pronoun, is used to join the relative clause to the main clause. Unlike who, whom,
which or that, whose is also a definite identifier which always comes before a noun. The noun
modified by whose can be either the subject or the object in a relative clause, e.g
There is a member of our class whose sister collects stamps.
Is he the boy whose sister plays the piano?
Is he the boy whose sister they awarded a prize recently?
2. The relative clause introduced by Whom(as the object of a preposition)
The relative pronoun whom that introduces the relative clause is the object of preposition. In
colloquial English, whom is often omitted. e.g.,
What is the name of the person (whom) you sat next to last night?
Is that Mary (whom) you were talking to just now?
However, in the following sentence, whom can not be omitted.
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It had 1,000 officers, many of whom later went into the rural areas to organize peasants.
3. The cleft sentence with attention focused on various sentence elements.
A cleft sentence is one in which special attention can be focused on a particular piece of
information. E.g.,
Is it her tape-recorder that Sally has lost?
So with the base sentence “Sally has lost her cassettes”, we can have two cleft sentences made out
of it.
It is Sally that has lost her cassettes.
It is her cassettes that Sally has lost.
4. The relative clause preceded by a noun which is modified by a superlative.
In this case, the relative pronoun is that for both people and things. Here are two examples:
It is one of the most beautiful cities that I have ever been to.
Jack is the best chess player that I have ever known.
Language points:
Have the students listen to the recording of the dialogue once or twice and ask them questions on
specific details.
Go through the dialogue and explain some language points:
1. Who was it that ordered them to be built?
____Who was it that ordered that they(the pyramids)should be built?
2. far off___very different (from the fact)
3. You got it____You were very right.
4. Who was it built for?____
The use of who as the object of the preposition for may seem wrong grammatically, as the pronoun
following a preposition should be in the objective case. However, colloquially, it is quite common
and acceptable to use who to begin a question. Other examples:
Who are you talking about/referring to?
Who did you see just now?
5. Are you kidding? _____ Are you telling the truth?
6.I thought the paper was terrible. ____Questions on the examination paper are difficult.
7.to come top ___ to perform excellently
8. There is very little chance of you failing.___It is hardly possible for you to fail.
IV Discussion]
In-class Activity
1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.
2. Ask the students to read Dialogue I and retell it.
V Assignments::
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to discuss the topic of “The Great Wall of China”.
3. Have the students from their own dialogues by using the phrases from Dialogues I & II.
4. Do the corresponding exercises in WB.
Reading
Questions for précis:
53
1.
2.
3.
4.
5.
6.
7.
8.
what do many people think about entertainment?
do people always have to pay a lot of money in order to have a good time?
what can people see when they stroll through busy streets?
under what condition is window-shopping a harmless amusement?
what other free entertainment can people have?
what do street musician provide people with/
what can people do from time to time?
how can people easily find good entertainment at no cost at all?
Note- writing:
Notes must be precise and direct; however, the style is casual. In Note offering Something, the
following are usually included:
1. You have got something offered.
2. Your friend likes it.
3.Ask your friend whether he needs it or not.
4.Ask him/her to give you a reply.
Paragraph writing
This is one of the helpful steps for the students to learn to write English composition. Ask the
students to learn to use the connectives given to combine each of the sentences.
Assignments::
1. Guided writing
2. Exercises in WB
Interaction activities
Unit 18
I Objectives:
1. Sentences of unreal conditions making a supposition about the future
2. Sentences of unreal conditions with past non-facts and present imaginary consequences
3. Sentences of unreal conditions with past non-facts and past imaginary consequences
II Time Allotment:
1st period: Language structure practice
2nd period: Dialogue 1
3rd period: Dialogue 2 and oral practice
4th period: Readings
5th period: Exercises in the Workbook
6th period: Note writing and assignments
III Teaching tasks and process
Part One Language Structures & Dialogues
Grammar Review
1. Sentences of unreal conditions making a supposition about the future
54
Note that a past tense verb is used to refer to the present. If you wish to express regret about a
past fact, then a past perfect phrase is used, e.g.,
I wish our team hadn’t lost the game.
I wish I could fly a spaceship.
2. Sentences of unreal conditions with past non-facts and present imaginary consequences. In this
case, the conditional clause refers to the past but the main clause refers to the present. Here are
two examples:
If I could fly a spaceship, I would visit the moon.
If he had been attentive in class, he would not be doing so poorly at school.( The main clause
states the result)
3. Sentences of unreal conditions with past non-facts and past imaginary consequences. Sentences
of unreal conditions with past non-facts and past imaginary consequences
These are the sentences of unreal condition that refer to the past condition and past results. For
example:
If he had been careful, he would not have made so many mistakes.
The fact for the sentence is “He was careless, and so he made many mistakes.
If there hadn’t been a heavy fall of snow, the road wouldn’t have been closed.
The fact for the sentence is “There is a heavy fall of snow, so the road was closed.
In- class Activity One
Ask the students to fill in the gaps in each dialogue while listening to the recording and then do
the substitution exercises.
Language points:
1. flop n. (inf) total failure
e.g. that get-together was a complete ~ and nobody enjoyed it.
2. mellow a. fully ripe in flavor or taste; mature
e.g. ~ grapes/ tone of a violin/ attitude to life
3. cooperate v work or act together
e.g. The British ~d with the French in building the new craft.
The mother asked the child to ~ and go to bed.
4. immensely ad. to a very great extent; extremely
e.g. I’m ~ pleased to have this job.
IV. Discussion
In-class Activity
Ask the students to read Dialogue I aloud in pairs with feeling and expression.
Ask the students to read Dialogue I and retell it.
V. Assignments::
1. Work in pairs to practice the situation in each dialogue.
2. Work in groups to discuss the topic of “After the Dress Rehearsal”.
Have the students from their own dialogues by using the phrases from Dialogues I & II.
Do the corresponding exercises in WB.
Part Two Reading I & Reading II
I New words and expressions:
1. damp a not completely dry; slightly wet
55
v. make damp; make less strong, restrain
e.g His clothes was damped in the rain.
The rain damped their spirit.
2. deadly a causing, or likely to cause, death; extreme
ad. As if dead; extremely
e.g. Fog is the sailor’s deadly enemy.
She uses wit with deadly effect.
Deadly enemies; deadly dull; deadly serious
3. flourish v. be successful, very active, or widespread; prosper
grow healthily; be well and active
n. a period of thriving; a luxuriant growth or profusion
e.g. The company has really flourished since the chief engineer joined us.
The crops flourished in the rich bottom land.
Chaucer flourished at the end of the 14th century.
4. antibiotic n. a. that can destroy or prevent the growth of bacteria
anti- opposed to, against; preventing
e.g. antimissle; antidiscrimination; anticlimax; anticlockwise; antirust
II Comprehensive questions for Reading 2:
1. what was Alexander Fleming interested in what he was a boy?
2. when did he begin to make his own living?
3. What happened when he was 20?
4. What changed the course of his life?
5. What did he do after his medical training?
6. what discovery did he make in the fall of 1928?
7. Who succeeded in producing pure penicillin in quantity?
8. What happened to Fleming, Florey and Chain in 1945?
III. Paragraph writing
Rewrite the given paragraph told in a matter-of-fact way in another way by using the Conditional
Clause, Type III.
V Assignments::
1. Exercises in WB
2. Interaction activities
VI Supplemental Exercises:
Vocabulary and Structure
Directions: There are 20 incomplete sentences in this part. For each sentence there are four
choices marked A), B), C) and D). Choose the one answer that best completes the sentence. And
mark the corresponding letter on the Answer Sheet.
1. It is apparent that new energy sources will be required to keep up the ______ societies of the
world in the future.
A. civil
B. civilian
C. civilized
D. civic
2. The school attracted numerous ______ young painters and made Bologna an active and famous
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Italian art center.
A. promising
B. prosperous
C. hopeful
D. probable
3. Without a moment’s ______, he voted to reject the proposal.
A. meditation
B. hesitation
C. reaction
D. contemplation
4. Various devices have been tried to supply the diver with air and thus permit a ______ stay under
water.
A. enlarged
B. expanded
C. increased
D. prolonged
5. In America, laws of the individual states ______ the manufactures, distribution, and sale of beer
within their areas.
A. operate
B. facilitate
C. regulate
D. adapt to
6. The new batteries cause few environmental problems and _____ little space.
A. use
B. hold
C. occupy
D. maintain
7. China regained her ______ over Hong Kong on July 1, 1997, after Britain’s more than 150
years of colonization of the island.
A. majesty
B. sovereignty
C. authority
D. administration
8. Japan has a long tradition of garden settings closely ______ with the buildings.
A. connected
B. related
C. integrated
D. combined
9. In addition to being surrounded by foreign ______, that country also faced serious internal
problems at that time.
A. enemies
B. attackers
C. intruders
D. strangers
10. It was not long after he became the president of the company that many problems began to
______ on him.
A. build
B. carry
C. rely
D. weigh
Keys
1-5 C A B D C
6-10 C B C C D
11-15 C C A D A
Exercises for Review
Translation
1.我在想是否应该把这次考试不及格的事告诉父母。(wonder)
2.这是我第三次到上海来，我发现了上海已呈现出一副新面貌。
3.小孩子们应该花更多的时间在户外玩，而不是在室内看电视。（instead of）
4.这家公司开始时只有六名职员和一间小办公室，但现在它在世界各地都有了分公司。
（start）
5.如果你们当时采纳了他的建议，你们就能按时完成这项工程了。
（if）
6.她把医生都献给了无家可归的孩子。（devote）
7.重要的是你做了什么，而不是你说了什么。
（count）
8.那是我第一次与雇主发生这么大的纠葛。（trouble）
9. 日语和汉语的语法在许多方面是不同的。（differ）
10. 尽管他很年轻，他竟通晓七种语言。
（as…as）
Note-writing
Directions: The following sentences go together to form a note of thanks, but they are in the
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wrong order. Put them right.
15 August 2003
Dear Marian,
I had not told anybody about it.
Imagine my happiness at seeing your lovely present!
Just what I need as we are all training hard for the coming tennis tournament.
How did you find out that is was my birthday yesterday?
A pair of sunglasses for sports use!
The sun will not hurt my eyes any more!
My gratitude!
Cathy
Keys
Translation
1. Scientific discoveries are often applied to industrial production.
2. As far as I know, such a terrible thing has never happened in our town before.
3. He signed his name on his will in the presence of two witnesses.
4. The boy identified the suspect among the crowd by the scar on his face,
5. He is overconfident. Actually he is not half as capable as he thinks of himself.
6. If I am not available when you call me, please leave a message with my secretary.
7. He had to convert all his securities to cash to pay his debt.
8. Should it be necessary, he would try to persuade his father to sell his house to pay the debt.
9. We have so much work to do this year that we will have to do without a holiday.
10.If there is anything wrong in my talk, please don’t hesitate to stop me and put me right.
Note-writing
20 January, 2005
Dear Juanita,
We haven’t seen each other for ages. It was at Jennie’s birthday party that we had a hearty talk,
wasn’t it? How have you been? I have changed my job since. I am now a tourist guide and it suits
me fine. How about another hearty talk sometime? I an home most evenings. Call at you
convenience.
Ann
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