Unit Six
TEXT 1
... MEANWHILE, HUMANS EAT PET FOOD
Edward H. Peeples, Jr.
Objectives: to solve problems independently: interpreting at least 60% of the text independently,
about 80% of the text with peer collaborations, and understanding the text fully with the teacher’s aid.
to translate one para. into Chinese and then from this Chinese translation into English to compare the different use of language.
Pre-class work
1.Library work 1: American welfare & American people’s pet
2. Library work 2: Collect some brief information on the location and living conditions of the following places – the south of the USA, Cleveland, Great Lakes, Illinois, Richmond, Philadelphia, Ozarks, Indian reservations
3. Understand the author’s personal experiences of consuming pet food and his observations on human consumption of pet food by identifying the time, the place, the reason, and the feelings.
4.LW 6 & comp. 3
Pre-reading questions:
1.American welfare
For the poor and the unemployed, provided by the govt or religious groups, some People dependent, some ashamed because a failure in career, self-sufficient.
2.American people’s pet
--- What is a pet? What ‘pet food’ might be? (Pre-class work 1)
A pet is an animal kept as a companion, treated with care and affection, usually a cat or a dog. Pet food is tinned or canned food for pets.
--- Is pet food meant for humans to eat? If not, under what circumstances might humans eat pet food? Is it harmful for humans to eat pet food? (Pre-class work 2) Pet food is not for humans to eat. Humans eat pet food when they cannot afford to buy decent food. Pet food may not be harmful for humans, but it is made of ingredients not meant for humans.
--- How can humans be prevented from eating pet food?
One way is to guarantee people job opportunities so that they can make a living.
In-reading interpretation
Step one: (paras. 1-7)
This article seems to be a narration, telling the author’s personal experiences of consuming pet food and his observations on human consumption of pet food in the order of time sequence / in a chronological order. Try to understand his own experiences and observations one after another by completing the table below.
feeling …’ etc. Besides, the following discussion and explanations are needed.
1st time: (para. 1)
1.What do you know about the South of USA?
Refer to Lib. Work.
2.What was the poor living conditions in the South described in the 1st para.?
People lived in dilapidated houses with no running water, no refrigerator, no heat, no toilet and with the unrelenting stench of decaying insects (= a bad smell given off from decaying insects that does not go away).
3.It was not uncommon and startling to see …
In other words, eating pet food was the common diet practice in the South at that time. A lot of people was still poverty-stricken.
2nd time in 1953: (paras. 2-4)
1.Tell what you know about Cleveland.
Refer to Lib. Work.
2.Why did he go to Cleveland? Why couldn’t he get a job?
He went there to seek his fortune, but he couldn’t get a job because he was considered as a hillbilly (= a person from a backward area, here, a poor white from the south of the US).
So he saw no hopes. All the factories he asked for a job were
pot-at-the-end-of-the-rainbow factories (Note 1)
Because of his unemployment, his nest egg (= an amount of money saved for future use, savings) dwindled to nothing and at the same time his hunger grew. Therefore, he had to have pet food as his principle ration for several weeks.
3.Why did he feel humiliated and why did he guarded the secret from others?
He felt humiliated because pet food was considered as the food consumed by the ‘trash’ (i.e. poor whites in the South – Note 2). He carefully guarded the secret from everyone because he feared being judged a failure.
It is generally accepted that failure is due to not working hard. Because of the failure in their career, they can’t get good pay. So they have to eat pet food if they are in a shortage of money. So those who eat pet food are considered as not diligently working people, as incapable people who fail in their career.
4 A merciless pride … or family for help. In what sense is his ‘pride in
self-sufficiency’ referred to ‘merciless’? (i.e.why ‘merciless’)(LW 6 & comp. 3-3)
I was so extremely proud of being independent financially that I had no intention of getting help from charity or from my friends or family.
He took so much pride in finding by himself the means for sustenance that he would not think of living on charity and asking for help. Consequently he would either have to starve or be reduced to eating pet food.
Next time in 1956 (para. 5)
1.summer session
2.…fearing that … or that others who had ever less than I would feel...
Sentence structure.
Meaning : (Note 4)
Later in the late 1950’s: (para. 6)
1.What do you know about the Great Lakes?
Refer to Lib. Work.
2.Why does the author claim he is not a disciplined scientist?
a disciplined scientist = Note 5
I am not a scientist who does everything scientifically, accurately, based on experiment. So the data below is got from my rough estimation.
Later experience: (para. 7)
1.Richmond
Philadelphia
Ozarks
Indian reservations
Step two: (paras. 8-9)
After giving these examples of human eating pet food, what else does the author want to say in the following paras.?
1.While there do exist … consume pet food. (LW 6-2)
In spite of the fact that there are occasional scientific reports and commentary on
the harm laundry starch and clay may do to our health if they are used as food, there is a lack of reliable statistics on the exact proportion of American families that do eat pet food.
Or, although there are a lot of reports and commentary on the danger and harms of eating such things as …, there is little evidence to show the exact percentage of American families eating pet food. No one can tell the exact number of people consuming pet food.
2.What is the author’s estimate based on his experience and research?
His conservative estimate is that at least 225,000 American households or some 1,000,000 persons have pet food as a major / significant part / proportion of their everyday diet. And there are many more million people who supplement their diet with pet food / who have pet food as a subsidiary part of their everyday diet. So human consumption of pet food is widespread in the US.
3.… current economic conditions … and our older citizens.
--- How is the economic conditions? Worse and depressing.
--- What is the effect on people? More people will eat more pet food, the unemployed, poor people and the older citizens.
4.Isn’t it sufficient to know … must be done? (LW 6-3)
If there is only one child or one senior citizen in America who is compelled to eat pet food or is left unprotected from poison, there is every reason to take some drastic measures to prevent it from happening.
5.What does the author try to tell in paras. 8 & 9?
Para. 8: ‘there is little solid epidemiological evidence…’ All the examples given
above are based on my own experiences and observations rather than on scientific investigation; all the statistics come from my rough estimation rather than scientific research.
Para. 9: As long as the problem of hunger and malnutrition exists, we must do something to solve it no matter how many people eat pet food, one person or a billion.
I.e. even though we do not have enough hard data on human consumption of pet food,
we should do something to solve the problem of hunger and malnutrition in America. Seeing one child or a single elderly person consuming pet food is sufficient for us to take measures to do away with the problem.
Post-reading discussion
https://www.doczj.com/doc/5914565457.html,p. 1--- Main idea: The present lack of hard data on human consumption of
pet food
should not be a reason for not taking immediate measures to solve the problem of hunger and malnutrition in the US. (B)
The author shows his personal experiences of consuming pet food and his observations on human consumption of pet food (paras 1-7) and urges to take immediate measures to solve the problem of hunger and malnutrition although we haven’t got enough hard data on human consumption of pet food (paras. 8 & 9).
https://www.doczj.com/doc/5914565457.html,. & Devl.
paras. 1-7:
--- How does the author arrange all these details of his personal experiences of consuming pet food and his observations on human consumption of pet food?
By following the time sequence, using the words and phrases in the WHEN column in the Table.
--- Apart form being temporal, the ordering of the evidence helps to make the reader feel more and more acutely the severity of the problem. How is this achieved? (By following the order of seriousness. How is the severity increased?
When he first observed people eating pet food, it was among his neighbors and acquaintances in the South. Then he had the personal experiences of eating it. But later he found it common among a larger number of people. And what’s more, some ate things worse than pet food. His experiences and observations, apart from following the time order, also follow the order of increasing severity.
(Poor South --- prosperous Cleveland in the North --- well-educated --- a larger number of people --- things worse than pet food)
Paras. 8-9:
--- As we know the evidence is based on P’s own experiences and observations. There is a lack of hard / incontrovertible data on human consumption of pet food as the author says in line 41, ‘there is little solid epidemiological evidence’, for he was ‘not yet a disciplined
scientist.’ The data are his conservative estimation. Does the evidence weaken P’s argument, or are the estimated data not so convincing?
P’s seems to think the data and evidence available at present are already sufficient to draw the conclusion. As he says near the end, it would be sufficient to know that there is one child or a single elderly person in the US who is reduced to eating pet food.
However, theses details, compared with those carefully investigated or confirmed and the proven facts and the data from experiment, are moew likely to be open to attack, not so reliable, less convincing.
--- How does he qualify his conclusion, i.e., state the degree of their probability? How does he relate this qualification to his purpose in writing?
With regard to numbers, he avoids being too exact and specific, knowing full well that he can hardly afford to be so. Note his use of words like ‘conservative, estimate, at least, some’, and also the sentence ‘Who knows how many more millions supplement their diet with pet-food products?’ Such qualifications do no t weaken his argument. He seems to think the data available at present are already sufficient to draw the conclusion. As he says near the end, it would be sufficient to know that there is one child or a single elderly person in the US who is reduced to eating pet food.
3.Analysis - Argument
1) What’s the purpose of writing an argument? (to persuade the reader into believing that something is true.)
2) What are the major factors in organizing an effective argument? (logical reasoning and sound evidence. i.e. reasons and supporting facts)
3) What are the usual ways to organize an argument / to convince the reader of the thesis? (inductive way - from facts to conclusion; deductive way - vice versa.
This article is written in an inductive way.)
4) What should be noticed in choosing supporting details or facts? (true and relevant. typical examples and statistics are more convincing and reliable.)
TEXT 2
THE INVISIBLE POOR
Michael Harrington
1.Identify the key sentences that show the reasons that make the other America (=
that part of American people who are suffering from poverty) an invisible land and the paragraphs concerned with them.
--- Poverty is often off the beaten track.(paras. 4-6)
rural poverty is hidden away from tourists who normally travel on highways without penetrating into the country, and sometimes is masked by its natural beauty.
--- The very development of American society is creating a new kind of blindness about poverty. (paras. 6-10)
Urban transformation leads to the distributional segregation of poverty, and urban renewal creates the false impression about the existence of the poor.
--- Clothes make the poor invisible too.(paras. 11-12)
Mass production of garments enables even the poor to be decently dressed.
--- Many of the poor are the wrong age to be seen. (para. 13)
Most poor people are aged; they are less mobile and thus less visible.
--- The poor are politically invisible.(paras. 15-18)
Politically, the poor are not adequately represented; and their voice is not heard and attended to in the political life of the nation.
2.Provide the evidence or details that support each of the reasons.
--- the main highway: the hills, the streams, the foliage; even a run-down mountain house, fortunate to be so close to nature in their living and lucky to be exempt from the stains and tensions of the middle class.
Off the beaten track: backward like the movie in the thirties, the company houses
in rows, the rutted roads, black and dirty, unemployed men in the bar, women working in a runaway sweatshop, undereducated, underprivileged, lack medical care, misfit for city life…
--- the poor living in the miserable housing / slums / tenements or hovels in the central area surrounded by towering, modern buildings so that they are inconspicuous of the sight of anyone else; almost everyone passed through the Negro ghetto or the blocks of tenements, middle-class women on the way to an evening at the theater, the business or professional men driving downtown to work, but their children were segregated in suburban schools;
--- much easier to be decently dressed than to be decently housed, fed, or doctored. Even people with terribly depressed incomes can look prosperous. No work clothes in the factory but slacks and white shirts; shoes and stylishly cut suit or dress, yet hungry;
--- the aged above 65 are often sick and cannot move, so invisible; the young below 18 sit in rented rooms, not disturb the quiet street of the middle class and rarely appear in a lurid tabloid story because of crimes so that they are invisible.
--- no unions, no fraternal organizations, no political parties, no lobbies of their own, no legislative program; so atomized no face, no voice;
In conclusion, if the poor still remain unseen / invisible to others, they cannot improve their life for no one will come to help them.
3. The passage is an extract from a book written in the early 60’s. Do you think things have improved since then? Have you read anything or come across any figures that will help picture the situation in present-day America?
The author’s personal experiences of consuming pet food and his observations on human consumption of pet food
新编英语语法教程（第6版）第21讲练习参考答案Ex. 21A was sorry to learn… will be sad to hear… would be very surprised to receive… is happy to have found… was afraid to go… was pleased to hear… am very anxious to meet you. were delighted to receive your telegram. were sensible to stay indoors. clerk was prompt to answer the call. rule is easy to remember. are reluctant to leave this neighbourhood. house is difficult to heat. you ready to leave would be foolish to go out in this weather. is quick to see the point. is very keen to get on. are proud to have him as a friend. was rude not to answer your letter. are happy to have you with us this evening. Ex. 21B decision to resign surprised all of us. showed no inclination to leave.
Book II Unit One I. Teaching Aims: In this unit students are required to : 1. Master the Main language structures a)the present perfect progressive indicating a finished action b)the past progressive indicating a circumstance and the simple past indicating a past event c)the past perfect progressive d)the‖ I was wondering if‖… pattern as a polite form of request 2. Practice listening comprehension ―An American sightseeing in Athens‖ 3. Learn dialogues ―A Time of Change‖―Requests and Offers‖ 4. Do some preparation activities such as discussion ,group work, pair work to practice their spoken skill and communicative skills 5. Grasp some new words and try to use these words which help them to enrich their vocabulary 6. Read the in-class reading passages in a limited time and grasp some expressions and grammatical points in the in-class reading passages to improve their reading comprehension 7. Do some post-reading exercises in the Workbook to practice what they have got to know in class to improve their four basic skills II. Teaching procedures: 1. Dialogue One A. Listening to the recording B. Ask some questions a. How does Grandpa feel after watching the OL YMPIC games on TV? Why? b. Why did the Chinese athletes fail in the Olympic Games in 1932, 1936 and 1948? c. How do you feel after you have watched the Olympic Games or any other international sports competition on TV? C. Retell the dialogue from the three points: a. the reason why he was so emotional after watching the Olympic Games on TV b. what happened to the Chinese athletes when he was young, c. China’s participation in the 1932, 1936 and 1948 Olympic Games. 2. Language points and practice (1). can’t help doing (2). It was not until… It was not until the second act began that she came. It was not until the beginning of the new term that I did my homework. (3). for no reason whatsoever whatsoever is used in negative or interrogative sentence for emphasis The doctor stayed away for no reason whatsoever. He has no money whatsoever. (4).drop out: stop attending or taking part He dropped out of college after only two weeks. The well-educated engineer dropped out of the working people simply because he wanted
1 由于缺少资金，整个计划失败了The whole plan fell through for want of fund. 2 牛顿被公认为是世界最杰出的科学家之一。Newton is actnowledged as one of the world;s most eminent scientists. 3 他对生产成本的估算总是准确无误He calcuates the cost of production with invariable accuracy 4 公司发言人的不负责任的讲话受到了严厉的指责The spokesman of the corporation was berated for his irresponsible words. 5 这名商业银行的年轻职员看出那张十英镑的假币The young clerk from the commercial bank soitted thecorinterfeit ten-pound note. 6 这个精干的经理立刻行动起来The efficient manager acted promptly 7 请把候补名单上她的名字换成你的名字Pleasure replace her name for yours on the waiting list 8 她觉得她在当地综合医院任实习医师是一段宝贵的经历Shen found that her internship in the local general hospital was a rewarding experience 9 不要感叹过去得不幸，振作起来行前看Don't lament your past misfortunes., keep your shin up and look to the future 1 富兰克林在他的自传里力劝读者要勤俭Franklin exhorted readers to be diligent and thrifty in his Autobiography. 2.谁能证实这签名无讹Who can attest to the genuineness of the signature? 3. 人们给它起了小家伙的绰号。。。He is dubbed “Tiny” because he looks so small for his age. 4.他试图为自己拒绝接受这一劝告辩解He tried to rationalize his refusal to take the advice. 5. 他的一番话引起了我们的不满His words incurred our displeasure. 6. 要我们在这么短的时间内完成这一项工作几乎是不可能的It is virtually
导论———语法层次 0.1 词素 1）自由词素 2）粘附词素 0.2 词 1）简单词、派生词、符合词 2）封闭词类和开放词类 0.3 词组 1）名词词组 2）动词词组 3）形容词词组 4）副词词组 5）介词词组 0.4分句 1）独立分句和从属分句 2）简单分句和复杂分句 3）主句和从句 4）限定分句、非限定性分句、无动词分句0.5 句子 1）完全句和不完全句 2）简单句、并列句、复杂句、并列复杂句 第1讲句子结构 1.1 主谓结构和句子分析 1）主语和谓语 2）句子分析 1.2 基本句型及其转换与扩大 1）基本句型 2）基本句型的转换与扩大 第2讲主谓一致（一） 2.1指导原则 1）语法一致 2）意义一致和就近原则 2.2 以-s 结尾的名词作主语的主谓一致问题1）以-s结尾的疾病名称和游戏名称 2）以-s结尾的学科名称 3）以-s结尾的地理名称 4）其他以-s结尾的名词 2.3 以集体名词作主语的主谓一致问题 1) 通常作复数的集体名词 2）通常作不可数名词的集体名词 3）既可作单数也可作复数的集体名词 4）a committee of 等+复数名词
第3讲主谓一致（二） 3.1 以并列结构作主语的主谓一致问题 1）由and/both... And 连接的并列主语 2）由or/nor/either...or 等连接的并列主语 3）主语+as much as 等 4）主语+as well as 等 3.2 以表示数量概念的名词词组作主语的主谓一直问题1）以表示确定数量的名词词组作主语 2) 以表示非确定数量的名词词组作主语 3.3 其他方面的主谓一致问题 1）以名词性分句作主语的主谓一致问题 2）以非限定分句作主语的主谓一致问题 3）关系分句中的主谓一致问题 4）分裂句中的主谓一致问题 5）存在句中的主谓一致问题 第4讲 4.1 名词分类和名词词组的句法功能 1）名词分类 2）名词词组的句法功能 4.2 名词的数 1）规则复数和不规则复数 2）集体名词、物质名词、抽象名词、专有名词的数4.3 单位词 1）一般表示个数的单位词 2）表示形状的单位词 3）表示容积的单位词 4）表示动作状态的单位词 5）表示成双、成对、成群的单位词 第5讲 5.1 名词属格的构成、意义和用法 1）名词属格的构成 2）名词属格的意义 3）名词属格的用法 5.2 独立属格和双重属格 1）独立属格 2）双重属格 第6讲限定词（一） 6.1限定词与三类名词的搭配关系 1）能与三类名词搭配的限定词 2）只能与单数名词搭配的限定词 3）只能与复数名词搭配的限定词
新编英语语法教程（第六版）第02讲练习参考答案 Ex. 2A 1. SVC Within the stricken area, not a single soul remained alive, and the city centre looked as if it had been razed by monster steam-roller. 2. SV The bomb exploded 1,000 ft. above the ground. 3. SVO On August 6, 1945, an American aircraft dropped a bomb on the Japanese town of Hiroshima. 4. SvoO Three days later, yet another bomb of the same kind gave the town of Nagasaki the same fatal blow. 5. SVOC The explosion made one and a half square miles of the city an expense of reddish rubble. 6. SV A Within the fraction of a second, the bomb changed from a metal cylinder into an immense mass of expanding gas, millions of degrees hot. 7. SVOA A tremendous blast of hot air whirled the debris of stone, concrete, metal, and wood over the ground.
Reference for Unit 6 workbook exercises Blank Filling A. 1.changed, promising https://www.doczj.com/doc/5914565457.html,ing, qualified 3.determined 4.spoken, leading, surprising 5.frightening 6.demanding 7.pleased, soiled https://www.doczj.com/doc/5914565457.html,plicated 9.interested, exciting, soaked 10.tiring, tired B. 1.giving 2.Fascinated, rising / rise 3.singing, to do, making
4.keeping, playing, to be, to see, climbing 5.opening 6.to take, shopping, doing, to do 7.to have remembered, to tell, preparing, to do 8.to watch, to read, reading, watching 9.missing, to tell 10.to be taken 11.swimming, cleaning, to do 12.waiting, seeing, missing, to find, to be C. 1.for 2.to 3.of 4.on 5.read 6.across 7.about / for 8.in 9.until / till 10.opinion 11.by 12.keep 13.excellent 14.time 15.pleasure 16.from 17.yourself 18.in 19.filled 20.trains
Unit One Text 1 HIT THE NAIL ON THE HEAD Alan Warner Objectives: to comprehend the text and to know the importance of choosing the right words in writing as well as in speaking, to learn the use of analogy in writing and compose a paragraph using analogy to help explain. Section One Pre-reading Questions 1. What?s the meaning of the English proverb Hit the nail on the head? What do you think this topic suggests in the article? In-reading Interpretation Para. 1 1.Tell the literal and figurative meanings of hit the nail (squarely) on the head: (fig.) say or do exactly the right thing, make a point or interpret a remark precisely; guess right drive sth home: (lit.) force the nail into the right place (fig.) make sth unmistakably clear 2. This para. can be divided into two sections: one about the carpenter or the driving of a nail (ll. 1-5), the other about the language craftsman or the choice of a word (ll. 5-8). Which sentence establishes the link between the driving of a nail and the choice of a word? (comp.3-1) “So with language; ... firmly and exactly.” 3.Explain and perform according to the text how a clumsy carpenter and a skillful one hammer a nail into a box respectively? A clumsy carpenter hits the nail to one side, then to another, and knocks it over, so fails to drive the nail home; while a skillful carpenter hits the nail squarely on the head and easily drives it home (lit. meaning). 4.This is about the carpenter in the driving of a nail. The following is about a language craftsman in the choice of a word. How does a good language craftsman/user do in using language?
第1单元避免两词铭记两词 在生活中，没有什么比顿悟更令人激动和兴奋的，它可以改变一个人——不仅仅是改变，而且变得更好。当然，这种顿悟是很罕见的，但仍然可以发生在我们所有人身上。它有时来自一本书，一个说教或一行诗歌，有时也来自一个朋友。 在曼哈顿一个寒冷的冬天的下午，我坐在一个法国小餐馆，倍感失落和压抑。因为几次误算，在我生命中一个至关重要的项目就这样落空了。就因为这样，甚至连期望看到一个老朋友（我常常私下亲切的想到的一个老人）的情形都不像以前那样令我兴奋。我坐在桌边，皱起眉头看着色彩多样的桌布，清醒的嚼着苦涩的食物。 他穿过街道，裹着旧棉袄，一顶帽子从光头打下来，看上去不像是一个有名的精神病医生，倒像是一个精力充沛的侏儒。他的办公室在附近到处都有，我知道他刚刚离开他最后一个病人。他接近80岁，但仍然扛着一个装着满满文件的公文包，工作起来仍然像一个大公司的主管，无论何时有空，他都仍然爱去高尔夫球场。 当他走过来坐我旁边时，服务员早已把他总是要喝的啤酒端了过来，我已经几个月没有见他了，但他似乎还是老样子。没有任何寒暄，他就问我“怎么了，年轻人？” 我已经不再对他的样子感到奇怪，所以我详细地把烦恼告诉他。带着一丝忧伤的自豪。我尽量说出实情，除了我自己，我并没有因为失望而责备任何人。我分析了整件事情，但所有负面评价以及错误仍然继续。我讲了约有十五分钟，这期间老人只是默默的喝着啤酒。 我讲完后，他取下眼镜说：“到我的办公室去。” “到你的办公室？你忘了带什么了吗？” 他和蔼的说“不是，我想看看你对某些事情的反应，仅此而已。” 外面开始下起小雨，但他的办公室很温暖，舒服，亲切：放满书的书架靠着墙壁，长皮沙发，弗洛伊德的亲笔签名照，还有墙边放着的录音笔。他的秘书回家了，只有我们在那里。 老人从纸盒里拿出一盘磁带放进录音笔，然后说：“这里有到我这来求助的三个人的简单录音，当然，这没有说明具体是哪三个人。我想让你听听，看你是否能找出双字词的短语，这里是在三个案例中共有的。”他笑道：“不要这么困扰，我有我的目的。” 对我来说，录音中三个主人共有的东西不是什么快乐的东西。首先讲话的是一个男人，他在生意中经历了一些损失或失败，他指责自己没有辛勤工作，也没有远见。接下来说话的是一个女人，她还没有结婚，因为对她寡妇母亲的强烈的责任意思，她伤心的回忆了所有擦肩而过的婚姻机遇。第三个说话的是一位母亲，她十多岁的儿子在警察局有麻烦，她总是不停地责备自己。 老人关掉收音机，侧身坐到椅子上：“在这些录音中，有一个短语像病毒一样的出现了六次。你注意到了吗？没有？噢，这可能是因为几分钟前你在餐馆说过了三次。”他拿起磁带盒扔给我。“正好在标签上有那两个伤心的词语。” 我向下一看，那里有两个清晰的红色的印字：如果。 “你受惊了吗？”老人说：“你能想象我坐在这把椅子上以这两个词开头的话有多少次了吗？他们总是对我说：如果换一种方法做——或根本不去做。（如果我没发脾气、没有做那虚伪的事、没有说那愚蠢的谎言。如果我聪明点，或更无私点，或更自控点。）直到我打断说话他们才会停止。有时我让他们听你刚说过的录音。我对他们说（如果你停止说如果，我们就已取得进展了。）” 老人伸出双脚，说：“问题是，‘如果’并没有改变任何东西。它使那人面对错误——后退而非前进，那样只是在浪费时间。最后，要是你让它成为一个习惯，它就会变成真的障碍，变成你不再去做尝试的借口了。” “现在回到你的情况：你的计划没成功，为什么？因为你犯了某种错误。唔，这个没关系，毕竟错误谁都会犯，我们也从中学到东西。但是，当你告诉我那些东西时却悔恨这个，
Teaching Notes Chapter One The Hierarchical Structure of Grammar ⅠTeaching Aims: This chapter aims to: 1.help students to know the hierachial structure of English grammar. 2.get students to learn morphemes words, phrases and sentences and their classification. ⅡTeaching Procedures 1.Introduction The grammatical structure of English is a hierarchical one, which can be divided into five levels, i.e. Sentence, Clause, Phrase, Word and Morpheme. A sentence is the largest unit and highest level in a grammatical structure while a morpheme is the smallest and lowest one. 2.Morphemes A morpheme is the smallest unit in English grammar, and also the smallest meaningful unit of language. 1) Free Morphemes Free morphemes are morphemes which can constitute words by themselves, e.g. boy, girl, work, water. 2) Bound Morphemes Some morphemes like de-, dis-, -ness, -ly are never used independently in speech and writing. They are always attached to free morphemes to form new words. These morphemes are called bound morphemes. Bound morphemes are mostly affixes. Affixes are attached to free morphemes either to form new words or to indicate grammatical categories. Affixes can be divided into two types: prefixes and suffixes. 3.Words 1)Simple Word, Derivative, Compound Word a)simple words (morpheme words):at, far, hand, get b)derivatives: prefixes: dislike, unhappy, pronoun, prewar suffixes: worker, widen, foolish, manly c)compound words: handbook, outline, moreover, anybody 2)According to grammatical function, English words can be classified into Closed Class and Open Class. a)Closed Class Closed class refers to all the Function words. The number of this type of words are limited. No new comers will enter into this class. Therefore, this kind of words are called Closed Class. They include:
Unit Twelve TEXT I GRANT AND LEE: A STUDY IN CONTRASTS Bruce Catton Objectives: to make a table of all the contrasts and similarities between Grant and Lee and explain them; to analyse the organization of this essay and learn the ways of comparison and contrast; Pre-class work 1. Find some brief information about the following persons and events. --- American Civil War --- Ulysses S. Grant --- Robert E. Lee 2. Try to answer the questions in Org. & Devl. , and Analysis. 3. Identify in the text as many contrasts and similarities between Grant and Lee as you can, and make a table of your own to show all these. Contrasts in family background, in personality, in opinions on privilege, equality, past and future, what to fight for, etc. Similarities as shown in LW 4, but try to explain. Pre-reading Questions 1. Tell what you know about American Civil War, Ulysses S. Grant, and Robert E. Lee. (Refer to the attachment copied from Encyclopedia Britanica.) In-reading Discussion Step 1The usual ways or the basic patterns to organize the comparison and contrast (Analysis) 1. Subject-by-subject pattern: A1, A2, A3,...... B1, B2, B3, ...... 2. Point-by-point pattern: A1, B1; A2, B2; A3, B3; ...... 3. Subject-by-subject plus point-by-point pattern: combination of 1 & 2. Step 2 Part division (Org.& Devl.) --- Paras. 1-3: Introduction The purpose is to present the two generals for comparison and to put forth the significance of their meeting at Appomattox.
新编英语教程6 课文翻译 第1单元避免两词铭记两词 在生活中，没有什么比顿悟更令人激动和兴奋的，它可以改变一个人——不仅仅是改变，而且变得更好。当然，这种顿悟是很罕见的，但仍然可以发生在我们所有人身上。它有时来自一本书，一个说教或一行诗歌，有时也来自一个朋友。 在曼哈顿一个寒冷的冬天的下午，我坐在一个法国小餐馆，倍感失落和压抑。因为几次误算，在我生命中一个至关重要的项目就这样落空了。就因为这样，甚至连期望看到一个老朋友(我常常私下亲切的想到的一个老人)的情形都不像以前那样令我兴奋。我坐在桌边，皱起眉头看着色彩多样的桌布，清醒的嚼着苦涩的食物。 他穿过街道，裹着旧棉袄，一顶帽子从光头打下来，看上去不像是一个有名的精神病医生，倒像是一个精力充沛的侏儒。他的办公室在附近到处都有，我知道他刚刚离开他最后一个病人。他接近80岁，但仍然扛着一个装着满满文件的公文包，工作起来仍然像一个大公司的主管，无论何时有空，他都仍然爱去高尔夫球场。 当他走过来坐我旁边时，服务员早已把他总是要喝的啤酒端了过来，我已经几个月没有见他了，但他似乎还是老样子。没有任何寒暄，他就问我“怎么了，年轻人,” 我已经不再对他的样子感到奇怪，所以我详细地把烦恼告诉他。带着一丝忧伤的自豪。我尽量说出实情，除了我自己，我并没有因为失望而责备任何人。我分析了整件事情，但所有负面评价以及错误仍然继续。我讲了约有十五分钟，这期间老人只是默默的喝着啤酒。我讲完后，他取下眼镜说:“到我的办公室去。” “到你的办公室,你忘了带什么了吗,” 他和蔼的说“不是，我想看看你对某些事情的反应，仅此而已。”
外面开始下起小雨，但他的办公室很温暖，舒服，亲切:放满书的书架靠着墙壁，长皮沙发，弗洛伊德的亲笔签名照，还有墙边放着的录音笔。他的秘书回家了，只有我们在那里。老人从纸盒里拿出一盘磁带放进录音笔，然后说:“这里有到我这来求助的三个人的简单录音，当然，这没有说明具体是哪三个人。我想让你听听，看你是否能找出双字词的短语，这里是在三个案例中共有的。”他笑 道:“不要这么困扰，我有我的目的。” 对我来说，录音中三个主人共有的东西不是什么快乐的东西。首先讲话的是一个男人，他在生意中经历了一些损失或失败，他指责自己没有辛勤工作，也没有远见。接下来说话的是一个女人，她还没有结婚，因为对她寡妇母亲的强烈的责任意思，她伤心的回忆了所有擦肩而过的婚姻机遇。第三个说话的是一位母亲，她十多岁的儿子在警察局有麻烦，她总是不停地责备自己。 老人关掉收音机，侧身坐到椅子上:“在这些录音中，有一个短语像病毒一样的出现了六次。你注意到了吗,没有,噢，这可能是因为几分钟前你在餐馆说过了三次。”他拿起磁带盒扔给我。“正好在标签上有那两个伤心的词语。” 我向下一看，那里有两个清晰的红色的印字:如果。 “你受惊了吗,”老人说:“你能想象我坐在这把椅子上以这两个词开头的话有多少次了吗,他们总是对我说:如果换一种方法做——或根本不去做。(如果我没发脾气、没有做那虚伪的事、没有说那愚蠢的谎言。如果我聪明点，或更无私点，或更自控点。)直到我打断说话他们才会停止。有时我让他们听你刚说过的录音。我对他们说(如果你停止说如果，我们就已取得进展了。)” 老人伸出双脚，说:“问题是，‘如果’并没有改变任何东西。它使那人面对错误——后退而非前进，那样只是在浪费时间。最后，要是你让它成为一个习惯，它就会变成真的障碍，变成你不再去做尝试的借口了。”
Teaching Plan Of A New English Course Statement Book I Unit 1 Time Allotment Section One Duty Report, Language Structures & Dialogues (100 minutes) Section Two Duty Report, Readings (100 minutes) Section Three Duty Report, Exercises (100 minutes) Main Tasks: I. Grammar 1. The simple past and the present perfect contrasted 2. The past progressive 3. The past perfect II. Communicative skills 1. Asking for/giving information about somebody’s (first, second, last, etc.) visit t o a certain place; 2. Asking for and giving information about what was going on in two different classes at the same time in the past; 3. Asking for and giving information about what was going on at a certain time in the past; 4. Giving information about actions completed before a certain time in the past/before another action in the past; 5. Introducing yourself and responding to an introduction when you are introduced. III. Useful words and expressions IV. Note-writing: Note of introduction V. Use of transitions Detailed Teaching Points and Suggested Teaching Procedures： Section One Language Structures & Dialogues I. Grammar review 1. Simple past and present perfect tense Verbs in sentences beginning with “This is the first/second… time are in the pres ent 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. The chair had collapsed before I sat on it. II. Dialogues
《新编英语语法教程》主要章节语法术语Introduction: Grammatical Hierarchy (导论—语法层次) 2. Parts of speech (word class) 3. Phrases 词组 4. Clause 分句 5. Sentence 句子 1. Morpheme 词素 Free morpheme 自由词素 Bound morpheme 粘附词素 Allomorph 词素变体 Noun phrase Verb phrase Adjective phrase Adverb phrase Preposition phrase Conjunction
Lecture 1 Sentence Structure（L1）Sentence elements: S (subject) 主语V (predicate verb) 谓语动词 O (object) 宾语 C (complement) 补足语 A (Adverbial) 状语 1. Two ways of sentence analysis 1) SVO Sentence Clause NP VP NP Subject Predicate verb Object All the man have done their best. Sentence = Subject + Predicate (Predicate Verb + Object, Complement, Adverbial, etc.) ●句子由主语和谓语构成，进一步把谓语剖析为谓语动词、宾语、补语、状语等。 2) Subject + Predicate (= operator + predication) Sentence Clause Subject Predicate Operator Predication All the man have done their best. ●句子由主语和谓语构成，进一步把谓语剖析为操作词（operator）和述谓成分（predication）。 2. Basic clause types SVC, SV, SV A, SVO, SVOA, SVOC, SV oO Lecture 2 Subject-Verb Concord （L2-3） Guiding principles: Grammatical Concord Notional Concord Principle of Proximity 语法一致原则意义一致原则就近原则 Nominal clause Non-finite clause Relative clause Cleft sentence Existential clause 名词性分句非限定分句关系分句分裂句存在句Lecture 3 Noun and Noun Phrase（L4-5） 1. Classification of nouns
新编英语语法教程（第6版）第21讲练习参考答案 Ex. 21A 1.I was sorry to learn… 2.You will be sad to hear… 3.They would be very surprised to receive… 4.She is happy to have found… 5.I was afraid to go… 6.Bob was pleased to hear… 7.I am very anxious to meet you. 8.We were delighted to receive your telegram. 9.You were sensible to stay indoors. 10.The clerk was prompt to answer the call. 11.This rule is easy to remember. 12.We are reluctant to leave this neighbourhood. 13.Our house is difficult to heat. 14.Are you ready to leave? 15.You would be foolish to go out in this weather. 16.John is quick to see the point. 17.He is very keen to get on. 18.We are proud to have him as a friend. 19.I was rude not to answer your letter. 20.We are happy to have you with us this evening. Ex. 21B 1.His decision to resign surprised all of us. 2.He showed no inclination to leave. 3.Her resolution never to marry baffled all offers of love. 4.The City Council approved the proposal to build a new dam on the river. 5.Their readiness to accept the peace arrangement really surprised the diplomatic world. 6.He refused the invitation to write another article on the subject. 7.The people of a country should have the freedom to choose their own social system. 8.There is no need for you to start so early. 9.I am not under the obligation to render him any financial support. 10.They have the ability to wage biological warfare. 11.He is not a man to be frightened by the threat of war. 12.There are plans to be made at once. 13.This is a day never to be forgotten. 14.Give me the names of the people to contact. 15.The next train to arrive is from Edinburgh. 16.The last problem to be considered at our next meeting is how to invest the money. 17.Was Cortes the first European ever to see the Pacific Ocean?