《英语论文写作教程》第三章练习答案

英语写作基础课后答案2.2段落展开1)定义法2)分类法3)举例法8)比较法4)列举法9)因果法5)过程描述法10)举例法6)比较法7)过程描述法23段落的统一与连贯1.1)(4)(6)2)(2)(5)3)(3)(4)1)cba 2)badc 3)ecabdf4)cadbef1)(1)First 2)so 3)however 4)As a result 5) Finally2)(1)First(2)Otherwise(3)On the other hand(4) Second(6)In contrast(7)Third第三章篇章写作3.1篇章结构3.1.1开头段1)提问法2)定义法3)开门见山、点明主题法4)引语法5)定义法6)数据法3.1.3结尾段046%口11:451)提问式结尾2)归纳总结式结尾4)引语式结尾5)提问式结尾3.2英语写作常用文体l.1)说明文2)议论文Il.(For reference only)3)叙述文(5)However(8)And(9)But(10)In spiteof3)个人见解式结尾6)归纳总结式结尾Spring Festival is a wonderful time of the year to spend with one's family. People who work and study far away from their homes come back.Theytell each other about their work and life,exchange gifts and eat lots of delicious food with their family members.Spring Festival is also a great time to visit one'sfriends.During the holiday, many people go to see their friends and share their interesting stories or workexperiences.Students love to go out with their formerclassmates and enioy talking about their life.Manystudents also like to visit their teachers and wish them a happy new year However, there are times during the Spring Festival when it's nice iust to be by yourself. You can read novels that you never seem to have time to read at school.You can watch your favorite TV programs athome.You can have a quiet walk in your neighborhood or in a park nearby and think about your busy life. Spring Festival is an enjoyable time for everyone46%口11:46II(For reference only)A proverb says,“Time is money.” But in my opinion time is even moreprecious than money because when money is spent, we can earn it back; but when time is gone, it will never return.Thus we must value time.Time passes very quickly.Some students say they do not have enough time for all their lessons.Actually they do not know how to make use of their time.They spend their precious time smoking,drinking, chatting, playing games and doing other useless things.They don't realize that wasting time is equal to wasting a part of their valuable life.Today we are living in the twenty-first century.We know that time is life.When a person dies, his time has ended.Since life is short,we should devote our time and energy to our studies so that we will be able to serve our country and society.We should form thehabit of saving time.We shouldn 't put off what can be done today till tomorrow Laziness will not only bring us failure but also lead us to the road of poverty.。

Unit 3KeysAnticipating the Issue2. The answers may vary.3. Fill in the table below with the advantages and disadvantages of paper dictionaries and4. It's generally better to use a normal English (monolingual) dictionary. Such dictionaries giveyou practice in understanding English. As the definitions and examples are in English, you can see immediately how a word is used. Because many English words won't translate directly into your language, you have to be careful with bilingual dictionaries when you write down the meaning of the word.5. The answers may vary.Discussion Ideas1. The research topic is learners’ dictionary use and vocabulary c hoices in L2 writing in termsof two aspects: s tudents’ ability to use the dictionary as a tool for written production and to teach them to use it more effectively, as well as their dictionary use in relation to foreign language writing in terms of Spanish.2. No. It is both a summary and a synthesis of the related literature. The summary of previousresearch is contained within the literature review, which goes well beyond merely summarizing professional literature. A literature review focuses on a specific topic of interestto you and includes a critical analysis of the relationship among different works, and then relates this research to your own work.3. The researchers reviewed the previous research from general to specific on basis of the threequestions to be explored in their own study, i.e.,To begin with, the researchers analyzed the general context –dictionary use as a strategy of learners’lexical acquisition process; the three limitations corresponding to the research questions –the limitations in L2 proficiency and dictionary use strategy; the advantages of e-dictionaries and online dictionaries.4. Yes. They both follow the three moves illustrated in the Writing Focus section of Unit 2.To begin with, they, based on the previous studies, set the general context for studies on dictionary use—as an important learning strategy, it enhanced and furthered the learner’s vocabulary learning process. Consequently they introduced in what instances the learner may consult dictionaries, which is relevant with their first research question. Thirdly, they pointed out two limitations in the use of dictionary, namely, learners’ inability to separate lexical and semantic meanings, and their inability to use the dictionary correctly, which are their second and third research question respectively. Lastly, they put forward the advantages that the recent technological advancement of electronic and online dictionaries brought to teachers, learners, and researchers, which is in accordance with their first research question.5. Think-aloud protocols, stimulated-recall protocol, and interviews were employed in the firststudy. While the second study utilized the stimulated-recall protocol.Think-aloud protocol is a verbal protocol that takes place while the participant is performing a task; that is, the participant talks aloud while completing a task.Think-aloud protocol (or think-aloud protocols, or TAP) is a method used to gather data in usability testing in product design and development, in psychology and a range of social sciences (e.g., reading, writing and translation process research). Think-aloud protocols involve participants thinking aloud as they are performing a set of specified tasks. Users are asked to say whatever they are looking at, thinking, doing, and feeling, as they go about their task. This enables observers to see first-hand the process of task completion (rather than only its final product). Observers at such a test are asked to objectively take notes of everything that users say, without attempting to interpret their actions and words. Test sessions are often audio and video taped so that developers can go back and refer to what participants did, and how they reacted. The purpose of this method is to make explicit what is implicitly present in subjects who are able to perform a specific task.Simulated recall protocol (SRP) as a research approach falls into the group of research methods that are often referred to as introspective methods. Stimulated-recall protocol is a verbal protocol that is prompted by a stimulus such as viewing a video o f the participant’s performance of the talk or an essay written by the participant. In general it is considered to be an approach that is particularly suitable for examining processes and has most frequently been used to study learning processes, interpersonal skills and decision-making processes [action learning].6. Data triangulation is a powerful technique that facilitates validation of data through cross verification from more than two sources. In particular, it refers to the application and combination of several research methodologies in the study of the same phenomenon. And Methodological triangulation involves using more than one method to gather data, such as interviews, observations,questionnaires, and documents.Advantages: 1) increase the credibility and validity of the results;2) provide a more holistic perspective of the research questions.7. In terms of limitation, the number of participants resulted in the inability to generalize the results. In terms of implication, pre- and post-tests can be introduced in future research to measure whether any vocabulary gain has taken place during the experiment.8. This is qualitative research.Qualitative research and quantitative research are two schools of research.Qualitative research a method of inquiry employed in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts.Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. Hence, smaller but focused samples are more often needed than large samples.Quantitative research refers to the systematic empirical investigation of social phenomena via statistical, mathematical or computational techniques. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships.V ocabulary and Language Learning Skills2. Recognizing Word Meanings.1. d2. i3. a4. c5. j6. h7. B8. e9. f 10. g 3. Making a Collocation.1. pedagogical2. in conjunction with3. highlight4. tap into5. Holistic6. burgeoning7. be accessed by8. stems from9. take advantage ofWriting FocusTask OnePrimary: data sets, computer programs, scale models, drawingsSecondary: conferences, proceedings, journals, booksTertiary: dictionaries, encyclopedias, guides, handbooksTask TwoParaphrase the following sentences.1. The way to a male's heart is through his tummy.Delicious food is the way to win a man’s heart.2. A penny saved is a penny earned.You save money by not spending it.3. You can't teach an old dog new tricks.It's difficult to make someone change the way in which they do things.4. Haste makes waste.More haste, less speed.You do not save any time by working too fast.5. You can't make a silk purse out of a cow's ear.You cannot make a good quality product using bad quality materials.6. Although our human ability to communicate is genetically determined and hence is a part ofour biological nature, speech development is importantly affected by the environment.The environment also influences how human communication develops to a great extent, despite that the ability for human communication is biologically based and transmitted through genes.7. Natural languages follow various rules and it is reasonably clear that humans inherit an innatecognitive capacity to learn these rules. As a result of normal maturation, this capacity of language acquisition reaches a stage of 'readiness' before the age of two, and continues on through the childhood years until puberty. The actual nature of this universal readiness for language is still unknown. Some scientists think that humans are preprogrammed with the basic rules of language, but others believe that humans are innately prepared to learn these rules.It is undoubted that the capacity to learn various language rules is innate. Readiness to learn language depends upon normal maturation, which lasts from age 2 to about 14. No one knows for sure what the nature of this readiness is. It could be that the basic language rules are inborn, or it could be that humans are predisposed to learn these basic rules of language.Task ThreeIdentify the different parts of the Literature Review section of the study in Unit 3. 略。

英语论文写作课后答案英语论文写作课后答案文件编码（008-TTIG-UTITD-GKBTT-PUUTI-WYTUI-8256）修辞1、Her rich relatives rained birthday presents on her only son.2、Wrong ideas may hurm a man just like deseaes.3、Some words may be defaced by careless usage.4、The leaves are trembling in the cold wind.5、The storm was so angry that it wanted to destroy everything in itsway.6、Many people bowed before Force,but eventually Force wouldsurrender to Reason.7、Selfless people are like cows, which eat straw but produce milk.8、“What do you think of the roast duck” “Not bad.”9、His friends praised his daughter’s performances to the skies.10、His writing is clear and clean.11、His unfriendly tongue surprised her.12、There is fertile soil for popular music in China today.答案：隐喻，明喻隐喻隐喻隐喻拟人明喻缩小夸大头韵换喻隐喻Simile metaphor synecdoche metonymy personification overstatement understatement改错1、Our host entertained us with many interesting stories of adventure,he had been a member of an exploration team working inthe Arctic.Our host,who had been a member of an exploration team working in Arctic,entertained us with many interesting stories of adventure.2、When I woke up I saw him asleep in bed,I had not heard him when hecame I had been sleeping soundly.When I woke up, I saw him asleep in bed,I had not heard him when he came back,because I had been sleeping soundly.3、Liu always did his work a little better than his fellow workers,that was why he got higher pay than other.Liu always did his work a little better than his fellow workers ,and that was why he got higher pay than other.4、No student could answer the question ,even Yao, who was usuallyquick in answering questions ,was silent.No student could answer that question. Even yao,who was usually quick in answering questions,was silent.5、Lin looks like Li,however,they are not related.Lin looks like li;however,they are not related.6、The old man hunched forward. His head tilted at an eyes halfclosed, looking very sleepy.The old man hunched forward,his head tilted at an angle,his eyes half closed,looking very sleepy.7、Their work was well planned ,everybody worked with greatenthusiasm,thus, they overfulfilled their quota.Their work was well planned,and everybody worked withgreat enthusiasm. As a result,they over fulfilled their quota.8、Mark Twain, a well-known American writer,whose experience as apilot on a steamboat was no doubt an important factor that helpedhim to become a famous writer.The experience as a pilot on a steamboat was no doubt an important factor that helped to make Mark Twain,the American writer,to become so famous.改进1.She began to speak very fast at the meeting at ten o’clock.The meeting started at ten o’clock,and she began to speak,she spokevery fast.2.Bernard Shaw was one of the best-known playwrights.Bernard Shaw was one of the best-known English playwrights of the 20th century.3.The houses were mere shanties,and rags were stuffed in the cracksand holes.The houses were shanties,with rags stuffed in the cracks and boles.4.I read the novel on the train,which did not interest me at all.On the train I read the novel,which did not interest me at all.5. A well-dressed man admitted us to the house,and we later learnedthat he was a thief.We later learned that the well-dressed man who admitted us to the housewas a thief.6.I lost some important documents and found them three days policehad helped me.The police helped me to find some important documents which I had lost three days before.7.We entered the shop, and a saleswoman greeted us,and all kinds ofshoes were on the shelves ,and the prices were quite reasonable ,and a lot of customers were buying them.A saleswoman greeted us when we entered the shop. We saw all kinds of shoes on the shelves,and the prices were quite reasonable. A lot of customerswere buying them.8.Tell helen, if she is at home ,I wil come to see her.Tell Helen,if she is at home,that I will come to see her.9.Listening attentively ,a faulty sound was heard.Listening attentively,he/she/I heard a faulty sound.10.On entering the room,no one was seen.L entered the room and saw no one.11.Fred is energetic,capable ,and a man you can rely on.Fred is energetic and capable. You can rely on him.12.The children promised to be careful and that they would returnhome early.The children promised to be careful and return home early.13.Dickens’s novels offer no solution to the social injustices heexposes in them.Dickens’novels offer no solution to the social injunstices exposed to them.14.My watch is either fast or yours is slow.Either my watch is fast,or your watch is slow.15.Glancing out of the window,a beautiful view attracted my attention.A beautiful view out of the window attracted my attention.16.He nearly finished reading ten books during the vacation.He finished reading almost ten books during the vacation.17.If interested in painting, a course can be taken at the eveningschool.If you are interested in paiting,you can take a course at the evening school.18.She said that she would come if she could,but not to wait for her. She said that she would come if she could,but we needn’t wait for her.19.To tell my friend the good news the letter was posted at once.To tell my friends the good news,I posted the letter at once.20.I will go to the lecture,for I like his poems.I will go to the lecture,because I like the speaker’poems.改写句子1、Xu comes from a working-class family. He enrolled in college lastfall.2、The dean issued a bulletin. It said the library would remain openon weekends.3、Last night was a wild thunder roared. The wind blew a rain fellin torrents.4、There are icicles on the trees. The temperature must have fallenconsiderably during the night.5、He returned to his hometown. He had been away for twelve years. Helooked in vain for the familiar landmarks.6、We have made some progress. We still have a long way to go.7、The sky was cloudless. The sun was shining brightly.8、There were over two hundred passengers on board the plane. Aboutone third of them were foreigners.9、The girl began to learn to play the piano when she was a child.Her mother was a fomous pianist.10、Napoleon was born in 1769. At that time Corsica had just beenacquired by France.11、She appeared on the stage. A stormy applause broke forth.12、The gypsies are really a nomadic people from India. They migratedinto Europe. Once they were thought to be Egyptians.13、The new workers are young and inexperienced. They are eager tolearn from the veteran workers.14、It was a poor quarter. There were a lot of small huts. They hadmud walls and straw roofs. They dotted a hillside.15、He heard that his father was ill. He was anxious to gohome to seehim. He went to the station early in the morning to buy a ticket.1.Xu ,who comes from a working-class family,enrolled in college lastfall.2.The dean issued a bulletin,saying/which said the library wouldremain open on weekends./doc/1310307250.html,st night was a wild night,with the thunder roaring , the windblowing a gale and the rain falling in torrents.4.The temperature must have fallen considerably during the night,forthere are icicles on the trees.5.Twelve years later he returned to his hometown,and looked in vainfor the familiar landmarks.6.Although we have made some progress,we still have a long way to go.7.The sky was cloudless and the sun was shining brightly.8.On board the plane there were over two hundred passengers,about onethird of whom were foreigners.9.The girl,whose mother was a fomous pianist,began to learn to playthe piano when she was a child.10.In 1769,when Napoleon was born in Cousica,the island had justbeen acquired by France.11. A stormy applause broke forth the moment ,she appeared on thestage.12.Once thought to be Egytians,the gypsies are really a nomadicpeople from India,who migrated into Europe.13.Young and inexperienced,the new workers are eagere to learn fromthe veteran workers.14.There was a poor quarter on the hillside with a lot of small hutswithmud walls and staw roofs.15.On hearing that his father was illl,be was anxious to go home tosee him,so he went to the station early in the morning to buya ticket.1.The oplum war broke out in 1840.2.Their library has more books than ours.3.He returned home after graduating from college.4.We planned to meet before sunrise in the morning.5.The flood was due to the heavy rain in late spring.6.He was asked to repeat the sentence.7.I play badminton as well as my brother.8.To his friends his attitude was a puzzle.9.These watermelons are large and sweet.10.He did not tell the truth.11. A number of students want to join the drama club.12.He was kind enough to let me share his umbrella.13.The whole class elected zhao their representative.14.I am taking two courses: world history and geography.15.The plane cireled the airport for about ten minutes and thendisappeared.16.I mean that he has not done his work well enough.17.I would like you to consider whether you would like to publishyour recent article on women scientists in china in our journal.18.As he had missed many lectures,he knew that he might fail theexam,19.You must work out an outline for your paper,and then you need tocollect all kinds of material to support your point of view.20.In that country,violent deaths occur every day.21.He is not only a good pianist,but also a good singer.22.This pretty actress keeps appearing in TV serials.23.Students are not allowed to take books out of this reading room.24.According to the speaker,the respongsibility system has helped toincrease production.25.One reason why people are well informed in this city is thatthere are many newspapers easily bought or subscribed to.26.Statistics show that from 1980 to 1990 enrollments at this schooldoubled.27.There are so many workers without training in a particular jobthat production of the factory has been affected.28.There are about 50 patients in this ward,and many are being givenacupuncture treatment.29.He is called james williams.30.Whatever he does,he works seriously and does his best.1.Huang ,the tallest man of the team,is over two meters tall.2.After going bankrupt,social position,reputation and friends,evenlife itself,were no longer interesting to him.3.Unexpectedly,he decided to take the job .4.Under no circumstances will china be the first to use nuclearweapons.5.Of the twenty students in the class,yang alone can do the work.6.As a result of reform and opening-up policy during the past 30years,china has changed a great deal.7.According to newspaper reports,she was the first chinese woman whohad won a gold medal for figure skating in an international contest.8.While serving as a cabin boy on the ship,robert made an attempt todo all the things that the sailor members of the crew usually did.9.Among his neighbors was the famous writer,.10.The patient help of the teachers enabled the students to makegood progress.11.She often helps to improve her comrades’pronunciation.12.Although there are few mistakes in the language,the compositionis not very good,because the content is not interesting.got up a little later than usual on Sunday morning. After washing and a quick breakfast. I started going to town to buy the dictionary recommended by the teacher. At the school gate I saw li ping and ask him if he was going to town too. He said he was ,so we decided to gotogether. All the buses were crowded, and we had to wait for a longtime at the bus stop before we could get on one. An hour later,we got off at a busy street where there were three book stores. We went to the first one and didn’t find the dictionary. In the second one we weretold the dictionary had been sold out. It was in the third that wefinally bought the dictionary. After that li ping and I went to other stores where we bought various things. We returned to school just in time for lunch.2. ludwig van beethovenm,the major composer of th 19th century, overcame many personal miseries to achieve artistic greatness. He was born in bonn,Gemany in 1770,and first shudied music with a court organist. His father,who was given to heavy drinking,was excessively strict. Afterhis mother died,when he was appointed deputy court organist at a surprisingly early age, and he played the harpsichord and the viola at the same time . in the 1792 he went to vicnna to study music under haydn. While remaining unmarried all his life,he was frequentlytroubled by financial worries. He was continually plagued by ill health. The worst happened in 1818 when an ear intechon led to his deamess. However,his writing of music continued in spite of his handicap. Goethe said that beetboven had an”untamed personality”. This may have been true,but his music shows great discinline and control.。

Each sentence below contains one word that is used incorrectly or inapporpriately. Identify and correct it.1.My teacher says English in our class.( speaks)2.I hope you are my brother.(wish, were)3.This university has nine research institutions affiliated to it. (institutes)4.It took him quite sometime to get to know the new place. (some time)5.People from certain countries who intend to emmigrate to the United States may findit more difficult to get their visas after the 9/11 terrorist attack. (immigrate)6.People who have immigrated from certain countries may find it difficult to regaintheir original citizenship once they have given it up. (emmigrated)7.Don’t worry about it. This is an ordinary mistake everybody makes. (common)8.That’s the end of the discussion. I do not want to talk about it any farther.(further)9.We should lie down some rules before starting the club. (lay)10.When you pay fees online, your account number and credit card password maybestolen by hackers. (may be)11.How much capitol does the company have at the moment? (capital)12.The new principle has introduced some tough measures to improve the school’s statusand reputation.(principal)13.John’s mother past away when he was only five. (passed)14.I take it as a complement when you tell me you like my son’s drawings.(compliment)15.We need to buy some stationary for our children before their school starts nextweek.(stationery)16.My uncle used to tell us stories about his two years on a worship.(warship)17.He has served in the city counsel for many years.(council)18.What is the bus fair to Central Station? (fare)19.I could not scarcely recognize her as we had not seen each other for more than 30years.(去掉not)20.A majority of people living in big cities prefer to use the underground as a mean oftransportation.(means)21.If one can have a good relationship with one’s colleagues and work hardly, one willvery likely succeed.(hard)ing the Internet as means to access and exchange information may not be as safe asone thinks.(as a means)23.In the past, many people had to live in tiny rooms that were untidy and lacked ofenough light. (去掉of)24.The children, who entered into the school auditorium in colorful costumes, were veryexcited about the show they were going to put on for their parents. (去掉into)25.It is not economic to stay in a dorm if one’s family lives quite near to theuniversity.(ecnomical)26.All first year students can stay in one of the in-campus resident halls.( on-campus)27.Both of the children and the parents need to attend this school event.(needs)28.Nobody can go back to home until the dress rehearsal is over. (去掉to)Exercises:I. Identify sentences as simple, compound, complex or compound-complex.⑴Smith favored the new plan, but he agreed that the cost was too high.⑵Her report stresses the need for regional medical center in Poderosa, a mining and university town.⑶Mickey sang a song, and Marvin played his guitar.⑷Lost in thought, she did not hear the thunder.⑸When I bought the Acer Computer, I thought it was the solution that we had long needed.II Rewrite the following by putting the short sentence into compound sentences. Use a comma and a joining word (and, but, for, so) to connect each pair.1. My son is studying computer science. My daughter is majoring in communication.2. We are watering the trees. We don’t have any rain for a month.3. The children started arguing. I made them turn off the TV.4. At midnight my roommate closed her books. I studied until 2 A. M.5. We must plan our family budget carefully. The price of food has risen recently.III. Rewrite the following by putting the short sentence into complex sentences1. English is offered only in the morning. Chemistry can be taken at night.2. The movie disgusted the coach. He walked out after fifteen minutes.3. The house had been burglarized. Smith couldn’t sleep soundly for several months.4. His vision begins to fade. He knows he’d better get some rest.5. The storm hit the coast city. We crisscrossed our windows with strong tape.IV. Rewrite the following sentences, using subordination rather than coordination. Include a comma when a dependent statement starts a sentence.1. The muffler shop advertised same-day service, but my car wasn’t ready for three days.2. The high-blood-pressure pills produced dangerous side effects, so the government banned them.3. David lopped dead branches off the tree, and Mike stacked them into piles on the ground below.4. Diana wedged her handbag tightly under her arm, for she was afraid of muggers.5. Richard counted the cash three times, but the total still didn’t tally with the amount on the register tape.V. Combine the following simple sentences into complex sentences. Omit repeated words. Use the dependent words who, which, or that.1. My father planted these apple trees three years ago. They have not borne any fruit.2. The boy was in a motorcycle accident. The boy limps.3. Joan is a champion weight lifter. Joan is my neighbor.4. The two screws were missing from the assembly kit. The two screws held the bicycle frame together.5. The letter is from my friend abroad. The letter arrived today.6. The tall hedge muffled the highway noise. The hedge surrounded the house.VI. Use coordination or subordination to combine the groups of simple sentences into one or more longer sentences. Omit repeated words. Keep in mind that, very often, the relationship among ideas in a sentence will be clearer when subordination rather than coordination is used.1. My car is not starting on cold mornings. I think the battery needs to be replaced. I already had it recharged once. I don’t think it would help to charge it again.2. I n eeded butter to make the cookie better. I couldn’t find any. I used vegetable oil instead.3. Gena had worn glasses for 15 years. She decided to get contact lenses. She would be able to see better. She would look more glamorous.4. The children at the day-care center took their naps. They unrolled their sleeping mats.5. Jack dialed the police emergency number. He received a busy signal. He dropped the phone and ran. He didn’t have time to call back.6. Louis disliked walking home from the bus stop. The street had no overhead lights. It was lined with abandoned buildings.7. The rain hit the hot pavement. Plumes of steam rose from the blacktop. Cars slowed toa craw. The fog obscured the driver’s vision.8. His car went through the automated car-wash. Harry watched from the sidelines. Floppy brushes slapped the car’s doors. Sprays of water squirted onto the roof.9. The pipes had frozen. The heat had gone off. We phoned the plumber. He couldn’t come for two days. He had been swamped with emergency calls.10. My car developed an annoying rattle. I took it to the service station. The mechanic looked under the hood. He couldn’t find what was wrong.VII．Rewrite the following by putting the short sentence into compound or complex sentences, or sentences with participial, prepositional, or other phrases.1.The dean issued a bulletin. It said the library would remain open on weekends.2. There are icicles on the trees. The temperature must have fallen considerably during the night.3. We have made some progress. We still have a long way to go.4. There were over two hundred passengers on board the plane. About one third of them were foreigners.5. The gypsies are really a nomadic people from India. They migrated into Europe. Once they were thought to be Egyptians.6. Xu comes from a working–class family. He enrolled in college first.7. Napoleon was born in Corsica in 1769. At that time the island had just been acquired by France.8. He heard that his father was ill. He was anxious to go home to see him. He went to the station early in the morning to buy a ticket.VIII. Rewrite the following sentences into periodic sentences..1.The course was not very difficult, although I didn’t receive a high grade.2.He felt that the world had come to an end when he wasn’t chosen for the footballteam..3.It requires steady nerves to do the job safely.4.The plane began to shake noticeably as soon as it lifted off the runway.5.She filled a bucket with water to put off the fire.6.Jane walked out of his life, bursting into tears as she left the room.7.Emily Dickinson is one of my favorite poets.8.There are many exercises to do if you want to build a muscular body.9.Summer is the most enjoyable season for many people.10.He played the violin well because he had been trained in it from an early age.。

PART III GRAMMARp-ing and -ed forms of verbsReference for the Classroom Activities1）That woman who is laughing is my mother.2）Finally they found the treasure that had been hidden.3）This is the place that is most frequently reported in the press.4）The boy who was enchanted stared at the screen, mouth wide open.Now, ask students to summarize the use of the -ing and -ed forms as modifiersSummary1.The –ing form of a verb is used when the action described by the verb continues to happen or when therelationship between the modified and the verb is active.2.The –ed form of a verb is used when the action is completed at the time another action occurs or when therelationship between the modified and the verb is passive.NounsReference for the Classroom Activities1）.development of career educators2）. readjustment of the flight timetable3）. money problems of high-school art education4）. country for family vacation5）. the study of the growth of childhood personalityNow, ask students to summarize the rules of using nouns as modifiers.SummaryNouns can be put ahead of another noun as its modifiers in English; but too many nouns clustered can cause ambiguity and misunderstanding. Very often the maximum of nouns as modifiers is two, though sometimes this number may be exceeded. So the guiding principle for noun modifiers is that they shouldn’t pose too much difficulty to the reader’s comprehension.AdverbsReference for the Classroom Activities1）drive breezily (modifying the verb)2）strangely beautiful(modifying the adjective)3）too slowly(modifying the adverb)4）Firstly,1et’s listen to Dr．Smith’s report on his latest research．(modifying the whole sentence)Now, ask students to summarize the rules of using adverbs as modifiersSummaryAn adverb can modify a verb, an adjective, another adverb, or even a whole sentence. It usually appears after the verb it modifies but before the adjective or the adverb. If it modifies the whole sentence, it can appear either at the beginning or at the end.Problems with modifiersReference for the Classroom Activities1．The problem with these phrases is the redundancy of modifiers．The modifiers are useless for they do nothing but repeat what the following nouns say．Useless modifiers can make your writing repetitious and wordy．2．a. The notice said nothing else．b. People other than visitors were not invited to see the exhibits．c. The visitors were invited to do nothing but see the exhibits on the third floor．D. There might be exhibits on other floors but the visitors were invited to see those the third floor. Now．ask students to summarize the problems with modifiers.Summary1.One problem is about useless modifiers. A useless modifier adds nothing to the meaning of the modifiedbut redundancy.2.Another problem is concerned with misplaced modifiers. Clear writing demands that modifiers be put asclose as possible to the word or phrase being modified.PART IV WRITINGNotices (I)This section mainly discusses short, informal notices, which are normally written in the form of notes. Above all, a notice should provide key information to the reader.Suggested answer to the questionThe notices are concise, including only the essential information. They are all written in the form of notes. Ask students to summarize what they have learned in this unitPART V FOLLOW-UP EXERCISES1.1）. When I was assigned a certain task, I did it to my best ability2）. Fog can cause blindness.3). Recently 1 joined a social club which raises money for the care of needy children, and we meet everyWednesday afternoon.4). An essay should be understandable to the reader.5). Many items are expensive at discount stores.6). Bears that have just come out of hibernation are usually hungry and dangerous7). The author should have shortened the story by half.8). The city's environmental surroundings are not the most comfortable9). I learned certain facts that I believe are vital to every freshman.2. 1). simmer: cook food gently at or just below boiling pointsauté: fry quickly in a little hot fatbake: cook by using direct heat in an oven2). Other verbs about cooking include roast, steam, braise, fry, deep-fry, boil, poach, scramble, grill,stew, curry, baste, barbecue.3. 1). For dinner we had barbecued steaks and sweet corn.2). Last week my brother John joined an insurance company.3). He is not a friendly and easy-going colleague.4). Our view of the sea at sunset was splendid / breathtaking.5). It was a fine day to play outdoors.6). What impressed me most about the city was the hustle and bustle in the streets4.. There are seize, hurl, choke, blind, leap, flee, etc5. 1). I admire Jenny's long black glossy hair so much.2). The fearless explorer finally landed at the South Pole.3). Fast driving on a smooth road can be great fun.4). John and I often wrote each other long e-mails full of jokes5). The pale skinny woman fainted suddenly.6. 1). I invited the visiting professor to the English Club.2). Shooting stars warn us of catastrophe.3). The deleted sentence was unnecessary.4). Stephanie tiptoed up the carpeted steps.5). The students attending the art school are highly active.6). The taped dollar bill split in half.7). Amy was the only winning contestant who was below 108). The freshly painted house shone in the sun.7, 1). indescribably 2). Dark 3). occasional 4). steadily5). surely, bad 6). terribly8. 1). At his mother's request, he agreed to wait at least a year before getting married.2). Half of the girls in town were in love with Ben, but he wanted to marry Christine only.3). John hopes that in the years to come he can be as successful as his father has been.4). The winner of the contest ate almost three dozen frankfurters.5). Debbie knew that chicken when fried always pleased Ed.6). Mary could not resist the temptation to whisper in her friend's ear about what she had seen.9. In organizing the activity, the teacher can ask students to discuss what they want to put in the notices first, and then to design the layout. The notices should be simple in language, clear in meaning and eye-catching.。

Part A GRAMMARSubject- Verb Agreeme ntSubject-verb agreement is a very complicated issue and it is not ourintention to cover all the ground in this unit. What we attempt to do hereis to bring students' attention to some points particularly tricky and let them learn by practice. The method we use in the grammar section of this book is the discovery approach -- to let students find out their own an swers. We hope this can raise stude nts' in terest in lear ning grammar and sharpe n their in ductive skills.The questi on of subject-verb agreeme nt is very complicated. Gen erally speaking, there are three basic principles: grammatical agreement, no ti onal agreeme nt, and the prin ciple of proximity .In his un it, we are going to approach this issue in four con texts:Whe n the subject is compo undRefere nee for the Classroom ActivitiesSummary:1. A compoundsubject with and takes a plural verb in most cases, but when itexpresses a singular meaning or when each of the singular subjects is considered in dividually, it takes a sin gular verb.2. After a compound subject with or, nor, either •••or, neither •••nor, not …but, theverb agrees in number and person with the nearer partof the subject.3. Intervening phrases or clauses not introduced by coordinating conjunctions donot affect the number of a verb. Such phrases are normally introduced byprepositions or prepositional phrases such as well as, as much as, rather than, along with in addition to, together with, with, plus, and including.When the subject expresses quantityReference for the Classroom ActivitiesAll the sentences are correct.Summary:1. Nominal phrases of time, money, weight and measurement normally take asingular verb.2. Some words or phrases, such as all, most, half, the last, the rest , take a singularor plural verb, depending on the meaning of the noun or pronoun that follows. 3. Phrases lik e lots of, heaps of , loads of take singular or plural verbs dependingon the form of the nouns that follow.4. In sentences with more than one or manya modifying the subject nouns, the verbshould take a singular form though it is plural in meaning.Whenthe subject is a relative pronoun, a what-clause, or in the there-be structure Reference for the Classroom Activities1) . He was one of the can didates who were able to carry out their campaig n pledges.He was the only one of the can didates who was able to carry out hiscampaig n pledges2) . What he wants is just a little love from his foster pare nts.What one thi nks and says are n ot always the same.3) . There is a cherry tree and several orchid flowers in the garden.There are hundreds of applica nts on the wait ing list for the job.Summary:1. After a relative pronoun ( who, which, that ), the verb has the same pers on andnu mber as the an tecede nt. (In the sec ond sentence in Paira, the an tecede nt is the only one , not the can didates.)2. After a what- clause, the verb is usually singular,. But if the what- clause is in acompoundstructure plural in meaning, the verb is in plural form.3. In the there-be structure, the verb is singular or plural dependingon the nu mber of the subject. The sin gular there is may be used tointroduce a compoundsubject when the first noun or nominal phrase is sin gular. OthersRefere nee for the Classroom Activities1) . Nobody in town admits seeing him.2) . Does anyone want to go with me3) . Are any of you going to the exhibition4) . None works/work so hard as he does.5) . Books are her chief source of enjoyment.6) . The one thing you must be ready for is their attempts to break up the meeting7) . The jury is finally complete.8) . The jury were divided in their Opinions.9) . New York Times is his bible.10) . Semantics is the study of meanings.Summary:1. Indefinite pronouns such as anybody, anyone, each, everybody, nobody, no one,and somebody generally require a singular verb.2. The pronouns any and none take either singular or plural verbs.3. The complement of the verb be does not affect its number.4. A collective noun takes a singular verb when the class it names is thought of as aunit, but a plural verb when the members of the class are thought of asindividuals.5. Titles of books, magazines, movies, newspapers, plays, and the like take a singular verb.6. Certain nouns which are plural in form but singular in meaninggen erally take a sin gular verb. Someof these are physics, mecha ni cs, news, statistics, and whereabouts.Part B Keys to the FOLLOW-UP EXERCISES1. 1). The little boy was chicke n-hearted.2) . That statesman is a respectable figure in the political arena.3) . We sat down by the oak tree, enjoying the breeze coming from the lake4) . We need to drink the milk before it sours.5) . The child had difficulty finding his way to school.6) The young woma n received a lot of flowers and gifts.7) . My father drew back the curtain a little lest I see him.8) . Our uni versity can accommodate 4,000 stude nts.9) . Social customs vary greatly from country to coun try.2. The writer's attitude changes from negative to positive in each pair of senten ces3. (1)experie need (2) elapsed(3)attempting(4) with (5)take up(6) made (7)endeavor (8) true4. 1). The state attorney said that the man would be prosecuted.2) . We suppose that a referee should be disinterested uninterested3) . Tony can hit a ball farther than I can.4) . We must pursue this matter further.5) . The principles behind our constitution are a principal reason forits astounding success.6) . Al1 the band instruments except the tuba will be carried to theauditorium for the music contest.7) . The federal government comprises the legislative, judicial, andexecutive branches8) . The whole region was struck by an economic disaster.9) . (correct)10) . He was awaked to the risk.5. My sister Lulu accepted a scholarship to study in the done very well in school and the principal thought that living with a British familywould teach her a lot. Mother said she would let her go if she bought abox of stationery and promised to write home every week.She said that she would live up to her promise and she always does pretty well in but notUK. She hadliving up to her principles. Soon after she arrived in the UK., she adapted to her new environment. Her new life did not affect her a great deal. She knew that as a student she had to be economical and she was not self-conscious of her poor clothing and strange accent. These were the things she was uninterested in; what fascinated her instead was the cultural differences between the two countries. She found people there liked to pay compliments and were more credulous to what she said. Of course, she never lied to them about her motherland. Though she experienced cultural shocks continually, she developed a fair attitude towards the other culture. In the proceeding years, she settled down in the UK. and became a person with an alternative cultural identity.6. 1). Sixty hours is the amount of work time I contracted for.2). The jury is expected to reach its decision very quickly.3). Each of the candidates for the position has exceptionally high qualifications.4) . Every boy and girl in the sixth grade was/is eager to win the contest.5) . Corn bread and milk is a popular breakfast in the rural South.6) . The instructor as well as the students was at fault.7) . He is one of the students who plan to attend the speech contest.8) . The jury are to be isolated in in dividual hotel rooms each ni ghtduri ng the trial9) . Sam sprawled in the chair and kno cked over one of the lamps which were on display10) . The symptoms of mercury pois oning vary with each in dividual case.11) . He believes that athletics improves school morale.12) . Up goes the starter's gun, and each of the runners becomes tense.13) . Either The Times or The Tribune is a reliable source of n ews.14) . The first thi ng that catches your eye is the headli nes.15) . She is one of the women who have made this country what it is.7. As a way to wind up the unit, ask students to write a note for eachof the situati ons. This can be done as homework.Part C Compleme ntary of Notes(12) Notes of SuggestionBelow is an example of a note of suggesti onDatePart D Assig nment for this weekAssig nment: The questi on 7 of Page 27 in your text book. Please finish both of questions and hand in next time.。

《英语短篇小说教程》练习参考答案Keys to Unit ThreeRichard Selzer: The Discus Thrower1) Questions for discussion(Suggested answers for reference)(1) What impression do you get of the patient from the description given in the story?(In spite of his serious illness, the man never moans or complains. He talks little and generally keeps the physical suffering to himself. He tries to maintain an image of a real man although he is in the grip of Death. He behaves in the manner of Hemingway’s “tough guy”–acting by the principal that “A man can be destroyed but can not be defeated.”)(2) In the short conversations, we hear the patient’s demand to know about exact time and his demand for shoes. Why is he still interested in time and what does he want shoes for since he can’t walk anymore?(His interest in exact time and his demand for shoes seem to suggest that, deep in his heart, the man refuses to accept the fate. It might be the result of fierce psychological conflict within the patient, with reality and rationality on one side, and wish and will on the other side. Some abnormal behaviors indicate the man’s unwillingness to reconcile with the fate in spite of his self-restrain.)(3) Read carefully the paragraph about plate-throwing. Why does the writer give such detailed description of it? What is your interpretation of this rather abnormal behavior?(From the detailed descriptions of his “discus” throwing, we seem to learn that the man is rather skillful at that, and that he might have had some training in the sport of throwing discus. Then why dose he throw plates? Is it because it brings back the memory of the best moment in his life when his physical power wins the glory and cheers? By this impulsive “reliving”or “restaging” of the explosive energy he once had, the man gains some satisfaction – he laughs after it – and proves that he is still alive. This action reveals the complicated inner world of a man who is forced to face death.)(4) Why does the writer choose “The Discus Thrower” as the title? Is it coincidence that the short story has the same title as the famous Greek sculpture Discobolus (Discus Thrower)?(In the Greek sculpture, we see the frozen moment of beauty: male vitality, energy and muscle power. It is a celebration of life and physical capability. This patient might once be a discus thrower, professional athlete or amateur, and now forms such a contrast to the sculptured image. This leaves a lot of room for reader’s own reflection on life and death.)2) Explanation and interpretation(Explain the implied meaning of the following sentences, and point out their significance in the context of the story.)(1) a. From the doorway of Room 542 the man in the bed seems deeply tanned. Blue eyes andclose-cropped white hair give him the appearance of vigor and good health.b. He lies solid and inert. In spite of everything, he remains impressive, as though he were asailor standing athwart a slanting deck.(The patient is fatally ill, but he looks, or keeps an image of a strong man. His life is threatened by disease, but the spirit of a strong man is still there. He does not collapse, but does what he can, though rather vainly, to struggle to maintain the dignity of a man.)(2) “Yes,” he says at last and without the least irony. “You can bring me a pair of shoes.”(see suggested answer to Question 2.)(3) It’s a blessing, she (the head nurse) says.(Though the head nurse is the one who has complained a lot about the patient’s unreasonable behaviors and upon his death she says “It’s a blessing,” it does not mean that she is cold blooded, and thus feels relieved of her troubles. She means that God has allowed him to go, so he no longer needs to suffer and to struggle in this world. It is thus a blessing from God.)(4) He is still there in his bed. His face is relaxed, grave, dignified.(He is dead, possibly dying with relaxed feeling as he has kept his final image of being a true man with dignity and can now sleep in peace.)。

大学思辨英语教程说明文写作2第三单元课后答案Activity 5Read Text A and Text Band find more examples of concrete language and figurative language.Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied,“ldon'tknow where he is."With different concrete details,Sheila becomes different kindsof person.Discuss with your partner your understanding of what kind of personSheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands inexasperation and replied curtly,“l don't know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and r eplied,"l don't know where he is.”Sheila was gentle.3) Sheila stared at her mother, teary- eyed,shuddering with fear, and sobbingly replied,“I don't know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently,“I don't know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concreteand/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. lf in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing More examples for Activity8The old woman looked old and sad.A.When Icame out of the train, l heard someone sobbing.I headed towards the direction whereby the sobbing came from.l spotted an old woman with wrinkled skin and silver hair She had teeth that had yellowed with age.She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her,l could see tears streaming down her face.l realized that she was hunched-back.l could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limitedspace to move her feet. From a far distance,Icould see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward.She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll l had broken. l felt my way to the hearth and picked what l had done, and for the first time l felt repentance and sorrow.-The Story of My Life-The Diamond NecklaceShe wept at once,with sudden, wild abandonment,in her sister's arms.-The Story of an Hour After Harry Potter's parents were killed, baby Harry was put onto the doorsteps of his uncle and aunt which made Hagrid,Professor McGonagall and Dumbledore sad:For a full minute the three of them stood and looked at the little bundle; -Harry Potter and the Sorcerer's Stone Harry -(Fred was killed and Hermione was sad, Harry Potter and the Deathly Hallows)Hermione Before Harry could say or do anything, she tucked the enormous ran toward the staircase to the girls’dormitories and out of sight.-Harry Potter and the Prisoner ofAzkaban face as low as possible, wiping them off on his robes, pretending to do up his shoelace,so that Lupin wouldn't see.-Harry Potter and the Prisoner ofAzkaban “You may rest assured that she will be punished,"Mr. Crouch added coldly.“M-m-master..."Winky stammered, looking up at Mr.Crouch,“M-m-master,p- p-please.….”-Harry Potter and the Goblet of Fire -Harry Potter and the Goblet of Fire“Master Barty,you bad boy!"whispered Winky, tears trickling between her fingers.-Harry Potter and the Goblet of Fire。

Part A GRAMMARSubject- Verb AgreementSubject-verb agreement is a very complicated issue and it is not our intention to cover all the ground in this unit. What we attempt to do here is to bring students' attention to some points particularly tricky and let them learn by practice. The method we use in the grammar section of this book is the discovery approach -- to let students find out their own answers. We hope this can raise students' interest in learning grammar and sharpen their inductive skills.The question of subject-verb agreement is very complicated. Generally speaking, there are three basic principles: grammatical agreement, notional agreement, and the principle of proximity. In his unit, we are going to approach this issue in four contexts: When the subject is compoundReference for the Classroom ActivitiesSummary:1. A compound subject with and takes a plural verb in most cases, but when itexpresses a singular meaning or when each of the singular subjects is considered individually, it takes a singular verb.2.After a compound subject with or, nor, either…or, neither…nor, not …but,theverb agrees in number and person with the nearer part of the subject.3.Intervening phrases or clauses not introduced by coordinating conjunctions do notaffect the number of a verb. Such phrases are normally introduced by prepositions or prepositional phrases such as well as, as much as, rather than, along with in addition to, together with, with, plus, and including.When the subject expresses quantityReference for the Classroom ActivitiesAll the sentences are correct.Summary:1.Nominal phrases of time, money, weight and measurement normally take asingular verb.2.Some words or phrases, such as all, most, half, the last, the rest, take a singular orplural verb, depending on the meaning of the noun or pronoun that follows.3.Phrases lik e lots of, heaps of , loads of take singular or plural verbs depending onthe form of the nouns that follow.4.In sentences with more than one or many a modifying the subject nouns, the verbshould take a singular form though it is plural in meaning.When the subject is a relative pronoun, a what-clause, or in the there-be structureReference for the Classroom Activities1). He was one of the candidates who were able to carry out their campaign pledges.He was the only one of the candidates who was able to carry out his campaign pledges2). What he wants is just a little love from his foster parents.What one thinks and says are not always the same.3). There is a cherry tree and several orchid flowers in the garden.There are hundreds of applicants on the waiting list for the job.Summary:1.After a relative pronoun (who, which, that), the verb has the same person andnumber as the antecedent. (In the second sentence in Pair a, the antecedent is the only one, not the candidates.)2.After a what-clause, the verb is usually singular,. But if the what-clause is in acompound structure plural in meaning, the verb is in plural form.3.In the there-be structure, the verb is singular or plural depending on the number ofthe subject. The singular there is may be used to introduce a compound subject when the first noun or nominal phrase is singular.OthersReference for the Classroom Activities1). Nobody in town admits seeing him.2). Does anyone want to go with me?3). Are any of you going to the exhibition?4). None works/work so hard as he does.5). Books are her chief source of enjoyment.6). The one thing you must be ready for is their attempts to break up the meeting7). The jury is finally complete.8). The jury were divided in their Opinions.9). New York Times is his bible.10). Semantics is the study of meanings.Summary:1.Indefinite pronouns such as anybody, anyone, each, everybody, nobody, no one,and somebody generally require a singular verb.2.The pronouns any and none take either singular or plural verbs.3.The complement of the verb be does not affect its number.4. A collective noun takes a singular verb when the class it names is thought of as aunit, but a plural verb when the members of the class are thought of as individuals.5.Titles of books, magazines, movies, newspapers, plays, and the like take asingular verb.6.Certain nouns which are plural in form but singular in meaning generally take asingular verb. Some of these are physics, mechanics, news, statistics,and whereabouts.Part B Keys to the FOLLOW-UP EXERCISES1. 1). The little boy was chicken-hearted.2). That statesman is a respectable figure in the political arena.3). We sat down by the oak tree, enjoying the breeze coming from the lake4). We need to drink the milk before it sours.5). The child had difficulty finding his way to school.6) The young woman received a lot of flowers and gifts.7). My father drew back the curtain a little lest I see him.8). Our university can accommodate 4,000 students.9). Social customs vary greatly from country to country.2. The writer's attitude changes from negative to positive in each pair of sentences3. (1)experienced (2) elapsed(3)attempting (4) with(5)take up (6) made(7)endeavor (8) true4. 1). The state attorney said that the man would be prosecuted.2). We suppose that a referee should be disinterested but not uninterested3). Tony can hit a ball farther than I can.4). We must pursue this matter further.5). The principles behind our constitution are a principal reason for its astounding success.6). Al1 the band instruments except the tuba will be carried to the auditorium for the music contest.7). The federal government comprises the legislative, judicial, and executive branches8). The whole region was struck by an economic disaster.9). (correct)10). He was awaked to the risk.5. My sister Lulu accepted a scholarship to study in the UK. She had done very well in school and the principal thought that living with a British family would teach her a lot. Mother said she would let her go if she bought a box of stationery and promised to write home every week. She said that she would live up to her promise and she always does pretty well in living up to her principles. Soon after she arrived in the UK., she adapted to her new environment. Her new life did not affect her a great deal. She knew that as a student she had to be economical and she was not self-conscious of her poor clothing and strange accent. These were the things she was uninterested in; what fascinated her instead was the cultural differences between the two countries. She found people there liked to pay compliments and were more credulous to what she said. Of course, she never lied to them about her motherland. Though she experienced cultural shocks continually, she developed a fair attitude towards the other culture. In the proceeding years, she settled down in the UK. and became a person with an alternative cultural identity.6. 1). Sixty hours is the amount of work time I contracted for.2). The jury is expected to reach its decision very quickly.3). Each of the candidates for the position has exceptionally high qualifications.4). Every boy and girl in the sixth grade was/is eager to win the contest.5). Corn bread and milk is a popular breakfast in the rural South.6). The instructor as well as the students was at fault.7). He is one of the students who plan to attend the speech contest.8). The jury are to be isolated in individual hotel rooms each night during the trial9). Sam sprawled in the chair and knocked over one of the lamps which were on display10). The symptoms of mercury poisoning vary with each individual case.11). He believes that athletics improves school morale.12). Up goes the starter's gun, and each of the runners becomes tense.13). Either The Times or The Tribune is a reliable source of news.14). The first thing that catches your eye is the headlines.15). She is one of the women who have made this country what it is.7. As a way to wind up the unit, ask students to write a note for each of the situations. This can be done as homework.●Part C Complementary of Notes(12) Notes of SuggestionBelow is an example of a note of suggestion●Part D Assignment for this weekAssignment: The question 7 of Page 27 in your text book.。

新大学英语写作教程3答案华东师范大学1、43．How much did you ________ the man for the TV? [单选题] *A．pay(正确答案)B．takeC．spendD．buy2、This is the news _______ you want to know. [单选题] *A. that(正确答案)B. whatC. whenD. who3、What surprised me ______ was that he succeeded. [单选题] *A. most(正确答案)B. mostlyC. almostD. at most4、--_______ I borrow these magazines?--Sorry, only the magazines over there can be borrowed. [单选题] *A. MustB. WouldC. May(正确答案)D. Need5、Galileo was ____ Italian physicist and astronomer who invented _____ telescope. [单选题] *A. a, aB. the, theC. an, aD. an, the(正确答案)6、We need some green paint badly, but there' s _____ at hand. [单选题] *A. notB. nothingC. little(正确答案)D. none7、I can’t hear you _______. Please speak a little louder. [单选题] *A. clearly(正确答案)B. lovelyC. widelyD. carelessly8、—______?—He can do kung fu.（）[单选题] *A. What does Eric likeB. Can Eric do kung fuC. What can Eric do(正确答案)D. Does Eric like kung fu9、He was proud of what he had done. [单选题] *A. 对…感到自豪(正确答案)B. 对…感到满足C. 对…表示不满D. 对…表示后悔10、—Can you play tennis?—______. But I can play basketball.（）[单选题] *A. Yes, I canB. Yes, I doC. No. I can’t(正确答案)D. No, I don’t11、65．There is a big sale on in the shop! Every-thing is ________ price. [单选题] *A．bigB．fullC．zeroD．half(正确答案)12、She has no idea of what the book is about. She_______ have read it carefully. [单选题]*A. Can’t(正确答案)B. mustn’tC. shouldn’tD. needn’t13、Catherine has two cousins. One is quiet, and _______ is noisy. [单选题] *A. anotherB. the other(正确答案)C. othersD. other14、79．–Great party, Yes? ---Oh, Jimmy. It’s you!（C）, we last met more than 30 years ago. [单A. What’s moreB. That’s to sayC. Believe it or not (正确答案)D. In other words15、I'm sorry I cannot see you immediately. But if you wait, I'll see you_____. [单选题] *A. for a momentB. in a moment(正确答案)C. for the momentD. at the moment16、We have ______ homework today. （）[单选题] *A. too manyB. too much(正确答案)C. much tooD. very much17、79．On a ________ day you can see the city from here. [单选题] *A．warmC．shortD．clear(正确答案)18、--Jenny, what’s your favorite _______?? ? ? --like peaches best. [单选题] *A. fruit(正确答案)B. vegetablesC. drinkD. plants19、My father?is _______ flowers. [单选题] *A. busy watering(正确答案)B. busy waterC. busy with wateringD. busy with water20、There was a time（）I wondered why I would like to do this boring job. [单选题] *A. whichB. whyC. whereD. when(正确答案)21、The plane arrived at London airport _______ Wednesday morning. [单选题] *A. on(正确答案)B. atC. inD. for22、Mary _______ a small gift yesterday, but she didn’t _______ it. [单选题] *A. accepted; receiveB. received; accept(正确答案)C. receives; acceptedD. accepts; received23、She’s _______ with her present _______ job. [单选题] *A. boring; boringB. bored; boredC. boring; boredD. bored; boring(正确答案)24、23．Susan doesn’t like cartoons. She would rather ______ Space War”. [单选题] *A．see (正确答案)B．seesC．seeingD．to see25、I think you should buy this novel. It is really worth _____. [单选题] *A. reading(正确答案)B. being readC. readD. to read26、He’s so careless that he always _______ his school things at home. [单选题] *A. forgetsB. leaves(正确答案)C. putsD. buys27、The flowers _______ sweet. [单选题] *A. tasteB. smell(正确答案)C. soundD. feel28、When you have trouble, you can _______ the police. They will help you. [单选题] *A. turn offB. turn to(正确答案)C. turn onD. turn over29、Boys and girls, _______ up your hands if you want to take part in the summer camp(夏令营)．[单选题] *A. puttingB. to putC. put(正确答案)D. puts30、How lovely a day,（）? [单选题] *A. doesn't itB. isn't it(正确答案)C.shouldn't itD.hasn't it。

Unit 3 Reviewing LiteratureObjectives:- Learn how to formulate a research problem- learn how to cite other people’s previous work- Try to be critical and related in your reviewing- Avoid plagiarismContents- Reading and discussion: sample introduction and elements in literature review.- Language focus: tense in citation and citing verbs- Writing practice: information prominent citation, author prominent citation, and weak author prominent citation- Literature reviews related to your research- No plagiarism- Classroom extension: literature review of the social effects of tourism on developing countries1.Reading Activity1.1 Pre-reading TaskA literature review is not just a summary of what you have read. It focuses on a specific topic of interest to you and includes a critical analysis of relationship among different opinions and then relates this review to the work of your own. It may be written as a stand-alone paper or to provide a theoretical framework and rationale for a research study to become a part of the introduction section, especially in term papers or journal articles. However, in a thesis or dissertation it will be an entire chapter.Read the sample introduction below and think about the following questions:What is the purpose of writing a literature view?What elements does an introduction include?How do we relate other people’s previous work to our present research?How do we cite other people’s previous work?1.2 Reading PassageIntroductionThe poor have traditionally t aken the brunt of the blame for causing society’s many problems including, more recently, environmental degradation. There is a general consensus that poverty is a major cause of environmental degradation. For example, in one of the conclusions of the Bruntland Commission Report, which incidentally has been accepted as the blue print for environmental conservation, it was explicitly stated that poverty is a major cause of environmental problems and amelioration of poverty is a necessary and central condition of any effective programs addressing the environment. Following similar lines, Jalal (2010), the Asian Development Bank's chief of the environment department says, "It is generally accepted that environmental degradation, rapid population growth and stagnant production are closely linked with the fast spread of acute poverty in many countries of Asia". The World Bank joined the consensus when in the 2011 World Development Report, the Bank explicitly stated that, “poor families who have to meet short term needs mine the natural capital by excessive cutting of trees for firewood and failure to replace soil nutrients ” (World Bank 2011).However, there has been a rising trend in the economic literature which disputes the conventional theory and argues that simple generalizations of this multi-dimensional problem are erroneous and that a more complex set of variables are in play (Leach and Mearns, 2012). These studies point to demographic, cultural, and institutional factors as important variables in the poverty-environmental degradation nexus. An intricate web of factors plus the existence of feedback loops from environmental degradation to poverty makes the process of identifying causality links,if any, between environmental degradation and poverty a difficult exercise. However, these studies have been few and isolated and it is interesting to note that until recently, there has been very little in-depth coordinated empirical research in the economics of environmental degradation-poverty causality relationships.This brings to the purpose of this study. Both poverty and environmental degradation have been increasing in many developing countries; hence there is a pressing need first to evaluate and analyze the poverty-environmental degradation nexus, and second, to prescribe policy options to mitigate or eradicate these two problems.The primary objective of the paper is to analyze critically the existing literature on the poverty-environmental degradation nexus and try to make "some order out of the chaos" inherent in this complex and difficult subject. For this paper, our analysis is limited to the following four main natural resources which are under serious threat of degradation in many developing countries: i) forests; ii) land; iii) water; and iv) air. Biodiversity is excluded at this point because the preliminary literature search found only scattered and inconclusive information. However, it should not be inferred that biodiversity is less important than the four resources chosen; indeed it is an area which needs particular attention in the future.Once the natural resource sectors have been identified, a cause, impact and feedback analysis is carried out. In this manner, we hope first to identify the main agents and the degree of their contribution towards the destruction of the environment and second, the incentives or motivating factors encouraging their unsustainable activities. The impact and feedback analysis should highlight the main impacts arising from the degradation activities and the socio-economic effect these impacts have across the various income groups in the economy.1.3 Reading Comprehension1.3.1 List different opinions on poverty and environmental degradationnguage Focus2.1Tense in citationPresent tense - Authors mostly use the present tense verbs to show their opinion on another person's research, relate what other authors say or discuss the literature, theoretical concepts, methods, etc. However, the simple past and present perfect are also possible verb forms in this case. Look at these examples in the present tense: ∙Nelson (1995) remarks∙Jones (2005) stresses∙Morison (2000) advocates∙Zhang (2007) claims∙Zhambhi (2008) arguesPast tense - When you use the past tense, the reporting verb often occurs as an integral citation. In other words, citations with past tense verbs and named researchers as subject seem to have the discourse role of providing particulars for recounting events, results found or a preceding generalization or the basis for a claim, etc. In the example below, the citation reports the results of a single study.Carlson and Benton (2007) found that as they increased the participants’stress levels, the results of their performance deteriorated.Common verbs in the past tense are: investigated, studied, compared, analyzed, found, and examined.Present perfect - The present perfect tense can be used to state that the research results are recent, expressing what has been found over an extended period in the past and up to the present to highlight the direct relevance of previous studies to the writer's own research. Look at the following example:Although the results of pervious studies showed that further research was warranted in this area, recent studies have demonstrated that educational methodology is now moving in a new direction (Jones, 2007; Karstal, 2008).2.1.1 Check the sample introduction and complete the following table.2.2Citing verbsIt is important that you learn how to cite information in a correct way. There are certain conventions to follow when citing someone’s work. Words like “say”,“tell”, and “ask” are normally used in oral conversation s but are not appropriate in formal academic writing. The following table illustrates some appropriate words to use for reporting the work of others.Verbs for sayingJalal (1993) claimsbelievesthinksassumesindicatesnotesremarksstatesshowspoints outthat …More Verbs for sayingJalal’s (1993) study suggestsconsidershypothesizesconcludescommentsemphasizesillustratesproposesestablishesmaintainsthat…Verbs responding to others’opinionsThe analysis of the Jalal’s report acceptsadmitsagreesdoubtsthat …deniesarguescomments Verbs for saying a second timeJalal (1993) further/additionally assertsexplainsconfirmsmaintainsadvocatesthat …Poor patterns show that the writer has a mere grasp of the literature:Jalal (1993) says that …The Asian Development Bank (1992) states that … Leach and Mearns (1995) argue that …Better sample shows some critical thinking and sentence variety:Jalal (1993) reports that his study of … shows … The findings are supported by the Asian Development Bank (1992) replication of … Although both these studies focus on …. They have ignored … According to Leach and Mearns (1995), …2.2.2 Read three extracts on the issue of poverty and crime. Use the verbs above to cite opinions on poverty and crime.3. Writing Practice3.1 Using referencesUse citation to develop your own argument.Below are examples of parts of paragraphs using three different citation methods (The references cited have been invented for demonstration purposes only). Thesemethods can be called information prominent, where the focus of the sentence is only on the information being presented; author prominent, where the name of the author of the information is given prominence in the sentence; and weak author prominent, where the ideas of author(s) are given prominence, but authors’ names do not appear in the main part of the sentence. Observe how the different methods contribute to the way in which the writer’s argument is developed.Information prominent citationShrinking markets are also evident in other areas. The wool industry is experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers (Smith, 2000).This is the default style in many areas of science. However, there are two other options, which should also be part of a writer’s repertoire, for use when appropriate. Author prominent citationShrinking markets are also evident in other areas. Smith (2000) argued that the wool industry was experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers. However, Jones et al. (2004) found that industry difficulties were more related to quality of supply than to demand issues. It is clear that considerable disagreement exists about the underlying sources of these problems.Weak author prominent citationShrinking markets are also evident in other areas. As Smith (2000) pointed out, the wool industry is experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers.3.1.1 The following is a chart describing people living on less than 1.25 dollars.Look at the following chart and practice citing these figures by using three different types of citation.Figure: Poverty headcount ratio at $1.25 a day (% of population)Created By Swati Revankar from World Bank, 2012 Information prominent citationAuthor prominent citationWeak author prominent citation3.2 Relating literature to your researchIt is easy to write a bad literature review and difficult to write a good one. The main mistake that a lot of people make is to write a literature review that looks like this:LITERATURE REVIEWUntil recently many researchers have shown interest in the field of coastal erosion and the resulting beach profiles. They have carried out numerous laboratory experiments and field observations to illuminate the darkness of this field. Their findings and suggestions are reviewed here.JACHOWSKI (2008) developed a model investigation conducted on the interlocking precast concrete block seawall. After a result of a survey of damages caused by the severe storm at the coast of USA, a new and specially shaped concrete block was developed for use in shore protection. This block was designed to be used in a revetment type seawall that would be both durable and economical as well as reduce wave run-up and overtopping, and scour at its base or toe. It was proved that effective shore protection could be designed utilizing these units.HOM-MA and HORIKAWA (2008) studied waves forces acting on the seawall which was located inside the surf zone. On the basis of the experimental results conducted to measure waves forces against a vertical wall, the authors proposed an empirical formula of wave pressure distribution on a seawall. The computed results obtained by using the above formula were compared well with the field data of wave pressure on a vertical wall.SELEZOV and ZHELEZNYAK (2009) conducted experiments on scour of sea bottom in front of harbor seawalls, on the basis of the theoretical investigation of solitary wave interaction with a vertical wall using Boussinesque type equation. It showed that the numerical results were in reasonable agreement with laboratory experimental data.3.2.1 Consider again the purposes of writing a literature review. See if you can answer the following questions about the literature review above:1. What questions does this literature review answer?2. What questions doesn't it answer?3. Which method has the writer used to organize the literature review?4. Is it a good literature review? Why?3.3 Avoiding plagiarism3.2.1 Below are two versions of the same information, adapted from the Introduction by McNeill et al. (2007). Decide which version has the problem of plagiarism and identify where the writer has plagiarizedVersion 1:Russell and Fillery (2006), using a stem-feeding technique, have shown that in situ 15N-labelling of lupin plants growing in soil cores enabled total belowground N to be estimated under relatively undisturbed conditions, but they indicated that the technique was not adaptable to all plants, particularly pasture species.Version 2:Russell and Fillery (2006), using a stem-feeding technique, have shown that insitu 15N-labelling of lupin plants growing in soil cores enabled total belowground N to be estimated under relatively undisturbed conditions. However, this technique is not adaptable to all plants, particularly pasture species.4. Writing ProjectWrite a literature review for your research by the following steps:1. Problem formulation—which topic or field is being examined and what are its component issues?2. Literature search—finding materials relevant to the subject being explored3. Data evaluation—determining which literature makes a significant contribution to the understanding of the topic4. Analysis and interpretation—discussing the findings and conclusions of pertinent literature5. Relate the review to your research topicYou are preparing to write an essay entit led “The social effects of tourism on developing countries”. Read the following abstract and then try to write a literature review relating to the topic according to the above mentioned steps:AbstractTourism is the fastest growing industry internationally. Popular areas of study are the economic, environmental and sociocultural impacts of tourism in developing countries. Very few studies have been conducted on the impact of tourism on the hosts’ health status. Nowadays, the emergence of new infectious diseases or there-emergence of diseases are causing concern and travel is a major contributor to their spread. The objectives of this study were: to review literature related to the topic as a background for future research; to explore if findings from a field trip to Easter Island/Chile and Peru support the hypotheses derived from the analysis of publications; to recommend a range of research topics based on the outcome of this study; and to propose elements of a framework for the assessment of health impacts of tourism. The findings suggest that there are considerable gaps in the current knowledge on tourism’s health impacts. Potential indirect and direct health impacts have been identified. Workplace health and safety concerns in relation to local tourism employees have been raised. A wide range of research topics has been suggested based on these findings. Finally, elements of a possible framework for understanding tourism’s health impacts and their interrelationships have been identified.Sources from: Irmgard Bauer, THE JOURNAL OF TOURISM STUDIES Vol. 10, No. 1, MAY ‘99 115. Final ChecklistHere is a final checklist for writing Introduction (including literature review). Use it to check what you have written in the previous task.。

PART II FOCUSThe teacher is expected to help stude nts appreciate the effects of using participles and absolutes in their writ ingsParticiplesGetti ng to know participlesRefere nee for the excisesRefere nee for the Classroom Activities1. Sentence b: handing (describ ing she)Sentence c: wan deri ng, pick ing (both describ ing frie nds);Sentence d: made (used with had to in dicate the past perfect ten se)Sentence e: surprised (describ ing Tigger);Sentence f. filled (used with were to in dicate the passive voice)Sentence g. stari ng (describ ing Tigger)Sentence h: left (describ ing nothing) ; check ing (describ ing Roo)Sentence i: looking (describing Pooh)Sentence j. looking (describing Roo);Sentence k. gone (used with have to in dicate the prese nt perfect ten se)Sentence l: picking (describing friends), fallen (describing raspberries)Sentence m. waiting (used with was to indicate the present continuous ten se)2. a. smili ng b. Readi ngRefere nee for the Classroom Activities1. Refer to the above table for the meanings of the present participles.2. a. The computer bought last week brings happ in ess to every one in my family.b. B eing back in my hometow n, I did n't know that my professor had assig ned ano ther 5,000-word paper.c. S tanding in front of the picture pain ted by a post-impressi oni st, many peopleprete nded that they could un dersta nd it. / Many people stood in front of the picture pain ted by a post-impressi oni st, prete nding that they could un dersta nd it.d. L ooking out of the window of the train, the boy was amusedby the power linesdancing up and dow n in the air.Extra ActivitiesCombineeach of the following groups of sentences into one sentence using participlesa. She was born in a common family.She was educated in an average college.c. Swimmi nge. men ti onedg. published, informingComplex participle phrasesd. compet ing f. Jump ing, throw n, broke n h. Having, exhausted, relievedShe is satisfied with her present life.b. The students have finished their exams.They feel greatly relieved.As a result, they plan to play cards the whole nightc. Jimmy set his feet into the starting blocks.He stared ahead intently.d. Larry was sitting in a corner of the pub.Larry held his head in his hands.Larry was so depressed that even the best joke in the world couldn't cheer him up.Suggested answers to the Extra Activitiesa. Born in a common family and educated in an average college, she is satisfied with her present life.b. Having finished their exams and feeling greatly relieved, the students plan to play cards the whole night.c. Jimmy set his feet into the starting blocks, staring ahead intently.d. Holding his head in his hands, Larry was sitting in a corner of the pub, so depressed that even the best joke in the world couldn't cheer him up.B. Participles with conjunctionsSuggested answers to the questionStructure: They are all composed of a conjunction and a participle, and the noun in the main clause is the logical subject or object.Meaning: Sentence a: time; Sentence b: concession; Sentence c: condition.Reference for the Classroom Activities1. a. Kate fell asleep when/while reading Bob's letter.b. She started to chat with her friend after finishing / having finished her work.c. Although having seen it a thousand and one times, the old man still watchesthe video from time to time.d. Although closely watched by the guards, the prisoner plans to escape.e. It is believed that if read many times, an article will naturally be understood.f. If buying more, you can pay less.2. Ask students to work on their own and write two sentencesfor each of the types.Getting to know participles' functionsA. Creating concise sentencesSuggested answers to the questions1. Yes.2. There are two complete ideas in each sentence.3. The relationship between the two complete ideas becomes closer from Sentence a through Sentence d. Sentence d has the closestrelationship between the two ideas4. Sentence d is the most efficient.B. Producing more detailed sentencesSuggested answers to the questionIn Group a, Sentence 2 is the best, in which the present participles describe live animated actions. In Group b, the best sentence is also Sentence 2, in which the actions are simultaneous. In Group c, Sentence3 is the best sentencein which the present participle and the past participle are combined most efficiently.C. Establishing clearer logicRefere nee for the Classroom Activities1. a. Thinking about her kid at home, Judy made several mistakes in her work.b. The car raced along the street, sending passers-by to run for shelter. / Racing along the street, the car sent passers-by to run for shelter.c. Born in Guangzhou and educated in Nanjing, she is now working as a man ager in Beiji ng.d. Having bee n shocked and chased by a ferocious dog, the thief hid beh ind a dustbin, holding his breath for fear of being found.e. The bomb blew up in the distanee, shaking the ground slightly and making bursts of light on the dark horiz on.2. a. Heari ng the n ews, I thought the world had en ded for me.b. I sat happily in my chair, read ing a n ewspaper.c. (correct)d. Shocked at the sight of his teacher, the boy stood there dumbfo un ded.e. Having lived there for twenty years, I know this place like the back of my hand.3. Ask stude nts to go over their writ in gs, and pay atte nti on to their use of the participles.AbsolutesGett ing to know absolutesSuggested an swers to the exercise1. An absolute construction is a participle phrase whose logical subject is different fromthe sentence subject.2. A. determ iner + n. + participle verb + other parts of the participle phraseB. n. + participle verb+ other parts of the participle phraseC. n. + other parts of the participle phraseReference for the Classroom ActivitiesAsk students to work on their own and write three sentences using different forms of absolute constructions.Using absolutes with purposeA. Adding descriptive detailsSuggested answers to the exerciseYou can get the following sentences:a + b: The manager sat quietly in his office, his eyes closed, a cigarette burning his hand.c + d: Sam walked slowly off the playground, his face streaked with tears, his leg bleeding.What's more, participles and absolutes, although somewhat different, can be used together to create vivid descriptions. For example:The girl sat nervously in her office, eyes closed, waiting for the telephone to ring.The middle-aged man stood in the street corner, hands put in his pockets, eyeing every passer-by.B. Indicating cause-effect relationshipsIn most cases, when the absolute is used for description, it is put at the end of the sentence; when it is used to suggest a cause-effect relationship, it is put at the beginning of the sentence.Reference for the Classroom Activities1. a. The boy leaned against a tree, hands in pockets.b. He glared at his boss, his mouth shut, and his hands clenched.c. The interviewee entered the office, her eyes fixed on her feet.d. The rabbit stared at the approaching wolf, his four feet fixed to the ground, to frightened to move.e. The girl was enjoying her favorite song, her eyes shut, her head moving from side to side.2. a. Two of my new bikes having got stolen here, I will never come to this place again.b. Several flecks coming upon her face again, she doesn't want to meet her boyfriend today.c. Its bottom torn open by a bomb, the ship sank slowly into the sea.d. Its overseas advertisements being rather successful, the school hasattracted manyforeign students.e. The accountant being careless, I was given $1,000 more last month.3. Ask students to look at their written work again, and see if they can combine some sentences by using absolutes. This can be done either as individual or group/pair work.PART III GRAMMARComma-Split SentencesSuggested answers to the questions1. There are two ideas in each sentence. The two ideas are connected by a comma.2. No, the relationship is not clear. We can try to use some compound or subordinate conjunctions to clarify the relationship.3. See the rules in the summary.Reference for the Classroom Activitiesa. I had no idea what I was getting into, and I did not really care.b. You can't go home now since it is raining so heavily.c. Seeing the escaping thief, the cop stopped his car, got off, and started to chase himd. If you study hard, you will succeed.e. When she said "Yes," he felt he was in heaven.Now, ask students to summarize the rules against comma-split sentences Summary1. When we use a comma to connect two separate ideas, or two independentsentences, we commit a comma-split;2. Comma-split sentences are not acceptable because a comma is not strong enoughto indicate the relationship between two ideas;3. Comma-split sentences can be improved by clarifying the relationship between thetwo ideas. Commonly used methods are:1) using a comma and a conjunction like and, but, yet, etc.2) turning one idea into a subordinate clause with if, when, although, because, etc.3) using participles and absolutes;4) using punctuation marks that are strong enough, like colon(:) and semicolon (:).Fused SentenceSuggested answers to the questions1. Each sentence contains two ideas.2. Yes, because the sentences are not clearly divided.3. Strategies suggested to improve comma-split sentencescan also be used toimprove fused sentences.Reference for the Classroom Activitiesa. In some part of China marriages are still arranged by parents. Consequentlymoney becomes more important than love.b. Vegetables are good to your health. However, overeating them will also beharmful.c. People watch TV for different reasons, so their judgement naturally differs.d. These houses sell very well, becausethey enjoy first of all a very desirablelocation.e. Nobody will completely love this kind of mass-produced food, but nobody will beunbearably put off, either.Now, ask students to summarize the rules against fused sentences。

P a r t A G R A M M A R Subject- Verb AgreementSubject-verb agreement is a very complicated issue and it is not our intention to cover all the ground in this unit. What we attempt to do here is to bring students' attention to some points particularly tricky and let them learn by practice. The method we use in the grammar section of this book is the discovery approach -- to let students find out their own answers. We hope this can raise students' interest in learning grammar and sharpen their inductive skills.The question of subject-verb agreement is very complicated. Generally speaking, there are three basic principles: grammatical agreement, notional agreement, and the principle of proximity. In his unit, we are going to approach this issue in four contexts:When the subject is compoundReference for the Classroom ActivitiesSummary:1.A compound subject with and takes a plural verb in most cases, butwhen it expresses a singular meaning or when each of the singular subjects is considered individually, it takes a singular verb.2.After a compound subject with or, nor, either…or, neither…nor,not …but, the verb agrees in number and person with the nearer part of the subject.3.Intervening phrases or clauses not introduced by coordinatingconjunctions do not affect the number of a verb. Such phrases are normally introduced by prepositions or prepositional phrases such as well as, as much as, rather than, along with in addition to, together with, with, plus, and including.When the subject expresses quantityReference for the Classroom ActivitiesAll the sentences are correct.Summary:1.Nominal phrases of time, money, weight and measurement normallytake a singular verb.2.Some words or phrases, such as all, most, half, the last, the rest, take asingular or plural verb, depending on the meaning of the noun or pronoun that follows.3.Phrases lik e lots of, heaps of , loads of take singular or plural verbsdepending on the form of the nouns that follow.4.In sentences with more than one or many a modifying the subjectnouns, the verb should take a singular form though it is plural in meaning.When the subject is a relative pronoun, a what-clause, or in the there-be structureReference for the Classroom Activities1). He was one of the candidates who were able to carry out their campaign pledges.He was the only one of the candidates who was able to carry out his campaign pledges2). What he wants is just a little love from his foster parents.What one thinks and says are not always the same.3). There is a cherry tree and several orchid flowers in the garden.There are hundreds of applicants on the waiting list for the job. Summary:1.After a relative pronoun (who, which, that), the verb has the sameperson and number as the antecedent. (In the second sentence in Pair a, the antecedent is the only one, not the candidates.)2.After a what-clause, the verb is usually singular,. But if thewhat-clause is in a compound structure plural in meaning, the verb is in plural form.3.In the there-be structure, the verb is singular or plural depending onthe number of the subject. The singular there is may be used to introduce a compound subject when the first noun or nominal phrase is singular.OthersReference for the Classroom Activities1). Nobody in town admits seeing him.2). Does anyone want to go with me?3). Are any of you going to the exhibition?4). None works/work so hard as he does.5). Books are her chief source of enjoyment.6). The one thing you must be ready for is their attempts to break up the meeting7). The jury is finally complete.8). The jury were divided in their Opinions.9). New York Times is his bible.10). Semantics is the study of meanings.Summary:1.Indefinite pronouns such as anybody, anyone, each, everybody,nobody, no one, and somebody generally require a singular verb.2.The pronouns any and none take either singular or plural verbs.3.The complement of the verb be does not affect its number.4.A collective noun takes a singular verb when the class it names isthought of as a unit, but a plural verb when the members of the class are thought of as individuals.5.Titles of books, magazines, movies, newspapers, plays, and the liketake a singular verb.6.Certain nouns which are plural in form but singular in meaninggenerally take a singular verb. Some of these are physics, mechanics, news, statistics, and whereabouts.Part B Keys to the FOLLOW-UP EXERCISES1. 1). The little boy was chicken-hearted.2). That statesman is a respectable figure in the political arena.3). We sat down by the oak tree, enjoying the breeze coming from the lake4). We need to drink the milk before it sours.5). The child had difficulty finding his way to school.6) The young woman received a lot of flowers and gifts.7). My father drew back the curtain a little lest I see him.8). Our university can accommodate 4,000 students.9). Social customs vary greatly from country to country.2. The writer's attitude changes from negative to positive in each pair of sentences3. (1)experienced (2) elapsed(3)attempting (4) with(5)take up (6) made(7)endeavor (8) true4. 1). The state attorney said that the man would be prosecuted.2). We suppose that a referee should be disinterested but not uninterested3). Tony can hit a ball farther than I can.4). We must pursue this matter further.5). The principles behind our constitution are a principal reason for its astounding success.6). Al1 the band instruments except the tuba will be carried to the auditorium for the music contest.7). The federal government comprises the legislative, judicial, and executive branches8). The whole region was struck by an economic disaster.9). (correct)10). He was awaked to the risk.5. My sister Lulu accepted a scholarship to study in the UK. She had done very well in school and the principal thought that living with a British family would teach her a lot. Mother said she would let her go if she bought a box of stationery and promised to write home every week. She said that she would live up to her promise and she always does prettywell in living up to her principles. Soon after she arrived in the UK., she adapted to her new environment. Her new life did not affect her a great deal. She knew that as a student she had to be economical and she was not self-conscious of her poor clothing and strange accent. These were the things she was uninterested in; what fascinated her instead was the cultural differences between the two countries. She found people there liked to pay compliments and were more credulous to what she said. Of course, she never lied to them about her motherland. Though she experienced cultural shocks continually, she developed a fair attitude towards the other culture. In the proceeding years, she settled down in the UK. and became a person with an alternative cultural identity.6. 1). Sixty hours is the amount of work time I contracted for.2). The jury is expected to reach its decision very quickly.3). Each of the candidates for the position has exceptionally high qualifications.4). Every boy and girl in the sixth grade was/is eager to win the contest.5). Corn bread and milk is a popular breakfast in the rural South.6). The instructor as well as the students was at fault.7). He is one of the students who plan to attend the speech contest.8). The jury are to be isolated in individual hotel rooms each night during the trial9). Sam sprawled in the chair and knocked over one of the lamps which were on display10). The symptoms of mercury poisoning vary with each individual case.11). He believes that athletics improves school morale.12). Up goes the starter's gun, and each of the runners becomes tense.13). Either The Times or The Tribune is a reliable source of news.14). The first thing that catches your eye is the headlines.15). She is one of the women who have made this country what it is. 7. As a way to wind up the unit, ask students to write a note for each of the situations. This can be done as homework.Part C Complementary of Notes(12) Notes of SuggestionBelow is an example of a note of suggestionPart D Assignment for this week Assignment: The question 7 of Page 27 in your text book. Please finish both of questions and hand in next time.。

PART II FOCUSThe teacher is expected to help students appreciate the effects of using participles and absolutes in their writingsParticiplesGetting to know participlesReference for the excisesReference for the Classroom Activities1. Sentence b: handing describing sheSentence c: wandering, picking both describing friends ;Sentence d: made used with had to indicate the past perfect tenseSentence e: surprised describing Tigger ;Sentence f. filled used with were to indicate the passive voiceSentence g. staring describing TiggerSentence h: left describing nothing ; checking describing RooSentence i: looking describing PoohSentence j. looking describing Roo;Sentence k. gone used with have to indicate the present perfect tenseSentence l: picking describing friends, fallen describing raspberriesSentence m. waiting used with was to indicate the present continuous tense2. a. smiling b. Readingc. Swimmingd. competinge. mentionedf. Jumping, thrown, brokeng. published, informing h. Having, exhausted, relievedComplex participle phrasesA. Present participles in different modes and aspectsIn this passive form, being is usually omitted, and then it becomes the past participle. Reference for the Classroom Activities1. Refer to the above table for the meanings of the present participles.2. a. The computer bought last week brings happiness to everyone in my family.b. Being back in my hometown, I didn't know that my professor had assigned another 5,000-word paper.c. Standing in front of the picture painted by a post-impressionist, many people pretended that they could understand it. / Many people stood in front of the picture painted by a post-impressionist, pretending that they could understand it.d. Looking out of the window of the train, the boy was amused by the power lines dancing up and down in the air.Extra ActivitiesCombine each of the following groups of sentences into one sentence using participlesa. She was born in a common family.She was educated in an average college.She is satisfied with her present life.b. The students have finished their exams.They feel greatly relieved.As a result, they plan to play cards the whole nightc. Jimmy set his feet into the starting blocks.He stared ahead intently.d. Larry was sitting in a corner of the pub.Larry held his head in his hands.Larry was so depressed that even the best joke in the world couldn't cheer him up.Suggested answers to the Extra Activitiesa. Born in a common family and educated in an average college, she is satisfied with her present life.b. Having finished their exams and feeling greatly relieved, the students plan to play cards the whole night.c. Jimmy set his feet into the starting blocks, staring ahead intently.d. Holding his head in his hands, Larry was sitting in a corner of the pub, so depressed that even the best joke in the world couldn't cheer him up.B. Participles with conjunctionsSuggested answers to the questionStructure: They are all composed of a conjunction and a participle, and the noun in the main clause is the logical subject or object.Meaning: Sentence a: time; Sentence b: concession; Sentence c: condition.Reference for the Classroom Activities1. a. Kate fell asleep when/while reading Bob's letter.b. She started to chat with her friend after finishing / having finished her work.c. Although having seen it a thousand and one times, the old man still watches the video from time to time.d. Although closely watched by the guards, the prisoner plans to escape.e. It is believed that if read many times, an article will naturally be understood.f. If buying more, you can pay less.2. Ask students to work on their own and write two sentences for each of the types.Getting to know participles' functionsA. Creating concise sentencesSuggested answers to the questions1. Yes.2. There are two complete ideas in each sentence.3. The relationship between the two complete ideas becomes closer from Sentence a through Sentence d. Sentence d has the closest relationship between the two ideas4. Sentence d is the most efficient.B. Producing more detailed sentencesSuggested answers to the questionIn Group a, Sentence 2 is the best, in which the present participles describe live animated actions. In Group b, the best sentence is also Sentence 2, in which the actions are simultaneous. In Group c, Sentence 3 is the best sentence in which the present participle and the past participle are combined most efficiently.C. Establishing clearer logicReference for the Classroom Activities1. a. Thinking about her kid at home, Judy made several mistakes in her work.b. The car raced along the street, sending passers-by to run for shelter. / Racing along the street, the car sent passers-by to run for shelter.c. Born in Guangzhou and educated in Nanjing, she is now working as a manager in Beijing.d. Having been shocked and chased by a ferocious dog, the thief hid behind a dustbin, holding his breath for fear of being found.e. The bomb blew up in the distance, shaking the ground slightly and making bursts of light on the dark horizon.2. a. Hearing the news, I thought the world had ended for me.b. I sat happily in my chair, reading a newspaper.c. correctd. Shocked at the sight of his teacher, the boy stood there dumbfounded.e. Having lived there for twenty years, I know this place like the back of my hand.3. Ask students to go over their writings, and pay attention to their use of the participles.AbsolutesGetting to know absolutesSuggested answers to the exercise1. An absolute construction is a participle phrase whose logical subject is different fromthe sentence subject.2. A. determiner + n. + participle verb + other parts of the participle phraseB. n. + participle verb+ other parts of the participle phraseC. n. + other parts of the participle phraseReference for the Classroom ActivitiesAsk students to work on their own and write three sentences using different forms of absolute constructions.Using absolutes with purposeA. Adding descriptive detailsSuggested answers to the exerciseYou can get the following sentences:a + b: The manager sat quietly in his office, his eyes closed, a cigarette burning his hand.c + d: Sam walked slowly off the playground, his face streaked with tears, his leg bleeding.What's more, participles and absolutes, although somewhat different, can be used together to create vivid descriptions. For example:The girl sat nervously in her office, eyes closed, waiting for the telephone to ring.The middle-aged man stood in the street corner, hands put in his pockets, eyeing every passer-by.B. Indicating cause-effect relationshipsIn most cases, when the absolute is used for description, it is put at the end of the sentence; when it is used to suggest a cause-effect relationship, it is put at the beginning of the sentence.Reference for the Classroom Activities1. a. The boy leaned against a tree, hands in pockets.b. He glared at his boss, his mouth shut, and his hands clenched.c. The interviewee entered the office, her eyes fixed on her feet.d. The rabbit stared at the approaching wolf, his four feet fixed to the ground, to frightened to move.e. The girl was enjoying her favorite song, her eyes shut, her head moving from side to side.2. a. Two of my new bikes having got stolen here, I will never come to this place again.b. Several flecks coming upon her face again, she doesn't want to meet her boyfriend today.c. Its bottom torn open by a bomb, the ship sank slowly into the sea.d. Its overseas advertisements being rather successful, the school has attracted manyforeign students.e. The accountant being careless, I was given $1,000 more last month.3. Ask students to look at their written work again, and see if they can combine some sentences by using absolutes. This can be done either as individual or group/pair work.PART III GRAMMARComma-Split SentencesSuggested answers to the questions1. There are two ideas in each sentence. The two ideas are connected by a comma.2. No, the relationship is not clear. We can try to use some compound or subordinate conjunctions to clarify the relationship.3. See the rules in the summary.Reference for the Classroom Activitiesa. I had no idea what I was getting into, and I did not really care.b. You can't go home now since it is raining so heavily.c. Seeing the escaping thief, the cop stopped his car, got off, and started to chase himd. If you study hard, you will succeed.e. When she said "Yes," he felt he was in heaven.Now, ask students to summarize the rules against comma-split sentences Summary1.When we use a comma to connect two separate ideas, or two independentsentences, we commit a comma-split;ma-split sentences are not acceptable because a comma is not strong enoughto indicate the relationship between two ideas;ma-split sentences can be improved by clarifying the relationship between thetwo ideas. Commonly used methods are:1)using a comma and a conjunction like and, but, yet, etc.2)turning one idea into a subordinate clause with if, when, although, because,etc.3)using participles and absolutes;4)using punctuation marks that are strong enough, like colon: and semicolon :.Fused SentenceSuggested answers to the questions1. Each sentence contains two ideas.2. Yes, because the sentences are not clearly divided.3. Strategies suggested to improve comma-split sentences can also be used toimprove fused sentences.Reference for the Classroom Activitiesa. In some part of China marriages are still arranged by parents. Consequentlymoney becomes more important than love.b. Vegetables are good to your health. However, overeating them will also beharmful.c. People watch TV for different reasons, so their judgement naturally differs.d. These houses sell very well, because they enjoy first of all a very desirablelocation.e. Nobody will completely love this kind of mass-produced food, but nobody willbe unbearably put off, either.Now, ask students to summarize the rules against fused sentences。

Part A GRAMMARSubject- Verb AgreementSubject-verb agreement is a very complicated issue and it is not our intention to cover all the ground in this unit. What we attempt to do here is to bring students' attention to some points particularly tricky and let them learn by practice. The method we use in the grammar section of this book is the discovery approach -- to let students find out their own answers. We hope this can raise students' interest in learning grammar and sharpen their inductive skills.The question of subject-verb agreement is very complicated. Generally speaking, there are three basic principles: grammatical agreement, notional agreement, and the principle of proximity. In his unit, we are going to approach this issue in four contexts:When the subject is compoundReference for the Classroom ActivitiesSummary:1. A compound subject with and takes a plural verb in most cases, but when itexpresses a singular meaning or when each of the singular subjects is considered individually, it takes a singular verb.2.After a compound subject with or, nor, either…or, neither…nor, not …but,theverb agrees in number and person with the nearer part of the subject.3.Intervening phrases or clauses not introduced by coordinating conjunctions do notaffect the number of a verb. Such phrases are normally introduced by prepositions or prepositional phrases such as well as, as much as, rather than, along with in addition to, together with, with, plus, and including.When the subject expresses quantityReference for the Classroom ActivitiesAll the sentences are correct.Summary:1.Nominal phrases of time, money, weight and measurement normally take asingular verb.2.Some words or phrases, such as all, most, half, the last, the rest, take a singular orplural verb, depending on the meaning of the noun or pronoun that follows.3.Phrases lik e lots of, heaps of , loads of take singular or plural verbs depending onthe form of the nouns that follow.4.In sentences with more than one or many a modifying the subject nouns, the verbshould take a singular form though it is plural in meaning.When the subject is a relative pronoun, a what-clause, or in the there-be structureReference for the Classroom Activities1). He was one of the candidates who were able to carry out their campaign pledges.He was the only one of the candidates who was able to carry out his campaign pledges2). What he wants is just a little love from his foster parents.What one thinks and says are not always the same.3). There is a cherry tree and several orchid flowers in the garden.There are hundreds of applicants on the waiting list for the job.Summary:1.After a relative pronoun (who, which, that), the verb has the same person andnumber as the antecedent. (In the second sentence in Pair a, the antecedent is the only one, not the candidates.)2.After a what-clause, the verb is usually singular,. But if the what-clause is in acompound structure plural in meaning, the verb is in plural form.3.In the there-be structure, the verb is singular or plural depending on the number ofthe subject. The singular there is may be used to introduce a compound subject when the first noun or nominal phrase is singular.OthersReference for the Classroom Activities1). Nobody in town admits seeing him.2). Does anyone want to go with me?3). Are any of you going to the exhibition?4). None works/work so hard as he does.5). Books are her chief source of enjoyment.6). The one thing you must be ready for is their attempts to break up the meeting7). The jury is finally complete.8). The jury were divided in their Opinions.9). New York Times is his bible.10). Semantics is the study of meanings.Summary:1.Indefinite pronouns such as anybody, anyone, each, everybody, nobody, no one,and somebody generally require a singular verb.2.The pronouns any and none take either singular or plural verbs.3.The complement of the verb be does not affect its number.4. A collective noun takes a singular verb when the class it names is thought of as aunit, but a plural verb when the members of the class are thought of as individuals.5.Titles of books, magazines, movies, newspapers, plays, and the like take asingular verb.6.Certain nouns which are plural in form but singular in meaning generally take asingular verb. Some of these are physics, mechanics, news, statistics,and whereabouts.Part B Keys to the FOLLOW-UP EXERCISES1. 1). The little boy was chicken-hearted.2). That statesman is a respectable figure in the political arena.3). We sat down by the oak tree, enjoying the breeze coming from the lake4). We need to drink the milk before it sours.5). The child had difficulty finding his way to school.6) The young woman received a lot of flowers and gifts.7). My father drew back the curtain a little lest I see him.8). Our university can accommodate 4,000 students.9). Social customs vary greatly from country to country.2. The writer's attitude changes from negative to positive in each pair of sentences3. (1)experienced (2) elapsed(3)attempting (4) with(5)take up (6) made(7)endeavor (8) true4. 1). The state attorney said that the man would be prosecuted.2). We suppose that a referee should be disinterested but not uninterested3). Tony can hit a ball farther than I can.4). We must pursue this matter further.5). The principles behind our constitution are a principal reason for its astounding success.6). Al1 the band instruments except the tuba will be carried to the auditorium for the music contest.7). The federal government comprises the legislative, judicial, and executive branches8). The whole region was struck by an economic disaster.9). (correct)10). He was awaked to the risk.5. My sister Lulu accepted a scholarship to study in the UK. She had done very well in school and the principal thought that living with a British family would teach her a lot. Mother said she would let her go if she bought a box of stationery and promised to write home every week. She said that she would live up to her promise and she always does pretty well in living up to her principles. Soon after she arrived in the UK., she adapted to her new environment. Her new life did not affect her a great deal. She knew that as a student she had to be economical and she was not self-conscious of her poor clothing and strange accent. These were the things she was uninterested in; what fascinated her instead was the cultural differences between the two countries. She found people there liked to pay compliments and were more credulous to what she said. Of course, she never lied to them about her motherland.Though she experienced cultural shocks continually, she developed a fair attitude towards the other culture. In the proceeding years, she settled down in the UK. and became a person with an alternative cultural identity.6. 1). Sixty hours is the amount of work time I contracted for.2). The jury is expected to reach its decision very quickly.3). Each of the candidates for the position has exceptionally high qualifications.4). Every boy and girl in the sixth grade was/is eager to win the contest.5). Corn bread and milk is a popular breakfast in the rural South.6). The instructor as well as the students was at fault.7). He is one of the students who plan to attend the speech contest.8). The jury are to be isolated in individual hotel rooms each night during the trial9). Sam sprawled in the chair and knocked over one of the lamps which were on display10). The symptoms of mercury poisoning vary with each individual case.11). He believes that athletics improves school morale.12). Up goes the starter's gun, and each of the runners becomes tense.13). Either The Times or The Tribune is a reliable source of news.14). The first thing that catches your eye is the headlines.15). She is one of the women who have made this country what it is.7. As a way to wind up the unit, ask students to write a note for each of the situations. This can be done as homework.Part C Complementary of Notes(12) Notes of SuggestionBelow is an example of a note of suggestionPart D Assignment for this week Assignment: The question 7 of Page 27 in your text book. Please finish both of questions and hand in next time.。

《英语论文写作教程》第三章练习答案Reference Key to Exercises该答案适用于：《英语论文写作教程》操时尧柯军编著湖北科学技术出版社2013.5Chapter 3 Writing ProcessI. Which of the following would be considered as plagiarism?Answer: (a),(b),(d)and(e)are plagiarism.II. Study the topic questions and related information below, and complete an outline in the grid. Title: A comparison of advertising effects between newspapers and TVMain body:i) Benefits of TV advertising (reach large audience, have strong impact)ii) Drawbacks of TV advertising (expensive and can be ignored)iii) Benefits of newspaper advertising (flexible, cheap, focused)iv) Drawbacks of newspaper advertising (static)Conclusion: TV more effective in reaching large numbers but newspapers probably better for specialized marketsIII. Translate the following sentences into Chinese.1.如果某人在学术论文中直接引用或者转述他人的原话，而未标明文献来源，这就是学术剽窃。