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21世纪大学实用英语第三册第五单元课件-精品文档213页_图文

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Preview I. Objectives II. Suggested Teaching Plan III. Background Information IV. Class Presentation

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Preview
This is the first unit of Book Three. In the Listening and Speaking section, you will learn how to use attitude words and phrases and will do some practical exercises. In the Reading and Writing section, the writers bring forward a topic very important to our lives — our attitude. As the writer of Text A tells us through a story about his friend Jerry, attitude is more important than anything else. Text B contains a list of four characteristics about happy and positive people. And in Text C, the writer illustrates how one can choose a positive attitude through his own personal experience.
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I. Objectives
After studying this unit, the students are expected to be able to 1. master the basic language and skills to use attitude words and phrases; 2. understand the main idea of Text A, Text B and Text C, and master the useful
sentence structures and words and expressions found in the exercises relevant to the first two texts; 3. know how to use the subjunctive mood (2); 4. know how to write a résumé; 5. use the reading skill of scanning.
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II. Suggested Teaching Plan
Suggested Time and Teaching Plan for Unit 5

Time 2 periods

Contents Preview

Listening and Speaking

Plan
The teacher begins with the Preview to make sure that the students have some idea of what this unit is all about. After that, the teacher activates Listening and Speaking exercises as follows:
1) The Language for Happy Anticipation
A. Give a brief lead-in talk on happy anticipations so as to define them;

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Time

Contents

Plan
B. Have the students listen to Ex.1 (2-3 times) and fill in the blanks with the missing words;
C. Ask one student to read aloud the talk to check the fillings;
D. Tell class good news in any aspect and ask students to express their happy anticipations using the language presented in Ex.1.

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Time

Contents

Plan
2) Expressing Happy Anticipation A. Go through the new words and phrases for
the conversation in Ex.3; B. Have the students listen to the conversation
twice and fill in the blanks with missing words; C. Ask students to answer the questions about the conversation; D. Now have them look for the language used to express happy anticipation in the conversation;
E. Next, students can role-play the conversation.

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Time

Contents

Plan
3) Follow-up Practice (Be Selective) A. Go through the words and expressions from
the wedding invitation in Ex.6 and have the students do questioning exercises as guided after reading it. Note: One thing can be expressed in many forms. B. Listen to the conversation in Ex.7, do the exercises in it, and ask some students to speak out their questions. Note: One thing can be expressed in many forms.
C. Listen to the recording of Ex.8 and ask the students to respond by translating orally the Chinese messages into English.

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Time

Contents

Plan
D. Assign the students to do Ex.4, Ex.5, Ex.9 and Ex.10 as their homework before they come to class next time. The teacher tells them how to do these exercises and presents any topic-elated expressions on the chalkboard in advance, which can be used when the students make preparation for presentation.

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Time 3 periods

Contents

Plan

Review of the listening and speaking skills the students have learned

The teacher begins with the assignment mainly to have a review of the functional and notional language the students picked up in the previous unit. The teacher asks some students to act out the conversation in Ex.4 and Ex.5 of the Listening and Speaking section, and invites a few students to tell class their messages based on the picture in Ex.9 or present their opinions on the topic of “Which counts for more, IQ or EQ?” orally. Then, the teacher turns to the Reading and Writing section. (These activities should be completed in 15 minutes.)

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Time

Contents

Plan

Text A & text-related exercises

1) Starter After a brief explanation of the instructions, the teacher A. gives the students a few minutes to think
about the questions in the starter;
B. asks some students to answer the questions. (10 minutes)
2) Text A The teacher
A. lets the students answer the text-related questions, helps them identify the main idea of each paragraph and analyzes some

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Time 1 period

Contents

Plan
difficult sentences and some language points while discussing the whole text with the students (one and a half periods); B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students’ homework according to the students’ different levels of English (one period).

Grammar Review

1) Grammar Review
The teacher talks about the use of absolute construction, and at the same time, asks the students to do the grammar exercises in class.

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Time

Contents Practical Writing

Plan
2) Practical Writing
The teacher tells as well as shows the students how to reply to an inquiry by doing Ex.12 of Practical Writing, and then requires the students to do Ex.13 as their homework.

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Time

Contents

Plan

2 periods

Text B, Text C & textrelated exercises

1) Text B
While discussing the text with the students, the teacher calls on the students to pay attention to the structure of the paragraphs of the text, asking the students to answer the questions about the text. Ex.15 and Ex.16 can be done either in class or after class. 2) Text C

This text should be read by the students themselves as their homework or as fastreading in class.

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Time

Contents

Plan

Basic Reading Skills 3) Basic Reading Skills

The teacher tells the students how to use the reading skill of skimming, and asks them to do the exercises in Basic Reading Skills.

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III. Background Information
Nazi Jews

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Nazi
Germany experienced political and economic crises after its defeat in World War I (1914-1918). A democratic government had replaced the monarchy that ruled the country. But the nation suffered from severe inflation and unemployment after the war ended. Many Germans lacked faith in the new government and began to turn to political groups that called for extreme changes. One of these organizations was the German Workers’ Party, a small discussion group in Munich. Hitler joined this group in 1919 and quickly gained control. He changed its name to the National Socialist German Workers’ Party in 1920. Nazi stands for the first word in the German name of the party. (From the 2019 World Book)
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Jews Jews are the descendants of an ancient people called the Hebrews. During
Biblical times, the Hebrews — who came to be called Israelites — lived in what is now Israel. But their country fell to a series of conquerors, and the Jews scattered throughout the world. By the A.D. 700’s, they had established communities as far west as Spain and as far east as China.
The Jews have had great influence on history. They produced the Hebrew Bible, which, with its belief in one God and its moral teachings, became a cornerstone of two world religions, Christianity and Islam. But Jewish history has been full of tragedy. The Jews were a minority group almost everywhere they settled, and they often suffered persecution. During World War II (1939-1945), about 6 million Jews died in the Nazi campaign of mass murder known as the Holocaust. (From the 2019 World Book)
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Ⅳ. Class Presentation
Listening & Speaking Reading & Writing

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Listening & Speaking
The Language for Happy Anticipation Using Attitude Words and Phrases Follow-up Practice
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The Language for Happy Anticipation You are going to listen to an instructor talking about attitude words and phrases. Listen carefully and fill in the blanks with the missing words. Your instructor will give your class some good news in a number of ways. Respond to it using the language you have picked up in Exercise 1.
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Follow-up Practice Read the following words which may be new to you
Read aloud the above notice in class. Then act out the role of a guide who is informing his/her tourists about environmental protection.
Read the following words and expressions which may be new to you.
Read the following words and expressions which may be new to you.
Listen and, during the timed paused, translate orally into English the Chinese sentences in each of the following three short conversations.
Take a close look at the picture below. Think about it for one minute. Then give a two-minute oral presentation to tell the class what you think it means.
Have a discussion on the topic given below.
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The Language for Happy Anticipation

You are going to listen to an instructor talking about attitude words and phrases. Listen carefully and fill in the blanks with the missing words.

Instructor:

All of us expect desirable things, and so experience happy anticipation __th_r_o_u_g_h_o_u_t_o_u_r_w_o_r_k_a_n_d__p_e_rs_o_n_a_l_l_iv_e_s_ . Happy anticipation is usually practical: clearly something worthwhile is coming m__y_w__a_y. So I can perceive it in the distance and expect to _m_e_e_t_it finally. In view of that happy moment, I just can’t wait to have _m_y_e_x_p_e_c_t_a_ti_o_nfu_lfilled. The anticipation is happy, and I’m all eager _in__e_x_p_e_ct_a_t_io._n_
Happy anticipation can be noisy. Use the following language to express your happy anticipation:
— I am looking forward to _se_e_i_n_g_h_e_r__. — I am expecting to _p_r_o_p_o_s_e_t_o_h_e_r__. — I can’t deny my keen anticipation of h_e_r_a_c_c_e_p_ta_n_c_e_. — I’m longing tor_e_c_e_iv_e__h_e_r _q_u_ic_k_r_e_p_ly_ .

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— The first thing I’m going to do when I see her is_g_iv_e__th_i_s_p_r_e_s_e_n_t _to__h_e_r . — It will be really great to t_a_k_e_h_e_r_o_u_t_f_o_r_d_in_n_e_r_. — I can hardly wait to marry her. — It’ll be fun s_e_e_i_n_g_h_e_r_f_ri_e_n_d_s_. — Just think of all the things we’ll be able to see and do!

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Your instructor will give your class some good news in a number of ways. Respond to it using the language you have picked up in Exercise 1.
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Expressing Happy Anticipation
Before you listen to the upcoming conversation, read the following words and expressions which may be new to you.

on the spot anticipate spontaneous Just think!

在现场 期望 自发的 请想想!

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Listen to the conversation twice and fill in the blanks with the missing words.

Li Ming : Tell you what, Gong Li is coming to our school! Wang Ying: I didn’t know that. You know, she’s _m_y__fa_v_o_r_ite__C_h_i_n_e_s_e_m__o_vi_e_s_t_a_r .
Li Ming: Oh really? I like the way_s_h_e_a_c_ts_, too.
Wang Ying: What’s she doing here? Li Ming: They say she’d like to _h_a_v_e_a__ta_l_k with college students.
Wang Ying: You mean we’ll have a face-to-face talk with her, is that so? Li Ming: E__x_a_ct_ly_ .
Wang Ying: I’m longing to meet her. It will be really great to ask her some questions
right on the spot. Li Ming: I must say _I’m__a_n_t_ic_i_p_a_ti_n_g such a spontaneous situation, too. Wang Ying: How about being there early _s_o__th_a_t_ we can get good seats?
Li Ming: Good idea! Wang Ying: _Ju_s_t_t_h_in_k_, a famous movie star is coming to our school next week!
Li Ming: Surely it’s going to be wonderful. Wang Ying: _I c_a_n__h_a_r_d_ly_w__a_it to see her.

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Now listen to the above conversation again and answer the following questions.
1. What is the news for Wang Ying? Her favorite movie star is coming to their school.
2. What will the actress do on campus? She will have a face-to-face talk with college students.
3. What is Wang Ying’s response to the news? She is longing to see the movie star.
4. Is Li Ming going there, too? Yes. He will go together with Wang Ying.
5. Why do they plan to go there early? To get good seats.

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Follow-up Practice Read the following words and expressions which may be new to you.

decaying erosion soil decaying

压紧 侵蚀 土壤
腐烂的

nutrient 营养物 deadly 致命的 diseased 有病

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Read the following notice on a public bulletin board(布告栏) silently while listening to the recording.
WANT TO HELP? You can play a major role in protecting the forest. Stay on paved walkways to prevent compaction and erosion of the soil. Don’t collect wood or plants from the forest floor. Decaying plant material provides necessary nutrients that strengthen old trees and give young trees a fighting change to survive. You can help prevent the spread of deadly tree diseases to new areas by not collecting and transporting diseased wood from the forest back to your home.

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Read aloud the above notice in class. Then act out the role of a guide who is informing his/her tourists about environmental protection.
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Read the following words and expressions which may be new to you.

request the honor of your presence Unitarian Universalist Jr. Blvd. Philadelphia

敬请光临 一位论派的 普救派者
= junior小 = boulevard 林阴大道
费城(美国宾夕法尼亚州 东南部港市)

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Read the following wedding invitation for information.
Mr. and Mrs. David Wei Chen request the honor of your presence
at the marriage of their daughter Ann Qing Chen to
Robert Lewis Shepherd on Saturday, the twenty-first of May
Two thousand and five At two o’clock in the afternoon Unitarian and Universalist Church 202 Martin Luther King, Jr. Blvd.
Philadelphia, Pennsylvania

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Ask three questions of your partner, who is reading the wedding invitation for information (write down your questions if necessary).
Question 1 about the hosts: a. Tell me who’s inviting us to the wedding? b. Who’s inviting us to the wedding? c. Who does the wedding invitation come from? Question 2 about the time: a. When is the wedding? b. When is the wedding going to take place? Question 3 about the possibility of subletting: a. Where is the wedding? b. Where is the wedding going to be held?

Act out the above short conversation in class.

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Read the following words and expressions which may be new to you.

forum global keynote speaker It’s a shame

…论坛 全球的 主要发言人
= It’s a pity…

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Listen twice to the taped conversation below between a professor and a student whose role you are supposed to play. First, put down your questions for the professor during the timed pauses. Second, ask your questions out loud.

Student: How many times have you been to China, Prof. Rice? Prof. Rice: Let me see, it’s my third trip to this country.
Student: W__h_e_n__d_id__y_o_u_c_o_m_e__fo_r__th_e__fir_s_t_ti_m_e_?_ Prof. Rice: Two years ago.
Student: _H_o_w__lo_n_g__a_re__y_o_u_g_o_i_n_g_t_o_s_t_a_y_h_e_re__t_h_is_t_im__e_? Prof. Rice: My plan is to stay for a week. I came here to attend a forum on the
global economy. Student: _A_re__y_o_u_g_o_i_n_g_t_o_g_i_v_e_a__p_re_s_e_n_t_a_ti_o_n_? Prof. Rice: Oh, yes. I’m invited to the forum as the keynote speaker. Student: Are you? I wonder if you’ll have any chance to do some
sightseeing in the city.
Prof. Rice: Actually, it’s a shame I won’t. I’ve got a busy schedule this time. Maybe next time.
Student: Have a nice stay here. Prof. Rice: Thank you.

Act out the above conversation in class.

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Listen and, during the timed pauses, translate orally into English the Chinese sentences in each of the following three short conversations.

1. A Male Voice: You:

When in Rome, do as the Romans do! This is China, so I would urge you to drink a cup of Maotai Liquor. This is the most famous liquor in the country. Now let’s drink to the signing of our contract! 啊, 我希望你不要生气(to be offended),因为个人的原因, 我不能喝酒(alcoholic beverages)。我当然想和你为我们的合 同干一杯(in a toast),我能不能以可乐代酒?

KEY Well, I don’t want you to be offended, but for personal reasons I can not drink alcoholic beverages. I certainly want to join you in a toast to our contract. May I use a Coke?

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2. A Female Voice: I love to go to fashion shows. They give you some idea about what kinds of clothes are coming into fashion and what are going out.
You: 那些漂亮的模特儿穿着艳丽的(gorgeous)衣服在舞台(runway)上
走确实很好看。不过坦率地说,我觉得那些衣服日常穿并不实际。
KEY It’s nice to see those beautiful models walk down the runway in gorgeous clothing. But to be frank, I don’t think those clothes are practical for everyday wear.
3. A Male Voice: Excuse me. Can you tell me where I get the bus to the University City?
You: 你可在这里坐3路公共汽车,然后在购物中心街换乘8路公共汽
车,一直到那里。
KEY You can take the Number 3 bus right here and then change at Shopping Center Street for the Number 8. That takes you right there.

Act out the above conversations in class.

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Take a close look at the picture below. Think about it for one minute. Then give a two-minute oral presentation to tell the class what you think it means.
Outstanding and Standing Out

Suggested Presentation:

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Suggested Presentation: Which causes success, IQ or EQ? The answer is both. But which contributes
most? The picture gives us the response to this question. It shows a person with a high EQ standing higher than all the rest of the high
IQ people. As the only person with a high EQ, he stands out and seems like a winner. The picture is trying to tell us that EQ factors weigh more in success than IQ factors do. In short, the illustration conveys the clear message that EQ is more important than IQ.
Human beings are social animals. We live in a social environment, so we feel emotions. We depend upon our human relationships, and so we must also be responsible for these emotions. Factors such as good interpersonal skills, selfmotivation, mood management and impulse control make it more likely for us to succeed. To become a winner, we have to develop such qualities. These are EQ qualities, not IQ ones.
The message the picture conveys can have an important impact on the way we view education. The development of EQ cannot be neglected in education. Without it we have only dry brainpower - not living, breathing intelligence.

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Have a discussion on the topic given below. Which counts for more, IQ or EQ?
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Reading & Writing
Text A A Sweet Love Story Text A Exercises
Grammar Review Practical Writing Text B Hungry for Your Love (1)
Text B Exercises Text C Hungry for Your Love (2)
Comprehension of the Text Basic Reading Skills

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Text B Exercises
Answer the following questions. Fill in the blanks with the words given below. Change the forms where necessary. Fill in the blanks with the expressions given below. Change the form where necessary.
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Grammar Review
独立结构(Absolute Construction) Use the proper forms of the words given to complete the following sentences.
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Text A

Starter

People understand love in their own ways. Read the following situations and decide which one is the most romantic. Love is ________ .

1. a violin playing for you under the bedroom window 2. a stranger stopping you in the street with a bouquet of flowers 3. a couple of 86 and 87 celebrating their diamond wedding anniversary 4. a card and chocolates received on Valentine’s Day 5. hearing someone saying “I love you” regularly 6. a marriage proposal when one knows the other is dying

Now read Text A and see how the young man and woman in the story understand love.

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Text A
CH

A Sweet Love Story

Author Unknown

1 This is one of the most touching and purest love stories I’ve read N in a while. 2 From the very beginning, Jessica’s family objected strongly to her dating her boy friend Edgar. N They said that the boy’s family background didn’t match hers and that she would suffer for the rest of her life if she were to marry him. 3 Due to the pressure from her family, the two youngsters quarreled from time to time. Though Jessica loved Edgar deeply, she always asked him: “How deep is your love for me?” 4 As Edgar was not good with words, Jessica felt very upset when Edgar remained silent whenever she asked the question. Because of this, Jessica often vented her anger on Edgar while the latter only endured it in silence.

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Text A
CH
5 After a couple of years, Edgar finally graduated and decided to further his studies overseas. Before leaving, he proposed to Jessica: “I’m not very good with words but all I know is that I love you. If you allow me, I will take care of you for the rest of my life. As for your family, I’ll try my best to talk them round. Will you marry me?” 6 The girl agreed, and through Edgar’s determined efforts, Jessica’s family finally gave in and agreed to let them get married. So, before Edgar went abroad, they got engaged.
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Text A

CH

7 Soon Jessica began to work in a local factory whereas Edgar was overseas, continuing his studies. They sent their love through emails and phone calls. Though it was hard, they both bathed in each other’s affection.
8 One day, while Jessica was on her way to work, she was knocked down by a car that lost control. When she woke up, she saw her parents beside her bed. Jessica realized that she was badly injured. Seeing her mum cry, she wanted to comfort her. But she realized that she could not utter a single word anymore. All that could come out of her throat was just a sigh. She had lost her voice…
9 Jessica’s doctor told her parents that the impact on her brain had caused her inability to use her voice. Though she could hear everything, Jessica knew that she would never be able to use her voice as she used to — she broke down. During her stay in hospital, she cried, silently, not because she didn’t want other people to hear her cry, but because nobody would ever hear her voice thereafter.

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Text A
CH
10 Two months later, Jessica was discharged from hospital. Upon reaching home, everything seemed to be the same, but whenever she saw the light signaling a phone call in the sitting room and someone in the family went to pick up the receiver, she felt as if something had pierced her heart. She did not want Edgar to know her condition, nor did she want to be a burden to him in the future, so she wrote a letter to him saying that she didn’t wish to keep their relationship any longer. 11 After that, she sent the engagement ring back to him. However, Edgar could never agree to her decision and sent millions of letters to her. 12 Seeing their daughter in a very miserable condition, Jessica’s parents bought a new house away from their hometown and moved there with their beloved daughter, hoping that she could eventually forget everything and be happy. 13 In her completely new environment, Jessica learnt sign language and started a new life. 14 One day, Jessica’s friend came to see her and told her that Edgar was back. She asked her friend not to let him know what happened to her. Since then, there wasn’t any news of him.

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Text A

CH

15 A year passed and her friend came again with an envelope, containing an invitation card for Edgar’s wedding. Jessica was shattered. When she opened

the folded card, she saw her name on it. “What’s going on?” she asked herself,

feeling puzzled, and wrote these words on a slip of paper, asking for an answer.

Just then, she saw Edgar walking toward her, wearing the smile that she was so

familiar with…

16 He used sign language to tell her, “I’ve spent a year learning sign language. I want you to know that I’ve never forgotten our promise. Let me be your

husband, your dearest friend and your voice. I Love You.” With that, he slipped

the ring back on her finger. Jessica’s back shook while she wept silently on

Edgar’s shoulder. Slowly yet affectionately, she rose from Edgar’s shoulder and

told him in sign language: “I love you, too.”

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(758 words)

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1) Why did Jessica’s family object to her dating Edgar? They thought Edgar’s family background didn’t match theirs.
2) Briefly describe the relationship between Jessica and Edgar. They loved each other deeply but sometimes quarreled because of the pressure from Jessica’s family.
3) How did Edgar respond to Jessica’s occasional anger? He endured it silently.
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Chinese Version
一个甜美的爱情故事
佚名
这是我最近一段时间以来读到的最感人、最纯洁的爱情故事之一。 从一开始,杰西卡的家人就坚决反对她和男友埃德加约会。他们说那男孩的家庭出 身配不上她,还说杰西卡要是嫁给他,下半辈子定会吃苦。 由于来自杰西卡家庭的压力,两个年轻人不时发生争吵。虽然杰西卡深深地爱着埃 德加,但她总是问他:“你对我的爱到底有多深?” 由于埃德加不善言辞,所以每当杰西卡问这个问题时他总是沉默不语,这让杰西卡 感到非常沮丧。因此,杰西卡常常对埃德加发泄怒气,而他却只是默默地忍受着。
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Language Points
touching /5tQtF?N/: a. that makes one touched; moving
动人的;感人的
e.g. a touching story
T 动人的故事
a touching scene
T 感人的一幕
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(3) Language Points
Jessica /5dVes?kE/: 杰西卡(女子名)
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Edgar /5ed^E/: 埃德加(男子名)
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Language Points
in a while: in a period of time 在一段时间里 e.g.
That’s the best suggestion we’ve had in a while.
T 那是我们这段时间里听到的最好的建议。
I want to use the vacation to learn the subjects that I haven’t studied in a while.
T 我想用假期学习一些我前段时间没学的课程。
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Language Points
They said that the boy’s family background didn’t match hers and that she would have to suffer for the rest of her life if she were to marry him.
他们说那男孩的家庭出身配不上她,还说杰西卡要是嫁给他,下半辈子定会吃苦。 动词said有两个that从句,第二个that从句是虚拟语气,表示对将来的推测。
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Language Points

background /5bAk^ra?nd/: n. part of a view, scene or description

that forms a

setting for the chief objects, people, etc.;

e.g.

person’s family experience and education

背景;出身背景;经历;学历

family background
T 家庭背景

cultural background
T 文化背景
background music

T 背景音乐

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youngster /5jQNstE/: n. young person 年轻人
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Language Points
from time to time: now and then; occasionally 不时;偶尔 e.g.
They visit us from time to time — every month or two.
T 他们偶尔来看望我们—每一两个月来一次吧。
He looked out of the window from time to time, as if he was expecting someone.
T 他时不时朝窗外望去,好像在等什么人。
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Language Points
vent / vent/: vt. allow (one’s anger, etc.) to burst out 发泄(怒气等) e.g.
vent one’s feelings
T 吐露情感?
vent one’s opinion
T 发表意见。
vent one’s dislike of sth.
T 发泄对某事的厌恶。
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anger /5AN^E /: n. strong feeling of displeasure and hostility
怒气,怒火,愤怒
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4) Did Jessica’s parents finally agree to let them marry? Yes.
5) What did Edgar do after he and Jessica got engaged? He went abroad for further study.
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Chinese Version
几年之后,埃德加终于毕业并决定去国外深造。临走之前,他向杰西卡求婚: “我不太会说话,但我只知道我爱你。如果你允许的话,我愿用我的余生照顾你。至 于你的家人,我会尽最大的努力去说服他们。你愿意嫁给我吗?”
杰西卡答应了。她的家人最后也被埃德加的不懈努力打动,同意让他们结婚。就 这样,在埃德加出国之前,两人订婚了。
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Language Points

latter /5lAtE/ : 1. a. of the second of two parts, things (mentioned)

e.g.

后者的;后一半的

the latter half
T 后一半
Of the pig and the cow, the latter animal is more valuable.
T 猪和牛相比,后者更有价值。

2. n. the second of two things or people already mentioned
(两者中的)后者
e.g. If you compare the former and the latter, you’ll see the difference.
T 如果你把前者和后者比较一下,就能发现区别。
One day he came to see grandma with some flowers. The latter was sitting
in the garden.
T 一天,他带着一些花来看奶奶。奶奶正坐在花园里。
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Language Points
in silence: silently; without speaking or making a noise
沉默地;无声地;安静地
e.g. I repeated the question, but she just stared at me in silence.
T 我把问题重复了一遍,但她只是默默地盯着我。
They exchanged a surprised look in silence.
T 他们默默地交换了一下吃惊的眼神。
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Language Points
further /5fE:TE/: vt. help the progress or development of (sth.); promote
助长,促进,推动
e.g. further the economic reform
T 推动经济改革
further cooperation between the two countries
T 促进两国的合作
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Language Points
overseas /5E?vE5si:z/: ad. across the sea; abroad 到海外;在国外 e.g.
He stayed overseas for five years.
T 他在国外呆了5年。
We plan to travel overseas this summer.
T 今年夏天我们计划去国外旅行。
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Language Points
propose /prE5pE?z/: v. put forward for consideration, discussion, or adoption; suggest; suggest or offer marriage (to sb.), esp. formally
提议, 建议; (尤指正式地)(向某人)求婚
e.g. I propose that we eat pizza for dinner.
T 我提议晚饭吃比萨饼。
John proposed to Susan in a romantic way.
T 约翰以一种浪漫的方式向苏珊求婚。
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Language Points
talk round: persuade (sb.) to accept or agree to sth. 说服 e.g.
He’s one of those headstrong people who are hard to talk round.
T 他是那种一意孤行、很难被说服的人。
You don’t have to talk me round to your view.
T 你不必说服我接受你的观点。
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Language Points
give in: yield in an argument or fight. 让步;屈服
e.g. He won’t give in to your request easily.
T 他不会轻易向你们的请求让步的。
The enemies were forced to give in.
T 敌人被迫投降。

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Language Points

abroad /E5brC:d/: ad. in or to a foreign country or countries;

away from one’s own country

e.g.

在国外;到国外

The Browns usually travel abroad in summer.

T 布朗一家通常在夏天去国外旅行。

a rush of going abroad

T 出国热

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Language Points
engage /?n5^e?dV/: vt. bind by a promise of marriage 使订婚 e.g.
Mary is engaged to Tom.
T 玛丽与汤姆订婚了。
The engaged couple are high-school sweethearts.
T 订婚的这一对在他们上高中时就是恋人。
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Language Points
whereas /hweEr5Az/: conj. but on the contrary; while
然而;而
e.g. They spend all their money on their house, whereas we prefer to spend ours on traveling.
T 他们把所有的钱花在房子上,可是我们宁愿花钱去旅游。
One student arrived on time, whereas the others came late.
T 一位学生准时到达,而其他人却都迟到了。
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(3) Language Points
email /5i:5me?l/: n. = electronic mail 电子邮件
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Language Points
affection /E5fekFn/: n. feeling of fondness; love 喜爱;爱 e.g.
Her affection for them was clear in the way she spoke.
T 她对他们的爱从她说话的口吻中清楚地流露出来。
You are ever in my affections.
T 我永远爱你。
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Language Points
knock down: strike (sb.) to the ground or the floor
击倒;撞倒
e.g. He knocked his opponent down with a heavy blow
T 他一记重拳将对手击倒在地。
The old man was knocked down by a bus.
T 老人被一辆公共汽车撞倒。

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Language Points
utter /5QtE/: vt. make (a sound or sounds) with the mouth or voice; say or speak 发出(声音);说;讲
e.g. I was so shocked that I couldn’t utter a word.
T 我震惊得一个字都说不出来。
She knew that her son was uttering a lie.
T 她知道她的儿子在说谎。
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6) What happened to Jessica one day when she was on her way to work and what was the consequence? She was knocked down by a car and lost her voice as a result.
7) What had made Jessica unable to speak? The impact on her brain.
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Chinese Version
不久杰西卡便开始在当地的一家工厂上班了,而埃德加则在国外继续他的学业。他们 通过电子邮件和电话传递他们的爱。虽然很艰难,但两人都沉浸于彼此的爱之中。
有一天,杰西卡在上班的路上被一辆失控的汽车撞倒。她醒过来时,只见父母陪在床 边。杰西卡意识到自己受了重伤。她看到妈妈哭个不停,想安慰她一下。可是她突然发现, 自己一个字也说不出来了。喉咙里能发出来的声音只是一声叹息。她失声了……
医生告诉杰西卡的父母,孩子大脑受到的撞击使她丧失了发声能力。虽然什么都听得 见,杰西卡知道自己再也不能像从前那样开口说话了。她整个人都垮了。住院期间,杰西 卡经常默默地哭泣,这倒不是因为她不想让别人听见她哭,而是因为再也没有人能听见她 的声音了。
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Language Points

throat /WrE?t/: n. passage in the neck through which food passes to

the

stomach and air passes to the lungs

e.g.

咽喉,喉咙;嗓子

My colds always start with a sore throat.
T 我每次感冒总是喉咙先痛。
He cleared his throat and started speaking.
T 他清清嗓子开始讲话。

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Language Points
impact /5?mpAkt/: n. great influence or effect 影响;作用 e.g.
the impact of Einstein on modern physics
T 爱因斯坦对现代物理学的影响
The car was totally destroyed by the impact of the crash.
T 撞车的冲击力把汽车彻底毁掉了。
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Language Points

inability /??nE5b?lEt?/: n. lack of power or ability; being

unable e.g.

无力;无能;不能

I apologize for my inability to follow your advice.

T 很抱歉我无法听从你的劝告。
The doctor felt upset at his inability to save his patient.
T 那位医生为没能救活病人而难过。

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Language Points
break down: lose control of one’s feelings; (of sb. ’s health) become very bad; collapse
感情失去控制; (健康等)变得衰弱;垮掉,崩溃
e.g. He’s already nervous now. A little more pressure might cause him to break down.
T 他已经够紧张的了。再多一点压力就可能会使他精神崩溃了。
His health broke down out of excessive drinking.
T 饮酒过度使他的身体垮掉了。
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Language Points
thereafter /TeEr5B:ftE/: ad. after that 之后,以后 e.g.
He went abroad in 1990 and I heard nothing from him thereafter.
T 他1990年出国,此后我再也没有他的消息了。
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Language Points

discharge /d?s5tFB:dV/: vt. give permission for (sb.) to leave a

place

e.g.

允许(某人)离开

be discharged from hospital
T 出院回家
The company discharged 20 employees to cut costs.
T 为减少开支公司解雇了20名员工。
He was discharged after having served eleven months in jail.
T 在坐了11个月的牢后他获释出狱了。

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Language Points
receiver /r?5si:vE/ :n. part of a telephone that receives the incoming sound and is
held to the ear 电话听筒
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Language Points
pierce /p?Es/: vt. (of sharp-pointed instruments) go into or through
(尖物、利器)刺入;刺穿
e.g. She decided to have her ears pierced.
T 她决定穿耳孔。
A loud scream pierced the silence.
T 一声尖叫划破了寂静。
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Language Points
relationship /r?5le?FEnF?p/: n. close friendship between two people
(两人间的)亲密关系
e.g. form a friendly relationship
T 建立友好的关系
a business relationship with someone
T 与某人的生意关系
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Language Points

miserable /5m?zErEbl/: a. very unhappy and sad; (of life, conditions, etc.)

very poor

e.g.

痛苦的;悲惨的

a miserable life
T 悲惨的生活
He felt miserable at having failed the exam.
T 考试不及格令他感觉很痛苦。
Who can live on such a miserable salary?
T 谁能靠这少得可怜的薪水过日子?

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Language Points
beloved /b?5lQvd/: a. much loved 深爱的;
心爱的
e.g.
my beloved hometown
T 我心爱的家乡
her beloved pet
T 她深爱的宠物

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Language Points
invitation /??nv?5te?Fn/: n. inviting or being invited 邀请 e.g.
Thank you for the invitation and I’d be glad to come.
T 谢谢你的邀请,我很乐意前往。
Sue mailed the invitations six weeks before the wedding.
T 苏在婚礼前6个星期就寄出了请柬。
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Language Points

fold /fE?ld/: vt. bend or turn (sth.) so that one part of it lies on

another e.g.

折叠,对折

folding chair
T 折叠椅
fold the paper in half.
T 把纸对折一下。

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8) How did Jessica feel after the accident? She felt very upset.
9) What did Jessica do to Edgar and why? She wrote a letter and sent the engagement ring back to Edgar to end their relationship because she didn’t want to be a burden to him.
10) What did Jessica do when she moved to a new house away from her hometown? She learned sign language and started a new life.
11) What did Jessica’s friend tell her one day and what did Jessica ask her friend to do? Her friend told her that Edgar was back but Jessica asked her friend not to tell Edgar about her condition.
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(3)
Chinese Version
两个月后,杰西卡出院回到家中。每样东西看上去都跟过去一样,可只要看到客厅里电 话机上的指示灯亮起来,家里某个人走过去提起听筒,杰西卡就感到像是有什么东西刺穿了 她的心。她不想让埃德加知道自己的状况,也不想在以后成为他的一个负担,于是她便写了 一封信告诉他,说她不愿再继续保持他们的关系。
然后,杰西卡把订婚戒指寄还给了他。然而,埃德加说什么也不同意杰西卡的决定,接 连不断地给她寄了很多信。
杰西卡的父母眼见女儿痛苦不堪,于是在离他们家乡很远的地方买了一幢新房子,和心 爱的女儿搬了过去。他们希望杰西卡可以最终忘记一切,开开心心地生活下去。
在全新的环境里,杰西卡学会了手语,开始了新的生活。 一天,杰西卡的一个朋友来看她,告诉她埃德加回来了。杰西卡让朋友不要把发生在自 己身上的一切告诉埃德加。从此之后便没了埃德加的消息。
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Language Points
affectionately /E5fekFnEtl?/: ad. in a way that shows love; lovingly
充满深情地;温柔亲切地
e.g. She smiled affectionately.
T 她亲切地微笑着。
The family welcomed me affectionately.
T 全家人都亲切地欢迎我。
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(3)
12) Whose name was on the invitation card for Edgar’s wedding? Jessica’s name.
13) What had Edgar been doing since he came back? He’d been learning sign language.
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(3)
Chinese Version
一年过去了。杰西卡的朋友又来了,带给她一个信封。信封里是一张参加埃德加婚 礼的请帖。杰西卡大为震惊。她打开对折的请帖,却看到自己的名字在上面。“这是怎么 回事?”她问自己,感到很疑惑。她在纸条上写下这几个字,要求她的朋友回答。就在这 时,她看见埃德加朝她走了过来,脸上带着她曾那么熟悉的微笑……
埃德加打着手语对她说,“我用一年的时间学会了手语。我想让你知道,我从未忘记 过我们的誓言。请让我成为你的丈夫、你最亲爱的朋友和你的声音吧。我——爱——你。” 说罢他把戒指重又戴到杰西卡的手指上。杰西卡靠在埃德加的肩头默默地流着泪,后背不 住地颤动着。终于,她缓缓而深情地抬起头,用手语告诉埃德加:“我也爱你。”
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Text A Exercises
Reading Aloud Understanding the Text Reading Analysis Vocabulary Structure Cloze Translation

(3)
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(3)
Structure
Complete the following sentences by translating the Chinese in brackets into English using “feel as if.” Rewrite the sentences by using the infinitive.
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(3)
Vocabulary
Fill in the blanks with the words given below. Change the forms where necessary. Fill in the blanks with the expressions given below. Change the forms where necessary.
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(3) Understanding the Text
Answer the following questions Topics for Discussion.
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(3)
Reading Aloud
Read the following paragraph until you have learned them by heart.
After a couple of years, Edgar finally graduated and decided to further his studies overseas. Before leaving, he proposed to Jessica: “I’m not very good with words but all I know is that I love you. If you allow me, I will take care of you for the rest of my life. As for your family, I’ll try my best to talk them round. Will you marry me?”
The girl agreed, and through Edgar’s determined efforts, Jessica’s family finally gave in and agreed to let them get married. So, before Edgar went abroad, they got engaged.
Soon Jessica began to work in a local factory whereas Edgar was overseas, continuing his studies. They sent their love through emails and phone calls. Though it was hard, they both bathed in each other’s affection.
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(3)

Understanding the Text

Answer the following questions

1. Why did Jessica’s family object to her dating Edgar?

2. Briefly describe the relationship between Jessica and Edgar.

3. How did Edgar respond to Jessica’s occasional anger?

4. Did Jessica’s parents finally agreed to let them marry?

5. What did Edgar do after he and Jessica got engaged?

6. What happened to Jessica one day when she was on her way to work and

what was the consequence?

7. What made Jessica unable to speak?

8. How did Jessica feel after the accident?

9. What did Jessica do about her engagement and why?

10. What did Jessica do when she moved to a new house away from her

hometown?

11. What did Jessica’s friend tell her one day and what did Jessica ask her

friend to do?

12. Whose name was on the invitation card for Edgar’s wedding?

13. What had Edgar been doing since he came back?

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(3)
Topics for Discussion. 1. “This is one of the most touching and purest love stories I’ve read in a
while.” Why do you think the love between Jessica and Edgar is pure? 2. In your opinion, what are some characteristics of true love?
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(3)

Reading Analysis
Read Text A again and complete the following table.

Paragraph (s)

Main Idea

1

Introduction

The relationship

2-4

between Jessica

and Edgar before

Edgar graduated

The relationship

5-7

between Jessica

and Edgar after

Edgar graduated

Details
It is one of the most _to_u_c_h_in_g_ and p_u_r_e_st_love
stories.
Jessica loved Edgar against her parents’
_ob_j_e_ct_io_n__but sometimes vented her anger on him due to _fa_m_i_ly_p_r_e_s_su_r_e_s , while Edgar just e_n_d_u_r_ed__the problems silently.
After graduation, Edgar proposed to Jessica and
managed to get her parents’p_e_r_m_is_s_io_n__, so they were_e_ng_a_g_e_d_before Edgar went abroad to_s_tu_d_y_.

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Paragraph (s) Main Idea

Details

8-11 12-14

One day on her way to work, Jessica wask_n_o_c_ke_d__d_ow__n Jessica’s accident and by a car and lost her _vo_i_ce_ . Not wanting to be a _bu_r_d_e_n
her action to end her to Edgar, she wrote to him as well as returned the
relationship with Edgar _en_g_a_g_e_m_e_n_t_ri_n_g_ to end their relationship. But Edgar

didn’t _a_gr_e_e_t_o_ her decision.

Jessica’s new life without Edgar

Jessica moved away from h_e_r_h_o_m_e_t_o_w_n, learned s_i_gn__la_n_g_u_a_ge__and started a new life. Knowing Edgar
was back, she asked her friend to keep the news of

_h_e_r _ac_c_id_e_n_t_ from him.

15-16

The reunion of Jessica and Edgar.

One year later, Edgar came to Jessica and asked her
to m__a_rr_y_h_im_ . Having spent that year learning sign language, he told her in s_i_gn__la_n_g_u_a_ge__, “I love you,” to
which she responded, “I love you, too.”

Now retell the story by using the information in the table you have completed.

PBRAECVK.

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Vocabulary
Fill in the blanks with the words given below. Change the forms where necessary.

background anger

match

latter

overseas propose

engage

discharge relationship miserable invitation fold

1. Some of the patients wered_i_s_c_h_a_rg_e_d_ from hospital because the bed were needed by other people.
2. When _a_n_g_e_r goes beyond your control, it does harm to both your mental and physical health.
3. I have done some tests for the two programs and the _la_tt_e_r was almost always faster.
4. They had been together for two years, but both of them felt the _re_l_a_tio_n_s_h_i_p wasn’t really going anywhere.
5. Did you know that John’s daughter has got _e_n_g_a_g_e_d to Mary’s son? 6. Our society is made up of people from many different cultural b_a_c_k_g_r_o_u_n_d_s.

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background anger

match

latter

overseas propose

engage

discharge relationship miserable invitation fold

7. Most of the country is expecting heavy rain as the m__is_e_r_a_b_le_ wet weather

continues. 8. Jessica invited us to her wedding last week, but we haven‘t received the written
i_n_v_it_a_ti_o_n yet. 9. The place didn‘t quite_m_a_t_c_h my expectation of what it would be like. 10. He f_o_ld_e_d_ his arms and gazed angrily at those who were not listening.

11. Many more people in China travel o_v_e_r_s_e_a_s for their holiday now than used to

be the case.

12. The most romantic idea I came up with was to p_r_o_p_o_s_e to her on a gondola(凤尾船)

in Venice.

PREV.

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(3)

Fill in the blanks with the expressions given below. Change the forms where necessary.

give in in silence break down

due to

knock down

talk round

go abroad

from the very beginning

agree to from time to time

1. Losing her job was a terrible blow to her; she b_r_o_k_e_d_o_w__n but refused to be put on medication(药物治疗).
2. Though they ended their relationship a year ago, she still thinks of him f_ro_m__t_im__e t_o_t_im__e .
3. F_r_o_m__th_e__v_e_ry__b_e_g_in_n_i_n_g , my parents strongly objected to my going to Australia. 4. Last night a drunk driver_k_n_o_c_k_e_d_d_o_w_n_ and killed two students near our campus. 5. The salesman finally _a_g_re_e_d__to_my terms(条件) and took 20% off the original price.

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give in in silence break down

due to

knock down

talk round

go abroad

from the very beginning

agree to from time to time

6. Do you think you can t_a_lk_ your parents _ro_u_n_d_ to lending us some money? 7. The 100 metre champion lost the gold medal this time _d_u_e__to_ lack of
practice. 8. If our boss gets enough requests from us, he might have to_g_iv_e_i_n_ eventually. 9. Night swallows the land; hour after hour goes by _in__s_ile_n_c_e_ except for the
sounds of crickets chirping(蟋蟀的叫声). 10.You’ll be successful here. There’s no need to g_o__a_b_ro_a_d_ to seek your
fortune.

PREV.

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(3)
Structure
Complete the following sentences by translating the Chinese in brackets into English using “feel as if.”
1. It’s true that you’ve lost a large amount of money, but you don’t have to f_e_e_l _a_s_i_f _y_o_u_w_e_r_e_t_h_e_m__o_s_t_u_n_fo_r_tu_n_a_t_e_p_e_r_s_o_n_i_n_t_h_e_w__o_rl_d(. 觉得似乎自己是
世界上最不幸的人)
2. The praise from his teacher made the boy_f_e_e_l a_s__if_h_e__h_a_d_a_c_c_o_m__p_lis_h_e_d__a _g_re_a_t_d_e_e_d_. (觉得仿佛自己成就了一桩伟大的事)
3. When I met Jessica for the first time, I f_e_lt_a_s_i_f _I _h_a_d_k_n_o_w__n_h_e_r_f_o_r _y_e_a_rs_.
(觉得仿佛已认识她多年了)
4. I’ll switch on the electricity now. Do you _fe_e_l_a_s__if_s_o_m_e__n_e_e_d_le_s__w_e_r_e_p_i_e_rc_in_g_ _y_o_u_r _s_ki_n_?(有没有针扎皮肤的感觉)
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(3)
Rewrite the sentences by using the infinitive. Model:
Her request was that her friend shouldn’t let him know what happened to her. →She asked her friend not to let him know what happened to her.
1. Father’s advice was that I shouldn’t leave to tomorrow what ought to be done today. Father advised me _n_o_t _to__le_a_v_e_t_o_t_o_m_o_r_r_o_w_w__h_a_t _o_u_g_h_t _to__b_e_d_o_n_e__to_d_a_y_.
2. That incident taught him a lesson that he shouldn’t judge a person by appearance. That incident taught him _n_o_t_t_o_ju_d_g_e__a_p_e_r_s_o_n__by__a_p_p_e_a_ra_n_c_e_.
3. Jim said the switch was dangerous and warned that nobody should touch it. Jim said the switch was dangerous and warned everybody _n_o_t _to__to_u_c_h_i_t .
4. The kid was begging that his parents wouldn’t send him to boarding school(寄宿学校). The kid was begging his parentsn_o_t _to__s_e_n_d_h_i_m__to__b_o_a_rd_i_n_g_s_c_h_o_o_l _.
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Cloze
Fill in each of the following blanks with an appropriate word.
A group of professional people asked a group of 4 to 8 year-olds to think about the question, “What does love mean?” The (1) _a_n_sw__e_rs_they got were broader and deeper (2) _th_a_n_anyone could have imagined.
“When someone loves you, the (3)_w_a_y_ they say your name is different. You know that your name is safe in their (4)_m_o_u_t_h .” (Billy, age 4)
“Love is when you go out to eat and give somebody most of your French fries (5) _w_it_h_o_u_t making them give you any of (6)t_h_e_ir_s_ .” (Chrissy, age 6)
“Love is when my mommy makes coffee (7)_fo_r_ my daddy and she takes a sip(呷) (8) b_e_f_o_re_ giving it to him, to make (9) s_u_r_e_ the taste is OK.” (Danny, age 7)
“Love is when you tell a guy you like his shirt, then he (10) w__e_a_rs_ it every day.” (Noelle, age 7)
“Love is when mommy gives daddy the (11) _b_e_st_ piece of chicken.” (Elaine, age 5) “You really shouldn’t say ‘I love you’ (12) u_n_l_e_s_s you mean it. But if you mean it, you should say it a lot.” (Jessica, age 8)
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Translation
Translate the following sentences into English.
1. 我刚收到一封电子邮件,信中杰西卡表露了对与她亲爱的男友结束关系的后悔之情
(regret)。 _I _ju_s_t_re_c_e_i_v_e_d_a_n__e_m_a_i_l i_n_w__h_ic_h_J_e_s_s_i_ca__e_x_p_re_s_s_e_d__h_e_r_re_g_r_e_t_o_f_e_n_d_in_g__ _th_e__re_l_a_tio_n_s_h_i_p_w__ith__h_e_r_b_e_lo_v_e_d__b_o_y_fr_ie_n_d_.________________________
2. 失去家人使她崩溃了,这一悲惨的事件一直影响着她的余生。
_S_h_e_b_r_o_k_e_d_o_w__n_a_t_t_h_e_l_o_ss__o_f_h_e_r_fa_m__il_y,__a_n_d_t_h_e_im__p_a_c_t _o_f _th_i_s_m__is_e_ra__bl_e _in_c_id_e_n_t_r_e_m_a_i_n_e_d_f_o_r_th_e__r_e_st_o_f_h_e_r__lif_e_. __________________________
3. 父母都反对我出国深造。我不知道是该让步还是尽力说服他们。
B__o_th__m_y__p_a_re_n_t_s_o_b_je_c_t_t_o_m__y_g_o_i_n_g_a_b_r_o_a_d_t_o_f_u_rt_h_e_r_m_y__s_tu_d_i_e_s._I______ w__o_n_d_e_r_if_I_s_h_o_u_l_d_g_iv_e__in__o_r_tr_y_t_o_t_a_lk__th_e_m__r_o_u_n_d_. __________________

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4. 埃德加不善言辞,所以每当杰西卡对他发泄怒气时,他只是默默地忍受着。
_E_d_g_a_r_w_a_s__n_o_t _g_o_o_d_w_i_th__w_o_r_d_s_, _so__w_h_e_n_e_v_e_r_J_e_s_s_ic_a__v_e_n_te_d__h_e_r _a_n_g_e_r_ _o_n_h_im__,_h_e_o_n_l_y_e_n_d_u_r_e_d_i_t _in__s_ile_n_c_e_._____________________________
5. 欢快的背景音乐与他的心情(mood)很相称,因为他刚刚与心爱的女友订了婚。
T__h_e_c_h_e_e_r_fu_l_b_a_c_k_g_ro_u_n_d__m_u_s_i_c_m__a_tc_h_e_s_h_i_s_m__o_o_d_v_e_r_y_w_e_l_l,_f_o_r _h_e_’s__ju_s_t g_o_t_e_n_g_a_g_e_d__to__h_is__b_e_lo_v_e_d__g_ir_lfr_ie_n_d_._____________________________
6. 系统不时发出刺耳的噪音,表明它无法(inability)正常运转。 F__ro_m__t_im__e_t_o_t_im_e__th_e__s_y_s_te_m__w_o__ul_d_u_t_te_r_a__p_ie_r_c_in_g__n_o_is_e__in_d_ic_a_t_in_g__it_s_ i_n_a_b_il_it_y_to__r_u_n_p_r_o_p_e_rl_y._______________________________________

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Grammar Review
独立结构(Absolute Construction)
分词短语作状语时,一般没有自己的主语,其逻辑上的主语是整个句子的主语,但有时分词 短语可以有自己的主语,由名词或代词表示,放在分词短语之前,它们之间存在逻辑上的主谓 关系。这种结构叫分词独立结构,在句中作状语,表示时间、原因、条件或伴随情况等,这种 结构一般用于书面语。

用法
1. V-ing短语 与其独立的主 语构成独立结 构用作状语, 置于句首或句 末,偶尔也置 于句中,表示 时间、原因、 条件或伴随情 况等。

例句
John being ill, we had to put off the meeting.
约翰生病了,我们不得不推迟了会议。
On Saturday evenings guests are entertained in the garden, weather permitting.
如果天气好的话,星期六晚上便在花园里招待客人。
Their room was on the fifth floor, its window overlooking the playground.
他们的房间在五楼,从窗口可以看到操场。

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用法
2. V-ed短语与
其独立的主语构 成独立结构用作 状语,置于句首 或句末,偶尔也 置于句中,表示 时间、原因、条 件或伴随情况等。





The task completed, we went home.
任务完成了,我们就回家了。
All their savings gone, they started looking for jobs.
因为他们所有的积蓄都花光了,所以他们开始找工作了。
She gazed, hands clasped to her breast.
她凝视着,双手紧握在胸前。
His wife gone, he doesn’t get out very much.
他妻子过世了,他很少出门。

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用法
3. 有时在分词独立 结构之前带有一个 介词with,其意义 相同,文体较为口 语化一些。在Ving分词独立结构 前也有用with-out 的。





On my way out of the room, with tear-streaked makeup
running down my neck, I gave Mom and Dad my real
name and phone number… (Unit 6 B, Book 2)
离开房间时,我脸上化装用的油彩被泪水浸湿,顺颈而下,我给 孩子的父母留下了我的真名和电话号码……
George stood silently with his arms folded.
乔治双臂交叉,静静地站在那儿。
With Louise living in Spain, we don’t see her often.
因为路易丝住在西班牙,我们就不常看到她了。
I can’t do my homework with all this noise going on.
这声音这么吵,我没法做作业。
She came back with a basket filled with apples.
她带着满满一篮子苹果回来了。
Without anyone noticing, he slipped through the window.
他是悄悄地从窗口溜走的,没有一个人注意到。

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Use the proper forms of the words given to complete the following sentences.
1. Nobody _h_a_v_in_g_ (have) any more to say, the meeting was closed. 2. Hands _h_e_ld_(hold) high, the dancers circled(旋转) to the right. 3. With Peter_w_o_r_ki_n_g_ (work) in Birmingham, and Lucy t_r_a_ve_l_in_g_ (travel) most of he
week, the house seems pretty empty. 4. All other things _b_e_i_n_g_(be) equal, schools where parents are highly involved are
more likely to run effectively. 5. You can’t expect them to sit still for that long, children _b_e_in_g_ (be) what they are. 6. He climbed through the window without anybodys_e_e_i_n_g (see) him. 7. The meeting could take place as soon as today, weather _p_e_rm__it_ti_n_g (permit). 8. She keeps herself to herself(离群索居). All things _co_n_s_i_d_e_re_d_ (consider), she would
be better married. 9. She was starting to get excited with the holidays a_p_p_r_o_a_c_h_in_g_ (approach). 10. We couldn’t get into the shop with so many people _c_ro_w__d_in_g_ (crowd) around the
entrance(入口).
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(3) Practical Writing
Replies to Inquiries Read the following reply to an inquiry and answer the questions that follow. Write a reply to the following inquiry.
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Practical Writing
Replies to Inquiries
When you receive an inquiry letter, determine whether you have both the information and the authority to respond. If you are the right person in your organization to respond, answer the letter as promptly as you can, and be sure to answer every question asked. How long and detailed your response should be depends on the nature and the information provided in the letter about the writer. Even if the writer has asked a question that seems silly or one to which the answer is obvious, answer it as completely as you can, and always be courteous. You may tactfully point out that the reader has omitted or misunderstood something.
If you have received a letter that you feel you cannot answer, find out who can and forward the letter to that person. Notify the letter writer that you have forwarded the letter, as shown below:
Dear…, Thank you for inquiring about…

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Because I cannot answer your specific questions, I have forwarded your letter to… He/She should be able to answer the questions you have raised.
The person who responds to the inquiry should state in the first paragraph of the letter that although the inquiry was addressed to you, it is being answered by someone else because he or she is better qualified to respond.
For your reference, here are some useful expressions to respond to an inquiry letter:
Thank you for your letter of 4th February, inquiring about… In reply to your inquiry of 1st February, we have pleasure in enclosing full details of… With your reference to your inquiry of 1st February, we are pleased to send you our latest catalogue. Thank you for your letter of 8th March. We have pleasure in sending you our lat-est catalogue.

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Read the following reply to an inquiry and answer the questions that follow.

Dear Ms. Parsons,

Thank you for your letter of 4th October, inquiring about our range of plastic travel goods. We’re pleased to send you our latest catalogue and export price list. All prices quoted are FOB (free on board, 装运港船上交货) London Payment is by banker’s draft against documents.

We have dispatched to you, under separate cover, samples of our document wallets. The overnight bags are made of the same quality plastic. The cost of overprinting the name of your company on the wallets or bags is included in the price of each article. The minimum order for any article is 200 pieces.

We feel sure that you will be impressed by our samples, and look forward to supplying your requirements.

Yours faithfully,

Jane E. Metcalf Jane E. Metcalf Sales Manager Travel Goods Division

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1. What did Jane E. Metcalf send to Ms. Parsons’ company? The latest catalogue, export price list and, under separate cover, samples of the document wallets.
2. How should Ms. Parsons’ company pay for its orders? By banker’s draft against documents.
3. What is included in the price of the articles? The cost of overprinting the name of the company on the wallets or bags.

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Write a reply to the following inquiry.
Dear Sir,
I have seen your advertisement in today’s The Independent, and am interested in your 7-day tour to South Africa. I would like to receive full details of these tours at your earliest convenience.
Yours faithfully, Wu Jiang Wu Jiang

Suggested Answer:

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Suggested Answer: Dear Mr. Wu Jiang,

In reply to your inquiry of 4th October, we’re pleased to enclose full details of our 7-day tour to South Africa. If you require any additional information, please do not hesitate to contact us.

We look forward to making reservations for you on the tour of your choice.

Yours sincerely,
Raymond Smith
Raymond Smith Sales Department Enc.1

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Text B

CH

Hungry for Your Love

By Herman and Roma Rosenblat (As told to Barbara De Angelis, Ph.D.)

1 It is cold, so bitter cold, on this dark, winter day in 1942. But it is no different from any other day in this Nazi concentration camp. I stand shivering in my thin rags, still in disbelief that this nightmare is happening. I am just a young boy. I should be playing with friends; I should be going to school; N I should be looking forward to a future, to growing up and marrying, and having a family of my own. But those dreams are for the living, and I am no longer one of them. Instead, I am almost dead, surviving from day to day, from hour to hour, ever since I was taken from my home and brought here with tens of thousands of other Jews. Will I still be alive tomorrow? Will I be taken to the gas chamber tonight?

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Text B
CH
2 Back and forth I walk next to the barbed wire fence, trying to keep my body warm. I am hungry, but I have been hungry for longer than I want to remember. I am always hungry. Edible food seems like a dream. Each day, as more of us disappear, the happy past seems like a mere dream, and I sink deeper and deeper into despair.

3 Suddenly, I notice a young girl walking past on the other side of the barbed wire. N She stops and looks at me with sad eyes, eyes that seem to say that she understands, that she, too, cannot figure out why I am here. I want to look away, oddly ashamed for this stranger to see me like this, but I cannot tear my eyes from hers.

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Text B
CH
4 Then she reaches into her pocket, and pulls out a red apple. A beautiful, shiny red apple. Oh, how long has it been since I saw one! She looks cautiously to the left and to the right, and then with a smile of triumph, quickly throws the apple over the fence. I run to pick it up, holding it in my trembling, frozen fingers. In my world of death, this apple is an expression of life, of love. I glance up in time to see the girl disappearing into the distance.

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Text B
CH
5 The next day, I cannot help myself — I am drawn at the same time to that spot near the fence. Am I crazy for hoping she will come again? Of course. But in here, I cling to any tiny scrap of hope. She has given me hope and I must hold tightly to it.
6 And again, she comes. And again, she brings me an apple, flinging it over the fence with that same sweet smile.
7 This time I catch it, and hold it up for her to see. Her eyes twinkle. Does she pity me? Perhaps. I do not care, though. I am just too happy to gaze at her. And for the first time in so long, I feel my heart move with emotion.

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Text B
CH
8 For seven months, we meet like this. Sometimes we exchange a few words. Sometimes, just an apple. But she is feeding more than my belly, this angel from heaven. She is feeding my soul. And somehow, I know I am feeding hers as well.
9 One day, I hear frightening news: we are being shipped to another camp. This could mean the end for me. And it definitely means the end for me and my friend. 10 The next day when I greet her, my heart is breaking, and I can barely speak as I say what must be said: “Do not bring me an apple tomorrow,” I tell her. “I am being sent to another camp. We will never see each other again.” Turning before I lose all control, I run away from the fence. I cannot bear to look back. If I did, I know she would see me standing there, with tears streaming down my face.

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Text B

CH
11 Months pass and the nightmare continues. But the memory of this girl sustains me through the terror, the pain, the hopelessness. Over and over in my mind, I see her face, her kind eyes, I hear her gentle words, I taste those apples. 12 And then one day, just like that, the nightmare is over. The war has ended. Those of us who are still alive are freed. I have lost everything that was precious to me, including my family. N But I still have the memory of this girl, a memory I carry in my heart for it gives me the will to go on as I move to America to start a new life.
(759 words) (To be continued)

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(3) Proper Names
Herman Rosenblat /5hE:mEn 5rE?zEnbl?:t/ 赫尔曼·罗森布拉特 Roma Rosenblat /5rE?mE 5rE?zEnbl?:t / 萝玛·罗森布拉特 Barbara De Angelis /5bB:bErE d?5An??l?s / 芭芭拉·迪安吉利斯
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Language Points
Ph.D. /?pi:e?t?5di:/ abbr. = Doctor of Philosophy 哲学博士 philosophy /f?5l?sEf?/ n. search for knowledge and understanding of the nature
and meaning of the universe and human life 哲学
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Language Points
Nazi /5nB:ts?/: n., a. (member) of the German National Socialist Party founded
by Hitler
(希特勒创建的)德国国社党的(党员),纳粹党的(党员);纳粹的
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(3) Language Points
camp /kAmp/ n. place where prisoners or refugees are kept
(囚犯)拘留营;(难民)收容营
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(3) Language Points
Jew /dVu:/ n. member of the Hebrew people or religion
犹太人;犹太教徒
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Language Points

bitter /5b?tE/: 1. a. tasting like strong black coffee with no sugar; not

sweet;

e.g.

piercingly cold

Unsweetened有c苦ho味c的ol,ate苦i的s ;ve严ry寒b的itte,r.寒冷入骨的

T 不加糖的巧克力是很苦的。
He feels very bitter about the way he was treated.

T 别人那样待他,他很不开心。

2. ad. piercingly; bitterly 刺骨地;苦苦地 e.g.

It was bitter cold yesterday.
T 昨天刺骨的冷。

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Language Points
shiver /5F?vE/: vi. tremble, esp. from cold or fear
(尤指因寒冷或恐惧而)颤抖,哆嗦
e.g. The poor girl was shaking and shivering like a leaf.
T 可怜的女孩像一片树叶一样瑟瑟发抖。
The noise was strange enough to make me shiver.
T 那声音古怪得令我发抖。
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Language Points

rag /rA^/: n. (small irregular piece of) old cloth; \[~s\] old, worn or torn

clothes

e.g.

破布,碎布;\[~s\]破旧衣服

a beggar in rags
T 衣衫褴褛的乞丐

He cleaned the car with an oily rag.
T 他用一块油布把汽车擦干净。

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Language Points
disbelief /?d?sb?5li:f/: n. lack of belief; failure to believe 不相信;怀

e.g. Disbelief showed on his face.
T 他脸上露出不相信的神情。
They shook their heads in disbelief.
T 他们摇头表示不信。
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Language Points
I should be looking forward to a future, to growing up and marrying, and having a family of my own.
我应该在憧憬未来——长大、结婚、拥有自己的家庭。
第二个介词to承前,省略了looking forward,它的后面有三个宾语,即growing up, marrying和having。
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1) What do we know about the writer from the first paragraph? The writer is a Jewish boy struggling to survive in a Nazi concentration camp in 1942.
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8) What happens in the following months? They keep meeting each other this way, from which both find spiritual comfort.
9) What breaks their friendship apart? The fact that the writer is being sent to another concentration camp.
10) What impact does the girl have on the writer’s mind? She leaves an unforgettable memory in the writer’s mind.
11) What does the writer do after the war? He moved to America to start a new life.
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Chinese Version

渴望得到你的爱
赫尔曼?罗森布拉特和萝玛?罗森布拉特 对芭芭拉?迪安吉利斯博士的口述

1942年的一个冬日,天又黑又冷,刺骨的冷。但是在这个纳粹集中营里,这一天与其
他任何一天都没有什么不同。我穿着单薄、褴褛的衣服, 站着发抖, 仍然不能相信正在发生 的这场噩梦。我只不过是个小男孩,应该和朋友们在玩耍,应该在学校读书,应该在憧憬未 来——长大、结婚、拥有自己的家庭。可那些梦想只属于活着的人,而我已不再是他们中的 一员。自我从家中被带走,和成千上万的犹太人一起被送到这个地方来以后,我便成了一个 濒临死亡的人,每日每时只是在苟且偷生而已。明天我还会活着吗?今天夜里我会不会被送 进毒气室?

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Chinese Version
接下去的7个月,我们就这样天天见面。有时候我们交谈几句,有时候就仅仅是一只苹 果。然而,她不仅填饱了我的肚子,这位天堂里来的天使还慰藉着我的心灵。而我也知道 我以某种方式慰藉了她的心灵。
有一天,我听到了可怕的消息:我们将被运往另一个集中营。这可能意味着我生命的 终结。而这肯定无疑地意味着我和我朋友关系的终结。
第二天跟她打招呼的时候,我的心都要碎了。在我说我必须说的话时,我几乎说不出 话来:“明天别给我带苹果了,”我对她说。“我就要被送到另一个集中营去了,我们再 也不会见面了。” 在完全失去控制之前, 我转身从栅栏处跑开了。我不忍回头看,不然她 一定会看到我站在那里,泪流满面。
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Chinese Version
几个月过去了,噩梦仍在继续。可对这个女孩的回忆支撑着我熬过了恐惧、痛苦和绝 望。在我的脑海中,我一次又一次地看到她的脸庞、她善良的眼睛;我一次又一次地听到 她温柔的话语;我一次又一次地品尝着那些苹果。
后来有一天, 噩梦就那样结束了。战争已结束。我们中间还活着的人又重获自由。我 失去了一切宝贵的东西,包括我的家人。但我仍然记得这个女孩。这记忆我一直珍藏在心 中,因为当我移居美国开始新的生活时,它给了我生活下去的毅力。
(未完待续)
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Language Points
no longer / not any longer: not any more 不再
e.g. Daddy is no longer young.
T 爸爸已不再年轻了。
I won’t talk about it any longer.
T 我不会再谈这件事了。

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Language Points
from day to day: every day 天天,一天又一天 e.g.
The weather here is unpredictable; it changes from day to day.
T 这里的天气难以预料,天天都在变。
The plants grew from day to day.
T 植物一天天长大。
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Language Points
chamber /5tFAmbE/: n. room used for a special purpose
(作特殊用途的)房间,屋
e.g. chamber music
T 室内乐
refrigeration chamber
T 冷冻室
an operating chamber
T 手术室
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back and forth: from one place to another and back again repeatedly
来回地;反复地
e.g. He paced back and forth.
T 他来回踱步。
That’s what we’ve been arguing back and forth.
T 我们反复争论的就是这个。
forth / fC:W/: ad. forwards向前,向前方
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next to: in or into a position immediately to one side of; near/close to
紧靠…旁边;贴近;靠近
e.g. The library is next to the post office.
T 图书馆就在邮局的旁边。
I was seated next to the host.
T 我被安排坐在主人旁边。
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barb /bB:b/: n. point of an arrow, a fish-hook, etc. curved backwards to

make it e.g.

difficult to pull out 倒钩

The head of the spear has a barb on it.

T 矛尖上有个钩子。

the barbs on the fence
T 篱笆上的刺

barbed /bB:bd/: a. having a barb or barbs 有倒钩的,有倒刺的

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wire /5wa?E/: n. (piece of) metal in the shape of a piece of string
金属丝,金属线
e.g. electrical wire
T 电线
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fence /fens/: n. structure of rails, stakes, wire, etc., esp. one put round a field or garden to mark a boundary or keep animals from straying
栅栏;篱笆;围墙
e.g. a bamboo fence
T 竹篱笆
mend the fence
T 修补篱笆
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2) How does he feel when he walks next to the barbed wire fence? He feels hungry and cold.
3) What do the girl’s eyes show when she sees the writer? Her eyes show sympathy and confusion as to why a young boy should be kept there.
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Chinese Version
我在带刺的铁丝栅栏旁边踱来踱去,想使我的身体暖和一些。我肚子饿了,饿了多久 连我自己都不想记住了。我一直很饿。可吃的食物就像梦一般虚幻。每一天,随着我们之 中越来越多的人消失不见,往日的美好时光就像一个无法重温的美梦,而我也在绝望中越 陷越深。
突然,我注意到一个小女孩正从铁丝栅栏的另一边走过。她停下了脚步,用悲伤的目 光望着我。那种目光仿佛在说她能理解我的感受,而她也弄不明白我为什么在这儿。我想 转过脸去,因为这个陌生人这样看着我让我有种奇怪的羞愧感。但我无法把目光从她身上 移开。
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marital /5mAr?tEl/: a. of marriage 婚姻的 e.g.
marital relationship
T 婚姻关系
marital problems
T 婚姻问题

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status /5ste?tEs/: n. Person’s social, legal or

professional

e.g.

position or rank in relation to others

地位,身份

social status

T 社会地位

Now that he was a bank manager, he wanted a car that would reflect his status.
T 他既然是银行经理,他就想要一辆跟他身份相符的车。

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edible /5ed?bl/: a. fit to be eaten 可以吃的,
可食用的
e.g. edible plants
T 可食用的植物
Your cooking is simply not edible.
T 你烧出来的东西简直不能吃。

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She stops and looks at me with sad eyes, eyes that seem to say that she understands, that she, too, cannot figure out why I am here.
她停下脚步,用哀伤的眼神望着我。那种眼神仿佛是在说她能理解我的感受,而她也弄 不明白我为什么在这儿。
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figure out: come to understand by thinking; discover by using arithmetic; calculate
想出;理解;明白;计算出;演算出
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pull out: take out (of a pocket, etc.); remove by pulling
(从口袋等中)掏出;拉出;拔出
e.g. He pulled out a ten-dollar note from his wallet.
T 他从钱夹里抽出一张10美元的钞票。
I’m going to have this bad tooth pulled out.
T 我要去把这颗坏牙拔掉。

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odd /?d/: a. strange; peculiar 奇怪的;古怪的 e.g.
See that odd man over there?
T 看见那边那个古怪的人了吗?
It’s odd that our dog seems to take a special liking to our neighbor’s cat.
T 真奇怪,我们家的狗似乎特别钟情于邻居家的猫。
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cautiously /5k?:?Esl?/: ad. in a way that shows great care; carefully
十分小心地;谨慎地
e.g. She put the eggs cautiously into the basket.
T 她小心翼翼地把蛋放进篮子里。
The official mentioned the plan cautiously, saying it was still in its early stages.
T 那位官员谨慎地提到那项计划,说它仍处于酝酿阶段。
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triumph /5tra?Emf/: n. (joy or satisfaction at) being successful or

victorious

e.g.

成功,胜利;(胜利或成功的)喜悦,满足

In our moment of triumph, let’s not forget those who made it all possible.

T 在我们胜利的时刻,让我们不要忘记那些使胜利成为可能的人。

It was a triumph for both the athlete and his coach.
T 这是运动员和教练两个人的胜利。

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4) What does the girl do then? She throws a red apple to the writer across the wire fence. 5) How significant is the apple to the writer? It’s an expression of life and love.
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Chinese Version
这时,她把手伸进口袋,掏出了一只红苹果——一只美丽闪亮的红苹果。噢!我已经 多久没见过这样一只苹果啦!她警惕地看看左边,又看看右边,然后脸上露出胜利的微笑, 迅速把苹果扔过铁丝栅栏。我跑过去捡起苹果,用颤抖、冻僵的手指拿着它。在我死亡的 世界里,这只苹果代表了生命,代表了爱。我抬起头,正好看见小女孩消失在远处。
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freeze /fri:z/: vi. (esp. of water) change or be changed from liquid to

solid by

extreme cold; (of weather) be so cold that water turns to ice;

be extremely cold

e.g.

(尤指水)冻结;结冰;(天气)变得极冷;严寒

The milk has frozen solid.

T 牛奶已经冻住了。

The forecast says it will freeze tonight.

T 天气预报说今晚要结冰。

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glance up: take a quick look up 抬头看一看 e.g.
I glanced up — there was the Statue of Liberty!
T 我抬头一看——是自由女神像!
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in time: early enough, not late 及时,来得及,不迟 e.g.
We arrived at the cinema just in time; nothing was missed.
T 我们及时赶到了电影院,什么都没错过。
We must buy the tent this week so that it will be in time for camping on the weekend.
T 我们这个星期必须买好帐篷,这样才赶得上周末的露营。
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cannot help oneself: be unable to stop oneself (doing sth.)
无法克制(自己) (不做某事);忍不住(做某事)
e.g. Why did you start smoking again? Can’t you help yourself?
T 你为什么又开始抽烟了?难道你管不住自己吗?
I cried and cried; I just couldn’t help myself.
T 我哭啊哭啊,就是克制不住自己。
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crazy /5kre?z?/: a. insane; stupid; not sensible 发疯的;愚蠢的;
荒唐的
e.g. a crazy idea
T 荒唐的念头
I’m crazy about dancing.
T 我热衷于跳舞。
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cling /kl?N/: vi. hold on tightly 紧紧抓住 e.g.
He survived by clinging onto a piece of wood.
T 他抓住一块木头活了下来。
cling to: hold on tightly to 紧紧抓住 e.g.
The child clung to his mother, begging her not to leave.
T 孩子缠着妈妈,求她不要离开。
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tiny /5ta?n?/: a. very small
极小的
e.g. a tiny room/insect
T 小小的房间/昆虫

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scrap /skrAp/: n. small piece; fragment 小块;碎片 e.g.
a scrap of meat
T 一片肉
scraps of cloth
T 一片片碎布
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fling /fl?N/: vi. throw violently (用力地)扔,掷,抛 e.g.
He flung the empty bottle into the sea.
T 他把空瓶子扔进海里。
I always fling my coat on the sofa when I come home.
T 我回到家后总是把外套扔在沙发上。
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twinkle /5tw?Nkl/: vi. (of a person’s eyes) look bright or sparkle, esp. because

one is

e.g.

amused (人的眼睛)发亮,闪光

The cat’s eyes twinkled in the dark.
T 猫的眼睛在黑暗中闪闪放光。

Do you see the twinkling stars?
T 你看到闪烁的星星了吗?

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n. feeling of sorrow caused by the suffering, troubles, etc. of .1 :pity /5p?t?/ others 同e情.g,. 怜悯;可怜
She felt pity towards those poor people.
T 她同情那些穷人。
It’s a pity that you missed the concert.
T 你错过了音乐会真可惜。
vt. feel pity for 同情,怜悯;可怜 .2 e.g.
Anne pitied the victims of the war.
T 安十分同情战争的受害者。
I want to be a social worker because I pity those poor people.
T 因为我同情穷人,所以我想当个社会福利工作者。
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6) Why does he come back the next day to the spot where he has met the girl? He’s hoping that she will come back again.
7) Does the girl come again? What does she do? Yes, she does. She brings another apple to the writer.
10) What can we do when faced with something over which we have little control? We can choose how we are going to react.
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Chinese Version
第二天,我控制不住自己——我在同一时间又被吸引到铁丝栅栏旁边的那个地方。 我是不是疯了,竟希望她会再次出现?我当然是疯了。但在这里,任何一点小小的希望 我都要紧紧抓住。她给了我希望,我必须紧紧抓住它。
又一次,她来了。又一次,她给我带来了一只苹果。她用力把苹果从铁丝栅栏那边 扔过来,脸上依旧带着那个甜美的微笑。
这次我接住了苹果,并把它举起来给她看。她的双眸闪闪发亮。她是可怜我吗?或 许是吧。但我并不介意。能目不转睛地看着她我简直太开心了。长久以来,我第一次感 到心中涌起一股暖流。
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emotion /?5mE?Fn/: n. strong feeling of any kind 情感;感

e.g. Her voice trembled with emotion.
T 她的声音因情绪激动而发颤。
Do you think it possible that robots will be able to feel emotions in the future?
T 你觉得将来的机器人有可能体会各种感情吗?
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belly /5bel?/ n. part of the body below the chest; front of the human body from
the waist to the groin 腹部;肚子
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heaven /5hevn/: n. place believed to be the home of God and the

angels and

of good people after death

e.g.

天国,天堂

heaven and earth

T 天上人间

The Toy Town is like heaven to the kids.
T 玩具城对孩子们来说就像天堂一样。

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stream /stri:m/: vi. flow or move as a stream 流,淌 e.g.
Sunlight streamed in through the window.
T 阳光从窗口照进来。
Her golden hair was streaming behind her.
T 金色的秀发披在她的脑后。
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sustain /sE5ste?n/: vt. support and encourage
支持;给…以勇气;激励
e.g. The thought of seeing his family again sustained him.
T 与家人重逢的念头支撑着他。
Can the branch sustain so much weight?
T 树枝承受得了这么重的分量吗?
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terror / 5terE/: n. great fear 恐怖
e.g. I’ve never felt so much terror in all my life.
T 我一生从未感到如此恐惧过。
We halted our steps in terror.
T 我们吓得停住脚步。

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hopelessness /5hE?pl?sn?s/ n. the fact or state of being hopeless
无望;绝望
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But I still have the memory of this girl, a memory I carry in my heart for it gives me the will to go on as I move to America to start a new life.
但我仍然记得这个女孩。这记忆我一直珍藏在心中,因为当我移居美国开始新的生活时,它 给了我生活下去的毅力。
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Exercises
Answer the following questions.
1. What do we know about the writer from the first paragraph? 2. How does he feel when he walks next to the barbed wire fence? 3. What do the girl’s eyes show when she sees the writer? 4. What does the girl do then? 5. How significant is the apple to the writer? 6. Why does he come back the next day to the spot where he has met the girl? 7. Does the girl come again? What does she do? 8. What happens in the following months? 9. What breaks their friendship apart? 10. What impact does the girl have in the writer’s mind? 11. What did the writer do after the war?
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Fill in the blanks with the words given below. Change the forms where necessary.

freeze

crazy

pity

emotion

heaven

shiver

cautiously sustain

terror

edible

1. He was acting in a c_r_a_z_y way, throwing up his hands and singing, then yelling that somebody was murdering him.
2. Sometimes negative _e_m_o_t_io_n_s_ are important for you to feel, like grief when a loved one passes away.
3. The storm chilled(使寒冷) the air to the point that we had to press together to keep from _sh_i_v_e_ri_n_g_.

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4. His illness was mentioned _c_a_u_tio_u_s_l_y ; even doctors discussed his case in hushed(低声的) tones.
5. The thought of seeing her again _s_u_st_a_in_e_d_him through his days in the concentration camp.
6. The nurse said that she _p_it_ie_d_ all who came into the emergency unit of her hospital.
7. A feeling of t_e_r_ro_r remained with her even days after the accident. 8. In the painting, God and the angels are sitting on clouds in _h_e_a_v_e_n . 9. The beef is no longer _e_d_ib_le_ — instead it tastes like a piece of rubber(橡胶). 10. At those words his face _fr_o_z_e, then he smiled again, almost reluctantly.

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Fill in the blanks with the expressions given below. Change the form where

necessary.

no longer

back and forth

sink into

reach into

pull out

cling to

hold to

figure out

1. We believe that certain goals are desirable and worth c_l_in_g_i_n_g_t_o , so we give them all our efforts.
2. Even his best friends couldn’t _fi_g_u_re__o_u_t why he suddenly ended his relationship with his girlfriend.
3. Nancy h_e_l_d tightly _to_David’s hand as they walked into the dark woods. 4. If you don’t _p_u_ll_o_u_t the weeds in time, they will soon flood the whole garden. 5. Herman _re_a_c_h_e_d__in_t_o his inside coat pocket and produced a little notebook. 6. After the new library is built, the old one will _n_o_l_o_n_g_e_r be in use. 7. He s_a_n_k__in_t_o the chair, hoping to get a little break before the long meeting
resumed(重新开始). 8. Two boys were in the playground, throwing a baseball b_a_c_k__a_n_d_f_o_rt_h._
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Text C
CH

Hungry for Your Love (Continued)
By Herman and Roma Rosenblat (As told to Barbara De Angelis, Ph.D.)

1 Years pass. It is 1957. I am living in New York City. A friend convinces(说服) me to go on a blind date with a lady friend of his. Reluctantly(不情愿地), I agree. But she is nice, this woman named Roma. And like me, she is an immigrant(移 民), so we have at least that in common. 2 “Where were you during the war?” Roma asks me gently, in that delicate(小 心翼翼的)way immigrants ask one another questions about those years. 3 “I was in a concentration camp in Germany,” I reply. 4 Roma gets a far away look in her eyes, as if she is remembering something painful yet sweet. 5 “What is it?” I ask.

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Text C

渴望得到你的爱(续)

赫尔曼?罗森布拉特,萝玛?罗森布拉特 (对芭芭拉?迪安吉利斯博士的口述)

许多年过去了,时间已是1957年。我住在纽约市。有个朋友想把他的一位女性朋 友介绍给我,并已说服我去和她见见面。我同意了,不过很勉强,但这位女士人不错, 她叫萝玛。而且她和我一样,也是移民,所以至少在这点上我们有了共同之处。
“战争期间你在哪里?”萝玛柔声问道,那种小心翼翼的方式是移民之间问及那些 岁月时所特有的。
“我在德国的一个集中营里,”我回答。 萝玛的目光忽然恍惚迷离起来,仿佛记起了某件痛苦却又甜蜜的事。
“怎么了?”我问。

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Text C
CH
6 “I am just thinking about something from my past, Herman,” Roma explains in a voice suddenly very soft. “You see, when I was a young girl, I lived near a concentration camp. There was a boy there, a prisoner, and for a long while, I used to visit him every day. I remember I used to bring him apples. I would throw the apple over the fence, and he would be so happy.”
7 Roma sighs heavily and continues. “It is hard to describe how we felt about each other — after all, we were young, and we only exchanged a few words when we could — but I can tell you, there was much love there. I assume(猜想)he was killed like so many others. But I cannot bear to think that, and so I try to remember him as he was for those months we were given together.”

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Text C
“我只是在想很久以前的一件事,赫曼,”萝玛用突然变得很轻柔的声音解释道。 “你知道吗,当我还是个小姑娘的时候,我住在一个集中营附近。那里有个小男孩, 一个囚犯。有很长一段时间我天天去看他。我记得我一直带苹果给他。我把苹果扔过 栅栏,而他每次都那么开心。”
萝玛重重地叹了一口气,继续讲述着:“很难说清楚我们彼此之间的感受——毕 竟我们那时还小,而且只在有机会的时候才说上几句话——但我可以告诉你,我们的 心里充满了爱。我估计他和许多人一样遇难了。可是我不忍这样去想,所以我努力记 住我们在一起的那几个月里他的样子。”
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Text C
CH
8 With my heart pounding so loudly I think it will explode, I look directly at Roma and ask, “And did that boy say to you one day, ‘Do not bring me an apple tomorrow. I am being sent to another camp’?”
9 “Why, yes,” Roma responds, her voice trembling. 10 “But, Herman, how on earth could you possibly(可能) know that?” 11 I take her hands in mine and answer, “Because I was that young boy, Roma.” 12 For many moments, there is only silence. We cannot take our eyes from each other, and as the veils(面纱) of time lift, we recognize the soul behind the eyes, the dear friend we once loved so much, whom we have never stopped loving, whom we have never stopped remembering. 13 Finally, I speak, “Look, Roma, I was separated from you once, and I don’t ever want to be separated from you again. Now, I am free, and I want to be together with you forever, Dear, will you marry me?”

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Text C
我的心怦怦直跳,只觉得心脏就要爆炸了一样。我直直地望着萝玛,问道:“那 个男孩是不是有一天对你说,‘明天别给我带苹果了。我要被送到另一个集中营去 了’?”
“呃,是的,”萝玛用颤抖的声音回道说。 “可是,赫曼,这事你怎么可能知道呢?”
我握住她的双手,回答说,“因为我就是那个小男孩呀,萝玛。” 很久很久,我们都默默无语。我们都无法把目光从对方身上移开。时间的面纱揭开之 后,我们都认出了双眸之后的那个灵魂,那个曾经如此深爱,又从未停止爱恋、停止 思念的挚友。
最后,我开口了:“听我说,萝玛,我曾一度与你分开,我再也不想与你分开了。 现在,我自由了,我想永远和你在一起。亲爱的,你愿意嫁给我吗?”
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Text C
CH
14 I see that same twinkle in her eyes that I used to see as Roma says, “Yes, I will marry you,” and we embrace(拥抱), the embrace we longed to share for so many months, but barbed wire came between us. Now, nothing ever will again.
15 Almost forty years have passed since that day when I found my Roma again. Destiny brought us together the first time during the war to show me a promise of hope, and now it had reunited(使团聚)us to fulfill that promise.
16 Valentine’s Day(情人节), 2019. I bring Roma to the Oprah Winfrey Show to honor her on national television. I want to tell her in front of millions of people what I feel in my heart every day:“Darling, you fed me in the concentration camp when I was hungry. And I am still hungry, for something I will never get enough of: I am only hungry for your love.”
(592 words)

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Text C
我看到萝玛的眼里又闪出了和过去一样的亮光。“是的,我愿意嫁给你,”她说。 我们拥抱在一起。那几个月里我们期待分享这拥抱,可铁丝栅栏阻隔了我们。现在, 再没有什么能阻隔我们了。
从再次找到我的萝玛那天起,将近40年又过去了。命运在战争期间第一次将我们 带到一起,给了我一个希望的承诺,现在命运又使我们重聚,并且实现了那个承诺。
2019年,情人节。我带萝玛去参加《奥普拉?温弗里访谈节目》,在这个全国播
放的电视访谈节目里表达我对她的敬意。我想在几百万观众面前告诉她我每天的感受: “亲爱的,在集中营里我饥饿时,你满足了我。现在我仍然饥饿,而我渴望得到的东 西永远也不够:我只渴望得到你的爱。”
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Comprehension of the Text
Choose the best answer for each of the following multiple choice questions.
1. The writer agrees to go on a blind date with Roma because __________. KEY A) he knows few people in New York B) Roma is an immigrant like him C) he is persuaded by his friend D) it’s time for him to marry

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2. Hearing that the writer was in a concentration camp in Germany during the war, Roma seems to ____________. KEY A) show much interest in his experience B) feel sympathetic towards him C) remember her painful past D) fall into some thoughts

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3. After their separation, both Roma and Herman _________________.
KEY A) regret not exchanging their names B) keep remembering each other C) hope to see each other again D) assume the other one dead

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4. Roma gets to know that the writer is the boy at the concentration camp because ________________. KEY A) she recognizes his eyes B) she has learned his story from his friend C) he repeats something that he said to her before D) he tells his experience at the camp to her

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5. What’s Roma’s immediate reaction when she knows that the writer is the boy at the concentration camp? KEY A) She looks at him in silence. B) She embraces him earnestly. C) She trembles at the surprise. D) She cries in great joy.

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6. The writer brings Roma to the Oprah Winfrey Show in order to_________.
KEY A) commemorate(纪念) their 40 years’ marriage B) tell their legendary story to the public C) celebrate the Valentine’s Day D) express his love to her

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Basic Reading Skills
Scanning 略读(Skimming)就是快读或简略地阅读。略读不同于查读(Scanning),查读是带着问
题到阅读材料中去寻找某一特定的信息,而略读则是用迅速浏览全文的方法尽快了解作者所 要阐明的主题,了解文章的总体意思。比如阅读报刊文章,浏览文章的标题和每一段的第一
句便足以使你了解文章的大致内容。略读时要把注意力集中在关键词语(key words)上, 有 意识地“略过”一些语法词(grammar words),如 to, and, is, the 等, “略过”一些不影响
理解主题的生词。因此,在略读中识别关键词语十分重要。
A. The following are the title and the first sentence of each paragraph of Text B, Unit 7. Read them as quickly as possible to see if you can get the main idea of the passage.
B. Read the following passage as quickly as possible, paying special attention to the boldfaced parts. Then try to give the main idea of the passage.
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A. The following are the title and the first sentence of each paragraph of Text B, Unit 7. Read them as quickly as possible to see if you can get the main idea of the passage.

Title: Students in Shock Para. 1 There are three reasons why today’s college students are suffering more
than earlier generations. First is a weakening family support structure. Para. 2 Another problem college students face is financial pressure. Para. 3 A final cause of student shock is the large selection of majors available. Para. 4 While there is no magic cure-all for student shock, colleges have begun to
recognize the problem and are trying in a number of ways to help students cope with the pressures they face. Para. 5 In addition, stress-management workshops have become common on college campuses. Para. 6 Finally, many schools are improving their vocational counseling services. Para. 7 If you ever feel that you’re “in shock,” remember that your experience is not unique.

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B. Read the following passage as quickly as possible, paying special attention to the boldfaced parts. Then try to give the main idea of the passage.

Japan: Classroom Disruption Takes Staff by Surprise
Michael Fitzpatrick

Japan’s classrooms are rapidly becoming places of fear. Previously pupils may have dreaded violence from too strict teachers — but now educators themselves are saying they live in terror. A record 1,609 teachers took a leave of absence in December because they were stressed by students’ intransigence, said the ministry of education. Increasingly common lesson disruption has become known as “classroom breakdown” and has taken Japan’s once revered teachers by surprise. The Japanese media is packed with reports from harassed teachers stunned by the spreading rebelliousness. NHK (Japan’s equivalent of the BBC) recently devoted a six-part series called Destruction of the Classroom to the problem. One in 12 classrooms nationwide fell into this category, it claimed.

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Discipline has rarely been a problem before. Traditional teaching methods, based on Confucian precepts, required total silence from passive students who at least gave a semblance of paying full attention. Pupils were often told they should be “like grave stones” — all the same and silent.
Now teachers are beginning to lose control of the classroom as Japanese children embrace more aggressive, individualistic American and European codes of behavior, say sociologists.
Teachers say they are bewildered by disruptive or threatening behavior. But teacher violence also appears to be growing. Although physical punishment is prohibited by law, the ministry of education said a record 414 teachers were reprimanded for striking students last month.

Suggested Answers:

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Suggested Answers: A. These sentences summarize the main idea of each paragraph of the text. B. The boldfaced parts give the main idea of each paragraph of the passage.

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