大学英语创意阅读练习答案

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1、 大学英语创意阅读 练习答案Book OneUnit 1 CustomsUnderstanding the textPart A: Comprehending the textAnswer the f ollowing questions as f ully as possible.1. What was the mistake that John Rogers* company made?They gave clocks to Chinese and the* phrase give a clock sounds like make af uneral arrangement2. Why a

2、re knives considered bad presents in some countries?Because they symbolize the cutting (i. e. the end) of a relationship.3. What sort of gif ts would be appropriate, according to Rogers?Things f rom your own place that are dif f icult to get locally in the place whereyou are visiting.4. How should g

3、if ts be of f ered to people?With both hands.5. Why do people in Asia sometimes ref use gif ts at f irst?To show ,modesty; they do not want to appear greedy by accepting immediately.Part B: Completing a tableThe text suggests a number of gif ts are unsuitable f or people in certain countries.Find th

4、e place in the text where these are mentioned and use the inf ormation tocomplete the table.GiftsDo Not Give To Unsuitable Gifts BecauseclocksChinesesounds like making f uneralwineMuslimsarrangements”gif ts showing ”4Japanese, Korealcohol is against their religionscissorsaa aad Chineseunlucky number

5、f lowersLatins aad Asianssign of cutting/ ending the relationshipleatherAsiansseen as inappropriately romantichandkerchief sIndianscows are revered by Hindusclothingsome other placessign of sadnesswomenseen as inappropriately intimatePart C: Interpreting the textComplete these1. Gif ts are important

6、 because they can strengthen business relationships.2. Of f ering f lowers as gif ts may not be suitable because they may be seen asinappropriately romantic.3. All gif ts should be wrapped and presented correctly.4. Asian people tend to open gif ts in private because they dont want the donor tolose

7、f ace if the gif t is not appropriate.5. John Rogers advises you to remember the countrys religion, avoid givingthings that are not appropriate, and choose the wrapping paper caref ully.Developing your skillsPart A: Relating information in a text to ones own experienceThe students may come up with o

8、ther plausible answers f or the choices below.The key point here is to encourage students to express their conceived/perceivednotions about the objects as gif ts rather than to make them give a def inite right orwrong answer.GiftsAppropriateInappropriateReasons1. a white lanternJThey are used inf un

9、erals.2. a green hatJIf a man is said to bewearing a green hat itmeans that his wif e hashad sex with another mansince her marriage.3. a gold ringJUsually a gold ring isgiven to someone who isvery f amiliar to you likea lover or f amilymember.4. a bunch of f lowersVBecause of impact f romWestern Cul

10、ture, Chinesepeople may consider thistoo intimate or that itsymbolizes romance.5. a box of chocolatesV6. a pair of chopsticksV7. a combVIn the past combs weresometimes given bywomen to their f iances asengagement gif ts.8. a red packet(Hong Bao)VWhat gif ts would be suitable f or each of the f ollow

11、ing people? Write yourchoices in the table below, and then, in pairs, compare your choices and explain toeach other why you consider your gif ts appropriate.For this activity, again allow the students to come up with their own ideas andexplanations. As long as their answers subscribe to the idea of

12、being appropriate to thesituation, neutral, and not intimate and of f ensive, they should be accepted.Below is just one common example of the kinds of gif ts that may be morecommonly given to these people. Students might be asked to add their suggestions toa table on the board and the rest of the cl

13、ass comment on whether or not they thinkthey are suitable gif ts.Gift-ReceiversGifts1. your teacherPen2. your partnersClothingPart B: Using knowledge of the world to make sense of a text3. a f riendKey-chain4. a workmateDiary5. a f oreign guestLocal handicraf t6. someone who is getting marriedHouseh

14、old goods7. someone who has just retiredwatchThe topic of the text in this unit is The Art of Gif t-Giving. There is a lot ofinf ormation about the practices of people f rom dif f erent cultures. Use your knowledgeof the world to supplement the inf ormation about the questions below. Write youranswe

15、rs in the space provided.1. Why do the Chinese f eel red is lucky.*Because the colour of blood is red and blood represents lif e, red is consideredlucky as it shows something is alive.2. Why are gif ts showing the number 4 or a gif t of 4 items of somethingconsidered unlucky in Japanese, Korean and

16、Chinese cultures?Because the pronunciation of the number 4 is similar to the word death” in theselanguages.3. Why is giving anything with the lef t hand considered insulting in Arabiccountries?Because the lef t hand is associated with evil or the wrong path, whereas theright hand is associated with

17、good or the right path*, (ref er to Further inf ormationon the text)4. Why do Westerners of ten open the gif t immediately?So that they can show their appreciation of the gif t to the gif t-giver right away.They f eel that to say Thank you1 1 the receiver needs to make a comment on the gif tand this

18、 is dif f icult if you don*t know what it is.5. Why is it considered polite in Asia to ref use the gif t at the beginning and f orthe gif t-giver to have to insist that the other person accepts it?Because this allows the gif t-receiver to show that he is modest and not greedyand this gives the gif t

19、-giver the chance to show that he genuinely wants thegif t-receiver to have the gif t.Extending your vocabularyPart A: SynonymsAs an extension activity, students might be put into groups and asked to f indantonyms f or these words where possible, and make sentences with the antonyms toshow that they

20、 understand how the words work in context.For example, f or ”of f ensive” the antonym is Hpleasing/pleasantn.It was extremely pleasant to sit by the pool with a cold beer in this hot weather.Her voice is very pleasing to the ear. I can just listen to her all day long.Column AColumn Bbusiness associa

21、testo represent something importantclientsnot suitablesymbolizeunpleasant or insultinginappropriatebelief that magic or luck can af f ect yourof f ensivelif esupers t it ionpersonal or private thingsintimatenot to talk about yourself or show of f,modestyto value something and be gratef ul f or itapp

22、reciatePart B: Cloze passageUse mainly the words in Part A of Extending your vocabulary to complete thisparagraph. It is very important to avoid giving gif ts to clients that will upset them orbe seen as of tensire. People usually appreciate receiving small gif ts but the givershould take care to en

23、sure these are neither inappropriate f or the customs of thecountry nor too intimate f or the person to whom the present is intended. Gif t-giversneed to bear in mind dif f erent things have dif f erent meanings in other countries-anumber may symbolize bad luck f or example and some cultures have a

24、belief insuperstition so care should be taken to avoid certain objects. People should also beaware of natural modesty amongst recipients and not be surprised if their gif ts arerejected at f irst.To give students more practice, af ter completing the passage, students can choose3 or 4 words out of th

25、e above key words and, in pairs, use the words to make up theirown short sentences on a related topic.Expanding your creativityGuidelines for giving giftsAgain, there are f ew def inite answers here. For any suggestions students make,they should be encouraged to explain why the gif ts are suitable o

26、r unsuitable. Ideascould be collected onto a table on the board and discussed by the whole class.DoDont crystal ornaments cash decorative items, e.g. sculptures, exotic f ood, e.g. snakes, driedhandicraf tlizards, watches Chinese herbal medicine books, intimate clothing, e.g. lingerie, bottled delic

27、acy or f ood, e.g. jams,underwearhoney potted plantsBelow is an example of the kind of inf ormation that students can include in theguidelines. Another way to present the advice would be in point f orm in terms of ”dosand donts. The main thing to note is that students should be able to includeinf or

28、mation given in the text at the beginning of the unit and f rom the task that theyhave just completed, but also to extend this inf ormation with f urther ideas of theirown. Students who have travelled, or those studying international trade and businessor tourism, may be able to think about particula

29、r countries in relation to theirguidelines. All students should be encouraged to arrange the inf ormation into a logicaland organised structure.Guidelines f or Giving Gif ts to a Western PersonHere are some tips f or you when you arc trying to decide what gif ts to buy f oryour Western colleagues or

30、 f riends when you visit them overseas. The questionsbelow will help you to do the right thing:1. How well do you know the person that you are buying the gif t f or?2. Do you know if there is anything that is of f ensive to the person either becauseof his religion or his personal taste?Firstly, if y

31、ou do not know the person well, then you should stay with neutralgif ts f or his house or of f ice that are not considered intimate. For example, you can gethim a painting or a penholder. If you are quite f amiliar with the person, then you cantry to f ind something that matches his personality or t

32、aste. However, you must stillstay away f rom items that are considered too intimate like underwear.Secondly, you should f ind out if there are any taboos or superstitions that theperson believes in. Then make sure you do not buy him anything that is in any wayconnected with or anything that resemble

33、s his taboos or superstitions. Dont f orgetthat it is not just the appearance of the gif t that you have to be caref ul of , but also theway the item is pronounced in his language!Lastly, do not f orget that it is considered impolite not to wrap up your gif t bef orepresenting it to your Western f r

34、iend. And you must also be caref ul in choosingwrapping paper. It should be in either plain colours or have neutral designs.If you remember the above advice, you should not go wrong. In f act, you shouldbe quite popular with your Western f riends!Intercultural notesGift-Giving: its the thought that

35、counts*One of the ways to use the Intercultural notes section is to encourage students toread to f ind the main ideas of the text. Students can be put in pairs f or this activity.Each student makes up a f ew questions that f ocus on the main points in the passage.Then they exchange questions and try

36、 to f ind the answers in the passage as f ast asthey can. Af ter they have done that they can compare answers to see if they bothunderstand what the main points of the passage are.Overall theme of passage: Its the thought that counts when it comes to givinggif ts.Main ideas:paragraph 1Giving gif ts一

37、a kind of social exchange; common occasions f or giving gif ts inEnglish-speaking countries birthdays, Christmas and weddings.paragraph 2Birthdays - usually think caref ully what to give, but can also give books or gif ttokens.paragraph 3Christmassome people give gif ts that cost almost the same as

38、what they gotf rom the gif t-giver previously一so as not to embarrass the giver- and others payattention to f inding the gif t that is unique to the receiver.paragraph 4Weddings一give household objects or f ollow checklists given by bride andbridegroom or ask them to choose something by themselves.par

39、agraph 5Wrapping - shows thoughtf ulness, courtesy and social ref inement 一 usingbeautif ul wrappings and appropriate accompanying words.Unit 2 HoroscopesUnderstanding the textPart A: Comprehending the textAnswer these questions as f ully as possible.1. Into how many star signs is the Western horosc

40、ope divided?The Western horoscope is divided into 12 star signs.2. Name 4 of the Western star signs.Varied answers, (ref er to the chart in Bef ore you read*1 section f or all twelvepossible answers)3. What other items are of ten f ound on the same page of the newspaper as theWestern horoscope?Carto

41、ons and crosswords.4. What should a Leo avoid doing?Travelling overseas.5. Which is the seventh animal in the Chinese horoscope?The horse.6. What does the tiger symbolize?Power, passion and daring.7. When does Chinese New Year start?The second new-moon day af ter the winter solstice.8. Why are some

42、animal signs best avoided when thinking of marriage?Because some signs are believed to be incompatible with others and theref ore abad mamage will result.Part B: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. Mos

43、t British people read their star signs every day. F2. The advice f or Pisces includes staying at home more. T3. If you are a Libra you should jump at the chance to start a new love af f air. F4. Horoscopes in the newspaper give important and serious advice about how tobehave. F5. The Chinese tiger i

44、s strong but quiet. F6. Chinese parents traditionally planned to have children during f avourableyears. T7. The Chinese horoscopes tell you what to do every day. F-一 J 一 一 一 -J B J -_ 一 - _ J 一J I - J B -. * * _ . _ . 一dUuaCl! 1. About 30% of British people read their star signs every day.u cut 3. I

45、f you are a Libra you should look bef ore you leap into a new love af f air.g 4. Horoscopes in the newspaper give light-hearted and harmless f un to entertain& people in their daily lives.&三 5. The Chinese tiger is strong and dynamic.k曰 7. The Chinese horoscopes describe your f ate.J 8. The Western

46、and Chinese horoscopes are essentially not the same.Developing your skillsIdentifying various types of supplementary detailsRead the text again and identif y the types of the supplementary details in thetable below. Then, complete the table by f illing in each box with a correct type.Follow the exam

47、ple.mifEx(resuiSupplementary DetailsTypes1. Almost 30% of British people read the “starsign “ section of the newspaper every day. (A/ paragraph 1)f igure2. ,in other words it can mean what you wantit to mean! (A/ paragraph 5)Paraphrases3 . the Western horoscope, which issupposed to tell you what to

48、do and how tobehave on a day-to-day hasis (B /paragraph 6)Def initions / explanations4. So anyone born between these times needsto know exactly when the New Year f ell inthe year they were born in order to work outtheir true animal sign. (B / paragraph 4)ef f ects and consequences5. Traditionally pa

49、rents tried to plan when tohave children*- (B/ paragraph 5)Reasons and purposes6. We can all agree that it would be good tospend more time with ones f amily or thinkabout the f uture and we do not need the starswriters own opinionsto tell us that! (A/ paragraph 5)7. Being bom a horse, f or example,

50、determinesyour character, but then it is up to you tomaximize the positive aspects of this animaland minimize its negative f eatures. You canbecome a very good horse, but you cannever stop being a horse! (B/ paragraph 6)examples8. This is the animal that hides in your heart.(B/ paragraph 2)quotation

51、sYou can help students to identif y the types of supplementary details by pointingout that there are clues in the words/phrases used in the sentences (look at the wordsin bold in the answers above). For example, you may see these words/phrases underthe dif f erent types of supplementary details.def

52、initions it can be def ined as, the object, which is round and black, is” explanations - it is able to， they did that to， what I mean isu. reasons and purposes the reason is, nwe did it because,1, one of thepurposes is to. writers own opinions- 1 think that*, we are of the opinion that*1, we believe

53、that” , ef f ects and consequences the end result is that, so that， one of theconsequences isn. examples - f or example, nf or instance, such as, an example of that isn. f igures-n 1 out of 100， “50%， three hundred1, a quarter1 ., opposing viewpoints non the contrary, nhowever on the other hand. quo

54、tations according to X, A said. paraphrases another way of saying it is, what I want to say is .Extending your vocabularyPart A: Cloze passageComplete the passage with the words f rom the box.People bom in the year of the Sheep do not have great passion. They rarelydominate other people and are unli

55、kely to have a dynamic nature. They are gentle andkind people who work hard and are lucky but they do not seem to have great energyand are seldom rebellious. Sheep are f ollowers, not leaders, and they cannot arouseany great love or devotion in their colleagues.Part B: ExpressionsThe f ollowing expr

56、essions are used in the text. What do you think they mean?Do they have approximate Chinese equivalents? look bef ore you leap = think carefully before you take any actionDon*t behave lightly and move rashly.（ 另 ij轻举妄动）Without knowing the depth of the water, never go hastily into the river.（不知水深浅，切莫急

57、下河。）Even .when walking on a level road, be caref ul about tripping and f alling; .whensailing with the current, guard against submerged reef s.（ 走平路，防摔跤；顺水船，防暗礁。） not looking rosy = not looking optimistic light-hearted = not serious ice-breaker = something / some actions to make people feel more at

58、easewith one an other f all into place = everything becomes alright, things are coining togethergot what he wanted （ 得其报在）Approximate Chinese equivalents will probably exist f or these expressions （someare indicated above）. You can ask students to try to come up with a list of phrases thathave the c

59、losest meanings to these English expressions. Then the whole class cancompare notes to decide which ones are the most suitable.Now use each of the expressions in sentences of your own. Your sentencesshould all be connected to the topic of Horoscopes.1. Today is not a good day .f or all Leos, so look

60、 before you leap in everythingyou do.2. Gemini, your love prospects are not looking rosy this month. Put your energyin other areas.3. My mother believes in the stars, but my f ather treats the whole thing in alighthearted manner.4. Aries, remember to use ice-breakers today especially if you have to

61、talk to alarge crowd.5. Dont worry about your career path as everything will fall into place by theend of this year.Expanding your creativityStar talks about the starsStar Wellborn is, of course, a f ictitious name which suggests that she was bomunder a f avourable star! As she seems to believe in h

62、oroscopes and reads themregularly the name is appropriate.The fighting role in the new Amazon story:This could be understood in two ways: as a role in an adventure story set on theAmazon river in Brazil or as a ref erence to the legendary * Amazons, who inmythology were said to be f emale f ighters

63、f amous f or their strength and lived on theedge of the world.This is a good activity to get students to practise a range of dif f erent questionf orms. Bef ore you get students to do this, you might want to do a quick revision onthe dif f erent types of questions that you want them to use, e.g. ope

64、n questions ( Whquestions nWhich horoscope do you believe in more: the Chinese or Westernhoroscope?”“ Why?”， Yes/No questions- Do you believe every word your horoscopesays?”， pref aced questions Many people say that horoscopes are just to entertainpeople. What do you think about this?*, or condition

65、al questions If you were toldthat you were going to have an accident that day when you lef t your house, would youstay home and not go out at all?).You might also want your students to take note of the tone” of their questions.In this case, they will need to be polite as they are interviewing a f il

66、m actress and theinterview will probably be broadcast. For the students playing the role of the f ilmactress, they will need to be polite as well in their answers as they want to give a goodimpression to the interviewers and to their f ans and the general public.Get the students to notice that Star

67、Wellborn was born on July 30th, which meansshe is a Leo (see text) in the Western horoscope, in the year 1962, which means shes aTiger in the Chinese calendar (see text). They should relate this to Star Wellbornscomments on tiger and lions in the box (nI f eel . a bit unpredictable . but I admirethe

68、ir nobility, dynamism and power”). They should notice, too, that in the boxes, shenormally speaks her mind* and is trying to be patient having upset many people atwork recently - these comments exactly match the inf ormation about Leo people inthe text! Also according to the Leo paragraph she should

69、 avoid overseas travel； thisshould be related to whether she will travel to Brazil f or her next f ilm. It is, of course,better to let this inf ormation emerge f rom the role play interviews rather than tellingthe students, i.e. they should read through the inf ormation and relate these parts of the

70、text and inf ormation in the boxes together.You can extend the students1 abilities by suggesting that they make up relatedquestions that do not have answers in the newspaper extracts given. And the studentsanswering these questions will need to make up plausible answers that are relevant tothe role.

71、Some sample questions and answers:Ms Wellborn, do you f eel that your personality is like your star?Yes, I do. I am a Leo. You know, the sign of the lion. I like the big cats becausesometimes Im unpredictable, but Im brave.And do you believe what your star sign says?Of course, I believe in everythin

72、g my star sign says and I believe in my destiny.Which horoscope do you think is more accurate, the Chinese or the Western one?Well, Til have to say both.Many people believe in f ate. What about you, Ms Wellborn?Oh yes! I do believe in f ate. I think how our lives will turn out to be is written inthe

73、 stars.In that sense, my name and my destiny Star - is written in the stars.A lot of people thought you should have been given an Oscar f or best actress in2002. What do you think your chances are f or this in the f uture?Well, Pm not worried about it, really. I mean, if its in the stars, Ill get it

74、 sooneror later.Pm ambitious, though, in the sense that I want to be the best actress I can be.Understanding the textPart A: SequencingThe correct order of the sentences is:1. Herschel sees waves of darkness1 1 on Mars and concludes it is vegetation.2. Schiaparelli sees canals” on the surf ace of Ma

75、rs.3. Lowell suggests that a Martian civilization built canals to transport water f romthe polar ice caps to the equatorial regions.4. The Mariner photographs old riverbeds on Mars.5. The Viking spacecraf t f inds evidence of water of Mars.6. A meteorite f rom Mars is discovered in the Antarctic.7.

76、Scientists f ind signs of f ossil lif e inside ALH 84001.8. Some people think the rock does not show proof that lif e once existed onMars.Part B: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. Mars has never been

77、 seen as a place where lif e might exist. F2. Herschel discovered canals on Mars bef ore Schiaparelli. F3. Lowell made many people believe that lif e existed on Mars. T4. The atmosphere on Mars is too harsh to support the higher f orms of lif e. T5. Viking discovered rivers of water on Mars. F6. ALH

78、 84001 is 3.6 billion years old. F7. The meteorite f rom Mars landed on Earth 16 million years ago. F8. Scientists discovered carbonate material in the meteorite. T9. Some scientists discovered worm-like f ossils in the rock which they said werea primitive f orm of bacteria. T10. Other scientists cl

79、aimed that the bacteria evidence had entered the rock whilein the laboratory in Texas. F1. Mars has always seemed the ,most promising f or lif e outside our own.2. Herschel discovered that Mars seemed to have seas(ts like Earth.5. Viking discovered that water had once covered Mars in huge oceans.6.

80、ALH 84001 is 4.6 billion years old.7. The meteorite was blown into space f rom Mars about 16 ,million years ago.10. Scientists were concerned that the rock was contaminated while lying under theAntarctic ice.IMnrmcan一口conrXcon-匕I- 0n-smoi一K-icn,- JK】cu】K一】c-Developing your skillsPart A: Identifying

81、uncertain expressionsIn pairs, identif y other examples of uncertain expressions in the text. Writeyour answers in the box below.paragraph 4 - He wrote . where it could be used to water the crops .paragraph 5 - Clearly . lif e as we knew on Earth could exist on Mars.paragraph 6 - . ( these must have

82、 been illusions).paragraph 7 But Mariners . seemed to show what appeared to be old riverbeds.paragon, ph 8 The evidence that lif e may once have existed .Below is an example of the kinds of sentences that students can be encouraged toproduce. As an extension activity students can be asked to search

83、f or articles thatcontain these kinds of expressions. They can then make a list of the dif f erent possibleways of expressing uncertainties. Grammatically, many expressions of uncertainty areexpressed with modal verbs or adverbs.We may / Its possible that we have made the discovery of the century.Th

84、ere are worm-like microf ossils in the rock that appear / seem to have similarshapes to our Earth bacteria.The rock is likely to / will probably contain evidence that there was lif e on Marsonce.We hope to be able to come up with some more conclusive results in the next monthor so.Part B: Using a ti

85、me-chart to arrange facts into a chronological orderIdentif y when the events in the box below happened, and then rearrange theminto a chronological order. Follow the example.a) It was discovered that Mars was similar to the Earth.b) ALH 84001, a piece of rock f rom Mars, was discovered by an Americ

86、anscientif ic team. ( 1984 )c) The Viking spacecraf t landed on Mars. ( 1976 )d) It was reported that living organisms had existed on Mars more than 3 billionyears ago. (1996)e) A number of space vehicles were sent by the USA to Mars to photograph thesurf ace. (1960s)f ) It was discovered that ALH 8

87、4001 was 4.6 billion years old and came f romMars. (1993)g) Caref ul and detailed observations of Mars were made. (19th century)L IF E O N M A R ST im e a n d M a jo r E v e n tsSt1 3 t h c e t z t i i r ya )I Q th c e n t u r yg )IQ G O s ( e )1 9 7 6 ( c )1 9 8 4 (A ? )1 9 9 3 ( / )1 9 9 6 ( 4)ude

88、nts could then read through the chronological sequence aloud but add in linkingexpressions, such as later1, subsequently, as a result, and so on.Students might f ollow up this activity by doing the f ollowing activity in pairs.Each student thinks of , say, 8- 10 major events in their lives and makes

89、 a note of theyear in which each event occurred (this is f or his / her own ref erence). He / She thenmakes another copy of the list of events with no dates and in random order and givesit to his / her partner. They then take it in turns to make a time chart of their partnerslif e-events. He / She w

90、ould need to ask questions relating to date and sequence, f orexample: Which was the f irst major event in your lif e?, In which year did this happen? In which year did you . ? (description of a major event) etc.When one student has completed the time chart, they change roles and thesecond student c

91、ompletes a time chart on his/her partner.Extending your vocabularyPart A: DefinitionsMany words in the box below can be f ound in the Words to note section.Theref ore, students should have little dif f iculty in matching them with the correctdef initions. The f ocus of this activity, theref ore, is

92、the students attempts to write theirown sentences using the words appropriately. Students should be encouraged to be ascreative as possible with their sentences and not stick to saf e and simple sentences.When they have f inished, each word could be examined in greater depth by inviting af ew studen

93、ts to write their sentences on the board and each use of the same word canbe compared (and corrected by the class where necessary).WordDefinitionObservations4Headline12Inhabited6Inf luential7Orbited5The jurys still out3Now write a sentence of your own f or each of the six words given above.1. Accord

94、ing to the doctors1 observations, the patient should be able to leave thehospital soon.2. The headlines in the f ront page of the newspaper are all about the trainaccident.3. Only wild birds and animals inhabit that island.4. We need help f rom your inf luential uncle. He can help revive our busines

95、s.5. In the stow, f ive moons orbited their planet instead of one like ours.6. The jurys still out concerning who is the most suitable person f or theposition of president of the club.Part B: Cloze sentencesWhen completing a cloze sentence or paragraph, it is important that studentsconsider what f o

96、rm” of word should be inserted into the gap. This activity might bepreceded by asking students to identif y what part of speech (word class) needs to beinserted f or the sentence to be grammatically accurate. Then ask them to label whichpart of speech each of the optional words is, and f inally ask

97、them to insert the correctword. This is very good training f br f uture examination questions which use thisf ormat of testing language skills.1. Singapore is an equatorial country with only one season its hot all yearround.2. The river was contaminated by pollution f rom the nearby f actories.3. Th

98、e ancient civilization of Egypt built the pyramids which are still standingtoday.4. Modem astronomers can use a radio telescope to look at the outer edges of theuniverse.5. All living organisms on Earth contain carbon.6. Primitive creatures like jellyf ish and corals have survived f or millions ofye

99、ars.Expanding your creativityAlien interviewsYou might turn this activity into a competition among the students. Give students5 minutes to prepare the questions individually and another 10 minutes f or theinterview. The whole class can observe the paired interviews and judge which pair hasthe best q

100、uestions and answers.Some sample questions f rom the journalist:What can you tell us about other f orms of lif e which we don*t have on Earth?Which planets have you been to and is there lif e on them?What is the population on your planet?Do you have f amilies and children?Do you have your own langua

101、ge and culture?What do you eat to survive?How do you travel in space?What makes you laugh?Some sample questions f rom the alien:What is the purpose of the covering on your bodies?Why do you hurt and kill your own kind?Why do you all speak dif f erently?Why do you like to go into the sea and get wet?

102、What do you eat to stay alive?Why do you laugh and cry?Understanding the textPart A: Time linesIndicate on the chart the approximate time that each of the meals is normallytaken (in Britain).891011 121314 15 16 17 18 19 20 21 22 23LunchXXXTeaX XSupperX XBrunchXElevensesXDinnerX XBreakf astXThere are

103、 dif f erences between individuals, of course, but in general notice thatlunch is of ten earlier in China than in Britain or America, and so is the evening meal.Now complete the table below to suggest what types of f ood are eaten at each ofthe meals.Types of FoodLunchsandwiches, apple, crisps, and

104、lemonadeTeatea with sandwiches, pasties with cream and jamSupercold meal; baked beans on toastBrunch same as lunchElevenses light snack of cof f ee and biscuitsDinner spaghetti bolognaise; chicken curry; pork or Iamb with two boiledvegetables like potatoes and carrots with gravy; potatoesBreakf ast

105、bacon and eggs with f ried tomatoes and mushrooms; black pudding; toast and marmalade with tea or cof f ee; cereals; porridgeStudents might be asked to complete a similar chart f or the typical f oods thatmight be eaten by a Chinese f amily. They could then make the table a little morepersonal, by a

106、sking them to complete a similar chart with details of what they ate theday bef ore f or each of the meals. Students can then explain their charts to others, inpairs, and contrast them with the British chart above.Part B: True or falseIndicate whether each of the f ollowing statements is true or f a

107、lse. Correct anyf alse statements in the box provided.1. British people do not consider breakf ast an important meal. f F2. Lunch is a f amily meal eaten in canteens. F3. People usually like to eat British f ood at dinner. F4. Brunch and elevenses are eaten at the same time. T5. The meal called tea

108、does not include tea, only cof f ee. Fl6. Sunday lunch is special because the whole f amily eat together. T雪ta!seV3I 1. British people eat a very large breakf ast bef ore going to work. I二S1 2. Families don ot sit down together to have lunch. |富iI 3. Peoplel ike to try dif f erent kindso f f ood f r

109、om dif f erent countries. ?aK1 5. The meal called tea includes tea, sandwiches and pasties with cream and jam. 名Developing your skillsUsing graphs to summarise / categorise text informationAs a general mle with such tables and charts, it is good to get students to explainthe table af ter they have c

110、ompleted it. The idea is that they will verbalize theirunderstanding of the whole chart productively and not simply f ill in the chart withoutexpressing their understanding of it. To challenge students, you could ask them toexplain as much as they can remember about the chart without looking at it.

111、Thismight be done in pairs so that one student checks in the book while another isverbalizing as much as possible of the content f rom memory and generalunderstanding.Categorise the inf ormation given in the text by completing the graphs below.Follow the examples.1) A table2)A f olwchartVarious Kind

112、s ofBritish FoodWriters Comments1. black puddingDisgusting2. a piece of pork or lambSmells strong but tastes good3. Bangers and MashDelicious4. f ish and chipsLove it!5. Chinese take-awayPretty good but dif f erent f rom original Chinese f ood3) A hierarchical charte.g. Morning: bacon, eggs,f ried t

113、omatoes, mushroom,black pudding, toast andmarmalade Late morning: sandwiches,apple, crisps,and lemonade-AAf ternoon: sandwiches,apple, crisps, andlemonade in largerlSupper: cold meal;baked beans on toastV -Dinner: spaghetti bolognaise;chicken curry; pork or lambwith two boiled vegetableslike potatoe

114、s and carrotswith gravy; potatoesV -Late af ternoon: teawith sandwiches, pasties with cream andjamMajor Components of the LetterExtending your vocabularyPart A: CategoriesAll the items of f ood in the box below appear in the text of this unit. Put each ofthe f ood items into the correct f ood catego

115、ry in the table.MeatDrinksDairy ProductsFruitVegetablessausageslemonademilkorangespotatobeefteacheeseapplemushroomsporkcoffeecreamlemonscarrotschickencolayogurtcherriescabbagehamwaterice-creambananastomatoesbaconbeerbutter,melonsturnipslambf ruit juicespearsceleryturkeygrapespeasduckpapayabeanspheas

116、antkiwi f ruitcorngoosegrapef ruitpeppersburgersstrawberriesonionsvealpeachgingerplumcucumberNow add at least three more items of f ood which do not appear in the text to eachcategory (some possibilities are indicated in italics above).Part B: Positive or negative associationsDo the words in the box

117、 have positive or negative associations? Put a VPositiveNegativeawf ulVdisgustingJdelicateVdeliciousVstarvingVstinkJget by withJThis activity might easily be extended by asking students to think of more wordsrelated to f ood and to place them in the correct column. They might then be asked touse sev

118、eral of the words in imaginative sentences. Both of these activities could bedone on the board to encourage the whole class to join in.Part C: Cloze passageWhen completing a cloze sentence or paragraph, it is important that studentsconsider what f orm of word should be inserted into the gap. They mi

119、ght alsoconsider the importance of the article which precedes some of the gaps (a or an, whichobviously helps in the selection of the correct option by indicating whether the f irstletter is a vowel of a consonant). This activity might be preceded by asking students toidentif y what part of speech (

120、or word class) needs to be inserted f or the sentence to begrammatically accurate. Then ask them to label which part of speech each of theoptional words is, and f inally ask them to insert the correct word. This is very goodtraining f or f uture examination questions which use this f ormat of testin

121、g languageskills.In many parts of Af rica, f amilies get by with as little as two bowls of rice perperson per day. These people are slowly starving to death. In rich countries peoplethrow away a disgusting amount of f ood every day. The rubbish bins stink of wastedf ood. The peace of the world that

122、is now in a delicate balance is threatened by theawf ul gap between the rich and poor, between the delicious plenty of the well-f ed andthe desperation of the hungry.Expanding your creativityA world food tourBef ore attempting this activity, students should be asked to read the Interculturalnotes se

123、ction provided and to write down the names of any countries and all the f oodthat can be f ound in those countries mentioned in the notes. Then ask them to try toadd two more countries not mentioned in the Intercultural notes and one more dish f oreach of the new countries. This second part would be

124、 best done as an out-of -classproject using the Internet to search f or the inf ormation. If a world map is available,students could present their plan f or a world tour and talk about the countries and f ooddishes.An extension of this activity would be to get the students to provide a listcontainin

125、g the dif f erent special dishes f rom all the provinces in China. They canpresent this in the f orm of a map of China with the pictures of the dishes next to thecorresponding provinces. Wherever possible, the dishes should be given an Englishname and/or description.Examples of list of countries and

126、 their special dishes f rom the Intercultural notes:America - cornf lakesBritain f ish and chipsChina spring rollsFrance croissantGermany - Schwarzwald Kuche, sausagesGreece- kebabIndia samosasItaly pasta, pizzaLebanon, Syria, Turkey baklawaMexico - burritosPakistan curriesPoland sausagesSpain - pae

127、llaSweden- meatballsSwitzerland - muesliThailand - tom yam soupAdditional f ood associated with particular countries might include:Japan: sushi, teriyaki sauceSpain, tacos, tortillaIndia, chapattis, curry, nan, popadomsScotland: HaggisIreland: stewItaly: olive oil, minestrone soupFrance: snails, gar

128、lic, f rog legsLebanon: mezeTurkey: kebabGreece: mousakaPortugal: sardinesMorocco: couscousMexico: chilli con cameRussia: borschThere are also dif f erent kinds of f ruit and vegetables or particular dishes whichtake their names (in English) f rom dif f erent places where they originated. These coul

129、dalso be part of the world f ood tour (or could be used as a list f or vocabularydevelopment in their own right):Bakewell tart: an open pastry with jam and made with eggs, sugar and almonds(a town in Derbyshire in the north of England)Battenberg cake: a sponge cake with pink and yellow squares coate

130、d in marzipan(a region in Prussia, now Germany/Poland)Brazil nut: an oily nut which is hard to open (the country of Brazil)Bologna: a large smoked sausage made f rom beef (a city in Italy)Bombay duck: actually, a small f ish which is served dried and salted (the city ofBombay or Mumbai in India)Brus

131、sels sprouts: vegetables like mini cabbages (the capital city of Belgium)Cayenne: a very hot pepper (a city in French Guiana in South America)Cos lettuce: a lettuce with long leaves (the Greek island of Kos)Damson: a small acid purple plum (Damascus, the capital of Syria)Demerara sugar: a light brow

132、n crystallized cane sugar (a district in Guyana inSouth America)Dundee cake: a rich f ruit cake with almonds (a city in Scotland)Florentine: a large f lat kind of biscuit with nuts and f ruit coated with chocolate(the city of Florence in Italy)Frankf urter: a cooked sausage of beef or beef and pork

133、(the city of Frankf urt inGermany)Hamburger: a patty of minced beef , usually served inside a round bun (the city ofHamburg in Germany)Mayonnaise: a sauce f or salads made f rom olive oil, egg yolks and lemon juiceor vinegar (f rom the port of Mahon in the Spanish Mediterranean island of Minorca)Qui

134、che Lorraine: an open tart f illed with a savoury mixture of eggs, cream andbacon (the region of Lorraine in Northeast France)Sardine: a small f ish, of ten sold in tins with olive oil (Sardinia, the Italian island)Satsuma: a kind of mandarin orange (a province on the Japanese island ofKyushu)Sevill

135、e orange: a bitter orange used f or making marmalade (a city in Spain)Swede: a large turnip which is yellow inside (f rom Sweden)Tangerine: a small sweet kind of orange (f rom the port of Tangier in Morocco)Welsh rabbit: toasted cheese, also known as Welsh rarebit (maybe f rom Wales)Understanding, t

136、hePart A: True or falseIndicate whether each of the f ollowing statements is tme or f alse. Correct anyf alse statements in the box provided.1. Katy is an American girl. T2. In America Katy is proud of her Chinese background. F3. Sam comes to visit Katy every year. f F4. Katy likes being with Sam im

137、mediately he arrives. F5. Sam seems to enjoy his time in America. T6. Katy f alls in love with Sam af ter her roller-skating crash. T7. Sam goes away to China because he doesnt love Katy. F8. Katy goes to China to f ind Sam. T9. Sam is embarrassed to see Katy. F10. Katy and Sam move back to America

138、with their f amily. F=h父2 2. In America Katy had no interest in her Chinese background.i 3. It was Sams f irst time to visit Katy.g 4. Katy does not like spending time with Sam at f irst.I 7. Sam goes away to China because its the end of his holiday,a2 9. Sam is very happy to see Katy.g 10. Katy sta

139、yed with Sam in China.Part B: Comprehending the textAnswer the f ollowing questions as f ully as possible.1. Why does Katy say this is a true story?Because it is about her.2. Why do you think Katy sees herself as American?Because she went to a local school, spoke English to her f riends and had noin

140、terest in her Chinese background.3. Why does Sam ask so many questions?Because everything is new or strange f or him.4. What is the signif icance of the roller-skating accident?That is the day when Katy f ell in love with Sam.5. Why doesnt Sam reply to Katys letters?Because he thinks that Katy is to

141、o good f or him.6. How has living in China changed Katys view of herself ?Katy now f eels that she is really Chinese and that she has discovered her roots.Part C: Similarities and differencesWork with a partner. Discuss the notes below in relation to Katy and Sam. Markeach statement with a V if you

142、agree that this is true f or Katy, or a X if you think itis not true, or write a ? if you are unsure (maybe it is not clear in the text). Mark eachstatement separately f or Sam. The f irst one has been done already as an example.Notes about Katy and SamTrue for KatyTrue for SamHas an American backgr

143、ound f rom living in the USAVXParents are ChineseJVSpeaks English wellVVSpeaks Chinese wellXVLives in a rural areaXVIn love bef ore roller-skating togetherX9In love af ter roller-skating togetherVVWrites lots of lettersVXIs conf ident about their loveVVStays at homeXVFinds happiness at the end of th

144、e storyJVFinds own identity at the end of the storyV?The basic f ormat of this activity can be adapted into an activity to providepractice to the students in asking and answering questions. Work as a whole class tothink of at least ten general statements (i. e. not questions) which dif f erent stude

145、ntsmay respond to dif f erently. Examples of such statements may be: pref ers Western f ood to Chinese f ood enjoys reading love stories was brought up in a rural area wants to get married and have a f amily bef ore the age of 30 pref ers reading to watching movies has a girlf riend/boyf riend at th

146、e moment etc.Write these statements on the board. Students then work in pairs to f ind out theanswers to these questions f rom their partner by converting the statements intoquestions. For example： Do you pref er Western f ood or Chinese f ood? Do you enjoy reading love stories? Were you brought up

147、in a rural area? Do you want to get married and have a f amily bef ore the age of 30? Do you pref er reading or watching a movie? Do you have a girlf riend/boyf riend at the moment?etc.If you like, you can round of f the activity by making a table of results by askingnHow many . ? ” type questions f

148、 or each statement. The results can be used as astimulus f or f urther discussion on each topic.Developing your skillsExpressing feelingsSome of the possible answers that students may give about the parents include:Caring parents who would like Katy to know some Chinese or Something aboutChina. Fami

149、ly people who still have contacts with their relatives in China. American Chinese who still have interests and ties to their Chinese roots andculture.Examples of things that the parents might say are: I hope Sam will get Katy interested in Chinese culture. Katy is a bit rude. She should come and joi

150、n in our conversation. Do you think Katy really likes Sam? Oh no, what have we done by inviting Sam to our home! Where is my credit card? Thank God, Katy is saf e! The silly girl has gone to Sam. Do you think Katy knows what she is doing by getting married to Sam? Our girl has really changed and we

151、are proud grandparents now.Of course, any other plausible comments given by the students should be accepted.For the conversation activity, it is probably not a good idea to ask students topractise all seven situations. Put students in pairs and assign one situation to each pairso that dif f erent pa

152、irs work on dif f erent situations. Then, when the pairs are ready, getthem to perf orm their conversations in f ront of the class. Then you can get them tocompare their versions with other conversations f or the same situation and with theshort samples given below.Some examples of the conversations

153、 are:1) Mother: Its really nice to have Sam with us.Father: Yes, it is. Hopef ully hell get Katy interested in China.Mother: Yes, we should ask Sam to tell Katy nice things about China and theChinese way of lif e.Father: Yes, good idea.2) Father: Katy is so American. Im really worried about her beha

154、viour.Mother: Yes, I can*t understand why she doesn*t seem to enjoy Sams company.Hes such a lovely young man.Father: Maybe its because we are speaking in Chinese and Katy doesntunderstand what we are talking about.3) Mother: Do you notice something is going on between Katy and Sam?Father: Yes, they

155、are getting on very well. Thats good, isn*t it?Mother: Yes, you are right. I think its absolutely wonderf ul that they areenjoying each others company.4) Mother: What did I do wrong? Why did Katy leave home without sayinganything? Where can she be?Father: Please d6n*t blame yourself . Katy has alway

156、s been a strong-willedyoung lady. I know shes OK.5) Father: What is this? Who has bought an airline ticket? It must be Katy!Mother: Thank God, shes saf e. Shes in China with Sam then.Father: Katy used your credit card to get to China to be with Sam.Mother: I just can*t understand why she didn*t disc

157、uss it with us f irst. Whydidn*t she ask us?6) Mother: Its such f antastic news. Our baby is going to get married.Father: Well, Im a bit concerned about Katy adapting to lif e in China. Willtheir marriage last?Mother: Oh well, its her decision and we should be happy f or her.Father: Yes, at least we

158、 can look at the bright side of things. Its Sam that she ismarrying and not someone that we dont know.7) Father: We are grandparents!Mother: Im simply so happy f or Katy and Sam.Father: We must go visit them one of these days.Mother: Yes, we must. Don*t steal a credit card to do it, though!Extending

159、 your vocabularyPart A: Cloze passagesRemember the suggestions f or cloze passages given in earlier units. You maywish to repeat the procedure with all cloze activities to give students f urther practicein this common f orm of language testing. This time, you might develop thepredictions of the type

160、s of words by asking f or more inf ormation, such as the f orm ofthe verb that is required or whether one or more words are likely to be required.Passage 1Mary had a little puppy she called darling. Mary liked to cuddle her puppy andthe puppy enjoyed Licking Marys f ace. One day Mary and her little

161、dog went to theshopDing mall, but Mary f ound it very dif f icult to keep hen balance carrying the puppyand her shopping and they both f ell on the f loor in a heap.Passage 2It is usual f or permanent immigrants to a country to survive in their new home bymaintaining their language and culture. Howe

162、ver, by the second generationimmigrants generally have merged into their host culture and may abandon theirparents1 past. By the third generation immigrants may have no contact whatsoeverwith their ancestral homes.Part B: Sentence writingStudents will, of course, think of very varied sentences f or

163、these words. Youcould f ocus on one word at a time and ask, say, f ive students to write their sentenceson the board and compare the use of the word in each. Students could say whichsentence they think is the best example and explain why.Example sentences could be:1. The government should give help

164、to the new immigrants so that they canintegrate into the society.2. As a mark of respect f or the work that he has done f or the town, the old manwas given a gold, medal.3. The little boy had a grin on his f ace because he was given a whole box ofchocolates.4. At night it is very cool because of the

165、 breeze.5. The class has a mixture of nationalities. The students come f irm, dif f erentcountries.Expanding your creativityThe qualities of a good relationshipFor this activity accept any sensible options put f orward by the students. Themain idea is to encourage them to justif y their choices with

166、 reasons and explanations.The students may come up with other ideas, f or example, nhaving the same educationlevel, coming f rom the same country1, of similar ages”. The teacher could alsostimulate some general thinking and discussion about relationships by asking suchquestions as. Is a relationship

167、 more likely to last if the two people are basically the same aseach other or rather dif f erent f rom each other? Is being in love enough f or a successf ul marriage? Is a lasting relationship built on communication? If so, what kind? What do you think would happen if two f eel attracted to each ot

168、her, and maybein love, but actually have quite dif f erent answers to these questions?A final question to discuss in your group:Bef ore you get students to give their answers to the questions asked in the task,get them to think of any possible problems that an intercultural marriage mightencounter a

169、nd that a marriage of two people of a similar cultural background probablywouldnt. The students may say that some of the problems will be caused because ofthe likely language problems, dif f erent lif estyles, dif f erent attitudes to lif e in general,holding dif f erent values of lif es important i

170、ssues like education, bringing up of a child,etc. Students should also be encouraged to suggest solutions to these problemswherever possible. Af ter that, the students may have a better idea of why their choicesare appropriate or not appropriate, and come up with other qualities.If you wish to exten

171、d the activity into a writing task, you might ask pairs ofstudents to prepare an Advice Sheet” f or intercultural couples. This could be in thef orm of a series of questions and answers or problems and solutions.Understanding the textPart A: Comprehending the textAnswer these questions as f ully as

172、possible.1. Why is rubbish important f or archaeologists?It is important because it contains a great deal of evidence about how people in asociety lived their everyday lives.2. What is the Garbage Project?The Garbage Project is a research project carried out by the University ofArizona. It studies t

173、he garbage in city rubbish dumps to f ind evidence of the lif estylesof the local population. It started in 1973 in Tucson, but has now expanded to ,manyother cities and. has built a huge database of inf ormation on most aspects of modernAmerican lif e.3. How is the garbage sorted?The garbage is sor

174、ted into a variety of categories (f ood items, dangerousmaterials, personal items etc.).4. Why do people waste more meat during times of meat shortages?This is because when there is a shortage of something, people try to hoard largesupplies of the item. They may buy too much. This f requently means

175、that the itemneeds to be thrown away bef ore it can be used perhaps because of a shortage ofstorage space or because it starts to perish.5. What arc the reasons f or the dif f erences between what people say they throw awayand what is f ound in their waste bins?There are two reasons f or this. The f

176、 irst is that people do not, want to be seen aswastef ul when it comes to f ood. They say (and think) they throw away less f ood thanthey actually do. The other reason is that they know they should be eating less junkf ood and more healthy f ood, but in f act the evidence f rom the garbage is that t

177、hey eat,more junk f ood. They are not deliberately lying; they just have an inaccurateimpression of their own eating habits.6. What is the value of the Garbage Project?The Garbage Project can give a clear impression of how people live and behave.Part B: True or falseIndicate whether each of the f ol

178、lowing statements is true or f alse. Correct anyf alse statements in the box provided.1. The Garbage Project is f ound only in Arizona. F2. Every household in Tucson had its rubbish collected and studied f or a year. F3. Student volunteers help sort the garbage that is collected, T4. Americans threw

179、 away Mexican sugar because it tasted bad. F5. Poor people pref er to buy larger economy packets of f ood because they arebetter value f or money. F6. Garbage archaeology is usef ul to study both ancient and modern societies. Ti 1. It was started in Arizona, but has now expanded to cover many other

180、American ii cities and even Mexico City as well. iI 2. There are too many households in Tucson to collect f rom each and every one. |3EU| Theref ore, only a sample of households had their rubbish collected. Also, there is |W官I no time specif ied in the text, it simply says over a period of time,1. 1

181、ss 4. The passage does not specif y the quantity of Mexican sugar f ound simply that I|I some was f ound in Tucson when there was a sugar shortage. There is no evidence I胃sa竿!R that it tasted bad. IEit3Lli5 . The evidence shows that poor people buy smallerp ackets of f ood and not the larger seaci e

182、conomy packets ( which more wealthy f amilies bought). Theym ay have wanted to ESaK buy the more economical largerp ackets butc ould not af f ord the largero utlay of g|i money. iDeveloping your skillsPart A: Identifying purposes of readingThis activity helps students to f ocus on the inf ormation t

183、hey need while reading atext. Understanding why you are reading will clearly help you to understand what youare looking f or (if anything). This activity could be introduced (or f ollowed up) byasking students to write on the board any pieces of writing that they had read over thelast day or two. Th

184、en asking the class to identif y the purpose of reading each piece ofwriting. This is likely to show that there is a specif ic purpose behind almosteverything we read.Situation 1Your purpose in reading the text would be to gain a general overview of allaspects of the project. The project itself woul

185、d be the f ocus of your reading and otherelements in the text would be skimmed through.Situation 2In this case, you would only f ocus on the sections of the text which outlined howthe project was carried out - i. e. the methodology they used. You would have littleinterest in the other, more general,

186、 sections of the text. Even when the methodology isnot directly stated, while reading you would be trying to interpret the methodologyused.Situation 3In this case, you would not be directly interested ,in the project itself , but more inthe f indings of the project. You may not even want to mention

187、the project in yourarticle.Part B: Using tables to summarise / categorise information for different purposesStudents are likely to think of dif f erent ways to categorise and tabulate theinf ormation. There are no correct or incorrect ways of doing this. Students might beasked to justif y their desi

188、gn. Dif f erent designs (tables) can be shown and compared.Possible examples of table designs are shown below.Situation 2Research MethodologyDetailslocation of researchnumber of cities coveredaspects of lif e studieddata collection methods：how garbage was collectedtime scale involvednumber of househ

189、oldshow is garbage storedhow is garbage sortedhow is garbage disposed ofwhere people interviewedSituation 3Magazine ArticleDetailswhy rubbish is importantwhat rubbish can tell ushow can rubbish be analysedinteresting examples of f indings:example 1example 2what people say about their rubbishExtendin

190、g your vocabularyPart A: Antonyms and synonymsMost of the words in this activity come f rom the Words to note section and thestudents should f ind them relatively easy (with the exception of question 1 as it hasseveral answers). An extension to this task could be to ask pairs of students to f ind 10

191、words in the text and think of antonyms and synonyms f or each word. They then writethe words f rom the text on the board and invite their classmates to work out theantonyms and synonyms. Another, perhaps more stimulating, activity is to ask astudent to call out any word f rom the text which is not

192、a proper noun. The f irst studentto call out a synonym to this word chooses another word f rom the text and so on. Ofcourse this would also be possible, but more dif f icult, with antonyms.1. What words in the text have the same meaning as garbage?Rubbish, waste, (junk), ref use.2. What is another w

193、ord f or thrown away”？Discard.3. What is the opposite of healthy f ood?Junk f ood.4. Which word means nto some extent?Partially.5. Which word means strange and unusual”？Exotic.6. Which word means “rich and having lots of money?Af f luent.Part B: Cloze passageUse the words in the box to complete the

194、passage.We may shudder when we consider the plentif ul amounts of waste - somehazardous that are thrown away every day. Food such as bread that has gone stale, ordairy products that quickly go of f ; f ruit that has been partially eaten, and lumps ofunwanted meat show how wastef ul we arc. Our ref i

195、ned lif estyle is based onconsuming things that we do not need.Expanding your creativityWriting rubbish: acrostics on garbageSeveral examples of acrostics on rubbish are given in the Students Book.Students might be encouraged to try to write acrostics on any other subject they like.A very common f o

196、rm of acrostics among young people is love acrostics where theletters spell out the name of the partner. Animals, countries, f amous people etc. can allbe used as the topic of an acrostic.An example of a love acrostic1 1 might be:Sweet and sensuous,Unlike anyone else Fve ever met,Simply the most bea

197、utif ulAnd wonderf ul person I know Nobody else can compare to you.Some examples of acrostics written by young people are:Does any one realize all theRidiculous thingsActors and actressesMust endure bef ore hearing theApplause?Creamy orHot, it makes my mouth screamOn and onChocolate, chocolateOh, yu

198、mLuscious chocolate, I can*t believe IAte it all. ItTickles my throatEach time I eat it, mmm oh I love chocolate.Fancif ul coloursLovely coloursOverf lowingWith blossoms, green leaves, and long stems.Everyone appreciates how they brighten up a roomReaching out to the worldSaying hello !Going f or th

199、e goldYou know youMightNot win. Those endless hoursAt the gymStarting your body to work hardest.The excitement and nerves at the meet; the joy when you land on your f eet,its hurry and do your home work; its eating your supper in theCar. Its the love of theSport and the Olympic dream.Understanding t

200、he textPart A: NumbersStudents of ten have dif f iculty in converting numbers presented in numericalf ormat, and in dif f erent contexts, into words. A simple but usef ul activity would be toask students to f ind, underline and read aloud all the numbers used in the text.1.33%Property prices increas

201、ed by this amount in the 1990s.2. 1682The year in which Sir Edward Coke said, An Englishmanshome is his castle.3. 200,000The number of new homes built each year in Britain.4. 2.4 millionPots of paint sold by a single British company in one year.5. 100,000 PoundsAverage price of British home in 2001.

202、Part B: Comprehending the textAnswer the following questions as fully as possible.1. When British people say, My home is my castle, what do they mean?A castle was a very strong building specif ically built to keep the people insidesaf e and secure. The expression, theref ore, means that the home is

203、a place where theowner f eels saf e f rom the outside world and where the outside world cannot enterwithout his permission. He is protected and secure there. This is a very commonexpression used to describe the attitude of English people towards their homes. It mayalso link with ideas about privacy:

204、 many British people like to think of their home asbeing a private place which others can*t simply just walk into without permission;inside the f amily they can do as they wish, without being bothered by outsiders.2. What are the two main reasons why British people like spending lots of money onthei

205、r homes?One reason is that the house costs so much to buy that it makes good sense tomaintain it and even improve it as much as possible (both to make it worth even moreif it is sold and to improve the comf ort and space if not). The other reason is that thehome is, in a way, a ref lection of the ow

206、ner. How the house looks to other people, tellsthem something about the person who owns it theref ore the owner wants to makesure it ref lects a good image of his or her self . The better the houses look, the betterthe owners f eel about their status.3. What is a mortgage?It is a loan f rom a bank o

207、r other f inancial company that is used specif ically tobuy a house. It is paid back through monthly payments (with interest) over a numberof years of ten over as many as 25 years.4. What impact did the industrial revolution have on peoples ideas about homes?Bef ore the industrial revolution, the ho

208、me was much more than simply a housethat you happened to be living in at that time. It had a history of f amily lif e, ofancestors, of relatives and probably of having the same neighbours f or generations.Af ter the industrial revolution, people had to move around much more and the homebecame more o

209、f a place that you .were living in at that time and many of the othertraditions were lost.5. What is trading up?Trading up means buying a house that is relatively cheap, keeping it f or a f ewyears until its value has increased (and also the owners1 assets), and then selling it tobuy a more expensiv

210、e property. This process is repeated several times over, eachproperty being more expensive than the one bef ore. Trading up only works in times ofinf lation or progressive increases in property values; if prices were stable over manyyears, trading up would be unlikely to happen much.Developing your

211、skillsIdentifying logical connection between sentencesThis activity could be done in a variety of ways. Students, working in pairs,could be asked to read out their dialogue and the other students comment on whetheror not they agree with the order. Pref erably, one pair of students could be asked tor

212、ead out their f irst sentence, the next pair adds the appropriate reply, the next paircontinues the conversation and so on. If one pair thinks another pair has made amistake, they take over the conversation and explain why they think their answer iscorrect and the other one incorrect.The correct seq

213、uence should be:M. I think we should buy our own house, b)W. Yes, we dont want to pay rent to someone else, d)M: But house prices are so expensive, c)W: So we need to take out a mortgage, e)M: But it will take 25 years to pay the mortgage, a)W. Thats OK. At least we will own the house in the end. g)

214、M: And the house will increase in value every year, f )W. And then we can renovate it ourselves, i)M. When it has been renovated it will be worth more, j)W. So later we can sell the house f or more than we paid f or it. h)M. So we can sell the renovated house at a prof it, n)W. That way we can save

215、money, k)M. And then with the extra money we can buy a bigger house. 1)W. Of course, that way we will climb up the social ladder, too. m)M. I expect we will need to redecorate the second house, but it will be bigger, o)W. Thats true. Yes, its a good plan. Cant go wrong, p)2345678.M. No, it cant. Saf

216、 e as houses, I would say . q)Extra oral practice.1. Once everyone in the class is sure of the correct order, students could readthrough the dialogue, taking turns in pairs, but this time trying to put as muchexpression as possible into their speaking. To do this they need to think of thespeakers* a

217、ttitudes and they need to understand that the speakers of ten complete eachothef s thoughts as the sequence develops.2. Ask students to prepare a thirty-second presentation on “the mortgage systemnor on trading up in the housing market1. The idea here is to develop the skill ofexpressing the main id

218、ea of a topic concisely but with conf idence.Extending your vocabularyPart A: Antonyms and synonymsIt is possible that students think of dif f erent antonyms or synonyms to the onesprovided. They can be asked to add individual contributions (listed in italics in thetable below) to a table on the boa

219、rd and other students comment on theirappropriateness. They can then be asked to discuss which is the closestantonym/synonym f rom the options on the board.The correct answers are as f ollows:SynonymWord from TextAutonymmodest / lowlyhumbleproud / extravagantcostly / priceyexpensivecheap / inexpensi

220、vedisplays / showsrevealsconceals / hidessecurity / ref ugesaf etydanger/ peril / threatenthusiastic / eagerkeenindif f erent/ bored / apatheticPart B: Cloze passageSynonymWord from TextAntonymexpanding / risinggrowingshrinking / reducingconf using / mystif yingpuzzlingenlightening / clearbuy / acqu

221、irepurchasesell / get rid ofcountry / rusticruralurban / citygripping / convincingcompellingunconvincing / weakUse the words in the box to complete the passage.The trend to improve ones house has increased s-ectacularly over the last twentyyears. In the old days there was no compelling reason to spe

222、nd money on renovatingthe old, f amilial home. People let their houses get rue down, pref erring to enjoy anight at the pub or a holiday abroad rather than investing spare cash on bricks andmortar. But today, as the price of a house outstrips all other ways to make money,people make spending on thei

223、r homes a priority.Expanding your creativityChinese homesTo do this role play, students might think about the dif f erences between housingin rural areas compared with Chinese cities. They may think about how, in theimmediate postliberation period, many Chinese were able to live in a house orapartme

224、nt without the previous dependence on a landlord or how until recently muchaccommodation was associated with the work unit or the workplace (this is veryunusual in the West). More recent developments are, of course, f or some f amilies tobuy apartments in new or upgraded buildings. Unlike many place

225、s in the West,Chinese apartments are generally discussed in terms of the area in square metres.Westerners are generally not used to thinking of the space in this way (although whenthey buy a f lat or a house the area of each room is always documented) but they dothink that the area or location of th

226、eir home is very important; this is not just f or socialreasons - it can make a huge dif f erence to the price. In most Western f amilies it isnow unusual f br several generations to live in the same house; a young married couplewill look f or their own house and work hard to pay the mortgage (the m

227、ajor item intheir monthly spending) and young adults of ten move away f rom their parents f orstudy or work and rarely return to their parents1 home to live (they will visit, though!).It is quite common f or elderly people to live in their own separate accommodation andquite a f ew live in a home f

228、or the elderly, separate f rom their f amily, though not allpeople like this idea. This is a new development in China, especially in urban areas,although it is probably too soon to say if it will be widespread or popular because inmany ways the members of Chinese f amilies seem closer than their Wes

229、terncounterparts (who emphasise their privacy and independence).A role play might be like the f ollowing (C = Chinese; W: Westerner).C: How many people in Britain have houses?W: Well, some people rent the place that they live in but most people own a f lator a house.C: How can they af f ord that? It

230、 must be expensive.W: Yes, its very expensive the biggest thing most people will ever buy. But themortgage system helps.C: How does that work?W: Well, its really a way of borrowing money f rom a bank or other f inancialinstitution.Then you have to pay back the loan in instalments every month f or ab

231、out 25years.C: Does that mean you have to live in the house f or 25 years? I thoughtWesterners moved around f rom place to place a lot.W: That*s right, they do move around, usually f or a dif f erent job or f or f amilyreasons. What they do is this: they sell the f irst house at a prof it if they ca

232、n, becausethe prices in certain areas keep going up, and transf er what is lef t to pay f or themortgage to another bigger house and then pay that mortgage. This is called tradingup. They have a better place which is worth more but they usually have a biggermortgage as well. Eventually theyll pay of

233、 f the mortgage and perhaps theyll hope toleave the house f or their children. Of course there are cases when the house price goesdown, then they have to either buy a smaller house or borrow more money to buy asimilar size house when they have to move.An example in which two students discuss student

234、 accommodation might be.C: Where do British university students live? Do they live on campus?W: Well, that depends on whether university accommodation is available and thatvaries f rom one university to another. Most universities have accommodation f orf irst-year students. The students have to pay

235、f or this, but its sociable and convenient.Af ter that, a lot of students f ind their own accommodation outside the university.C: Where do they live then?W: Oh, they rent a room or a small f lat somewhere nearby. Of ten f our or f ivestudents get together to share a house. These days more students l

236、ive at home andtravel every day to the university because thats cheaper. What about Chinesestudents?C: Most of us live on campus and share room in the dormitories. Its verysociable and just about everything you need is available on the campus. Howeverthere are students now renting f lats outside cam

237、pus.W: Thats interesting. In Britain, most university campuses only have a bank, abookstore and a couple of shops.C: Oh, well, in China there are lots of shops, restaurants and eating places,hairdressers and all sorts of places.A f urther role play:Teachers may organise another role play f or studen

238、ts. The role play involves twomortgage providers (A&B) f rom dif f erent banks, a husband (C) and a wif e (D).Husband would see one mortgage provider and wif e would see the other to f ind outinf ormation about their mortgage, because they are planning to buy a f lat.The mortgage providers are likel

239、y to think about:the couples income, details of major expenses and whether they have any debts the price of the house they want to buy how much they can pay f or a deposit (and theref ore how much they need toborrow f or the mortgage) details of their age, health, other members of their f amily who

240、live with themStudents who play mortgage providers may need to f ind out real inf ormationf rom dif f erent mortgage providers f rom any banks available and get hold of anyleaf lets and inf ormation if possible. They should try to sell their mortgage products byasking appropriate questions to the in

241、quirers about his/her f amily income andexpenditure and pointing out which of the bank mortgage products suits the f amilyand the advantages of the products.Students who play a husband or wif e should have a discussion between thembef ore they go separately to the mortgage providers. The discussion

242、is about whatf amily f inancial inf ormation they should give to the bank mortgage provider, whatquestions they should ask and what inf ormation they should get f or f urther readingabout the mortgage products. When they return f rom the bank mortgage provider, theyshould exchange their inf ormation

243、 and make a decision about which mortgage theyare going f or.Questions f or the mortgage providers may include: What*s your name? Whats your age and your husband/wif es age? Do you have children? Do you have any parents living with you? Is your husband/wif e working? What is the total monthly income

244、 of your f amily? How much do you spend monthly and how much can you save? Do you have any lif e assurance policies? How many years of mortgage would you like to have?Questions f or a husband / wif e may include: What are the main f eatures of your mortgage products? How much do we pay f or the mort

245、gage every month? What is the rate ofinterest? How many years will it take to pay back the mortgage? What is the total cost to have this mortgage, including the interest? Why is this mortgage product the best f or our f amily? What would happen to our f lat if one of us or both of us become unemploy

246、ed? What would happen to our mortgage (bef ore we pay up) if the f lat is damagedby f ire or by any natural disasters? What would happen to our mortgage if one of us had an accident or died? Can we sell our f lat during the payment period of the mortgage?Af ter the role play students may be asked to

247、 comment on the process of theirinf ormationseeking and decision-making to ref lect on how Chinese couples may makedecisions and what kinds of roles a husband or a wif e may play in f amilydecision-making.Intercultural notesVisiting and meeting peopleparagraph 3: Unbidden guests are often welcomes!

248、when they are gone.Shakespeares saying ref ers to uninvited guests, not to those who are invited!nWeIcomestM would be ungrammatical in modern English; obviously today we wouldsay “most welcome0.Understanding the textPart A: SequencingTo get a quick summary of the outline of events, put these events

249、in the order inwhich they occurred.1. They drive f rom London to Cornwall.2. A guide tells them about the Eden Project.3. They all visit the Warm Temperate Biome.4. They enter the Humid Tropics Biome.5. They look at plants outdoors.6. Katie and her f amily go to a caf ePart B: True or falseIndicate

250、whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. The Eden Project is in a disused mine in Cornwall, England. T2. The Eden Project is designed to tell people about plants in Britain. F3. Katie has been to the Eden Project twice bef ore,

251、F4. The two greenhouses are called biomes. T5. The Warm Temperate Biome is the largest greenhouse in the world. F6. The Eden Project teaches us that plants are essential f or humans to live on thisplanet. T： 2. Although the Eden Project is in Britain, the plants come f rom all over the world and ： m

252、any of them would not grow naturally in Britain but need speciallycontrolled ：i greenhouses. IIII 3. It was the f irstt ime that Katie had visited the Eden Project. B一MHvgl 5. There is no inf ormation as to whether or not it is the largest greenhouse in the IsiV& w orld. The Humid Tropics Biome is s

253、aid to be the largestg reenhouse in the w orld.事Developing your skillsIdentifying text typesThis activity f ocuses on the f eatures of a diary entry. However, students areasked to think, of other text types. This is a way to help students realise that texts havedif f erent f unctions and f ormats. S

254、pecif ic types of writing (text-types) have certainf eatures in common, and an understanding of these f eatures can of ten help readersunderstand the text more easily.Students might be asked to think about the common f eatures of each of the texttypes given and add them to a list/table on the board.

255、 They might then be asked tobrainstorm some other text types to complete the box given (below). Features of someof the more common of these text types could then be discussed.l diaries letters (f ormal / inf ormal) memos / emails poemsI scripts (plays) advertisements contracts abstracts II reviewsAl

256、though the text of this passage is in the style of a diary, the f ormat is not (themost signif icant dif f erence being the lack of a date). This activity might be introducedby class discussion of why some people keep diaries (some of the students may keep aregular diary), what kinds of things go in

257、to a diary, the dif f erent f unctions of a diary (e.g. the dif f erence between keeping a record of f uture appointments, meetings etc. andthe more traditional f unction of a diary to record daily lif e).ComponentsInformationAvailableDetails1. dateNo.Not given.2. timeYes.She lef t home at 7 oclock

258、in the morning.3. people involvedYes.We know that Katies parents and brotherwent with her.4. place(s)Yes.Most of the diary entry is related to the EdenProject - there are many details of thisincluding location, size, history etc.5. signif icant event(s)Yes.In a way, the whole visit was one largesign

259、if icant event. There is no specif ic eventwithin the visit that stands out as moresignif icant than others but clearly the visithad a great impact on Katie.6. f eelings/ opinionsYes.Clear indications of Katies f eelings are givenin the diary entry. The clearest indications aregiven in the f inal pa

260、ragraph where she says“the wonderf ul sights and sounds”，“amazing, enjoy such splendid nature” andtrue adventure playground”.Extending your vocabularyPart A: Cloze passageUse the words in the box below to complete the passage.In the dry climate of the Arizona desert in the USA there is a large, deep

261、 craterthat was f ormed millions of years ago when a meteorite hit the Earth. At the bottom ofthis depression is a moist, thick jungle containing a wide range of diverse plants andanimals that are able to survive here away f rom the intense heat. These plants andanimals conserve water and have adapt

262、ed to lif e at the bottom of a well.Part B: DefinitionsAll of the words in the box below can be f ound in the Words to note section.Theref ore, students should have no dif f iculty in matching them with the correctdef initions. The f ocus of this activity, theref ore, is the students* attempts to wr

263、ite theirown sentences using the words appropriately. Students should be encouraged to be ascreative as possible with their sentences and not stick to saf e and simple sentences.When they have f inished, each word could be examined in greater depth by inviting af ew students to write their sentences

264、 on the board and each use of the same wordcompared (and corrected by the class where necessary).WordDefinitionadventure playground7domes3honeycombs6reproduced8crescent-shaped12saf eguard5Now write a sentence of your own f or each of the six words given above.Example sentences:1. When I was young, m

265、y whole world was a giant adventure playground.2. Domes are sometimes used instead of spires in old churches.3. When bears are stealing honeycombs f rom beehives, they are protected f romthe stings by their thick f ur.4. The artist reproduced an exact copy of the f amous portrait, the Mona Lisa,and

266、tried to sell it as an original.5. My brother has a crescent-shaped scar on his knee.6. To safeguard against the possibility of cheating, students are not allowed totake mobile phones into the examination room.Part C: SynonymsSynonyms in the text of big or very big”：1. huge 2. giant 3. gigantic 4. v

267、ast 5. enormousAnother commonly-used synonym not used in the text is: massive. Less commonsynonyms include: mammoth, colossal, titanic, gargantuan.Example sentences are:1. My grandf ather was a huge man; he was over 2 metres tail.2. My grandf ather was a giant of a man; he was over 2 metres tall.3.

268、The ship, the Titanic was a gigantic vessel.4. The two World Wars claimed the lives of a vast number of young men.5. Your mistake has caused an enormous amount of extra work f or yourcolleagues !Expanding your creativityGuidelines for guidesStudents are likely to choose a wide range of dif f erent a

269、spects of being a goodguide. There are no correct or incorrect aspects, a lot depends on the context in whicha guide is working and what kind of people he or she is guiding. The f ocus of theactivity should be on the reasons the students give f or their choices and not thechoices themselves. However

270、, if the students are able to make a good list of reasonsthis could be shared with a Tourism Department, if there is one in your university, orwith a tourist agency, to get their f eedback and comments. Doing this would have theadvantage that the activity will be a piece of more genuine communicatio

271、n. In anycase, students may like the idea of actually producing guidelines and showing them totourists to get the tourists1 comments. In this way, the students will be communicatingwith tourists and any comments they give may be usef ul to improve the guidelines.Possible reasons f or each choice mig

272、ht include.Be seriousThe visitors need to trust you and believe that you areknowledgeable about the place. They are more likely to dothis if you are serious and not joking all the time.explain clearlyPeople need to understand what you are telling them and someof them may not be able to f ollow you i

273、f you do not explainclearly, especially if you (or the tourists) are speaking in asecond language.be tallSometimes there may be a lot of visitors and it may becrowded; it is important that they can all see you - so it isbetter to be tall. Some guides carry a small f lag on a stick,though, so maybe t

274、heir own height does not matter.speak slowlyPeople need to understand what you are telling them and someof them may not be able to f ollow you if you do not speakslowly - especially if some of the visitors are not nativespeakers of that municate f actsVisitors want to know the f acts, not the guides

275、 opinions. Theywant to know the real details of the places they visit.be well-dressedIt is important to present a good image to the visitors -itwould be impolite not to be well-dressed. This may depend onthe place where the guide is working, though (on a beach, in acoalmine, up a cold mountain?)know

276、 about other culturesSome of the visitors are likely to be f rom other cultures andthe guide may of f end them accidentally if he does not knowtheir culture. Also, if he knows their culture the guide mightbe able to explain things more clearly to them because he orshe can take their point of view in

277、to account.be prepared f or emergenciesAccidents happen! The guide is responsible f or the visitorswhile they are with him and if an accident happens he needs toknow what to do. First-aid training can only be an advantage.know local places wellAs well as being a guide to the particular place he isre

278、sponsible f or, it would be very usef ul if he can tell thevisitors of other places of interest in the area and answerquestions about other local places.know local people wellThe tour would be much more interesting if the guide couldtell the visitors something about the local people and theircustoms

279、 or daily lif e as well as the place itself . Some localpeople may be f amous, too.be f rienalyOf course a guide needs to be f riendly. The visitors have tof eel relaxed and comf ortable to enjoy the tour. They will beaf raid to ask questions if the guide is not f riendly.smile of tenThe visitors wi

280、ll f eel more relaxed if the guide seems f riendlyand happy. They are there to enjoy themselves. Some peoplesay, “A smile is the shortest distance between two people.tell interesting storiesThe visitors will enjoy themselves much more and f ind thetour more interesting if the guide can tell interest

281、ing storiesand not just give them f acts and f igures. Visitors will probablyremember the stories more than cold f acts.speak loudlySometimes there are many visitors in a group (and some maybe old or hard of hearing) so he needs to speak loudly so theycan all hear what is being said (especially if t

282、hey are outsidewhere there is other noises).be entertainingThe visitors have paid to enjoy themselves so they need to beentertained, not just given inf ormation. A f ew jokes willcertainly help, but watch out f or humour it does not alwaystravel across cultures !speak many languagesThe visitors may

283、come f rom all over the world so the morelanguages the guide can speak the better as he cancommunicate with more people. On the other hand, perhapstwo or three languages may be enough there will not bemany opportunities to use many languages all at once!have a sense of humourA tour is much, more enj

284、oyable if some humour is introducedinto the talk. If the guide has no sense of humour the tourmight be too serious or very dull.adapt to dif f erent kinds of visitorsThere are many dif f erent kinds of people going on tours -some are pleasant and f riendly, some are not. The guide needsto be able to

285、 help all the dif f erent types of people to have anenjoyable time.know the local historyThe tour will be much more interesting if the guide can addinf ormation about the local history as they are seeing dif f erentplaces.Give a warm welcomeThe visitors might be a little nervous when they f irst arn

286、ve. Anice warm welcome helps them to relax and enjoy themselves.Any f ive of these aspects could then be combined into a paragraph f or theGuidelines f or guides.There is obviously a very wide range of places that students may choose to speakabout. Again, the choice of place is not as important as t

287、he way it is described by theguide. Student B should be given the checklist of f ive aspects of being a guide thatstudent A considers to be most important. While student A is speaking, student Bmakes a note of whether each of the aspects is evident in the talk - with suggestionsof how to include any

288、 missing or weak aspect. Students then reverse roles.As an extension, students might like to think about guidelines f or tourists, too.For example. Respect the physical environment, take care not to spoil places you visit. Try to learn about the local culture. Respect the culture of the places you a

289、re visiting. Try to learn at least a f ew words of the local language. Try to eat local f ood; dont necessarily expect to f ind your own f ood. Buy local products and eat in local establishments; this helps the local economyand may be more interesting f or you. Avoid peak times if possible f or your

290、 visit; this will avoid overcrowding.Understanding the textPart A: Scanning for datesThis activity is designed to practise scanning text very quickly f or specif icinf ormation. To do this, students need to look f or a specif ic word or phrase which islikely to occur a limited number of times (pref

291、erably once only) in the text or which islikely to be very easy to f ind. In this activity, students should f ollow a two-partscanning process where they f irst scan f or a date, as they are always given in anumerical f ormat so are easy to spot, and then scan the sentences immediately aroundthe dat

292、e f or key words connected to the inf ormation they are looking f or. Bef ore thestart to scan, students might be asked to identif y key words in the sentences of theactivity (given in italics below).Students might also be given a time limit (e. g. no more than one minute) toencourage scanning, rath

293、er than f ast reading.1. Jeans became the symbol of teenage rebellion. 1950s2. Jeans became expensive high f ashion items. 1980s3. Hollywood movies showed cowboys wearing jeans. 1930s4. waist overalls1 with rivets were f irst produced, 1870s5. People in non-Western countries could easily af f ord je

294、ans. 1970sPut the events in the correct place on the timeline.4 | | | | | | S | | | | 5 | 2 I _1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000Students might be encouraged to f urther practise ref erring to decades as in the1940s” f or example by arranging a quick spot-quiz*1. E

295、ach student thinks of a majorevent in history over the last two hundred years. The f irst student asks the secondstudent when the event took place and the answer must be in the f orm of in theXXXXs. If the answer is incorrect the question is passed on to the next student untilsomebody answers it cor

296、rectly. If a student cannot think of a signif icant event he orshe is also passed over. Students are eliminated until one is the winner”.Part B: True or falseIndicate Whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. Jeans were originall

297、y made f rom cotton. F2. Levi Strauss and Jacob Davis produced the f irst true jeans. T3. Jeans were produced in large quantities during World War II because theywere cheap. F4. Teenagers liked to wear jeans to symbolise their hatred f or Western culture. F5. By the 21st century almost everybody in

298、the world has a pair of jeans. TgC2EMXg 1. Originally jeans were made f rom a mixture of f abrics. It wasnt until the 18th Ws含rSSS century that cotton was used. j5EI 3. Quite the reverse. During WWI I,c otton and other raw materials was scarce so the I| manuf acture of jeans was greatlyr educed. 1aE

299、1 4. They did not hate Western culture but they did wish to separate themselves f rom the /gII culture of their parents - they wanted a separate identity and culture to their iIal pare人 nts. UiUJPart C: Comprehending the textAnswer these questions as f ully as possible.1. Where does the name denim”

300、come f rom?From serge de Nimes.2. What does indigo dye do?It makes cloth dark blue.3. What was the problem with the clothes gold miners wore?The pockets tore easily.4. What was the meaning of the leather patch that Levi sewed on his cans?It symbolised strength of the jeans.5. Why did young people st

301、op wearing jeans so much in the 1990s?They were no longer a sign of youth rebellion.Developing your skillsPart A: Using symbols to take notesStudents spend a great deal of their time at university taking notes. However, insome cases, this time has been wasted. A popular saying is:The lecture is a sy

302、stem whereby the notes of the prof essor become the notes ofthe student, without passing through the minds of either.Clearly, note-taking is not simply a matter of transf erring text it also involvesunderstanding, selecting, synthesising, summarizing and even brief ly commenting onthe inf ormation g

303、iven. Students should be helped to make notes in a more productive,usef ul manner.Although it is an activity which each student approaches dif f erently and develophis or her own style of note-taking, it is a skill that should be worked on. In general,students might be encouraged to remember the f o

304、llowing suggestions when takingnotes: Listen actively; dont simply try to take down everything that is said. It isimpossible and unnecessary (not everything is of equal importance). Spend more timelistening and taking down the main points. If you are writing as f ast as you can, youcannot be as disc

305、riminating a listener. Develop and use your own method of notetaking including symbols, abbreviations, etc. Your notes must be usef ul to you, not toanyone else. Take and keep notes in a large notebook. The only advantage to a smallnotebook is ease of carrying. A large notebook allows you to adequat

306、ely indent anduse outline f orm. Leave a f ew spaces blank as you move f rom one point to the next so that youcan f ill in additional points later if necessary. Listen f or cues to important points, transitions f rom one point to the next,repetition of points f or emphasis, enumeration of a series o

307、f points, etc. Many lecturers attempt to present a f ew major points and several minor pointsin a lecture. The rest is explanatory material and examples. Try to see the main pointsand do not get lost in a barrage of minor points that seem unrelated to each other. Therelationship is there if you list

308、en f br it. Take 5 minutes af ter class and summarize your notes. Develop a 1-page notesummary that will remind you of everything you need to know. Do not recopy your notes. The ef f ort required to recopy notes can be betterspent in rereading them and thinking about them. Although neatness is a vir

309、tue insome respect, it does not necessarily increase your learning.Although students should be encouraged to develop their own system of notes(and, indeed, f requently do when using ICQ or email language), the f ollowing aresome of the symbols more commonly used. A list of common symbols andabbrevia

310、tions can usually be f ound in the appendix of a dictionary.What do the symbols below stand f or? Discuss with your partner and then writeyour answers in the blanks provided.symbolsMeaningsSymbolsMeanings1.+plus9. Wdoes not equal2.minus10. =equals3.is more than12. ：it is true that5. leads on to / an

311、d13. ；related point6.2is more than14. ?question(able)or equal toor doubtf ul7.equivalent to15. !Emphasis or surprisedollars or moneymultiply(mathematical)or8.$16. important pointOther symbols you may wish to introduce are:The two activities (one in each of Parts A and B) asking students to write not

312、esbecause脩Xstatement / answer is correctstatement / answer is wrong/or (this/that = this or that)and / plus( xa dash (of ten used to join ideas and replace words orpunctuation marks that have been omitted)，ditto (means the same as the words immediately abovef the ditto marks) increases or decreasesa

313、pproximatelyon a paragraph f rom the text are included simply to enable students to practise usingsome of the symbols learned. However, as has been emphasised previously,note-taking is a very personal thing and each student will approach the task dif f erentlyif students need to take a long time mak

314、ing the notes, the objective of note-taking isobviously lost. Also, notes are taken more f requently of a presentation, such as alecture, rather than a written text. You may ask students to take notes of the nextlecture they attend and show you a sample.Part B: Using abbreviations to take notesIn ad

315、dition to using symbols, you may use abbreviations when taking notes. Ithelps others understand your notes better if your abbreviations are commonly used.Work out the abbreviations of the words/phrases in the table below, and writeyour answers in appropriate boxes.AbbreviationsWords/PhrasesAbbreviat

316、ionsWords/Phrasesl.NYNew York16. kmkilometer2. SFSan Francisco17. kilokilkogram3. e.g.f or example18. Nnorth4. i.e.that is to say19. UNUnited Nations5. ppage20. Govtgovernment6. PPpages21. ususually7. reregarding22.solsolution8. cccarbon copy23. relrelation9. akaalso known as24. qsquestions10. EngEn

317、gland25. Tsteachers11. bkbook26. Ssstudents12. CoCompany27. schschool13. ltdLimited28. No (or #)number14. hrhour29. teltelephone15.secsecond30. memomemorandumExtending your vocabularyPart A: Word familiesThe words in the box below all come f rom the text of this unit. Decide where onthe table each o

318、f the words belongs.A Material Used in ClothingAn Item of ClothingA Part of an Item of Clothingleathercoatpocketsdenimjacketlabelclothoverallsfastenerscottontrouserspatchwoolsockslapelnylontiesleevesilkshirtbuttonf urpulloverzippolyesterhathood(plastic)suitstrapdressbuckleblousecollarskirtNow try to

319、 add at least another 4 items of your own to each of the columns (seeitems in italics above).Part B: DefinitionsFor each of the words/expressions below, decide which of the def initionsprovided is correct? Write the number of the def inition in the box. Do not look back atthe Words to note section u

320、ntil you have f inished. Indicate your choices in the spacesprovided.Word / ExpressionDefinitionripped6of f duty8sweatshops10f ond of12dye2Now write a sentence of your own f or each of the f ive words given above.1. When I stretched out to lif t my bag, the back of my shirt ripped; I think I, must b

321、eputting on weight!2.1 never think about my work when I am off duty - I like to f orget about everythingand relax.3.1 think it is terrible to think of children working such long hours in sweatshops.4. Pm really fond of going f or long walks in the hills at weekends.5.1 f eel like a change; I think I

322、 should dye my hair blue.Part C: Cloze sentenceComplete this sentence with the words in the box.Jeans symbolise the 1960*s hippy culture that was a rebellion by young peopleagainst the decadence of their parents* generation.Expanding your creativityBlue jeans - or other colours?Colours are very impo

323、rtant in any culture and are f requently used in thelanguage with meanings other than their literal meaning. Idioms with colours are verycommon in English. You may wish to introduce your students to a f ew of theexamples given below and ask them to try and use them in their poems so that overuseof c

324、olours and idioms with colours make the poem become almost nonsense poems”.For example:I f eel so blue to be in the redBut things are not so black as theyre painted.Out of the blue, I got the green lightSo everythings turned out right!BLACK to be in the black = have money in ones bank account (the o

325、pposite: to be inthe red) to black out = lose consciousness or memory temporarily The plane divedsuddenly, causing the pilot to black out. a black day = an unhappy day when something bad happens a black list = list of people who are considered undesirable a black look = a look of anger black market

326、= illegal trade not so black as it is painted = not as bad as people believe in black and white = in writing or in print black and blue = covered with bruises the black sheep of the family = person whose conduct is considered to be adisgrace to the f amily the pot calling the kettle black = the accu

327、ser having the same f ault as theperson he is accusingShe accused us of being extravagant talk about the pot calling the kettle black!BLUE to have blue blood = be aristocratic to go off into the blue =go away suddenly and without traceThe cashier went of f into the blue with ten thousand dollars. to

328、 look blue =look sad, depressed to scream/yell blue murder = protest wildly and noisilyThe union yelled blue murder when one of its members was sacked. to do something till one is blue in the face=work as hard and as long as onepossibly can (usually without success)He can write me letters till he*s

329、blue in the f ace, Im not going to reply. once in a blue moon=very rarely or neverI see her once in a blue moon. out of the blue=unexpectedlyHer resignation came right out of the blue. a bolt from the blue=unexpected and usually unwelcome event, completesurpriseThe news of her resignation was like a

330、 bolt f rom the blue. a blue-collar worker=manual worker (the opposite: a white-collar worker) a blue film/joke=a pornographic or indecent f ilm/joke the boys in blue=the policeBROWN to be browned off = be bored, f ed upHes browned of f with his job. as brown as a berry = having the skin tanned brow

331、n by the sun or the weather in a brown study = in deep thoughtGREEN to be green = be immature, inexperienced, easily f ooledYou must be green to believe that! to be green with envy = be extremely enviousI was absolutely green with envy when I saw his splendid new car. to have green fingers = have sk

332、ill in gardening to give someone the green light = give somebody permission to do somethingGREY grey area = aspect that doesnt f it into a particular category, and is theref oredif f icult to deal with When the rules f or police procedure were laid down, a lot of greyareas remained. grey matter = on

333、es brain or intelligenceHes a boy with much grey matter, he is extremely good at maths.RED to be in the red = have no money in ones bank account to see red=become very angryHer criticisms were enough to make anyone see red. to catch someone red-handed=discover somebody in the act of doingsomething w

334、rong or criminalI caught the boys red-handed smoking in the kitchen. a red herring = unimportant matter introduced into a discussion to divertattention f rom the main subjectMake sure he answers all your questions. Dont let him conf use you with any redherring. red tape = excessive bureaucracyIt tak

335、es weeks to get that visa. Theres so much red tape involved. the red carpet=sign of special welcome f or an important visitor.We havent seen Uncle Jones f or years, so when he arrives tomorrow f romEurope, well be rolling out the red carpet a red letter day = an important or memorable day because so

336、mething goodhappened on itWHITE a white-collar worker = non-manual worker (the opposite: a blue-collarworker) as white as a sheet = very pale, as a result of f ear or shockShe went as white as a sheet when I told her the news. a white lie = harmless or trivial lie a white elephant = possession that

337、is useless and of ten expensive to maintainYELLOW a yellow streak = cowardice in somebodys character the yellow press = newspapers that deliberately include sensational news itemsto attract readersThe Blue Jeans BluesThe Blues* is the slow, sad music that developed in the United States out of theson

338、gs of the black slaves (see to get the blues and to f eel blue on p. 91). Thisexample was written f or Creative Reading by a f ictitious Levi Strauss (and theref orenot the 19th century real Levi Strauss who made blue jeans). The progression in thechorus f rom “f ashionscene to f ashion-f ailed* and

339、 then to f ashion-f ree0 and notwanting to be a blues man any more1 (not wanting to be a jeans man?) suggests thatmanuf acturers can also be victims of f ashion (see Unit 19). Students could beencouraged to set The Blue Jeans Blues to music or to write their own example .Understanding the textPart A

340、: SequencingPut these events in the order in which they occurred.The correct order is:1. The narrator ran away f rom his grandmothers house.2. The narrator moved to a big city.3. The narrators grandmother died.4. The narrator took pictures of children in the park.5. The narrator saw images of his gr

341、andmother in some photographs.Part B: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. The narrator lived with his grandmother when he was a child. F2. The narrator moved to the big city because he was scared of hi

342、s grandmother. F3. The grandmother died while the narrator was at university. T4. The narrators mother gives him her old camera. f F5. The narrator of ten takes pictures of little children. F6. The mother of one of the children objects to the photographer. T7. The f ilm contains pictures taken by th

343、e narrator and his grandmother. f T8. The narrator sees his grandmother in the photographs. T当1 1. The narrators grandmother lived alone but he used to visit her.M a高i 2. The text does not specif y why the narrator and his f amily moved into the citybut it aI seems unlikely the grandmother was the r

344、eason.A31 4.The narrators mother did give him a camera, but it used to belong to theI grandmother, who lef t it to the narrator when she died.|I 5. He had never taken any photographs of strangers including children bef ore. ItI seems that the camera (or the grandmother) was making him do this.Develo

345、pin9 your skillsUsing your critical thinking skillsBef ore students are asked to f ill in the table with inf ormation relating tothemselves, the dif f erent categories should be discussed initially in small groups andthen as a class. Ask students to describe exactly what each category means and,perh

346、aps, give examples f or some. Once they are clear about the meanings of each, askthem to be as honest as possible when giving their personal responses. Clearly, if theyf eel that they do not do any of the categories, they should be encouraged to start.Step 1There are many possible answers to the tab

347、le of objective and subjectiveinf ormation. Students should be encouraged to choose inf ormation directly related tothe central theme of the text. There are also examples of inf ormation which might beregarded as objective or subjective - again, students should be asked to justif y theirchoices when

348、ever necessary.Narrators Subjective FeelingsObjective FactsMy grandmother is a ghost.The grandmother was an odd person.The camera once belonged to thegrandmother.The camera or the grandmother made thenarrator take the pictures in the playground.The old woman in the pictures was thegrandmother (again

349、, this might besubjective or objective).She lived alone and rarely spoke topeople.The last time the narrator saw hisgrandmother alive, he heard the sound oflittle f eet and a girl crying ( this is anexample of inf ormation which might beregarded as subjective or objective,depending on whether you be

350、lieve thenarrator).The narrator took some pictures ofchildren in the playground.The contents of the pictures.Step 2Identif y the evidence that supports the narrators claim.I The ghosts of children seemed to live in the grandmother house.t The grandmother seemed to have f orced the narrator to take t

351、he pictures in the tI playground.iI The grandmother appears on the pictures, even though she is dead. xStep 3Explain why there are other children and the narrators grandmother in the photos.1 They are ghosts and only the camera can nseen them. |Step 4Has your partner come up with ideas dif f erent f

352、 rom yours? Do you agree with him/her?Why/Why not?J33 “3 3 3 3 3 3 3 3 “3 “ 3 a 3332” 3 3 3 3 ” 3 3 + 23 32 3 32 3 ”3 a! No f ixed answers. Students with a more scientif ic belief regarding ghosts may think ! of a dif f erent explanation, such as that the old lady simply looked like the !IiI grandmo

353、ther and was not really her. The narrator simply did not notice this old lady E1 when he took the pictures. Perhaps the children in the pictures in the grandmothers |I living room were simply real children playing at dressing up in old clothes the II grandmother had, and again the writer did not not

354、ice them. |I Perhaps the second part of the f ilm has been double exposed: once by the iI grandmother long ago and then again by the writer years later this would mean that Ii the narrators photos did not have ghosts in them but simply had the old and new IZXI exposures mixed together. IStep 5Are th

355、ere any examples of problems of logic in the story?/ 3 4 M b .3 4 M b(.3 4 M.2 M 1 M b.2 a x 1 43 3aj1 A A3 3 aj1 A s3 3M 1 A s3 3 a x 3 4 1 a M34 M 3 3 K M 3 3K M 3 34 M 3 3 K M 3 3 K M 3 3a3 3 K A M： Perhaps: why did the grandmother leave the camera to the narrator and not to her3 daughter ( i. e.

356、 the narrators *mother) ? I The question of why the pictures (and the camera) concentrate on children.Step 6Do you think the nairator told the truth? Why/ Why not?! This is simply a subjective opinion given by the students. They should, however, be |I encouraged to give reasons which are based on ob

357、jective evidence as much as 1： possible.IDo you have any personal bias/prejudice regarding ghost stories?l Again, a subjective comment which needs students to think caref ully about their own tI opinions and prejudices. The main aim is to illustrate that any narrator/ reader will be ?I af f ected by

358、 their own prejudices and belief s. II“”“”“Step 8What is your partners conclusion? Do you agree with him/her? Why/ Why not?I Encourage students here to be constructively critical of their partners conclusion and iiII to look f or any logical weaknesses or evidence of subjective belief s overriding I

359、: objective evidence. zExtending your vocabularyPart A: DefinitionsFor each of the words / expressions below, decide which of the def initionsprovided is correct. Write the number of the def inition in the box. Do not look back atthe Words to note section until you have f inished. Indicate your choi

360、ces in the spacesprovided.Word / ExpressionDefinitionspine tingle with f ear7passed away5letting myself in f or it1bleak12au revoir3Now write a sentence of your own f or each of the f ive words/expressions given above.1. The strange creaking noises on the stairs made my spine tingle with f ear.2. My

361、 grandf ather passed away peacef ully in the middle of the night.3. When I didn*t attend the examination, I knew I was really letting myself in f orit.4. Because of the high unemployment rate, the prospects of f inding a job arerather bleak.5. Please lets just say nau revoir*, not goodbye; I really

362、hope we can meetagain someday.Part B: Synonyms and antonymsThe middle column of the table below contains words f rom the text of this unit.Find words f rom the box which have a similar or opposite meaning to the words in themiddle column and put them into the appropriate column. (Note, some words ha

363、vemore than one antonym or synonym.)SynonymWord from TextAntonymweightyheavylight, weightlessslyly, stealthily, f urtivelysecretlyopenly, overtly, plainlyneighbouringlocalf oreign, distantVacant, unf illed, packedemptyoccupiedThreat, peril, danger, riskharmsaf ety, securitypurchasedboughtsoldbeaming

364、smilingscowling, f rowningExpanding your creativityInterviewing a film directorAlfred HitchcockAlthough this interview was over f orty years ago, it is still worth reading andenacting as a role play. Alf red Hitchcock*s f ame as a f ilm director has endured into the21st century; f or example, in 200

365、2 a group of North American critics still acclaimedHitchcocks Citizen Kane as the best f ilm ever made*. He made 53 f eature-lengthf ilms between the 1920s and the 1970s, including The Thirty Nine Steps, The LadyVanishes, and such spine-chillers as Dial M f or Murder, Psycho and The Birds butsurpris

366、ingly he never won an Oscar f or Best Director. One of Hitchcocks trademarkswas that he of ten appeared in his own f ilms in brief roles or in walk-on parts(audiences had to keep a caref ul look-out to see him), but the main characteristic ofhis f ilms is the sense of suspense which he generated in

367、thrillers. In the interview hedescribes some ways in which he builds this suspense but he also comments on theuse of humour.Decide what the questions or comments were that the interviewer put toHitchcock.The exact wording of the questions will, of course vary f rom student to student.However, the co

368、ntent of the question should ref lect the original questions given below.There should be one question f or each paragraph.QuestionAnswerWhat seems to f ascinate your audience isyour lack of reverence f or your sponsor The sponsors, yes*You mean about the dead body? Can youtell us?In that f ilm, Harr

369、y was a dead bodyHow f ar can you go in showing thesponsors a lack of respect?In selecting the stories f or my TVshows,Can you give an example of typicalEnglish humour?An example of the kind of humour, ,Why are you so interested in crime?People are constantly asking me thatReally? Im surprised. Your

370、 f ilms are f ullof suspense. What do you mean?I mean, I hate it when Pm on thereceiving end*Theres a statement in a recent review ofyour work that says, HIt is something elseto take a simple little idea f or amelodrama and use it in such a way thatit keeps the audience half swooning withf ear and h

371、alf f alling out of their seats withlaughter. Any comments?The secret is the way in which,How would you handle a potential bombexplosion in one of your stories?The point is to let the audience know-They tell me youll be doing somethingdif f erent on TV this f all. Whats the nextWell, the next story

372、Pll do isstory?Role play the interview: one of you is the interviewer, the other takes Hitchcockspart. Do this in the most natural way that you can Hitchcock always kept a dead-panf ace (pretending to be serious even when he was joking).Bef ore going on to this activity, make sure the students have

373、come up withappropriate questions f or the previous activity. Ask students to read through theinterview once with their own questions and then reverse the roles so that theinterviewer reads Hitchcocks part and vice versa. Perhaps the best pair of studentsmight be asked to perf orm the interview in f

374、 ront of the class.Together tell the story of the next f ilm that Hitchcock says he*s going to make.Think of a good ending, with lots of suspense, to f inish the story.There are various ways in which this activity might be done. Students might beasked to simply write the story in pairs and then read

375、 it out to the rest of the class.However, a more interesting way might be to have the class work together to createthe story. To do this, give students a f ew minutes, perhaps in pairs, to think about thestory and consider a f ew possible ways in which it might develop. Then read out thebeginning of

376、 the story given below. Select a student at random f rom the class to givethe next sentence of the story (try not to worry too much about the grammaticalaccuracy of the sentence at the moment the f ocus is on being able to keep the f lowof the story going and be able to express themselves in a way t

377、hat the other studentscan understand). When the student has given a sentence, again ask another student tocontinue with the next sentence etc. Eventually the story will be completed. It isprobably better not to work your way around the classroom systematically as studentsstart to plan ahead or even

378、to lose interest until it is almost their turn. Randomselection of students ensures that they all f ollow and constantly try to think of the nextpart of the story. Make sure you include all students, but it is also worthwhile to give astudent a second sentence to make up so even af ter their contrib

379、ution, they are stillinvolved in the story.The beginning of the story might be.The short, handwritten letter dropped f rom the mans hand and f loated gently tothe f loor of his living room. The letter had f allen out of his wif es coat pocket as shehad lef t that evening to meet a f riend*. He knew

380、he shouldnt have, but he had readthe letter. It was obviously f rom a man, and a man who, it appears, met his wif e everyFriday evening. His f ace darkened with anger as he thought of his wif e in the arms ofanother man .Understanding the textPart A: Comprehending the textAnswer these questions as f

381、 ully as possible.1. Was the writer good at studying school subjects?Yes, the writer is good at studying school subjects.2. What surprised the writer when he f irst entered the Grammar school?He had to move f rom room to room to attend classes.3. Why does the writer describe Mr Pickles as looking li

382、ke a 19th century romanticpoet?Because of his hair, clothes and glasses.4. What school subjects was the writer poor at?The writer was poor at sciences, art and music.5. Why didnt the writer enjoy rowing?The writer didnt enjoy rowing because it was too hard and cold.6. What happened to Stephen Allen

383、af ter leaving school and why was his nickname“Slim？ He got married, then divorced, and was living in a tiny f lat alone. He wascalled“Slim because he was f at.Part B: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.

384、1. The 11 + exam was designed to separate students who were good academicallyf rom those who were good at sports, F2. The writer went to an old, well-known school. T3. The writer says that many of the schoolteachers were odd. T4. Fives is a kind of f ootball played using the hands not the f eet. F5.

385、 The writer still has many f riends f rom his school days. F6. The writer f eels that his school days were the best days of his lif e. 阴5FKkr.4 . Fives is a kind of squash using the hand rather the racket to hit the ball.f3 1. The 11 + exam was designed to separate students who were good academicall

386、y /sI f rom those who were not. Fsg1 5. The writer only has one f riend f rom his school days. |I I孑 6. The writer f eels that his school days were disciplined. gPart C: Interpreting the textAdvise students to look f or any words that have negative connotations (e. g.didnt like, not interesting, dif

387、 f icult, no f un, etc.) or any sentences that contain modalsof obligation (e. g. had to, must, etc.) to support their answer.Below are some phrases f rom the text to support the answer:XEi Did the writer enjoy his time at school? No IggI Supporting evidence f rom the text: il后W had to take two buse

388、s to get there t学1 had to move f rom room to room |:9Cl struggled with the sciences |鲁善I had no time at all f or art or music |2 I f ound the early morning training . no f un at all IaR界律I lif e at Cambridge would be . liberating af ter the discipline of school IDeveloping your skillsLocating and re

389、cording information from the textThe f low chart could be represented as f ollows:Primary SchoolAges 5-11The Eleven Plus ExamAge 11Although this represents the structure of education as described in the text,British education was then, and is now, made more complicated by a greater variety ofseconda

390、ry schools. Private schools are dif f erent, too., some children go to aPreparatory School at the age of 8 or so until 12 or 13, when they go to a PublicSchool (these are private, in f act). Within the state system, in some places there areFirst Schools (ages 5 - 8 or 9), then Middle Schools (ages 8

391、 or 9 to 11 or 12), thenUpper Schools. Since 1989, no matter what kind of school organisation, most peopleuse the term Key Stage to talk about dif f erent ages of learners and what they learn,there is a Foundation Stage (ages 0-5); Key Stage 1 (5-7); Key Stage 2 (7- 11); KeyStage 3 (11 -14); and Key

392、 Stage 4 (14- 16). School is compulsory f rom the age of 5(although most go when they are 4 and attend pre-school bef ore that) to 16.Since 1989 there has been a National Curriculum in England and Wales(Scotland and Northern Ireland have slightly dif f erent ones) and this has been revisedin 1995 an

393、d 2000. This has the f ollowing subjects (this is relevant to completing thechart below). English, Maths and Science (core subjects) and then Design &Technology (D & T), Inf ormation and Communication Technology (ICT), Art andDesign, History, Geography, Music, Physical Education (PE) and a new addit

394、ion in2002 - Citizenship. In the upper levels of secondary school (equivalent to SeniorMiddle Schools in China) there is a strong tendency in Britain to specialise f or theHAH levels, if not earlier. For Science, most children or students learn in an integratedScience course; it is only later, perha

395、ps at the age of 13 or 14 that Science may bedivided into Physics, Chemistry or Biology, and students choose which of these tostudy (or none of them).Other English-speaking countries usually have slightly dif f erent systems, somestudents and many teachers may be f amiliar with general ideas about s

396、chooling in theUnited States and it might be possible to compare the USA with Britain.Complete the table.Subjects Taught inthe 1970s in BritainSubjects ProbablyTaught Now in BritainSubjects Taught Now in ChinamathematicsVVphysicsJVchemistryJVEnglishVVhistoryVVreligious educationVXbiologyVVmodern lan

397、guages(Spanish, French,German, Italian)(English)ancient languages: LatinGreekXXGeographyVVartVVMusicVVsport:rugby, cricket, rowingJ(of ten dif f erent choicesof sports and games indif f erent schools)X(a dif f erent range of sports:basketball, f ootball, athletics)Complete the f ollowing table by f

398、inding the descriptions of the teachers andstudents who are mentioned. What did the teachers teach and what did the studentsdo?NameDescription of Person or ActionsMr SharmaTaught mathematicsCrispin Pickleslooked like a 19th century romantic poet with long, wild hair, tinyround glasses, untidy, colou

399、rf ul clothes; taught English; f ormteacher; f ond of quoting Shelley and Keats during morning rollcall: punished boys by getting them to copy out passages f irmShakespeareMr Badmanhugely f at, completely bald; taught medieval history; threw theblackboard duster at any boy who could not remember imp

400、ortantdates in British historyMr Sparksconstantly dribbling and spitting; master of religious education,teaching basics of ChristianityMr Weavelknown to the boys as Bugs; taught biology; liked to sing BobDylan songs out loud in class“Gunner“ Gunningwriters classmate; tall and thin; later worked in a

401、 bank“Jock”McKaywriters classmate; dropped out of school in f inal year; went to livein Paris“SlinTAllenwriters classmate; very f at boy; practical joker in class; later gotmarried with 3 children and then divorced and lived by himself ina tiny f lat near railway stationAs an extension activity, stu

402、dents might prepare f low charts of the comparablestages of the education system in China. They might also make a table of some oftheir more interesting lecturers and classmates in the university.Extending your vocabularyPart A: ExpressionsFind each of the f ollowing expressions in the text (they ar

403、e underlined in thetext). From the context in which they appear, work out their meanings and paraphrasethem in the spaces provided.1 troop up to. to walk somewhere in a group i9en lbsiai work hard at. to struggle to be successf ul EHn ?w居I keep in touch with: to remain in contact with |asl bumped in

404、to. met by chance gFor f urther practice, students might be given the example paragraph below toprovide an additional context in which the expressions have been used and then askedto write either a paragraph of f our short sentences of their own which use theexpressions.Example paragraph.As I was tr

405、ooping up the street to the corner shop to get a bottle of milk andnewspaper, I bumped into Sam, an old f riend of mine f rom my hometown. Wechatted f or a while and I f ound out that Sam had worked hard at becoming the ownerof a chain of supermarkets in town. I was very surprised when I heard that

406、he ownedthe f amous Wellmart”. We promised to keep in touch with one another. Weexchanged telephone numbers bef ore going our separate ways.You might also ask students to look up other examples of phrasal verbs(introduce very brief ly what phrasal verbs are if they are not f amiliar with the term)on

407、 the Internet and create sentences with them. You might want to give them the shortlist below as an example or give them a topic/theme to help them get started.1. drop by (a place)2. give a lif t to (someone)3. look into (something e.g. a problem)4. hitch a ride with (someone)5. slog away at (someth

408、ing e.g. homework)Possible topics/themes:1. related to f riends/f amilies2. related to education3. related to time4. related to f ame and f ortune5. related to love6. related to boyf riends/girlf riendsPart B: DefinitionsBef ore students attempt this task, remind them to look at the words or phrases

409、bef ore and af ter the word to help them guess the meaning. As an extension, askstudents to make their own sentences with the words.l .b) 2. a) 3. b) 4. b) 5. b)Expanding your creativityOpinions about schools and schoolingBef ore the students look at the quotations, give them the 5 headings (the bes

410、ttime, the worst time, a mixed time, a neutral time and some other opinion) and askthem to suggest what they would say under these headings. This will help them withthe task later. You might want to pre-teach some of the more dif f icult words f rom thequotations bef ore asking the students to attem

411、pt the task:manhole: a hole in the surf ace of the road or street, covered with a small metallid and used f or entering an underground passage such as a sewergutter: the edge of the road, where water f lows away; the bad social conditionsof the poorest people in societystalwart: a person who looks v

412、ery strongboon: something usef ul that brings great benef its and makes lif e easierrhetoric: a style of speaking or writing that is intended to impress people but isnot honestinconsequential: not importantBelow are some suggested answers, but do accept other answers if students areable to justif y

413、and explain their choices satisf actorily:1. The f irst one is negative because of the word “f ails” Ayers is implying thatthe school f ails the children whichever way you look at it.2. The second one could be taken as a mixed time if you say that the graduatescould be both bad and good or a neutral

414、 time if you look at the quotation as sayingthat its the people and not the school that is to be judged.3. The third one is negative because of the phrase “look out kid 一 Dylan isgiving a warning to the student.4. The f ourth one is positive because of the last part of the quotation the schoolswere

415、a boon and a path out of poverty Ravitch is saying that with education even apoor person can change his f ate.5. The f if th one is “a mixed time because of the phrase na waste of time . inconsequential highly benef icial - Brause is saying that schools can be dif f erentthings to dif f erent people

416、.6. The sixth one can be the best time, if you see it as help given to parents in thephrase baby-sitting service1 1 or the worst time if you see it as being wasting timeand money in not educating the students but just baby-sitting them.7. The last one is positive because according to Giroux, student

417、s are taught tothink, challenge, take risks and make a dif f erence in society.Quotation about Schools or SchoolingTheBest wishes,TimeTheWorstTimeAMixedTimeANeutralTimeSomeOtherOpinonSchool f ails all children some of thetime and most children all of thetime.,- William AyersV“The worth of the school

418、 is to bejudged by its graduates.n Booker T. WashingtonVVTwenty years of schooling and theyput you on the day shif t, look out kid,they keep it all hid, better jump downJa manhole, light yourself a candle .一 Bob DylanThe ladder was there, f rom thegutter to the university and f or thosestalwart enou

419、gh to ascend it, theschools were a boon and a path out ofpoverty/1Diane RavitchVDespite our rhetoric about theimportance of schools, schooling iscurrently a waste of time f or moststudents, inconsequential f or some,while f or a select f ew it is highlybenef icial.nRita S. BrauseJSchool is a kind of

420、 state-supportedbabysitting service.- Gerald KennedyVJSchools need to be def ended, as animportant public service that educatesstudents to be citizens who can think,challenge, take risks, and believe thattheir actions will make a dif f erence inthe larger society.n- Henry GirouxVThe idea of asking o

421、lder people about their schooling is to get the students tothink f urther about this topic, out of class, and complete the last part of the chart witha brief quotation. They could ask people in English or Chinese, depending on theperson they are talking to, but they should present any quotations to

422、the class later inEnglish. The quotations can then be evaluated, the best time, Hthe worst time, etc.As an extension activity, students might be asked to think of some otherquotations that they may have come across in their readings concerning schools,schooling, students, teachers and education in e

423、ither English or Chinese (they can trytranslating them if they are in Chinese). They can compile another table of quotations.They might also make up quotations* of their own to include in the table.Understanding the textPart A: Recognising the theme” of a passageThis is a good practice to encourage

424、in students. By recognising what the themeis, they will be able to f ollow the rest of the passage much easier. Usually the answercan be f ound in the f irst and last f ew paragraphs.In not more than three sentences, explain what you believe to be the major themeof this passage - what the passage is

425、 trying to show you.The answer might be as f ollows:2 The passage is about a f amous British mountain climber, George Leigh Mallory. He |斗;I disappeared when trying to get to the top of Mount Qomolangma and other I| mountaineers were trying to f ind out what actually happened to him. It also shows |

426、aaB2 that human beings are not easily def eated in their attempt to learn more and do more I than has ever been done bef ore. 1Part B: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. George Mallory was a British m

427、ountain climber who died on Qomolangma in1924.2. Mallorys body was discovered in 1975 by a Chinese team. F3. Irvines ice pick was f ound in 1933. T4. Mallorys body was carried down the mountain and buried. F5. Mallory may have reached the summit and died on the way down themountain. TI 2. In 1975 a

428、Chinese climber f ound a body which he described as old English dead.：2 4. Mallorys body was buried where it was f ound, on the mountain. EPart C: Interpreting the textAnswer the questions as f ully as possible.1. Why did Mallory say, Because its there?To show that this was justif iable enough to cl

429、imb Qomolangma.2. Where and when did Mallory and Irvine disappear?They disappeared on the northeast ridge on June 8th 1924.3. What reasons does Simonson give f or wanting to discover Mallorys body?To f ind out the truth behind the disappearance.4. What evidence is there that Mallory reached the summ

430、it?Sunglasses in his pocket suggest he was coming dom the mountain.5. Why does the writer of this article say it does not matter whether Mallory reachedthe summit or not?Because his achievement of courage is great enough.Developing your skillsUse of conjunctionsBef ore students attempt the task, giv

431、e students a list of conjunctions (and, inorder to, so, but, because, since, theref ore, consequently, however, nevertheless, etc.)and get them to explain the purpose of the conjunctions, e.g. but is to show theopposite or contrast view of something mentioned bef ore. This will help students toref r

432、esh their memory about conjunctions. Af ter their attempt, as an extension, in pairsstudents can try to f ind all the conjunctions used in the passage they read earlier.Below are some possible answers f or the blanks：l In 1922IIII Mallory attempted to climb Oomolangma. He f ailed bu he decided to tr

433、y again m he II went on a lecture tour in order to raise money f or another expedition. ：i In 1924i - i Mallory and his team returned |in order to| climb Qomolangma again |byg near the: summit Mallory and Irvine disappeared.I In 1933g Irvice axe was f ound but| no camera or bodies were f ound.j In 1

434、975I A body was f ound |but| the exact location was not known.I In 1999I Another team went to search |and| they f inally f ound Mallory they did not f indwI Irvine. They thought Mallory had f allen on the way downbecause his sunglassesI were in his pocket |but| no one knows if Mallory and Irvine had

435、 reached thesI summit |and| Mallory is now buried on the mountain.If students want an extra challenge (or if the above activity seems too easy) theycan take up the suggestion in the book of using a greater variety of linking words. Tomake this more demanding, the teacher could set a condition, such

436、as that each linkingword or expression can only be used once.A natural f ollow-up here is f or students to prepare short oral presentations aboutthis story, say with a time limit of having only 60 seconds to speak.Alternatively, students may work in groups to design posters about the storyusing brie

437、f phrases to capture the main idea and their reactions. Perhaps these posterscould be to advertise a new television documentary about Mallory and Irvine,including an expedition to try to investigate what happened to them. Students can laterbrief ly explain their posters to others in the class.Extend

438、ing your vocabularyPart A: Synonyms and antonymsAnswer each of the f ollowing questions.1. Give synonyms f rom the text f or the word top as in top of the mountain.peak; summit2. What word in the text is the opposite of ascent?descent3. What are the equivalent expressions in the text of Hhuman will!

439、?human nature; human spirit4. What is a sherpa?A local Tibetan guide who helps people who walk or climb in the Himalayanregion.5. What words in the text mean the same as discovered?f oundStudents can make a map” of the words associated (or collocated) with each ofthe word given, e.g.top of mountain,

440、 they can add cold*, windy, dangerous*1;ascent, they can write dif f icult， time-consuming， exhausting”；human will, they can write strong,1, def eated, determined;sherpa, they can write capable, Hamazing stamina, guide*1;discovered, they can write bodies， the truth*, the missing mountaineers0.This e

441、xtension activity will help students to revise and build on what they havelearnt f rom the passage.Part B: Cloze passageComplete the passage using the words in the box below. You may need to checkthe meanings of the words f rom the Words to note section of this unit bef ore you start.With his hair b

442、leached white by the sun, the veteran climber makes his wayslowly up the mountain path to the stone monument which pays homage to his f allencolleague. Forty years previously two men had made an incredible journey up themountain wearing tweed jackets and carrying primitive oxygen equipment. But only

443、one of the climbers had made it down f rom the slopes to tell their glorious tale .Students can write another passage using the words given above as an extensionactivity.Part C: Comparative and superlative adjectivesThe table below contains words f rom the text. Complete the table by adding thecorre

444、ct f orms of each word in the other two columns.AdjectiveComparativeSuperlativef amousmore f amousmost f amousgreatgreatergreatestnewnewernewesthighhigherhighestgoodbetterbestexactmore exactmost exactheavyheavierheaviestprimitivemore primitivemost primitiveshinyshiniershiniestheroicmore heroicmost h

445、eroicdeepdeeperDeepestgloriousmore gloriousmost gloriousShow students the sample sentences below and then get them to use other f ormsto produce their own sentences.Sample sentences.1. The famous writer is autographing his new book at the bookstore now.2. Stephen King is more famous than Dean Koontz

446、 as a horror writer.3. Among all the horror writers, I think Stephen King is the most famous.4. The computer is a great invention.5. Is there any invention that is greater than the computer?6. In my opinion, the greatest invention is the computer because it has changedour lives so much.Expanding you

447、r creativitySurvival storiesBef ore students read the newspaper cuttings, tell them to jot down words thatcome to mind about being lost at sea in a small boat. They should write down wordslike: thirsty, f rightened, no f ood, storms, lost hope, death, rescue, drif t at sea, big windand waves, alive,

448、 survival, hungry, etc. This preliminary activity will help them sortout the two stories easier and give them some ideas f or completing the rest of the task.Then students can read the newspaper cuttings, put the matching parts together,answer the questions, write out a possible plan and f inally us

449、e all the inf ormation totell one story in pairs.The two stories:Cadiro III, had f ive f ishermen on board. They set out on an eight-day trip butthey ran out of f uel and their boat drif ted f rom Costa Rica to a point near Hawaii,where they were picked up by a Japanese f ishing boat.La Florita, had

450、 f our f ishermen on board. Their engine broke down and theydrif ted f or 87 days and were f inally rescued by a Korean ship near Hawaii.To appreciate how f ar both boats drif ted, f ind Costa Rica on the map. Its inCentral America and the currents carried the f ishermen right across the Pacif ic to

451、Hawaii. Both stories are true and detailed accounts of how they survived werepublished in the newspapers in Costa Rica.Some sample answers for the questions are:1. Can you imagine the other details of their stories?Some details would be: how the storm came, wrecked their boat and set themadrif t at

452、sea; what they did every day hoping and praying f or someone to rescuethem; how they managed to stay alive what they ate and drank; the f ishermensf eelings as the days went by; what happened when rescue f inally came - thesurvivors* f eelings, etc.2. How did they survive?They caught f ish and turtl

453、es, ate whatever f ood they had on board (which wasactually very little), and drank rainwater, which they collected when it rained (onlyoccasionally, in f act) and some water they had on board. They could not drinkseawater, of course.3. What did they talk about?Most probably they talked about their

454、f amilies, their lives, whether they couldsurvive, death, or what they would do if they got rescued.4. What human qualities did they need to survive?Some qualities would be: keeping determination and perseverance, having astrong will and mind, using their survival instincts and f ishermens knowledge

455、 andskills, having a positive attitude and keeping up their hopes, maintaining a sense ofcomradeship and everyone supporting each other, etc.Accept any other answers given by students if they sound plausible.A sample of possible plans a writer might have to write a novel or a film script:1. Set the

456、beginning of the story - show the f ishermen with their f amilies andtheir relationships to each other. Perhaps the relations among the group are notentirely positive even at the beginning: this will sow the seeds f or later conf lict on theboat.2. Introduce each main character show something signif

457、 icant that happened tothe character and how he reacted to Characterize each person.3. The main plot - the series of activities / actions that led to the f ishermen adrif tat sea and what they did to keep themselves alive.4. Add some suspense - show a f ight or quarrel among the f ishermen (perhapss

458、ome blame others f or the break-down of the engine or f or not having more f uel onboard), some dangers they encountered (sharks and storms with high waves andstrong winds) in addition to being lost at sea.5. Ending- the f inale - how they were rescued and the emotions that eachsurvivor went through

459、- f lashbacks showing what went through each persons mindwhen they thought they would die at sea. Going back to their country and beingreunited with their f amilies.The class can listen to pairs of students telling their stories af ter they have doneall the tasks. The class might vote on the most in

460、teresting story - and explain why.Understanding the textPart A: Matching summaries to paragraphsHelp your students to do the task below by telling them to look f or keywords inthe paragraphs that match the words in the summaries given. The topic sentence ineach paragraph is also a good indication of

461、 what that paragraph is going to be about.Match the summaries of the paragraphs to the actual paragraphs in the text (writethe paragraph number).Summary of ParagraphParagraph NumberA benef it of genetic testing.8Concerns over genetic testing.11Genetic inf ormation to stay private.13Medical benef its

462、 of the genome sequence.9,10,12Non-medical benef its of the genome sequence.8Not many genes but lots of complexity.7Racial dif f erences proved irrelevant.6The genome as blueprint f or your bodys machine.3The human genome sequence just the beginning.14The most important map” ever produced.1Understan

463、ding how genes f it together.4We are all the same (almost).5What the genome is.2Part B: Sentence completionComplete these sentences with inf ormation f rom the text.1. The human genome describes how the genes f it together to make a humanbeing.2. Every human being is 99.9 per cent the same as everyo

464、ne else.3. Doctors hope that by studying the genome they can learn why some peoplerespond better to drug treatment than others and identif y possible problems bef orethey occur.4. If you know you may suf f er f rom heart disease in later lif e you should makebetter choices about how to live.5. Many

465、countries are passing laws to make sure that an individuals geneticinf ormation should be private.Developing your skillsIdentifying the structure of argumentative writingBef ore students attempt the task, get students to come up with a f ew possiblestructures f or an argument text - what they expect

466、 to read in the beginning, middleand ending. In pairs, analyse how these components are structured in the text of thisunit by identif ying the f unction of each paragraph. Make notes in the table below.Follow the example. Then, complete the f lowchart that summarises the stricture ofthis text.Flowch

467、art： Structure of the textParagraphsFunctions1to introduce the theme2to def ine the human genome3to explain the f unction of a genome4to give f urther explanation5to describe the similarities and dif f erences of a human6to argue race and racial superiority have no basis7to show how f ew genes, but

468、yet how complex we are8to show the benef its9to show the medical benef its10to show a possible disadvantage11to show another disadvantage12to counter with a benef it13to counter with a disadvantage14to conclude with a warning f or the f utureIntroduction to the ThemeBackground Inf ormationArguments

469、f or Investigating the Human GenomeArguments against Investigating the Human GenomeArguments f or Investigating the Human GenomeArguments against Investigating the Human GenomeConclusion: Suggestions f or Further StudiesIn the f irst structure the writer alternates one advantage with a disadvantage.

470、 Inthe second structure, the writer mentions all the advantages bef ore mentioning thedisadvantages.Below are some possible answers:Advantages and DisadvantagesStructure of the TextStructure TwoAdvantagesDisadvantagesAdvantagesDisadvantagesThe reader cancompare the benef itand the disadvantageeasily

471、.This structure willwork well if there is abalanced number ofadvantages anddisadvantages.Reader can f ocuson all theadvantages f irstbef ore moving tothe disadvantages.If the writer starts thepassage with advantagesf ollowed by disadvantages,he/she needs to conclude byreiterating the advantages. Ifn

472、ot, the f low” of thepassage, may seemdisjointed.Extending your vocabularyPart A: Cloze sentencesUse words f rom the Words to note section of this unit to complete the f ollowingsentences.1. This plan is a blueprint f or the design of the new city park.2. Rocket science is a complex and demanding su

473、bject.3. Please write these numbers in sequence starting with the smallest f irst.4. The new guided missiles have wondrous accuracy.5. The sheer weight of numbers caused the bridge to collapse.Part B: Cloze passageComplete this passage using the words in the box below.Darwins theory of evolution, f

474、irst published in 1859 drew accusations f rommany people that he was against God and religion. Many people tried to intervene tostop his works being sold. Even today in some parts of the world people do not acceptthe huge weight of evidence that of f ers proof that our ancestors really are descended

475、f rom apes.Part C: Word formsThe three columns in the table below have three dif f erent f orms of the sameword; namely, the verb, noun and adjective f orms. Each of the words already includedin the table can be f ound in the text of this unit (they have been underlined to make iteasier f or you to

476、f ind them). Work in pairs to complete the table by f illing in themissing f orms of the words. Follow the example (but remember that the way thedif f erent word f orms are written can vary). You may need to use a dictionary.VerbNounAdjectivedescribedescriptiondescriptiveamazeamazementamazinginstruc

477、tinstructioninstructiveinteractinteractioninteractivechangechangechangeableinterveneinterventioninterveningdecidedecisiondecisiveAs an extension activity, students work in pairs and are given some generaltopics, f or example, medicine, chemistry or mathematics and then asked to come upwith verbs tha

478、t are related to these topics. Then they exchange their lists with otherpairs to complete the list by giving the appropriate nouns and adjectives whereverpossible.Expanding your creativityWhat if.?Work with a partner. First ask questions. Make a list of What if . ? questions toadd to this list.Bef o

479、re students attempt to make the above list of questions, ask them to read thepassage provided on page 133 and identif y the main ideas e.g. create geneticallysuperior humans, clone themselves, etc. Then they can try to turn these points intoquestions.Some possible questions are: What if parents can

480、choose the kind of child they have through cloning? What if cloning is used to produce body organs only and not an entire person? What if cloning is used to save the lif e of the person being cloned? What if cloning is to create a clone of a child parents had lost? What if cloning is to create genet

481、ically superior humans? What if people want to clone themselves? What if people want to clone their pets that they love?There are no right or wrong” answers to the above questions. Students maysay that some questions are harder to answer because they depend on other f actors orthe questions may not

482、have answers at this point in time.As an extension activity, students can be asked to write a short paragraphimagining what the world would be like if cloning is a common practice in thisf uturistic world.A sample paragraph describing the f uturistic world:If cloning were to become a common practice

483、 in the f uture, our world would bevery dif f erent and it could also be very boring. If people were to start cloningthemselves bef ore they died, we would be interacting with the same neighbors orf riends or relatives f or the rest of our lives. Wouldn*t that be so boring? If we were toclone our pe

484、ts so that we would not mourn or miss them when they died, again wewould be depriving ourselves of variety and change. These are the two f actors thatmake lif e interesting, exciting and give us something dif f erent to look f orward to inour daily lives. If cloning were to happen, I would rather no

485、t be part of that world.Understanding the textPart A: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1 . J.K. Rowling had the idea f or the f irst Harry Potter book while still at school. F2. She wrote the story ove

486、r a number of years. T3. Her story was not accepted by many publishers at f irst. T4. The f irst Harry Potter story was not popular at f irst. F5. Both adults and children enjoy the stories. T6. J.K. Rowling has not yet decided what happens to Harry in the last f ew books. FjiUMKaguuyqI 1. J.K. Rowl

487、ing had the idea f or the f irst Harry Potter book while travelling on a train IE| betweenM anchester and Kings Cross station. |Igs 4. The f irstH arry Potter story achieved almost instant success. saK1 6. J.K. Rowling has planned what would be going on in each book. 1Part B: Comprehending the textA

488、nswer these questions as f ully as possible.1. Af ter whom is the character Hermione Granger based?It is based af ter J.K. Rowling herself .2. When and how did Rowling think up the idea of the Harry Potter stories?On a train in 1990.3. Why does Rowling say that writing the f irst story in a caf 5 in

489、 Edinburgh was theworst time of her lif e?She was alone with a baby and no job or money.4. What are the reasons given f or the success of the Harry Potter books?He is an old-f ashioned hero, honest, decent and people can identif y with him.5. What does Rowling mean when she says Wizardry is just the

490、 analogy I use”？The books are about human power not magic power.6. In what way has the Harry Potter series achieved a truly magical thing?Children have become avid readers through reading these books.Developing your skillsPart A: ParaphrasingBef ore students attempt the task, get them (pref erably i

491、n pairs) to come up withways that a text can be written in other ways without changing the original meaning.Some of the ideas that they may come up with are: changing f rom active to passivevoice or vice versa, using dif f erent words or vocabulary, or putting a f ew ideastogether into one sentence

492、using conjunctions, using direct speech.Which of the f ollowing is the most accurate paraphrase of what J. K. Rowlingsaid, as quoted in the text?1. b) 2. b) 3. a) 4. a) 5. a)Part B: The ingredients of a best sellerThe main points of the quotations might be expressed as:a) If the reader relates to th

493、e hero in a romance story then it will be a success. 4b) Characters play the most important part in the story. 5c) The most important quality of novel is to arouse imagination. 1d) There should be conf lict in the story with the good winning at the end. 7e) The most important thing is the plot. 2f )

494、 The most important thing is the originality. 3g) Fantasy is important in telling a good story. 6Accept any f urther answers f rom the students about which are the most importantingredients of a best seller today as long as they justif y their answers. Some additionalkey words could be: relating to

495、readers1 situations / lives, sex, horror, realistic / reality.Extending your vocabularyPart A: Topic related wordsFind as many words as you can in the text that have to do with magic.entranced spell broomsticks magical wizard ? wizardry (f antasy)Part B: Cloze passageUse the words in the box below t

496、o complete the passage.The f atherless and motherless orphan child was at f irst rejected by his legalguardians as they did not want to look af ter him. He grew UP in an orphanage andshowed great potential f rom the very start at sports. He was an instant success at allball games and he seemed to id

497、entif y with the great players of the past.Now use any three of the words in the box above in sentences of your own.1. The child needs to have two guardians if he wants to go to the boardingschool here.2. The boss rejected the workers idea because it was too expensive.3. The little orphan was f inal

498、ly adopted by a couple f rom England.4. Can you identify with the hero in the movie? I can*t because its impossible tostill be alive af ter being beaten up that badly.5. You have the potential to become a very good writer because you have a veryvivid imagination.6. The instant noodle is delicious. I

499、 didnt think it would be so tasty.Part C: DefinitionsFind each of the f ollowing expressions in the text (they are underlined in thetext). From the context in which they appear, work out their meaning and decidewhich of the two possible def initions is the correct one f or that context. Circle youra

500、nswer.1. b) 2. a) 3. a) 4. b) 5. a) 6. a)Some example sentences include:1. The characters in the story are so real. You can almost imagine them livingnext door to you.2. Mary is a single mother; she got divorced last year.3. Everyone knows Tom Cruise; he is a household name in England.4. The baby lo

501、ves sleeping in the buggy because it is very comf ortable.5. This show is f or kids and not grown-ups.6. I like Harrison Fords new movie because the actions are well-paced; not toof ast and not too slow.Expanding your creativityMarketing ideasPut a V if you think this object matches the age group.So

502、me possible answers are given below, but you should accept other answersf rom students as long as they can give justif ications.Put a Pictureor Logo on YoungChildrenOlderChildrenTeenagersYoungAdultsOlderAdultschocolate barsVVVtoothpasteVJVCDs and cassettesVVVVbuses and taxisVV-JJice cream containers

503、VVVVschoolbagsVVtelevisionVJVVJgreetings cardsVJJJJT-shirtsJVJVJstreet comersVVVVwall postersJVJYou can ask students to come up with more items that logos and pictures canappear on. Some other examples are. mugs, combs, balloons, sunglasses, watches,diaries, notebooks, letter pads and writing paper.

504、 The point of this activity is to getstudents to think systematically about one possible angle to marketing and to discussthis in pairs (work with a partner). Of course, there are many other ways of marketingsomething that do not necessarily use pictures or logos, such as the use of specialof f ers

505、or promotions with reduced prices. A wider range of marketing ideas shouldcome up in the second pail of this creative activity, which is.Make a plan f or a marketing campaign f or the idea that creativity andimagination are essential in this century of development and change.Give students a guidelin

506、e to start them of f if they are stuck. You might want touse the structure suggested below: aim and purpose target audience ideas visual and audio aids needed people needed actual method evaluation proceduresThe whole class can act as judges if students present their proposals. Bef ore thejudging, a

507、sk students to brainstorm f or a list of criteria to base their judgement on.Make a common list out of all the dif f erent ideas. The list of criteria might include:originality of ideas, general appeal to audience, and innovative use of visual aids,audio aids and people, persuasiveness, f easibility

508、, etc. (In later books in this CreativeReading series the development and use of such criteria is explicitly stated in theStudents Book.)Further informationWriters mentioned in this unitIn this section, students could be asked to look f or connections between theauthors, according to what is mention

509、ed in the text. Dostoevsky and Turgenev were both Russian, Flaubert and Sand were French,Stevenson and Grahame were Scottish, Ford and Goudge were English. Conrad and Ford were co-writers (and f riends). Sand was a f riend of Flaubert, and so was Turgenev. Conrad, Stevenson and Turgenev travelled a

510、lot. Lewis, Grahame and Goudge wrote f or children. All of them were f ull-time writers but bef ore that Lewis and Goudge wereteachers, while Dostoevsky and Flaubert had studied non-literary subjects atuniversity. Films f or cinema or TV have been made f rom the f ictional work of Conrad,Dostoevsky,

511、 Grahame, Lewis, and Stevenson, also of the actual lif e of Lewis (actuallyf ilms have also been made also of Flauberts work but the text does not mention this).To f urther supplement the Further inf ormation section in this unit, students mightbe put into groups and asked to choose one of the autho

512、rs listed to research f urther.They might be asked to give a short presentation the f ollowing week which givesmore biographical inf ormation about the author, comments on the types and styles ofstories the author writes and also a short reading of an extract f rom one of his/herbooks.Understanding

513、the textPart A: Sequencing eventsPut these events f rom the story in the order in which they occurred.1. The tunnel roof collapsed. 52. Ron and Ben were taken back to the guesthouse. 103. Ben dragged Ron out of the tunnel. 74. Ron and Ben decided to cycle along the old railway track. 35. Ron led Ben

514、 into a tunnel. 46. The weather was so hot that Ron and Ben*s parents stayed in the shade. 27. Ron was injured. 68. The f amily went on holiday to the seaside. 19. Ron was taken to hospital. 910. Ben went to get help. 8Part B: True or falseIndicate whether each of the f ollowing statements is true o

515、r f alse. Correct anyf alse statements in the box provided.1. Ron and Ben had never been to this part of England bef ore. F2. The weather was unusually hot. T3. Ben f ollowed wherever Ron led. T4. Ben really wanted to go into the tunnel. F5. There were bats in the tunnel. F6. Ron was uninjured in th

516、e accident. F7. Ben lef t Ron in the tunnel to go and get help. F8. Ron was taken to hospital by Fred. T9. Both Mum and Dad were relived to see Ron saf ely home. F10. Neither Ron nor Ben learned anything f rom this incident. Fl 1. Ron and Ben had been to this part of England bef ore,s界: 4. Ben didnt

517、 really want to go into the tunnel.弓三 5. Probably not; the rustling sound was the roof beginning to crack.| 6. Ron was injured. ga1I 7. Ben got Ron out of the tunnel f irst bef ore he went f or help. |! 9. Both Mum and Dad were relieved to see Ron at the guesthouse. !昌I 10. Both of them learnt somet

518、hing f rom the incident. Developing your skillsPart A: Identifying the personality and qualities of characters in storiesRead the story again, and answer the questions below. Then, in pairs, discuss thepersonality and qualities of Ben and Ron, and complete the table provided.1. What were the backgro

519、unds of Ben and Ron?From an average f amily that was well-of f enough to go away f or summerholidays.2. What do you know about their relatives and f riends?Their mother is a typical housewif e and mother, and their f ather sounds like aboring but stable and unemotional person. Nothing much is known

520、about their f riends.3. What happened to them in the story?Ron broke his ankle. Ben saved Ron. And they both leamt something f rom thehorrif ying incident.Personality and QualitiesBenLoves summer time the heat and the sun. Doesnft like winter and spring.Active. Likes to f ollow the elder brother. No

521、t generally reckless. A little timidbut can be brave. Levelheaded in times of danger. Sensible.RonLows summer time - the heat and the sun. Doesnt like winter and spring.Active. Adventurous. A bit reckless. Fearless. Brave. Manly.Part B: Identifying hidden messages conveyed by the storyThen, in pairs

522、, answer the f ollowing questions.1. What was/were the writers purpose(s) of writing the story?To show that things that happen to us when we are young can have a greatimpact on us when we grow up.2. What was the impact of the major incident?The impact was that Ben became a, mountain rescue of f icer

523、 because of theaccident that injured his brother. And f or Ron, the accident most probably scared himso much that he took up a saf e job as a bank manager.3. What lesson have you learned f rom the story?Accept any reasonable answers f rom students. They may say that kids should betaught to heed warn

524、ing signs and take them seriously. Or that in the event of anyaccident they should have a clear head to solve the problem.4. What is the message (or theme) conveyed by the story?Again, accept any plausible answers f rom students. Some possible answers are:bravery and brotherly love; taking note of w

525、arnings so as to be saf e.Accept any other versions f rom students as long as their answers are reasonableand logical, and can be justif ied by ref erence to the text.Extending your vocabularyPart A: Colloquial expressionsFind the f ollowing colloquial expressions in the text (they are all underline

526、d).Caref ully read the paragraph that contains each expression and try to work out themeaning of each one.1. day in and day outall day, every day2. a scorcher”a very hot day, when the sun is scorching3. be f ed up withto be bored with, to hav。 had enough of4. You Bet!Absolutely! Certainly!5. Whaf s

527、up?Whats wrong? Whats the problem?As an extension activity, students can be assigned to create other lists ofcolloquial expressions using the Internet or a dictionary. Students can also try tomatch what they have f ound with any Chinese expressions that they know.Part B: Cloze passageUse words f rom

528、 the Words to note section of this unit to complete the f ollowingpassage.As the heat of the f lames grew stronger and hotter I adjusted the cloth around mynose and groped my way down the dark stairs. Other people were ahead of medescending in a single f ile. The smoke f ollowed us in smothering clo

529、uds and we weresoon all choking and having to gasp f or breath. Struggling through the exit door weburst out gloriously into the deserted garden. We had escaped!Part C: Topic specific words - the weatherParagraphs 3-5 contain a lot of words / expressions related to the weather. Lookat the paragraphs

530、 again and decide whether the terms describe weather typical ofsummer or winter (in Britain). If the term can apply to both seasons, include it in bothcolumns. Write the words in the appropriate column of the table below.WinterSummersunshinesunshinerainrainclear, blue skyclear, blue skygrey, rainy d

531、aysscorchersleethotSnowstormheat and sunblizzard(sunburnt)Can you think of any other terms to add to the table?downpourgloriously sunny dayshowerhumidmistybakingf oggyshowerhaildownpourmistysnowf lakes, slush, black ice (f or winter) and stif ling, warm, (f or summer)These words would f it into the

532、(probably) European or North American contextof the story. If students think of other places, then of course other words associatedwith the weather are appropriate.Expanding your creativityAccidents, arms and the manThe instructions in the Students Book say, Work with a partner. Alternatively,divide

533、 the class into 3 groups. Give one story to each group. Get the students to thinkof what extra details they can think of to add to the incident they are reading. Theneach student chooses one role f rom the story and makes up a story to tell the wholeclass.Remind the students that they should try to

534、cover the Who? What? Where? When?Why? How? aspects of the story.Possible roles are:Unmissed Arm the drunken driver, who lost his arm, the lorry driver, whose vehicle accidentally lopped of f / cut of f the drunkendrivers arm the passer-by, who f ound the arm a puzzled policeman or policewomanThe Lon

535、g Arm of the Law a car driver, who drives on the A38 road (A38 is a main road) a villager, concerned about accidents caused by speeding cars, a policeman or policewoman, who installed the models, another policeman or policewoman who installed video camerasCaught in Mid-air: Comrades in Arms John Fre

536、ef all, a paratrooper (a soldier in the Parachute Regiment), whoseparachute f ailed to open David Strongarm, a paratrooper whose parachute did open, an observer on the ground, who saw one soldier catch another an army medic (doctor or person with medical training) who checked Freef alllaterAn exampl

537、e of two viewpoints of the same story, the story of the UnmissedArm, is given below.The armless mans story:-?It was a truly amazing experience! I was driving along in my car af ter visiting a f ew5f riends f or dinner. Because I intended to drive home, I hadnt been drinking at all. Itwas quite warm,

538、 but not too hot, so I had the window down and I guess I had my armslightly out of the window. It was quite a long drive so I think my mind was on otherIthings I have been having a f ew problems at work recently. Anyway, I remember alorry suddenly appeared and its headlights were shining straight in

539、to my eyes so I与couldnt see the road. I think I lif ted my hand to wave to the driver, trying to tell himto dip his headlights. Well, maybe he didn*t understand because he seemed to swerveeven nearer to my car as he passed and continued on down the road. He was drivingvery f ast. I honestly didnt f

540、eel anything except relief that we hadnt run into eachEother. Af ter a f ew minutes I needed to change gear to go around a comer so I had toIchange hands on the steering wheel - only I couldnt as I had no arm! ! Remarkably, IIstill didnt f eel much pain, although the sight of so much blood made me a

541、lmost passout. At f irst I couldnt even understand what had happened. I cant remember muchaf ter that - but I remember seeing a signpost f or a hospital and drove straight there. Itold the hospital people I had lost my arm; I didn*t know where it was . bThe lorry drivers story:The things you see in

542、my job! You wouldnt believe it sometimes! I was driving alonga quiet road at about 11:00 p.m. Suddenly this car appeared in f ront of me. It started toswerve all over the road and the driver was waving his arms about I have no ideawhat he was doing! He almost ran into me as we passed - we were very

543、lucky not tohit each other. As it was, we missed each other by only a f ew centimetres. I think hemust have had a f ew too many drinks at a party or something!= a1 ta r a f-a t-a c a r x w k= w xa a MWU k en r t 0 t h * a e a a - 工田 - 工3 -Further discussion activityAs the Students Book says, these a

544、re all basically true stories. The teacher couldask the students to view each article as being Problem-Solution texts, what are theproblems and what are the solutions in the text or what other solutions can studentsthink of to solve the problem? Can students make diagrams illustrating their thinking

545、about this, and then explain their diagrams to others?Unmissed Arm: There is a reason why there are notices in many countries ontrains and buses which say, “Do not lean out of the window!1 Sadly, this kind ofaccident is not uncommon. The best solution is probably simple, Dont put your armout of the

546、window! It is worth remembering that drivers in the West who learned todrive in the 1950s and 1960s were actually taught to use arm signals by sticking theirarm out of the open car window when they wished to turn, but times have changedand now all cars have f lashing lights to indicate this.Problem:

547、 losing an arm ina vehicle with an openwindowSolution:do not stickyour arm out of an openwindowin a vehicleThe Long Arm of the Law: There is a genuine problem about how to make surecar drivers slow down in villages. There really were attempts to use cardboardpoliceman and, up to a point, this worked

548、 until it rained! More recently, the policehave tried hand-held radar guns which measure and record the speeds of cars; thevideo playback can be used as evidence to f ine the drivers. The problem with thisapproach is that it usually requires two policemen, so it is expensive in terms of policetime.

549、A more recent technological development is to install video cameras with laserswhich measure car speeds, record the car on a video (including the registrationnumber), and at the same time f lash up a notice warning the driver, You arespeeding; usually, the sight of this sign f lashing in f ront of a

550、 driver is enough to makethe driver slow down. A f urther solution is to create bumps across the road; thesef orce drivers to slow down but they are a nuisance and sometimes damage cars.People call them sleeping policemen*.Caught in Mid-air: Comrades in Arms: Again this is a true story, witnessed by

551、many people. There are other recorded incidents when peoples parachutes have f ailedto open but they survived, f or example by f alling into trees or heavy snow. Thesolution is probably to check the parachutes caref ully and make sure that parachutesare well-designed. Another solution is not to jump

552、 f rom planes but in cases of a f ire orother emergency this may not be a real solution.Understanding the textPart A: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. Tanni Grey-Thompson is a very successf ul athle

553、te. T2. Tanni was injured in an accident when she was eight years old and has been ina wheelchair ever since. F3. The Paralympics have become important and successf ul sporting events. f T4. Tanni f elt the Sydney Games were a disappointment. E5. Tanni does not like being recognised by people in the

554、 street. F6. Tanni has given up sport af ter giving birth. f FaK第菱j 2. Tanni has been in a wheelchair since she was eight years old. She was bom with the II disease spina bif ida which paralysed her f rom the waist down. I53I 4. Being at Sydney was incredible, says Tanni. M. the atmosphere was just

555、|当总l amazing . The whole games were so well organised . everything was brilliant.n |aEI 5. Its nice when people come up to me and ask me questions or have a chat.”asl 6. One month later Tanni was training again. 1Part B: Comprehending the textAnswer these questions as f ully as possible.1. Give some

556、 examples of Tannis athletic success.She has won nine gold medals in the Barcelona, Atlanta, Sydney Paralympics;she has won the London Marathon 5 times; she holds a number of British and Worldrecords; she has won all these races in a wheelchair.2. What sports did Tanni play as a child?Basketball, te

557、nnis, swimming, athletics.3. Athletes with what sorts of disabilities now take part in the Paralympics?Amputees; visually impaired; people in wheelchairs.4. Why was Tannis perf ormance at Sydney so impressive?She won gold medals in all f our events in spite of the distances being sowide-ranging.5. W

558、hat are the two reasons given f or Tannis success?She trains very hard; she wants to be better than anyone else.6. For what does Tanni want to be recognised?As an athlete, pure and simple; not as a special case.Developing your skillsSmnmarising the textTeaching students to summarise not only assists

559、 their memory and understandingof a text, it can also help students understand how good texts are constructed which inturn, can benef it their own writing skills. Texts have a topic or subject. TheParalympics. Texts usually have an overriding message, sometimes ref erred to as athesis or controlling

560、 idea in more academic styles of writing. Most of this text talksabout Tanni Grey-Thompson and why she is one of Britains most successf ul athletesever. This idea is developed by a series of main ideas or themes (usually one perparagraph see the table below) supported by more specif ic f acts, expla

561、nations,examples, quotes and statistics. Main ideas are usually encased in a topic sentence thatshould be the most general statement in a paragraph. All other ideas in that paragraphshould serve to support or elaborate the main idea. Distinguishing between generaland specif ic inf ormation is not al

562、ways straightf orward and students benef it f rom thepractice.Summarising a text can be an opportunity to draw a similarity between whatreaders and writers do. The writer ideally starts with an outline, including hiscontrolling idea, main and supporting ideas and a conclusion. A reader should then b

563、elooking f or that outline in order to understand the writer.These themes may be expressed in dif f erent ways:ParagraphsThemes1Tannis successes2background to Tannis disability and sporting interest3Tarmis sporting/academic history4origins of the Paralympics5popularity growth of the Paralympics6Tann

564、is success at the Sydney Paralympics7Tannis recollections: the Sydney Paralympics8f irst secret of her success: trains hard9second secret of her success: wants to be best10other success and recognition11Tannis response to: public attention/her disability12giving birth13The will to winRead the extrac

565、t below. Then, complete the table by categorising the inf ormationgiven into general statement(s) and specif ic details.General StatementsSpecific Details, Tannis perf ormance at the SydneyParalympics in 2000 ranks as one of thegreatest in all modem sport. She won gold medals in all f our eventsthat

566、 she took part in: the 100m, 200m,400m, and 800m wheelchair races. It would be unthinkable f or anondisabled middle distance runner towin a sprint race in the Olympics butTanni succeeded over these wide rangingdistances.In not more than 150 words, write a summary of the text in the box below tosumma

567、rise its major themes. Remember not to include any specif ic details.: Tanni Grey-Thompson, a wheelchair Paralympian, is one of Britains most successf ul : athletes ever. She was born with spina bif ida, and has been in a wheelchair since she ；as立.胃: was eight.:KA: The Paralympics began in 1952 and

568、have become a major world-sporting event : nextt o the Olympic Games. Tanni * * s perf oiTnance in the Sydney 2000 Paralympics : ranks as one of the greatest in modem sport in terms of the number of ,medals she :*k: won over an unusually wide range of distances. Tanni is successf ul because she: tra

569、ins hard and she wants to be the best. She has also been awarded an OBE and :XM: been a BBC radio presenter. She wants to be recognised as a successf ul athlete. : Tanni is married to Paralympian, lan Thompson and one of her greatest achieve-； ments was giving birth to their baby daughter Carys Oliv

570、ia. Tannis greatest char- ；*K: acteristic is her will to win despite the odds. :w金:(149 words)Extending your vocabularyPart A: Cloze passageStudents should be encouraged to work out the word types in conjunction withthe meanings required f or each gap. A f ocus on ref erring backwards and f orwards

571、inthe text may be helpf ul. For example:(venue) “where” ref ers backwards to venue and indicates a place nounelectric*1 ref ers backwards to (atmosphere)to (shrug of f ) HtoH is usually f ollowed by an inf initive verbHere at the Commonwealth Games in Manchester in 2002 is the venue whereTanni GreyT

572、hompson sets out to win more gold medals. The atmosphere at the gamesis electric and Tanni remains completely f ocussed on her events. It cannot have beeneasy f or her to shrug of f the injury she has carried since the spring. As we enter thef inal day Tanni clearly recognizes what being a champion

573、is all about.Part B: Topic specific words - sportsThere are several sports mentioned in the text of this unit.Decide whether these are usually team events or individual events and put theminto the appropriate column of the table below.Team EventsIndividual Eventsbasketballrugbysoccerhockeycricketrel

574、ay-raceice hockeyMarathon runningtennisswimmingmiddle distance runningsprintingpole, vaultingjavelin throwingbaseballtennis doublesrowinghandballwater polovolleyballpentathlontriple-jumpfencingdiscus throwinghurdleshigh jumplong jumphammer throwinggymnasticsshot puthigh divingdownhill skiingski jump

575、ingExpanding your creativityPreparation for the ParalympicsWriting a TV script is, of course, a lot easier if students have listened to enoughTV commentaries and are aware of how TV commentators speak. Real-lif e TV scriptwriting is of ten done with a partner or in a team which is a good rationale f

576、 or studentsworking together.You may need to check that students actually understand the task. It is possiblethey may never have seen a script, much less written one and the f ocus is on the f actthat this script is spoken English, which is very dif f erent to written English in its useof direct spe

577、ech, colloquial expression, sometimes incomplete sentences and otherdiscoursal f eatures (such as pauses) which may not appear in written language.Providing a model either f rom a taped sports commentary or an example f rom aTV news website may help students get started. Here is one example of how t

578、hispresentation might go.Preparation f or the Paralympics (presenters script)Introduction: 20 secondsPresenter: With the Sydney Olympics andParalympics behind us, athletes and organisers have settheir sights on Athens f or 2004. But of course what theworld is really looking to see is what Beijing ca

579、n deliverat the 2008 Beijing Olympics and Paralympics. This isjust over f ive years away now. The big dates f or theParalympics will be f rom August 27 to September 7,2008.Film extract 1:20 seconds - show Tanni Grey Thompson and other athleteswinning medals in 1996 at Atlanta and in 2000 in Sydney P

580、resenter: We all rememberTanni Grey-Thompson who broke all the records by winning 4 gold medals in Sydneyaf ter her previous successes in Atlanta. Her perf ormance in Sydney ranks as one of thegreatest in all modem sport. And there she is, winning the sprint - what a sensation!Film extract 2:10 seco

581、nds- daily lif e in a wheelchair, eating, getting in and out ofbuildings, laughing with others, playing tennisPresenter: But those f leeting moments of glory are the result of years of hardwork and dedication. The day-to-day challenges of being disabled m,uch less, beingan athlete most of us could n

582、ot imagine. But its not all uphill, theres also time f orf riends and a bit of f un! Tanni enjoys a game of tennis when shes not slogging it outon the track, in the pool or at the gym.Interview 1:10 secondsPresenter: Would you consider yourself in the same way as other Olympicathletes?A Paralympic m

583、edallist: Yes, Im an athlete like any other athlete. Its just thatFm in a wheelchair, thats the only dif f erence. The training is hard and the competitionis really tough.Film extract 3:30 seconds - a group of Paralympic athletes training on the road,in the swimming pool, and doing weight training a

584、nd aerobicsPresenter: And if youve ever wondered what it takes to be a Paralympian, wef ollowed this group of diehard athletes through the daily rigours of their training. Forsomeone like Tanni, its 45 hours a week, 6 days a week with only 2 weeks1 holiday ayear. Tanni trains f or 12 to 15 sessions

585、a week, she covers 100 km a week on theroads, and does weight training, aerobics, and swimming. And lif e is similar f or theother athletes, when we asked them about it. Interview 2:20 secondsPresenter: And the pace is certainly no easier f or local Chinese Paralympianspreparing f or 2008. What are

586、your immediate aspirations?A Chinese athlete: We are preparing, f or national and international competitions.This kind of experience will help us in the lead up to Beijing. We are determined to dowell f or our country.Presenter: And if sheer determination is any measure to go by, China willcertainly

587、 be well-represented.Film extract 4: about 20 seconds (chosen by the scriptwriters)Presenter: We spoke to Ling Ching who has been coaching Paralympian athletesf or 15 years now . He is Chief Coach of the Chinese Paralympian Athletic Team.Ling Ching, how is their preparation going?Interview 3: 15 sec

588、ondsA Chinese coach: We have some very talented athletes. They have great strengthof character and they are training very hard.A British Paralympie medallist talking to Chinese athletes: I think theseathletes have all the necessary qualities to do well.Interview 4: about 25 seconds (chosen by script

589、writers)Presenter: With another 5 -6 years to prepare, anything is possible f or theseathletes. Theres a long road ahead of them and I expect well see some emergingtalent leading up to 2008.Conclusion: 10 seconds . (written by the scriptwriters)Presenter: Well leave you now with some f ootage of Tan

590、ni as she wins gold atthe Sydney 2000 Paralympic Games.Understanding the textPart A: True or falseIndicate whether each of the f ollowing statements is true or f alse. Correct anyf alse statements in the box provided.1. International tourism has increased hugely since the Second World War. T2. Inter

591、national tourism works against globalisation. F3. East Asia is now the most popular destination f or international tourists. F4. Mass tourists do not usually become too involved in the local culture. T5. Governments have no need to advertise or promote themselves as touristdestinations. F6. Tourism

592、employs great numbers of local people. T: 2. International tourism is unstoppable in the shrinking world of globalisation. : 3. The rich Western countries remain the most popular destinations f or visitors. :* 5. In order to attract tourists, governments all over the world have been keen to : advert

593、ise and promote their regions special f eatures. :备一 p， a s s at ， 1 c H q s a s，x at s a a ，5 at 5 a at a ，2 0 a s x s at M a a ic， s 4Part B: Comprehending the textAnswer these questions as f ully as possible.1. In what way has tourism changed in the last f if ty years?There have been spectacular

594、increases in numbers of travellers and in the amountof money spent; tourism, has become worlds largest single industry; tourism is nowinternational (in every country in the world).2. How is tourism an agent of globalisation* 1? 2 3 4. it involves overlapping and mingling of cultures giving a heighte

595、nedawareness of human commonality.3. What did the arrival of long-haul jets and package holidays do?It made overseas travel af f ordable to the masses.4. In what ways are mass” tourists and alternative” tourists distinguishable?. the mass tourist experiences an entirely commercialised setting . wher

596、eas .the solo travellers see themselves as explorers in search of new experiences andunspoiled places.5. What is the problem with so-called traditional dances*1?They have nothing to do with authentic tribal activities. They are simply touristshows of ten perf ormed by people not f rom the local cult

597、ure.6. What is the challenge concerning tourism f acing governments today?The conf lict between satisf ying tourists and preserving the culture and society“how to reconcile the demands . with the preservationDeveloping your skillsMapping text informationIn higher studies involving research, students

598、 will encounter too much readingmaterial to read word by word and line by line and take laborious notes. They need tounpack texts quickly and to hone their note-taking skills.Mapping (drawing Mmind maps) and making key visuals is a usef ul andmemorable notetaking strategy which requires the reader t

599、o search f or and analyserelationships within the text and depict them in diagrammatical f orm. A teacher canreadily judge by a mind map or key visual if students have really grasped what theyhave read. Students may need the experience of doing a map together as a class atf irst.The mapping” techniq

600、ue can also be integrated into writing lessons. Studentscan be taught to plan their writing by use of mind maps and key visuals as well aslinear notes.This reminds students to write with logic and clarity (coherence). Mind mapsor key visuals are also usef ul f or raising students1 awareness of cohes

601、ion1 andcohesive devices (words and phrases used to introduce cause, ef f ect, explanation,example, contrast, concession etc.). The map Reasons f or the Rapid Growth inTourism could be used to teach the language of causality, because of / due to / owingto + reason OR caused/resulted in+ ef f ect.Enc

602、ourage the students to put the map back into words, i.e. to express the mainideas by translating the diagram into a verbal explanation.NB. ”Improved standards of living1 1 could be considered causal to increase inleisure time and f or this reason it may be dif f icult f or students to identif y f ou

603、r clearlydif f erent causes. It may be easier to combine two as such:increased demands for holidays increase inleisure timecheap cruise ships1950s / 1960s； lon/hauljet t)uvel 1970s onivardsGrowth in TourismReasons for the RapidGrowth in Tourismimproved standards ofliving - increaseddemand for holida

604、ysinvention of loiiycostpackage holidays 一travel affonlable tomassesDifferences between Mass Charter Tourismand Individual/Small Group TravelMT = Mass Tourists I / SG = Individuals and Small Groups MT are .met and escorted to accommodation by tour guide; I / SG make their own ；*泞way.:a MT stay in re

605、sort hotels and eat f ood f rom own culture; I / SG stay in local :accommodation and eat local f ood. :*MT wear nametags and stay in groups; I / SG are more independent and anonymous, Mn 44 4 Z 44 1Vaa ” * 4rrt i M 4 r 41 1 44 E M 41 CVI i r x C 1 9 i M 41 fVkTfTM，f r “ Q 6 M 41 ，E| Arthurs second w

606、ish was I waist all my f amily to be together again.n This wish came |i true but not in the way he had intended. Instead of Thomas having h, is lif e restored Iss7J| to him, Arthur and his wif e died and when they died they wet” Thomas again; they |I also met Arthur*s parents. Arthurs wish had been

607、granted all the .f amily were !2E3Eg together againH but they were now all dead, (see paragraph 17) 自Part C: Interpreting the textEach of the f ollowing sentences could have been used in the text. Indicate on thetext where each sentence would have been placed if they had been included.1. He had neve

608、r really recovered f rom her death.Af ter the last sentence of paragraph 1: The old mans wif e had had a terribleaccident and died on the day he bought the house.2. He died bef ore he could tell me what he meant by these words.Af ter the last sentence of the second paragraph o.f the letter f rom the

609、 grandf ather:He also told me that I must never try to destroy the bag or disasters would .f all on allmy f amily.3. Suddenly, he knew what the man had come to tell them.Af ter the last sentence of paragraph 9: A cold .f ear suddenly swept throughArthur Slades body as his wif e went to open the door

610、.4. Pm so sorry, Thomas.Af ter the last sentence of the text: So, here we all are, together again.Developing your skillsPart A: Working out the relevanceRead again each of the f ollowing extracts f rom the narrative and explain how thereader realizes their relevance later on in the story.1. The old

611、mans wif e . died on the day he bought the house, (paragraph 1)I Similarly on the night that Arthur asked f or 100,000 pounds, his son Thomas died.2 .the bag would help me acquire anything I wanted in lif e - but. there wouldbe a price f or this help, (paragraph 2 of the letter) Both Arthur and his

612、f ather paid the price .f or the help they asked .f or. They both II knew the bag was evil 一 but they both used it to get what they thought they wanted. E3. For some reason he always seemed to think it was his f ault, (paragraph 3)i Arthur has already learned why his .f ather thought so. But he trie

613、s to put the warning i! f rom his f ather out of his mind. And his son later pays the price the f irst price.“cf“ ， r ， “ cr cr rr cr rr cr r c c r r c c r r c c r r c c r r ccr r c c r ecr r cc c r c c r rcc r rcr r c- icr c e c c c c r r c c r c c r r r err r4. Maybe youre right., said Mr Slade to

614、 no one in particular . (paragraph 5)I His wif e def initely is right. Very soon the son Thomas is killed; and very shortly af ter I! his death Arthur and his wif e both die and this time its because Arthurs wif e I! ignores her own warning. !5. A cold f ear suddenly swept through Arthur Slades body

615、 . (paragraph 9)t This is because he has a premonition: he knows what has happened; and he -: probably .f eels, as his f ather had f elt, that he is responsible. He f eels guilty. He has :： paid too high a price. 1Part B: Continuing the story to a more definite conclusionWork with a partner to write

616、 another 50 words or so which bring the story to amore def inite conclusion.sis Hello, f ather, mother . Arthur heard himself say as a sad smile crossed his f ace, EaeS So, here we all are, together again. But . this isnt what I wished f or. I wanted to !III bring Thomas back to lif e. I ignored the

617、 warning that you gave, me. I ignored your 4注| plea that I should never use the bag. I used it twice, in f act. I am doubly guilty: guilty |olbiI of Thomas death and guilty of my wif es and my own deaths. Here we are all together IIRac again - yes . but this is not what I really wanted. Part C: Desc

618、riptive wordsDiscuss with a partner how these words help the reader to f eel as if she./ he wasin the room with the characters in the story.The w sounds seem to reproduce the sounds of wind and a storm.The teacher might like to introduce the word and idea of alliteration here. If so, itshould be int

619、roduced as something showing that language can be f un: students mightbe asked to discuss any comparable f eatures that exist in Putonghua, where soundhelps to convey (simple) meaning.Can you f ind another example f rom the story?Arthur saw another two sof t shapes silently slip into the room Here t

620、he ”s” sounds suggest secrecy and whispering. This is a special variation ofalliteration which applies only to the sound, and is called sibilance1.Write a brief paragraph describing the scene below. Try to use words whichsuggest the sound of the wind, rain, waves etc., the movement of the boat, the

621、powerof the waves and so on. Try to help the reader f eel part of the scene.! Description:5I Pulling, pushing, thrusting, threatening, the waves toss the tiny, .f rail boat,l and its terrif ied occupants, as though it was a lea f f rom the f limsiest f lower. AllIi the power of the universe seems co

622、ncentrated in the torrential downpour and the! howling tempest.Extending your vocabularyPart A: Different word formsThe box below contains dif f erent f orms of several words f rom the Words to notesection of this unit. Complete each of the sentences that f ollow with the mostappropriate word f rom

623、the box.1. At the sight of the ghost he was f illed with terror.2.1 do not have very strong willpower, so I easily give in to temptations.3. 1 plan to travel a lot more in my retirement as I will have much more f ree time.4. The compensation he was of f ered f or the accident didnt even cover hismed

624、ical expenses.5. The weary q old man plodded slowly down the street.6. He never really settled down in one place; he was always a bit of a drif ter.7. It is always a good idea to take out insurance on anything valuable in case ofaccident, f ire or thef t.8. The consequences of using the snakeskin ba

625、g were disastrous.Part B: Different meanings of the same wordSeveral of the words in the Words to note section of this unit can have more thanone meaning as well as more than one word f orm. Use the words in the box below tocomplete the sentences that f ollow (Note: each word is used with a dif f er

626、ent meaningto the ones given in the Words to note section).1. The gentle sound of the stream as it f lowed over the rocks was very relaxing.2. The quiet young man was a very shy, retiring sort of person.3.1 had a terriEc birthday party; I loved every minute of it!4. The angry man portended on the do

627、or and shouted out to be let in.5. The sad contents of the poor old womans bag were spread out on the table.6. The man dressed in black was shadowing our every move as we tried toescape f rom him through the crowded shopping centre.The teacher might point out the very important f eature that meaning

628、s very of tenusually, in f act depend on the context. This is especially true of nouns, pronounsand verbs. To illustrate this important point most vividly, students could be asked togive the def inition of it, f or example. Obviously this word means NOTHING outof context; and it has millions of diif

629、 erent meanings in context. For example, itmight ref er to a computer. or even to IT (Inf ormation Technology) !Expanding your creativityWriting a film proposal for The Snakeskin BagThe class can be divided into small groups to discuss the kind of f ilm which is tobe made. One group, f or example, c

630、ould be asked to justif y presenting the story as acomedy instead of a f rightening, weird, horrible story. Perhaps the most valuable work(in groups) could be precisely that of planning, and justif ying, ideas about the type off ilm to be made - an inf ormal discussion / argument / debate among team

631、 memberswould perhaps be even more valuable than trying to make a f ormal presentation. Theteacher might like to encourage active participation by all group membersregardless of each individuaf s strengths or weaknesses in English in such adiscussion and inf ormal debate.Using a key visual might hel

632、p the students to see the main outline of the story inorder to discuss how it might best be made into a f ilm (see the examples under Furtherinf ormation on the text).Aspects of f ilm which might be discussed are:The structure or the sequence of the story events, includingthe story values (lif e & d

633、eath; power & greed; impulsiveness & caution; good &evil; ignoring & accepting advice) the scenes, matched with the story events and episodes the pace and rhythm (slow start then f ast paced; action throughout; action andreactions) the sequence or series of scenes (chronological order; f lashbacks o

634、rf lashf orwards; moving towards the outcome) the ending (open or closed; clear or ambiguous)The setting, including the period or time of the story the duration or length the location or place the characters (main characters; other subsidiary characters; any crowd scenes) the level of conf lict (the

635、 surprise ending, but maybe also conf licts between thecharacters)The genre, or perhaps a combination of genres, including a horror or suspense story with a surprise ending a love story with a romance a story of f amily relationships and their changes or development a redemption plot or a story of t

636、he moral change f rom bad to good in one ormore of the characters a punitive plot or a story of someone getting punished f or wrongdoing or beingbad/greedy a comedy in which the potential horror is not taken seriously a crime in which what appears to be a mystery horror story turns out to be aseries

637、 of clever murders and crimes but a clever detective solves it all a historical drama in which the story is set within a particular historical periodto give it added interest science f iction, the story takes place in a f uture place (and maybe this providesa diif erent solution or ending)An extensi

638、on of this activity is that each group can make a poster to show thekind of f ilm they have in mind. The poster may use some keywords about structure,setting or genre, or it may depend on a pictorial representation of the ideas of thegroup about the f ilm. In any case, dif f erent groups could prese

639、nt their posters to therest of the class and brief ly outline their main ideas about the f ilm. Posters could alsobe displayed on the classroom wall or on a bulletin board.9. Gradually add the milk to the f lour until you have a smooth mixture. If youdo it quickly you will get lots of lumps.10. Firs

640、t impressions are very important make sure you smile at yourinterviewer.11. This graph indicates how much rainf all there is in South America in July.12. 1 was insulted when Jim called me lazy. I work really hard, you know!13. The f ive children were packed into the backseat of the car.14. You can s

641、ee how the mother bird is protecting her newborn chicks by sittingover them.15. When Joe wouldnt answer my question the third time, I had to resort toshouting at him.16. The day af ter the storm, there was rubbish scattered all over the street.17. The bodyguards were screening the singer f rom the f

642、 ans. He needed theprotection.18. Where did the chef learn her cooking techniques?Unit4Understanding the textPart A: Comprehending the textTeachers who wish to use some of the ideas suggested in the Bef ore you readsection at the beginning of this unit can obviously do so f or Part A, here. But it m

643、ustbe stressed again that acting out” situations is NOT essential - see the f inalparagraph of the Bef ore you read section f or teachers. In f act, more demanding andperhaps more usef ul work can be done with no acting out at all. For example, thestudents can be encouraged and helped, of course, as

644、 much as necessary - to write,and then to read aloud, a description of where the last person to enter the room (Y)”chooses to sit. For example: He/ She doesnt sit next to . ； He/She sits on theopposite side of the room f rom . n; He/ She has to sit between XI and X2 becausetherefs no other seat. M;

645、and so on.A great deal of communication practice can derive f rom this type of work. Forexample, the students, af ter writing a description of where person Y sits, can be askedto read that description aloud to the class; the other members of the class then have tomark the place on the diagram. If th

646、ey get it right, good! (Unless it was just a luckyguess! ) And if they get it wrong* then they can discuss, with your guidance, whythey got it wrong: was their understanding at f ault (receptive skills!) or was theinf ormation not clearly/accurately given (productive skills!)? Such work can,obviousl

647、y, be both very usef ul and, of ten, amusing. Most importantly, it canencourage students to use English as a means of communication.It is possible that students may give dif f erent correct answers to this question asthere are dif f erent ways to interpret the roles of personal space. As long as the

648、 basicprinciples are f ollowed, the answer is correct. Students might be asked to explain howthey came to their answers. The answers given below are, perhaps, the most likelyresponses students might give.X(Y)XXXXXXXXX(Y )X(Y )(Y)(Y )XXX(Y )000XX0XFor each of the f ollowing, decide which option best

649、completes the statementaccording to the text. Circle your answer.l.b) 2. d) 3. b) 4. c) 5. d)Part B: Summarizing the information in a textQuite of ten, the easiest way to summarize inf ormation in a text is to convert theinf ormation into a table. Complete the f ollowing table by f illing in the mis

650、singinf ormation.SituationActions TakenReasons for Actionsentering a waiting roomwith one person alreadyseatedSit as f ar away f rom the other person aspossible.Sitting too close causes f eelings ofnervousness; sitting too f ar awaymay be insultinga crowded train/ lif t etc.1. Pretend tile other Deo

651、Dle arent there.2. Ignore them.3. Aven your eyrs .f rom ihem.4. Keep your f ace as expressionless aspossible.Pretend you are concentrating onsomething impoctant - e. g. thepanel indicating the f loor number.Send out signals that you do notwant youi personal space to be5. Create physical barriers e.

652、g. clasphands.invaded.in conversation withsomebody1. One mighl move f orward; tile othermight back away.2. Finally one might try to escape bymoving a way.1. Standing very close makes somepeople very uncomf ortable.2. Standing where you have enoughpersonal space makes peoplecomf ortable.working in a

653、shared area1. Build ” barriers”2. Screen ones eyes f rom neighbours.3. Avoid/Prevent any “contact1. To help concentration.2. To keep other people outside” oftheir spree.3. To pretend they are alone.travelling on publictransportSpread oul your belongings.Try lo give the impression that theseats next

654、to you are taken.Part C: Interpreting the textDiscuss the f ollowing and make notes of your answers.1. What is personal space?I Its the area where people, f eel saf e, secure, comf ortable, unthreatened. This area !r surrounds us, like a protective blanket.T. .2. In situations where we have no perso

655、nal space, f or example in a crowded lif t,why do we attempt to send out as f ew social signals as possible?： In order to protect” ourselves and to discourage any strangers .f rom invading1 1 our ： personal space by attempting to .take contact with us. 3. Why do we need personal space?i Because we n

656、eed to .f eel that this area is our own; it belongs to us; it*s part of -B our own self . S“r f， r I T “， * ! f f r cr r r r r cr cr “ccr r ccr r ccr rccr rccr rccr rcr r rcerccr rr cr rcr r rcr r rr r r rcr err r r rr r r rr r r rr “err ”err “err errr “rrr rrr4. Under what circumstances can the nee

657、d f or personal space cause conf usionand dif f iculties, even though the people concerned recognize this need?I When people f rom dif f erent cultural or geographical backgrounds are together, g； （Because the size of the space needed within dif f erent cultures dif f ers; some I| cultures can easil

658、y accept closer contact 一 and theref ore less personal space- than Ia|s others.)：5. Under what circumstances might we need to use f orce to def end our personalspace?| If attempts to preserve our personal space are ignored by others, and if we |SwaI theref ore .f eel a heightened sense of discomf or

659、t, threat or even danger, we might use Euu| f orce e. g. a loud voice, or actual physical f orce, to make it very clear that we are |IIDgl def ending our territory. iDeveloping your skillsPart A: Finding the meaning of words/expressions from their contextComplete this table by f illing in the missin

660、g inf ormation. Follow the example.Word/Expression from PassageHelp Found in PassageType of HelpValuable (para 1)expensivesynonympersonal space (para 2)an area they regard as theirowndef initionOpposite end of the room (para 2)as f ar away as possible f romthe f irst personmore inf ormation relating

661、 tothe expressionPacked (para 4)CrowdedsynonymPretend the other people dont exist(para 4)We deliberately ignore themsynonymous expressionBarriers (para 6)a pile of books or their bags ora single book stood up on endexamplesTechniques (para 6)strategiessynonymPersonal markers (para 7)Books, papers-,e

662、xample + more inf ormationterritory (para 7)the edge of the deskexampleelbows (para 6)on the table with theirhands screening their eyeslogical deductionPart B: Deducing meaningWithout using a dictionary, try to work out the meanings of the underlined wordsin the f ollowing paragraph. Write the meani

663、ngs of the words in the spaces providedand underline the section of the paragraph that gave you the inf ormation you needed.When the man was f inally rescued, he had been on the barren island f or almost3 months. Because nothing would grow on the island, his only source of f ood was theocean. He tri

664、ed to catch f ish, but his attempts were in vain. He never caught a singlef ish. Disappointed by the lack of success, he still persisted. Eventually, he did manageto catch some crustaceans living in the small rock pools. However, even these ccabs,shrimps and, on one occasion, a lobster, were very ha

665、rd to come by. He almost starved.He looked like a skeleton. His bones were sticking through his skin. The rescuerswere horrif ied by his emaciated body.When news of his rescue reached his f amily, the sadness and anxiety they hadbeen f eeling f or the last 3 months immediately changed to elation.bar

666、renempty, unproductive, sterile, nothing can growin vainunsuccessf ul, without results, wasted and producing no benef itcrustaceanscrabs, shrimps and lobstersemaciatedvery, very thin, having al, most no f lesh on the bodyelationextreme happiness, the opposite of sadness and anxiety1 1Extending your

667、vocabularyPart A: Synonyms and antonymsThe middle column of the table below contains words f rom the Words to notesection of this unit. For each word, write approximate synonyms into the f irst columnand approximate antonyms into the last column. You may use words f rom the box orthink of words of y

668、our own. Follow the example.SynonymsWords to noteAntonymsof f endinsultcomplimentslowlygraduallysuddenlyspreadscatteredclusteredguardedprotectedharmedgripclaspreleasePart B: Cloze sentencesshowsindicateshidesundemonstrativeexpressionlessexpressiveNow use the most appropriate word f rom the table in

669、Part A of this section tocomplete each of the f ollowing sentences.1. He f ound it very dif f icult to hide what he was f eeling because he had a veryexpressive f ace.2. The survey indicates/shows that most people agree with the introduction of alonger lunch break.3. The examination results had a ve

670、ry narrow range, as all the scores wereclustered around the 65% mark.4. One way to motivate young children to study is to regularly compliment themon their achievements.5. By studying hard over a number of years his language ability gradually/slowlyimproved.6. In any motor vehicle, it is necessary t

671、o release the brake bef ore driving of f .Expanding your creativityWriting guidelines for The Use of Personal SpaceThe wording of the guidelines will vary f rom group to group considerably. It isalso possible that some groups may emphasise certain aspects of personal space morethan others. Several p

672、ossible guidelines are given below as examples. Try to gauge, or assess, whether someone is comf ortable in your presence. Ifnot- if he/she seems edgy, embarrassed, ill at ease, uncomf ortable, then try to f igureout why., Try to put yourself in the shoes of the other person. In other words, try to

673、f eelwhat he/she is f eeling about the situation you are both in.Many people f rom the Western Worldn f eel the need f or more personal space*than some other people. Of ten people f rom colder climates are colder1 1 in theirrelationships with strangers than those f rom sunnier and warmer places. (Pe

674、rhaps thisis because the latter spend less time actually inside their protective houses orapartments and more time enjoying the company of other people in, f or example, theshops or markets.) Some people say that the English are one of the most reserved (i.e. private, cold, unf riendly) people in th

675、e world. Do you think this is true? We say that the eyes are the mirror of the soul”. So look at the eyes of theperson sitting next to you they will indicate if he/she f eels you are invading theirpersonal space.Unit5Understanding the textPart A: Comprehending the textRead the f our letters, and the

676、n complete the table below.Letter 1Letter 2Letter 3Letter 4Backgroundof WriterSeriously injured intraf f ic accident.Overcame despairwith the help off amily and f riends.Also disabled;but lives in amuch morecaringenvironment.Also disabled;Chairman ofDisabled TaxiDrivers Associated.Not specif ied.Pur

677、pose(s) ofWritingTo highlightdif f iculties f aced ineveryday lif e byparaplegics.To encourage MrThomas 一because timesand attitudes arechanging.1. To giveinf ormation abouthis organization.2. To stress thesaf ety record ofdisabled drivers inhis organisation.3. To stress thatdisabled people canTo emp

678、hasise therange ofopportunitiesavailable todisabled people- even in sports.Part B: Interpreting the textf ulf il almost allduties.ParticularExperience(s)of WriterFrustration causedby thoughtlessness.Facilities be herhometoun helpher to live, moref reely and f ully.Close and f requentcontact with oth

679、erdisabled people.Not specif ied.MainMessage(s)Its good to beoptimistic andcheerf ul-butdisabled peopleneed help.1. Dont despair.2. If yourhometown doesnot improveits f acilities andits attitudes,come to live inmine!lb encouragedisabled people tomake contact.1. Regard yourdisability in Manew light.2

680、. Try to be asindependent aspossible.A good deal of usef ul discussion can be generated here. One usef ul approach isthat just a small amount of time be devoted to individual- or pair-work, when studentsf ind examples of optimism and objectivity; discussion and argument could in f act thencover seve

681、ral separate sessions, with the class members returning to this subject later,perhaps as a short break in subsequent lessons. You should stress that as so of ten there are no 0 100% correct answers* here. The purpose is to argue and to give reasonsf or the arguments presented. For example, Letter 4

682、seems to be very optimistic - butits not clear whether the writer himself 7herself is disabled! And Letter 1 is veryoptimistic/ positive in tone (he wants to live lif e to the f ull) but is also, clearly,f requently f rustrated by the lack of provision, in his hometown, f or disabled people.Similarl

683、y in the case of objectivity, a strong case can be made f or saying thatall letters are very objective; e.g. Letter 3 gives a lot of f acts and also cites statistics,and Letter 2 gives many details of f acilities that she is able to enjoy (as well asmaking the undeniably objective” observation that

684、Times and attitudes arechangingJust a f ew examples are given in the tables. You should not submit to any“pressure to f inish this work quickly. Exploration of dif f erent possibleinterpretations of the letters is the purpose of the work, so getting a range of alterativeideas is appropriate here.Exa

685、mples of optimismLetter 1Letter 2Letter 3Letter 4Examples:.I now look f orward to. wanting to livelif e to the .f ull.Examples:. your ownenvironment is sureto change soon. perhaps wecould share thebenef its.Examples:. give hope (and apossible f uture).There are . noreasons whydisabled peoplecap, not

686、 f ulf il.Examples:. there are everincreasing socialand prof essionalopportunities . he says he ,mayeven had anadvantage .Examples of objectivityLetter 1Letter 2Letter 3Letter 4Examples:Examples:Examples:Examples:. paraplegics still. extra-wide. suitably. sports .f acilitieshave to plan eachelevator

687、s .converted vehicles.designed f or disabledtrip . not a single step. not one singlepersons. kerbs at thein the whole centre.member has. World Summeredges of theever had anOlympic Games .f orroads .accident of anydisabled athleteskind!since 1960.Developing your skillsPart A: Reading between the line

688、sIn Letter One, Brian Thomas does not talk about his own personality andattitudes towards lif e. However, if you caref ully read between the lines, you will getusef ul insights into his character. Look at Part A of Understanding the text, again.Based on what you have put down in the table, discuss B

689、rians personality andattitudes towards lif e. Note down your points in the box below.jiuWJSUUiaK| He needs help and support; this helped him overcome as ense of despair. But now he |ag2 is very optimistic and cheerf ul. However, he is also very angry, and f rustrated- i2 because he perceives that mo

690、dem society, at least in his hometown generally, does gaccitI not support or help him, and has no real awareness of the specif ic dif f iculties disabled III孑 people f ace ire their everyday living. Part B: Identifying main messagesRead Letter Four again and then, in pairs, identif y the main messag

691、e(s) of theletter.Write your answer in the box below.aKl Main Message(s): |I Disabled people ha ye thousands of f ellow disabled personsn who will support and 1| encourage you. (Note: f ellow here indicates that specif ic experience is shared.)当IIS Accept this support and encouragement - and you can

692、 accomplish whatever personal E日KaBi goal you may have. IWhat other inf ormation is given by Susan Pearson, the writer of Letter Four.bef ore she presents the main message? Complete the table below by f illing in thedetails.Examples Found in the LetterIntroducing theBackgroundPrevious contributors h

693、ave mentioned increasing opportunities;she gives examples in the Field of sports.Giving ExamplesHundreds of people are winners of Olympic Gold Medals;Olympic Games f or disabled people since 1960.Providing EvidenceJohn Dowell competes against - and beats - ablebodied athletesin high-jumping. Many ho

694、ld world records.Ref uting Counter-argumentsDont think of disability as a disadvantage; dont rely on helpsimply because of disability; aim at as ,much independence aspossible; don*t allow your disability to dictate .Extending your vocabularyPart A: Words conveying positive or negative messagesRead a

695、ll the f our letters again, and complete the table below by f illing in otherexamples, according to whether they are positive or negative in the text.Positive MessagesNegative MessagesLetter Onepatience, love, challenges,possible, comf orts,f ulldif f iculties, complicated, problem,impossible, limit

696、edLetter Twoef f orts, bravery,determination, able,delighted, benef its, caring,sympatheticdismay, dif f icultiesLetter Threeinterest, contribution, hope,support pride, interested,happyaccidentLetter Fourdelighted, contributors,increasing, opportuntities,active, proud, winners,independent, independe

697、nce,light, advantage,prof essional, success,superstars, top, support,encouragement, achieveconf ined, disadvantagePart B: Vocabulary in contextWrite a short letter to the editor of a newspaper to express your opinions aboutovercoming physical disabilities. Highlight in dif f erent colours any positi

698、ve ornegative words you use.Write your letter in the box below.i Dear Sir/Madam iiIi Although it is sad to see people who have physical disabilities, it is also inspiring to I| see examples of those who have conquered or at least overcome, to a large extent It - their problems. There are thousands,

699、or perhaps millions of such success stories.； One very f amous example is Dr Stephen Hawkins, the Cambridge physicist and jg author of A Brief History of Time: f or years he has had almost no control over his II body, yet he is able to f unction with the aid of technology and his mind is absolutely

700、：,nWtel not disabled - in f act be is of ten compared with geniuses such as Einstein. On the ；I sports side, Lance Armstrong fought cancer and came back to win, win, win and win jIIi again in cyclings Tour de France. There is an old saying that While there*s life ii theres hope1: Stephen, Hawkins an

701、d Lance Armstrong show that this is true.Expanding your creativityPrioritizing new facilities for the disabledThe teacher can encourage students to be as imaginative as possible here. And donot limit their ideas to obvious examples (such as blindness, deaf ness, missing orparalysed limbs, etc.) and

702、students can also consider those people who have, f orexample, breathing dif f iculties, the requirement f or regular intake of medicines tostabilise or control their physical f unctions, those requiring chemotherapy or regularphysiotherapy, and so on.Another good area to explore is, as mentioned in

703、 the instructions to students,publicity: students can debate the extent to which the f requent ignorance of thegeneral public (as to the everyday needs of disabled people) makes lif e much moredif f icult f or the disabled than perhaps it need be.Af ter the pair and group discussions, the class as a

704、 whole might be asked to of f ertheir suggestions and a list of all the suggestions written on the board. The class as awhole might then discuss and decide which f our are the best. This prioritizing shouldbe on the basis of which suggestions seem to be the most important. In this case,students migh

705、t like to consider which would seem to be the most important f rom thepoint of view of the disabled: some students may f eel they do not have a basis f orjudging this, in which case the teacher could ask them how they might f ind out (useref erence books, conduct a survey of needs f or the disabled,

706、 interview some disabledpeople, visit other countries to see f acilities elsewhere, etc.).Understanding the textPart A: Comprehending the textUsing the inf ormation f rom the text, complete Robert Burnss prof ile by f illing inthe missing details.IsROBERT BURNS IEProfile；NationalityScottish ；Childho

707、odone of seven children; lived and worked on f arm：E Marital Statusmarried ：；Number of Childrentwelve Famous WorksAuld Lang Syne; Jean; My Love Is Like a Red, Red Rose;：John Anderson, My JoI Interestsreading, drinking, singing, telling stories womenIn pairs, discuss the major theme of each of the po

708、ems introduced in this unit,and then complete the table below.PoemsThemesAuld Lang SynePleasant memories of f riendship and of times past. Teachers couldintroduce the term nostalgia1 1.JeanLove especially f or the girl I love the best, Jean. Everythingbeautif ul reminds him of Jean.My Love Is Likea

709、Red, Red RoseAgain, love, and the eternal and compelling and allembracingf orce of love.John Anderson,Lif e-long f riendship and loyalty; sharing things and trustingPart B: Interpreting the textMy Josomebody; the enduring quality of f riendship the f riend John isnow old and f rail, but still the f

710、riendship is strong and unchanged.1. Identif y the other metaphors used, and explain what they ref er to in the tableprovided. Follow the example.PoemsMetaphorsActual MeaningsAuld Lang Synedrink a cup of kindnessshare kindness betweengood f riendsJeanI see her in the motoringf lowers .I hear her in

711、the tunef ulbirds .Everything beautif ulreminds him of Jean.My Love Is Like a Red,Red RoseAnd I will love you .When all the seas go dry .And I will love you .While the sands of lif e stillrun.He means he will loveher .f or ever (since theseas will never go dry).He will love her whiletime continues t

712、o pass by(i. e., again, f or ever).John Anderson, My Jo. blessings on your f rostyhead,.We climbed the hilltogether.He wants his white-hairedold f riend to be alwaysblessed.We have been f riends f or alif etime: we haveaccompanied each other onThe journey” and the“hill” of lif e.Note: If there is ti

713、me, and if the students are interested, the teacher might like,additionally, to point out examples of similes in poetry. (Both similes and metaphorsare f requently used by writers as ways to compare something in terms of another.)This diversion is not essential, however, of course; and both simile a

714、nd metaphor doroughly the same job - they compare one idea/concept/ theme with something else inorder to clarif y the writers meaning and to stimulate the readers imagination.2. What were Robert Burnss attitudes towards love and f riendship? Usingexamples f rom the poems introduced in this unit, ana

715、lyse his attitudes in the boxbelow.: What is love?! What is f riendship? 二a *1 Love is beautif ul. Its likethe I Friendship means sharing- both lovely I，*LaBeqgU| melody”. Thats sweetly played in tune.” | and wearing” experiences. It .means |:-43XK蔻：q Its like beautif ul f lower a red, red I pleasan

716、t memories, and trust. (Theres $3. Do you like Robert Burnss poems? Why or why not? Brief ly, make notes of鼻 rose1. Its constant and eternal.M二S费9| my band, my tiusted .f riend )It means |r;g Kg| constancy - wheat they can no longer ?5.1w9弓I| climb the hill together they will totter I,* hC T.B down

717、. hand in hand . “ It is one of ：g the .f inestt hings lif e can bring”. 1your f eelings in the box below,aEI Note: This is a real opportunity to reinf orce the concept that in this kind of activity fI there are NO right answers and to encourage the students to express their own 1ai| f eelings. Also

718、, they need not limit these expressions o. f f eelings to the poems in this !S2 unit, and encourage them to talk about poets - OR artists, singers, sculptors, E5艮aBI architects, dancers, etc. - in their own culture! IDeveloping your skillsPart A: Familiarizing yourself with the features of poetryIn

719、the previous section, you were asked to identif y the metaphors used in the f ourpoems and analyse Robert Bumss attitudes towards f riendship and love. Study thepoems in greater detail and then answer the f ollowing questions in the spacesprovided.1. What was Robert Burnss philosophy of lif e? Why d

720、o you think he had such aphilosophy?He believed that love is a f undamental blessing in lif e. There are many variedaspects to love: Burns loved his country (Scotland), women, humanity and honest,simple goodness0, f riendship, trust, sharing, etc. Further, lee believed in morality, andf airness - he

721、 wrote about poverty and weakness and sadness.He had such a philosophy because his own childhood his f amily was poor andhe had to work hard even as a child, but he was given love and encouragementperhaps inf luenced his f eelings about lif e, and about the value and importance of the“common people

722、(i. e. ordinary people).2. What are the adjectives used in the poems?PoemsAdjectivesAuld Lang Syneold, lovely, weary, wide, trustedJeanbeautif ul, wild, constant, sweet, f airMy Love Is Like a Red, Red Rosered, lovely, dryJohn Anderson, My Jolovely, bright, hald, f rosty, happyYoull notice that most

723、 of the adjectives you f ound are short words. How manyare of only one syllable? How many are of two syllables? Would you say that asvocabulary items these are easy or dif f icult words? Do you think they would havebeen easy or dif f icult f or the common people*1 of Burnss time?At least eight of th

724、e adjectives are of only one syllable, and at least six are ofonly two syllables. These words are, probably, quite easy to understand and totranslate.The teacher might like to point out that not all short words are easy” nor areall nlong words necessarily dif f icult”. For example, besides has a ran

725、ge of rathercomplex uses; but specialist” terminology is easy” f or people working in thatspecialised area: medical doctors, chemists, lawyers and so on regularly use long andcomplex terminology which is easy and f amiliar to them, although other educatednative-speakers have probably never even hear

726、d those terms.3. Are there any examples of repetition?Several: e.g. obviously the chorus in Auld Lang Syne; the phrase timesgone by, I see and I hear . nin Jean； the theme line, HMy love is like. n,and 1 will love you . nin HMy Love Is Like a Red, Red Rose,.4. Are there any examples of contrast desc

727、riptions?Yes一especially in John Anderson, My Jo”， where the past and the present arecontrasted: e.g. Your hair was like the rain*s . , KYour hair is like the snow ”.The contrasts in this poem are very clearly portrayed by the tenses used (SimplePresent and Simple Past).5. Are the sentences varied in

728、 terms of length? Give examples.Yes. Some of the poems have sentences of identical length (to maintain therhythm of the verse), .f or example Auld Lang Syne. However, the sentence lengthsin My Love Is Like a Red, Red Rose vary throughout the poem. Generally speaking,the shorter the sentence is, the

729、more emphasis the writer wants to place on it.Part B: Visualizing descriptionsEncourage students to let their imagination Hroam f ree； there is no limit onwhat they can visualize - or imagine. It is likely that more than one student willhave chosen the same “scene” f rom the poems. The teacher might

730、 ask them todescribe the picture they have in their minds and compare dif f erent visualisations ofthe same scene.Expanding your vocabularyPart A: Descriptions of happinessIf the same words and expressions are repeatedly used in the same text, the textmay become rather dull and monotonous. Theref or

731、e, a good writer of ten uses diif erentwords and/or expressions to describe the same f eeling. In the poems of this unit,dif f erent words and expressions are used to describe happiness, f or example, in AuldLang Syne, happiness means running about the hillsides and pulling the lovelyf lowers,.1. Id

732、entif y the other words and/or expressions used to describe happiness in thepoems.Write your answers in the table below.The teacher can make it clear that in these f our poems several expressions help to“paint a happy picture. These expressions are not, of course, synonymous f orhappy1 1, but they s

733、uggest happiness. Perhaps the words “evoke” and evocativecould be introduced here.2. Think of as many synonyms of the adjective “happy as possible. Write thePoemsExpressionsAuld Lang Syne we two have paddled in the stream, f rommorning until dinner days of long agoJean theres wild woods growing, and

734、 rivers f lowing day and night my constant dream, is ever withmy Jean whenever I hear a bird sing sweet, it remindsme of my JeanMy Love Is L汰e a Red, Red Rose a red, red rose, thats newly sprung in June the melody, thats sweetly played in tuneJohn Anderson, My Jo many a happy day, John, weve had wit

735、h oneanother hand in hand well go; and sleep together at thef ootwords in the box below.delighted pleased excited glad cheerf ul merry joyf ulThe teacher might like to give a f ew more examples, where phrases have asimilar meaning-e. g. over the moon; thrilled to bits; nhappy as a sandboy1 (seequest

736、ion 3); and then invite students to create their own expressions based on ashappy as . The point can be made that language evolves - and writers help thisevolution.3. Think of some images you could use to describe the f eeling of happiness. Oneexample is given. Write your expressions in the box belo

737、w.l jump f or joy walking on air over tile moon on cloud nine as happy as a .Part B: Using contrast descriptionsContrast descriptions are commonly f ound in English poetry; such contrasts canleave a stronger impression on readers.1. Look at the words you have just come up with to describe happiness*

738、. Try tothink of some antonyms f or these words and write them in the box below.I depressed sad unhappy gloomy miserableII sorrowf ul sorry heavily-hearted low-spirited2. Look at the expressions you used to describe happiness*. Now try to think ofimages to describe the opposite f eeling - sadness”.1

739、 down in the dumps down in the mouth f eeling blue用irr ir r vuM nm -n a-iravaair1ii *r4i-vM-BrVraM-rMir rVra rww-VMBrwu-u-r-M r-M-Wa irw v a ir a n rv w a M rv irrv-rExpanding your creativityMetaphors in a love letterStudents will, no doubt, f ind this activity very challenging. However, it will be

740、aworthwhile task f or them to attempt. Concentrate on the imaginative aspect of the taskand do not hamper the creativity too much with close attention to grammatical detail.(Poetry very f requently ignores grammatical rules!) Of course, a great deal of f unmight be enjoyed by asking students to read

741、 aloud their love poems!One example of a poem f or a Valentine card might be:You make my heart soar, pretty thing;Im on cloud nine I want to sing!In seventh heaven, high as a kite.When you are close I f eel I mightFly o*er the moon, shine like the sun,And walk on air till time is done.The teacher ca

742、n then make two f urther points., f irstly, its not usual to give morethan one or two expressions to express emotions. But we say that writers can usepoetic licence -this means that they can break some of the normal conventions.Secondly, the word oer” in the example means over； the apostrophe serves

743、 twopurposes: it indicates that a letter (the letter v in this case) is missing, and it reducesthe number of syllables in this word f rom two to one. (Two syllables would not “f it”so smoothly into the line and we say that it would not then “scan so well - this is arather unusual meaning of the word

744、 scan of course.) Students might like to count thenumber of syllables in each line to see the patternn.Understanding the textPart A: Comprehending the textIn each of the f ollowing, circle the sentence that best ref lects the overall meaningof each paragraph.paragraph 1. a)paragraph 2: c)paragraph 3

745、: b)paragraph 4: b)paragraph 5: a)paragraph 6. c)paragraph 7: a)paragraph 8: b)paragraph 9: a)Part B: Interpreting the textThere is vast scope f or the students working together (and, of course, alsoaided/inspired/ supported/guided/encouraged by the teacher), to explore this text andto learn f rom i

746、t. To give just a f ew examples, the point made in sentence 1 is f urtherdeveloped in the same paragraph (importance of context; words evolve and changetheir meaning; literal meanings can become out-dated), while the f ollowing paragraphgoes beyond vocabulary (complex enough in itself !) to introduc

747、e the incrediblerichness, complexity (and potential f or conf usion!) of idioms and colloquialisms.“Languages”， as a very experienced teacher observed nearly a century ago, are notnomenclatures . Students can be encouraged to regard this task as having ongoingusef ulness*. It isn*t just one more tas

748、k* to be f inished and then f orgotten. It*s notonly usef ul, but also quite demanding: it emphasises to students that there is greatopportunity f or argument and discussion and f or listening to other peoplesinterpretations. There arent many simple, absolute, f inal answers on this topic!Developing

749、 your skillsPart A: Positive/negative connotationsLook at the f ollowing pictures and the words that describe them. Some of thewords describe the picture positively or without implying criticism; some describe thepicture but show the writers f eeling about the subject by implying criticism. In theta

750、ble below, write the words that imply criticism and those that don*t.3uWords Implying CriticismWords Not Implying CriticismPicture 1noisy, aggressivelively, active, energeticPicture 2tiny, cramped, microscopicsmall, compactPicture 3cheap, untidy, scruf f ysimple, plain, casualPicture 4violent, vicio

751、uscourageous, brave, heroicI Picture 5orrogant, smug, conceitedproud, honoured, delightedPart B: Subjective/objective writingRead the f ollowing text describing a f lat and answer the questions that f ollow.1. What f acts do you know about the f lat?Flat In ef f ect, none. (Except, porhaps, that an

752、apartment exists! Adjectivessuch as lovely ， compact ， splendid” have no .f actual ,meaning”.)Living Room Again, none. What does “superb” actually and f actuallymean?Kitchen There is one .f act hire: the kitchen is smaller (more compact) . Butits not a very helpf ul .f act. We are not told how much

753、smaller it is! Its not even 100%certain what other room it is smaller than! (The implication, of course, is that thecomparison is with the living room but in Western houses the kitchen is alwayssmaller than the living room in any case.)Bedroom I There is one .f act about the room, and two about what

754、 the roomconrains (i. e. a bed and light). The .f act about he room is that it has a window.Bedroom 2 Again, no f acts.Bathroom There is no bathroom. (The lauding is not part of the .f lat; thebathroom is a communal one.)2. What is the writers puipose in writing this text?To sell the attractiveness

755、of the f lat- even though the f lat is not really veryattractive at all!3. What subjective words does he use to help him in his purpose?lovely; needs to be seen; perf ect opportunity; splendid; great appeal; superb; ofgreat character; convenient; easily; modern kitchen; conveniently; nicely4. Brief

756、ly give your own opinions about the f lat and explain what led you tothese opinions.Its old, or in bad condition - or per71aps both: . ef f ort may be required toimprove Its small: . cleaning wont ever be a problem” because there isnt much toclean.Its dangerous: tile electrical wiring may need to bi

757、 changed”.The bedrooms are tiny: you can turn of f the light ol open the window while onthe bed, and there is only ” one side” of ,space” to look af ter a baby.There is no private bath room. Do we really want to encourage f riendliness”with stiangers while we are in the bathroom?Extending your vocab

758、ularyExplaining the meanings of idiomsTry to match the idioms in Column A of the table below with the explanations inColumn B.Column AColumn B1. to eat your wordsto admit that you were wrong aboutsomething2. to make a meal of itto take a long time to do somethingsimple3. to bite somebodys head of ft

759、o react angrily or rudely to somebody f orno reason4. to have your head on the blockto risk being blamed if things go wrong5. to have your head in the cloudsto be a bit of a dreamerNow try to f ind out what each of the f ollowing idiomatic expressions means and6. to pay through the noseto pay much m

760、ore than something isworth7. to be head over heels,to be very much in love8. like chalk and cheeseto be completely dif f erent f rom eachother9. to be two-f acedto be dishonest about ones f eelings andopinions10. to be on cloud nineto be very happy about somethingwrite the explanation in the space p

761、rovided.to have itchy feetExplanation:to waist to leave a placeand start travellingto put your foot in itExplanation:to make a (usually f oolish)mistaketo get cold feetExplanation:to become af raid to dosomething and so changeyour mind about doing itPerhaps the students could have some f un suggesti

762、ng new idioms (which theycreate themselves). Or teachers could give extra examples, such as:Shes got two lef t f eet, which means shes very uncoordinated and awkward inher movements. Hes on his last legs, which means that hes very tired or exhausted.Expanding your creativityA dialogue about being in

763、 loveIn pairs, plan a dialogue between a young person who has f allen in love (Pmhead over heels .)and the parents who think their son or daughter is beingunrealistic (You have your head in the clouds1 1). Use as many expressions f romearlier sections of this unit as you can. When your dialogue is r

764、eady, read it to anotherpair, and listen to theirs.(YP: young person; M = Mother; F: Father)YP: Fve got itchy f eet. I want to take of f .M&F: What? Whaf s up?YP: Well, dont bite my head of f , but.M: But what? It isn*t because of your girlf riend Brenda, is it?F: Brenda*s alright. A bit plain, but

765、shes quite nice: her heart*s in the right place.M: I dont like her. Shes two-f aced. I never did understand why you were sohead over heels .YP: No. No! Dont make a meal of it. Its not Brenda. I just f eel stumped.F: Well. nitchy f eet. To do what? To go where?M: Yes, you*d better be caref ul. If I w

766、ere you .YP: But you aren*t me. I want a better job. Fve been working f or XYZ Corp, f ortwo weeks already and I havent got a promotion or a pay rise or, or . Pm f ed up. Imgoing to quit, call it a day - thats what I mean by itchy f eet. I want to quit rightnow, while Pm in the mood - bef ore I get

767、cold f eet.F: You were on cloud nine when you got the job. Why not give it a couple moreweeks and see how it goes. And Id advise you to keep quiet about your f eelings andyour dissatisf action at least f or the moment.M: Your heads in the clouds - thats your trouble. Quit now and youll paythrough th

768、e nose f or it. Just keep quiet you dont want to have to eat your words.YP: Yeah, well . Ill cool it f or a day or two. But I don*t like keeping quiet. Idon*t want to be two-f aced. Even Brenda isn*t two-f aced!F: It could be better to be two-f aced than to put your head on the block!Understanding t

769、he textPart A: Comprehending the textDecide whether each of the f ollowing statements is true or f alse according to thetext. Put a V by your choice.StatementsTrueFalse1The American divers said that Xiong Ni was the real winnerbecause he beat Greg Lauganis at the 1988 Seoul Olympics.V2Carl Lewis bea

770、t Mike Powell at the 1996 Atlanta Olympics.V3The 2000 Sydney Olympics attracted around 340,000visitors.V4Newspapers or pens are considered signif icant thingsbecause they will bring in a lot of income.V5Short-term jobs were provided f or elite athletes af ter theGames were over.V6The Marathon of the

771、 2000 Sydney Olympics was held at theAustralia Stadium.V7Juan Antonio Samaranch was promoted to be the Presidentof the International Olympic Committee because he waswell-known throughout the world.V8According to the published data on the costs and incomef rom the Sydney Games, there were serious pro

772、blems withthe f inancing of the Games.J9The provincial government took over the directresponsibility f or running the Games because SOCOG wasUS $ 75 million in debt.J10Holding the Games is more likely to be prof itable if theeconomy of the nation that hosts the Games is good.VPart B: Interpreting th

773、e textAnswer the f ollowing as f ully as possible.1. Why, in paragraph 1, does the writer say that many Chinese people will thinkof the dignif ied perf ormance of Xiong Ni at the 1988 Seoul Olympics when they hearthe phrase, HThe Olympic Games?Firstly, of course, because he was a very good (and well

774、-known, Chinese)competitor. Secondly, because he very nearly beat Greg Lauganis. Thirdly, becausemany Deople believed lie had, really, won. Fourthly, because of his sportsmanship: hedidnt complain - bi, stead, he praised his rival.2. Is the question, nWas that really f or sporting reasons?*, in para

775、graph 2, agenuine question? Why or why not?The word really” indicates that there is some doubt as to whether it is a“genuine” question. In f act the question is Thetorical” 一 i, e. the writer isnt reallyasking a ruestion f or inf ormation but is using a question f orm in order to give his ownopinion

776、. (This opinion is that many Chinese people were more happy about theprestige than interested in the sports.)3. What does the sentence, Even the incidental purchases of apparently not verysignif icant things such as newspapers or pens will add a great deal to the overallincome of the shops that sell

777、 them.” (paragraph 2) imply?It implies that, although pens and newspapers are small items it is likely thatmany extra miHions will be sold during the Games because of the huge number ofvisitors.4. Why docs the writer consider Juan Antonio Samaranch being the President ofthe International Olympic Com

778、mittee to be an outstanding example of the f act thatcareers can be made of the Olympics?Because of the length of time he has bees in the organization, he made a career”of the Olympics, and he Tose through the ranks to become President.5. According to the writer, are the Olympic Games just a sportin

779、g event? Why orwhy not?No. They are .f ar .more. They bring prestige to the city hosting them. Theyprobably produce prof it. They certainly create lots of jobs, new buildings get built,and the host city is proud to be able to ,bask in its .f ame”.Developing your skillsPart A: SkimmingThe words given

780、 below are chosen f rom paragraph 3 of the text. Just look atthese key words and answer the questions. Write your answers in the spaces provided.1. Give three examples of the short-term jobs provided.Ground management; event management; administration; engineering; tourism;sales and marketing; selli

781、ng f ood and drinks; customer service.2. Give three examples of the specialized jobs provided.Systems programmers; business analysts; architects; engineers; f inance experts.3. Who were helped to f ind jobs when the Games were over?Athletes who had competed in the Games.Look at the words you underli

782、ned and answer the questions below.1. Give three examples of physical diseases caused by obesity.Diabetes; cancer; heart disease; lung disease; psychological ailments such asdepression, and low self -esteem.2. What is the warning given by doctors?Obesity is ”ons of the greatest health risks”. All th

783、e body can suf f er as a result.3. Is the common saying, nFat people are happier*1, correct? Why or why not?An entire class session, could be spent debating this subject! For example, howcan we decide if f at people are ,happier”？ Do we have to count al .f at people? Then,too, how do we def ine f at

784、? More dif f icult yet: how do we def ine happy”？ It mightbe suggested that if f at people are happier, they shouldnt be, or they dont realisethey have a problem”. But perhaps such discussion and debate can never besatisf actorily concluded; perhaps its simpler to quote another old adage: Laugh andg

785、row f at; g】 ow f at and be laughed at.!Part B: ScanningScan the text about obesity again and answer the f ollowing questions.1. How many words begin with ”c”？ 102. How many times can you f ind the f ollowing words?obese_3_ time(s)obesity2_time(s)people4time(s)health_2_time(s)physical2_time(s)Suppos

786、e you are asked to answer the f ollowing questions. Discuss in pairs whatword(s) you would need to look f or. Underline them if the word(s) are available in thequestions; or write them down if they are not.1. What are the names of the celebrities mentioned in the text?Xiong Ni, Greg Lauganis, Carl L

787、ewis, Mike Powell, Juan Antonio Samaranch.2. Which Olympic Games are mentioned in the text?1976 Montreal Olympics, 1984 Los Angeles Olympics, 1988 Seoul Olympics,1992 Barcelona Olympics, 1996 Atlanta Olympics, 2000 Sydney Olympics, 2008Beijing Olympics.3. How much money is needed to host the Olympic

788、 Games?The costs are huge. Merely the conversion of one building, f or the SydneyGames, cost US $ 240 million. The total cost of these Games was probablyapproximately US $ 2.5 billion!4. What are the jobs mentioned in the text?Both short-term and more specialized jobs are mentioned. Short-term examp

789、lesinclude jobs in selling and marketing, administration, tourism, customer service andground management. More specialized examples include jobs in systemsprogramming, business and f inance analysis, arch architecture and engineering.5. What are the economic benef its of hosting the Olympic Games?Ba

790、sically, prof it and development. If tire Games are well organised, rite host city/country will make a lot of money f rom the inf lux of thousands upon thousands ofvisitors and their spending; in the longer term, the new, f acilities (which have to bebuilt f or the Games), such as new buildings and

791、inf rastructure, mean that the city isbetter equipped to bid f or large international eyelets in the f uture.Scan the text about the Olympic Games again to f ind out the inf ormationrequired. Time how long it took you to f ind out the inf ormation.As well as underlining and circling, students might

792、like to use other, and varied,methods of highlighting dif f erent categories of inf ormation. Whatever methods areused, you should stress that these “tasks” do not constitute a test, or a competition:while the objective is to develop skimming and scanning skills, accuracy is a moreimportant f actor

793、than speed.Extending your vocabularyPart A: Words to noteLook again at the Words to note section. Use appropriate words f rom the list tocomplete the f ollowing sentences. Change the f orm of the words whenever necessary.1. The new president of the company suf f ered a loss of prestige because of th

794、erumours about his private lif e.2. The government has budgeted f or increased spending on housing, but it is notcertain whether the money will actually be available.3. If you eat too much f atty f ood, almost inevitably you will have the problem ofobesity.4. It is important to check if your argumen

795、ts are biased or not if you want tomake your proposal persuasive.5. The graduation ceremony was dignif ied by the presence of the f ormerpresident of the university.6. Mr Morris has just bought a watch that comes with a three-year guarantee, sohe is not worried if there is a problem with it.7. Carl

796、Lewis beat the other runners at the 1988 Seoul Olympic Games by a widemargin.8. Apparently obesity is a major cause of heart disease, although f ew people haveread the original research on this.9. According to f inance analysts, the economic climate will be better in twoyears* time.10. The members o

797、f the International Olympic Committee meet every f our yearsto discuss which country will host the next Olympic Games.Part B: SuffixesLook at the other nouns and underline the suf f ix of each of the nouns.I diver long-jumper visitor analyst engineer banker politician prof essorCan you think of some

798、 other suf f ixes that are f ound at the end of nouns relatingto people but not included in the list? Put down your answers in the box below.4 . ，M. MB A 4 . .IM KM V.M M,，*ea* ， i . 1 4 . .Mi a*，aM. M0.Mi* I*MQ.(M M，* 4 .M*a IM 1 .M) M( tad.BaM aMi -ess - is t -ant -man -eeComplete the table below

799、by writing three nouns ending in the specif ied suf f ix ineach of the corresponding boxes.SuffixesNouns1-erteacher, reporter, engineer2-orsurveyor, director, inspector3-istscientist, artist, typist4-esshostess, waitress, actress5-eeinterviewee, employee, payee6-antattendant, dependant, applicant7-m

800、anpoliceman, f ireman, salesman8-ianmathematician, physician, technicianExpanding your creativityDesigning a poster for the Beijing OlympicsExamples of possible phrases/expressions to represent the Olympic Spirit mightinclude:, May the best team win! (This is a common expression, meaning that the be

801、stteam deserves to win. Its also of ten expressed as May the best man/woman win!), May sportsmanship win! (This is an invented” expression; it suggests that agood, f air, sportsmanlike attitude is the aim.) The best losers are good winners! (This is also invented； it suggests verystrongly that there

802、s nothing wrong with not coming f irst: if you have a goodattitude when you lose, and if you genuinely f eel happy f or the winner(s), then youare a winner - in the game of lif e.), Win with honour; lose with dignity., Gold is f or joy,Silver .f or grace,Bronze .f or the oneWho still has a place,All

803、 who take partAnd strive in the race,They try f rom the startAnd have a brave .f ace,They f inish with heartThe Olympic race.As well as designing the poster, it is important the students justif y their choicesin the design and the language they have used. It may take the f orm of a semi-f ormalprese

804、ntation in which they introduce their posters.Understanding the textPart A: Making notesMake notes in the table below of the qualities that Ron and Laura believe arenecessary of a good teacher and a good student. When you have f inished, compare thetable with the one you completed in the Bef ore you

805、 read section of this unit. Try toaccount f or any dif f erences that exist between the two tables.A Good TeacherA Good Studententhusiasm; interest in students;knowledgeable in subjects being taught;wellorganised; conf ident; strict buthumorous; being well balanced in manyways, including giving espe

806、cial ef f ort andattention to the least clever as well as thekeen to learn; having good study skills;not necessarily clever; not too seriousabout their studies - outside interests arealso very important; keen to ask questionsif something is not clear; being wellbalanced between serious study and f u

807、ncleverestPart B: Comprehending the textFor each of the f ollowing, decide which option best completes the statementaccording to the inf ormation given in the text. Circle your answer.1. c) 2. d) 3. a) 4. b) 5. d) 6. d) 7. a) 8. d) 9. d) 10. c)Part C: Interpreting the textAnswer the f ollowing as f

808、ully as possible.1. Why are Laura and her classmates unhappy with the class conducted by thef unny guy although they all enjoy being there?Because they never get down to studying properly.2. Why did Laura ask Ron what he thought af ter saying that students didnt mindaccepting very strict rules and n

809、o laughing and joking?Perhaps she thought he - as a teacher - might be surprised that a studentactually appreciated strictness (because that teacher helped the students to, make realprogress); so site then wanted to know his thoughts.3. Why does Laura emphasize that a good student should have some o

810、therinterests?Because withoul other interests a student would never do anything else, and thisis clearly not healthy: mixing with others is very important too.4. How are the know-ails dif f erent f rom the students who ask questionsbecause they dont understand something?Because ”know alls” might be

811、used by the teacher to hide - or disguise - thef act that some members of he class are f alling behind and not learning well.5. Do you think that what Laura says is objective? Why or why not?Not really. Her comments are based largely on her perceptions - asd perceptionsmay be more subjective than ob

812、jective. However, she clearly is intelligent sherecognises herself that, since she is ref erring to people she knows personally, perhapsI cant see them (as) clearly”.Developing your skillsPart A: Using personal knowledge to make sense of a textWhen reading a text, you come across a lot of inf ormati

813、on. Some of theinf ormation may be less f amiliar or even new to you. If you want to understand theinf ormation that is less f amiliar or new to you, you need to activate what you knowabout the topic and then use this personal knowledge to make sense of the text.1. In pairs, discuss why maintaining

814、a balance is important if someone wants tobe a good teacher or a good student. Make notes in the box below.? While the passage gives a lot of ideas (and is, indeed, titled “A Question of Balance), ?I students should be encouraged also to produce (and justif y) their own ideas. . . . .2. Write a shor

815、t paragraph to suggest what a teacher or a student should do if theywant to improve their teaching or learning. Ref er to your personal knowledge aboutthe importance of maintaining a balance and what Laura said in the conversation.3Ei Studentsresponses will, of course, vary. However, some considerat

816、ion of the isgI f ollowingi s likely: Botht he teachers and the students need to develop and maintain a Euugm| balance between work and play, ef f ort and relaxation, being well organized and taking |IIaaI it easy, seriousness and f un. iPart B: Distinguishing facts from opinionsThis exercise is qui

817、te demanding - and very usef ul. Very caref ul reading isrequired - the very opposite of skimming or scanning; this requirement applies also tothe very precise instructions, the f ocus is only on Lauras points - and only on herpoints regarding teachers.The objective is to encourage caref ul analysis

818、 of the text.Lauras OpinionsReasonsEstablished FactsReasons, enthusiasm well organizedand conf ident, nactorn skills I think that. Actually* most kidsdont like undisciplinedclasses.n nI think you have to bea bit of an actor. 0 cannot describeteachers in generaF* ” . theyreall. dif f erent ”Actually

819、is a misleading word here. It is of ten used inappropriately even bynative speakers. The word and also the phrase in actual f act” is commonly usedto introduce something as if it were a f act when it is no more than a personalviewpoint. This is - in f act, actually! - the case here: Laura clearly ca

820、nnot claimanything, as a f act, about most kids.Extending your vocabularyPart A: AdjectivesThe adjectives in the table below are used to describe qualities of teachers andstudents during the conversation between Laura and Ron. Look at the adjectives andcomplete the table by f illing in the correspon

821、ding nouns and/or verbs. Leave the boxblank if there is not such a noun or verb. Follow the example.Part B: Cloze sentencesNounAdjectiveVerb1enthusiasmenthusiasticenthuse2humourhumourous3organisationorganizedorganize4qualif icationqualif iedqualif y5boredomboredbore6sensesensiblesense7crashcrashcras

822、h8f irmf irmf irm9balancebalancingbalance10interestinterestedinterest11dif f erencedif f erentdif f er12clearanceclearclear13miserymiserable14eagernesseagerLook again at the Words to note section and the adjectives in the table above.Use appropriate words f rom the list and table to complete the f o

823、llowing sentences.Change the f orm of the words whenever necessary.1. Because of her miserable childhood, she has a very strong personality. Shedeveloped her strength in adversity.2. Since Arnold is always happy, he has the nickname “Smiler”.3. Mr Williams is highly respected by his students because

824、 of his goodknowledge of his subject.4. Mrs Robinsons resume states that she is interested in a wide range ofextra-curricular activities.5. Being humourous is obviously one of the reasons f or his popularity.Everybody likes to have a good laugh.6. Jennif ers new classmates are not interesting at all

825、. Actually, they are justpuddings!7. The kids do not know much about travelling in space, but they areenthusiastic about the topic.8. Parents should be f irm with their children or they will grow up to beindisciplined.9. Because of the weak economic climate, a lot of qualif ied lawyers areunemployed

826、.10. Susannas cousin is a handsome man with a strong, square jaw.Expanding your creativityInterpreting data described in the Intercultural notes about good teachersand studentsMetaphorsAsking students to give their own metaphors f or good teachers can be a verycreative activity if students think of

827、their ideas and then put them into the f orm of ametaphor. Some students may think of well-known metaphors which are common insociety and they may write these down; this can also be creative, if the teacher asksthem to interpret the metaphor. For example, a well-known metaphor which has of tenappear

828、ed in Chinese contexts over several decades is A teacher is an engineer of thesoul. Students may have creative interpretations about what this means in the modemworld and how teachers help the design and development of the society of the f uture.The teacher could start the metaphor activity by givin

829、g an example f rom adif f erent culture and asking the class how they would understand it bef ore theyattempt to write their own metaphors. Here are two examples which may help to givestudents the idea.A good teacher is a sunny day. This example f rom Turkey might be explainedalong the f ollowing li

830、nes: a teacher can bring heat and light to students to illuminatetheir minds and ignite the f ire of their learning; a teacher can also bring brightness andhappiness, like a sunny day. Plants need the sunlight to grow they also need goodsoil and water, i.e. a good learning environment but growth com

831、es f rom within theplant. The sunshine of a good teacher can be necessary or vital but it is not the onlycondition; sunlight alone cannot make plants grow.A good teacher is like a candle. This example f rom Lebanon might beexpanded as f ollows: teachers bring light to the darkness so that students c

832、an f indtheir way in their learning and know the world better. However, the candle burns itselfaway (the wax melts) so that it can give light; in the same way, teachers sacrif icethemselves with their ef f ort and hard work so that students can have the light oflearning.In many East Asian and Middle

833、 Eastern contexts, students commonly give themetaphor that a good teacher is a f riend( a good f riend to share ideas with, a caringf riend who helps when help is needed) or a parent” (a kind mother, a strict f ather,showing care and concern). These are, of course, metaphors, so they do notnecessari

834、ly mean that the teacher is literally a f riend or parent; the metaphor does,however, give a strong emphasis, we think, on care and concern f rom the teacher, in asocial relationship like that of a f riend or parent. However, there is noticeably arelative lack of f riend” or parent” metaphors among

835、British students. The Britishstudents seem to emphasize that the teacher is a leader*, a guide”， a manager, anf acitatorH. There are of course other British metaphors (A good teacher is agardener, a juggler，a circus perf ormer0 and others) but rarely f riend* orparent. Students could speculate wheth

836、er this means that East Asian and MiddleEastern students generally see the teacher more in terms of social relationships,whereas British students see the teacher in more instrumental terms.If students have access to international students or to teachers f rom othercountries, it would be usef ul to t

837、alk to them and check out these metaphors. Thestudents can ask the international students or teachers f or their metaphors, and thencheck the meanings of teacher as a f riend or teacher as a parent.“Good teachers and ngoodn students in China and BritainWhen students interpret the research inf ormati

838、on, it is important to remind themof two points. First, these results are in rank order, so we can expect that when theaspects of good teachers1 or good students are placed in this order (according tothe statistics used in the original research), it ref lects some idea of their importance orthe emph

839、asis given according to the British or Chinese students; this doesn*t mean thatthis is a complete list (it isn*t) so other items might have been mentioned but theywould be lower down on the list. Second, the meanings given by students to particularphrases may not be identical, f or example, critical

840、 thinking* or independentthinking*1 may not mean exactly the same in China and Britain; however, thecomparison is interesting, even if it is not precise.Looking at the order f or good teachers1, it is clear that among these mostf requently mentioned items in the Chinese list, the teacher being warmh

841、earted andunderstanding is important and so is being a good moral example1, but these do notappear on the British list. Students might speculate whether these are particularlyimportant characteristics some writers have argued that these characteristics havebeen important in Chinese education f or ma

842、ny centuries. Is this just a matter ofemphasis: these characteristics would appear on a British list but maybe much lowerdown? Certainly, it is not the case that British students think that teachers shouldn*t begood moral examples! Students could consider whether recent changes in the rapiddevelopme

843、nts in China have also changed these characteristics of how teachers areseen, or not. Similarly, on the British side, a good teacher uses a variety of studentactivities1 1 and is lively, but these do not appear on the Chinese list. Is this simply amatter of emphasis (they would appear on a Chinese l

844、ist, but much lower down)?Perhaps teachers in China are developing lots of ideas about students1 activitiesnowadays?Looking at the order f or good students, it is apparent that students developinggood character*1 and preparing f or the class in advance* are important in the Chineselist but are not m

845、entioned in the British one. On the other hand, in the British list thereis emphasis given to “paying attention to the teacher0 and cooperating with theteacher. These are not stressed on the Chinese list but this may be because they areunderstood as part of respect1 f or the teacher in China (but no

846、t in Britain?).Obviously, British students do not try to develop bad characters, but maybedeveloping a good character is not so high on their list of the characteristics of goodstudents because perhaps they think of being a student in more academic, rather thanmoral, terms.In discussing these resear

847、ch results, two f urther points should be emphasized.First, both China and Britain are large countries, so we would not expect suchresearch to ref lect everybodys opinion in these countries. In both contexts, manyindividuals will, naturally enough, have their own experiences and personal opinions.Se

848、cond, the point of the activity here is that students should creatively interpret theresults, using their own experience and ideas, so that they have practice in handlingideas in creative discussion. The purpose of the activity is not to discuss particularteachers or students but rather to think mor

849、e generally about good teachers andstudents, perhaps with a view to f uture development and improvement. A f inalquestion, theref ore, might be f or the students to look at the lists f rom the research andthen to ask themselves, How can I be a better students?0Understanding the textPart A: Comprehen

850、ding the textChoose the most suitable completion f or each of the f ollowing sentences. Circleyour choice.1. d) 2. c) 3. b) 4. c) 5. d)Part B: Finding specific information in the textComplete the f ollowing chart by f illing in the missing inf ormation f rom the text.SCIENTIFIC EVIDENCE TO SUPPORT A

851、 SIXTH SENSEDescription ofSubjectsCountry of Origin(if known)Parts of BodyWhich “See”Scientific TestsCarried OutSamoan menSamoahandsBlind people inFrance(cannot assumethey are French)nose or f ingertipscountless testsblind girl in Italy(cannot assume sheis Italian)Eartip of nose andlower part of lef

852、 tearbright light shone onear- backed away asif in painblind boy inScotlandScotlandgirl in VirginiaVirginia(cannotassume country oforigin)bandages and tapeover eyes distinguish dif f erentcolours and read largeprintRussianwoman(RosaKuleshova)Russiatips of f ingersblindf olded/armsthrough a screen一te

853、lldif f erence between 3colourselbowblindf olded/ screened/all vision obstructed read newspaperwith elbowgeneral publicRussiastudentsRussiablind people in aninstituteRussiaPart C: Interpreting the textAnswer the f ollowing as f ully as possible.1. “Rosa really started something in Russia.1 (paragrap

854、h 3) What did she start?I An intense interest in the possible reality of eyeless sight”. IEK2. Explain how reason could af f ect a possible sixth sense.A nsixth sense” doesnt seem to make sense1. Our reason tells us, .f or example, that gwe only see with our eyes - and certainly not with our elbows!

855、 But, putting reason to |one side, people have long spoken of a sixth sense; people believe it exists, though it 寺is not. f ully developed. As the mind, and the ability to reason, develop in a child, the gnormal senses are more f ully controlled by the mind. And the mind tends to reject |what it can

856、not explain.3. How does the answer to question 2 above explain why a sixth sense seems tobe stronger in children than in adults?4 S 4 44 i r “ 3a 1* 4 4VI 44 4 M 41 ，4fl r“ Q，9M 4TO144 i M 4 i r “ Q4 I 9 43EI Because the whole personality of children is more open and growing. The mind has IiIi not,

857、yet, gained control. Children in Western countries believe in Santa, Claus; as E| they grow older they discard this belief and of course it is reasonable to do so. But |L JUagi does this, mean that the concept of Santa Claus is totally f alse? i4. In what way is a sixth sense like the whiskers of a

858、cat?I A cats whiskers help it to detect danger, and hence to survive. Its whiskers are ii extremely sensitive to its surroundings- just like an extra, or a sixth sense.C c f ” c 、“ c 、“ c 、 c 、 cm、 CTn、 c r r c r r c r r r f r e e “ e r r “ c r c r c r e r r r r c c r r e c r c e c rc c c rc r e r r

859、 r r r r r r r r c c r c c r r c c r r e c c r e r r r r c r r c c r r r r e r r I * “ 4, 44 4Ts 4* * * * * * T 4 r ， 4 .2 4 44 * * ” * V 4 r 4 “V*M ，4, CM 4 0 aBl Christmas and New Year are important .f estivals in Scotland, and ,many superstitions l省3B: are associated with, them. For example, you

860、should carry a piece of coal on your .f irst:38总gW visit of the New Year to the house of your f riends: this will bring them good luck, gs| And you should hope that the f irst visitor to your home will have dark hair, as this | will bring good luck to you. And at Christmas certain decorations are be

861、lieved to !g! bring special blessings, while dreams of her f uture husband can be induced, according !I昌I to the superstition, if a young woman sleeps with some mistletoe under her pillow. :Extending your vocabularyPart A: SynonymsReplace each of the underlined words or expressions in the paragraph

862、below withwords f rom paragraphs 1 - 3 of the text at the beginning of this unit. Do not alter themeaning of the paragraph.In todays more scientif ic age, many superstitions have disappeared f romcommon belief , particularly those relating to ghosts or the devil. However, somesuperstitions remain. T

863、hese tend to be related to certain events or activities. Oneexample is anything to do with business because any business wants all the goodf ortune it can get. Another example is when people need to go on a voyage or if theyneed to f ly - as both can be dangerous, people f ear the price of ignoring

864、superstitiousbelief s may be too high.Part B: Word familiesThe words in the box below call be grouped into f our f amilies - words that areblanketamuletspritebedspreadmascothearthf airysheetcharmmantel piecenymphcoverenchantmentf enderelfshroudspellchimneyExpanding your creativityStory planning- sup

865、erstitions are nonsense .Students may f ind writing a whole short story quite dif f icult and may pref er towork in groups of more than two. Of course, when the stories are completed, theymight be either read out and discussed by the class, or photocopied and distributed f orstudents to read and com

866、ment on in their groups, or displayed on the classroom wallor on a bulletin board. As the students listen to (or read) each story, ask them toidentif y any superstitions they notice.An example of such a short story (not intended to be serious) is.EFriday the 13th is a perf ect day f or moving house,

867、 said Ruf us Me Tavish. I Fdont believe in all this superstitious nonsense. And we*ll light a brand new f ire - we Fdont want to run the risk of cairying burning embers in the car. Oh, and by the way,lets change the cars registration number, too Ed like it to be FRI 13.au3His wif e Shiona was nervou

868、s, though. She had more traditional belief s and f ears 寺ethan Ruf us. But she didnt want to argue. Lets hope f or the best, touch wood she gmurmured. Ruf us overheard her and laughed: Better touch plastic !u he said. Thaf s3more modem and lasts longer ”uHIsFriday the 13th was wet, wild and windy. S

869、o Wet and wild that Ruf us dropped Ithe key to FRI 13 into the drain as he struggled to open the car door. He couldnt f ind Iehis spare set of key so they had to phone f or a taxi. But when the taxi driver fIapproached the f ront gate of their home, he saw the number on Ruf us1 car, his f ace !blanc

870、hed, his teeth started chattering and his hands started trembling . He crossed his |f ingers and sped of f . The taxi was no longer under the drivers control. It crashed into the tree at the end of Shionos garden, and the driver died on the spot when his taxi |I exploded into a f ireball.t Dummy !H

871、roared Ruf us.Poor soul! lamented Shiona. Lets hope that things soon start improving/1 sheI sighed, touch plastic .nUnderstanding the textPart A: Comprehending the textMake notes on the inf ormation given in the story by completing the table below.Main CharactersMarie, Jim, GenevieveRelationship bet

872、ween Marie and Jimhusband and wif eRelationship between Marie andGenevievef riendsCritical Eventa danceProblem (s) Faced by Marie and Jim They had little meeting of minds1about the importance of the dance. They had little money.Solution(s) to the Problem(s) Marie persuaded Jim. They limited their ex

873、penditure.1 They agreed to make it an only event ofits kind.Price of the New Necklace$2500Surprise at the End of the StoryGenevieves necklace had f ake pearls.Main Message of the StoryReal f riendship is not based on pretence.Part B: Interpreting the textMarie changed a lot at the end of the story b

874、ecause of an incident. The majordetails can be summarized in the f lowchart below. Complete the f lowchart by f illingin the missing inf ormation.Itefore the Incident； Marie a)cd Genevieve had a re- $lationship which Marie thought Jivo3 .friendship. Ji Jim supported Marie, but Jcouldn 7 afford the l

875、uxuries :that Marie thought icere impor- Jtant, i5 Pretentious a)id mther shal- J， low.j *? Housewife; * * life quite co m -:fortable5 Uuvealiatic; too much con- ? ?cerned icith others9 opinion. $W -After the Incident Genevieve didnt want to con-tinzie the relationship. Marie went out to work; sheen

876、joyed it, and stopped pre ：temling to be icealthi/. More realistic, down-to-earth, honest and likeable. Taking in other peopleswashing . sewbig; job in a ：shoe-shop. Realistic about what could *:make her happy/probably ；more cheerful.Developing your skillsPart A: Understanding a storyRead the story

877、again, and then answer the questions below in the spacesprovided.1. Give three examples of first-person narration in the story. Nonsense. If theres anything . persuade him to come with you. Why have you taken it of f ? I never did like f ake pearls. You can always tell theyre f ake.”2. Give three ex

878、amples of narrators description. In a f ashionable part. who liked to pretend she was., He was a very down-to-earth without pretence. But the more they discussed it. his wif e not to go to the ball.3. Identif y the setting of the story.New York in about 1950.4. Identif y the various scenes of the st

879、ory. Marie talking with Genevieve, and being persuaded by her. Jim talking with Marie, and being persuaded by her. Jim and Marie enjoying the dance. Disappearance of the necklace. Purchase of a replacement necklace f or $2500 and Marie consequentlyhaving to go to work to earn money to help pay f or

880、it. Genevieves rejection of Marie because women who went out to work* werenot nher sort of people Genevieve was a snob. Maries character changes as a result of her experiences she enjoys working;and she sees now the f oolishness of pretence and pretentiousness. Marie later learns the necklace had be

881、en a .f ake - a cheap old thing”!5. Describe the three main characters.Marie: Not wealthy but liked people to think she was (at the beginning of thestory). Rather self ish at the beginning of the story. Beautif ul. Honest. Proud.Jim: Down-to-earth - no pretence. Liked a simple lif e. Worked hard.Com

882、f ortable about who he was. Sensible caref ul with money. Good f amily man.Loved his wif e. Honest. Proud.Genevieve: Rich. Rather patronising. Arrogant (snobbish). Not very considerateor genuine towards her f riends.6. Outline the dif f erent stages of the story.Stage One: Jim working hard to improv

883、e f inancial situation of his f amily,planning .f or the .f uture. Marie rather self ish and wanting to show people she waswealthier than she really was. Went out with Genevieve to expensive places.Stage Two: Persuading Jim to go to the Ball (and spend more money on Marie).Preparing .f or the Ball.

884、Rented suit .f or Jim and borrowed clothes and necklace .f orMarie.Stage Three: The Ball. Marie happy and beautif ul. Jim proud of his wif e. Lostnecklace.Stage Four: Marie had to work to repay necklace. Jim was also working veryhard. No more going to expensive places. Marie started to realize she w

885、as wrongbef ore.Stage Five: They have paid of f the loan (and .f ound out the necklace was notreal). Lif e has improved f or them even though they have had to work hard and arepoorer than bef ore. Marie no longer pretends to be something she isnt. Lif e is goodf or them.7. Identif y the turning poin

886、t of the story.There are several possible answers to this question, but they all relate to the sameevent . the losing of the necklace. It could be said the turning point is when Marieborrows the necklace (or even when Jim agrees to go to the Ball) - but they are allturning points because the necklac

887、e was eventually lost.Part B: Relating fictional events to your own experienceMarie changed at the end of the story; she became more down-to-earth. Sherealized what was more important to lead a happier and richer lif e. Do you have asimilar attitude towards your lif e? In pairs, discuss the question

888、 and complete the tablebelow.Attitudes Towards LifeMariesShe changed f rom being pretentious, too big .f or her boots, unrealisticand with her head in the clouds, to a pleasanter, more down-to-earth,honest and probably pleasanter and happier person.YoursStudents can obviously say many dif f erent th

889、ings here, but theimportant thing is that they should think of their own values and try towrite something about this in English.Your Partner Again, students may say a variety of dif f erent things: the importantpoint is that they should share something of what they really thinkwith their partner, in

890、 English.Extending your vocabularyPart A: AdjectivesWhich of the f ollowing adjectives could be used to describe Maries characterbef ore she lost the necklace. Def ine each of the adjectives and say whether or not youthink they could be used to describe Marie*s character. Follow the example.1. prete

891、ntious: Pretentious means behaving in a way that is intended toimpress other people but seems f alse or too deliberate. Marie was pretentious becauseshe liked to pretend to be rich.2. luxurious: Luxurious means surrounded by luxury. Marie was too poor toenjoy luxurious surroundings. (This adjective

892、is not used to describe people, but rathersituations and settings.)3. absent-minded: Absent-minded means f orgetf ul. Marie almost certainlywas absent-minded - assuming that she lost the necklace (rather than that it wasstolen f rom her).4. pragmatic: Pragmatic” means realistic acd accepting the bou

893、ndaries ofreality. Marie was not pragmatic at the beginning of the stow - but her experiencetaught her pragmatism.5. sophisticated: So-histicated” means appreciative of pleasures and activitieswhich are or which sophisticated” people think are superior and aboveaverage”. Marie aspi】ed to sophisticat

894、ion at the beginning of the store but developeda pragmatic attitude af ter her experiences: her new pragmatism mirrors Jims, andperhaps she sees a certain .f alseness in Genevieves so-called sophistication.6. innocent: Icnocent means child-like; and easily persuaded by -superior”people. Innocence in

895、 children is beautif ul; .f or Marie her innocence caused herunnecessary worry.7. unrealistic:* Unrealistic” means not being able to f ace f acts. This is anantonym of pragmatism in many ways. Marie becomes realistic as the story develops.8. tactful: If someone is tactf ul， he/she tries to sweeten t

896、hs pill” 一 i.e. statewhat is true in as gentle a way as possible. Marie did use tact in persuading Jim to goto the dance.Part B: Vocabulary in contextHow would you describe Jim and Genevieve? Based on what you know aboutthem in the story, use three adjectives to describe each of them. Write your ans

897、wersand explain your choices in the table below. Follow the example.AdjectivesReasonsJimdown-to-earthJim never pretended to be rich.pragmaticJim was realistic about his situation.good-heartedJim tried hard to protect and pleaseMarie.GenevievepersuasiveShe persuaded Marie to persuade Jim.snobbishShe

898、“turned her back on” Marie i. e.rejected her- when she had to take ajob.unkindShe was neither a real f riend nor was shetactf ul in ref erring to the necklace shehad loaned Marie (that cheap oldthing”)Expanding your creativityPlanning the sequel to The NecklaceWork with a partner and plan a sequel t

899、o the story of The Necklace. Whathappens next?Do you think that Marie will tell Jim that the original necklace was a f ake one*?Will Marie and Jim explain to Genevieve that she now has real pearls, not f ake ones?Or do you think that they will try some tricks to get the real pearls back (which theyp

900、aid f or) and put some f ake ones in their place?Plan the next part of the story together. Think about the next stages and any moreturning points. Then tell your sequel to another pair and listen to their version.Which version is more consistent with the f irst part of the story?The details of the p

901、lot in each sequel will, clearly, vary a great deal. However, thepersonality and behaviour of the central characters should be consistent with theoriginal story. Generally, the sequels may ref lect the f ollowing:,It would be consistent with Jims character to tell Genevieve the truth, probably.As to

902、 Maries attitude about Genevieve, this is perhaps not clear - though Mariehas learned her lesson and become Holder and wiser we arent really told whethershe has many opinions about Genevieve the developments in her lif e mean thatGenevieve isnt really important to her now., Beyond consistency of cha

903、racter, however, the sequel would perhaps be more“f un if Jim and Marie did plot, together, to get their own back on Genevieve precisely by conducting a plan to get the real pearls back: then the $ 2500 would betheirs. (And they would deserve it!),A nice f inal twist to the story would be to describ

904、e Marie telling the whole storyto Genevieve, then asking her if she has kept her f ake pearls* and if so, why?(Because surely people who claim to be sophisticated dont want f ake!)When students have told their versions in pairs, the teacher could ask twostudents to give a dramatic reading of the f i

905、nal dialogue f rom the Maupassantversion of the story.Understanding the textPart A: Comprehending the text1. Complete the f ollowing sentences.The main reason f or the decision to build Milton Keynes was that wany majorBritish cities were overcrowded and short of f acilities.The town planners in Bri

906、tain at that time were excited because they were able toimagine and conceive a brand-new city (perhaps teach .f rom scratch” here).2. Complete the f ollowing table which shows the advantages Milton Keynes hadf or various sections of the community.Section of the CommunityAdvantagescar-ownersNo traf f

907、 ic hold-ups (perhaps teach the phrase snarled upin traf f ic0 here, which would apply to other cities at rushhour).WorkersWork places are close by (perhaps teach within easyreach).young people A great number of leisure activities. Other major cities (e. g. London and Birmingham) arenot f ar away.ev

908、erybodyIts a pleasant environment to live in”.3. Despite the above advantages of Milton Keynes, some people argue that thereare also disadvantages. Make notes on some of these disadvantages and who theyparticularly af f ect.Disadvantages of Milton KeynesPeople Affected Town is built f or the car”.,

909、Not much character. People who dont have a car. People who need to f eel thewarmth and personality* and history”of their town.Part B: Interpreting the textAnswer the f ollowing as f ully as possible.1. Explain as precisely as possible the title of the text A Planned Town in anUnplanned Country.Town

910、planners imagined, conceived and built a “complete new city on an areathat was mainly agricultural land”. Most cities grow and expand slowly over time -Milton Keynes was ,manuf actured”； virtually every other town and city, village andhamlet has grown in the ,unplanned” country of England, over the

911、decades and overthe centuries.2. How would you answer the question asked in paragraph 4: Has the plannedcity been a success*1? Give reasons f or your answer.In some ways, yes. Its f ree of trafc problems, unemployment levels are low,there are ,perhaps hundreds” of varied leisure .f acilities. But it

912、s perhaps not such asuccess .f or older people - as Mrs Goodall suggests in question 3.3. Why did the writer of the text include paragraph 6, in which he gives the longquotation of Mrs Goodall?Mrs Goodalls long quotation makes it clear that there are some advantages andsome disadvantages; the writer

913、 is balancing” his/her judgement by giving the otherside of the story”.4. What does the writer mean in paragraph 9 when he says, (Milton Keynes)really hasnt got much character as a town?Character is a quality which evolves over time. Milton Keynes was built f rom ablueprint, manuf actured. Perhaps t

914、he teacher should make the point hat he ideas heremay be very usef ul, f or some students, and less helpf ul f or others: encourage thestudents by making it clear that these ideas present just one possible approach; it is notessential that they analyse and ,direct” the text in this way if this appro

915、ach does notsuit them.Developing your skillsThe structure of a textNow read the f ollowing short text and plot the time sequence it f ollows on thechart.Position in TextBeginningDistantPastPastRecentPttStPresentNearFutureFutureDistantFuture845126Now look again at the text in Unit 10. Plot the struct

916、ure of the text on the chartbelow.Extending your vocabularyWords to noteLook again at the Words to note section of this unit. Use appropriate words f romthe list to complete the f ollowing paragraph.The local government decided to use two hectares of land on the edge of theplanned new town to develo

917、p a large complex of sports f acilities. First of all, theexcavators had to f ill in two canals that had once been used to transport f arm produceby water to the larger cities in the North of the country. They also decided to replacethe winding road that used to lead to the area with a wide avenue w

918、ith a line ofimposing oak trees on either side. Illogically, perhaps, in this area of brand-newpremises, they also decided to leave the hundred-year-old villa in the centre of thearea as a reminder of the past.Now choose any f ive words which have not been used above. Write a sentence ofyour own f b

919、r each of the words you have chosen.1. Wide and elegant boulevards give character to Paris.2. Many cities today are criss-crossed by dual carriageways.3. Traf f ic snarls of ten cause chaotic conditions in London.4. The dinesaur has long been extinct.5. Several tools perf orm dual f unctions.6. Enwl

920、oyees sometimes are not paid their salaries where companies gobankrupt.7. The president made a gradous gesture to the old lady, inviting her to sit down.8. A grid is usef ul f or planning and organising new developments.9. A mosaic is a picture composed of a large number of small pieces which .f itt

921、ogether to f orm a whole.10. Thu person who doesnt drive is something of au oddity in Milton Keynes.11. Although its a bit aerve-wracking, the sport of paragliding gives a sense ofexhilaration.12. Its very dif f icult to recreate the past: Milton Keynes has essentially lef tbehind the past that Mrs

922、Goodall remembers.13. The skeleton is the model oc f ramework f or many things, including livingcreatures and newly-built cities such as Milton Keynes.Expanding your creativityPrioritizing in town planningThis exercise gives ample opportunity f or discussion, debate, suggestions andquestions. The te

923、acher can spend as much or as little time as he/she chooses - and astime allows, of course! With a class of imaginative and able students it might be agood idea to encourage pairs of students to add other and more unusual characteristics: encourage them perhaps to suggest some less obvious ideas or“

924、oddities” to include as priorities. See how many unusual, or outrageous, ideas thestudents can come up with! How about a zoo? Maybe a pre-historic museum, f or dinosaur skeletons, etc. ?What about a total ban on all motorized vehicles? (All cars to be lef t at a specialcar park at the city limits, w

925、ith a good bus service f rom there to the city center;bicycles can be hired on all street corners.) Or a prohibition on anyone over the age of 50? (Only younger people arepermitted in the town center.)The main transport system will be using specially constructed canals: a networkof canals and public

926、-service boats will allow everyone to move gracef ully around thecity and the presence of water will be good f or the environment, nice and cool insummer and good f or irrigation.Understanding the textPart A: Comprehending the textChoose the correct alternative(s) to complete each of the f ollowing

927、sentences.The sentence may have more than one correct completion, in which case you shouldcircle the letter of each alternative.l .c) 2. d) 3. d) 4. a) 5. b) 6. b)Part B: DiscourseIn your own words wherever possible, explain exactly what each of theunderlined words in the text ref ers to.1. nit in p

928、aragraph 1the huge population2. “This” in paragraph 2the .f act that almost 100 million people are bom every yea、3. “It” in paragraph 3the huge annual growth in population4. this in paragraph 3the increase in human lif e span5. Their in paragraph 8babies bom in Af rica and India6. those in paragraph

929、 9countries such as Papua New Guinea, Burma and ThailandPart C: Interpreting the textAnswer the f ollowing questions as f ully as possible.1. What is the dif f erence between birth rate and death rate*?The number of births over a given period compared with the number of deathsover the same period.2.

930、 Why does the author say that our successes the very cause of the greatest threatto humanity* (paragraph 3)?The success” has Ind to an increase ia population. People need resources.Resources are f inite. We are using up these resources too quickly. These resources“keep us alive (paragraph 6); we are

931、 ,ensuring that there will be no tomorrow”.3. What is the major dif f erence between income and capital* as they are used in thetext?“Capital here is .f ossil .f uels and mineral deposits, and also .f ertile soils.groundwater and other species. ,Income” here is the suns energy - and what thiscreates

932、.4. Why, by only considering our needs of todayH, do we ensure there will be notomorrow1 1?By consuming our carital” ( paragraph 5) and destroying the very resourceswhich keep us alive”( paragraph 6), we are not preparing f or any f uture.5. In what ways is nature both f ragile and powerf ul?It is ”

933、.f ragile” because mankind so easily destroys” it but powerf ul becauseit can restore itself so well: mankinds creations - even the most impressive, such asthe Great Wall in China or many pyramids in Egypt - have a very short lif e-spancompared with the ”lif espan” of nature.Developing your skillsPa

934、rt A: Note-takingThe teacher might like to expand a little to the class on the skill of note-taking.For example, there are many dif f erent ways of taking notes. A system” which worksf or one might not be good f or another. However, a very f undamental principle is this:you cant take notes until you

935、 have taken note. To take note means to understandf ully what you are reading, or listening to. When, and if , you understand, then the“how of your notetaking is unimportant: provided your ”how works f or you, thatsf ine.paragraph 1: b)paragraph 5: b)paragraph 9: b)paragraph 2. c)paragraph 6: a)para

936、graph 10: a)paragraph 3: a)paragraph 7: a)paragraph 4: c)paragraph 8: b)Part B: Summary writingUse the notes you selected in the above activity to write a very concise summaryof the text Finite Resources*. Try to use f ewer than 80 words.l Population growth and, mankinds increased lif e-span threate

937、ns our f uture, since our | planets resources are f inite; we are depleting our resources, destroying natures IRP? balance and endangering the planet*s capacity to renew its resources. But we seem ?: unaware that we are thereby destroying thef uture f or generations yet unborn. I,MXinKv3R：wl The dev

938、eloped nations are more guilty than the developing ones because their !IIW individualc onsumption is unnecessarily huge. Everyone has a duty to protect nature: IMMERW unless we act now, mankind, may not survive. 5Extending your vocabularyPart A: SuffixesVerb f orms of a word can of ten be changed in

939、to the noun f orm by using thesuf f ixes -ationH, 0-ment, n-ionn.The f ollowing words are taken f rom the text. Complete the chart below using theappropriate f orm of the noun or verb f or each space. Follow the example.-ation-ment-ionnounverbnounverbnounverbpopulationpopulateachievementachieveexplo

940、sionexplodeaccommodationaccommodatedevelopmentdevelopdef initiondef ineconsiderationconsiderrequirementrequiredestructiondestroyinnovationinnovateencouragementencourageproductionproducecreationcreateactionactconsumptionconsumePart B: Using prefixes to form negatives/oppositesWords can be given the o

941、pposite or negative meaning by adding one of a rangeof pref ixes.Examples f rom the text include:, in-: incurable, inf inite, incredible, incapable; un-: unable, undoubtedly;, ab-: abnormal (less commonly used).Look at the table below, which gives examples of other pref ixes commonly usedto give the

942、 opposite or negative meaning to words. One example of each is given toyou.PrefixExamplesin-intolerant, insecure, insignif icantun-unsatisf ied, unclear, undecidedde-decode, def ormed, de-emphasise, deconstructir-Irresponsible, irregular, irrationalim-Impolite, impermanent, impracticalmal-Malnutriti

943、on, malf unctionmis-Misuse, misplacedis-Dissatisf ied, displace, distrust, dislocate, discontinueUse any f ive words f rom the list of examples in the table above in sentences ofyour own.Follow the example.Example: The teacher was unsatisf ied with the poor perf ormance of her class.1. Its impractic

944、al to solve all the worlds problems by tomorrow.2. But its irresponsible not to start addressing our problems today.3. No intelligent person can remain undecided: the problem is acute.4. Everyone can contribute to the solution: nobodys contribution is insignif icant.5. The rich world needs to de-emp

945、hasise some of its superf icial and short-sightedpriorities.Expanding your creativityWhat shall we give up?There is huge scope here, obviously, f or debate. The def inition of rich, f orexample, could take up a whole class if teacher and students really considered thisquestion seriously. Teachers mi

946、ght, f or instance, invite each student to explain whyhe/she is personally very rich! (Presumably they are not starving; presumably theyhave clothes on their bodies; presumably they have been to a movie or watched TV atleast once in the last 12 months: do they know how many millions are starving, ar

947、ewearing rags, will never go to a movie,.?)Also, as a provocative and thought-provoking exercise, students might perhapsbe encouraged to put as many items as possible into the absolutely necessary to giveup category.Remind them, f or example, that f or probably more than 99% of the time ofhuman exis

948、tence in the planet - during which time humanity apparently developedwithout endangering the planet- we coped adequately without more than 50% of thethings listed (viz. A/ C/D/E/F/G/H .), An English saying is relevant here: nDesperatediseases need desperate remedies. But other sayings also give f oo

949、d f or thought: One persons necessity is another persons luxury. If luxuries become necessities, what are the new luxuries? If we can*t f eed our needs, do new deeds or plant seeds, we bleed. Necessity is the mother of invention (if theres a real need someone will inventsomething or come up with a s

950、olution).Understanding the textPart A: Comprehending the textComplete the f ollowing sentences.1. According to paragraph 1.Gestures are commonly used to convey meaning, or add omDhasis to our words.An example of a very positive gesture is to close your f ingers and then raise yourthumb.At the 1968 O

951、lympic Games, the American Olympic team was unhappy becausesome members, made the ,Black Power” sign.2. According to paragraph 2:The example about the people in caf es in three dif f erent countries shows thattouching other people is commonplace in some societies and almost non-existent inothers.The

952、 people in Central and South America f ollow Iberian habits.3. According to paragraph 3:It is important to learn a societys acceptable f orms of greeting.A common way to greet people on f irst meeting is to shake hands.In Sudan, when a man meets a woman he knows, they walk past each other,without lo

953、oking at each others f aces and saying at least f our greetings, such as Peacebe with you.”4. According to paragraph 4:In parts of Af rica, children will leave the room when a parent winks at them.When speaking to others, it is dif f icult to know how much you should look at heeyes of the person you

954、 are speaking to.In Europe and North America, dishonest people avoid looking in Deoples eyes.5. According to paragraphs 5 and 6:Using f ingers to cat is common in some countries, but only with the f ingers ofthe right hand.To play saf e, it is better to f ollow hv behaviour of the eoule youre eating

955、 with.The example about of f ering f ood to other people on a train travelling in Spainshows that customs change with the passage of time.The writers advice is to be observant of the gestures of , native speakers.Part B: Interpreting the text1. Complete the f ollowing table by writing a description

956、of the theme of eachparagraph in the appropriate space.ParagraphTheme1Gestures are part of communicating. They can be complex.2Touching people is a gesture: people f rom some areas use this morethan others.3Its important to learn acceptable f orms of greeting when in a f oreigncountry.4The eyes are

957、one of the most expressive parts of the body f or makinggestures.5Methods of eating also vary among societies.6Its helpf ul to observe gestures used by native speakers if you want tolearn how they communicate.2. The theme of the whole text is that language and communication involve morethan speech.P

958、art C: Summarizing the information in a textQuire of ten, the easiest way to summarize inf ormation in a text is to convert theinf ormation into a table. Complete the f ollowing table by f illing in the missinginf ormation.Gestures/Greetings/F oodHabitsMessage(s) ConveyedPeople/Places Involvedpointi

959、ng at something withones f ingerto indicate somethinginterestingvery many people in verymany countriesthumbs upto indicate things are f ineNOT in Iran andBangladeshputting closed f ists in theairto indicate happiness,success and victoryspecially some blackactivists, especially in USshaking handsto g

960、reet someonewhen meetingvery commonly usedputting arms around othersto greet someoneupon meetingsome countries (notspecif ied); men greetingmen or women greetingwomenkissing each other on thecheekas a greetingSpain and France; mengreeting womenputting one knee onthe ground, then, lookingin opposite

961、directions andsaying at least f ourgreetingsto greet someonein Sudanputting the palm of oneas a greetingin Indiahand against the other one,with the f ingerstogether and pointingupwardslooking up into the airto indicate something isnot serious or not truein England and USpointing to things withones e

962、yesto indicate somethingin the Philippinesclosing one eye/winkingto tell a child to leave theroom to signal that somethingis a joke or not true in parts of Af rica, in Englandleaving f ood on ones plateto indicate you have eatenenoughin Indonesiaof f ering f ood toothers around whentravelling by tra

963、in in Spainto be f riendlyin Spain (but less commonnow)Developing your skillsPart A: Identifying topic sentencesRead the text again and complete the f ollowing table by writing the topicsentence(s) of the f irst three paragraphs in the corresponding boxes.ParagraphTopic Sentence1Gestures are those m

964、ovements . to what we are saying with words.2Some countries use gestures much more than others.3One of the f irst throngs . is, of course, greetings.Part B: Identifying expansionsThe sentences below are chosen f rom paragraphs 4 and S of the text. Discuss inpairs which one is the topic sentence and

965、put a J beside it. Both of the expansionshave a similar f unction. Identif y this f unction and write it in the box provided.paragraph 4: a) paragraph 5: a)5gI Expansion Function: giiHKM aWB Giving examples ot EkrZhMgl Almost any part of the body can be used . |iiatsI Food habits also vary greatly .

966、 |Now write an expansion f or each of the topic sentences given below. Thef unction of each expansion should be the one specif ied in italics, describing the causeor result of the topic sentence广 * 一 一 一 ” i 一3 3 3 3 3 3 3 年: Many species of animals are now under threat of extinction. One reason is

967、that the ：zzI places where they can get .f ood are disappearing because of mankinds encroachment. Irephrasing the topic sentenceI Interpersonal and communication skills are very important to those who work in I1II the business sector. Without ef f ective and ef f icient exchange of ideas and ii inf

968、ormation, business cannot thrive. iproviding an alternative to what is mentioned in the topic sentence二 一 一 一 一 一 一 一 一 一 一 一 一 一 一 一- - - -一?: Listening to English radio programmes helps improve listening skills. Another usef ul III exercise is to listen to tapes which are part of good English cour

969、ses.er”“f ee“ee” “f “ee” * * * * * *a*if “*i*ie“e*iree*ire*i*irercrercrerceerceerererrrerercrrrcrercrrecreec*giving the opposite to what is stated in the topic sentenceI Online shopping is very common in a lot of European countries and North America. II In rural India, however, it is virtually non-e

970、xistent. Idef ining a concept or a term introduced in the topic sentencer Over the past several years, cloning has been one of the most controversial issues ri among scientists. It involves developing an animal purely in the laboratory, by |2K： scientif ic and technical (rather than natural) process

971、es. ?explaining the topic sentence- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 飞 An apple a day keeps the doctor away. This tells us the importance of apples in a 22I humans diet. EExtending your vocabularyPart A: Words to

972、noteLook again at the Words to note section. Use appropriate words f rom the list tocomplete the f ollowing sentences. Change the f orm of the words whenever necessary.1. Sometimes people tell lies because they f ind it very embarrassing to tell thetruth.2. Mr Philips is very healthy despite his old

973、 age. He is blessed with excellenthealth.3. Copying other peoples work without properly acknowledging their ef f ort isconsidered to be dishonest in the academic world.4. Using suitable gestures in a persuasive presentation can help to conveymessages more ef f ectively.5. In some countries, people a

974、re advised to maintain a low prof ile. People may beof f ended if you are too expressive.6. Albert Einstein was awarded the Nobel Prize because of his great contributionto science.7. Andrew winked at Gabriel to show that he was playing a joke on the others.8. I am sorry to have to tell you that your

975、 new proposal got the thumbs downf rom the selection committee so it cannot go ahead.9. Dont shake your f ist at him even though you are very angry. Violence cannotsolve the problem.10. Those who have emigrated to other countries normally f ind it dif f icult to getused to f oreign customs. The prob

976、lem f aced by elderly immigrants is of ten even moreserious.Part B: Geographical namesIn the text, many geographical place names are mentioned. Categorize thesenames into various continents. Follow the example.ContinentsGeographical Names1. AsiaChina Iran Bangladesh the Philippines Indonesia India2.

977、 EuropeLondon England Germany Holland Britain Sweden SpainPart C: Peoples and culturesGreece France Italy3. North AmericaFlorida United States4. Central AmericaPuerto Rico Caribbean5. Af ricaSudan ZaireIn the text, names of various peoples and cultures are also mentioned. Readthrough the text again

978、and f ind the names of the peoples/cultures f or each of thef ollowing geographical places. America American South Af rica - South Af rican, China- Chinese, Spain Spanish / Spaniard Portugal Portuguese Europe- EuropeanComplete the table below by writing the appropriate name of the people/culturef or

979、 each of the geographical places in the corresponding boxes. Follow the example.GeographicalNamesPeoples/CulturesGeographicalNamesPeoples/Cultures1. IranIranian9. BritainBritish2. BangladeshBangladeshi10. SwedenSwedish / Swede3. Puerto RicoPuerto Rican11. GreeceGreek4. CaribbeanCaribbean12. FranceFr

980、ench5. EnglandEnglish13. ItalyItalian6. GermanyGerman14. SudanSudanese7. IndonesiaIndonesian15. IndiaIndian8. HollandDutch/Dutchman/Dutchwoman16. the PhilippinesPhilippine/ FilipinoExpanding your creativityA ncountries and peoplesn gameThis will obviously stretch some students more than others. If s

981、tudents seem tobe too intimidated by the game (af ter you have encouraged them, of course!) you canlimit the scope of the exercise - e.g. by mentioning only well-known people in theircity or province (by their English-spelled name, of course, using pinying). The wholepurpose of the exercise is, obvi

982、ously, to get the class - everybody, however “weak orshy to do at least some talking: this helps to establish conf idence and show thatEnglish isnt impossible*1!An easier version of the game is to use any words in English, not just countries.Bonus points could be given if a student gives a word f ro

983、m any of the Words to notesections in the book so f ar.Understanding the textPart A: Comprehending the textComplete the table below by f illing in key inf ormation about the story.Key InformationSetting Approximately 200 years ago Rural environment Family not rich, but not working class*Main Charact

984、ers Elizabeth and Darcy Jane and Charles Bingley Mr and Mrs Bennett Mr WickhamMajor Incidents Jane f ell in love .with Charles Bingley. Darcy interf ered with this relationship. Mr Wickham told Elizabeth some bad things about Darcy. Elizabeth increasingly disliked Darcy; she ref used his marriagepro

985、posal. Darcy told Elizabeth Mr Wickham was not truthf ul - he wastedother peoples money, and he lied. Elizabeth heard yew positive news about Darcy f rom people whoknew him well; she started to review her own prejudice against him. Then Darcy intervened to help Elizabeths sister, Lydia, andtheref or

986、e her f amily.EndingElizabeth now accepted Darcy in marriage, having changed heropinions about him. And Darcy changed his wind about Janemarrying Charles.Major Message(s)Everyone can change his/her minds, discard his / her prejudice, andhis / her pride.How are the major characters in the story conne

987、cted? Draw lines and write labelsaround and across the circle to show the connections. Usef ul labels include: parents,aunt & uncle, sister, f riend, get married.This is obviously a task to work on in pairs, or small groups - and to talk aboutthe relationships. Of course the major characters relate,

988、 in dif f erent ways, to all theother characters. Elizabeth, f or example, is not just the daughter of . but also Hthesister of . , Mthe niece of the wif e (at the end!) of ”, and so on.Part B: Interpreting the textWhich character in the story do you f ind most impressive? In pairs, discuss youropin

989、ions about the major characters in the story, including Elizabeth, Darcy and MrWickham, and then complete the table below.ElizabethDarcyWickhamBackgroundMiddle-class. Not rich,but not haying to workVery rich.Appearing a snob,but in f act not.Soldier. No ,moneyof his own butsupported by DarcyStrength

990、s Intelligent HonestTrying to help lessf ortunate people. Handsome WittyWeaknessesToo gullible (believingthings too easily) Interf ering Outwardly veryreticent (This couldDishonest and tooglib GamblingMost Impressive Character (explain your choice):be seen as a strength,perhaps!) Wasting moneyMajor

991、Deeds Visited Pemberley, Weighed evidence andchanged her mind, Persuaded Charlesnot to marry Jane Ref used toemploy Wickham butpaid him money Paid Wickhammore money topersuade him towarty Lydia andsave the f amily Lied about Darcy Persuaded Lydiato elopeImpressive* does not necessarily imply good”.

992、Encourage students not simply tochoose the “hero and heroine but to consider whether Wickham is the mostimpressive (although a bad) character., Without Wickham, of course, there is no story . But both Elizabeth and Darcy are impressive, of course, especially in their courageto change themselves and

993、to admit that they had been wrong.Part C: Modifying the textThis is an excellent exercise to show there are no set or required answers.Encourage imagination. Of course, students need to justif y their answers withexamples f rom the text and with reasoned arguments.Using your notes, brief ly extend t

994、he story by describing what happened toWickham and Lydia af ter they had got married. Write your story in the box below.? Some imaginative suggestions:f - Wickham turns over a new leaf i.e. his character is ref ormed. He operas a homeR? f or orphans.: Lydia pref ers the old Wickham although he was b

995、ad, he was colourf ul and:J v,MXI interesting. Now he bores her because he seems too good. IV3R：wl - Lydia then shows her true character: f ar f rom being sweet and lovely, she is vicious. 1I II She decides to leave Wickham. She even considersp oisoning him! I盯hen .IDeveloping your skillsPart A: Ide

996、ntifying the background of a storyRead through the list below that brief ly describes the background of the story.Identif y the extract(s) of the story related to each of the descriptions and write theextracts in the spaces provided. Follow the example.Example: Men enjoyed more f reedom than women.W

997、omen were not supposed to give their opinions about anything.1 11. People were categorized into dif f erent social classes.paragraph 3: A f riend of his called Mr Darcy . persuaded Charles not to marryJane because she was not f rom a rich f amily.2. Riding was a popular social activity, especially a

998、mong the upper class.pargraph 4: He was a soldier and a very good horseman,.3. Family ties were closer.paragraph 5: But she not only ref used him. she also told him it was because hehad made her sister unhappy,.paragraph 10:. but she knew that this was a really terrible thing f or the f amily.4. Soc

999、iety was a bit conservative.paragraph 10: No one would marry any of the sisters now.5. There were not many opportunities f or climbing up the social ladder.paragraph 5:. but he still thought that he was right, because she was poor .6. Mens status was, in general, higher than that of women.paragraph

1000、2: . when a woman got married her f ather had to pay the newhusband a great deal of money.7. The economic climate was not good.paragraph 10: . and when Mr Bennett died they would lose their home. Howwould they survive? The only way to save themselves was to persuade Wickham tomany Lydia.Part B: Iden

1001、tifying the chronological sequence of a storyRead through the list below that summarizes the major development of the storyin this unit. Rearrange them in the correct chronological order, and write theappropriate letter in each of the corresponding boxes. You may need to re-read thestory as you do t

1002、his.1e7113m2a8j1403f9q15n4k10d16g5i11b17p6c12hExtending your vocabularyPart A: AdverbsAdverbs are f requently used ill f ictional writing. In general, English adverbs aref ormed by adding *-lyn to an adjective. For example, surprisingly is f ormed byadding -ly” to the adjective surprising.1. Identif

1003、 y other examples of adverbs used in the story. Write the examples in thebox below.： unexpectedly extremely luckily strongly strangelyI kindly secretly unf ortunately f ortunately quickly2. Some adjectives used in the story can be changed into adverbs by adding -lynto them. Identif y these adjective

1004、s, and change them into adverbs. Write your answersin the table below. Follow the example.AdjectivesAdverbsAdjectivesAdverbsgreatgreatlydif f erentdif f erentlyclevercleverlypoorpoorlyPart B: Vocabulary in contextrichrichlysensiblesensiblyangryangrilyhonesthonestlypolitepolitelyunhappyunhappilyuntid

1005、yuntidilydirtydirtilyproudproudlyterribleterriblyIn not more than 150 words, using the vocabulary you have learned, includingthe adjectives and the adverbs, write a short paragraph to express your f eelings aboutthe story.Write your f eelings in the box provided. You may:1. describe the character yo

1006、u like/dislike most;2. comment on the main message(s) conveyed by the story;3. talk about what you would do if you were one of the characters.asI e. g. f or number 3, concentrating on adjectives and adverbs: E! If I were Lydia, I would strongly regent and be angry about the great inf luence the IiIg

1007、 extremely rich Darcy played in my lif e. I would f eel secretly unhappy that one great !1II man, so dif f erent f rom me in background, could unexpectedly change my lif e. E.i Although he behaved kindly, in his own opinion. I would regard him as just too iafi clever: my lif e, although I was poor a

1008、nd although Wickham treated me like a dirty iTB! rII| nobody, was mine, not Darcys. I would never speak angrily to him, and I would |石r rl behave politely to him, but I would pref er the untidy megs of mi; own independence 名ggI to his interf ering and do-gooding. IExpanding your creativityDesigning

1009、a book cover for Pride and PrejudiceWorking with a partner, design a cover f or a new edition of the book. Your covershould include an attractive summary of the plot in a f ew sentences and give reasonswhy people should read the book.The design of the cover is, of course, an exercise in which studen

1010、ts think aboutwhich element of the story could be portrayed graphically on the cover to mostef f ectively attract readers* attention and interest. Students should f ind that the Furtherinf ormation section of this unit is helpf ul f or thinking about their book cover design,but the purpose of the ex

1011、ercise is to get them to think about making the bookattractive to a contemporary audience.They should use both words (in the blurb) and graphic layout or illustration to dothis. A paperback book cover of ten gives quotes f rom reviewers or critics (but only ifthey praise the book) and sometimes thes

1012、e brief quotes are f rom f amous writers whomay have written a similar best-selling book.An example of the blurb on the cover might be.rFyF3Pride and Prejudice paints a detailed picture of lif e in middle-class English society in fthe early 19th century. No earth-shaking events are described even th

1013、ough Europe at EEthat time was convulsed in war; instead all the drama is concentrated on the lives of gnthe principal characters, and it is the detailed delineation of these characters - their 甘f oibles and their f oolishnesses, their generosity and their self ishness, their pride and |g their prej

1014、udice, their everyday lif e that makes the story timeless and appealing.The f ront cover should be eye-catching, and entice the potential reader to pick upthe book and read the blurb, or plot summary and commentary, on the back.Encourage students to think about colour and design. The more benef icia

1015、l part of theexercise is, however, the writing of the commentary, and practising persuasivelanguage.When students have f inished their book cover designs, it would be usef ul f orthem to review each others work. Bef ore students do this, the teacher could ask themwhat criteria they would use to judg

1016、e a book cover design: students1 ideas could thenbe listed and ref erred to when students make comments about each others work. Thisprocedure should have the ef f ect of helping the class to really think about the designs(and not just praise work). The procedure will also have the ef f ect of gettin

1017、g studentsto use the language of evaluation. Possible criteria f or evaluating the book coverdesigns include: getting a contemporary readers attention having an enticing summary: saying something brief but interesting about tilestory enough to make the reader want to read more using a design which m

1018、akes the book stand out visually in a bookshop use of lettering, photographs, illustrations, drawings or symbols to characterizesomething catchy about the story this could ref lect the mood or romance of thenovel use of authoritative quotes f rom (imaginary?) critics or reviewersUnderstanding the te

1019、xtPart A: Comprehending the textChoose the most suitable option to complete each of the f ollowing statementsabout the text.1. d) 2. b) 3. d) 4. b) 5. c) 6. c) 7. b)Part B: Interpreting the textAnswer each of the f ollowing as f ully as possible.1. Explain why, so long af ter they were written, Aeso

1020、p*s stories are still so popular inso many cultures all over the world.i The ideas and themes apply to people of any age and f rom all cultures: they draw on iB universal human experience. S“ r r r c r r r c r “ r r r “ c c r “ c c r “ c r r r c r r r c r r r r r r r c r r r c r r r r r r e r r r r

1021、r r r r r r r c r r r c r r r r c r r r c r r r r r r r r r c r r r r r e c r r r r e r r e r r e r r2. What is the moral that is contained in the way that Aesop himself died?一一一一一一一一一、 一一一 - -一 ？g He angered the people by being too stern and perhaps self -righteous. Perhaps he tried gI to give one

1022、lesson too many” E3. Write a short account of all event or incident which would illustrate tile truth of themoral contained in the story of The Hate and the Tortoise. Your account can bef ictional or a true story.碧等j Encourage students either to draw on their own experiencee. g. perhaps a SSIp昂I cla

1023、ssmate in their secondary school was too “cocky“ and self -conf ident and did not do |gA as well, in the end, as those who “plodded“ conscientiously through their studies. The ?MR| teacher might also introduce the proverb “He who laughs last, laughs longest. -4. Write a short account of an event or

1024、incident which would illustrate the truth of tilemoral contained in the story of The Fox and the Crow. Your account can bef ictional or a true story.l For this exercise, f iction will probably be more productive; and group-work iS6i discussion and invention is recommended. An example: suca| A young

1025、man who is too propel (teach too big f or his boots ) boasts and brags so |I much about his abilities that the massager who has just of f ered him a job begins to | worry about h is reliability and his maturity. The manager consults a senior colleague, |ass and together they decide that the young ma

1026、n is not suitable: at the end of his f irst i!K week he is dismissed. !KDeveloping your skillsExplaining the meanings of proverbsLook caref ully at the list of proverbs in Column A of the table below and try tomatch each one with the appropriate explanation f rom Column B.Column AColumn B1. A bird i

1027、n the hand is worth two in thebush.You must not assume something (usuallysomething good) bef ore it actuallyhappens. (3)2. A stitch in time saves nine.Something (usually good) that takes noef f ort to gain is also easily lost. (7)3. Dont count your chickens bef ore theyare hatched.It is possible to

1028、show others the best waybut it is their decision as to whether ornot they take it. (10)4. Dont try to run bef ore you can walk.Something which starts badly can of tenimprove later.5. A misty morning may have a f ine day.Something good can always come f romsomething less good. (9)6. The sweetest grap

1029、es hang the highest.Something that you actually possess isworth much more than the potential ofpossessing double the amount. (1)7. Easy come, easy go.You should not try to do somethingdif f icult until you have learned-the morebasic stages of the process. (4)8. Dont put the cart bef ore the horse.Th

1030、e best things in lif e usually take moreef f ort to achieve. (6)9. Every cloud has a silver lining.Concentrate on the more important thingsbef ore the less important things. (8)10. You can lead a horse to water but youcant make it drink.A job done early will save a great deal oftime and ef f ort lat

1031、er. (?)Now try to work out the meaning of the f ollowing proverbs, all of which areconnected to dogs. Write their meanings in the spaces provided.ProverbMeaningLet sleeping dogs lie.If something potentially dangerous ortroublesome is peacef ul and not botheringanybody, do not disturb it or in any wa

1032、yre-awaken it.You can*t teach an old dog new tricks.Somebody who has been doingsomething in one way .f or a longtime .f inds it very dif f icult to change theway he or she does it. The older a persongets, the more dif f icult it is to acceptchange.Beware of a silent dog and still water.Things that a

1033、re potentially dangerous butwhich at that time look peacef ul andharmless should be treated with caution.If you lie down with dogs, you will get upwith f leas.If a person associates with bad people, heor she will take on some of their badhabits or reputations.Extending your vocabularyScales of meani

1034、ngWhere on the table below would you place each of the words?Table OneTable Two54321flyingspeedingmarchingamblinginchingrushingsprintingstridingstrollingcreepingdashinghurryinghasteningmovingedgingroaringshootingnippingtrudgingspringingploddingLook again at either Table One or Table Two. Choose any

1035、f ive words f rom the table54322gorgeouswonderfulpleasantawfulrepulsiveexquisitemagnificentlovelydreadfulrevoltingstunningstupendousmarvellousprettyterriblehorribleghastlyf rightf ulhorrendoushideousgrotesqueand write a sentence f or each which makes the dif f erences in shades of meaning clear.1. T

1036、he old man was trudging along the sidewalk.2. The hare dashed of f aed the tortoise inched f orward.3. The job applicant hurried nervously towards his inlerview.4. The pensioners on holiday strolled lazily along the beach.5. The donkey, with its heavy load, plodded laboriously along the mountainpath

1037、.6. The view f rom the mountain-top was magnificent.7. He suf f ered giotesque burns in the .f ire.8. The little girl looked very pretty in her party dress.9. An exquisite meal was prepared by the Master Chef .10. Miss White looked stunning as she posed .f or photographs.Expanding your creativityLit

1038、eral sketches of idiomatic sayingsStudents might be tempted here to translate f rom Chinese - this will not workand they should be warned of the dangers of doing this. They need to try and think ofidioms they know in English. If they struggle to think of any, the teacher might givethem some of the f

1039、 ollowing. Of course, they would need to either know or f ind theidiomatic meanings bef ore they could use them! You do an about f ace*. Put your f oot in your mouth. Dont look a gif t horse in the mouth. His nose is out of joint. Toe the line. A chip on your shoulder. Biting the hand that f eeds yo

1040、u. Lend me your ear. Give somebody lip. Two-f aced. Lost his head. Head over heels.Understanding the textPart A: Comprehending the textComplete the f ollowing sentencOs.1. According to paragraph 1.Scrooges attitude towards lif e completely changes when he dreams of theconsequences of his meanness.Th

1041、e f act that there are many ref erences to dreams in Western literature impliesthat many people believe dreams carry a message.2. According to paragraph 2.Some people believe that dreams f oretell f uture events.Owing to the f ast pace of modern lif e, people need to heed any warnings thatcome in dr

1042、eams.3. According to paragraph 3.Modem people are of ten not able to sleep well because the pace of lif e is nowvery hectic.4. According to paragraph 4.It is not easy to know the workings of the brain.Inf ormation about electrical pulses in the brain lets us gain a little knowledgeabout the activiti

1043、es in the brain.5. According to paragraph 5.The two types of sleep are dilf erent in terms of eye movements.Compared with NREM (non-rapid eye movement) sleep, REM (rapid eyemovement) sleep is less relaxed.6. According to paragraph 6.The f act that NREM sleep occurs f or a longer period af ter the bo

1044、dy has been veryactive or when a person has not slept f br a long time shows that the person needs torelax as f ully as possible.In the middle of NREM sleep, periods of REM sleep occur regularly.7. According to paragraph 7.Although we don*t know when we dream and why we dream, we believe thatdreamin

1045、g is necessary and usef ul.Dreams may not help us predict the f uture, but may help us remember importantthings in the present.8. According to paragraph 8:Both Carl Jung and Sigmund Freud attempted to study dreams scientif ically.Those people in dark rooms who of f er to explain our dreams are proba

1046、blydishonest.Part B: Interpreting the textAnswer the f ollowing as f ully as possible.1. Why are dreams so popular in so many dif f erent cultures?Human beings bnlieve dreams may carry signif icant or helpf ul messages.2. Does the writer like modern lif e? Why or why not?The writer dislikes the pres

1047、sures of modern lif e but appreciates scientif icdevelopments .3. Do you think that modern science helps us f ind out what dreams are? Why or whynot?It can just measure brain activity; this is not the same as understanding whatdreams ar已4. What is the most important message conveyed by the text?That

1048、 dreams are mysterious; .f ascinating to many people throughout history;perhaps ultimately unf athomable.Developing your skillsConverting information from a linear form into a non-linear form1. Using the inf ormation given in paragraph three, complete the table below byf illing in the missing detail

1049、s.A Comparison of Life in the Past and Modern LifeLife in the PastModern LifeLiving Placesmall villagescitiesPace of Lif eslowf ast/ hecticEach New Daysame routinef requent changesPeoples ExpectationscontinuitychangePressuresnot great or manymany and variedSleeping Habitsregularsometimes dif f icult

1050、2. Using the inf ormation given in paragraphs three, f our, and eight, complete thef lowchart below by f illing in the missing details.Sleep is aninteresting topic todaybecause many peoplehave problems withsleeping.EEGs, psychology andsociology give someinsights.knowledgeabout sleepand dreamsJung an

1051、d Freudattempted scientif icstudies- not a lot ofsuccess.3. In the box below, convegiven in the text into non-lineBeware ofcharlatans- in darkrooms and onInternet.ai m iv iiiia iiv u . iv u mdabout NREM and REM sleepy use a table, a f lowchart, adiagram or a graph.Give students time outside of class

1052、 to produce key visuals. (Paragraphs 5 and 6 and perhaps 7 - are relevant.) Then use class time to present their visual inf ormationverbally, and discuss it. It is worth stressing to students that there is a lot of valuablepractice in making the visual and in putting it into words through a presenta

1053、tion later;this can easily be linked to prof essional skills.Extending your vocabularyPart A: Words to noteLook again at the Words to/tote section. Use appropriate words f rom the list tocomplete the f ollowing sentences. Change the f orm of the words whenever necessary.1. Since time immemorial, hum

1054、an beings have struggled to survive againstnature.2. The incidence of cholera in that village is so serious that it has reached plagueproportions.3. Under the present circumstances, it is dif f icult to get a satisf actory job; whenthe situation changes, it may be easier.4. If you want to lead a f u

1055、ll and varied lif e, you need to be more open and makemore f riends.5. A man*s brainwave pattern in deep sleep is f latter than usual.6. Owing to the present weak economic climate, many people are obsessed withthe f ear of unemployment.7. Farmers in Af rica have suf f ered a great loss because all t

1056、heir crops weredestroyed by locusts.8. He has a serious heart complaint. That is why he has such an irregular andweak pulse.9. Sociolgy helps us to understand more about the development of society andsocial behaviour.10. Psychologists say that we should do something dif f erent at least once a weekt

1057、o reduce the pressures of our daily lives.Part B: ExpressionsFind the expressions in Column A below in the text and try to work out theirmeanings f rom the contexts in which they are used. Match each expression with theappropriate def inition f rom Column B.Column AColumn B1take notice (paragraph 2)

1058、pay attention2come true (paragraph 2)really happen3in advance (paragraph 2)bef orehand4no doubt (paragraph 3)admittedly5clear out (paragraph 7)make something tidy by removing what is inside it6in the end (paragraph 8)at last7give up (paragraph 8)stop doingExpanding your creativityWords for a dreamso

1059、ngIn pairs, write the words of a song based on a dream. You will probably want tokeep the lines short and the words f airly simple, but try to make your song meansomething! When you have f inished, show another pair your song and look at theirs.Clearly this provides an opportunity f or students to s

1060、hare their song with the restof the class. Perhaps, more musical students might even write music to go with thesong so they can perf orm the song more genuinely.A possible example might be.I had a dream and in my dream there were children playingAnd as I walked up to them I could hear what they were

1061、 sayingThey were saying what a lovely world this world of ours could beIf we could learn to love each other and live in harmony.1I know its just a dream worldI know its just a dreamBut maybe dreaming not as crazy as it seems.Another example is:Dreamsong,I can*t go wrong,Picture in my mind,Clear and

1062、strong:I live my lif eWith my dreamsong,Your words on my lips,Your f ace at my f ingertips,I f ind my placeAnd your hand when I slip:I stand and surviveWith my dreamsong.You are my way,My hope today,My vision tomorrow,And sorrow of yesterdayIs now long gone 一You are my dreamsong.In my mind, you are

1063、the music;In my eyes, you are the light;Closer than my shadow,You are near at night.You are my dreamsong.No coda,Dream together.You are my dreamsongForever.Understanding the textPart A: Comprehending the textSuppose you are a member of the university selection panel. To select suitablecandidates f o

1064、r the MBA course, you need to know more about the background of theapplicants. A table has been designed f or categorizing the inf ormation about theapplicants. Based on the inf ormation f rom the texts, complete the table below.Applicant 1Applicant 2Applicant 3Reason(s)f or Applicationgood at commu

1065、nicating,hardworking , seriouslearn more aboutinternationalbusiness skills,improve Englishwork in internationalbusinessRelevantQualif icationsnothing specif icdegree, includingbusiness-orientedelectives, diplomain statisticsnothing specif ied,but ref erences to“business qualif ications,appears to be

1066、 still anundergraduateRelevantnothing specif ic exceptran own business atnothing specif ic, but,Part B: Interpreting the textExperienceperhaps a claimedreadiness1 1 f or businessuniversity, chosenas YoungBusinessman of theYear1a general liking f orpeopleInterestswriting, chess,accounts, f ishingspor

1067、t, worldaf f airs, literaturescuba diving, orienteering,international penf riends,snooker, dartsPersonalityoutgoing and keenconf ident, variedexperience, serioussociable, f riendly,conf identIn pairs/groups, discuss which applicant seems to be a more suitable candidatef or the MBA course. You may co

1068、nsider the questions below. Note down usef ul pointsin the spaces provided.1. What are the components of the MBA course?Full range of options, including accounts, f inancial management, marketing,product development, general management and ad ministration, global business,corporate f inance, study t

1069、ours abroad and within USA.2. What kind of applicants will benef it more f rom the course? Those with particular:a) academic qualif icationsb) personal qualitiesc) experienceFor Tasks b) and c), group work is probably more usef ul than pair work. (Morethan two people are likely to sit on the selecti

1070、on panel.)3. How would you rank the three applicants?On paper, candidate 2 is clearly the strongest. But does this mean he/she is thebest? If you know your students1 abilities well, encourage the strongest ones todevelop arguments supporting the other two candidates; encourage debate: is it a goodid

1071、ea, .f or example, to invite all candidates f or personal interview? nDo Eve havetime? . Can we af f ord the costs?114. What suggestions would you make to the two unsuccessf ul applicants whenthey write to apply f or another MBA course so they can improve their responses?When university tutors or co

1072、mpany personnel of f icers receive applications whichthey reject, they usually simply write a brief letter to applicators to say they bare beenunsuccessf ul. However, some tutors or employers do give f eedback (especially af teran interview) to indicate how an application could have been improved. T

1073、his guidancecan be very helpf ul f or applicants to develop subsequent applications. Students herecan take on this advisory role: they should be encouraged to look f or specif icweaknesses in the letters and suggest bow to improve them (by omission orinclusion). Do not accept very general statements

1074、; always get the students to sayexactly how the improvements should be made.Part C: Modifying the textWhich response seems to be the least satisf actory? Modif y it in the box below sothat it is more appropriate. You can add extra inf ormation about the candidate, as longas it is consistent with the

1075、 inf ormation already given.l Candidate 3:II My university degree was in business; I theref ore bare sore f irst-degree background in I! rXFV; several of the subjects of f ered on the Hartington MBA course, including accounts, 3PVII marketing and generalm anagement. I am now veryk een both to deepen

1076、 my |3；I knowledge ire these f ields and also to explore new areas product development and I1i| corporate development are two options of f ered at Hartington that I am especially keen !I on. In f act,m y caref ul readingo f your prospectus is the reason thatH artington is my !5EI Tj f irst choice f

1077、or an MBA course; it is clear to me that Hartington of f ers the best and II .f ullest opportunity f or me to f urther develop the expertise and interest that I have Ii already acquired. iWK.VI am keen not only to enter Hartington but also to leave it! Although it may gI seem premature to be thinkin

1078、g already of graduation, my own approach is to plan fi ahead as f ar as possible; in this connection I have already laid tire groundwork f or |子Fj developing my own exports business: I have already made usef ul contracts with gI potential clients ire Russia and ire several European countries. My mem

1079、bership of the I? International Exchange Club is one of several current activities that are of enormous |value here.The language used f or these contacts is English. As the international language,English is of course very important indeed. While my own English is already quitegood, I am sure that Ha

1080、rtington will give me ample opportunities to develop andimprove it.Also vitally important f or a successf ul business are sports and social activities. Iuse sports primarily to make new contacts this is why I have chosen darts andsnooker as two f avourite sports: each of them of f ers almost unlimit

1081、ed opportunities tosound out and develop new contacts and clients in a relaxed environment.I am conf ident that my outgoing personality and my rigorous pursuit ofbusiness opportunities will serve me well in building up my own business. I now needthe expertise, the training and the guidance as well a

1082、s the qualif ication that Ibelieve Hartington University is best suited to give me. I want Harrington; I hopeHartington will want me and am very conf ident that my f uture career will ref lect wellon the training I hope to receive on your MBA course.Developing your skillsPart A: Identifying problems

1083、 with logic1. Read through Response 1 again, and underline all the statements that haveproblems with logic. Explain the problems in the spaces provided. Follow theexample.StatementsProblemsI am very good at talking to people, The ability to talk to people is notnecessarily related to being active in

1084、university/school. The standard of Form Twoessay-writing is not indicative of apersons writing skills at post-graduatebecause I was very active in myuniversity lif e and in school. I won arunners-up prize f or essay-writing inForm Two at my school and every time Igot good marks f or this kind of thi

1085、ng, so Iam good at writing. Also I was secretaryof the Chess Club and I continued to playchess at university, theref ore I am good atlevel. Chess does not require municating with other people. In myuniversity lif e I was a member of theAccounts Society and the ExternalSecretary of the Fishing Club.

1086、Manytimes I had to sort out problems f or othermembers of the clubs, and I really believeI am good at this. Please give me achance f or this course, because I am avery hard-working and serious student.2. Rewrite the statements which contain problems with logic. Write the newversion in the box below.

1087、3 ,! am very good at talking to people because I am interested in dif f erent personalities; Fs I can both listen and speak well. g3Si At school I won a prize f or my writing, so clearly my teachers at school considered i| my writing to be good. 1TKl * 1 was secretary of the Chess Club and I continu

1088、ed to play chess at university; this has I马E3Ej given me a lot of usef ul experience in planning and developing strategies.Part B: Identifying claims not adequately supported by evidenceRead through Response I again. This time look f or any claims which are notadequately supported by evidence. Expla

1089、in the problems in the spaces provided.StatementsProblemsI am very good at talking to peoplebecause I was very active in myuniversity lif e and in school. I won arunners-up prize f or essay-writing inForm Two at my school and every time I The word good” is not a precisemeasurement. What exactly were

1090、the,marks? Many people play chess; but at whatlevel and how successf ully did thisgot good marks f or this kind of thing, so Iam good at writing. Also I was secretaryof the Chess Club and I continued to playchess at university, theref ore I am good atcommunicating with other people. In myuniversity

1091、lif e I was a member of theAccounts Society and the ExternalSecretary of the Fishing Club. Manytimes I had to sort out problems f or othermembers of the clubs, and I really believeI am good at this. Please give me achance f or this course, because I am avery hard-working and serious student.Part C:I

1092、dentifying irrelevant informationperson play chess? What problems11 ? How were theysorted out？ Were they peiTnanentlysorted out? I really believe . ”is a personal belief ,with no evidence.1. In pairs, discuss what inf ormation is relevant to the selectors of the MBAcourse. Make notes in the space be

1093、low.ag2 your qualif ications EiBI your relevant experience sWKac1 your personality/interests/social activitiesas/JI - your “special， unique” characteristics - why the selectors should be interested in 3Lou12. Read through Response 3 again, and then make notes in the space below ofany inf ormation yo

1094、u think is irrelevant.l Line 4: pen f riends may have no relevance to business studies. I3Il Line 7: good f riends1 1 also are not necessarily relevant. 1Ig2 Line 8: overseas students living in China” no real connection to adjusting to USA EaB lif e.gX“aE1 Para 2: None of the sports is shown to have

1095、 relevance; in .f act, at least three of them |asI (orienteering, snooker and darts) could be shown to be potentially usef ul/relevant 1| see the modif ied version at Part C in Understanding the Text*1 section - but here no |a|I such relevant connection is made. ：Extending your vocabularyPart A: Nou

1096、ns to adjectivesIn the texts, there are some nouns which applicants can convert into adjectives todescribe themselves in their applications, f or example, the word experience inResponse 2 can be changed into experienced. Find other similar nouns f rom thetexts and complete the table below. The f irs

1097、t letter of each word has been provided.Part B: Adjectives to nounsNounsAdjectivesexperienceexperiencedknowledgeknowledgeableanalysisanalyticalcompetencecompetentqualif icationsqualif iedsatisf actionsatisf actoryIn the texts, common adjectives are used to describe the three applicants. Findthe adje

1098、ctives and complete the table by changing these adjectives into nouns. Again,the f irst letters have been provided.AdjectivesNounsreadyreadinessgoodgoodactiveactionableabilityhard- workinghard- workseriousseriousnesstoughtoughnessindependentindependencePart C: AdjectivesBased on what the applicants

1099、write in their responses, use appropriate adjectivesto f urther describe them. Follow the example.Response 1ClaimsAdjectives1.1 am very good at talking,talkative2.1 am good at communicating with otherpeople.sociable/ presentable3. had to sort out problems f or othermembers of the clubs, and I really

1100、 believeI am good at this.helpf ul/ conf identResponse 2ClaimsAdjectives1. My practical experience is f rom myprivate work as a systems analyst, ,analytical2. I quickly established myself on anagency basisadaptable3. to acquire a greater awareness ofthe world of international business ambitious/ agg

1101、ressive4. I play a good game of squash and I amcurrently learning to play golf sportyResponse 3ClaimsAdjectives1. I am interested in understanding othercultures.open-minded2.1 do make f riends easily easy-going/ sociableExpanding your creativityWriting a person specification for a jobAlthough it is

1102、unlikely that students would be asked to write a job specif icationjust yet since such a task is usually done by a f airly senior person in a company ororganization the purpose of this exercise is to reverse roles, that is to get thestudents to see the view and understand the role of the person who

1103、does write such aspecif ication. This is a creative leap of the imagination f or many, and of course ithelps students to understand how a job specif ication relates to a job advert. A goodunderstanding of this is very helpf ul f or those who apply f or jobs, too, because if theycan understand what i

1104、s behind the advert and the job specif ication they should be ina better position to think what is really required f or the job and so they can write themost appropriate application in relation to their qualif ications, experience andabilities.From the advert the f ollowing should be listed:Necessar

1105、y characteristics: new graduates keen to develop new business worldwide good communication skills conf ident dealing with dif f erent cultural backgrounds imaginative creativeAdvantageous characteristics: interested/skilled in advertising economics or business background f oreign language skills goo

1106、d teamwork, skillsA possible application letter is:I would like to apply to join Ad-Ventures when I graduate at the end of thepresent semester. Although my major is not Business or Economics I believe I amwell suited to join your company, f or two main reasons: f irstly, my major isLanguages (Englis

1107、h and Japanese), which will obviously be very relevant in theinternational working environment; secondly, I have f or several years now beeninterested in the world of business (my uncle is in business in Shanghai) and havef ollowed the stock market (and invested - modestly but prof itably) over the

1108、past twoyears.My creative and imaginative abilities have developed through my membership ofthe universitys Drama Society and Film Club. I have acted in productions by thef ormer and contributed f ilm reviews (in English and in Chinese) f or the latter.While I have not, yet, travelled abroad I am ver

1109、y keen to do so. I have madegood f riends, during my undergraduate years, with overseas students f rom a variety ofAsian and Western countries; these f riendships have not only enhanced my Englishlanguage skills but have also reinf orced my personal belief that I should becomf ortable and at home in

1110、 any part of the world where Ad-Ventures would like toassign me.Understanding the textPart A: Comprehending the textFor each of the S letters, work out exactly what the main problem is that thewriter has and, very brief ly, what Tracys1 advice is. Make very concise and precisenotes of both the probl

1111、em and the suggestions in the table below.Writers ProblemTracys AdviceLetter 1Former best f riend is now notf riendly at all.People change. Remember thegood times you shared. And changeyourself , too一 seek new f riends toshare your present interests.Letter 2Parents always argue. Especiallyabout mone

1112、y. Af ter last argumentDad disappeared f or two weeks.Not too much you can do. lellMum you are hurt by argumentsand you love both Mum and Dad.Maybe talk to another close f amilymember about this.Letter 3Mum always criticizes me. Shesays Im not as good as my sister.Maybe you need to talk to agrown-up

1113、 in your f amily. Maybeyour Mum grumbles because sheloves you so much, and she getsirritable because of her job plus herhousework. Try to f eel good abouther.Letter 4Im f atter than any of my f riends,and theref ore am depressed.Stop worrying. Just accept that a)you are not overweight, and b)youll p

1114、robably lose some teenageweight very soon. Watch your diet.Exercise. Think positively: you aregreat being a bit bigger than yourf riends is no real problem.Letter 5Long-absent and divorcedDad phoned out of the blue,.Haven rt seen him f or manyyears . but he didnt wantto speak to me; wanted tospeak t

1115、o his real daughter*1(my sister). So I am very comprisedand dont know who my real Dadis; also f eel insecure about myMum and jealous of Sister. I wantto just f orget it, but am af raid hellphone again and say some morenasty things.Your own ideas are right一thesenew doubts and questions areuseless. Do

1116、nt blame anyonebuttell your Mum your f eeling, andask her if your Dad was telling thetruth about his real daughter55. (Bepatient with your Mum, but youhave the right to know). Helplinescan also advise you if you and yourMum cant sort it out.Part B: Interpreting the textAnswer the f ollowing as f ull

1117、y as possible.1. In your own words, explain where the name Agony Aunt comes f rom.Most writers of such advice are older women, like an aunt. They advise aboutpersonal problems which of ten cause agony.2. The expression Hstorm in a teacup is used to describe something which seems veryimportant and se

1118、rious, but in reality is not very important or serious at all. Why doesTracy use this expression to describe the problem described in Letter One?When Lieda is older many more things good and bad - will have happenedto her. At that time her present big problem will seem small and insignif icant.3. In

1119、 Letter Two, why does Tracy say Hthough I dont think you should say that to yourMum unless she starts talking to you about it”？Her Mum would probably be sensitive about Janes emphasizing the “bit of extramoney”； she might realize that Jamie thinks its her f ault f or being too greedy”.Tracy advises

1120、not raising an critical comments.4. In Letter Three, why does Tracy say people grumble . because they love you” ?They grumble because theyre worried, aed thnyTe worried because they loveyou so much”.5. In Letter Four, what is meant by you should think more positively ?Tracy has given a lot of reason

1121、s f or Billie to ,stop worrying”. Those reasons f aroutweigh the ,problem”： Tracy advises Billie to think about the good things ratherthan the bad - especially since nothing is really bad except Billies “bad” ( andnegative) thinking.6. In Letter Five, explain why Samanthas f eelings f or her mother

1122、and sister havechanged.Her Dad has raised doubts in her mind; she now f eels bad about my Mum” anddoesnt know ,what sort of a person mother really is”. She is now jealous of her sister,the real daughter” of the man she has regarded as her Dad, and does not know whoher .f ather was, if it wasnt Dad”.

1123、 She is conf used - and worried that he will phoneagain and conf use her f urther.Part C: Your own opinionsStudents should be encouraged to give their own opinions in this activity.Developing your skillsExpressing adviceImagine you are an Agony Aunt. How would you reply to this letter that hasbeen s

1124、ent in to you? Reply to the letter, using some of the expressions above to giveadvice to the writer.A possible reply is:3UDear Karen,One of the things we all have to do is to adapt. What you need to do is to realise yourlif e has changed; what you mustnt do is to nquit your studies and go home. I su

1125、ggestthat you join some university societies and clubs: what you can do is to get details ofabout .f ive or six of them, and then you ought to .f ill in application .f orms f or just oneor two you can always join others later if you dont enjoy these f irst choices.I don*t think that you should worry

1126、 so much - maybe you need to be a little morepatient - with other people, and with yourself !Extending your vocabularyPart A: ExpressionsIn Part B of the Understanding the text section of this unit, you were introducedto the expression nstorm in a teacup. Because these types of letters deal with per

1127、sonalproblems and are written as if to a f riend they of ten include inf ormal expressionswhich may be a little dif f icult to understand. Column A of the table below containsexamples of these inf ormal expressions. Match each expression with the appropriateexplanation f rom Column B.Column AColumn

1128、B1. hanging around withregularly criticizing or complaining about (8)2. splitting upunexpectedly (7)3. sleep overseparating (2)4. getting atovercritical of or overstrict with (5)5. a bit hard onf ind a solution to a dif f iculty or problem (9)6. out of placespending a lot of time with (1)7. out of t

1129、he blueuncomf ortable because dif f erent to everyone else (6)Part B: Revision Crossword8. get it out of my mindstop thinking about something (8)9. sort it outspend the night (3)The crossword on the f ollowing page contains words and meanings f rom all theWords to note sections of this book. Try to

1130、solve the puzzle without ref erring back inthe book! Good luck!Expanding your creativityWriting a person specification for Agony AuntsExamples of the two person specif ications are given below.Young peoples magazineZEI Our Agony Aunt must, f irst and f oremost, be able to convey a sympathetic and |g

1131、I understanding attitude, so that her readers f eel she is able to relate individually to $rt4UUS them. Obviously, too, she must be able to communicate her sympathy and give !&IB clear advice - in writing. An interest in young people, and in the problems they |昌昌zzg might well encounter is also esse

1132、ntial. Imaginative and kind-hearted, gXXas! nonjudgemental and not holier-than-thou these will also be evident strengths in !| the person appointed. |Older peoples magazineagi A sympathetic and understanding responsiveness will characterise our Agony Aunt/ iaegms Uncle. She/He will, ideally, come f

1133、rom a varied employment background - and thus |II a l431E| be able to relate prof essionally to some of those seeking advice; such an ideal”!MKS| background,h owever, is much less important than the ability to read caref ully and |2 interpret what is troubling the writers - the ability to read between the lines and !HKBS=get to the root of ” a clientsc oncerns. g