1 1 text study idea sharing notes to the text words and expressions writing

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Text Study

Idea Sharing

Notes to the Text

Words and Expressions

Writing

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Understanding Structure Analysis

Summary

Reproduction

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1. Put the Actions in Sequence

1) speed away 2) note details of their faces3) toss my house keys into a bush4) take a description of the robbers5) pull into the garage 6) look through mug shots7) rip the watch from my wrist8) put his pistol between my eyes

I. Understanding

Text Study—Understanding

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1. pull into the garage (5)2. put his pistol between my eyes (8) 3. toss my house keys into a bush (3)4. note details of their faces (2)5. rip the watch from my wrist (7)6. speed away (1) 7. take a description of the robbers (4)8. look through mug shots (6)


Sequential Actions

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He wanted to make sure that nothing was unusual and no one would attack or rob him.

II. Question Answering

1.Why did the writer scan the street and pathways before pulling into the garage that night ?


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wallet watch KFC chicken

2. What did the two robbers take away from the writer?


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They are bit by bit destroying the basic ideas we hold dear: our freedom to move about; the fruits of labor; our lives andthose of people we value.

3. In the writer’s eyes, what damage does the out-of-control river—the young men—do to our society?


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• “Where’s your money? Where’s your money?”

4. Find some sentences to prove the writer was robbed by young men.


• So, last Monday I looked through album-sized books of pictures mostly of young men—an amazing number of them actually children.

• I saw eternity; they saw food.

• His arms and legs moved unexpectedly, as if attached to unseen wires.

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A. The Way to Develop This Passage

II. Structure Analysis

description + narration + dialogue + comment

The text mainly tells about the author’s beingrobbed by two young men, contact with thepolice and deep concern about the damageof young men’s committing crimes.

Text Study—Structure Analysis

To make this story vivid and convincing, the author combines four ways of development: description, narration, dialogue and comment.

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Description + Narration + Dialogue

Description + Narration

____________

2—27

28—30

31—34

Description1

Ways of DevelopmentParagrap

h(s)

Comment


Time markers for narrating

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To narrate the story, the author uses sometime markers to form a sequenced order.Look through the text and find the time markers in pairs.


Time MarkersTime Markers

Tips

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and before

that night as

just then by then

suddenly soon

on leaving later

last Monday some day

presently

TipsTips


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The author describes the details mainly with a series of sequential actions: actions occur one right after the other as they happen. And these actions are not only connected to each other through some natural order of time sequence, but also help bring out the main idea or the most important message.

2. The Way to Develop Paragraphs

sequential actions


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List the sequential actions of Para. 1 and Para. 28.


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Para. 1

Analysis:The set of actions leading to the main idea:

_________________________________________

_______________________________________

________________________________________

Main idea:

________________________________________


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Analysis: The set of actions leading to the main idea:

being cautious; scan the street before pulling in;

walk out of the garage; a man emerged and put

his gun between my eyes.

Main idea:

Despite my being careful, someone attacked

me.


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Para. 28

Analysis:The set of actions leading to the main idea:

_________________________________________

_________________________________________

_________________________________________

Main idea:

_________________________________________


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Para. 28

Analysis: The set of actions leading to the main idea: got to my feet, found the keys, entered my house and called 911; the operator took a description and sent a police car; poured a drink; the policemenarrived and took a report.

Main idea: I reported the robbery to the police.


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III. Summary

One night, when walking out of the garage with some KFC in hand, I _____________________ by a young man with a gun. The robber robbed me of my wallet and watch. Later _________________ appeared, ordering me not to look at them and forcing me to the ground, their guns at my head. I thought I was about to ______________. However, they took my KFC instead and _______________________________.

was attacked unexpectedly

the robber’s partner

be shot to deathspeeded away in the darkened night

Text Study—Summary

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Back at home, I phoned the police and reported __________. Later I went to the police station to look through a large number of photos to _______ _________. To my great surprise, a river of youngfaces flew by not with sunny smile but ____ ______________. I ________________________ the river － the young generation.

the robbery

identify

the robbersin a

threatening rage was deeply concerned about

Text Study—Summary

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IV. Reproduction

• Use original dialogues and add new ones if necessary.• Cover the major plots.• Make full use of monologue ( 独白 ) or voice- over ( 旁白 ) and stage property ( 道具 ).

Text Study—Reproduction

Adapt the story “Face to Face with Guns” into a play

and act it out in class.Note

Active Expressions

Focus Study

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In English, you may find some expressionsformed by very common words, but theyare active and powerful.

• What’s on at the cinema tonight? • 今晚电影院上演什么？• What’s he up to? •他忙什么呢？

e.g.e.g.

I. Active Expressions

Notes to the Text—Active Expressions

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1.That night was no exception. 2. I’ve seen enough criminal trials to know victims of armed attacks are seldom able to identify their offenders…3. …, eating at the foundations of things we hold dear.4. Some day, we will have to face this river and seek the depths of its discontent. 5. Presently, all we can do is look at mug shots and stick our fingers in the dam.

Find the active expressions:


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1. sth./sb. be no exception. …… 毫无例外2. enough + sth. + to do sth. …… 足以……3. hold sb./sth. dear 珍爱 / 珍视某人或某物4. seek the depths of sth. 探索……的深层原因5. All (that) sb. can/could do is (to) do sth.

某人所能做的是……

Active Expressions


Practice

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1. 大众总会对某个话题进行激烈争论 , 在校大学生结婚这个话题也不例外。2. 有足够的例子可以证明抽烟对健康有害。3. 人类珍爱生命，也珍视道德。4. 如今人们得面对并探索青少年暴力犯罪率不断上升的深层原因。5. 作为大学生，我们所能做的就是努力学习。

TranslationTranslation


Keys

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1. There are always heated discussions about a certain topic among the general public, and college students getting married on campus is no exception.2.There are enough examples to prove that smoking does harm to our health.3. Human beings hold dear both life and

morality.4. Nowadays, people have to face and seek the depths of the increasing rate of violence crime among teenagers. 5. As college students, all we can do is to study hard.


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II. Focus Study

Analyze the structure of the following sentences and complete the exercises.

Notes to the Text—Focus Study

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整句话由两个分句构成。前一分句用了明喻，黑眼睛比喻成擦亮的玻璃。后一分句属连词“ as if” ( 好像，似乎 ) 从句的省略形式，这里省了“ they were”, “they” 是主句的主语“ his arms and legs” 。

1.His dark eyes shone like polished glass; his arms and legs moved unexpectedly, as if

attached to unseen wires.

Practice

… like sth.; …, as if (they were) …


AnalysisAnalysis

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① He criticized me as though he were an expert.

② The little girl cried as if she were in great pain.

③ The woman kept on weeping as if she was

very sad.

④ He stretched out his hand as if he were trying

to seize something.

⑤ His arms and legs moved suddenly as if they

were connected to hidden wires.

as though an expert.

as if in great pain.

as if

connected to hidden wires.

as if trying

to seize something.

as if very sad.


把下列从句改为省略形式 :

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2. I’ve seen enough criminal trials to know victims of armed attacks are seldom able to identify their offenders because their attention focuses on the guns, rather than

on their users.

本句主干为“ I’ve seen enough criminal trials”, 用了“ enough... to do sth.”结构， to know 引出结果状语， know 后接一个宾语从句 ; 而宾语从句里又由 because 引出一个原因状语从句， rather than 并列两个 on 介词短语。

I’ve seen enough criminal trials to know …


AnalysisAnalysis

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turning ... 与 studying ... 并列作主语，与介词like 的宾语 flowing... 对应； current 后接 that引出的定语从句，从句里有两个分隔结构， like Blake’s Thames 这一状语插入到主语和谓语之间，而 mark 和它较长的两个宾语 marks 被状语in every face 分隔。

3. Turning those pages and studying their photo -graphs is like flowing on a sad current that, like Blake’s Thames, seems to “mark in every face, marks of weakness, marks of woe”.

Doing sth. and doing sth. is like doing sth. …


AnalysisAnalysis

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① There’s no report to us of any accident.

名词 report 和它的定语 of any accident 被状语 tous 分隔开，以避免修饰上的歧义 accident to us 。

… no report … of any accident .


指出下列句子的分隔结构：

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② Evening had now come, the last of Adolf Hitler’s life.

由于 evening 的同位语 the last of Adolf Hitler’s life较长，放在句尾，以使句子主谓结构平衡。

Evening …, the last of Adolf Hitler’s life.


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③ The tour races of France and Italy, held each year, cover more than 2,000 miles.

本句的 races 有两个定语修饰，即介词短语 of France and Italy 和过去分词短语 held each year 。一个名词 / 代词同时有两个定语，或定语被其它成分（状语、插入语、同位语等）分隔开时，即构成“分隔定语”。

The tour races of France and Italy, …, cover ….


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④ I must try to make as logical a survey as I can of this project which I have undertaken.

a survey 放在比较结构中 (as logical…as I can)成为不可分割的整体，它的后置定语 of this project … 只好出现在 as I can 后面。

… a survey … of this project which I have …


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⑤ While I was waiting to enter university, I saw advertised in a local newspaper a teaching post at a school in a suburb of London about ten miles from where I lived.

本句的宾语补足语 advertised in a local newspaper放在宾语前，宾语 a teaching post 后移，由于其带有较长的定语 at a school …where I lived 。

…, I saw … a teaching post at a school … where I lived.


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4. … these young men are a kind of river—one that is out of control, eating at the foundations of things we hold dear: our freedom to move

about; the fruits of labor; our own lives and those of people we value.

这里用暗喻把年轻人比作一条河流。 one 指代river ，后接 that 引出的定语从句 , eating ... dear是伴随状语， things 后接定语从句 we hold dear, people 后接定语从句 we value; 此外 , 冒号后列举的三项内容说明 things 。

sb. are sth. …


AnalysisAnalysis

Word Using

Action Experiencing

Chinese to English

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1. exception n.

a person or thing that is not included

Most of the buildings in this town are rather unattractive, but this church is an exception.

except 除……之外 accept 接受 reception 接待

I. Word Using

e.g.e.g.

同根词同根词

Words and Expressions—Word Using

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Make sentences with the above phrases.

with the exception of (except) 除……之外with no exception/without exception无例外地，一律

Phrases Phrases

Use ItUse It


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A: When do your parents bark at you?

B:

A: What is “ 吠犬不咬人” in English ？B:

My parents bark at me when I ...

Barking dogs do not bite.

2. bark v. ① (of dogs, etc.) to give a bark or barks; ② to say (sth.) in a sharp harsh voice

Use ItUse It


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Describe the two pictures, using polish.

3. polish v. ① to make sth. smooth and shiny by rubbing

Use ItUse It


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Your article needs polishing before having it printed.

publish 出版，发表

你的文章付印之前需要润色。

3. polish v. ② to improve


KeyKey

近形词近形词


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• Attach a label to each piece of luggage.

• a document attached to a letter with a pin

attack 袭击，进攻

• 给每件行李上都加上标签。• 用别针附在信中的文件

4. attach v. ① to fasten or join sth. (to sth.)TranslationTranslation

KeyKey

近形词近形词


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The four basic skills and communicative competence: intensive and extensive listening, active speaking, broad reading,practical writing.

— As college students, what should we attach importance to in English learning?

② to connect sth. with sth.

attach importance to sth. 对……加以重视PhrasePhrase

Use ItUse It

TipsTips


4. attach v.

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be attached to sb./sth.

③ attached adj. full of affection for sb./sth. 对……依恋的

I’ve never seen two people so attached to each other.

Phrases Phrases

我从没见过两个人这样如胶如漆。TranslationTranslation

KeyKey


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5. identify vt. to recognize and correctly name sb. or sth.


A: Who do you identify the lady in the painting is?

B:

Use ItUse It

I identify her as Mono Lisa,the character in one of DaVinci’s famous paintings.

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When you visit another country and do notunderstand the customs, it is easy to offendpeople.

如果你访问一个国家，却不了解该国的风俗习惯，就很容易让人不愉快。

6. offend v. to cause sb. to feel upset or angry

e.g.e.g.


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• offend against humanity

• His conduct offended against the rules of proper behavior.

offender 犯法、违规者 offensive 冒犯的，攻击性的defend 保卫，为……辩护

offend against sb./sth. to do wrong to sb./sth.; to break a law, etc.

e.g.e.g.

同根词同根词


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7. rob vt. to steal money or property from a person, bank, etc.

robber 抢劫者，盗贼robbery 抢劫罪，抢劫（案）

同根词同根词


The gang robbed me of my cash and check-book in broad daylight.

Phrases Phrases rob sb. of sth.


KeyKey

那伙人在光天化日之下抢了我的现金和支票簿。

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A: What is the current for Chinese families in

big cities?

B:

A: Should people go with the current of the

times?

B:

Buy a family car; couples share housework...

8. current n. ① a continuous flowing movement of water, air, etc.

... (open)

Use ItUse It


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windmill 风车revolve旋转blade风车翼

8. current n. ② flow of electricity through sth.

Describe the current creation in the picture.Use ItUse It


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issue

news

information

price

thought

8. current adj. of the present time; happening now

current

CollocatioCollocation n


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9. foundation n. ① act of founding (an institution, organization,etc.)

创立 ② the solid base of a building underground; basis

地基，基础③ an organization providing money for research,

charity, etc. 基金会

found 建立，创立 founder 建立者，缔造者profound 深奥的，深远的

同根词同根词


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1. lay the foundations of the building

2. the foundation of Guangxi University

3. You may be able to get support from an arts

foundation.

4. My physics book is called Foundation of

Physics;

which covers all the basic theories.

基金会

地基创立

基础

What do the following foundations mean by Chinese?


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10. by instinct without having been taught


我本能地抬起手臂护着脸。TranslationTranslation

KeyKeyI raised my arm by instinctto protect my face.

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11. in detail discussing all items or facts fully


你可以详细地描述这一抢劫案吗？


KeyKeyCan you describe the robbery in detail?

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12. out of control no longer in control


足球球迷们顿时失去了控制。


KeyKey

All of a sudden the footballfans got out of control.

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13. stick to sth. to keep to sth.


你失败时还能坚持梦想吗？


KeyKey

Can you stick to your

dream when you fail?

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与……面对面地穿着深色尼龙夹克

停车处极速开走

犯多起抢劫案犯罪 /谋杀罪

珍视

face to face with sb./sth.

in a dark nylon jacket

parking pad

speed away

commit a number of robberies

commit a crime/murder

hold dear

II. Chinese to English

Words and Expressions—C to E

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① Ask one or several students to the front to act out the following expressions.

② Other students guess what they are in English.

III. Act and Tell

Words and Expressions—Act and Tell

Steps Steps

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① Scan the street and pathways. ② Put the pistol between one’s eyes. ③ Search the trouser pockets. ④ Extend the left arm sideways. ⑤ Rip the watch from the wrist. ⑥ Roll the head to the right. ⑦ Pour a drink. ⑧ Cut something. ⑨ Hands up (raise the hands). ⑩ Laugh crazily.

Words and Expressions—Act and Tell

Act and TellAct and Tell

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Discussion

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Now that robbery is not predictable, whether indoors or outdoors, in daylight or at night, what measures can we take to prevent it? What if it is a robbery with guns?

Idea Sharing

Discussion

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Stylistic DevicesStylistic Devices

Develop a Develop a Paragraph Paragraph of Sequential of Sequential ActionsActions

Practical Practical WritingWriting

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I. Stylistic Devices ( 修辞格 )

Simile ( 明喻 )Compare two different things with the similar point, using the word “as”, “like”, “as…as” or “as if”.Metaphor (暗喻 )Compare two different things with the similar point, but the comparison is implied, not expressed with the word “as”, “like”, “as…as” or “as if”. It may use “be”.

Writing—Stylistic Devices

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Repetition (重复 )Repeat a sentence, in part or in whole, to add force and emphasis to the statements. It often goes with parallelism.

Parallelism (排比 )Use the same grammatical form to express ideas of the same importance.


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Antithesis (对偶 )Use contrasting words or ideas in balanced forms to get force and emphasis.

Rhetoric Question (设问 /反问 )Ask a question but seldom with a reply; the answer might be found in the text or in the tone. It is often used in argument and persuasion.


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Task 1Task 1

Point out the stylistic devices of the following sentences of Unit 7.


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2. His dark eyes shone like polished glass; his arms and legs moved unexpectedly, as if attached to unseen wires.

1. “Give it up, mother—,” he threatened. “Give it up.”

Repetition ( 重复 )

Simile ( 明喻 )


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4. But why is he a black man? Why is he a Negro male with a worn T-shirt and shining eyes? Why is he not a white man?

3. Together, these young men are a kind of river one that is out of control, eating at the foundations of things we hold dear.

Metaphor ( 暗喻 )

Rhetoric Question ( 设问 )

Parallelism ( 排比 )


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6. I wonder if he noticed us doing so. I wonder how it feels when people lock their doors at the sight of

you.

5. I saw eternity; they saw food.

Antithesis ( 对偶 )

Parallelism ( 排比 )

Repetition ( 重复 )


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Task 2Task 2Translate the following sentences using stylistic devices.1. 啊，要是你能体会这痛苦！唉，可谁的感觉像

我一样？　　　2. 无私的 (selfless) 人就像奶牛一样，吃草

(straw) 但产奶。3. 如今在中国有流行音乐的沃土 (fertile) 。4. 那次长谈之后，大卫成了她心中的太阳。5. 她回到村里，就好比是住进了监牢里。6. 我真惭愧当时没能对他说我是多么对不起他，

我是多么不孝 (unworthy) ，我有多么后悔。


Keys

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1. O, if you felt the pain I feel! But O, who ever felt as I?2. Selfless people are like cows, which eat straw but produce

milk.3. There is fertile soil for popular music in China today.4. After that long talk, David became the sun in her heart.5. Having returned to the village, she felt as if she had got into

the prison.6. I am sorry I never told him how sorry I was, how unworthy I

was, how I regretted it.

KeysKeys


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II. Develop a Paragraph of Sequential Actions

Writing—Paragraph Writing

To narrate a story, it is common to make use of the action sequence and the time sequence. Action sequence emphasizes a series of actions, while time sequence stresses the time orderusing time signals.

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In action sequence, we need to note:1. Actions are usually set up in order of importance, and the last one is usually most important;

2. Actions should be carefully chosen and arranged in order so as to bring out the idea.


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The young Marine arrived at the city hospital. He was tired and anxious. The telegraph in hand, he entered his father’s ward. The old man only dimly saw him in Marine Corps uniform standing outside the oxygen tent. He extended one hand to the son. The Marine wrapped his strong fingers around his father’s limp ones, squeezing a massage of love and encouragement. Thus he just stood by the bed for a long time.

Sample


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AnalysisThe set of actions: reach the hospital and ward, being tired and anxious, see dimly, extend the hand, wrap the hand, squeeze a message, stand by the bed


Main idea: The Marine visited the sick father.

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Writing Task1.Write a paragraph based on the following main idea and the given actions. Main idea: I got my exercise-book locked at home. The set of actions: forget the exercise-book, rush back, find a stone, break the window, reach through the hole, turn the knob, open the door, grab the exercise-book,

and get away quickly


For your referenceFor your reference

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One morning, just outside the classroom, I found I had not brought my homework with me. I had to rush back to fetch the exercise-book to hand it in without delay. Having no key and none at home, I decided to break a window. I found a big stone. There was a tremendous crash when the glass was broken. I reached through the hole, turned the knob, opened the door, grabbed the exercise-book, and got away as quicklyas possible.


(For reference)

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2. Write a paragraph with a set of sequential actions based on the following topic, using the stylistic devices.

I robbed a car.


Topic

I Robbed a Car

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Double-entry journals help one get valuable practice in writing about what one has read, and in making group discussions and class presentations. A separate notebook or loose-leaf paper may be used to keep it.

III. Practical Writing

1. Keeping double-entry journals

Writing—Practical Writing

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1) Divide each page in half by folding it or by drawing a line down the middle of the page.2) On the left, copy a selection from the articles or the book being read. It can be a sentence,

some sentences, or a paragraph. Copy exactly the original, the name of the book and the page

number of the passage.3) On the right, write your response to the

passage.

2. Steps to keep double-entry journals


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1) Explain the significance of the passage or the

book being read.2) Explain the passage in your own words.3) Question the meaning of the passage or even of a difficult word.4)Connect the previously read books or previously learned information.

3. Ways to respond to the selections


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SelectionAs it happens we had been having a number of cases of diphtheria in the school to which this child went during that month and we were all quite apparently thinking of that, though no one had, as yet, spoken of the things. (p.133)

ResponsesThe doctor visits a sick little girl and he thinks she may have a bad disease since other children in her schoolhave this disease. I don’tknow what “diphtheria” is,but I think it must be a baddisease. What is it?

4. Sample (from The Use of Force by William Carlos Williams)


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Make a couple of selections from the article or the book you arereading, and write responses.

5. Practice


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To Section B

The End of Section A

1 1 text study idea sharing notes to the text words and expressions writing

Documents

text words

narrating slide

text study idea

expressions writing

series of sequential

damage of young

natural order of time

young menan amazing