大學(xué)英語(yǔ)課程Part 2A

PartTwoReading-CenteredActivities1.In-ClassReading2.After-ClassReadingIn-ClassReadingHowIDiscoveredWordsBackgroundInformationGlobalReadingDetailedReadingPostReadingPartTwo:In-ClassReading>>PartTwo:In-ClassReading>>BackgroundInformationBackgroundInformation1.Language2.HelenKeller

TheEnglishLanguageDialectsandAccentsBritishEnglishandAmericanEnglishPartTwo:In-ClassReading>>BackgroundInformation“Language”normallyreferstohumanspeech,spokenorwritten.Itformsthebasisofhumancommunication.About95%oftheworld'spopulationspeakoneofthe100mostwidelyusedlanguages.1.LanguageTheEnglishLanguagePartTwo:In-ClassReading>>BackgroundInformationEnglishhasmoresecond-languagespeakersthannative-speakersasaresultoftheimperialexpansionofBritain.PartlyduetotheBritishandAmericanpopculture,EnglishisfastbecomingtheuniversalforeignlanguageofEuropeans.PartTwo:In-ClassReading>>BackgroundInformationAdialectusuallyhasitsowndistinctivegrammatical(grammar,syntax),lexical(vocabulary)andphonetic(accent)features.Inmanycases,itisimpossibleforpeoplespeakingdifferentdialectstounderstandeachother.Englishhasmanydialectswhichreflectsocialchangesandsettlementpatternsthathaveoccurredovermanycenturies.DialectsandAccentsPartTwo:In-ClassReading>>BackgroundInformationAnaccentisthedistinctivemannerofpronunciationandintonationtypicalofagivenregionorasocialgroup.TherearemanydifferentaccentsinEngland,Wales,Scotland,Ireland,Canada,andtheUnitedStates.

PartTwo:In-ClassReading>>BackgroundInformationReceivedPronunciation(RP)orBBCEnglishistheaccentofthesoutheastofEngland.Ithasbeenassociatedwithpowerandhighsocialclasssincethefourteenthcentury.AttitudesinBritainhavechangedandregionalaccentsarenowmoreacceptable.ARPaccentisstillimportantandwillhelppeopletogetjobsandapositioninsocietywhichmightbedeniedtothemiftheyspeakinadifferentway.PartTwo:In-ClassReading>>BackgroundInformationBritishEnglish&AmericanEnglishHowever,theydiffertosomeextentinpronunciation,vocabulary,spellingandgrammar.InAmericanspeech,soundsaregivengreaterlengththaninEnglish.AmericanspellingoftenseemssimplerthantheBritishversion.Theyarebothvarietiesofthesamelanguage.PartTwo:In-ClassReading>>BackgroundInformationHowever,intheworldwideuseofEnglishasanacademiclanguagethesedifferencesareincidentalandinsignificant.Thereareevensomedifferencesingrammaticalusage.TheAmericancansay“Ihavegotten”and“differentthan”.Ontheotherhand,theBritishinsiston“Ihavegot”and“differentfrom”.PartTwo:In-ClassReading>>BackgroundInformation2.HelenKellerHelenKeller(June27,1880toJune1,1968),oneofAmerica’sbestknownwomen,wasfamousforherself-sacrificingworktoimprovetheconditionsoftheblind,thedeafandthemute.Shehasovercomeconsiderablephysicalhandicaps,servedasaninspirationforotherafflictedpeople.PartTwo:In-ClassReading>>BackgroundInformationWhen19monthsold,shewasstrickenwithanacuteillnessthatleftherdeafandblind.Anextremelyintelligentandsensitivechild,bytheageofseven,hadinventedover60differentsignsbywhichshecouldtalktoherfamily.PartTwo:In-ClassReading>>BackgroundInformation

BecauseofthisrestrictedcommunicationherfrustrationandangergrewandwerenotrelieveduntilAnnieSullivan,a20-year-oldgraduateofthePerkinsSchoolfortheBlind,cametobeherteacher.PartTwo:In-ClassReading>>BackgroundInformationWithherhelp,Helenlearnedthemanualalphabet,andtheTadomamethodofreadinglipsandwritebymeansofaspeciallyconstructedtypewriter.In1890Kellerlearnedtospeakafteronlyonemonthofstudy.

WithAnnieasherinterpreter,in1888sheattendedPerkinsInstitutefortheBlindandin1894theWright-HumasonSchoolfortheDeafinNewYork.PartTwo:In-ClassReading>>BackgroundInformationHelenbecamearemarkablewriterandscholar,shewrote“TheStoryofMyLife”.PartTwo:In-ClassReading>>BackgroundInformation

Shetouredthecountryandabroad,givinglectures.Manybookswerewrittenabouther,andseveralplaysandfilmsweremadeaboutherlife.

Shereceivedmanyhonoursfromforeignuniversitiesandmonarchs.In1932shebecameavice-presidentoftheRoyalNationalInstitutefortheBlindintheUnitedKingdom.PartTwo:In-ClassReading>>BackgroundInformation

Afterherdeath,in1968,anorganizationwassetupinhernametocombatblindnessinthedevelopingworld.Todaythatagency,HelenKellerInternational,isoneofthebiggestorganizationsworkingwithblindpeopleoverseas.PartTwo:In-ClassReading>>GlobalReadingGlobalReadingOrganizationAnalysisQuestionsandAnswersDiscussionPartTwo:In-ClassReading>>GlobalReadingOrganizationAnalysisHowshediscoveredwords.

Introduction:Themostimportantdayinherlife.Herfeelingsbeforeherteacherarrived/hereducationbegan.Thefirstencounterwiththeteacher.

PartIPartIIPartIIIPartIV(para.1)(para.2-3)(para.4)(para.5-9)PartTwo:In-ClassReading>>GlobalReadingHerfeelingsandhernewoutlookonlife－beforeshefellasleepthatnightafterhertriptothewell-house.PartIV(para.5-9)Howshediscoveredwords.

para.5Herinitialsuccessinlearning:shelearnedthespellingofafewwords.para.6Thedifficultiesencounteredinlearningthemeaningsofwordsandherreaction.para.7-8Hernewsight:everythinghadanameandeachnamegavebirthtoanewthought.para.9PartTwo:In-ClassReading>>GlobalReadingQuestionsandAnswersBeforetheteachercame,shelivedinastill,darkworldinwhichtherewasnostrongsentimentortenderness.Fromthatdayon,shebegantolearnlanguageandgainanewinsightintolife.1.IamfilledwithwonderwhenIconsidertheimmeasurablecontrastbetweenthetwoliveswhichitconnects.(para.1)A.Whatdoesthetwolivesreferto?Thetwolivessheledbeforeandaftertheteachercame.B.Whatdoes“it”referto?

Thedaywhenherteachercametoher.C.Whatistheimmeasurablecontrast?

PartTwo:In-ClassReading>>GlobalReadingBecausethedaymarkedaturningpointinherlife.Onthatday,theteachercametohertorevealallthingstoher,includinglove.2.Ontheafternoonofthateventfulday,Istoodontheporch,dumb,expectant.(para.2)WhydidHelenconsiderMarch3aneventfulday?PartTwo:In-ClassReading>>GlobalReading3.…whenitseemedasifatangiblewhitedarknessshutyouin,andthegreatship,tenseandanxious,gropedherwaytowardtheshorewithplummetandsounding-line…(para.3)A.Whiteanddarkareoppositeinmeaning.Thenwhatdoes“whitedarkness”mean?Here“beingshutinthewhitedarkness”referstoafeelingofbeinglost,likeashipatseaalmostincapableoffindingherwayinawhitefogwithoutsunshine.HelenKellercomparesherselftoshiplostinthickfog,andisunabletofindherway.Liketheshipwithherplummetandsounding-line,sheisreachingoutandcryingwordlesslyforlightinthedarkunknownworld.PartTwo:In-ClassReading>>GlobalReadingShefelttenseandanxious,waitingforsomethingtohappenwithbeatingheart.Theship.B.Whatdoes“her”referto?4.Iwaslikethatshipbeforemyeducationbegan…(para.3)HowdidHelenfeelbeforehereducationbegan?PartTwo:In-ClassReading>>GlobalReadingBoththenewdollandthebigragdoll.5.…andtriedtomakemeunderstandthat“d-o-l-l”appliedtoboth.(para.6)Whatdoes“both”referto?6.MissSullivanhadtriedtoimpressituponmethat“m-u-g”ismugandthat“w-a-t-e-r”iswater,butIpersistedinconfoundingthetwo.(para.6)Whatdoes“two”referto?Thewordsandtherealobjects.PartTwo:In-ClassReading>>GlobalReadingWordsarethenamesofthings./Everythinghasaname.7.…andsomehowthemysteryoflanguagewasrevealedtome.(para.7)Whatisthe

mysteryoflanguage?8.Thatlivingwordawakenedmysoul,gaveitlight,hope,joy,setitfree!(para.7)Whatdoesthatlivingwordmean?ItsuddenlydawnedonHelenthattheword“water”referredtothewonderfulcoolthingflowingoverherhandandtheworditselfbecamealive.PartTwo:In-ClassReading>>GlobalReadingBecausetheworldexperiencedagreatchangeinHelen’smindaftershediscoveredthemysteryofwords,justasAaron’srod,whichhadbeenapieceofdeadwood,burstintoflowerswithGod’slove.9.…wordsthatweretomaketheworldblossomforme,“l(fā)ikeAaron’srod,withflowers.”(para.9)WhydidHelencomparetheworldto“Aaron’srod”?PartTwo:In-ClassReading>>GlobalReadingDiscussionHowIDiscoveredWordsDirections:InthepassagetherearesomewordsdescribingHelenKeller’schangeoffeelingsintheprocessoflanguagelearning.Theycanserveascluestohowshediscoveredwords.Fillinthetablebelowwithinformationfromthepassage.StepOnePartTwo:In-ClassReading>>GlobalReadingWhen…HerFeelingsdumb,expectantMissSullivanspelled“doll”inherhandshefinallysucceededinmakingthelettersfordollimpatientkeenlydelightedsheknewshewasgoingoutintothewarmsunshinepleasant/happyexcited,eagertolearnrepentantandsadshelayinhercribatthecloseofthedayjoyfulandhopefulshestoodontheporch,waitingfortheteachertocometheteachertriedtimeandagaintoteachhertheconnectionbetweenwordsandthingsshefeltthefragmentsofthebrokendollatherfeetshefinallydiscoveredthemysteryoflanguageinthewell-houseshetriedvainlytoputthebrokendolltogetherinterestedpleasantandproudPartTwo:In-ClassReading>>GlobalReading

Ontheafternoonofthe3rdofMarch,1887,beforetheteachercame,HelenKellerfeltdumbandexpectant,hopingforsomethingthatwouldopenupherworld.Thefirstthinghereteachergaveherwasadollandthenshespelttheword“d-o-l-l”onherhand.WhenHelenKellerfinallysucceededinmakingthelettersfordoll,shefeltpleasantandproud.Butwhenherteachertriedtohelpherunderstandtheconnectionbetweenwordsandobjects,shebecameimpatient.HelenKellerexpressedherdislikebydashingthedollonthefloor.Atthatpoint,shefeltkeenlydelighted.RetellHelenKeller’slearningexperiencebasedonthecluesinthetable.StepTwoPartTwo:In-ClassReading>>GlobalReadingDiscussion

Whensherealizedthatherteacherwastakingheroutintothesunshine,HelenKellerwasveryhappy.Inthewell-house,shediscoveredthat“w-a-t-e-r”meantthewonderfulcoolsomethingthatwasrunningthroughherfingers.Themysteryoflanguagewasfinallyrevealedtoher.Andshebecameexcitedandwaseagertolearn.Whenshereturnedtothehouseandtriedvainlytoputthebrokendollbacktogether,shefeltsadandrepentant.Atthecloseoftheday,whenshewaslyinginhercrib,shefeltjoyfulandhopeful.PartTwo:In-ClassReading>>DetailedReadingDetailedReadingPassageReadingUnderstandingSentencesWordStudyPartTwo:In-ClassReading>>DetailedReading

ThemostimportantdayIrememberinallmylifeistheoneonwhichmyteacher,AnneMansfieldSullivan,cametome.IamfilledwithwonderwhenIconsidertheimmeasurablecontrastbetweenthetwoliveswhichitconnects.ItwasthethirdofMarch,1887,threemonthsbeforeIwassevenyearsold.HowIDiscoveredWords

HelenKellerPassageReadingPartTwo:In-ClassReading>>DetailedReading

Ontheafternoonofthateventfulday,1Istoodontheporch,dumb,expectant.Iguessedvaguelyfrommymother'ssignsandfromthehurryingtoandfrointhehousethatsomethingunusualwasabouttohappen,soIwenttothedoorandwaitedonthesteps.Theafternoonsunpenetratedthemassofhoneysucklethatcoveredtheporch,andfellonmyupturnedface.Myfingerslingeredalmostunconsciouslyonthefamiliarleavesandblossomswhichhadjustcomeforthtogreetthesweetsouthernspring.Ididnotknowwhatthefutureheldofmarvelorsurpriseforme.2Angerandbitternesshadpreyeduponmecontinuallyforweeksandadeeplanguorhadsucceededthispassionatestruggle.PartTwo:In-ClassReading>>DetailedReading

3Haveyoueverbeenatseainadensefog,whenitseemedasifatangiblewhitedarknessshutyouin,andthegreatship,tenseandanxious,

groped

herwaytowardtheshorewithplummetandsounding-line,andyouwaitedwithbeatingheartforsomethingtohappen?4Iwaslikethatshipbeforemyeducationbegan,onlyIwaswithoutcompassorsounding-line,andhadnowayofknowinghowneartheharborwas."Light!Givemelight!"wasthewordlesscryofmysoul,andthelightofloveshoneonmeinthatveryhour.PartTwo:In-ClassReading>>DetailedReading

Ifeltapproachingfootsteps.IstretchedoutmyhandasIsupposedtomymother.Someonetookit,andIwascaughtupandheldcloseinthearmsofherwhohadcometorevealallthingstome,and,morethanallthingselse,toloveme.PartTwo:In-ClassReading>>DetailedReading

Themorningaftermyteachercamesheledmeintoherroomandgavemeadoll.ThelittleblindchildrenatthePerkinsInstitutionhadsentitandLauraBridgmanhaddressedit;butIdidnotknowthisuntilafterward.WhenIhadplayedwithitalittlewhile,MissSullivanslowlyspelledintomyhandtheword"d-o-l-l".Iwasatonceinterestedinthisfingerplayandtriedtoimitateit.WhenIfinallysucceededinmakingtheletterscorrectlyIwasflushedwithchildishpleasureandpride.PartTwo:In-ClassReading>>DetailedReadingRunningdownstairstomymotherIheldupmyhandandmadethelettersfordoll.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey-likeimitation.InthedaysthatfollowedIlearnedtospellinthisuncomprehendingwayagreatmanywords,amongthem,pin,hat,cupandafewverbslikesit,standandwalk.5ButmyteacherhadbeenwithmeseveralweeksbeforeIunderstoodthateverythinghasaname.PartTwo:In-ClassReading>>DetailedReading

Oneday,whileIwasplayingwithmynewdoll,MissSullivanputmybigragdollintomylap,alsospelled"d-o-l-l"andtriedtomakemeunderstandthat"d-o-l-l"appliedtoboth.Earlierinthedaywehadhadatussleoverthewords"m-u-g"and"w-a-t-e-r".MissSullivanhadtriedtoimpressituponmethat"m-u-g"ismugandthat"w-a-t-e-r"iswater,butIpersistedinconfoundingthetwo.6Indespairshehad

dropped

the

subject

forthetime,onlyto

renewitatthefirstopportunity.Ibecameimpatientatherrepeatedattemptsand,seizingthenewdoll,Idashedituponthefloor.PartTwo:In-ClassReading>>DetailedReadingIwaskeenlydelightedwhenIfeltthefragmentsofthebrokendollatmyfeet.Neithersorrownorregretfollowedmypassionateoutburst.Ihadnotlovedthedoll.Inthestill,darkworldinwhichIlivedtherewasnostrongsentimentortenderness.Ifeltmyteachersweepthefragmentstoonesideofthehearth,andIhadasenseofsatisfactionthatthecauseofmydiscomfortwasremoved.Shebroughtmemyhat,andIknewIwasgoingoutintothewarmsunshine.Thisthought,ifawordlesssensationmaybecalledathought,mademehopandskipwithpleasure.PartTwo:In-ClassReading>>DetailedReading

Wewalkeddownthepathtothewell-house,attractedbythefragranceofthehoneysucklewithwhichitwascovered.Someonewasdrawingwaterandmyteacherplacedmyhandunderthespout.Asthecoolstreamgushedoveronehandshespelledintotheothertheword“water”,firstslowly,thenrapidly.7Istoodstill,mywholeattentionfixeduponthemotionsofherfingers.PartTwo:In-ClassReading>>DetailedReadingSuddenly,Ifeltamistyconsciousnessasofsomethingforgotten—athrillofreturningthought;andsomehowthemysteryoflanguagewasrevealedtome.Iknewthenthat"w-a-t-e-r"meantthewonderfulcoolsomethingthatwasflowingovermyhand.Thatlivingwordawakenedmysoul,gaveitlight,hope,joy,setitfree!Therewerebarriersstill,itistrue,butbarriersthatcouldintimebesweptaway.PartTwo:In-ClassReading>>DetailedReading

Ileftthewell-houseeagertolearn.Everythinghadaname,andeachnamegavebirthtoanewthought.AswereturnedtothehouseeveryobjectwhichItouchedseemedtoquiverwithlife.ThatwasbecauseIsaweverythingwiththestrange,newsightthathadcometome.OnenteringthedoorIrememberedthedollIhadbroken.Ifeltmywaytothehearthandpickedupthepieces.Itriedvainlytoputthemtogether.Thenmyeyesfilledwithtears;forIrealizedwhatIhaddone,andforthefirsttimeIfeltrepentanceandsorrow.PartTwo:In-ClassReading>>DetailedReading

Ilearnedagreatmanynewwordsthatday.Idonotrememberwhattheyallwere;butIdoknowthatmother,father,sister,teacherwereamongthem－wordsthatweretomaketheworldblossomforme,"likeAaron'srod,withflowers."ItwouldhavebeendifficulttofindahappierchildthanIwasasIlayinmycribatthecloseofthateventfuldayandlivedoverthejoysithadbroughtme,andforthefirsttimelongedforanewdaytocome.

PartTwo:In-ClassReading>>DetailedReadingUnderstandingSentences1.Istoodontheporch,dumb,expectant.WhenIstoodontheporch,Iwassilentandexpectingmuchtohappenwithexcitement.ParaphraseTranslation我呆呆地站在我家的門廊上，內(nèi)心充滿了期盼。PartTwo:In-ClassReading>>DetailedReadingThetwoadjectivewords“dumb”

and“expectant”

arethesubjectcompliment,theymodifythesubjectofthesentence.CommentsExampleShesatdumbfoundedbywhatshehadheard.2)Shelefttheroomangryandfrustrated.3)Duringhislifetime,hepatented1,093inventions,yethedepartedtheworldpenniless.BacktothetextPartTwo:In-ClassReading>>DetailedReadingAngerandbitternesshadpreyeduponmecontinuallyforweeksandadeeplanguorhadsucceededthispassionatestruggle.ForweeksIhadbeentroubledcontinuallybyangerandbitterness.Andfollowingthispainfulstruggle,Ifeltverytiredandinlowspirits.ParaphraseTranslation幾個(gè)星期來(lái)，憤怒和怨恨一直折磨著我。這種激烈的感情爭(zhēng)斗之后則是一種極度的疲憊。PartTwo:In-ClassReading>>DetailedReadingComments1)preyon/upon

makeoneworrycontinuously

使苦惱，折磨Hisdebthaspreyedonhimforyears.2)enextafter(somebody/something)andtakehis/itsplace

接替某人/某事；繼任

Whosucceeded

ChurchillasPrimeMinister？vi.succeedtosth.

gaintherightto(atitle,property,etc.)whensomebodydied繼承WhentheKingdied,hiseldestsonsucceededtothethrone.BacktothetextPartTwo:In-ClassReading>>DetailedReading3.Haveyoueverbeenatseainadensefog,whenitseemedasifatangiblewhitedarknessshutyouin,andthegreatship,tenseandanxious,gropedherwaytowardtheshorewithplummetandsounding-line,andyouwaitedwithbeatingheartforsomethingtohappen?shutsb./sth.

in:preventfromsomebody/something

gettingoutofaplacee.g.Weareshutinbythehillshere.CommentsTranslation你可曾在航海時(shí)遇上過(guò)濃霧？那時(shí)，你仿佛被困在了觸手可及的一片白茫茫中，不見天日。你乘坐的巨輪，靠測(cè)深錘和測(cè)深線的指引，舉步維艱地靠向海岸，即緊張又焦急不安；而你則心里怦怦直跳，等著什么事情發(fā)生。BacktothetextPartTwo:In-ClassReading>>DetailedReading4.Iwaslikethatshipbeforemyeducationbegan,onlyIwaswithoutcompassorsounding-line,andhadnowayofknowinghowneartheharborwas.Iseemedtobethatgreatshipinathickfog,tenseandnervous,andwaitedforsomethingtohappen.ButIhadnoguidetohelpmeandcouldnotknowwheretheshorewas.ParaphraseTranslation我在接受教育之前正像那艘巨輪，所不同的是我連指南針或測(cè)深線都沒(méi)有，更無(wú)從知曉離港灣還有多遠(yuǎn)。PartTwo:In-ClassReading>>DetailedReadingTheword“only”heremeans“but”.Notice:“Onlythat”meansexceptfor,butforthefactthat.

除了……；只是CommentsExampleIwillgowithyou,onlygivemesomemoney.Ishouldliketolendyousomemoney,onlythatIhavenomoneywithme.BacktothetextPartTwo:In-ClassReading>>DetailedReading5.ButmyteacherhadbeenwithmeseveralweeksbeforeIunderstoodthateverythinghasaname.Itmaybemanyyearsbeforewemeetagain.CommentsExampleIdidn’tunderstandthateverythinghasanameuntilafterIhadbeenwithmyteacherforseveralweeks.ParaphraseTranslation但是等我懂得每樣?xùn)|西都有名字時(shí)，已經(jīng)是我和老師在一起好幾個(gè)星期之后的事了。before

指在（時(shí)間）……（之后）才BacktothetextPartTwo:In-ClassReading>>DetailedReading6.Indespair,shehaddroppedthesubjectforthetime,onlytorenewitatthefirstopportunity.CommentsParaphraseTranslationIndespair,shestoppedtalkingaboutthesubjectforthetimebeing,butshewouldpickupagainassoonaschancecame.失望之余她暫時(shí)擱起這一話題，但一有機(jī)會(huì)她就馬上舊事重提。onlytodosth.:usedtoindicatethatsomethingthathappensimmediatelyafterwards,esp.somethingthatcausessurprise,disappointment,relief,relief,etc.PartTwo:In-ClassReading>>DetailedReadinge.g.IarrivedattheshoponlytofindIhadleftallmymoneyathome.2)renew:takeuporbeginsomethingagain；resumeThetwopartiesrenewedthenegotiationafteragoodrest.3)atthefirst/earliestopportunity:assoonaspossible

一有機(jī)會(huì)就……e.g.TrytopracticeyouroralEnglishattheearliestopportunity.CommentsBacktothetextPartTwo:In-ClassReading>>DetailedReading7.Istoodstill,mywholeattentionfixeduponthemotionsofthefingers.Istoodthereanddidnotmove,andIconcentratedmyattentiononthemovementofherfingers.CommentsParaphrase我站在那兒一動(dòng)不動(dòng)，所有的注意力都集中在她手指的移動(dòng)上。TranslationThemainclause“Istoodstill”isfollowedbyanabsoluteconstruction.從句為獨(dú)立主格結(jié)構(gòu)。BacktothetextPartTwo:In-ClassReading>>DetailedReadingtoenter,pass,cut,orforceaway(intoorthrough)

穿透，刺入；1)Theknifepenetratedhisstomach.2)Thenoiseoftheexplosionpenetratedthethickestwalls.3)TheyarehopingtopenetratetheJapanesemarketwiththeirlatestproduct.penetrate

v.Inflectedforms:penetrating;penetration;penetrativeWordStudyPartTwo:In-ClassReading>>DetailedReading2.toseeintoorthrough,tosucceedinunderstandingsomething

洞察，了解1)Myeyescouldn’tpenetratethegloom.2)Hehadafalsebeardon,butwesoonpenetrated

hisdisguise.3)Achildhasdifficultypenetratingsuchatrick.3.

tocometobeunderstood

bysomeone

被完全理解Iheardwhatyousaid,butitdidn’tpenetrate.PartTwo:In-ClassReading>>DetailedReading4.togetacceptedintoagroupinordertofindouttheirsecrets

滲入某團(tuán)體或組織Russianagentshadpenetratedmostoftheirintelligenceservices.

Expressions：—penetratinglook/eyes/gaze

銳利的目光—

penetrativeobservation

敏銳的觀察BacktothetextPartTwo:In-ClassReading>>DetailedReading1.tostaysomewherealittlelonger,esp.becauseonedoesnotwishtoleave;delaygoing

磨蹭，徘徊；拖延1)Theylingeredovercoffeeandmissedthelastbus.2)Shelingeredoutsidetheschoolaftereveryoneelsehadgonehome.linger

v.PartTwo:In-ClassReading>>DetailedReading2.tobeslowtodisappear

很長(zhǎng)時(shí)間才消失1)Theeventisover,butthememorylingerson.2)Thetastelingersinyoumouth.3)Herperfumelingeredevenaftershehadgone.3.

tobeclosetodyingforalongtime,esp.whensufferingfromadisease

茍延殘喘Horriblywounded,helingeredontodietwoyearslater.BacktothetextPartTwo:In-ClassReading>>DetailedReading3)

Igroped

mywayalongthewalltothedoor.grope

v.1.totrytofindsomethingthatyoucannotseebyfeelingwithyourhands

摸索1)Ginnygropedforherglassesonthebedsidetable.2)Hegropedaroundinthedark.AccusationsofmisconductleftKeelergropingforaresponse.2.trytofindtherightwordstosayortherightsolutiontoaproblembutwithoutanyrealideaofhowtodothis

努力搜尋BacktothetextPartTwo:In-ClassReading>>DetailedReading1.toshoworallow(somethingpreviouslyhidden)tobeseen

展現(xiàn)，顯露Thecurtainsopenedtorevealadarkenedstage.2.tomakeknown(somethingpreviouslysecretorunknown)

揭示，揭露，泄露Thenewspaperrevealedacover-upofhugeproportions.Herevealedthathehadbeeninprisontwicebefore.reveal

v.Expression:averyrevealingdress

非常暴露的連衣裙BacktothetextPartTwo:In-ClassReading>>DetailedReading1)

Applyasmuchforceasisnecessary.2)

Scientificdiscoveriesareoftenappliedtoindustrialprocesses.applyv.Inflectedforms:application;applicant1.

torequestsomething,esp.officiallyandinwriting

申請(qǐng)

Iappliedtofouruniversitiesandwasacceptedbyallofthem.2)Fletcherappliedfor

thepostofEliot’ssecretary.2.tobringorputintouseoroperation

使用，運(yùn)用PartTwo:In-ClassReading>>DetailedReading1)Thisruledoesnotapplyinyourparticularcase.2)Thequestionsonthispartoftheformonlyapplytomarriedmen.3.

toputorspreadonasurface

涂，敷Applythepaintevenlytobothsidesofthedoor.4.to(causeto)haveaneffect;bedirectlyrelated

有效，適用于BacktothetextPartTwo:In-ClassReading>>DetailedReading1)Theteachersweremostimpressed/veryimpressedbyyourperformanceintheexam.2)Whatimpressedusmostaboutthebookwasitsvividlanguage.impressv.Inflectedforms:impression;impressive1.

toinfluencedeeply,esp.withafeelingofadmiration

使留下深刻印象2.tomaketheimportanceofsomethingcleartosomeone

使某人了解某事的重要意義

Myfather

impressedonmethevalueofhardwork.PartTwo:In-ClassReading>>DetailedReadingExpressions:

makeanimpressionon:留下好印象have/gettheimpression(that)：覺得Igetthedistinctimpressionthatwe’renotwantedhere.我明顯感覺到我們?cè)谶@里是不受歡迎的。beundertheimpression(that):

原以為，誤以為I’mso