《基礎英語4》課程教學大綱

《基礎英語4》課程教學大綱

課程名稱（中文）：基礎英語4

課程名稱（英文）：BasicEnglish

課程編號：060502014001

課程類別：專業(yè)基礎課程

先修課程：《基礎英語《、《基礎英語2》《基礎英語3》

一、課程的教學目標和教學要求

1.課程工作任務目標

加強英語各項技能的綜合訓練，提高學生的邏輯思維及判斷能力，培養(yǎng)和強化跨文化意識，使

學生能夠把握英語篇章主旨、文體修辭、語言技巧，學會使用工具書獲取所需信息，獨立完成規(guī)定

的學習任務，在英語知識、應用技能及文化素質方面得到提高，為三、四年級的進一步學習打下堅

實的基礎。

2.職業(yè)能力目標

經(jīng)過基礎英語課程學習，配合英語口語、語音、語法、聽力、閱讀、英語國家概況等課程學習，

學生應該學會英語語音、詞匯、語法、句法、修辭、語篇等基本語言知識，學生逐步提高語篇閱讀

理解能力，了解英語各種文體的表達方式和特點，擴大詞匯量和熟悉英語常用句型，具備基本的口

頭與筆頭表達能力，了解英語國家文化背景差異，掌握一些跨文化交際知識與交際策略，打好堅實

的語言能力和交際能力基礎。語言水平測試能達到英語專業(yè)四級水平。

在聽力理解方面，能聽懂英語國家人士關于日常生活、社會生活和學習的演講和會話。在口語

表達能力方面，能用英語交流，并能就某一主題進行討論；能就日常話題與英語國家的人士進行交

談；能就所熟悉的話題經(jīng)準備后作簡短發(fā)言；能在交談中使用基本的會話策略。在閱讀理解方面，

能讀懂英美國家出版的中等難度的英語文章和材料，能基本讀懂難度相當于美國Newsweek的國際

新聞報道，掌握中心意思，理解主要事實和有關細節(jié)；能讀懂工作、生活中常見的應用型問題的材

料；能在閱讀中使用有效的閱讀技巧和方法。在書面表達方面，能完成一般性寫作任務，描述個人

經(jīng)歷、觀感、情感和發(fā)生的事件等；能寫常見的應用文；能就一般性話題或提綱在45分鐘內(nèi)寫出

200單詞左右的短文，內(nèi)容完整，用詞恰當，語意連貫；能掌握基本的寫作技能。詞匯量：掌握5000

個單詞和800個詞組的基本用法，并對其中2000個積極詞匯能夠在認知的基礎上學會熟練運用。

3.素質目標

通過本課程的學習及語言綜合技能的訓練和實際運用，掌握語言知識和語言交際的基本技能；

同時培養(yǎng)學生自主學習和協(xié)作學習的能力，提高學生的綜合文化素養(yǎng)，最終能夠熟練運用語言基礎

知識、語言技巧及跨文化交際能力來說明、處理日常工作中的事情，解決實際問題，滿足工作時繼

續(xù)學習英語的需要。

4.職業(yè)資格證書考核目標

全國高校英語專業(yè)四級水平考試及格證書。

二、教學時數(shù)分配

早P教學內(nèi)容教學時數(shù)

TextIThisYearIt'sGoingtoBeDifferent8

Unitl

OralWorkGuidedWriting

TextISalvation7

Unit2

OralWorkGuidedWriting

TextIWritingBetweentheLines7

Unit3

OralWorkGuidedWriting

TextINetworkDesigner-TimBernersLee

Unit4

OralWorkGuidedWriting8

Unit5rIextIAntarctica7

OralWorkGuidedWriting

Unit6TextIThePearl7

OralWorkGuidedWritingExercises

Unit7Text!FromComposertoInterpretertoListener7

OralWorkGuidedWritingExercises

Unit8TextIAFriendinNeed8

OralWorkGuidedWritingExercise

Unit9TextIUniversityDays

OralWorkGuidedWritingExercises7

UnitIOrIextIAbductingtheCloningDebate

OralWorkGuidedWritingExercises8

Unit11TextINeatPeoplevs.SloppyPeople

OralWorkGuidedWritingExercises7

TextIGettysburgAddress

Unit12OralWorkGuidedWriting7

Review

2

三、主要教學內(nèi)容與教學方法

1.教學目的及要求：

學生應該學會英語語音、詞匯、語法、句法、修辭、語篇等基本語言知識，逐步提高語篇

閱讀理解能力，了解英語各種文體的表達方式和特點，擴大詞匯量和熟悉英語常用句型，具備

基本的口頭與筆頭表達能力，了解英語國家文化背景差異，掌握一些跨文化交際知識與交際策

略，打好堅實的語言能力和交際能力基礎。語言水平測試能達到英語專業(yè)四級水平。

2.教學重點：理解賞析TextI；生詞；短語

3.教學難點：理解賞析TextI；生詞；短語

4.教學方法：

1）重視從掌握語言知識到對所學知識的綜合應用。以學生為主體，以教師為主導，采用多種

教學方法和手段，創(chuàng)造課堂英語語言環(huán)境，引導學生積極參與學習的全過程。

2）用熱身聽力訓練方法，鞏固語音教學成果，強調(diào)聽的習慣的養(yǎng)成和信息捕捉能力的培養(yǎng)。

3）對已學詞匯和語匯整理、鞏固和強化，完成語音、聽說、詞匯、語法、句法的銜接，培養(yǎng)

口語輸出能力。

4）通過篇章閱讀教學，詞法教學及寫作、翻譯等相關技能和知識的擴展性訓練，以及融合聽

說、聽寫、口譯、筆譯、讀寫等于一體的任務型教學活動，逐步提高學生語篇閱讀理解能力，了解

英語各種文體表達方式和特點，吸收語言和文化背景知識，擴大詞匯量，充分鍛煉學生的綜合語言

技能。

5）將學生分組，以學生為中心，以小組為單位進行各類合作學習、合作探究與演示等，培養(yǎng)

學生的團隊意識、探究能力和創(chuàng)新能力。

6）小班化教學了解學生個性、能力、知識結構等方面的差別，兼顧每一個體，挖掘學生學能

和潛能，調(diào)動學習積極性，培養(yǎng)自主學習能力，充分體現(xiàn)因材施教、開發(fā)個性的原則。

7）課堂講授及課堂練習、充分利用多媒體、語音室、電子課件、光盤等現(xiàn)代化教學手段，發(fā)

揮其圖、文、聲、像并茂的優(yōu)勢提高教學效果。

8）利用校園語言教學互動平臺，將教師課程教學資源與海量網(wǎng)絡資源結合起來，延伸課堂教

學內(nèi)容，增強師生互動，提高課程教學的有效性。

5.參考書目：《新編英語教程4（第三版）學習指南》，《新編英語教程4（第三版）拓展閱讀》,

由上海外國語大學的梅德明主編，上海外語教育出版社出版。

6.思考題：練習冊上的思考題。

四、考核方式

1、本課程對學生的評價與考核方式為形成性評價與終結性評價相結合.形成性評價就是對學

生日常學習過程中的表現(xiàn)、所取得的成績等做出評價，激勵學生學習，幫助學生有效調(diào)控自己的學

習過程，使學生獲得成就感，增強自信心。終結性評價主要通過閉卷考試獲得。形成性評價占總評

成績的30%,包括出勤（5%）,課堂表現(xiàn)（5%）、小測驗（10%）、作業(yè)（10%）,終結性評價為期末考

試，成績占70冊總評成績滿分為100分，60分及以上為及格。

2、對教師的評價按照學校教學督導與學生評教有關規(guī)定執(zhí)行。

五、其他說明

本標準應根據(jù)地方經(jīng)濟發(fā)展的需要，及時調(diào)整學習情境。

日期：2012年6月日

BookIV

Unit1

(8hours)

I.Teachingobjectives

a.HaveabasicunderstandingoftheNewYear'sresolutionandthetextstructure.

b.Understandwhatisthefathergoingtochangethisyear?Howdoeshetrytomakethisyeardifferent?

Whytheresultsallwentcontrarytohisexpectations?

c.Learnlanguagepoints;appreciatethewritingtechniquesandrhetoricaldevices.

d.Haveadeepunderstandingofambitionintext2.

e.Oralspeakingpractice

II..Teachingemphasis

a.Vocabulary:resolution;spontaneous;escapemechanism;swarmaround;moralityrapport

b.Abriefsummaryofthewaystoexpressfuturity

c.Appreciatethenarrativeskillsdemonstratedinthetext(theselectionsofthedetails,the

conversationaltone;idiomaticandstraightforwardwritingstyle;theuseoftheexaggeration;the

frequentuseoftheverb-prepositionandverb-particlecombinationtomakehiswritingvery

informal

d.ThewritercarriedouthisNewYear'sresolutionfaithfullytoimprovehimself,buttheresultsall

wentcontrarytohisexpectations.Why?

IILTeachingProcedures:

TEXTIThisYearIt'sGoingtoBeDifferent

LPre-readingQuestions

WhenapersonmakesNewYear'sresolutions,hemakesuphismindtodoornottodocertain

thingsinthecomingyear.Ofcourse,differentpeoplemakedifferentNewYear'sresolutions.For

example,astudentmaydecidetoworkharderathisstudiesandnotgotothecinemasooften;ateacher

maydecidetoimprovehis/herteaching;aheavysmokermaydecidetostopsmokingaltogether.Some

peoplemaybeabletocarryouttheirNewYear'sresolutions,butsomemaynot.FormostPeople,it's

ofteneasiertomakeNewYear'sresolutionsthantocarrythemout.

Itissuggestedthatthestudentsshouldfirstguesswithoutbeinggivenanypartofthestory.

ILTheMainIdea

Thestatementthatbestsumsupthemainideais(3):“ThewritercarriedouthisNewYear's

resolutionfaithfullytoimprovehimself,buttheresultsallwentcontrarytohisexpectations.v

III.TeachingPointsforReference

1.Abriefsummaryofthewaystoexpressfuturity

1)Theneutralfutureisformedbyusingtheauxiliarieswill/shallandinfinitive.

Examples:

TomorrowwillbehisSunday.(Level3,Unit3)

Isitpossibletomakeanatomicenginethatwillbereallysafeineverycircumstance?(Level

3,Unit6)

2)Theconstructiontobegoingtoisusedtoexpressfutureintention.

Examples:

Thisyearitisgoingtobedifferent.

Iknowwhatthekidsaregoingtodo.

Note:Thisconstructioncannotbeusedforneutralfuturity,whichdoesnotdependonany

person'swillorintention.ForExample,boththefollowingsentencesarewrong.

*TomorrowisgoingtobehisSunday.

*IfyougototheU.S.A.,youaregoingtocomeacrosstheremarkable,almostlegendary

hospitalityoftheAmericanoftheWest.

3)Theconstructionbetodo(something)isusedtoexpressarrangementorcommand.

Examples:

Nowletallmenknowthatcropsaretobeplantedasusual.(Level3,Unit11)

Shakaordered:"Allwomenwhoarefoundwithchildaretobeputtodeathwiththeirhusbands.

4)Theconstructionbeabouttoisusedtoexpressnearfuture.

Examples:

RoyandSammywereabouttoperformopen-heartsurgeryonMrs.Robinsonwithascout

knife.=RoyandSammywerejustgoingtodoanopen-heartoperationonMrs.Robinsonwith

ascoutknife.

Shewasabouttotellusthetruthwhenyouenteredthebuilding.

2.Theuseofoverinthetext

1)Itiptoedoverandkissedheronthebackoftheneck.

Overadv.：acrossadistanceoropenspace,eithertowardsorawayfromsomeone/something.

Moreexamples:

WeaskedKatestwosailorfriendsovertohelpusgainourpointindirectly.

GoovertoyourGrandmother,mydear.She'sbeckoningtoyou.

2)“Whatdidyoudoovertheholidays?

overprep.—during,inthecourseof(aperiodoranevent)

Moreexamples:

Shelikestolistentosomelightmusicovertheweekend.

Paulhasbecomemorematureovertheyears.

3)Toeasethesituation,Ipickedupherbrand-newsweaterfromthefloorandputitoverachair.

Overprep.—restingontopofsomethingandcoveringsomethingpartlyorcompletely

Moreexamples:

Johnwassotiredthathewasfoundsprawlingonthefloorasleepwithhisdrippingraincoat

overasofa.

4)Takeoveroneofyourwife'schores,sheHlloveyouforit.

Takeover-takechargeof

Moreexamples:

Thefirmbecamemoreandmoreprosperousafterthesontookitover.

WeexpectMr.JohnsonwilltakeoverourclasswhenMr.Shawretires.

3.“Itwasn'tmyideatostayoutuntilfoura.m.”

Thephraseonesideatodosomethingisusedtoexpresswhatonewishestodo.

Moreexamples:

Itwasnotmyideatoarguewiththem.WhatIwantedwasonlytoseekthetruthfromfacts.

4.Instead,Igotapencilanddrewasketchoftheescapementmechanism.

draw-makeapicturewithapen,pencilorchalk

drawasketch—makearoughpicture(drawing,diagram)withapencil

Moreexamples:

Fancyhimdrawingsowellattheageoffive.

Shecherishedthesketchoftheroaringseanotbecauseitwasdrawnbyafamousartistbutbecause

itbroughtbacksomefondmemories.

Cf.:Bynowthekidswereintheroom,drawnbythecommotion.

bedrawnbythecommotionbeattractedbythenoisyconfusion.

Here,drawmeans“attract”.

Moreexamples：

Thefilmthattellsoftheunusualfaithfulnessbetweenaminerandhiswifedrewlargeaudiences

whenitwason.

Supermarkets,whichwereunknowntotheChinesepeoplesomeyearsago,havebeguntodraw

largenumbersofcustomersinmanycitiesinChina.

5.Shewasinherpajamas.—Shewaswearingherpajamas.

in—wearing

Moreexamples：

JimmyWells,thepolicemaninuniform,withhisstalwartformandslightswagger;madeafine

pictureofaguardianofthepeace.

Nowthefashionisforgirlstobedressedinpuresilkinsummerandinexpensivefurcoatsin

winter.

6.MaggiealwaysdreadstakingdowntheChristmastree,soIthoughtI'dtoitforher.

1)dread-feelworriedabout.Dreadisfollowedbyparticiple.

Anotherexample：

Smallchildrenusuallydreadpayingavisittothedentist.

Itisalsocorrecttosay:

Smallchildrenusuallydreadavisittothedentist.

Smallchildrenusuallydreadthattheywillbetakentothedentist.

2)takedowntheChristmastree—takedownthetinsel,colouredlights,etc.,fromtheChristmastree,

andremovethetreeitself.Theantonymfortakedownisputup.

Moreexamples:

ItoftentakesalongtimetotakedownaChristmastree.

Whentheywentcampinglastsummer,theyhadagoodtime.Eveiyeveningtheyputuptheirtent

andthefollowingmorningtheytookitdown.

7.Iwasabouttwo-thirdsdonewhenMaggiecamein.——Ihadfinishedabouttwo-thirdsofthework...

done—finished

l\vo-thirdsservesasanadverbialmodifyingdone.

Moreexamples:

Hisnewnovelisabouttwo-fifthsthickerthanhispreviousone.

Attheendoflastyeartheconstructionprojectwasalreadyfour-fifthsfinished.

Unit2

(7hours)

I.Teachingobjectives

a.Haveabasicunderstandingofsalvationinthetext.

b.Understandthepurposeofthewriterinthearticle.

c.Appreciatethewritingtechniquesandrhetoricaldevices.

d.Learnlanguagepoints.

e.Oralspeakingpractice

II.Teachingemphasis

a.Vocabulary:salvation,revival,bringthelambtothefold,escort

b.Appreciatethestylisticfeatures(ironictitle;repetitionsforcreatingatenseatmosphere;vivid

descriptions).

c.Understandhowdidthewriterachievetheironiceffect?

II.TeachingProcedures:

TEXTISalvattion

I.Pre-readingQuestions

Thepurposeofaskingthestudentstolookupthegivenwordsistwo-fold:toprovidethemwith

cluesaboutthereligiouscontentofthetextandtosupplythemwithadequatebackgroundinformation.

Trynottogivethestudentsanyextrainformationortheymayloseinterestinthepassage.Itisalways

bestfbrthestudentstosolvetheirownproblemsbythemselves.

DefinitionsofwordsasusedintheChristianreligion:

salvation——thestateofhavingone'ssoulsavedfromsinanditsconsequences靈魂的拯救

save—setfreefromthepoweroforfromtheeternalpunishmentforsin

sin一breakingofGod'slaws,disobediencetoGod'scommandments

revival—seriesofmeetingsintendedtoproduceanincreaseininterestinreligion,ortostirupthe

religiousfaithamongthosewhohavebeenindifferent,usuallybypreachingandconfessionof

sins(鼓動性的)福音布道會

lamb—youngmembersofchurchflockorChristiancongregation

fold——bodyofbelieversintheChristianreligion

ILTheMainIdeas

Thestatementthatbestsumsupthemainideasis(1)：“Afterhavingthroughapainfulprocess,the

childwasfinallysavedfromsin,butinsteadoffeelingjoyous,hefeltmiserablebecauseofhis

disillusionment.

III.Vocabulary

A.Guessingthemeaningsofwordsandphrases

1.speak(usuallysilently)toGod,showinglove,givingthanksoraskingforsomething

2.wastaken

3.lowsoundofpainorsuffering

4.terrible

5.godownand/orremainontheknees

6.verydark/shinyblack7.shook/movedgently

8.calml

9.smilbroadly

10.makesomebodybelievesomethingthatisfalse

B.Lookingupwordsinadictionary

1.giveareligioustalk,usuallyaspartofaserviceinchurch

2.veryquickly

3.markedbyregularsuccessionofweakandstrongstresses,accents,soundsormovements(inspeech,

music,dancing,etc.)

4.atalkusuallybasedonasentenceor“verse“fromtheBibleandpreachedaspartofachurch

service.

5.twistedtogetherintooneplait(here,ofhair)

6.(ofhandsandfingers)twisted,withswollenjointsandroughskinasfromhardworkoroldage.

7.apersonwholivesaviciouslife;ahabitualdrunkard

8.useGod'snameincursing;speakofGodwithoutrespect

9.(here)interruptfromtimetotimewithsomething

10.causinggreatjoyandhappiness.

IV.TeachingPointsforReference

1....andthemembershipofthechurchhadgrown...

membership——numberofmembers;allmembers

Moreexamples:

Thedramasocietyinourschoolhasalargemembership.

Themembershipofourself-taughtgrouphasgrownbyleapsandboundsthissummerbecauseof

theyoungpeoplesthirstfarknowledge.

2....allmoansandshoutsandlonelycriesanddirepicturesofhell,...

Lonelymeansuhavingnocompanionship,,andindicatestheustateofmindofonebeingorfeeling

alone."Lonelymayalsobeappliedtoplaceswhichareunfrequentedorremotefromhumanhabitation.

Moreexamples:

Withthedevelopmentofthetravelbusiness,swarmsoftouristsnowvisitthenewlydiscoveredcave

intheoncelonelymountainousarea.

Theretiredworkerisnotlivingalonelylifesinceshehassomuchworktodointheneighborhood

andsincethereissomuchwarmthandcareathome.

3.Finallyalltheyoungpeoplehadgonetothealtarandweresaved,butoneboyandme.but—except

Moreexamples:

Heistalkingabouteverythingbutthemostimportantthing.

1havebeentoalltheimportantscenicspotsinHangzhoubuttheYellowDragonCave.

4.ThenIwasleftallaloneonthemourners5bench.

Alonemeans“byoneself”.

Moreexamples:

Helivesentirelyaloneandisverylonely.

Inthiswarofliberationweshallnotbealone.

Betterbealonethaninbadcompany.

Lonelydiffersfromaloneinthatitusuallymeansexperiencingorproducingafeelingofisolationand

sadnesswhereasalonedoesnot.Moreover,lonelyisusedbothattributivelyandpredicatively,alone

onlypredicatively.

5.“Langston,“myauntsobbed.

sob-drawinthebreathsharplyandirregularlyfromsorroworpainwhilecrying啜泣，嗚咽

Moreexamples:

“Oh,don7leaveme,don7leaveme!”Shebegantosobpassionately.

Afeelingofinfiniteregretcameoverhim,ashesawherlyinginbedsobbinglikeachild.She

wouldn7havefailedintheexperimentifhehadgivenhertimelysupport.

Cf.:Andthelittlegirlscried.

Tocryistoexpressgrieforpainorsorrowbymakingmournfulsoundsandsheddingtears.哭泣

Moreexamples:

Sohecriedquitealoneforalongtimetillheatlastcriedhimselftosleep.

Itisnousecryingoverspiltmilk.

Cf.:Tomallowedhimselftoweeptears,theyweretearsofanger.

Weepstressesthesheddingoftears.

Thedifferencebetweenweepandcryisthatcryingisaudibleandaccompaniedwithtears,buttoweep

usuallyreferstothesilentsheddingoftears.

Moreexamples:

Shedidn'tweepoverthedeathofhersonwhodiedaheroicdeathbutdevotedherselftothenoble

workthathersonhadbeendoing.

Takingtheboytoherbreast,sherockedhiminherarms,andweptsilentlyoverhim.

6.SoIdecidedthatmaybetosavefurthertrouble,Tdbetterlie,too,andsaythatJesushadcome,andget

upandbesaved.

save—makeunnecessary;relieve(somebody)fromtheneedofusing免得，節(jié)省

Moreexamples:

Shewenttothefoodshoptobuysomecookedmeattosavehertimeandenergy/tosaveher

cooking.

Labor-savinggadgetssuchaspotatopeelersandnut-crackerssaveusalotoftime.

Cf.:save——free(aperson)fromthepoweroreffectofevil(sin)inChristianityandsomeotherreligions

拯救

7.Suddenlythewholeroombrokeintoaseaofshouting,astheysawmerise.

breakinto—beginsuddenlytogivevoiceto

Moreexamples:

Whenthecrowdsawtheprize-fighterstretchedoutonthecanvas,theybrokeintoshoutsand

cheers.

Theybrokeintolaughterwhentheysawmyclownishdress.

Unit3

(8hours)

1.Teachingobjectives

a.Haveabasicunderstandingof“readbetweenthelines"and"writebetweenthelines".

b.Understandthewriter'slogicofwriting:howdidthewriterpersuadethereadertowrite

downinthebookheisreading.

c.Appreciatethewritingtechniques:Comparison,SimileandMetaphor

d.Learnlanguagepoints.

e.Oralspeakingpractice

2.Teachingemphasis

a.Vocabulary:Mutilation;dilapidated;integral;unblemished;receptacle:

b.Sentence:Andmarkingabookisliterallyanexpressionof...

c.Writingtechniques:comparisonandmetaphor

3.Teachingprocedures:

TEXTIWritingBetweentheLines

I.Pre-readingQuestions

Thedictionarydefinitionofreadbetweenthelinesis：”findmoremeaningthanthewordsappearto

express;gathermoremeaningsfromatextthatarenotactuallystated,butimplied”.Writebetweenthe

linesisnotasetphrase.Thewriterhasinventedthisphrasebyfollowingthepatternofthesetphrase

readbetweenthelinesandreplacingreadwithwritetostresstheimportanceofwritingnotesand

commentsinthebookoneisreading.Inspiteoftheword“writing“inthetitle,thisessayisactuallya

pieceofgoodadviceonhowto“read"efficiently.

II.TheMainIdeas

Answerforreference:

Thewriteristryingtopersuadethereadertowritedowninthebookheisreadinghisreactionsto

thetext.Thereader'sreactionsmayincludehisquestions,hisagreementsordifferencesofopinionwith

theauthor,hisdoubtsandsoon.Inthiswaythereaderwillbedoingthemostefficientkindofreading.

III.Vocabulary

A.Guessingthemeaningsofwords

1.argue,claim

2.destruction

3.buying

4.ownership

5.movefromoneplacetoanother

6.(ofbooksandpapers)havingthecomersofthepagesturnedupordownwithusesothattheylook

likeadog'sears

7.wholebecausenoparthasbeentouchedorspoilt

8.absolutelyessential

9.looselyjoinedsheetsofpaper(apad)forwritingnotes

10.tobetreatedwithgreatrespect

B.Lookingupwordsinadictionary

1.plainly,directly

2.holdback(fromdoingsomething)

3.brokenandold;fallingtopieces

4.writehastilyorcarelessly

5.notspoiled,asnew

6.pencilofsoftcoloredchalkorwax,usedfordrawing

7.amusicalworkforalargegroupofinstruments

8.thearrangement,styleandappearanceofprintedmatter

9.humblestateofmind

10.acontainer

IV.TeachingPointsforReference

1.Fullownershipcomesonlywhenyouhavemadeitapartofyourself.=Onlywhenyouhavemadeita

partofyourselfdoesfullownershipcome.

Notethatwhenonlywhenisusedtobeginasentence,thesecondpartofthesentenceisininverted

order.

Moreexamples:

PeopleweremadeawareofthedangersofpollutionbyinsecticidesonlywhenRachelCarson

publishedherbookSilentSpring.=Onlywhen...werepeoplemadeawareof...

Youarelikelytodothemostefficientkindofreadingonlywhenyouwritebetweenthelines.

(=Onlywhen...areyoulikelyto...)

2.Whyismarkingupabookindispensabletoreading?

beindispensableto—beessentialto;benecessaryin;betooimportanttolivewithout

Moreexamples:

Justaswaterisvitaltofish,airisindispensabletoman.

Agoodbasiceducation,aninsatiablecuriosityinpeopleandevents,acertaintenacityofpurpose,

anabilitytowriteclearly,honestlyandaccuratelyandaknowledgeofstatelawsarethe

requirementsindispensabletoagoodradiojournalist.

3.Nowanordinarypieceoflightfictionlike,say,GoneWiththeWind,doesnotrequirethemostactive

kindofreading.Butagreatbookrichinideasandbeauty,abookthatraisesandtriestoanswergreat

fundamentalquestions,demandsthemostactivereadingofwhichyouarecapable.

1)richin—possessingorcontainingalot(of)

Moreexamples:

ContrarytowhatsomeWesternexpertspredicted,Chinaisnotdeficientbutrichinoil.

Thisartgalleryisrichinpaintingsbyalltypesofpainters;thereareworksofClassicism,

Realism,Expressionism,Abstractionism,RomanticismandNaturalism.

2)require-need

demand-callforasnecessary;require;need

Inthetwosentencesquotedabove,thetwowords,requireanddemandmeanthesameandcanbe

usedinterchangeably.Inanothersense,however,demandimpliesaskingfor(something)asif

ordering(something)onehasarightto,whereasrequiresuggestsapressing,oftenaninherentneed.

Moreexamples:

TheBoardofDirectorswillmeetthisafternoon.Yourpresenceatthemeetingisrequired.

Theassistantatthereceptiondeskdemandedhispassportwhenthemanwantedadoubleroom.

3)becapableof-havethepowerorabilitytodo

Moreexamples:

ThereconstructionofTangshanfromasheshasshowntheworldwhatthepeopleinTangshan

arecapableof.

ChinesedoctorsworkinginThird-Worldcountriesandregionshavetrainedmanylocalexperts

whoarenowcapableofdoingoperationsusingacupunctureanesthesia.

4.Butdon'tletanybodytellyouthatareaderissupposedtobesolelyonthereceivingend.besupposed

to...—beexpectedto...;berequiredto

Moreexamples:

Peterisdownwiththemeaslesandissupposedtobelyinginbedbutheisalreadyupandabout.

Inthesecondscene,whereshewassupposedtofacethecompanyintheball-room,shedideven

better,causingasmiletoappearonthefaceofthedirector.

5.Presumablyheknowsmoreaboutthesubject...—Probably/Itistakenforgrantedthatheknowsmore

aboutthesubject...

presumably-supposedly(tobetrue),itmaybereasonabletosupposethat

Example:

ToeveryonesdisappointmentJohnwasabsentfromthemeeting.Presumablyhewasbusywithhis

newproject.

InteractionActivities

TheWayIDoMyReading

Suggestions:

1.Beforestartingtoread:

1)readtheContentspageofthebook,

2)haveaquicklookatthechapterheadings,

3)haveaglanceattheIndexwhichishelpfulforspecificinformation.

2.Skimmingandscanning:

1)Skimmingisareadingskillyouusewhenyouwanttogetthemainideaofabook-

(1)readtheintroduction,usuallytheopeningparagraphofachapter,

(2)readtheconclusion,usuallythefinalparagraphofachapter,

(3)readveryquickly,skiporleaveoutsmallportionsofthematerialinordertogetthemainideas.

2)Scanningisareadingskillyouusewhenyouwanttocheckquicklywhetheratextyouarereading

containsinformationyouneed-

(1)thinkofsomekeywordsconnectedwiththeinformationyouneed—lookquicklydownthepage

toseeifyoucanspotanyofthem;ifyoudo,readthesentencesaroundthemtocheckifyou

informationiswhatyouneed;

(2)lookforchapterheadings/paragraphheadings;wordsinboldtype/wordsunderlined-they

giveyoualotofquickinformationaboutthecontentsofthereadingmatter,

(3)iftheinformationyouneedisinabook,lookatthelistofcontentsandtheindexes.

3.Note-taking:

(1)Writedownimportantpoints,thepointsrelevanttoyourneeds,sometimesusefulexpressionsto

helpimprov