《基础英语1》课程教学大纲

课程的性质《基础英语》是一门涵盖了英语听、说、读、写、译等五大基本技能的英语专业综合性基础课程,同时也是必修课程,在英语专业所有的课程中占有举足轻重的核心地位并且与其它课程关系密切,相辅相成.
课程时间为两学年,即四个学期,完成四册书的教学.

课程教学目的该课程的主要教学目的在于帮助学生打下坚实的语言基本功,培养和提高学生综合运用英语的能力,拓宽社会科学和自然科学方面的知识,使学生能够灵活有效地进行社会交际活动.
本课程主要通过语言基础训练与篇章讲解分析,使学生逐步提高语篇阅读理解能力,了解英语各种文体的表达方式和特点,扩大词汇量和熟悉英语常用句型,具备基本的口头与笔头表达能力.
基础英语的学习不仅直接训练学生语言学习的基本功,而且其基本方法和技能也将有效地促进学生听、说、读、写、译等各方面能力的提高,为学生进入高年纪打下扎实的基础.
在语言技能训练方面,一、二年级侧重点不同:一年级狠抓听说,但不忽视读写译;二年级要加强读写译训练,但听说训练还要进行.

课程教学要求一年级阶段该课程的重点应放在纠正、巩固语音、语调、强化听说训练、同时增加语汇语法知识并进行简单的写作练习.
在一年级阶段的教学中,应要求学生在各方面应达到以下要求:1)在语音方面:能自觉地模仿和纠音,正确掌握发音规则和句子的语音语调.
2)在语法方面:熟练掌握各种语法规则,并培养其恰当运用语法表达的表达能力.
3)在词汇方面:能认识语汇6000个左右,并能正确使用其中2000个左右及其最基本的搭配.
4)在写作方面:能在规定时间内写出约要求的段落,内容切题,条理清楚,语言正确;能改写课文内容.
5)在口语方面:能使用课文中的重点词汇和短语复述课文,并能用英语正确表达意念,能达到实践交流运用的目的.
5)在翻译方面:能独立完成课程中的各种翻译练习,要求理解准确,语言通顺.
6)在工具使用方面:能熟练掌握英文词典和英汉词典的用法,独立解决语言问题.
7)在大一阶段,应要求学生尽快熟悉大学的教学环境和自主学习方法,使学生养成良好的学习习惯,培养其独立自主的学习能力.

教学内容和学时分配《现代大学英语1》学生用书1包含30篇精选的课文.
这30篇课文,尤其是每个单元的A篇是教学内容的核心,是语言的范例,用以示范英语的基本性质,要求学生读懂、读透.
通过课文,不断扩大并不断巩固常用词汇,吸收各种短语和习语,接触新的语法现象.
教学活动围绕课文的内容和课文中所出现的语言现象进行.

BookOne(96学时,每课8学时)章次内容总课时数理论教学讲练和评议LessonOneTextAHalfaDay862LessonTwoTextATheBoyandtheBankOfficer862LessonThreeTextAMessageoftheLand862LessonFourTextAMidnightVisitor862LessonFiveTextANightingaleandtheRose862LessonSixTextATheGreenBanana862LessonSevenTextAInter-Lesson22LessonEightTextATheKindnessofStrangers862LessonNineTextAAfterTwentyYears862LessonTenTextAMandela'sGarden862LessonElevenTextAMaheegunMyBrother862LessonTwelveTextAChristmasDayintheMorning862ReviewReview66总计966630LessonOneHalfaDay(8学时)教学内容:1.
关于作者的教育与背景;2.
作品赏析,结构分析,文本赏析;3.
省略疑问句和修辞疑问句、倒装句、"with"独立结构语言理解;4.
长难句解析、核心词汇学习、介词练习、构词法:前缀.

基本要求:通过对该课的学习,使学生1.
了解作者及其背景知识;2.
熟悉本文使用的写作手法;3.
掌握修辞疑问句、倒装句等修辞手法;4.
熟练掌握三类构词法;5.
通过深刻理解文章内涵,培养学生社会洞察力和相关的讨论能力,同时掌握文中的核心语言点.

重点:1.
文学作品的赏析;2.
课文的多重主题难点:文学中的修辞手法—省略疑问句和修辞疑问句;倒装句;"with"独立结构.

LessonTwoTheBoyandtheBankOfficer(8学时)教学内容:1.
篇章结构分析;2.
语言技能训练;3.
分析语言难点;4.
写作修辞分析;5.
课堂讨论;6.
课后练习及作业;基本要求:1.
了解银行的发展历史.
2.
掌握"happentodo,inthefirstplace,overlighted,authority,morethan,thinktwiceabout,astowhether,no…butto,onecannotbutdo,moveinsth,damn"等重点词汇和短语的意义及用法.
3.
通过句子释义,理解课文中难句.
重点:1.
分析写作特点;2.
课文的主题难点:分析理解难句.
LessonThreeMessageoftheLand(8学时)教学内容:1.
课文背景介绍;2.
分析语言难点;3.
语言技能训练;4.
难句讲解;5.
写作修辞分析;6.
篇章结构分析;7.
课堂讨论;8.
课后练习及作业;基本要求:1.
了解文章的泰国作者PiraSudham;2.
掌握afford,nowandthen,mind,bleed,barter,replace,litter,fashion,spring(v.
),occur,passsth.
ontosb.
,tiesb.
down等重点词汇和短语的意义及用法;3.
掌握、运用简单的修辞手法:明喻和暗喻;4.
通过句子释义,理解课文中难句;5.
通过篇章结构分析,掌握文章的主旨大意和写作方法;重点:1.
掌握重点词汇及其同义、同形词辨析;2.
通过句子释义,理解课文中难句.
难点:掌握明喻和暗喻写作修辞手法.
LessonFourMidnightVisitor(8学时)教学内容:1.
分析语言难点;2.
语言技能训练;3.
难句讲解;4.
写作修辞分析;5.
篇章结构分析;6.
课堂讨论;7.
练习及作业;基本要求:1.
了解作者及其背景知识.
2.
通过文中语言的分析,了解作者刻画人物的手法;.
3.
通过句子释义,理解课文中难句.
重点:分析作者刻画人物的手法.
难点:分析理解难句.
LessonFiveTheNightingaleandtheRose(8学时)教学内容:1.
作者及背景知识介绍;2.
文章结构及写作风格、技巧赏析;3.
掌握重点词汇及完成练习.

基本要求:通过对该课的学习,使学生对神话故事中的爱情展开讨论并理解作者OscarWilde透过表面的神话故事所隐含的对人生的评论.
重点:文章写作风格、技巧.
难点:分析理解难句.
LessonSixTheGreenBanana(8学时)教学内容:1.
作者DonaldBatchelder及背景知识介绍;2.
文章结构及写作风格、技巧赏析;3.
掌握重点词汇及完成练习.

基本要求:1.
了解课文标题"青香蕉"的内涵;2.
了解中西文化差异;3.
了解作者的创作意图.
重点:1.
了解作者的创作意图;2.
赏析课文的写作技巧难点:分析理解难句.
LessonSevenInter-Lesson(1)(2学时)引导学生对前六课进行复习并处理此课中的练习.
LessonEightTheKindnessofStrangers(8学时)教学内容:通过对该课的学习,使学生1.
了解作者及其背景知识;2.
熟悉本文使用的写作手法与风格;3.
结构分析,文本赏析;4.
掌握重点词汇及完成练习.
基本要求:1.
了解作者的创作意图;2.
通过深刻理解文章内涵,培养学生社会洞察力和相关的批判能力.
重点:1.
了解作者分析社会问题的视角;2.
文章的语言点;难点:分析理解难句.
LessonNineAfterTwentyYears(8学时)教学内容:1.
作者O.
Henry及背景知识介绍;2.
小说的赏析,包括其语言风格,结构等;3.
写作修辞的分析;4.
长难句解析、核心词汇学习.
基本要求:1.
了解作者及其写作风格、特点.
2.
通过文中语言、结构的分析,学会赏析小说;3.
通过句子释义,理解课文中难句.
重点:文章写作风格、技巧;难点:分析理解难句.
LessonTenMandela'sGarden(8学时)教学内容:1.
以形象的方式,带领学生了解曼德拉的一生以及他所做出的贡献;2.
启发学生寻找关键语汇,总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果,同时讲解每段伴随出现的重点语言点;3.

在所学的基础上,深入讨论与文章相关的内容,完成课后练习.
基本要求:1.
了解文化背景知识,认识课文逻辑顺序和结构安排;2.
深刻地认识该文的主人公,树立正确的人生观.
重点:1.
了解本文主人公的生平;2.
文章的语言点;3.
文章的课后讨论,及所学语言点的融会贯通.
难点:分析理解难句.
LessonElevenMaheegunMyBrother(8学时)教学内容:1.
背景知识;2.
关于狼的语汇;3.
复活节;4.
作品赏析,结构分析,文本赏析;5.
语言风格,倒装,明喻与暗喻,丰富的动作语汇;6.
语言理解,长难句解析,核心词汇学习,语法词汇练习基本要求:通过对该课的学习,使学生1.
了解作品主旨,强化人与自然和谐共处意识;2.
熟悉本文使用的主要语言风格;3.
熟练掌握倒装、明喻与暗喻等修辞手法;4.
理解熟悉描述动物动作语汇;5.
通过深刻理解文章内涵,培养学生相关的讨论能力,同时掌握文中的核心语言点.

重点:关于作品主题的赏析与讨论.
难点:修辞手法的鉴赏—倒装;明喻与暗喻;丰富的动作语汇.
LessonTwelveChristmasDayintheMoring(8学时)教学内容:1.
作者PearlS.
Buck及背景知识介绍;2.
小说的赏析,包括其语言风格,结构等;3.
小说主题的分析;4.
长难句解析、核心词汇学习.
基本要求:1.
了解作者及其写作风格、特点.
2.
通过文中语言、结构的分析,学会赏析小说及其主题;3.
通过句子释义,理解课文中难句.
重点:文章写作技巧,主题分析;难点:分析理解难句.
学期总复习(6学时)引导学生复习、答疑等.
五、大纲说明基础英语课堂教学应以学生为主体、教师为主导,改变过去以教师为中心的教学模式,注重培养学生的学习能力和研究能力.
在教学中要多开展以任务为中心的、形式多样的教学活动.
在加强基础训练的同时,采用启发式、讨论式、发现式和研究式的教学方法,充分调动学生学习的积极性,激发学生的学习动机,最大限度地让学生参与学习的全过程.
引导学生主动积极地利用现有图书资料和网上信息,获取知识,并使学生在运用知识的过程中培养各种能力.
同时,要注意教学方法的多样性,要根据不同的教学对象、教学内容、教学目的和要求,选择相应的教学方法,并鼓励教师积极探索新的教学方法.

课堂教学要与学生的课外学习和实践活动相结合.
课外学习和实践是课堂教学的延伸与扩展,是培养和发展学生能力的重要途径,应在教师的指导下有目的、有计划、有组织地进行.
课外学习和实践活动应以课堂教学的内容为基础,激发学生的学习兴趣,以及培养学生的学习能力、语言综合运用能力、组织能力、交际能力、思维能力和创新能力.
活动应面向全体学生,注意发展个性,提倡人人参与,培养合作精神.
其形式可包括:课外阅读、演讲、辩论、读书报告会、戏剧表演、编辑报纸杂志、专题访谈、拍摄电视片等.
除参加校内课外学习和实践活动外,还应鼓励学生积极参加与专业相关的各种社会实践活动.

科学技术的迅猛发展和信息时代的到来,为教育手段的现代化提供了条件和保障,也为英语教学提供了丰富的资源.
教学手段的现代化关系到人才培养的质量.
要积极采用现代的、多元的和全方位的教学模式,在充分利用原有的电教设备的基础上,积极探索和开发计算机辅助教学.
有条件的要逐步建设计算机网络系统、光盘资料中心以及多媒体自修中心,为更新教学内容、提高教学效率、培养学生有效的学习方法创造条件.
同时也为学生提供一个更加灵活、方便、实用和广阔的学习和实践的空间.

五、课程考核说明及要求1.
本门课程考试形式为闭卷,其成绩评定方法为:期末考试占60%,平时表现占40%;2.
考试题型为词汇语法选择题、完形填空、阅读理解、英语释义、翻译和作文等.
考试时间120分钟.

六、教学参考书五、教学参考书1.
董启明,《新编英语文体学教程》,外语教学与研究出版社,2009年.
2.
李观仪,《新编英语教程》第一册,上海教育出版社,2001年.
3.
李燕,石满霞,《大学教材全解》(第二版)第一册,东北师范大学出版社,2012年.
4.
吕煦,《实用英语修辞》,清华大学出版社,2009年.
5.
杨立民等,《现代大学英语》(第二版)第一册,外语教学与研究出版社,2012年.

6.
杨立民等,《现代大学英语》第一册册教师参考书,外语教学与研究出版社,2011年.

7.
张道真.
英语语法(第二版)[M].
北京:商务印书馆,2002年.
长江大学文理学院课程教案课程名称基础英语课序1授课对象英语专业本科授课时间8periods章节标题Lesson1HalfaDay目的与要求Tohelpstudentstoconductaseriesofdiscussing,analyzing,presentingactivitiesrelatedtothethemeofthisessay.
知识目标1.
Tomakethestudentshaveaperfectmasteryoflinguisticessentials;2.
Tomakesurethestudentsgraspthebasicfactsandthelogicofargument;能力(技能)目标1.
Enhancingstudents'abilitytoappreciatethetext;2.
Encouragingstudentstovoicetheirownviewpointfluentlyandaccurately.
重点与难点1.
Whatdoestheauthorexpecttoconveythroughthearticle2.
Texttheme;writingtechniques;oralpractice.
3.
Thesummaryofthecharacteristicsoftheboy.
4.
Ifyouhadonlyhalfadaylefttolive,whatwouldyoumostwanttodoListthetopfivethingsyouwoulddoandgiveusyourreason.
教学办法1.
Student-centeredandtask-basedteachingmethods2.
Reflectivestudyandautonomouslearning教学过程组织1.
Lead-in0.
5periods2.
Backgroundinformation0.
5periods3.
Appreciationofthetext0.
5period4.
Languagestudy2.
5periods5.
Exercises2periods6.
TextB1period7.
Extension1period板书设计Ontheleftoftheblackboard,therewillbetheoutlineofthetwoperiods.
Inthemiddleoftheblackboard,someimportantlanguagepointswillbelisted.
Therightoftheblackboardwillbeusedtolistsomenewwordsinillustration.
推荐阅读文献(网站)1.
Websitesabouttheauthor2.
Teacher'sbook3.
WhoMovedMyCheese教学后记撰写:鲁志荣、范莉审核:鲁志荣检查:CourseIntroduction1.
Lead-in1)Greeting2)Introduction:Self-introductionIntroducethiscollegeandthecollegelife.
T:Welcometothisnewcityandwelcometothisnewcollegewhereyouwillspendfouryearsonlivingandstudying.
InthefirstclassIhopethatwecantalktoeachother,throughthistalking,wecangetmoreinformationaboutthiscollege,thesefouryearscollegelifeandyouandme.
CanyoufollowmeQ:1.
Farawayfromyourparents,youcangettoknowmorenewfriends,newteachers,beginanewlife,andlearnalotofnewthings,youwillfeelveryexcitedrightOk,exceptforthesenewandfreshthings,whataregoingtolearnAndcanyoufindsomedifficultieswhenyoulivealoneinthisbrandnewplaceAreyouafraidofleavinghomeandyourdearestparentstoastrangeplaceCanyouliveindependentlyortakecareofyourselfverywellWhatdoyouthinkoftherelationshipbetweentheteachersandthestudentsDoyouhavetroubleadjustingtolifehere(Learntobeindependent/learntodoeverythingbyyourself.
)(Difficulties:handlethemoney,wheretoeat,badlivingcondition,hardtodealwithinterrelationship,psychologicalproblems:loneliness,confusion,frustration,jealousy,asenseofinferiorityandpressure)2.
Howtosolvethesedifficulties:Atthistime,Iwillmentionanewphrase:identitycrisis.
Fromhighschooltocollege,thereisanidentitycrisis.
Inhighschool,you'relearningpassively,teacheraresaying,studentsarelearning,busyinwriting,butincollege,thingsarechanged,mostoftime,Ssnotonlylearnthethingsbythemselves,butalsolearntoanalyzethethings,teachers'functionisonlyguidingtheSslearning.
Sopleaseaskyouselfthathaveyoureadytomakethistransfer(Maybeyes,maybeno.
)3.
Asafreshman,allofyouareveryyoung,howoldareyouYouAndyouYes,youareonly17,18or19yearsold,veryyoung.
Somepeoplemaysay,nolimitforyouth,that'sright,butyouarenotteenage,youbeginatyouryoungadulthood,Ijustsay,inthecollege,Teachersaredifferentfromonesinhighschool,ifyoucanstudypositively,youwillwasteyoutimeandgetnothinginthesefouryears.
Butstudyingpositivelydoesn'tmeanyoucanbeunconventionalandgotoclasslate.
Italsodoesn'tmeannotgotoclassatall,andmuddlethroughthefouryears.
Becauseweareyoungonlyonceandyouarejustbeginningyourlife.
Asyourteacher,Ishouldtellyouthatyouthisoftenwastedintheyoung.
Sohowtomakeyourexperiencemeaningfulandrewarding4.
Ok,thelastquestion:Asafreshman,what'stheaimofyourlearningandwhatareyougoingtodointhefirstyearWhat'syourdreamyouwanttorealizeduringthefouracademicyearsWhatdoyouthinkyoushoulddotogetthemostoutofcollege2.
Introducethisbookandmyrequirement1)IntroducethisbookA:Syllabus:unit1-9,wewillfinisheverylessonineightornineperiods.
B:teachingfocus:1.
appreciatethetexts;knowmoreinformationabouttheauthors.
2.
Knowmoreaboutthegrammarandvocabulary.
2)Introducemyrequirement.
A:ontime&attendanceB:AnotebookandtwoexercisebooksC:Preview:TolearnandreadthenewwordsinGlossary,Toreadthetextfromupanddown,andtrytofindthestructureofthetextandunderlinetheconfusedplaces.
Review:Torecitesomeparagraphs;Todotheexercisesinthetextbook;Todothesupplementaryexercises,suchasquiz,writingandgroupdiscussionD:Supplementaryreading&writing:newspaper,magazine,shortpoemsandnovelsE:Dictation:wewillmakeadictationaftereverylessonwhichincludenewwords,phrasesandsentences.
3:Previewlessonone1)Toleadthereading2)ReadthetextandanswerthefollowingquestionsA:What'sthepurposeofschool,accordingtotheboy'sfatherDoyouagreewithhimWhyorwhynotB:DoyouagreewiththeladyinthestorythataschoolisahometothechildrenWhyorwhynotC:WhatdidtheboyrealizeaboutschoolWasitallfunD:WhatdoyouthinkofthechangesthathadtakenplaceintheoutsideworldduringhishalfdayinsidetheschoolDoyouthinktheoutsideworldhadchangedforthebetterorfortheworseE:WhichsentenceinthetextdoyouthinkcanbeusedasamottoforyourcollegeyearsPleaseexplain.
TeachingContentLesson1HalfaDayPartI.
WarmupAskingthestudentsabouttheirfirstdayatcollege:1.
WasithardforyoutoleavehomeforthefirsttimeinyourlifeWhosawyouoffattherailwaystation/airportWhocametoschoolwithyouWhatdidhe/she/theysaytoyouonthewayDoyoustillrememberyourfirstdayatschoolTrytorecollectitandshareitwithyourpartner.
HowdidyoufeelthefirstdayyouarrivedatuniversityDidyoufeellikeastrangerDidyoufindtheuniversityjustasyouhadimaginedInwhatwaywasitdifferent4.
WhatareyourexpectationsofuniversityWhatkindofchangesdoyouthinkitwillbringuponyourlifePartII.
BackgroundInformationA.
AbouttheAuthorNaguibMahfouswasbornonthe11thDec.
1911inanoldquarterofCairo,theyoungestsonofamerchant.
HestudiedphilosophyatKingFaudI(nowCairo)University,graduatingin1934.
Heworkedinuniversityadministrationandthenin1939heworkedfortheMinistryofIslamicAffairs.
HewaslaterHeadoftheStateCinemaOrganizationattheMinistryofCulture.
Healsoworkedasajournalist.
B.
HisworksNaguibMahfouswasthefirstArabtowintheNobelPrizeforliterature,in1988.
Hehasbeendescribedas"aDickensoftheCairocafés"and"theBalzacofEgypt".
Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.
HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.
TheCairoTrilogyin1957madehimfamousthroughouttheArabworldasadepicteroftraditionalurbanlife.
EachbookinthetrilogywasnamedafterasuburbofCairo.
Thefirst,PalaceWalk;Thesecond,PalaceofDesire;Thethirdbook,SugarStreet.
C.
ThepictureinhisworksThepictureoftheworldasitemergesfromthebulkofMahfous'sworkisverygloomyindeed,thoughnotcompletelydisappointing.
Itshowsthattheauthor'ssocialutopiaisfarfrombeingrealized.
Mahfousseemstoconceiveoftimeasaforceofoppression.
Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.
Tosumup,inMahfous'sdarkdescriptionoftheworldthereareonlytwobrightspots.
Theseconsistofman'scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;meanwhile,lifeisatragedy.
PartIII.
TextAppreciationA.
GeneralAnalysisPlotofthestory:alittleboy'sfirsttimetogotoschoolSettingofthestory:onthewaytoschool;atschool;onthewayhomeProtagonist/Narrator:"I"theboyinthestoryWritingskill:Theauthorofthestoryusesastrategycommonlyusedinfictionwriting—theprotagonistreturnsafterbeingabsentforashorttimetofindeverythingchangedbeyondrecognition.
(ThebestexampleisperhapsWashingtonIrving's(1783-1859)"RipVanWinkle".
Ripwasasimplegood-naturedman.
Onefinedayhewentwithhisdogtothemountainstohuntsquirrels.
Hedranksomethingaqueeroldmanofferedhim,andthenfellfastasleep.
Whenhewokeuphefoundhimselfanoldmanandthatgreatchangeshadoccurredinhisvillageduringhisabsence.
InthevillageinntheportraitofKingGeorgeIIIhadbeenreplacedbyoneofGeneralWashington.
)Themeofthestory:WhatdoyouthinkThematicAnalysis1.
Everythingischanging!
Allmyclothesarenew.
Schoolmakesusefulmenoutofboys.
Mymisgivingshadhadnobasis.
Ourpathwasnottotallysweetandunclouded.
Theladywouldsometimessmile,butyellandscoldoften.
Thestreetslinedwiththegardensdisappeared.
Iturnedouttobeagrandpa.
Allinall,Changeiseverywhere,frommyclothes,tomyopinions,tomylifeandfinallytomyappearance.
NotonlyIbutalsotheladyandthesocietyarechanging,too.
2.
Whatchangesareconveyed1)Changesonmypart:clothes,myviewonschool,myouterappearanceChangesonotherpeople'spart:thelady'sattitudetowardsusChangesinthesociety:thestreetcrowdedwithcars,highbuildings,rubbishandchildren.
3.
ToUnderstandthemessagethestoryconveys.
Timegoesbyquickly,andmanythingscantakeplaceinyourlifetime.
.
Beforeyouknowit,anewsocietyisborn.
StructureAnalysisThetextcanberoughlydividedintothreeparts,whichcanbesubdividedintoseveralsections.
I.
Thenarrator'sunwillingnesstogotoschool(paras.
1–7)A.
Hewasunwillingtogotoschool.
(paras.
1–3)B.
Hisfathertoldhimthepurposeandimportanceofschool.
(paras.
4–7)II.
Thenarrator'sexperienceatschool(paras.
8–16)A.
Hebegantolikeschool:friends,sweetheartsandactivities.
(paras.
8–14)B.
Hefoundunpleasantthings,too:schoolwork,rivalries,fighting,andphysicalpunishment.
(para.
15)C.
Herealizedwhatlayaheadofhim:exertion,struggleandperseverance.
(para.
16)III.
Thechangesthenarratorfoundafterschool(paras.
17–20)A.
Hedidn'tfindhisfatherwaitingforhimatthegateandthestreethadchanged.
(para.
17)B.
Hecouldn'tfindhiswayhome.
(para.
18)C.
Hefoundhimselfanoldman.
(paras.
19–20)D.
FurtherDiscussionontheText1.
Readthefollowingsuggestionsmadebythefather.
WhichonesdoyouagreewithandwhichonesnotHaveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversityListthemout.
Schoolisaplacethatmakeusefulmenoutofboys.
Don'tyouwanttobeusefullikeyourbrothersPutasmileonyourfaceandbeagoodexampletoothers.
Beaman.
Todayyoutrulybeginlife.
2.
FromthedescriptionbetweenPara.
8andPara.
16,wecanseedifferentaspectsofschoollife.
Trytolistasmanyaspectsaspossibleinthefollowingtable.
PositiveonesNegativeoneslovediscipline…………PartIV.
WritingDevices---Thegreatuseofshortandsimplesentences1.
Nowobservethefollowingparagraphcarefully.
Whatstrikesyoumost*Ididnotknowwhattosay.
……(Para.
11)*Iwalkedafewsteps,thencametoastartledhalt.
……(Para.
17)GoodGod!
Iwasinadaze.
Myheadspun.
Ialmostwentcrazy.
…(Para.
18)2.
WhydidtheauthorprefertouseshortandsimplesentencesTheabundantuseofshortandsimplesentencestoachieve:1).
Theeffectofoneperson'sthought/thinking:Theeffectofoneperson'sthing/thoughts:Echoingthestyleofthetext(Thestoryistoldasareflection.
Thinkingissometimesdisconnected.
)2).
Theeffectofrapidchangeofthingsandafeelingofconfusion:Echoingthethemeofthetext.
3.
InwhatcasesshouldweuseshortsentencesTheeffectofrapidchangeofthingsandafeelingofconfusion:EchoingthethemeofthetextTheabundantuseofshortandsimplesentencestoachieve:Theshortsentence,ordinarilycontainingoneconciselywordedassertion,isgoodtogivepointandcrispnesstoathought.
Whenyouwishtomakeanimportantdefinition,statementsofweightytruth,oranemphaticassertion,shortsentencesareoftenappropriate.
PartV.
LanguageFocus1.
Wordformation1)nounsuffixes:-(a)tion/sion,-ment,-ness,-er/or2)adjectivesuffixes:-ful,-less,-ed3)adverbsuffix:-ly2.
Verbpatterns1)make(see,hear,let,help,watch,feel,have)sb/sthdosth2)make(find,keep,feel,think,consider)sb/sth+adj3)find(see,hear,watch,keep,feel,notice)sb/sthdoingsth3.
Idiomsandexpressionsamatterofforthefirsttimeaheadof…fromthefirstmomentsfromtimetotimebeconvincedhereandtherebeemployedinadazebefullofinadditionbeirritatedinfront(of)street)belinedwithgardensbeoverandgoneinvain(fields)beplantedwithtreesnothingbutbesurroundedbyonone'sownbetweenmorningandsunsetonthecornerforalongtimeonthesurface4.
Verbphrasesarriveatbringaboutburstintotearsclingtocomealongcomeintoviewcomeovercometoahaltcomeuptosbdisappeartofallinlovewithfoolaroundformpeopleintogiverisetoglanceatgoonwithhurrytowardsletuplookaroundmakeamanoutofsbreachoutone'sarmresorttoreturntorushtowardsshowoffsmileatsortpeopleintoranksstepasidestretchoutone'sarmtakeadvantageoftakeovertakesbacrosstearsbawayfromthrowintoturntowardswaitforwakeupwalkalongastreetwalkalongsideyellat5.
Verb+nouncollocationsannounceaneventloseone'swaybeginlifeplaygamesbordertheplacepunishapersonchangeone'smindreachthehouseclutchone'shandsaygoodbyecoveraplacescoldthechildcrossastreetshaketheairdryone'stearsshowthevariouscontinentseatdeliciousfoodsingasongemployworkerstakeanapfacelifetakeawalkfindnotraceoftakestepsfindone'swaysomewheretellastoryinvadeaplacewatchourprogressliftweights6.
Sentencepatterns1)Iwalkedalongsidemyfather,clutchinghisrighthand.
2).
.
.
thiswasthedayIwastobethrownintoschool.
.
.
3).
.
.
wewalkedalongastreetlinedwithgardens.
.
.
4)Iwasn'tconvinced.
5)Ididnotbelieve(that)therewasreallyanygoodtobehadin.
.
.
6)Howcouldallthishavehappenedinhalfaday.
.
.
7)Hereandtherestoodconjurersshowingofftheirtricks.
.
.
8)Extremelyirritated,IwonderedwhenIwouldbeabletocross.
7.
Grammar1)pastparticipleasattributivemodifiers2)relativeclauseswiththose,whoPartVI.
LanguageUnderstandingA.
SentenceParaphraseIwalkedalongsidemyfather,clutchinghisrighthand.
(1):Iwalkednexttomyfather,holdinghisrighthand.
alongside:sidebyside,nextto介词"在…旁边","沿着…的边"clutchinghisrighthand:presentparticipleasadverbialmodifierItisusedtomodifythemainverb"walked",showingthemannerinwhichthenarratorwalked.
(Ing分词分句在句中作状语,表示多种意义,而此处的分句表示伴随状况,与…walkedalongsidemyfather是同时进行的动作.
)Forexample:Astudentwasfastasleep,holdingabookinhishand.
(有一位同学拿着书很快睡着了)Canyoufindtherexamplesfromthetext:1).
Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.
(2)2).
"I'mnotpunishingyou,"hesaid,laughing.
(4)3).
Thebellrang,announcingthepassingofthedayandtheendofwork.
(17)Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.
(1):Butmynewclothesdidnotbringanyhappinesstome,becauseitwasthedayIstartedschool.
1)Whatdoes"they"referto→Here"they"referstothenarrator'snewclothes.
2)Whatdoesthenarratorimplybyusing"tobethrownintoschool"→Thewriteruses"tobethrownintoschool"toshowthatthelittleboyinthestorydidn'twanttogotoschool.
Hewasforcedbyhisfathertodoso.
Thisisnotacommoncollocation.
Acommoncollocationwith"tobethrowninto(anunpleasantplace)"is"tobethrownintoprison/jail.
3)tothrowsb.
out(ofaplace):toforcesb.
toleaveaplacee.
g.
They'llthrowmeoutofschoolifIfailthreeexams.
4)"theday":Nounphrasefollowedbyarelativeclauseisusedasanadverbialoftime.
5)"as":"as"introducesanadverbialclauseofreason.
6)tobetodosth.
:用来表达将来要做某事,尤其是根据官方计划或个人安排而要做的事情.

Eg:Neilwashappythathewastobetakentothezoothatafternoon.
(尼尔很高心下午就可以去动物园了.
)Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.
(2):Mymotherstoodatthewindowwatchingourslowanddifficultmovementtowardstheschool,andIlookedbackatherfrequently,hopingshewouldstopmyfathertakingmetoschool.
1)Whatdoes"progress"meanhereItmeansourslowanddifficultmovementtowardstheschool.
(Mymotherwasanxioustoknowhowmyfatherwouldgetmetogo.
)WhatkindofhelpcouldhismotherofferShewouldstopmyfathertakingmetoschool,ortalktomyfathersothathewouldchangehismindaboutsendingmetoschool.
Whatdoesthesentencetellusabouttheboy'srelationshipswithhisparentsItseemsthattheboywasclosertohismother.
Probablyhismotherwasgentlewhilehisfatherwasstrict.
2)fromtimetotime:sometimes,butnotveryoften,e.
g.
Hegoestoseehisgrandparentsfromtimetotime,aboutfiveofsixtimesayear.
3)"watchingourprogress&hopingshewouldhelp":presentparticiplephrase,actingasadverbialofaccompanyingcircumstances.
Wewalkedalongastreetlinedwithgardens,andfieldsplantedwithcrops,pears,anddatepalms.
(2):Wewalkedalongastreet,onbothsidesofwhichtherearegardensandfieldswherecrops,pearsanddatepalmsareplanted.
1)"linedwith…:&plantedwith…":pastparticiplephraseusedheretomodify"astreet".
Itcanberegardedasarelativeclausecutshort,e.
g.
novel(thatwas)writtenbyCharlesDickenspersonalcomputers(thatare)madeinChinaWhyschool(3):WhydoIhavetogotoschool/WhyareyougoingtothrowmeintoschoolItisanellipticalquestion.
Suchquestionsarecommoninconversation.
Furtherexamples:a)Headmaster:wewantyoutogoandtelltheboy'sparentstheNews.
b)Teacher:whymeWhathaveIdone(3):Idon'tthinkI'vedoneanythingwrongtobepunishedlikethis.
(LittlechildrenoftenthinkthattakingthemawayfromMomistheworstpunishment.
)Thisisarhetoricalquestion—onethatexpressesstrongfeelingoropinionanddoesn'trequireananswer.
Itisusedtosaysomethingmorepositivelythaninastatement.
e.
g.
Don'tyouwanttobeusefullikeyourbrothers(4)Can'tyouseeI'mbusy(Don'tdisturbme!
)Whatgoodisapromiseforanunemployedworker(Anemptypromiseisuselesstounemployedworker.
)Doesnothingeverworryyou(Idon'tunderstandhowyoucanbesocarefree.
)Questionform,definiteansweroftenusedinargumentand/orpersuasion.
7.
It'saplacethatmakesusefulmenoutofboys.
(para.
4)tomake.
.
.
(out)ofsb/sth:tomakesb/sthbecome.
.
.
egThearmymadeamanofhim.
Hardshipshelpmakeaman(out)ofaboy.
Idon'tthinkyoucanmakeafootballstar(out)ofJohnny.
Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.
(5):Ididn'tthinkitwasusefultotakemeawayfromhomeandputmeintothatbuildingwithhighwalls.
(Theschoolbuildinglikeaprisontotheboy.
)1)Itisnogood/usedoingsth.
orthereisnogoodtobehadindoingsth.
:itisnotusefultodosth.
Moreexamples:It'snogoodcryingoverspiltmilk.
(proverb)It'snousetalkingtohim.
2)tearingmeawayfrom&throwingmeinto:gerundastheobjectiveoftheprepositionMoreexamples:1.
Wehaddifficultyinfindingaparkinglot.
2.
There'snopointinwaiting.
3.
I'mnotkeenongambling.
I'mtooafraidoflosing.
4.
Ihavenoobjectiontohearingyourstoryagain.
…wecouldseethecourtyard,vastandfullofboysandgirls.
(6):…wecouldseethecourtyard,whichishugeandcrowdedwithboysandgirls.
1)vastandfullofboysandgirls:adjectivephraseasanattributivemodifier,itmodifies"thecourtyard".
Moreexamples:There'snothingwrongwiththecomputer.
ImetSally,angryatmeasalways,attheparty.
Itwasaconferencefruitfulofresults.
Whenusedasanattributivemodifier,adjectivephrasesareoftenplacedafterthenountheyqualify.
2)fullof:havingalargenumber/amountofsth.
e.
g.
theboy'spocketisfullofcandies.
Lifeisfullofjoysandsorrows.
10.
Goinbyyourself.
.
.
(para.
6)Gointotheschoolalone.
.
.
(Hisfatherisnotgoingwithhim.
)byoneself:alone;withoutanyoneelse11.
Putasmileonyourface.
.
.
(para.
6)Makeanefforttosmile.
.
.
12.
clungtohishand(para.
7)heldhishandtightly.
"Beaman,"hesaid.
"Todayyoutrulybeginlife"(7):"Bebrave",hesaid.
Youlifebeginstoday.
"(Thismeansthatyourcarefreedaysaregoneforever.
Startingfromtoday,you'vegotsomethingimportanttodo—tolearnandtoprepareyourselfforyourcareerandlife.
)1)man:apersonwhoisstrongandbraveorhasotherqualitiesthatpeoplethinkarecharacteristicofmales,e.
g.
Mrs.
Bakerfoundthatherdaughterwasmoreamanthanhersonwas.
2)tobemanenough(todosth.
/forsth.
):tobestrongorbraveenough,E.
g.
Heisnotmanenoughtoaccepthisfailuregracefully.
14.
Youwillfindmewaitingforyouwhenit'stimetoleave.
(7):Iwillcometofetchyouwhenschoolisover.
Iwillbewaitingforyouhereatthegate.
1)Herethepresentparticiple"waitingforyou"isusedasobjectcomplement.
Ing分词分句在句中作主语,宾语,主语补足语和宾语补足语,有事有意义上的区别,有时没有.

2)find+object+V-ing,e.
g.
1).
WhenIenteredtheroom,Ifoundhimreadingsomethingaloud.
2).
Ifoundatreelyingacrosstheroad.
Thisstructureisverycommoninverbslike"see,hear,feel,watch,notice,etc.
15.
Thenthefacesoftheboysandgirlscameintoview.
(para.
8)ThenIcouldseethefacesoftheboysandgirls.
comeintoview:tobegintobeseenegAssoonasweturnedthecorner,thepalacecameintoview.
16.
IfeltIwasastrangerwhohadlosthisway.
(8):Inthisstrangeplace,Ifeltconfusedanddidn'tknowwhattodo.
tolostone'sway:tobecomelost.
e.
g.
Theboyslosttheirwayintheforest.
17.
Ididnotknowwhattosay.
(para.
11)questionword+todo:oftenusedastheobjectofcertainverbsegFacedwithsomanybooksIdidn'tknowwhichtochoose.
WouldyoupleasetellmehowtogettotheNationalLibrary18.
toburstintotears(para.
11):tosuddenlystarttocryburstinto(sth):tobegintodo(sth)suddenlyegTheboysburstintolaughter.
Hisfamilyburstintosong.
Thecarburstintofire/flame(s).
Theaudienceburstintoapplause.
cfburstout(doingsth):tobegin(doingsth)egTheboyburstoutcrying.
Hisfamilyburstout"Happybirthday!
"ashewalkedintotheroom.
Aladycamealong,followedbyagroupofmen.
(11):Aladycametowardus;arrivingafterherwereagroupofmen.
1)过去分词短语followedbyagroupofmen是与Alady紧密联系的.
它告诉了读者关于这位女士的情况:她的后面跟着一群男人.
过去分词短语在这里作名词短语Alady的补语.
-ed分词分句在此是一种省略分句,省略的部分是"主语+be的一定形式",省略的主语即分句的逻辑主语.
Eg;Shesatinthemiddle,dressedinwhite.
她一身白衣坐在中间.
Deeplymoved,hethankedheragainandagain.
他深受感动,再三对她表达谢意.
2)followedby:apastparticiplephrase(asanadverbialmodifierofmanner)thattellsushowtheladycame(orinwhatmannertheladycame)Probablytheladywastheheadteacheroftheschool.
Nowusethecorrectformofeachverbtofillintheblanks.
combine,give,guide1.
_Guilded___bytheteachers,allthestudentsarestudyingveryhard.
2.
__Given__enoughtime,I'llcompletethejobintime.
3.
__combined__withpractice,theorymaybelearnedeasily.
Themanbegansortingusintoranks.
:这里sort动词用,意为"把…分类;整理",如:I'vebeensortingtheseoldpaperstoseewhatcanbethrownaway.
我在整理这些旧文件,看看哪些可以扔掉.
Sort作名词用时,注意区别四个易混淆的词组:sortof,asortof,ofasort,ofthesort.
Sortof是口语用语,只用作状语,放在所修饰的动词,形容词或副词之前,表示"有几分,稍稍,有点儿"的意思,相当于kindof.
Eg:Shesaysthatshefeelssortofnauseatedanddizzy.
她说她感到有点作呕和头晕.
Asortof只用作定语,除表示"一种(某种)特别的(aparticularkindof)"的意思外,在口语中常用作somethingresembling(像…一样的东西)的意思.
Eg:Asortofcoughingnoisecouldbeheardinthenextroom.
能听到隔壁房间里有咳嗽似得声音.
Ofasort=ofakind,它只用作后置定语,主要有两个意思:1)同类的;2)勉强称得上的,低劣的.
作这种意义时,它可用ofsorts替代(ofsorts还有"各种各样"的意思,等于allsortsof).
Eg:Thesegoodsareallofasort.
这些商品都是属于同一类的.
Ofthesort相当于ofthekind(那种的,一类的),常用在something,nothing和anything的后面,在大多数情况下都失去明确的意义,只用专为前面提高之事加强语气而已.

Eg:Ididn'tsayanythingofthesort.
我没有说过这类话.
Wewereformedintoanintricatepatterninthegreatcourtyard…(11):Weweremadetostandindifferentplacestoformregularlinesorshapesinthebigcourtyard……fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.
(11):…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyonwhicheachfloorwherewecouldbeseen.
Or…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.
句中使用了Beformedinto和beoverlookedby两个被动语态结构,体现了学校生活中的纪律性是不能违背的,同时与下文中的"wehadtobeobservantandpatient"一句相呼应.
Well,itseemedthatmymisgivingshadhadnobasis.
(13):Well,perhapsmydoubt,worryandfearaboutwhatschoolwouldbelikewereallgroundless(withoutgoodreasons).
Orwell,itseemedthatIwaswrongtothinkthatschoolwasadreadfulplace.
FromthefirstmomentsImademanyfriendsandfellinlovewithmanygirls.
(13):WhenIfoundschoolwasaniceplacetobein,Ibegantobehavelikeaman—makingfriendsandfallinginlove.
Thisisahumorousremarktosuggestthattheboy'sattitudetowardsschoolchangedagreatdeal.
Ihadneverimaginedschoolwouldhavethisrichvarietyofexperiences.
(13):Ihadneverthoughtthattheschoollifewouldbesocolorfulandinteresting.
从句的时态为一般过去将来时.
不管在什么人称后,这个时态由"would+动词原形"构成.
这个时态常常用在从句中,特别是宾语从句中.
Eg:Hesaidthathewouldwaitformeatthegate.
他说他将在大门口等我.
…wokeuptogoonwithfriendshipandlove,playingandlearning.
(14):…afterthenap,wecontinuedourbusinessatschool---makingfriends,fallinglove,playingandlearning.
1)togoonwith…tocontinueanactivity,especiallyafterapauseofbreak,e.
g.
Let'sgoonwithitafterthelunchbreak.
2)Itisaninfinitivephraseofresult,denotingthe"result"oftheactionexpressedbythemainverb"wokeup".
Notethedifferencebetweentheinfinitiveofresultandthatofpurpose.
Theyliftedarockonlytodropitontheirownfeet.
(Ofresult)Hepickedupastonetohittheattackingsnake.
(Ofpurpose)Ourpath,however,wasnottotallysweetandunclouded.
(15):Schoollifewasnotjustfunandpleasure.
(Therewereserioustasksandunpleasantthings,too.
)此句在文章第二部分中起到承上启下的作用,在这句话上面的文字中,作者描述了自己在学校中交友,恋爱,学习自己闻所未闻的知识等愉快的经历,紧接着作者通过这句话转入到另一个相反的话题:学校生活中不愉快的,甚至是痛苦的经历.
同时,此句也再次补充说明了"schoolhadrichvarietyofexperiences".
此句用了换喻(Metonymy)的修辞手法.
因为path和theprocessoflivingandlearningatschool具有相似的特点,从而产生替代.
Itwasnotallamatterofplayingandfoolingaround.
(15):Whatwedidatschoolwasn'tjustplayingandwastingtimedoingnothinguseful.
1)all:completely2)amatterofsth.
/ofdoingsth.
:asituationthatinvolvessth.
ordependsonsth.
,e.
g.
Learningisamatterofseeingmuch,sufferingmuchandstudyingmuch.
3)tofoolaround:towastetimeinsteadofdoingsth.
thatyoushouldbedoing.
Rivalriescouldbringaboutpainandhatred,orgiverisetofighting.
(15):Whentwoormoreboysfellinlovewiththesamegirl,itmightcausetheboystosuffer,ortohateeachother,ortofight.
1)bringaboutsth:tomakesthhappenegSciencehasbroughtaboutmanychangesinourlives.
Thewarbroughtaboutgreathumansuffering.
2)giveriseto:(formal)tocauseorproducesthegPoorlivingconditionsgiverisetomanydiseases.
Hisabsencefromsocialeventshasgivenrisetorumorsabouthishealth.
Andwhiletheladywouldsometimessmile,shewouldoftenyellandscold.
(15):Thoughtheladysometimessmiledatus,sheoftenshoutedatusandscoldedus.
1)"would"hereisusedtoshowthatapastactionoccursprettyoften.
表示过去的一个动作发生的很频繁.
2)"while"hereisaconjunctionofconcession.
While做连词引导让步状语从句Furtherexamples:whileIdidwellinclass,Iwaspooratsports.
WhileIunderstandwhatyousay,Ican'tagreewithyou31.
Evenmorefrequentlyshewouldresorttophysicalpunishment.
(para.
15):Sheusedphysicalpunishmentmorethanshescoldedus.
1)physicalpunishment:sththatcausesphysicalpainordiscomforttothepupils,especiallybeating.
Physicalpunishment(体罚)wasacommonpracticeintheolddayswhenpeople2)believedinthesaying:"Sparetherodandspoilthechild.
"3)resorttosth:tomakeuseofsth;toturntosth(especiallysthbad)asasolutionegTrynottoresorttoviolence.
Theyhadtoresorttothreatswhentheyfailedtopersuadethemtoleave.
Inaddition,thetimeforchangingone'smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.
(16):Besides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.
Ourchildhoodwasgone,nevertocomeback.
Thereisnoquestion(ofsth.
happening/sb.
doingsth.
):thereisnopossibility,"是不可能的",此处,"Thereisnoquestionof"还有".
.
.
是毫无疑问的"的意思.
表示"毫无疑问的"还有"outofquestion",而"outofthequestion"意为"不可能的"e.
g.
Thereisnoquestionoftheirdismissingyouatthemoment.
Nothinglayaheadofusbutexertion,struggle,andperseverance.
(16):Wewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.
ThisiswhatIimaginedourschooldayswouldbelike.
Or:thekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.
1)"butexertion,struggle,andperseverance":Thisprepositionalphrasemodifies"nothing".
Normallysuchphrasesareplacedrightafter"nothing",butthatwouldmakethesubjectofsentencestoolong.
2)nothingbut:onlye.
g.
Rightnowhethinksaboutnothingbuyhisresearch.
Sheatenothingbutanappleforlunch.
Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.
(16):Iftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.
1)totakeadvantageofsth.
:tomakeuseofsth.
(suchasanopportunity)wellE.
g.
WemusttakefulladvantageofourtriptoBritain.
Warning:totakeadvantageofsb.
means"totreatsb.
unfairlytogetwhatonewants".
2)topresentitself/themselves:(formal)toappear,happen,E.
g.
WhenthechancetostudyatHarvardpresenteditself,Ijumpedatit.
3)able在此意为"有能力的,有本事的"Eg:IthinkDavidismoreabletodealwiththisproblemthanIam.
我认为戴维比我更善于处理这个问题.
4)关系代词who引导的分句whowereable用以修饰those,在此为限制性关系分句,限制性关系分句和它的先行项的所指意义有着不可分割的联系,缺少了它,作为先行项的名词(词组)便不能明确表示其所指对象;如:Hereistheboywhodamagedthevase.
与限制性关系分句相应的是非限制性关系分句,它和先行项之前只有比较松散的联系,不是先行项不可缺少的组成部分,而仅仅是对先行项提供一些补充说明.
因此,如果省略了一个非限制性关系分句,并不影响先行项的所指意义,如:mycousin,whoisanengineer,wenttoEuropelastweek.
限制性关系分句通常出现在下列搭配中:1)当名词中心词带有表示类别的不定冠词时,其后的关系分句通常的限制性关系分句,如:shewasawomanthatmustbetreateddecently.
2)当名词中心词带有前照应定冠词时,其后的关系分句也必定是限制性的,如:Heisthemanwhotoldmethenews.
3)当名词中心词带有all,any,some,every,no等不定限定词时,其后的关系分句也通常是限制性的.
如:ThefirstflamefromRainbowsprangintothesky,attractingalleyesthathadbeenfixedonthedistantconflagration.
/Anymanwhosmokescigarettesis,thedoctorsay,riskinghishealth.
Isaidgoodbyetofriendsandsweetheartsandpassedthroughthegate.
(17):IsaidgoodbyetofriendsandthegirlsIhadfalleninlovewithandwentoutofthegate.
Howdidthesehillsofrubbishfindtheirwaytocoveritssides(17):HowdidthestreetcometobecoveredwithsomuchrubbishonbothsidesWheredidtheycomefromfindone'swayto:toarriveorgettoaplace.
hereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.
(17)Thisisaninvertedsentence.
Thesubjectis"conjurers";themainverbis"stood".
Inversionoccursbecausethesubjectistoolong.
Thetwopresentparticiplephrases"showing…"and"making…"modifythesubject"conjurers".
此句是一个倒装句,将状语hereandthere前置,这是因为此句的主语结构过于复杂:conjurersshowingofftheirricksormakingsnakesappearfrombaskets.
将状语前置有助于句子结构的匀称.
Eg:Fromthevalleycameatinklingsounds,asoothingmoo,thelullofalienvoices.
Conjurersstoodeverywhere.
Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.
Moreexamples:Therearesomeexceptionstothisreaction.
Weretherenoairontheearth,therewouldbenolifeonit.
Innocaseshouldwewasteourtime.
Theregoesthebell.
Awayhurriedthecustomers.
Thentherewasabandannouncingtheopeningofacircus,withclownsandweightlifterswalkinginfront.
(17):Thentherewasabandthatwasannouncingtheopeningofacircus.
Theclownsandweightlifterswerewalkinginitsfront.
1.
"With+n.
+doing"constructionisusedadverbiallymodifying"announcing".
1).
Hestoodtherewithastickinhishand.
(with+n.
+prep.
)2).
Paulsoonfellasleepwiththelightstillburning.
(with+n.
+participle)3).
Shecan'tgooutwithallthesedishestowash.
(with+n.
+todo)4).
Hewaslyingonthebedwithallhisclotheson.
(with+n.
+adv.
)2.
分句withclownsandweightlifterswalkinginfront为独立结构在句中作状语,现在分词短语announcingtheopeningofacircus在句中作后置定语,修饰band,相当于一个定语从句thatwasannouncingtheopeningofacircus.
Extremelyirritated,IwonderedwhenIwouldbeabletocross.
(18):Iwasveryangryanddidn'tknowwhenIcouldcrossthestreet.
1)Thepastparticiplephrase"extremelyirritated"denotesthestatetheboy,ortheoldmanwasinwhenhewaswaitingtocrossthestreet.
2)此句即作为文章第三部分的结尾,也作为文章的结尾出现,表面上描述了一位老人站在十字路口不知何时过马路的无措,实则惟妙惟肖地描写了老人面对纷繁无章,迅速发展的社会所流露的失落与茫然,暗示了社会发展日新月异.