Unit全新大學(xué)英語第二綜合教程電子

會(huì)計(jì)學(xué)1Unit全新大學(xué)英語第二綜合教程電子BR_EnglishSongEnglishSong—TeachYourChildrenTeachYourChildrenQuestionsandAnswersIntroductoryRemarksCrosby,StillsandNash第1頁/共178頁BR_AboutEducationAboutEducationASurveyAPracticalExperimentEducationintheWest第2頁/共178頁BR_IntroductoryRemarks“Waysoflearning”isthetopicofthisunit.Itisalsothetopicofthesongyouareabouttolistento,calledTeachYourChildrensungbyCrosby,StillsandNash.IntroductoryRemarks第3頁/共178頁BR_IntroductoryRemarks2第4頁/共178頁BR_TeachYourChildren1TeachYourChildrenDirections:Listentothesongandfillintheblankswithwhatyouhear.You,whoareMustthatyoucanliveby.Andso,becomeyourself,Because—isjustagoodbye.Teachyourchildrenwell,Theirfather’shelldidslowlygoby.AndfeedthemTheonetheypicks,theoneyou’llknowby.ontheroad__________,haveacode__________thepast_______onyourdreams_____________,第5頁/共178頁BR_TeachYourChildren2Don’tyoueveraskthemwhy,iftheytoldyou,youwillcry,Sojustlookatthemandsighandknowtheyloveyou.Andyou,oftenderyears,Can’tthatyoureldersgrewby.Andsopleasehelpthemwithyouryouth,Theybeforetheycandie.Teachyourparentswell,Theirchildren’shellwillslowlygoby.AndfeedthemTheonetheypicks,theoneyou’llknowby.knowthefears____________seekthetruth____________onyourdreams_____________,第6頁/共178頁BR_TeachYourChildren3Don’tyoueveraskthemwhy,iftheytoldyou,youwillcry,Sojustlookatthemandsighandknowtheyloveyou.第7頁/共178頁BR_QuestionsandAnswersQuestionsandAnswers1.Whatisacodethatyoucanliveby?Asetofrulestoguideyouontheroadoflife.2.Isthesongonlyabouthowparentsshouldteachtheirchildren?No.Thefirstpartofthesongisabouthowparentscanteachtheirchildrenthroughsharingwiththemtheirdreams.Andinthesecondpart,wearetoldthatchildrenalsohavesomethingtoteachtheirparents—helpthemwithyouryouth.

3. Doyouknowanythingaboutthesingers?第8頁/共178頁BR_Crosby,StillsandNash1Crosby,StillsandNash

ThemusicalpartnershipofDavidCrosby(b.Aug.14,1941),StephenStills(b.Jan.3,1945),andGrahamNash(b.Feb.2,1942),wasnotonlyoneofthemostsuccessfultouringandrecordingactsofthelate1960s,1970s,andearly1980s—withthecolorful,contrastingnatureofthemembers'charactersandtheirconnectiontothepoliticalandculturalupheavals(動(dòng)蕩，劇變)ofthetime—itwastheonlyAmerican-basedbandtoapproachtheoverallsocietal(社會(huì)的)impactoftheBeatles.Theresultingtrio(三人組)wascharacterizedbyauniquevocalblendandamusicalapproachthatrangedfromfolktopoptohardrock.第9頁/共178頁BR_Crosby,StillsandNash2CSN’s(initialsofCrosby,StillsandNash)debutalbum(首張唱片),releasedin1969,wasperfectlyintune(合拍)withthetimes,andthegroupwasaninstanthit.Song-list:TeachYourChildrenSouthernmanOhioWoodstock第10頁/共178頁BR_ASurveyASurveyDoyouagreewiththefollowingstatements?.Playisthebestwaytolearn.Childrendeveloplifeskillsbestthroughformalprograms.Childrenarenaturallycurious,inspired,motivatedlearners,butsometimestheenjoymentoflearningcangetlostinthepressureto“succeed”informaleducation.Parentsarethemostimportantinstructorstothechildren,sotheyshouldgiveasmuchguidanceaspossible.第11頁/共178頁BR_APracticalExperiment1Angelaisgivenahulahoopwithinstructionsonhowtouseit.Jonathanisgivenahulahoopbutnoinstructions.Whatkindofoutcomesdoyouexpect?APracticalExperimentTwochildrenaregivenhulahoops,atoytheyareunfamiliarwith.第12頁/共178頁Angelalearnstokeepthehulahoopinmotionbymovingherbodyincertainways.Jonathanexploresthehoopanddiscoversit'sbigenoughtostepthrough.Hethenbalancesthehoopbetweentwoobjectsandpracticeskickingaballthroughthehoop.Howdoyoucommentonthesetwooutcomes?BR_APracticalExperiment2APracticalExperimentTwochildrenaregivenhulahoops,atoytheyareunfamiliarwith.第13頁/共178頁Bothoutcomesaregood.Angelalearnsausefulplayskill.Jonathanuseshishoopinadifferent,butequallyplayfulway.Whichonedoyouthinkisbetterindevelopingthechildren’screativity?BR_APracticalExperiment3APracticalExperimentTwochildrenaregivenhulahoops,atoytheyareunfamiliarwith.第14頁/共178頁BR_APracticalExperiment4APracticalExperimentTwochildrenaregivenhulahoops,atoytheyareunfamiliarwith.Angela,becauseshefollowedthedirectionsgiven,willhaveaskillshecanuseanytimeshewantstomoveherbodyinthatspecificway.Theoutcomeislimitedtohavingfolloweddirectionsandmasteredaparticularskill.Jonathan,ontheotherhand,hadtheexperienceofexploringanddiscoveringanitemhewasunfamiliarwith.Heusedwhathelearnedaboutthiscircular-shapedobjecttosolveaproblemofhisownandincorporated(結(jié)合)thehulahoopasaninnovativesolutiontohelp第15頁/共178頁BR_APracticalExperiment5himdosomethingthathewantedtodo—kickaballthroughatarget.Jonathanlearnedhecouldusehisownobservationandexplorationtolearnaboutnewobjects.Whatconclusioncanyoudrawfromthisexperiment?第16頁/共178頁BR_EducationintheWest1Muchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethodsaremorestudent-centered,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstotellthem.Anextremeversionofthestudent-centeredapproachcanbeseenatSummerhill,aschoolinEnglandestablishedbytheeducationalistA.S.Neill.ThereEducationintheWest第17頁/共178頁BR_EducationintheWest2childrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centeredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforanexploratoryapproachtolearning.第18頁/共178頁BR_Warm-upQuestions1Warm-upQuestions1.2.3.Ifyoufindatwo-year-oldboyistryingtoputakeyintoabox,willyouhelphimimmediately?Canyourecallhowyourparentstaughtyouinyourchildhood?Didtheyliketoteachyoubyholdingyourhand?Whichwaydidyoupreferwhenyouwereintroublewithoneofyourtoysinyourchildhood,turningtoyourparentsforhelp,orexploringbyyourselves?第19頁/共178頁GR_mainScanningPartDivisionoftheTextFurtherUnderstanding第20頁/共178頁GR_FurtherUnderstandingFurtherUnderstandingQuestionsandAnswersMultipleChoiceQuestionsandAnswers第21頁/共178頁GR_Scanning1ScanningScanTextAanddecidewhetherthefollowingstatementsaretrueorfalse.1. Benjaminwasworriedthathecouldn’tputthekeyintothebox.FBenjaminwasnotbotheredatall.(

)2. IntheChinesestaff’sopinion,theparentsshouldguideBenjamintoinsertthekey.T(

)第22頁/共178頁GR_Scanning23. Theauthorandhiswifedidn’tcarewhetherBenjaminsucceededininsertingthekeyintotheslot.T(

)4. FortheWesterners,learningshouldtakeplacebycontinualcarefulshapingandmolding.FTheChinesethinkthatlearningshouldtakeplacebycontinualcarefulshapingandmolding.(

)5. Chineseteachersholdtheopinionthatskillsshouldbeacquiredasearlyaspossible,whileAmericaneducatorsthinkthatcreativityshouldbeacquiredearly.T(

)第23頁/共178頁GR_PartDivisionoftheText1PartDivisionoftheTextPartsPara(s).MainIdeas11~526~13Thetextbeginswithananecdote.Theauthor’sthoughtsaremainlyaboutdifferentapproachestolearninginChinaandtheWest.314Theauthorwindsupthetextwithasuggestionintheformofaquestion.第24頁/共178頁GR_QuestionsandAnswers

1QuestionsandAnswers1.HowdoestheauthorintroducethetopicinTextA?Inthistext,theauthorintroducesthetopicbythekey-slotanecdote(軼事).Thereareseveralwaystointroduceatheme.1.Statingthetopicdirectly.2.Posingaquestion.3.Quotingafamoussaying.4.Relatingananecdoteoranincident.第25頁/共178頁GR_QuestionsandAnswers

22. SumupthecontrastbetweentheattitudeofthecoupleandthatofthehotelstafftowardBenjamin’seffortsininsertingthekeyintotheslot.Thecouple:lethimexploreandenjoyhimself.Thehotelstaff:heldhishandandtaughthimhowtoinsertthekeycorrectly.ContrastandcomparisonAcontrastbringsoutthedifferencesbetweentwoormorethingsofthesamekind,whileacomparisonthesimilaritiesbetweenthem.第26頁/共178頁GR_QuestionsandAnswers

1QuestionsandAnswers1.ReadthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere.One-side-at-a-timemethod.Comparisonandcontrastcanbeorganizedintwomajorways:1.One-side-at-a-timemethod:examineonesubjectthoroughlyandthenstarttheother.2.Point-by-pointmethod:examinetwosubjectsatthesametime,discussingthempointbypoint.第27頁/共178頁GR_QuestionsandAnswers

22.SumupthecontrastbetweenChineseandWesternwaystolearntofulfillatask.TheChinese:showachildhowtodosomething,orteachbyholdinghishand.TheWesterners:teachachildtorelyonhimselfforsolutionstoproblems.3.ReadfromPara11toPara13.Whichmethodofcomparisonandcontrastisusedhere?Point-by-pointmethod.第28頁/共178頁GR_QuestionsandAnswers34.Thefollowingaretwotypesofattitudestowardcreativityandbasicskills.WhichonebelongstotheChineseandwhichonebelongstotheWesterners?TheChinese.B)puttingmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.A)givingprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime.TheWesterners第29頁/共178頁GR_MultipleChoice1Therearemanywaystoconcludeanessay.Howdoestheauthorendthistext?A)Restatingthemainpointspreviouslymentioned.B)Proposingasolution.C)Quotingfromsomebookorperson.D)Predictingfuturedevelopments.MultipleChoiceE)makingasuggestionintheformofaquestion.第30頁/共178頁GR_MultipleChoice1ATherearemanywaystoconcludeanessay.Howdoestheauthorendthistext?A)Restatingthemainpointspreviouslymentioned.B)Proposingasolution.C)Quotingfromsomebookorperson.D)Predictingfuturedevelopments.MultipleChoiceE)makingasuggestionintheformofaquestion.A第31頁/共178頁GR_MultipleChoice1BTherearemanywaystoconcludeanessay.Howdoestheauthorendthistext?A)Restatingthemainpointspreviouslymentioned.B)Proposingasolution.C)Quotingfromsomebookorperson.D)Predictingfuturedevelopments.MultipleChoiceE)makingasuggestionintheformofaquestion.B第32頁/共178頁GR_MultipleChoice1CTherearemanywaystoconcludeanessay.Howdoestheauthorendthistext?A)Restatingthemainpointspreviouslymentioned.B)Proposingasolution.C)Quotingfromsomebookorperson.D)Predictingfuturedevelopments.MultipleChoiceE)makingasuggestionintheformofaquestion.C第33頁/共178頁Therearemanywaystoconcludeanessay.Howdoestheauthorendthistext?A)Restatingthemainpointspreviouslymentioned.B)Proposingasolution.C)Quotingfromsomebookorperson.D)Predictingfuturedevelopments.MultipleChoiceE)makingasuggestionintheformofaquestion.GR_MultipleChoice1DMultipleChoiceD第34頁/共178頁GR_MultipleChoice1ETherearemanywaystoconcludeanessay.Howdoestheauthorendthistext?A)Restatingthemainpointspreviouslymentioned.B)Proposingasolution.C)Quotingfromsomebookorperson.D)Predictingfuturedevelopments.MultipleChoiceE)makingasuggestionintheformofaquestion.E第35頁/共178頁Foramonthinthespringof1987,mywifeEllenandIlivedinthebustlingeasternChinesecityofNanjingwithour18-month-oldsonBenjaminwhilestudyingartseducationinChinesekindergartensandelementaryschools.ButoneofthemosttellinglessonsEllenandIgotinthedifferencebetweenChineseandAmericanideasofeducationcamenotintheclassroombutinthelobbyoftheJinlingHotelwherewestayedinNanjing.DR_Text1LEARNING,CHINESE-STYLERussellBaker第36頁/共178頁ageandincompleteunderstandingoftheneedtopositionthekeyjustso,hewouldusuallyfail.Benjaminwasnotbotheredintheleast.Heprobablygotasmuchpleasureoutofthesoundsthekeymadeashedidthosefewtimeswhenthekeyactuallyfounditswayintotheslot.DR_Text2Thekeytoourroomwasattachedtoalargeplasticblockwiththeroomnumberonit.Whenleavingthehotel,aguestwasencouragedtoturninthekey,eitherbyhandingittoanattendantorbydroppingitthroughaslotintoabox.Becausethekeyslotwasnarrow,thekeyhadtobepositionedcarefullytofitintoit.Benjaminlovedtocarrythekeyaround,shakingitvigorously.Healsolikedtotrytoplaceitintotheslot.Becauseofhistender第37頁/共178頁DR_Text3NowbothEllenandIwereperfectlyhappytoallowBenjamintobangthekeynearthekeyslot.Hisexploratorybehaviorseemedharmlessenough.ButIsoonobservedaninterestingphenomenon.AnyChinesestaffmembernearbywouldcomeovertowatchBenjaminand,notinghislackofinitialsuccess,attempttoassist.HeorshewouldholdontoBenjamin’shandand,gentlybutfirmly,guideitdirectlytowardtheslot,repositionitasnecessary,andhelphimtoinsertit.The“teacher”wouldthensmilesomewhatexpectantlyatEllenorme,asifawaitingathankyou—andonoccasionwouldfrownslightly,asifconsideringustobeneglectingourparentalduties.第38頁/共178頁IsoonrealizedthatthisincidentwasdirectlyrelevanttoourassignedtasksinChina:toinvestigatethewaysofearlychildhoodeducation(especiallyinthearts),andtothrowlightonChineseattitudestowardcreativity.AndsobeforelongIbegantointroducethekey-slotanecdoteintomydiscussionswithChineseeducators.TWODIFFERENTWAYSTOLEARNWithafewexceptionsmyChinesecolleaguesdisplayedthesameattitudeasthestaffattheJinlingHotel.Sinceadultsknowhowtoplacethekeyinthekeyslot,whichistheultimatepurposeofapproachingtheslot,andsincethechildisneitheroldenoughnorcleverenoughtorealizethedesiredactiononhisown,whatpossiblegainisachievedbyhavinghimstruggle?DR_Text4第39頁/共178頁Hemaywellgetfrustratedandangry—certainlynotadesirableoutcome.Whynotshowhimwhattodo?Hewillbehappy,hewilllearnhowtoaccomplishthetasksooner,andthenhecanproceedtomorecomplexactivities,likeopeningthedoororaskingforthekey—bothofwhichaccomplishmentscan(andshould)induecoursebemodeledforhimaswell.Welistenedtosuchexplanationssympatheticallyandexplainedthat,firstofall,wedidnotmuchcarewhetherBenjaminsucceededininsertingthekeyintotheslot.Hewashavingagoodtimeandwasexploring,twoactivitiesthatdidmattertous.Butthecriticalpointwasthat,intheprocess,weweretryingtoteachBenjaminthatonecansolveaproblemeffectivelybyoneself.DR_Text5第40頁/共178頁DR_Text6Suchself-relianceisaprincipalvalueofchildrearinginmiddle-classAmerica.Solongasthechildisshownexactlyhowtodosomething—whetheritbeplacingakeyinakeyslot,drawingahenormakingup

foramisdeed—heislesslikelytofigureouthimselfhowtoaccomplishsuchatask.And,moregenerally,heislesslikelytoviewlife—asAmericansdo—asaseriesofsituationsinwhichonehastolearntothinkforoneself,tosolveproblemsonone’sownandeventodiscovernewproblemsforwhichcreativesolutionsarewanted.第41頁/共178頁TEACHINGBYHOLDINGHISHAND

Inretrospect,itbecamecleartomethatthisincidentwasindeedkey—andkeyinmorethanonesense.Itpointedtoimportantdifferencesintheeducationalandartisticpracticesinourtwocountries.Whenourwell-intentionedChineseobserverscametoBenjamin’srescue,theydidnotsimplypushhishanddownclumsilyoruncertainly,asImighthavedone.Instead,theyguidedhimwithextremefacilityandgentlenessinpreciselythedesireddirection.IcametorealizethattheseChinesewerenotjustmoldingandshapingBenjamin’sperformanceinanyoldmanner:InthebestChinesetradition,theywerebazheshoujiao—“teachingbyholdinghishand”—somuchsothathewouldhappilycomebackformore.DR_Text7第42頁/共178頁DR_Text8Theideathatlearningshouldtakeplacebycontinualcarefulshapingandmoldingappliesequallytothearts.Watchingchildrenatworkinaclassroomsetting,wewereastonishedbytheirfacility.Childrenasyoungas5or6werepaintingflowers,fishandanimalswiththeskillandconfidenceofanadult;calligraphers9and10yearsoldwereproducingworksthatcouldhavebeendisplayedinamuseum.Inavisittothehomesoftwooftheyoungartists,welearnedfromtheirparentsthattheyworkedonperfectingtheircraftforseveralhoursaday.第43頁/共178頁CREATIVITYFIRST?Intermsofattitudestocreativitythereseemstobeareversalofpriorities:youngWesternersmakingtheirboldestdeparturesfirstandthengraduallymasteringthetradition;andyoungChinesebeingalmostinseparablefromthetradition,but,overtime,possiblyevolvingtoapointequallyoriginal.OnewayofsummarizingtheAmericanpositionistostatethatwevalueoriginalityandindependencemorethantheChinesedo.Thecontrastbetweenourtwoculturescanalsobeseenintermsofthefearswebothharbor.Chineseteachersarefearfulthatifskillsarenotacquiredearly,theymayneverbeacquired;thereis,ontheotherhand,nocomparablehurrytopromotecreativity.DR_Text9第44頁/共178頁Americaneducatorsfearthatunlesscreativityhasbeenacquiredearly,itmayneveremerge;ontheotherhand,skillscanbepickeduplater.However,Idonotwanttooverstatemycase.ThereisenormouscreativitytobefoundinChinesescientific,technologicalandartisticinnovationspastandpresent.AndthereisadangerofexaggeratingcreativebreakthroughsintheWest.Whenanyinnovationisexaminedclosely,itsrelianceonpreviousachievementsisalltooapparent(the“Standingontheshouldersofgiants”phenomenon).DR_Text10第45頁/共178頁DR_Text11

ButassumingthatthecontrastIhavedevelopedisvalid,andthatthefosteringofskillsandcreativityarebothworthwhilegoals,theimportantquestionbecomesthis:Canwegather,fromtheChineseandAmericanextremes,a

superior

waytoapproacheducation,perhapsstrikingabetterbalancebetweenthepolesofcreativityandbasicskills?第46頁/共178頁DR_Sentence1_Becauseof…Paraphrasethesentence.Becausehewassoyounganddidn’tquiteknowthatheshouldpositionthekeycarefullytofitintothenarrowkeyslot,hewouldusuallyfail.Becauseofhistenderageandincompleteunderstandingoftheneedtopositionthekeyjustso,hewouldusuallyfail.第47頁/共178頁DR_Sentence2_Benjaminwas…Paraphrasethesentence.Benjaminwasnotbotheredatall.BenjaminwasnotbotheredTranslatethesentenceintoChinese.本杰明一點(diǎn)也不在意。第48頁/共178頁DR_Sentence3_…andto…Paraphrasethispartofthesentence.AndtohelpexplainChineseattitudestowardcreativity.…andtothrowlightonChineseattitudestowardcreativity.第49頁/共178頁DR_Sentence4_…sincethechild…Whatdoesthedesiredactionreferto?Positioningthekeycarefullytofitintotheslot.…sincethechildisneitheroldenoughnorcleverenoughtorealizethedesiredactiononhisown,whatpossiblegainisachievedbyhavinghimstruggle?Inyouropinion,whatpossiblegaincanbeachievedbyhavingBenjaminstruggle?Open-ended.第50頁/共178頁DR_Sentence5_Hemaywell…Paraphrasethesentence.Heislikelytogetfrustratedandangry.Youuse“maywell”whenyouaresayingwhatyouthinkislikelytohappen.Hemaywellgetfrustratedandangry.第51頁/共178頁DR_Sentence6_Hewashaving…Whatdothetwoactivitiesreferto?Havingagoodtimeandexploring.Hewashavingagoodtimeandwasexploring,twoactivitiesthatdidmattertous.Paraphrasetwo“activitiesthatdidmattertous”.Towactivitiesthatwereimportanttous.第52頁/共178頁DR_Sentence7_…whetheritbe…Analyzethestructureofthesentence.Thesubjunctivemoodisusedhere.Whetherhebepresentorabsent,weshallhavetodoourpart.…whetheritbeplacingakeyinakeyslot,drawingahenormakingupforamisdeed…Paraphrasethesentence.Nomatterwhetheritisplacingakeyinakeyslot,drawingahenormakingupforsomemistakes.第53頁/共178頁DR_Sentence8_…youngWesterners…Whatdoesmakingtheirboldestdeparturesmean?Doingsth.differentfromanestablishedruleortradition.…youngWesternersmakingtheirboldestdeparturesfirstandthengraduallymasteringthetradition…TranslatethispartintoChinese.西方的年輕人先是大膽創(chuàng)新，然后逐漸深諳傳統(tǒng)。第54頁/共178頁DR_Sentence9_Butassuming…Canyouanalyzethestructureofthissentence?ButassumingthatthecontrastIhavedevelopedisvalid,andthatthefosteringofskillsandcreativityarebothworthwhilegoals…assuming+that-clause:假定……Youuseassumingthatwhenyouareconsideringapossiblesituationorevent,sothatyoucanthinkabouttheconsequences.Assumingthatweallworkatthesamerate,weshouldbefinishedbyJanuary.第55頁/共178頁DR_Sentence9_Butassuming…TranslatethesentenceintoChinese.Canwegather,fromtheChineseandAmericanextremes,asuperiorwaytoapproacheducation,perhapsstrikingabetterbalancebetweenthepolesofcreativityandbasicskills?我們能否從中美兩個(gè)極端中尋求一種更好的教育方式，它或許能在創(chuàng)造力與基本技能這兩極之間獲得某種較好的平衡?Doyouthinkthatwecanfindabetterwaytoapproacheducation,whichstrikesabetterbalancebetweenthepolesofcreativityandbasicskills?第56頁/共178頁DR_word_attachattach:vt.fastenorjoin(onethingtoanother)Sheattachedanantennatotheradio.Atagwasattachedtoeacharticle.Pattern:attachsth.tosth.beattachedtosth.第57頁/共178頁DR_word_initialinitial:adj.oforatthebeginning;first最初的會(huì)談是后來達(dá)成協(xié)議的基礎(chǔ)。theinitialletterofawordTheinitialtalkswerethebaseofthelateragreement.一個(gè)詞的首字母第58頁/共178頁DR_word_awaitawait:vt.waitforHewasanxiouslyawaitingherreply.他早就期待著這個(gè)時(shí)刻了。Hehaslongawaitedthismoment.第59頁/共178頁DR_word_onoccasiononoccasion:nowandthenIthas,onoccasion,createdtroubleforthebank.你有時(shí)使人們感到詫異。Youhaveonoccasionsurprisedpeople.這兩個(gè)詞組非常相似，但意思不同。onoccasion有時(shí)，間或。ontheoccasionof在…之際。onoccasion&ontheoccasionofCF:ontheoccasionofsb.’swedding第60頁/共178頁DR_word_neglect1neglect:vt.givetoolittleattentionorcaretoneglectone’smealsandsleep離開時(shí)別忘了鎖門。Don’tneglecttolockthedoorwhenyouleave.這幾個(gè)詞都有忽略、遺漏之意。neglect,ignore&omitCF:Thosewhoneglecttheirdutiesshouldbepunished.玩忽職守者應(yīng)受懲罰。Whydotheyalwaysneglectthetrafficregulation.他們?yōu)槭裁蠢鲜遣蛔⒁庾袷亟煌ㄒ?guī)則呢？neglect指對(duì)職責(zé)、義務(wù)或應(yīng)做的事沒有給予足夠的注意。這種忘記可能是有意的，也可能是無意的。例如：第61頁/共178頁DR_word_neglect2ignore

指疏忽、不顧，強(qiáng)調(diào)對(duì)某人或某物故意不理會(huì)，有時(shí)還帶有固執(zhí)地拒絕的意味。例如：WhenIsawTom,Istoppedtogreethim,butheignoredmeandwalkedon.當(dāng)我看到湯姆時(shí)，我停下來和他打招呼，但他沒有理我繼續(xù)往前走。Theteacherignoredmydifficultquestions.老師對(duì)我的難題置之不理。第62頁/共178頁DR_word_neglect3omit

指因?qū)Ｗ⒒蚴韬龆浤呈拢@種失誤可能是有意或無意的。該詞還可指刪除不利或不必要的東西。例如：Sheshouldnotomittovisitthemuseum.她不應(yīng)忘了去參觀博物館。Thethirdpartofthebookmaybeomitted.該書的第三部分可以刪掉。第63頁/共178頁DR_word_relevantrelevant:adj.directlyconnectedwiththesubjectHiscolorisnotrelevanttowhetherhe’sagoodlawyer.該證據(jù)與此案有關(guān)。Theevidenceisrelevanttothecase.Pattern:berelevantto第64頁/共178頁DR_word_investigate1investigate:1.

vt.trytofindoutinformationaboutScientistsareinvestigatinghowtheplanecrashoccurred.Ifyouhearsucharumor,investigateitthoroughly.2.

vi.makeadetailedinquiryinvestigateintoanaffairinvestigateintoarumor第65頁/共178頁DR_word_investigate2這幾個(gè)詞都有調(diào)查、檢查之意。investigate,examine&inspectCF:Theyinvestigatedthecauseoftheaccident.他們調(diào)查了事故的原因。Thepoliceareinvestigatingthemurder.警方正在調(diào)查這件謀殺案。investigate

較正式，指有條不紊地進(jìn)行調(diào)查研究以發(fā)現(xiàn)事實(shí)真相，更常用以說明調(diào)查案件、情況、背景來歷等。例如：第66頁/共178頁DR_word_investigate3examine

是普通用語，指仔細(xì)地檢查某人或物。該詞還指官方主持的檢查或醫(yī)生進(jìn)行的診察，也表示對(duì)某種觀點(diǎn)的討論研究，更指考試。例如：Theyexaminedourpassportsverycarefully.他們仔細(xì)檢查了我們的護(hù)照。Anopticianisqualifiedtoexamineyoureyesandprescribeglasses.眼科醫(yī)生有資格來檢查你的眼睛并給你配眼鏡。第67頁/共178頁DR_word_investigate4inspect

較正式，用得不如examine廣泛，指對(duì)某人或某物進(jìn)行檢查、查問，帶有揭示其差異或缺陷的意思。更常指官員們的視察以發(fā)現(xiàn)下屬單位的缺點(diǎn)等，還指檢閱軍隊(duì)。例如：Thefiremenwereinspectingthewarehouseforpotentialfirehazards.消防人員正在檢查倉庫以防火災(zāi)。Everylengthofclothisinspectedbeforeitleavesthefactory.出廠之前每寸布匹都檢查過。第68頁/共178頁DR_word_throwlightonthrowlighton:helpunderstandingThesefactsthrownewlightonthematter.這些事實(shí)使人進(jìn)一步了解此事。第69頁/共178頁DR_word_exception1exception:n.sb./sth.thatacommentorstatementdoesnotapplyto這是那項(xiàng)規(guī)定的一個(gè)明顯的例外。Thisisanapparentexceptiontotherule.Thereisanexceptiontothisgrammaticalrule.Pattern:anexceptionto第70頁/共178頁DR_word_exception2Collocation：有很多/很少例外withmany/fewexceptions毫無例外，一律withoutexception除……之外witht