大學(xué)英語精讀第五冊U1課件

2.SermonBR_MAINBeforeReadingGlobalReadingDetailedReadingAfterReading3.LearningPlateau1.EnglishSong—ThroughtheRain4.Warm-upQuestionsBeforeReading_1.1BeforeReadingGlobalReadingDetailedReadingAfterReadingEnglishSong—ThroughtheRain1.ListentotheSong■BeforeReading_1.2BeforeReadingGlobalReadingDetailedReadingAfterReadingWhenyougetcaughtintherainWithnowheretorunWhenyou’redistraughtandWithoutanyoneAndyouThatyoujustcan’tfindyourwayhomeYoucangettherealoneIt’sokay,whatyousayisIcanIcanThroughtheRaininpain______feelsofaraway_____________makeitthroughtherain____________________standuponceagainonmyown__________________________2.FillintheBlanks■BeforeReading_1.3BeforeReadingGlobalReadingDetailedReadingAfterReadingAndIknowthatAndeverytimeIfeelafraidIAndIliveonemoredayAndImakeitthroughtherainAndifyoukeepfallingdownDon’tyoudareYouwillariseSokeepAndyou’llfindWhatyousayisIcanIcanI’mstrongenoughtomend______________________holdtightertomyfaith__________________givein______safeandsound_____________pressingonsteadfastly___________________whatyouneedtoprevail____________________makeitthroughtherain____________________standuponceagainonmyown__________________________BeforeReading_1.4BeforeReadingGlobalReadingDetailedReadingAfterReadingAndIknowthatAndeverytimeIfeelafraidIAndIliveonemoredayAndImakeitthroughtherainAndwhentherainblowsAsshadowsgrowclosedon’tbeafraid

AndshouldtheytellyouDon’thesitateIcanIcanI’mstrongenoughtomend______________________holdtightertomyfaith__________________There’snothingyoucan’tface________________________You’llneverpullthrough____________________Standtallandsay_______________makeitthroughtherain___________________standuponceagainonmyown__________________________BeforeReading_1.5BeforeReadingGlobalReadingDetailedReadingAfterReadingAndIknowthatAndeverytimeIfeelafraidIAndIliveonemoredayAndImakeitthroughtherainIcanmakeitthroughtherainAndstanduponceagainAndIliveonemoredayIcanmakeitthroughtherainOhyesyoucanYouwillmakeitthroughtherainI’mstrongenoughtomend______________________holdtightertomyfaith__________________BeforeReading_1.6BeforeReadingGlobalReadingDetailedReadingAfterReading1.Whoisthesinger?MariahCarey,anAmericanpopandR&Bsinger,songwriter,recordproducer,andactress,bornin1970.AccordingtoBillboardmagazine,shewasthemostsuccessfulartistofthe1990sintheUnitedStates.Inadditiontohercommercialaccomplishments,sheiswell-knownforhermelismatic(裝飾音的)singingvoice,vocalrange,power,anduseofwhistleregister.QuestionsAbouttheSong2.Whatdoes“throughtherain”mean?Howdoyouunderstandandfeelaboutthesong?Open-ended.當(dāng)我在雨中追上你你已經(jīng)無處可去當(dāng)你感到狂躁和痛苦你已經(jīng)只身一人當(dāng)你哭叫著尋求庇護(hù)你遠(yuǎn)遠(yuǎn)的與這個(gè)世界隔離你已經(jīng)找不到回家的路可你卻說沒關(guān)系我可以自己回去我可以穿過滂沱大雨我可以依靠自己站起來我知道自己可以堅(jiān)強(qiáng)的支撐自己我會穿過這滂沱的大雨是的是的你能你能穿過這滂沱的大雨如果我感到恐懼我只需緊緊地抓住我的信仰我就可以繼續(xù)生存下去我可以穿過滂沱大雨如果你再次跌倒你不能放棄！你可以得到安全感和回應(yīng)所以請繼續(xù)咬牙堅(jiān)持你會發(fā)現(xiàn)勝利的方法就是你這樣對自己說當(dāng)大雨飄來當(dāng)可怖的陰云接近你的上空你已經(jīng)無所畏懼它們將告訴你你永遠(yuǎn)不會不要猶豫堅(jiān)定的站住大聲說我會穿過這滂沱的大雨我將再次獲得新生我將繼續(xù)生存下去BeforeReading_2.1SermonBeforeReadingGlobalReadingDetailedReadingAfterReading1.WhatisaSermonAsermonisareligiousdiscourseusually,butnotalways,deliveredaspartofachurchserviceinahouseofworship,mostofwhichhaveapulpit(講壇)orambo（早起教堂的讀經(jīng)臺，講道臺）,anelevatedarchitecturalfeature.Theword“sermon”comesfromtheLatinwordsermō,whichmeant“conversation”.Andactually,earlysermonsweredeliveredintheformofquestionsandanswers,onlylaterdiditcometomeanamonologue.Inmodernlanguage,theword“sermon”canalsobeusedinsecular(世俗的，非宗教的)termstodescribealengthyortedious/boringspeechdeliveredwithgreatpassion,byanyperson,toanuninterestedaudience.BeforeReading_2.2BeforeReadingGlobalReadingDetailedReadingAfterReading2.TheMostFamousSermonThemostfamoussermonisprobablytheSermononthe

Mount(山頂布道)byJesusofNazareth.Thissermonwasprobablypreachedaround30A.D.andisrecountedintheGospelofMatthew(《圣經(jīng)?馬太福音》)asbeingdeliveredonamountonthenorthendoftheSeaofGalilee（加利利湖）,nearCapernaum（迦百農(nóng)）.SomemodernBiblicalscholarsbelievethatJesusdidnotactuallygivethespeechasistraditionallythought,andthatthesermonwasinsteadcompiledlaterfromprecepts（訓(xùn)導(dǎo)，格言，戒言）saidbyJesus.TheSermonontheMountlaysoutmanyofthecoreprinciplesofChristianity(基督教).Anotherrendition（復(fù)制，重現(xiàn)）ofmuchofthesamematerialmaybefoundintheSermononthePlainintheGospelofLuke(《圣經(jīng)?路加福音》).Firstquestion:Whodoweturnto?Answer:God,eveninourdespair.Secondquestion:Whatdowedo?Answer:Praytocope.Prayagainsttemptation.Prayforoneanother.AndprayfortheKingdomtocome.Thirdquestion:Wheredowegofromhere?Answer?Wellthisoneisalittlemorecomplicated.Theanswerisn’teasybecauselifeisn’t.BeforeReading_2.3BeforeReadingGlobalReadingDetailedReadingAfterReading3.Topic-relatedPredictionWhatdoesthetitle“akindofsermon”mean?Whatdoestheauthorprobablytalkaboutinthetext?●●BeforeReading_3.1BeforeReadingGlobalReadingDetailedReadingAfterReadingLearningPlateauListentothetalkandanswerthefollowingquestions.Directions:1.Whatisalearningplateau?Itreferstoarelativelystableperiodintheprocessoflearninganewskillinwhichthelearnermakesnoperceptible(顯而易見的)progressdespitehiseffortsandpractice.2.WhatdoyouthinkarethecausesofthelearningplateauofEnglish?tips:students’attitudestolearningEnglishthelinguisticenvironmentteachingmethodsBeforeReading_3.2BeforeReadingGlobalReadingDetailedReadingAfterReadingLearningplateauisaterminology(術(shù)語)ofeducationalpsychology.Itdescribessuchaphenomenonthatintheprocessoflearninganewskill,thelearner,inspiteofeffortsandpractice,makesnoperceptibleprogress.Intheearlyperiod,bigimprovementscomeveryquickly;thentherateofimprovementslowsrightdowntoalmostnothing.ThisphenomenoniscommonlyobservedinEnglishlearning.Thestudentishighlymotivatedattheearlystagesoflearning.Heimitates,memorizesandpracticesalltheinputfromtheteacherandthetextbook.AsalltheinputoftheEnglishlanguageisnewtothelearner,itisstimulatingandeasytoremember.Moststudentscanhaveagoodstartinlearningnomatterwhatteachingapproachesareused.However,asthelearningprocessgoeson,thelearnerfindsitharderandhardertotakeinnewlanguagedata.Theteacheralsofindsthathisinput,nomatterhowmuchhetriestomakeitinteresting,isnolongeraseasilyasitusedtobetakeninbythelearners.Thestudentsbecomemoreandmorediscouraged.TheyfindthattheyknowalotabouttheEnglishlanguage,buttheycanhardlysaytheyknowEnglish.alotofthelearningprocessinvolvesconsolidationandextensionofexistingknowledgeanditishardertoseewhathastobeachievedandtorecognizewhentheachievementhasbeensuccessfulTohelpthestudentsstuckontheplateau,thespeakersuggeststhattheteacherandthatthestudentsHethinksitimportantthatstudentsBeforeReading_3.4BeforeReadingGlobalReadingDetailedReadingAfterReadingLearningPlateauListentothetalkandcompletethefollowingsentencesaccordingtowhatyouhaveheard.Directions:Intermediatestudentsoftenfeelstuckonalearningplateaupartlybecausebythisstagehelpthestudentsunderstandthephenomenonandgainconfidence______________________________________________________;setcleartargetstohelpthemmeasurewhattheyhaveachieved____________________________________________________.understandhowlearningtakesplaceandhowtheycantakechargeofit_________________________________________________________._______________________________________________________________________________________________________________________________________________________________.Languagelearningseldommovesaheadatanevenpace.Learnersfacespurtsandslow-downsintheirperceivedprogress.Intermediatestudentsoftenfeeltheyarestuckandarenotmakingsignificantprogress.Thisispartlybecause,intheearlystagesoflearning,theycanseeaclearcourseahead.However,bytheintermediatestage,alotofthelearningprocessinvolvesconsolidation(鞏固)andextensionofexistingknowledge.Soitishardertoseewhathastobeachievedandtorecognizewhentheachievementhasbeensuccessful.Whatcanwedotohelpstudentswhofeelstuckonalearningplateau?BeforeReading_3.5BeforeReadingGlobalReadingDetailedReadingAfterReadingBeforeReading_3.6BeforeReadingGlobalReadingDetailedReadingAfterReadingIsuggestthatatthestartoftheprogram,teachersshouldexplainthetypicallearningcurveforlanguageacquisition.Atfirstitissteepbutthenlevelsout.Helpthestudentstounderstandthatintheintermediatephase,theyaredeepeningtheirknowledgeandgainingconfidence.Aspartofthisprocess,theyarealsobecomingmuchmoreautonomousaslanguageusers:morecapableofusingthelanguageinindividualways.Itisalsohelpfulforstudentstosetindividualtargetstohelpthemmeasurewhattheyhaveachieved.Therearemanywaysofdoingthis.Apre-programmetestmightshowthemthegapsandweaknessesintheirknowledge,ortheteachermighthavealistoflearningtargetsthateachstudentcouldselectfrom.Thisisallpartoflearnertraininginwhichstudentsarehelpedtounderstandhowlearningtakesplaceandhowtheycantakechargeofit.1.DoyouthinkyouareontheplateauoflearningEnglish?Whyorwhynot?2.WhatdoyouthinkoftheEnglishcourseofferedinyouruniversity?3.WhatarethemaindifficultiesyouhaveencounteredinlearningEnglishatyourlevel?4.SomepeoplesaythatstudentstodayspendtoomuchtimeonEnglish.Whatisyouropinion?BeforeReading_4.1BeforeReadingGlobalReadingDetailedReadingAfterReadingWarm-upQuestionsGlobeReading_mainBeforeReadingGlobalReadingDetailedReadingAfterReading1.PartDivisionoftheTextForParts1~3ForPart4MultipleChoiceTrueorFalseQuestionsandAnswers3.FurtherUnderstanding2.IdentifyingParagraphTopicsGlobeReading_1BeforeReadingGlobalReadingDetailedReadingAfterReadingPartDivisionoftheTextMainIdeasParts12Paragraphs12-3Boththeteacher’sandthestudents’frustrationbytheproblem.Anintroductionoftheproblem:theseeminglygreaterdifficultyinlearningEnglishasstudentsmovetomoreadvancedlevels.34Theauthor’sopinionabouttheproblem.45-6Theauthor’sadvicetostudentsandteachers.GlobalReading_2.1Directions:Choosethephraseyouthinkisthebestchoiceforthetopicofeachparagraphofthetext.IdentifyingParagraphTopicsParagraph1A)TheSeeminglyGreaterDifficultyinLearningEnglishasStudentsMovetoMoreAdvancedLevelsB)TheReasonsWhyLearningEnglishBecomesIncreasinglyDifficultC)AProcessWhichOughttoBecomeSimplerParagraph2A)TheImportanceofPuttingEverythingOneIsTaughtintoPracticeB)ABewilderingVarietyofIdioms,ClichésandAcceptedPhrasesC)TheTeacher’sFrustrationatFindingHisStudentsMakingSlowerProgressKEYKEYBeforeReadingGlobalReadingDetailedReadingAfterReadingGlobalReading_2.2Paragraph3A)TheRelationshipBetweentheTeacherandtheStudentsB)TheReactionsofBothStudentsandTeachersinSuchCircumstancesC)TheQuotingofProverbsasaMeansofExplainingtheInexplicableParagraph4A)TheDifficultyofSelectingtheRightTeachingMaterialB)TheNewExperienceofBothStudentsandTeachersC)TheAuthor’sOpinionAbouttheProblemParagraph5A)WideReading—theBestAlternativeCourseofActionB)TheAuthor’sAdvicetoStudentsC)TheImportanceofBothReadingandListeningKEYKEYKEYBeforeReadingGlobalReadingDetailedReadingAfterReadingGlobalReading_2.3Paragraph6A)TheTeacher’sDutytoChoosetheBestPathB)TheTeacherasthePaidGuideandExpertC)TheAuthor’sAdvicetoTeachersKEYBeforeReadingGlobalReadingDetailedReadingAfterReading2.Beginnerscanmakeobviousprogressbecausetheyarelearningthebasicstructuresandpatternsofthelanguagewhichtheycanputintopracticemoreeasily.FGlobeReading_3.1BeforeReadingGlobalReadingDetailedReadingAfterReadingTrueorFalse1.Theproblemforadvancedstudentsisthatthemoretheylearn,thelesstheyknow.Studentsmayfeelthatthemoretheylearn,thelesstheyknow,whichaccordingtotheauthor,isnottrue.Theproblemforadvancedstudentsliesintheseeminglymuchslowerprogresstheyaremakingatthislevel.()T()4.StudentsfeelfrustratedwhentheydiscoverthattheprocessoflearningEnglishdoesnotappeartobecomesimpler.FGlobeReading_3.2BeforeReadingGlobalReadingDetailedReadingAfterReading3.Theteacherfeelsfrustratedbecausehecandonothingwhenheseeshisstudentsstrugglingwiththebewilderingvarietyofidiomsandphrasesandmorecomplexstructuresandpatterns.Becausehefindshiseffortsappeartoproducelessobviousresults.()T()F5.Accordingtothetext,somestudentsgiveuplearningEnglishbecausetheyaredisgustedattheteachers’frustration.BecausetheyarenowconfrontedwithavastuntouchedareaofEnglishvocabularyandusagewhichfallsoutsidethescopeofbasictextbooksanditisdifficultforthemtomakeandseeanyprogress.()7.Attheadvancedlevel,selectingwhatshouldbetaughthasbecomemorechallengingforteachers.GlobeReading_3.3BeforeReadingGlobalReadingDetailedReadingAfterReadingT()F6.Theauthorthinksthatagoodcommandofthemorecomplexlanguagestructuresandpatternsisindispensableforstudentstomakethemselveswellunderstoodinthecommunication.Accordingtotheauthor,themorecomplexstructuresandpatternsoneencountersinalanguagearenotasvitaltomakingoneselfunderstoodandsohavealessimmediatefieldofapplication.()GlobeReading_4BeforeReadingGlobalReadingDetailedReadingAfterReadingQuestionsandAnswers1.DoestheauthorthinkthesuggestionpracticablethatstudentsshouldspendafewyearsinanEnglish-speakingcountry?Whyorwhynot?No,hedoesn’t,becausefewstudentscanaffordthetimeandmoneytodoso.2.Whatdoestheauthorthinkofwidereading?Hethinksitishelpfulandthatitisnecessarytomakesomekindofselection.3.Whatistheauthor’sadvicetoteachersofEnglish?Teachersshouldchoosetherightteachingmaterialandusetherightmethodsothatstudentscanbecomefluentbothinspeakingandinwriting.A)gradedreaders(讀物)forcollegeEnglishband2 B)gradedreadersforEnglishmajorsband8C)gradedreadersforcollegeEnglishband4GlobeReading_5.1BeforeReadingGlobalReadingDetailedReadingAfterReadingMultipleChoiceDirections:WhichofthefollowingdoyouthinktheauthorwouldmostlikelyrecommendtoadvancedstudentsofEnglishatyourlevel?Giveyourreasons.CA)aretooeasy.Youmayunderstandthemataglance.B)canbeabitdifficultforyou.Youmaycomeacrossalotofnewwordswhichyoucanhardlyunderstandwithoutreferringtoadictionaryfromtimetotime.C)areproducedforstudentsatyourlevel.Youmaynotunderstandthemataglance,butyoudon’thavetofrequentlyturntoadictionaryforhelp.()2.A)HamletbyShakespeareB)DavidCopperfieldbyCharlesDickensC)ForWhomtheBellTollsbyErnestHemingwayD)thelatestissueofReader’sDigestGlobeReading_5.2BeforeReadingGlobalReadingDetailedReadingAfterReadingDHamletwaswrittenover300yearsagoandthelanguagecanbetoodifficultforyou.BothDavidCopperfieldandForWhomtheBellTollsarenovelswhichyoucannotfinishwithinaweekorso.Reader’sDigestcontainsawidevarietyofreadingmaterialswhichareneithertoolongnortoodifficultandyoucansurelyfindsomethingtoyourtaste.()3.A)listeningextensivelyB)listeningtothematerialandtryingtoremembereverydifficultwordthatpuzzledyouC)listeningtothematerialandtryingtorememberthewayitwascomposedGlobeReading_5.3BeforeReadingGlobalReadingDetailedReadingAfterReadingA,CAccordingtotheauthor,studentsshouldreadasmuchastheycanandtrytorememberthewayitwaswrittenratherthanindividualwordsthatpuzzledthem.Andthisisapplicabletolisteningaswell.()ArticleBeforeReadingGlobalReadingDetailedReadingAfterReadingTheauthorisnotapreacher,andyethedoesdeliverakindofsermonhere.Whoishisaudience?Interestingly,hisaudienceisyourteachersofAdvancedEnglishasaforeignlanguage.Theauthorseekstohelpthemintheirdifficulttaskofteachingadvancedstudents,theirtaskofleadingtheirstudentstoahigherlevelofabilityandfluency.Doesitencourageyoutoknowthatyouarenottheonlyonewhoisstrugglingatthisleveloflanguageacquisition?Article1BeforeReadingGlobalReadingDetailedReadingAfterReadingItisprobablyeasierforteachersthanforstudentstoappreciatethereasonswhylearningEnglishseemstobecomeincreasinglydifficultoncethebasicstructuresandpatternsofthelanguagehavebeenunderstood.Studentsarenaturallysurprisedanddisappointedtodiscoverthataprocesswhichoughttobecomesimplerdoesnotappeartodoso.AKindofSermonW.S.FowlerArticle2BeforeReadingGlobalReadingDetailedReadingAfterReading

Itmaynotseemmuchconsolationtopointoutthattheteacher,too,becomesfrustratedwhenhiseffortsappeartoproducelessobviousresults.

Hefindsthatstudentswhowereeasytoteach,becausetheysucceededinputtingeverythingtheyhadbeentaughtintopractice,hesitatewhenconfrontedwiththevastuntouchedareaofEnglishvocabularyandusagewhichfallsoutsidethescopeofbasictextbooks.Heseesthemstrugglingbecausethelanguagetheythoughttheyknewnowappearstoconsistofabewilderingvarietyofidioms,clichésandacceptedphraseswithdifferentmeaningsindifferentcontexts.ItishardtoconvincethemthattheyarestillmakingprogresstowardfluencyandthattheirEnglishiscertaintoimprove,giventimeanddedication.Insuchcircumstancesitishardlysurprisingthatsomegiveupindisgust,whileothersstillwaithopefullyfortheteachertogivethemthesameconfidentguidance

hewasabletoofferthematfirst.

reducedtotryingtoexplaintheinexplicable,maytakerefugeinquotingproverbstohiscolleaguessuchas:“Youcanleadahorsetowaterbutyoucan’tmakehimdrink,”or,morerespectfullyiflessgrammatically:

“Itain’twhatyousay.It’sthewaythatyousayit.”Theteacher,forhispart,frequentlyArticle3BeforeReadingGlobalReadingDetailedReadingAfterReadingHisstudentsmightfeelinclinedtocounterthesewith:“ThemoreIlearn,thelessIknow.”O(jiān)fcoursethisisnottrue.Whatbothstudentsandteachersareexperiencingistherecognitionthatthemorecomplexstructuresoneencountersinalanguagearenotasvitaltomakingoneselfunderstoodandso

havealessimmediatefieldofapplication.Forthesamereason,fromtheteacher’spointofview,selectingwhatshouldbetaughtbecomesamoredifficulttask.Itismucheasiertogetfoodofanykindthantochoosethedishyouwouldmostliketoeatonagivendayfromavastmenu.Article4BeforeReadingGlobalReadingDetailedReadingAfterReadingDefiningtheproblemiseasierthanprovidingthesolution.OnecansuggestthatstudentsshouldspendtwoorthreeyearsinanEnglish-speakingcountry,whichamountstowashingone’shandsofthem.Fewstudentshavethetimeorthemoneytodothat.Itisoftensaidthatwidereadingisthebestalternativecourseofactionbutevenhereitisnecessarytomakesomekindofselection.Itisnousetellingstudentstogotothelibraryandpickupthefirstbooktheycomeacross.Myownadvicetothemwouldbe:“readwhatyoucanunderstandwithouthavingtolookupwordsinadictionary(butnotwhatyoucanunderstandataglance);readwhatinterestsyou;readwhatyouhavetimefor(magazinesandnewspapersratherthannovelsunlessyoucanreadthewholenovelinaweekorso);readtheEnglishwrittentoday,not200yearsago;readasmuchasyoucanandtrytorememberthewayitwaswrittenratherthanindividualwordsthatpuzzledyou.”Andinsteadof“read,”Icouldjustaswellsay“l(fā)istento.”Article5BeforeReadingGlobalReadingDetailedReadingAfterReadingMyadvicetoteacherswouldbesimilarinaway.Iwouldsay“It’snogoodthinkingthatanythingwilldo,orthatalllanguageisuseful.It’snogood

relying

onstudentstoexpressthemselveswithouttherighttoolsforexpression.It’sstillyourdutytochoosethebestpathtofollownearthetopofthemountainjustasitwastoproposeapracticableshort-cutawayfromthebeatentrackinthefoothills.Andifthepathyouchooseistooovergrowntomakefurtherprogress,thewholepartywillhavetogobackandyouwillhavetochooseanotherroute.Youarestillthepaidguideandexpertandthereisawaytothetopsomewhere.”Article_S_It…BeforeReadingGlobalReadingDetailedReadingAfterReading1.Whatdoes“appreciate”meanhere?Itmeans“understand,esp.withsympathy”(理解，體恤，體諒).Forexample:Iappreciateyourproblem,butIdon’tthinkIcanhelpyou.我理解你的困難，但卻愛莫能助。2.TranslatethesentenceintoChinese.一旦了解了英語的基本結(jié)構(gòu)和句型，再往下學(xué)似乎就越來越難了；這其中的原因，也許教師比學(xué)生更容易理解。ItisprobablyeasierforteachersthanforstudentstoappreciatethereasonswhylearningEnglishseemstobecomeincreasinglydifficultoncethebasicstructuresandpatternsofthelanguagehavebeenunderstood.Article_S_It…BeforeReadingGlobalReadingDetailedReadingAfterReadingParaphrasethissentence.Theteacheralsofeelsdiscouragedanddisappointedbecausehiseffortsappeartobelessfruitfulthanexpected.Students,however,maynotgetmuchcomfortevenwhentheyknowthis.Itmaynotseemmuchconsolationtopointoutthattheteacher,too,becomesfrustratedwhenhiseffortsappeartoproducelessobviousresults.Article_S_He1…BeforeReadingGlobalReadingDetailedReadingAfterReadingHefindsthatstudentswhowereeasytoteach,becausetheysucceededinputtingeverythingtheyhadbeentaughtintopractice,hesitatewhenconfrontedwiththevastuntouchedareaofEnglishvocabularyandusagewhichfallsoutsidethescopeofbasictextbooks.1.Analyzethestructureofthesentence.Themainclauseis“Hefindsthatstudentshesitate”.“thatstudents…h(huán)esitate…”istheobjectof“finds”.“whowere…intopractice”isanattributiveclausemodifying“students”.“becausetheysucceeded…intopractice”isanadverbialclauseofreason.“whenconfrontedwith…textbooks”isanadverbialclauseofcondition.“whichfallsoutside…textbooks”isanattributiveclausemodifying“Englishvocabularyandusage”.Article_S_He2…BeforeReadingGlobalReadingDetailedReadingAfterReading2.Whatcanbeinferredfromthissentence?TheteacherfindsthatadvancedstudentsaredifficulttoteachbecauseadvancedstudentsarefacedwiththevastuntouchedareaofEnglishvocabularyandusagewhichtheymaynevercomeacrossinthebasictextbooksandtheymayneverhaveanopportunitytoputintopractice.Article_S_given…BeforeReadingGlobalReadingDetailedReadingAfterReading…,giventimeanddedication.1.Paraphrasethispart.IftheyarecommittedtothestudyingofEnglishandspendenoughtimeonit,…2.Notice:“Given”canbeusedasapreposition,meaning“taking(sth.)intoaccount”(考慮到……).Example:Giventhegovernment’srecordonunemployment,theirchancesofwinningtheelectionlookpoor.鑒于政府在解決失業(yè)問題上成績不佳，他們在選舉中獲勝的機(jī)會似乎不大。Buthereinthissentence,“given”isusedtoindicateacondition,meaning“ifallowedorprovidedwith”,“assumingthatonehas”.Article_S_he…BeforeReadingGlobalReadingDetailedReadingAfterReading…h(huán)ewasabletoofferthematfirst.Whatcanyouinferfromthispart?Nowatthislevel,theteacherhasbeenunabletogivethemthesameconfidentguidance.Article_S_the…BeforeReadingGlobalReadingDetailedReadingAfterReadingTheteacher,forhispart,frequentlyreducedtotryingtoexplaintheinexplicable,maytakerefugeinquotingproverbstohiscolleagues…1.Whatdoes“forhispart”mean?Itmeans“asfarasheisconcerned”(就他而言).2.Paraphrasethispart.Theteacher,whooftenhastoexplainwhatcan’tbeexplained,mayresorttoquotingwell-knownsayingstootherteachers…Article_S_you…BeforeReadingGlobalReadingDetailedReadingAfterReading“Youcanleadahorsetowaterbutyoucan’tmakehimdrink,”1.Paraphrasethesentence.Youcangiveapersontheopportunitytodosth.buthemaystillrefusetodoit./Goodsuggestionscanbemadebutpeoplecan’tbeforcedtodowhattheydon’twantto.2.Whatdoestheteachermeanbyquotingthisproverb?Theteachermeansthathecanmakesomegoodsuggestionstohisstudentsbuthecan’tforcecorrectunderstandingandusageonthem.Article_S_more…BeforeReadingGlobalReadingDetailedReadingAfterReadingmorerespectfullyiflessgrammatically1.Whatdoestheauthormeanhere?Thequotingofthefirstsayingmaynotbeveryrespectfulbecauseitcomparesstudentstohorses.Thesecondonedoesnotappeartobedisrespectful.However,itisnotsogrammatical.2.Notice:Here,“if”isusedbeforeanadjectiveoradverbtointroduceacontrast,meaning“although”.Similarly,wecansay:He’sarealgentleman,ifalittlepompousattimes.他可是個(gè)正人君子，雖然有時(shí)略顯傲慢了些。Hiswordsarebetterputiflesslearned.他的話更得體一些，盡管不是那么有學(xué)問。Article_S_It…BeforeReadingGlobalReadingDetailedReadingAfterReading“Itain’twhatyousay.It’s