現(xiàn)代大學(xué)英語精讀教案

-..word.zl.南昌理工學(xué)院教師備課本專業(yè)：商務(wù)英語科目：現(xiàn)代大學(xué)英語精讀〔1〕教師：祥英班級(jí)：2021至2021學(xué)年度第一學(xué)期課程名稱：根底英語〔一〕教學(xué)對(duì)象：英語專業(yè)2021級(jí)本科一年級(jí)英文名稱：EssentialEnglish(1)學(xué)時(shí)：106課程類別：必修參考教材：?現(xiàn)代大學(xué)英語精讀1?，立民總主編，外語教學(xué)研究，2002.2Unit1HalfadayTeachingcontent:1.Introducethewriter,hismajorworksandhisviewpointsaboutcreation.2．Appreciatethetextandanalyzeitsstructure.3.Analyzethewritingskillsemployedinthistext.4.Developthestudents’insightintothesocietyandhelpthemgraspthelanguagepoints.Importantpoints:1.Understandingofthelanguage。

2.Analysisoflongsentences.

3.Thestudyofthecorewordsandexpressions.Difficultpoints:：1.Ellipticalquestion,rhetoricalquestionandinvertedsentences2.“with〞absolutestructureDetailedstudyofthetext一．BackgroundInformation1.Aboutthewriter:NaguibMahfouz——

Education&BackgroundNaguibMahfouzwasbornonthe11thDec.1911inanoldquarterofCairo,theyoungestsonofamerchant.HestudiedphilosophyatKingFaudI(nowCairo)University,graduatingin1934.Heworkedinuniversityadministrationandthenin1939heworkedfortheMini-stryofIslamicAffairs.HewaslaterHeadoftheStateCinemaOrganisationattheMinistryofCulture.Healsoworkedasajournalist.Althoughwidelytranslated,hisworksarenotavailableinmostMiddleEasterncountriesbecauseofhissupportofSadat'sCampDavidinitiative.In1994hesurvivedanassassinationattemptbyIslamicextremists.NaguibMahfouz——importantworksNaguibMahfouzwasthefirstArabtowintheNobelprizeforliterature,in1988.Hehasbeendescribedas"aDickensoftheCairocafés"and"theBalzacofEgypt".Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.Mahfouzbeganwritingwhenhewas17.Hisfirstnovelwaspublishedin1939andtenmorewerewrittenbeforetheEgyptianRevolutionofJuly1952,whenhestoppedwritingforseveralyears.Onenovelwasrepublishedin1953,however,andtheappearanceofTheCairoTrilogyin1957madehimfamousthroughouttheArabworldasadepictoroftraditionalurbanlife.NaguibMahfouz——howhepicturestheworldThepictureoftheworldasitemergesfromthebulkofMahfouz'sworkisverygloomyindeed,thoughnotpletelydespondent.Itshowsthattheauthor'ssocialutopiaisfarfrombeingrealized.Mahfouzseemstoconceiveoftimeasametaphysicalforceofoppression.Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.

Tosumup,inMahfouz'sdarktapestryoftheworldthereareonlytwobrightspots.Theseconsistsofman'scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;meanwhile,lifeisatragedy.2.

Quotesandsayingsoftimeandlife:

Ifyouwanttomakegooduseofyourtime,you'vegottoknowwhat'smostimportantandthengiveitallyou'vegot.--LeeIacocca

Nothingisworthmorethanthisday.--JohannWolfgangvonGoethe

Everysecondisofinfinitevalue.--JohannWolfgangvonGoethe

Halfourlifeisspenttryingtofindsomethingtodowiththetimewehaverushedthroughlifetryingtosave.--WillRogers

Don'tsayyoudon'thaveenoughtime.YouhaveexactlythesamenumberofhoursperdaythatweregiventoHelenKeller,Pasteur,Michaelangelo,MotherTeresea,LeonardodaVinci,ThomasJefferson,andAlbertEinstein.--H.JacksonBrown,Jr.

Timeiswhatwewantmost,butwhatweuseworst.--WilliamPenn二．TextAppreciation1．StructureofthetextThetextcanbeconvenientlydividedintothreeparts.Inthefirstpart(para.1-7),welearnabouttheboy’smisgivingsaboutschool.Hefoundithardtobeawayfromhomeandmom,andthoughtschoolwaspunishment.Thesecondpart(para.8-16)describeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.Inthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.2．Howtoappreciateliterature

Plotofthestory:

Settingofthestory:

Protagonistv.s.Antagonists:

Dramaofthestoryliesin:

Writingtechnique:(Haveyoueverreadastoryusingthesimilartechnique?)

Themeofthestory:

3．FurtherdiscussionReadthefollowingsuggestionsmadebythefather.Whichonesdoyouagreewithandwhichonesnot?Haveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversity?Listthemout.

Schoolisaplacethatmakeusefulmenoutofboys.

Don’tyouwanttobeusefullikeyourbrothers?

Putasmileonyourfaceandbeagoodexampletoothers.

Beaman.

Todayyoutrulybeginlife.

…4．

Writingdevices1).Ellipticalquestion&rhetoricalquestion“Whyschool?〞Iaskedmyfather.“WhathaveIdone?〞

A:Headmaster:Wewantyoutogoandtelltheboy’sparentsthenews.B:Teacher:Whyme?

Father:We’llgotoTianjinthisweekend.Daughter:Whatfor?/Whythisweekend?/WhyTianjin?Don’tyouwanttobeusefullikeyourbrothers?Can’tyouseeI’mbusy?(Don’tdisturbme!)Whatgoodisapromiseforanunemployedworker?Doesnothingeverworryyou?

Pleasegivemoreexamples.2).Invertedsentences

…h(huán)ereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.Moreexamples:

Therearesomeexceptionstothisreaction.

Weretherenoairontheearth,therewouldbenolifeonit.

Innocaseshouldwewasteourtime.

Theregoesthebell.

Awayhurriedthecustomers.3).“with〞absolutestructureThentherewasaband...,

withclownsandweightlifterswalkinginfront.Moreexamples:

Hestoodtherewithastickinhishand.

(with+n.+prep.)

Paulsoonfellasleepwiththelightstillburning.(with+n.+participle)

Shecan’tgooutwithallthesedishestowash.(with+n.+todo.)

Hewaslyingonthebedwithallhisclotheson.(with+n.+adv.)三．LanguageUnderstandingI.SentenceParaphrase1.Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.Whatdoes“they〞r(shí)eferto?Whatdoesthenarratorimplybyusing“tobethrownintoschool〞?2.

Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.

Whatdoes“progress〞meanhere?

Whatkindofhelpcouldhismotheroffer?

Whatdoesthesentencetellusabouttheboy’srelationshipswithhisparents?3.

astreetlinedwithgardens…astreetwheretherearegardens…alongbothsideslinedwith…:pastparticiplephraseusedheretomodify“astreet〞.Itcanberegardedasarelativeclausecutshort,eg.anovel(thatwas)writtenbyCharlesDickenspersonalputers(thatare)madeinChina4.

Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.Thereisnogoodtobehadindoingsth.Itisnogood/usedoingsth.5.

…fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyoneachfloorwherewecouldbeseen.Or…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.6.

Well,itseemedthatmymisgivingshadhadnobasis.Well,perhapsmydoubt,worryandfearaboutwhatschoolwouldbelikewereallgroundless.OrWell,itseemedthatIwaswrongtothinkthatschoolwasadreadfulplace.7.

Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.Thereisnoquestion(ofdoing):thereisnopossibilityBesides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertoeback.8.

Nothinglayaheadofusbutexertion,struggle,andperseverance.nothingbut:onlyWewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.ThisiswhatIimaginedourschooldayswouldbelike.OrThekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.9.

Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.topresentitself/themselves:(formal)toappear,happenIftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.Ⅱ.Wordstudy1.tomakesb./sth.(out)ofsb./sth.

It’saplacethatmakesusefulmenoutofboys.

(makeboysbeeusefulmen)

eg.Thearmymadeamanofhim.

HesaidtheGovernmentwerefrightenedofnothing.Therealtroublewasweweremakingamountainoutofamolehill.2.Thereisnogoodtobehadindoingsth.Itisnogood/usedoingsth.Thereisnogoodtobehadinbuyingaboatwhenyoudon’thaveenoughsparetimetouseit.It’snogoodcryingoverspiltmilk.Itisworthdoingwellwhatisworthdoing.itisno(notmuch)good

itisno(notany,hardlyany,little)use

itisuselessitisnottheslightestuseitisworth(worthwhile)thereisno(nogood,nouse)Thereisnodenyingthatwomenareplayinganimportantroleintheworldtoday.3.totearsb.awayfromaplaceto(makesb.):leaveaplaceorapersonunwillinglybecauseonehastoeg.Can’tyoutearyourselfawayfromtheTVfordinner?

Ifoundtheprogramabsolutelyfascinating.Icouldn’ttearmyselfaway—eventofinishanurgent.4.toclingtosth.:toholdtightly;notreleaseone’sgriponeg.Thelittlechildclungtohismotherforfort.

Someofthevictimsofthefireclimbedoutofthebuilding,clungtothewindowledgesforaminuteortwoandthendroppedtotheirdeathahundredfeetbelow.

Shestillclingstothebeliefthathersonisalive.5.burstinto(tears,sobs;laughter,aguffaw,song):begin,suddenlyand/orviolently,tocry,laugh,singetc.

eg.AuntAnnabel,whohasbeennervousandjumpylately,suddenlyburstintotears.

Astheicgotintohisstride,theaudienceburstintohootsoflaughter.

cf.Theaircraftturnedonitsbackandburstintoflames.Theorchardsseemedtohaveburstintoblossomovernight.Imentionedtheincidentlatertoatailorfriendandheburstoutlaughing/crying.

6．sortpeopleintoranks:put...inorder;arrange

Theysortedtheapplesaccordingtosizeintolargeonesandsmallones.cf.

Shespentahappyafternoonsortingouthercoinsandstamps.

It’snogoodstandingbackandwaitingforthingstosortthemselvesout.7．toresortto:tomakeuseof;toturntosth.(esp.sth.bad)asasolutioneg.Terroristsresortedtobombingcitycentersasameansofachievingtheirpoliticalaims.

Thesearemeanswehaveneverresortedtotoobtaininformation.8．topresentoneself:toappear,happeneg.WhenthechancetostudyatHarvardpresenteditself,Ijumpedatit.

Hewasorderedtopresenthimselfatthechairman’sofficeatnineo’clocknextmorning.四．

In-classdiscussionandpresentation1.Ifyouhadonlyhalfadaylefttolive,whatwouldyoumostwanttodo?Listthetopfivethingsyouwoulddoandgiveusyourreason.2.Supposethenarratorfoundhishomeatlast.Whatwouldhappenafterthat?3.Workingroup.Makeupyourownstoryof“HalfaDay〞andperformit.五．Textbookexercises1.In-classnewsreport2.In-classdictation3.P.11-P.21(ContemporaryCollegeEnglish1)Unit2GoingHomeTeachingcontent：1.IntroducethewriterofthetextPeteHamill.2.Providesomebackgroundinformation.3.Analyzethestructureofthetext.Importantpoints：1.Differentiatesomemajorwordswhicharesimilarinmeaning.2．Explainthemeaningsandtheusagesofthewords“plain,pullinto,seacaptain,brightly,stymarried,reallysomething,couldn’tstandit,ethough,becaughtupinsth〞etc.3．HelpthestudentsunderstanddifficultsentencesDifficultpoints：1.Thepastmodals.2.Themainideaofthetext.Author:PeteHamillwasborninBrooklyn,N.Y.in1935.HeattendedMexicoCityCollegein1956—1957,studyingpaintingandwriting.HehasbeenacolumnistfortheNewYorkPost,theDailyNews,andNewYorkNewsday,andhaswonmanyjournalisticawards.IntroductiontotheText1TheplotfollowsthreestagesPartI:Para.1—4Introductionofthesetting:time—spring;place—abusfromNewYorktoFlorida;protagonist—Vingo;minorcharacters—sixyoungpeoplePartII:Para.5—9Theplotdevelops:whereVingowasgoingandwhatfor;howtheyoungpeoplegotinterestedinwhatwasgoingtohappen.PartIII:Para.10—12Conclusion:Vingowasforgivenandweledhome.Languagestudy1.“get〞VPp.38geton

getoff

getalongwithgetto2.todreamof/about(doing)sth:toimagineandthinkaboutsth.thatyouwouldliketohappen.Onthewaytoschooltheboydreamedaboutthefootballmatchintheafternoon.Thegirldreamedofbeingamoviestar.r3.vanish:todisappearsuddenly;toceasetoexistMadeleine~edwithouttrace.~ingspeciesSyn:Evaporate,fadeHopesofreachinganagreementarebeginningto~.Hopesofapeacesettlementarenow~ing4.Mask:tocoverEyes~edbyhuge,roundsunglassesOuropponents~theirantagonismbehindsweetwords.Toconcealone’sannoyancewitha~ofpolitenessSyn:Screen,veil,shieldPartoftheroomwasscreenedoffasareceptionarea.(hidefromview)Hescreenedhiseyeswithhishand.(protect)Headmittedthecrimeinordertoscreenhiswife,whowastherealcriminal.(protectfrompunishment)Thenegotiationwasveiledinsecrecy.Sheliedtothepolicetoshieldherfriend.(tohide/protectfromharmordanger)5.tobeunawareofsth.:notknowingorrealizingthatsth.ishappeningorthatsth.existeg:Heworkedathisputerforhours,unawareofthenoisesoutside.6.Pullin/into〔車等〕到站，〔船〕靠岸Theywillpullintothestationatsevensharp.Thetrainpulledintothestationontime.7.toengagesb.insth:tomakesb.takepartinsth.eg:Shetriedtoengageherroommateinaphilosophicaldiscussion.Engagesb.inconversationTheyallowedhimto~thewomaninfurtherconversation.EngagementIcalledmywifetocancelourlunch~.Theirrelationshipcametoanendallofasuddenduringthe~.engaged:adj.1)havingagreedtomarry(to)2)busy,spendingsometimeondoingsth.(in/on)3)(ofatelephoneline)inuseSorry!Thelineisengaged.(BrE)engaging:charming8.forgetit:(spoken)usedtotellsb.thatsomethingisnotimportantandthathe/sheshouldn’tworryaboutit.eg:Istilloweyou70cents.Forgetit.9.retreat:tomovebackorleave(acenteroffightingorotheractivity);togiveupShe~edfromhim,pressingherbackagainstthedoor.Thecountry~edintoneutrality.Moreandmorethelittlegirlretreatedintobooks.retreatintooneself隱退Heretreatedintohimselfafter30yearsofpublicservice.Syn:retire,Antonym:advanceTiredoftheongoingconversation,heretiredtohisstudyupstairs.(goawaytoaquietorlesscentralplace)Hisprovocativementswilldonothingtoadvancethecauseofworldpeace.(help,improve,orbringadvantageto)N.Thearmyfellbackinfullretreat.全線敗退theretreatfromreality逃避現(xiàn)實(shí)retreatingeyes/forehead/chinHowardJohnson’sThefirstturnpikerestaurantintheUnitedStateswasopenedin1940byHowardJohnson'sonthePennsylvaniaTurnpike.Thepanysoonbecametheleadingtollroadoperatorinthecountry.Eachrestaurantistoppedwithabrightorangeroofsothetravelercouldimmediatelyrecognizetherestaurant.ThishasbeeabeacontotravelersasHowardJohnson'sisknownforqualityfoodatreasonablepricesandwiththeaddedlureoficecreamin28flavors.10.insist1)declarefirmly;placegreatimportanceone.g.Heinsistedontheaccuracyofhisaccount.Ourteacherinsistsondisciplineintheclassroom.Thesuspectinsistedthathewasinnocent.2)orderordemand(sth./sth.musthappenorbedone)e.g.Ourbossinsistsonpunctuality.Heinsistsondrivingherhome.Syn:persist:tocontinuetodosth.,inspiteofoppositionorwarningIfyou~incausingtrouble,thepanymaybeforcedtodismissyou.Thepain~eduntilthemorning.(continuetoexist)11.ethrough(ofnews,results,etc.)tobeepubliclyknowne.g.Newshasjustethroughthatyourdaughterhasbeenadmittedbyaprestigiousuniversity.NewshasethroughthatFuDaniscelebratingthe100thanniversaryofthefoundingoftheuniversity.12.becaughtupin…/beinvolvedin…Hewasdeterminednottogetcaughtupinanypoliticalnonsense.(unwillingly)Thegovernmentgotcaughtupinabitterdisputebetweentheminersandtheiremployers.(againstone’swishes)13.tighten:toholdmorefirmly;tomake…beetenseandstiff;tomakerulesstricterormoreefficientHisfaceandeyes~edwithhatred.Theauthorities~securityaroundtheembassy.TightenupAdj.+en—v.ClassroomActivities:Performance:Vingoreturnedbackhome(2pairs)Journal:ForgivenessandforgetisimportantinhumanrelationshipsLovemakesallhardheartsgentleIfwereallywanttolove,wemustlearnhowtoforgiveInthe1950's,theUnitedStatesbegantosendtroopstoVietnam,duringthefollowing25-yearperiod,theensuingwarwouldcreatesomeofthestrongesttensionsinUShistory.Almost3millionUSmenandwomenweresentthousandsofmilestofightforwhatwasaquestionablecause.Intotal,itisestimatedthatover2,5millionpeopleonbothsideswerekilled.ThissitedoesnottrytodocumenttheentirehistoryoftheVietnamWarbutisintendedasapictureessay,illustratingsomeoftheincredibleconditionsunderwhichsoldiersfrombothsideslived,fought,playedandultimatelydied.Thelegendarybatphotographer,TimPage,tookalmostalloftheimagesshown;theyarenothingshortofstunning.Unit3MessageoftheLandTeachingcontent：1.IntroducethewriterofthetextPiraSudham。2.Providesomebackgroundinformation.3.Analyzethestructureofthetext.Importantpoints：1．Differentiatesomemajorwordswhicharesimilarinmeaning.2．Explainthemeaningsandtheusagesofthewords“afford,nowandthen,mind,bleed,barter,replace,litter,fashion,spring(v.),occur,passsth.ontosb.，tiesb.Down〞etc.3．HelpthestudentsunderstanddifficultsentencesDifficultpoints：1.Simileandmetaphor.2.Themainideaofthetext.

Detailedstudyofthetext一．Backgroundinformation

1.AbouttheAuthorPiraSudhamspenthischildhoodinthericefieldsontheKoratPlateau,helpinghisparentsandtendingaherdofbuffaloesuntilhewenttoBangkokattheageoffourteentobeaservanttomonksinaBuddhisttemplewherehewasalsoadmittedtoaschool.

TosupporthimselfthroughhighschoolandthefirstyearattheFacultyofArts,ChulalongkornUniversity,hesoldsouvenirstotouristsuntilhewonaNewZealandgovernmentscholarshiptostudyEnglishliteratureatAucklandUniversityandlateratVictoriaUniversity,Wellington.

HiswritingsbegantoappearinliterarypublicationsinNewZealand,HongKongandtheUnitedStatesbeforehisfirstbook,SiameseDrama(entitledTalesofThailandinthelatesteditions)waspublishedin1983,followedbyPeopleofEsarnin1987.

HehaslivedforovertenyearsinAustraliaandtheUnitedKingdom,wherehewroteMonsoonCountry(1988),anditssequel,TheForceofKarma(2002).

PiraSudham’sliteraryworksareconcernedwithsocial-economic-politicalchangesoccurringinThailand.Widelyreadandhighlyacclaimed,hisbookshavegivenanexpedientvoicetothepoorandthevoiceless.

ConsideredThailand'sleadingEnglishlanguagewriter,hewasnominatedforthe1990Nobelprizeforliterature.

2.MonsoonCountryDepictstheproblemsofsocialtransitioninpresentdayThailandandgivesinsightsintoThai

lifeintheruralnortheast.PiraSudham'snovelMonsoonCountryissetinThailand,EnglandandGermanytoconveytheculturaltensionbetweentheEastandtheWest,theclashesbetweenthenewpowersandtheoldvalues,coveringthespanof25yearsofthesocio-economicandpoliticalchangesoccurringinThailand.3.PeopleofEsarn

PiraSudhamconveystheinnervoicesofhissubjectsregardlessofhowilliterate,timidandinsignificanttheyseemintheirdailylives.Theirsimplicityandsensitivityethroughhisdirectandclearprose,yetmovingandtouching.Hewriteswithunderstandingandpassionforhispeople.

ForeignwriterswritingabouttheThaipeoplelookatThailandfromtheoutside,butPiraSudhamwritesabouthispeopleandcountryasseenfromtheinside.Thisisoneofthethingsthatmakesthemsofascinating.4.TalesofThailand

Outoftherelocationofmillionsofpeopleinthepathofdamconstructionsandeucalyptusplantations,thesuppressionofwagesandthepriceofagriculturalproduce,theforcefuldrivetogainmorelandtogroweucalyptustrees,thecorruption,prostitution,childtrade,slavelabour,thehorroroftheThailand-BurmaDeathRailwayduringtheWorldWarII,theeconomiccrisisinJuly1997,thewartowinthepeopleinimpoverishedEsarnintheseventiesandthedailygrindintheMotherofGridlock-Bangkoketalesofhopeandtalesofwoe,talesofacceptanceandtalesofthestruggleforsurvivalthatbeeTalesofThailand,abookbyPiraSudham.

二．LanguageunderstandingI．Wordstudy1.marry:vt./vi.

Theymarriedyoung.

JohnisgoingtomarryJane.

marrysboffmarried:a.

marriedtosb.

Heismarriedtoafamouswriter.

marriedtosth.:

dedicatedtosth

Heiswhole-heartedlymarriedtohiswork.marriage:n.2.affordto:

can/couldbeable+

afford

sth/todosthTheywalkedbecausetheycouldn’tafford(totake)taxi.Imustn’tannoymybossbecauseIcan’taffordtolosemyjob.3.despite(prep.):withoutbeingaffectedbyTheyhadawonderfulholiday,despitethebadweather.4.mindone’sown…mindone’sownbusiness:notinterfereinotherpeople’saffairmindone’sownp’sandq’s:becarefulandpoliteaboutwhatonesaysordoes5.bleed:v.(bled;bled)looseoremitbloodbleedtodeathbleedforsth:sufferwoundsordie(foracause,one’scountry)bleedforrevolutionbleedsbforsth:(infml)extort(money)fromsbTheblackmailerbledhimforeverypennyhehad.6.barter:v./n.exchange(goods,property,etc)forothergoods,etcwithoutusingmoneybartersthforsth:barterwheatformachinerybarterwithsbforsth:Theprisonerstriedtobarterwiththeguardsfortheirfreedom.7.replace:v.putbackinitsplacereplacethebookontheshelftaketheplaceofCananythingreplaceamother’slove?

provideasubstituteforsb/sthreplaceabrokenwindowwithanewone

8.litter:n.lightrubbish(eg.bitsofpaper,wrappings,bottles)Pleasedonotleavelitter.v.makeuntidywithscatteredrubbishNewspaperslitteredthefloor.9.occur:v.eintobeingasaneventoraprocess;happen

Deathoccurredatmidnight,thedoctorsays.occurtosb:einto(aperson’smind)Anideahasoccurredtome.Diditeveroccurtoyoutothinkofhim?Itneveroccurredtoherthatsheshouldbeontime.occurrence:n.event;incident,happening10.rag:n.torn,frayed,oddcloth

Iuseanoilyragtocleanmybike.rags:(pl.)old,wornortornclothes

Hegavefivedollarstoatrampdressedinragsandtatters.II.SentenceParaphrase1.MyhusbandmovedintoourhouseasisthewaywithusinEsarn.(Whenwegotmarried)myhusbandcametoliveinourhouse.ItwasthetraditionhereinEsarnthatthebridegroomshouldetolivewiththebride’sfamily.2.…andtellusthattheyaredoingwell.Iknowthisisnotalwaystrue.…althoughtheyalwaystellusthateverythingisfinewiththem.Iknowtheyalsohavedifficultiesandproblems.Theyjustdonottellusbecausetheydon’twantustoworry.3.It’seasierformyhusband.Hehasearswhichdon’thear,a

mouthwhichdoesn’tspeak,andeyesthatdon’tsee.Newsaboutmychildren’sproblemsdoesn’tmakemyhusbandassad.Hedoesn’tbotheraboutwhatishappeningaroundusandtoourchildren.Heneversaysanythingaboutthem.4.Allofthemremainmychildreninspiteoftheirlongabsence.Althoughtheyareoftenawayforalongtime,Iloveandcareaboutthemasalwaysbecausetheyaremychildren.5.Inmyday,ifIweretoputonapairoftrousersliketheydonow,lightningwouldstrikeme.WhenIwasyoung,IsurelywoulddbepunishedbyGodifIeverworethekindoftrouserstheyweartoday.6.Myeyesdoseetheyseemorethantheyshould.Myearsdoheartheyhearmorethanisgoodforme.I’mnotwhatmywifesaysIam.IdoseeandhearIseeandheartoomuchevil,toomanyuglyandterriblethings,thingsthatIwishIdidnothavetoseeandhear.Andthisisnotgoodforme.7.Stillthelandcouldnottiethemdownorcallthemback.Mychildrengrewupandhadhappydaysonthisland.Butthiscouldn’tpreventthemfromleavingormakingthemreturn.Textappreciation1.FiguresofSpeechSimile:asimileisabriefparison,usuallyintroducedbythepreposition“l(fā)ike〞ortheconjunction“as〞,andetc.Asimileconsistsoftwoparts:tenorandvehicle.Thetenoristheprimarysubject;thevehicleisthethingtowhichthemainsubjectisparedto.

Metaphor:Ametaphorisalsoaparison.Thedifferenceisthatasimileparesthingsexplicitlythatis,itstatesliterallythatXislikeY.Ametaphorparesthingsimplicitly.Readliterally,itdoesnotstatethatthingsarealike;itsaysthattheyarethesamething,thattheyareidentical.Someexamplesoftheusageofsimileinthetext:Sometimes,theygetbulliedandinsulted,anditislikeknifepiercingmyheart.Itisnolo