1 Teaching Objectives A Understand the main idea of the text B Mater the key language points and grammatical structures in the Text C Training of basic reading, listening, speaking, and translation activities in the Text. 2 Important points: A New words and expressions B Text structure analysis C Structured writing D Listening and speaking 3 Time Allocation Text A :3 Text B: 2 Listening an speaking : 1 4 Language Focus
  1.John Blanchard stood up from the bench, straightened his Army uniform, and studied the crowd of . people making their way through Grand Central Station. (Para.
  1) stood up from the bench 意为“从长凳上站起身”。 这里现在分词短语“making their way through Grand Central Station”作定语,修饰“the crowd of people”。 现在分词短语可在句中作定语,例如:
  1)Will the people sitting at the back please keep quiet? 坐在后面的人请保持安静。
  2)We shall arrive too late to catch the train leaving at eight. 我们会到得太晚赶不上八点开出的火车。
  2. He looked for the girl whose heart he knew, but whose face he didn't, the girl with the rose. . 句中“whose”引导定语从句。当“whose”用来引导定语从句时,其先行词不仅可以指人,还可以指物。例如:
  1)The elderly woman, whose legs were badly hurt, was quickly taken to hospital. 那个腿严重受伤的老妇人被迅速送往了医院。
  2)It was a meeting whose importance he did not realize at the time. 这个会议的重要性当时他还未意识到。
  3.Taking a book off the shelf he found himself interested, not in the words of the book, but in the notes . penciled in the margin. (Para.
  2) 这句话意为“当他把一本书从书架拿下来时,发现自己被吸引了,不是被书里的文字,而是在页边空白处 铅笔写的笔记。”句中现在分词短语“Taking a book off the shelf”作时间状语。现在分词短语可在句中作时间 状语。例如:
  1) Opening the door, I saw nobody in. 打开房门,我发现里面没人。
  2) Hearing the sad news, we were very much grieved. 听到这个悲痛的消息,我们感到很伤心。 这里 pencil 一词为动词,意为“用铅笔写”。 penciled in the margin 是过去分词短语作定语,修饰 the notes。 过去分词短语可在句中作定语。例如: The method used by them is very efficient.

  4. He wrote her a letter, introducing himself and inviting her to correspond. (Para.
  3) . 句中现在分词短语“introducing himself and inviting her to correspond”作伴随性状语, 表示行为方式和伴随状况。例如:
  1) She was still there, waiting for him in the rain. 她仍然站在雨中等他。
  2)They stood by the roadside, watching the parade. 他们站在路边观看游行。
  5.During the next year and one-month the two grew to know each other through the mail. (Para.
  4) . grow 表示“(逐渐)变得”,比 get 要正式些。例如: He has grown to like mathematics. 他逐渐喜欢起数学来。
  6.Each letter was a seed falling on a fertile heart. (Para.
  4) . 这里现在分词短语“falling on a fertile heart”作定语,修饰“a seed”。 这句话的意思是:每一封信都是一粒播 撒在肥沃的心灵之田上的种子。
  7.She felt that if he really cared, it wouldn't matter what she looked like. (Para.
  5) . 句中“it”是形式主语,指代“what she looked like”(不管她长得怎么样) 。例如:
  1) It doesn't matter if you win or lose. 你赢还是输都没关系。
  2) It doesn't matter what you say. 你说什么都没关系。
  8."You'll recognize me," she wrote, "by the red rose I'll be wearing on my coat." (Para.
  7) . 这里 by 表示“借助于;通过”。“I‘ll be wearing on my coat”为定语从句,关系代词 that 被省略。从句中用将 来进行时表示将来某时进行的动作或所处的状态,也可以表示按预测将会发生的事情。例如:
  1) By this time tomorrow, I'll be lying on the beach. 到明天这个时候,我就躺在沙滩上了。
  2) Dr. Johnson will be visiting Hong Kong in February and July. 约翰逊博士会在 2 月和 7 月来香港访问。
  9.Her lips and chin had a gentle firmness, and in her pale green suit she was like springtime come alive. . (Para.
  10) 这里 like 意为“as if(就象)”,是非正式用法。例如:
  1) He looked at me like I was mad.他看着我,好像我疯了似的。
  2) This meat smells like it's gone bad. 这肉闻起来像是坏了。这里 in 表示“穿着”。例如: He looked very handsome in his uniform. 穿着制服的他看上去很英俊。 句中 come alive 意为“充满活力”。
  10.A woman well past 40, she had graying hair and was more than plump. (Para.
  13) .
“A woman well past 40”为独立主格结构作伴随状语。独立主格结构是由一个名词或代词(作为该短语结构 的逻辑主语) ,加上一个分词、形容词、副词或介词短语(作为该短语结构的逻辑谓语)构成。例如: She was lying on the grass,her hands crossed under her head. 她躺在草地上,头枕双手。
  11.And there she stood. (Para.
  14) . 此句为倒装句。在 here, there 引出的倒装句中,当主语是普通名词时用完全倒装句。例如: Here comes the postman! 邮递员来了! 但当主语是代词时要用部分倒装句。例如: Here he comes. 他来了。
  12.My fingers gripped the small worn blue leather copy of the book that was to identify me to her. (Para.
  15) 在 that 引导的定语从句中,to identify me to her 是不定式作表语。不定式作表语常表示将来的动作,例如:
  1) What I wanted was to get the work done as quickly as possible. 我想做的是尽快把工作完成。
  2) The most important thing for one’s health is to have plenty of exercise. 对一个人的健康来说最重要的是做大量运动。 ●Extra Reading ◆ Language Focus
  1. Texas journalist, Sheila Taylor Wells writes a weekly lifestyles column as well as a bi-weekly travel column for the Fort Worth Star ?Telegram. (Para.
  1) 这里 Texas journalist 的意思是“德克萨斯州的记者”,Sheila Taylor Wells 是这位记者的名字,在句中作同位 语;as well as 意为“除……之外;又,不但……而且”。 例如: He speaks German as well as English and French. 她不但会讲德语,也会讲英语和法语。
  2. I wasn't looking to meet someone special and in fact, I was looking NOT to meet someone.(Para.
  3) 这里 look to 的意思为“期待”。例如: I look to be with my parents soon. 我希望不久就能和父母亲在一起。 句中 not 大写表示强调。not 可置于动词不定式 前否定动词不定式。例如:
  1) He asked me not to go there. 他要我别去那儿。
  2) She asked me not to drive so fast. 她要我别开快车。
1 Teaching Objectives A Understand the main idea of the text B Mater the key language points and grammatical structures in the Text C Training of basic reading, listening, speaking, and translation activities in the Text. 2 Important points: A New words and expressions B Text structure analysis C Structured writing D Listening and speaking 3 Time Allocation Text A :3 Text B: 2 Listening an speaking : 1 4 Language Focus
  1.本文作者是微软公司主席和首席软件设计师比尔?盖茨(William (Bill) H. Gates) 。微软公司是为个人 计算机和商业计算机提供软件、服务和 Internet 技术的世界范围内的领导者。
  2.Hundreds of students send me e-mail each year asking for advice about education. (Para.
  1) hundreds of 表示“数以百计的” ,后接可数名词的复数。例如: hundreds of people(数以百计的人们) ,hundreds of messages(上百条信息) 类似的表达法还有:thousands of(数以千计) ,millions of(成千上万)等。注意:hundred,thousand, million 等数量词之前加数词或 several 时,不能用复数形式。例如: two hundred(二百) ,several thousand(几千) ,three thousand million(三十亿) ask for advice 意为“向某人讨教” 。动词短语 ask for 意为“请求得到” 。例如:
  1)Everything you asked for is ready. 你要的东西都准备好了。
  2)We ask for your cooperation. 我们要求你们的合作。 what to study 是一种特殊的不定式结构作动词 know 的宾语,相当于:what they will study。不定式之 前可以加上 why 以外的其他连接代词或连接副词。这一结构中的不定式具有明显的将来意义或情态意义, 相当于连接代词或连接副词引导的从句,其中的谓语动词表示将来时间或带有情态意义。例如:
  1)We don’t know which way to take. 相当于 We don’t know which way we should take. 我们不知道该走哪条路。
  2)I don’t know whom to turn to for help. 相当于 I don’t know whom I can turn to for help. 我不知道该向谁求助。
  3.They want to know what to study, or whether it's okay to drop out of college since that's what I did. (Para.
  1) 这里的 okay 等于 OK;drop out of 意为“不参与,退出” 。例如:
  1)He dropped out of the race because of a bad cold. 他因重感冒而退出了比赛。
  2)Victor had to drop out of college because he developed lung cancer.
维克托因得了肺癌不得不辍学。 did 在此代替了 dropped out of college。助动词可代替前面出现过的动词,以避免重复。例如:
  1)You know as much as I do. (= You know as much as I know) 你知道得跟我一样多。
  2)?May I come round in the morning? 上午我可以来拜访你吗? ?Yes, please do. (= Yes, please come round.) 可以,请来吧。
  4. A smaller number of parents send messages, often painful, seeking guidance for their son or daughter. (Para.
  2) send a message 意为“发送消息” 。例如:
  1) have sent mother a message to tell her I shall be home late. 我已经给母亲捎了个信儿, I 告诉她我晚点回家。
  2)Send a message to your friends and family. 发条短信给你的朋友和家人。
此句中的 often painful 是主语补语,说明主语的状况;seeking guidance for their son or daughter 是现在分词 作伴随情况,意为“为子女寻求指导” 。现在分词和过去分词都可以作伴随情况,说明主语的状态,现在 分词表示主动状态,过去分词表示被动状态。例如:
  1)She went out of the room crying. 她哭着走出了房间。
  2)He sat on the ground, both terrified and worried. 他坐在地上,既恐惧又担心。

  5.My basic advice is simple and heartfelt: Get the best education you can. (Para.
  3) you can 是个省略形式,等于 you can get。类似用法详见本课第 3 条注释。
  6.Take advantage of high school and college. (Para.
  3) take advantage of 是固定短语,意为“利用” 。例如:
  1)The basketball player took advantage of the defender’s mistake to score a goal. 这位篮球运动员利用了对方防卫的判断失误进球得分。
  2)Many schools don’t take full advantage of the Internet.
  7.Learn how to learn. (Para.
  3) how to learn 是副词引导的动词不定式,其用法见本课第 2 条注释。
  8. true that I dropped out of college to start Microsoft, but I was at Harvard for three years before dropping out It's ?and I'd love to have the time to go back. (Para.
  4) 此句中 it 是形式主语,代替后面 that 引导的主语从句。类似的例子还有:
  1)It is clear that these facts are very important. 很清楚,这些事实是很重要的。
  2)It is very clear that children begin to acquire language at an early age. 很明显,孩子很早就开始接受语言。
  9.As I've said before, nobody should drop out of college unless they believe they face the opportunity of a lifetime. And even then they should reconsider. (Para.
  4) 此句是个复合句,as 引导比较状语从句,nobody should drop out of college 是主句,unless 引导的是否定条 件状语从句,其中动词 believe 之后还有一个省略了连接词 that 的宾语从句 they face the opportunity of a
lifetime。 前缀 re-表示“再、又、重新”的意思。例如:reconnect(重连,再连)reconstruct(重建)redefine(重新 定义)redesign(重新设计)rediscovery(再次发现)
  10.The computer industry has lots of people who didn't finish college, but I'm not aware of any success stories that began with somebody dropping out of high school. (Para.
  5) 这里的 aware 是形容词,表示“知道的,明白的,意识到的”等意思,后接 of 短语或 that 引导的宾语从句。 例如:
  1)I was not aware of the danger. 我没有意识到危险。 我知道詹妮已经来了。

  2)I’m aware that Jenny has come.

  11.I actually don't know any high school dropouts, let alone any successful ones. (Para.
  5) let alone 是个固定词组,意为“更不用说” 。例如:


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