基礎(chǔ)英語教案

TimeLessonLesson1HalftheDay

l.TheSs'masteryoftheauthor'sbackgroundinformation

andthefeatureofhisworks;

2.TheSs'masteryoftheconcernedbackground

Teachinginformation;

3.TheSs'understandingofnewwordsandsomeuseful

Objectivesphrases.

4.Wordformation

l.TheSs'understandingofellipticalquestion,invertedsentence

andtheverb“makeandfind”.

2.Anaylsisofthestructureandthemainideaofthetext

Main3.Studyoftheimportantwordsandphrases:

words:border;cling;convince;hesitate;overlook;revolve;

Pointsscold;sort;spin;stretch;

phrases:giveriseto;resortto;onmyown;takeover;showoff;

letup;

1.Analysisofthelongsentencesandtheimportantwords

Difficultandphrasestohelpstudentstohaveabetterunderstanding

ofthetext

Points2.Grammar:thepastparticiplephraseandthenounphrase

4.Useof“all,any,no,nobody,none,some”

1.Discussion

Teaching2.Explanation

3.Questionaskingandanswering

Methods4.Deductionndinduction

5.Task-based

PowerPoint

Theory

TypeofTeachingBlackboard

Classroom

practice

LessonAidsReferencematerials

Oneteachingplanissupposedtocoverthecontentofoneunitor2-4

periods.

TeachingSteps(Morepagescanbeadded)

StepIWarming-upactivitiy:

Questionsforstudentstodiscuss:

1.Whatdoesthisstorytalkabout?Whatisthethemeofthestory?

2.Whathappenedthefirstdayatschool?

3.Howdidtheboyfeelthefirstdayhewenttoschool?

4.Howdidtheboylikeschoollife?

5.Whatdidschoolmeantoyoungpeoplewhowereseriousabouttheirfuture?

StepIIBackgroundinformationandculturenotes:

1.Abouttheauthors:NaguibMahfous(納吉布?馬福茲)

NaguibMahfousisthefirstArabiclanguageauthorawardedtheNobelPrizein

literature(1988).Sixteenofhisnovelshavebeenadaptedforfilmsandhisproseworkshave

beencomparedinspiritandtonetothesocialrealismofBalzacandDickens“Halfaday“first

appearedinTheTimeandthePlaceandOtherStorieswhichwaspublishedin1991bythe

schoolpressofAmericanUniversityinCairo.

2Aboutthebackground

Theauthorofthestoryusesastrategycommonlyusedinfictionwriting-theprotagonist

returnsafterbeingabsentforashorttimetofindeverythingchangedbeyongrecognition.

StepIIIDiscourseAnalysisofthetext

1.Styleofthewriting:

Theauthorofthestoryusesastrategycommonlyusedinfictionwriting-theprotagonist

returnsafterbeingabsentforashorttimetofindeverythingchangedbeyondrecognition.The

bestexampleisperhapsWashingtonIrvingJs(1783-1859);RipVanWinkle.^^Ripwasasimple

good-naturedman.Onefinedayhewentwithhisdogtothemountainstohuntsquirrels.He

dranksomethingaqueeroldmanofferedhim,andfellfastasleep.Whenhewokeuphefound

himselfanoldmanandgreatchangeshadoccurredinhisvillageduringhisabsence.Inthe

villageinntheportraitofGeorgelllhadbeenreplacedbyoneofGeneralWashington.This

techniqueisoftenusedtoemphasizerapidchangesinsociety.

2.TextAnalysis:Ssareaskedtodogroupworktofindtheanswersforthequestionsand

thenaskthemtoshowtheiranswerstotheclass.

1)“Whyschool?^^Iaskedmyfather.<uWhathaveIdone?”(Para.3)Whatisthecomplete

structureofthefirstquestion?Whydidtheauthoraskhisfatherthesequestions?

2)Therearemothersandfathershere,too.(Para.12)Whatdidthewomanmeanbysaying

that?Aretheremothersandfathersatschool?

3)...itseemedthatmymisgivingshadhadnobasis.(Para.l3)Whatisthemeaningof

“misgivings"here?Whydidhesayso?

4)Rivalriescouldbringaboutpainandhatredorgiverisetofighting.(Para.l5)Whatdoes

thewordurivalriesnmeaninthiscontext?

5)Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappiness

thatpresentedthemselves.(Para.16)Canyoubreakthislongsentenceintoafewsense

groupsandexplainthemeaningofit?

6)Hereandtherestoodconjurersshowingofftheirtricksormakingsnakesappearfrom

baskets.(Para.l7)Doesthissentenceappeartoyoutoberatherunusualinorder?What

arethefunctionsofthetwoparticiplephrasesinthesentence?

3.Outlineofthetext:

PartI(Paras1-7)Welearnabouttheboy'smisgivingsaboutschool.Hefoundithardtobe

awayfromhomeandmom,andthoughtschoolwasapunishment.

PartII(Paras8-16)Thispartdescribeshowtheboyfeltaboutschool.Hefoundthatlifeat

schoolwasrichandcolorfulinmanyways,althoughitalsorequired

disciplineandhardwork.

PartII(Paras17-20)Theboywalkedoutoftheschooltofindthattheoutsideworldhad

changedbeyondmeasureandthathehadgrownintoanoldman.

StepVIDetailedstudyofthetext

Languagepoints(wordsandexpressions)

l)fromtimetotime:sometimes,butnotveryoften,

eg:Hegoestoseehisgrandparentsfromtimetotime,

aboutfiveorsixtimesayear.

2)tomake...(out)ofsb./sth:tomakesb./sth.become...

eg:Hardshipshelpmakeamanoutofaboy.

3)Itisnogood/usedoingsth.orthereisnogoodtobehadin

doingsth.:Itisnotusefultodosth.

eg:It'snogoodcryingoverspiltmilk.

4)tobringaboutsth.:tomakesth.happen,

eg:Sciencehasbroughtaboutmanychangesinourlives.

5)toresorttosth.:tomakeuseofsth;toturntosth.asasolution,

eg:Theyhadtoresorttothreatswhentheyfailedtopersuadethemtoleave.

6)thereisnoquestion(ofsth.happening/sb.doingsth.):thereisnopossibility

eg:Thereisnoquestionoftheirdismissingyouatthemoment.

7)nothingbut:only,

eg:Rightnowhethinksaboutnothingbuthisresearch.

8)totakeadvantageofsth.:tomakeuseofsth.(suchasan

opportunity)well,

eg:Thefarmertookadvantageofthegoodweatherandgot

allthewheatin.

9)invain:uselessly;withoutasuccessfulresult,

eg:Hisparentstriedinvaintopersuadehimtoquitsmoking.

10)tobringsth.toahalt:tocausesth.tostop,

eg:Airtrafficinthecountrywasbroughttoahaltbyheavysnowstorms.

11)wordformation

A:suffix:-ism,abeliefbasedonaparticularprincipleortheteachingofaparticularperson.

B:suffix:-th,oanoun.

C:suffix:-able,usuallyusedtochangeverbsintotheircorrespondingnouns.

StepV.Sentenceparaphrasewordstudyandstructureanalysis

1)：Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeand

throwingmeintothehuge,high-walkedbuilding.(Para5)

[Meaning]Ididnotthinkthatitwashelpfultodragmeawayfrommyhomeandputmeinto

the

buildingwithhighwalls.

2):Putasmileonyourface(Para6)

[Meaning]Makeanefforttosmile

3):“Beaman,"hesaid.(Para7)

[Meaning]“Bebrave,hesaid.(Note:mann.:amanwhohasthequalitiesthatpeoplethink

amanshouldhave,suchasbeingbrave,strongetc.)

4)Ididnotknowwhattosay.(Para11)

[Meaning]IdidnotknowwhatIshouldsay.(Note:whom/what/which/，??+todo)

5)Therearemothersandfathershere,too.(Para12)

[Meaning]Thereareteachersattheschoolwhowouldtakecareofthechildrenliketheir

ownmothersandfathers.

6)Ihadneverimaginedschoolwouldhavethisrichvarietyofexperiences.(Para13)

[Meaning]Ihadneverthoughtthattheschoollifewouldbesorichandcolorful.

7)...weweretoldthestoryoftheCreatoroftheuniverse.(Para14)

[Meaning]...weweretoldhowGodcreatedtheworldin7days

8)Inaddition,thetimeforchangingone'smindwasoverandgoneandtherewasnoquestion

ofeverreturningtotheparadiseofhome.(Para16)

[Meaning]Furthermore,itwasimpossibleforustochangethefactthatweshouldgoto

school,andourgooddaysofstayingathomewouldnevercomeback.

9)Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthat

presentedthemselves.(Para16)

[Meaning]Iftherecamechances,thosecapablestudentswouldseizethemtoachievesuccess

andhappiness.

StepVIVocabularyworkandgrammar:Dotheexercisesandaskstudentstopay

attentiontothefollowing:

1.abouttheverb"make"

1)tomake+n./pron.+adj.

2)tomake+n./pron+infinitivefphrase]

3)tobemadeto

2.abouttheverb"行nd”

1)tofind+n.+adj.

2)tofind+n./pron.+n.

3)tofind+n.+pastparticiple

4)tofind+n./pron.+presentparticiple

5)tofind+clause

3.Observehowthepastperfectisused

4.Observetheuseof“would”

5.Theuseof"all;any;no;nobody;none;some”

StepVIIHomework:

1.WhocameupandcalledhimuGrandpa”intheendofthestory,andWhy?Whatdidit

mean?

2.Whatdidtheboyinthestorythinkofschoolbeforehewassenttoone?

3.Writtenwork:Whatwasschoollikeaccordingtohisexperience?

4.Oralwork:Pleaseretellthestoryofthelittleboy.

StepVIIISummaryofthetext:

Alittleboyfoundithardtobeawayfromhomeandmother,becausehethoughtschoolwasa

punishment.Afterhehadenteredschool,hefoundthatlifeatschoolwasrichandcolorfulin

manyways,althoughitalsorequireddisciplineandwaitedforhisfathertomeethim.Theboy

walkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasurethathehad

grownintoanoldman.

TimeLessonLesson2GoingHome

l.TheSs9masteryoftheauthor'sbackgroundinformation

andthefeatureofhisworks;

2.TheSs5masteryoftheconcernedbackground

Teachinginformation;

3.TheSs'understandingofnewwordsandsomeuseful

Objectivesphrases.(toinsistthatsb.dosth.orsth.bedone;unawareofsth;

forgetit;asiffearingsomething)

l.Theusageoftheword“keep”andlinkverb

2.Wordformation:suffix:-ment;-y.

3.Anaylsisofthestructureandthemainideaofthetext

Main

Points

1.Analysisofthelongsentencesandtheimportantwords

andphrasestohelpstudentstohaveabetterunderstanding

ofthetext

Difficult2Theadverbialclause

3Thestructure"nominativeabsolute

Points4.Observethepastmodals

1.Discussion

Teaching2.Explanation

3.Questionaskingandanswering

Methods4.Deductionndinduction

5.Task-based

PowerPoint

Theory

TypeofTeachingBlackboard

Classroom

practice

LessonAidsReferencematerials

Oneteachingplanissupposedtocoverthecontentofoneunitor

2-4periods

TeachingSteps(Morepagescanbeadded)

StepIWarming-upactivity

Questionsforstudentstodiscuss:

1.Whatdoesthisstorytalkabout?Whatisthethemeofthestory?

2.Whatdoyouknowabouttheseyoungpeople?

4.WhatwasVingo'sstory?

5.Howdidtheyoungpeoplefeelwhentheyheardthestory?

StepIIBackgroundinformationandculturenotes

l.Abouttheauthors

Theauthor'snameisPeteHamill,asuccessfulAmericanjournalistandauthor.

2Aboutthebackground

“GoingHome^^isbasedon"YellowRibbon,,inthe19609s.Thestorywasmadeintoa

Japanesemoviein1977inwhichthesong“TieaYellowRibbonRoundtheOldOakTree”

becamequitepopularintheUnitedStates.The1960,s-70,swasaverytryingtimeforthe

Americanpeople,asthecountrywasdeeplytroubledbyitsinvolvementintheVietnamwar.It

wasatimewhensuchtraditionalvaluesashumansympathy,understanding,trustandlove

seemedtobelosingout.Throughtheexperienceofaformerprisonerandhisjourneywitha

groupofyoungpeople,thestoryseemstoexpressastrongdesirefor“goinghome”,wheresuch

goodoldvaluesaretobefoundagain.

3.Thesongrelatedtotext.

ThelyricsofTieaYellowRibbonRoundtheOldOakTree

I'mcominghomeI'vedonemytime

NowFvegottoknowwhatisandisn'tmine

IfyoureceivedmylettertellingyouI'dsoonbefree

Thenyou'llknowjustwhattodoifyoustillwantme

Ifyoustillwantme

Ohtieayellowribbonroundtheoldoaktree

It'sbeenthreelongyearsdoyoustillwantme

IfIdon'tseearibbonroundtheoldoaktree

rilstayonthebus

Forgetaboutus

Puttheblameonme

IfIdon'tseeayellowribbonroundtheoldoaktree

Busdriverpleaselookforme

BecauseIcouldn'tbeartoseewhatImightsee

I'mreallystillinprisonandmylovesheholdsthesky

AsimpleyellowribboniswhatIneedtosetmefree

Iwroteandtellherplease

Ohtieayellowribbonroundtheoldoaktree

It'sbeenthreelongyearsdoyoustillwantme

IfIdon'tseeayellowribbonroundtheoldoaktree

Filstayonthebus

Forgetaboutus

Puttheblameonme

IfIdon'tseeayellowribbonroundtheoldoaktree

Nowthewholedamnbusischeering

AndIcan'tbelieveIsee

Ahundredyellowribbonsroundtheoldoaktree

Pmcominghome

StepIIIDiscourseAnalysisofthetext

1.Styleofthewriting:

Thisisamovingstory.Yellowribbonsarestillsometimesusedtowelcomesomeone

home.Ribbonsarealsosometimesworetosymbolizesupportforacause.Theoriginaltitleof

thestoryis“TheYellowRibbon”.Thenarratorobjectivelydescribeswhathappensonthebus,

andheneverentersthemindofthemaincharacterVingo.Classworkcouldcenteraround

inferringVingo'spastandfuture.

2.TextAnalysis:Ssareaskedtodogroupworktofindtheanswersforthequestionsand

thenaskthemtoshowtheiranswerstotheclass.

1)Hesatinfrontoftheyoungpeople,hisdustyfacemaskinghisage,dressedinaplain

brownsuitthatdidnotfithim.(para.2)Whatisthefunctionof“hisdustyfacemasking

hisage“inthissentence.

2)Hisfingerswerestainedfromcigarettesandhechewedtheinsideofhislipalot.

(para.2)Whatdoesthissentencetellyouabouttheman?

3)”...Notforthree-and-a-halfyears.^^(para.7)Whyaretherehyphensbetweenthewords?

WhatdoesthistellyouaboutVingo?

4)“Andyou'regoinghomenow,notknowing?”(para.8)Askthequestioninitscomplete

form.

5)“???noribbonandI'dunderstandandkeepgoingonthrough.,,(para.9)Whatwashe

goingtodoifhesawnoribbon.

6)???andsoonallofthemwerecaughtupintheapproachofBrunswick???(para.10)

Whatismeantby"caughtup"?Whyaretheycaughtupintheapproachof

Brunswick?

7)andtheyoungpeopletookwindowseatsontherightside,waitingfortheapproach

ofthegreatoaktree.(para.10)Whydotheytakewindowseats?

8)Vingostoppedlooking,tighteninghisfaceintotheex-con\mask,asiffortifying

himselfagainststillanotherdisappointment,(para.10)Whatisthefunctionof

“tighteninghisfaceinto”?Whatdoesthisshowabouttheman?

3.Outlineofthetext:

PartI(Paras1-4)Thispartformstheintroductioninwhichthesettingismadeclearandthe

charactersareintroduced.

PartII(Paras5-9)Astheplotdevelops,welearnwhereVingowasgoingandwhatfor,and

howtheyoungpeoplegotinterestedinwhatwasgoingtohappen.

PartII(Paras10-12)Theconclusionpart:Vingowasforgivenandwelcomedhome.

StepVIDetailedstudyofthetext

Languagepoints(wordsandexpressions)

1)toinsistthatsb.dosth.orsth.bedone:todemandthatsth.shouldhappenandrefusetolet

anyonesayno,

eg:Theteacherinsistedthatthestudents(should)turnintheirhomeworkontime.

2)unawareofsth.:notknowingorrealizingthatsth.ishappeningorthatsthexists,

eg:Heworkedathiscomputerforhours,unawareofthenoisesoutside.

3)forgetit:(spoken)usedtotellsb.thatsth.isnotimportantandthathe/sheshouldworry

aboutit,

eg:-1stilloweyou70cents.

-Forgetit.

4)asiffearingsomething:asifhewas/wererememberingsomething.

eg:Timspokeverysoftly,asiffearingtobeheard.

5)rememberthestructure''nominativeabsolute(獨(dú)立主格結(jié)構(gòu))

eg:theboysquickenedtheirsteps,theirstomachscryingforfood.

6)payattentiontotheusageoftheword“keep”：“tokeep+n./pronM,“tokeep+n./pron+

adj.??./"tokeep+adj."，“tokeep+n/pron.+present/pastparticiple(phrase).''"tokeep+

n./pron.+prepositionalphrase”,

eg:(1)Wemustallkeepfitifwewanttostudyhard.

(2)I'msorrytohavekeptyouwaitingforsolong

(3)Iborrowedthisbookfromthelibrary,andIcouldkeepthebookforamonth.

(4)Don'tletchildrentouchthese.Keepthemoutoftheway.

(5)Ifyouputthesefoodintherefrigerator,youcankeepitcoldeveninsummer.

7)todreamof/about(doing)sth:toimagineandthinkaboutsth.thatyouwouldliketohappen,

eg:Onthewaytoschooltheboydreamedaboutthefootballmatchintheafternoon.

8)toengagesb.insth.:towakesb.takepartinsth.,

eg:Shetriedtoengageherroommateinaphilosophicaldiscussion.

9)tofit(sb.):tobetherightshapeorsizeforsb,

eg:Cinderella^sisterstriedtheshoes,buttheydidn'tfit.

10)towakeone'swayto:tomoveorgetsomewhere

eg:Asthestonyroadwasslippery,wehadtomakeourwayslowlyandcarefullydownthe

hill.

StepVSentenceparaphrasewordstudyandstructureanalysis

1)Theyweredreamingofgoldenbeachesandseatidesasthegray,coldspringofNewYork

vanishedbehindthem.(Para.1)

[Meaning]OntheirwaytoFloridatheywerethinkingaboutandexpectingtoseethe

beautifulbeachesandseatides,andtheyweregettingawayfromNewYorkinwhichthe

springisdullandcold.

2)Hesatinfrontoftheyoungpeople,hisdustyfacemaskinghisage,dressedinaplainbrown

suitthatdidnotfithim.(Para.2)

[Meaning]Hisdustyfacemaskinghisage:hisfacewascoveredwithdustsothatitwas

verydifficulttoguesshisage.

3)Afterawhile,shewentbacktotheothersasVingonoddedinsleep.(Para.4)

[Meaning]asVingofellasleep/intoasleep

4)“Idon'tknow.”(Para.6)

[Meaning]Vingosaidthathedidn'tknowbecausehedidn'tknowwhetherhewouldbe

acceptedbyhiswife.

5)Getanewguy-she'sawonderfulwoman,reallysomething-andforgetaboutme.(Para.7)

[Meaning]Sheshouldmarryanotherpersonandforgetaboutme.Sheissuchafabulous,

specialwoman.

6)Ifshedidn'twantme,forgetit,noribbonandI'dunderstandandkeepgoingonthrough.

(Para.9)

[Meaning]Ifshedidn'twantmeback,don'tbotherit,therewasnoneedtotieayellow

ribbontotheoaktree.

7)Vingostoppedlooking,tighteninghisfaceintotheex-con'smask,asiffortifyinghimself

againststillanotherdisappointment.(Para.10)

[Meaning]Vingomovedhiseyesawayfromthewindowandbecauseexpressionless.It

appearedthathewastryingtogainthecouragetofaceanotherdisappointment.

8)Thensuddenlyalloftheyoungpeoplewereupoutoftheirseats,screamingandshoutingand

crying,doingsmalldances,shakingclenchedfistsintriumphandexaltation.(Para.11)

[Meaning]Thenallofasudden,alltheyoungpeoplejumpedoutoftheirseatsandstarted

doingallkindsofthingstoexpresstheirhappinessandexcitement.

9)Vingosattherestunned,lookingattheoaktreethroughhismistyeyes.(Para.12)

[Meaning]Vingosatthereinblankastonishment,lookingattheoaktreethroughtearful

eyes.

StepVIVocabularyworkandgrammar:

1.abouttheverb"keep”

1)tokeep+n./pron

2)tokeep+n./pron+adj.

3)tokeep+adj.

4)tokeep+n/pron.+present/pastparticiple(phrase)

5)tokeep+n./pron.+prepositionalphrase

2.Observetheuseofthepastcontinuous

3.Observetheuseofthepresentandpastcontinuousforfutureevents

4.Observethepastmodals

StepVIIHomework:

1.Whatweretheyoungpeople'sfirstimpressionofVingo?

2.HowdoyouthinkVingobehavedinprison?Whatdoyouthinkhewantedtodoafterhis

release?

3.Whatkindofpersondoyouthinkhiswifewas?

4.WhatlessonsdoyouthinktheyoungpeoplecanlearnfromVingo'sstory?

5.Oralwork:Pleaseretellthetext

StepVIIISummaryofthetext:

Thisisamovingstory.Yellowribbonsarestillsometimesusedtowelcomesomeonehome.

ThisstoryhappensonabusfromNewYorktoFloridainspring.TheprotagonistisVingo,and

theminorcharactersaresixyoungpeople.Thenarratorobjectivelydescribeswhathappenson

thebus.ThroughtheexperienceofVingoandhisjourneywithagroupofyoungpeople,the

storyseemstoexpressastrongdesirefor“goinghome^^wheresuchgoodoldvaluesaretobe

foundagain.

TimeLessonLesson3MessageoftheLand

1.tomasterthenewtargetwordsandusefulphrases

2.toknowsomeinformationabouttheauthor

Teaching

3.toretellthestory

Objectives

1.Tocomprehendthewholetext

2.Toleanandmasterthevocabularyandexpressions

Main

3.Tolearnthedifficultsentences

Points4.Toappreciatethestyleandrhetoricofthepassage

1.Theusefulvocabularyandexpressions

Difficult2.Theuseofcomplexsentencestructures

3.Theacquaintancewithsomegrammaticalstructure

Points

Heuristic;

Presentation-practice;

TeachingExplainorinterpret

Methods

Discussion

TypeofTeachingMultiplemedia

blackboard

LessonAids

Oneteachingplanissupposedtocoverthecontentofoneunitor2-4

periods.

TeachingSteps(Morepagescanbeadded)

StepI.AbouttheAuthor

PiraSudhamspenthischildhoodinthericefieldsontheKoratPlateau,helpinghisparents

andtendingaherdofbuffaloesuntilhewenttoBangkokattheageoffourteentobeaservant

tomonksinaBuddhisttemplewherehewasalsoadmittedtoaschool.

TosupporthimselfthroughhighschoolandthefirstyearattheFacultyofArts,

ChulalongkornUniversity,hesoldsouvenirstotouristsuntilhewonaNewZealand

governmentscholarshiptostudyEnglishliteratureatAucklandUniversityandlateratVictoria

University,Wellington.

HiswritingsbegantoappearinliterarypublicationsinNewZealand,HongKongandthe

UnitedStatesbeforehisfirstbook,SiameseDrama(entitledTalesofThailandinthelatest

editions)waspublishedin1983,followedbyPeopleofEsarnin1987.

HehaslivedforovertenyearsinAustraliaandtheUnitedKingdom,wherehewrote

MonsoonCountry(1988),anditssequel,TheForceofKarma(2002).

PiraSudham'sliteraryworksareconcernedwithsocial-economic-politicalchanges

occurringinThailand.Widelyreadandhighlyacclaimed,hisbookshavegivenanexpedient

voicetothepoorandthevoiceless.

ConsideredThailand*sleadingEnglishlanguagewriter,hewasnominatedforthe1990

Nobelprizeforliterature.

StepII.LanguagePoints

1)marry:vt./vi.

Theymarriedyoung.

JohnisgoingtomarryJane.

marrysboff

married:a.marriedtosb.

Heismarriedtoafamouswriter.

marriedtosth.:dedicatedtosth

Heiswhole-heartedlymarriedtohiswork.

marriage:n.

2)affordto:can/couldbeable+affordsth/todosth

Theywalkedbecausetheycouldn'tafford(totake)taxi.

Imustn'tannoymybossbecauseIcan'taffordtolosemyjob.

3)nowandthen:nowandagain;occasionally

hereandthere:everywhere

upsanddowns:alternategoodandbadluck

theinsandouts:thedetailsandcomplexities(ofsth)

4)inspite(n.)of:(usedasaprep.)notbeingpreventedby;regardlessof;despite

Theywentoutinspiteoftherain.

regardless(adv.)of:(usedasaprep.)(infml)payingnoattentionto

Shecarriedonregardlessofthedanger.

despite(prep.):withoutbeingaffectedby

Theyhadawonderfulholiday,despitethebadweather.

5)mindone'sown...

mindone'sownbusiness:notinterfereinotherpeople'saffair

mindone'sownp'sandq's:becarefulandpoliteaboutwhatonesaysordoes

6)bleed:v.(bled;bled)looseoremitblood

bleedtodeath

bleedforsth:sufferwoundsordie(foracause,one'scountry)

bleedforrevolution

bleedsbforsth:(infml)extort(money)fromsb

Theblackmailerbledhimforeverypennyhehad.

7)barter:v./n.exchange(goods,property,etc)forothergoods,etcwithoutusingmoney

bartersthforsth:barterwheatformachinery

barterwithsbforsth:

Theprisonerstriedtobarterwiththeguardsfortheirfreedom.

replace:v.—putbackinitsplace

replacethebookontheshelf

一taketheplaceof

Cananythingreplaceamother'slove?

--provideasubstituteforsb/sth

replaceabrokenwindowwithanewone

8)litter:n.lightrubbish(eg.bitsofpaper,wrappings,bottles)

Pleasedonotleavelitter.

v.makeuntidy