新編大學(xué)英語 book1 unit5

PartTwoReading-CenteredActivities1.In-ClassReading2.After-ClassReadingIn-ClassReadingDoAnimalsHaveaCulture?PartTwo:In-ClassReadingBackgroundInformationGlobalReadingDetailedReadingPost-ReadingBackgroundInformationPartTwo:In-ClassReading>>BackgroundInformationChimpanzeesJapaneseMonkeys1.ChimpanzeesChimpanzeesareourclosestrelatives.Theybelongtotheapefamily.Theyaresociableanimals,andliveinmixedgroupsor‘troops’intropicalAfricanrainforests.Theyfeedmainlyonfruitlikebananasandfigs,butwillalsoeatseeds,nuts,leaves,insectsandsometimessmallmammals.Chimpsarecleveranimals,andwillmaketoolsfromtwigstodigtastytermitesoutoftheirmounds.PartTwo:In-ClassReading>>BackgroundInformation(黑猩猩)Tobecontinued

Chimpanzeesmovearoundonallfoursanditisquiteunusualforthemtowalkupright.Theyhavelongpowerfularms,withelongatedthumbsontheirhands.Chimpanzeesareverycleananimals,andwilloftengroomoneother—carefullypickingoutsmallticksfromeachother'sfur,whichstrengthensbondswithinthegroup.Femalesgivebirthtoasinglebabyeverythreeyears.Ayoungchimpiscarriedaroundbyitsmotherforaboutfourorfivemonthsbeforeitbeginstotakeitsfirststeps.Babychimpslovetoplay,andspendalotoftimechasing,wrestlingandticklingeachother.PartTwo:In-ClassReading>>BackgroundInformation2.JapaneseMonkeysJapanesemonkeysareknownastheprimatespeciesthatliveinthenorthernpartoftheworld.Theyliveintheforests,mainlybroad-leavedforestsintheHonshuexcludingHokkaidoandtheRyukyuIslands.PartTwo:In-ClassReading>>BackgroundInformationOnestrikingfeatureoftheadultJapanesemonkeysisthattheirfacesandbottomsarered.Theirmainfooditemisplants.Theysleeponthetree,withthepostureofholdingeachotherorsittingalone.Theynevermadeneststosleep,andsleepingsiteschangeeveryday.Theylifespanis25-30years.TobecontinuedThesocietyofJapanesemonkeysisveryinteresting.

Severaladultmalescomposetheirsociety;thenumberofadultfemalesisnearlythreetimesofadultmales,andtheirchildren.Basically,femalesstayinhernatalgroup,ontheotherhand,mostofmaleleavetheirgroupbeforetheybecomeadults.Someofmalesbecomesolitarymale,butinsomeday,hewilljointhenewgroup.Theycontinuetomovefromgrouptogroup.So,thebasiccompositionofgroupisadultfemalesandtheirchildren,formingamatrilinealsociety.PartTwo:In-ClassReading>>BackgroundInformationGlobalReadingOrganizationAnalysisHowtoAchievetheGlobalUnderstandingoftheTextQuicklyPre-ReadingQuestionPartTwo:In-ClassReading>>GlobalReadingSummary1.Pre-ReadingQuestion

Workinpairstodecidewhichofthefollowingaretrueofanimals,excludinghumans.PartTwo:In-ClassReading>>GlobalReadingusetools()maketools()cooperatewitheachother()communicatewithspokenwords()shareknowledge()haveemotions()practicereligion()TTTTFTFIntroductionPara.1Presentingthequestions:1)Doanimalshaveacultureaswehumanbeingsdo?2)Whatisculture?BodyPara.2-5Animalscanuseandmaketoolsthemselves,learnandsharebehaviorandcommunicatewithsomeformsoflanguage.ConclusionPara.6Therearelimitstothecultureofanimals.PartTwo:In-ClassReading>>GlobalReading2.OrganizationAnalysisWhenyoureadanarticle,youshouldfirstjudgeifitisanarration,adescription,anargumentation,astoryoranad.,etc.Thejudgmentdecidesthebeststrategytoreadthearticlesothatyoucanquicklyreconstructitsglobalmeaning.Forexample,ifyoudecideanarticleisanargument,youmightknowthebasicstructureofanargumentis“problem—analysis—solution”.Althoughthereareseveralvariations,suchas“introduction—problem—analysis—solution—additionalcomments”,youcanstillreadveryfast.PartTwo:In-ClassReading>>GlobalReading3.HowtoAchievetheGlobalUnderstandingoftheTextQuicklyTobecontinuedYoucanignorethelessimportantsectionsandcomerighttothemostimportantpoints:theproblemandthesolution.Tocheckthesolution’svalidity,youmayhaveaquicklookattheanalysis.Theimportantinformationofanarticleisoftencontainedinthetitle,thefirstandthelastparagraphofthepassage,thefirstorthelastsentenceofaparagraphandtheindicatorslike“first…”,“incontrast”,“inconclusion”.Payingattentiontothetitle,theintroductoryparagraphandtheconcludingparagraph,thetopicsentencesofeachparagraphandthecoherencedevicescanenableyoutogetthemainideaofthearticleveryquickly.PartTwo:In-ClassReading>>GlobalReadingPartTwo:In-ClassReading>>GlobalReading4.Summary

Culturereferstothewayoflife,customs,beliefs,art,socialinstitutions,etc.ofaparticulargroupofpeople.Thereisnodoubtthathumanbeingshaveculture.Isculturefoundjustinhumans,ordoanimalshaveaculturetoo?Thatisaquestionposedbysocialscientists.Scientificresearchhasrevealedthatanimalsdohavecultureandtheculturalcharacteristicsofhumanbeingscanalsobefoundinthelivesofsomeanimals.Forinstance,likehumans,someanimalshavetheabilitytouseandmaketools,learnandsharebehaviorandevencommunicatewithsomeformsoflanguage.However,therearelimitstothecultureofanimals.Forexample,animalscan’tformsocialinstitutionsandcommunicateabstractideas.DetailedReadingDebatePartTwo:In-ClassReading>>DetailedReading

PassageReadingUnderstandingSentencesWordStudyDoAnimalsHaveaCulture?

Lately,socialscientistshavebeguntoaskifcultureisfoundjustinhumans,orifsomeanimalshaveaculturetoo.Whenwespeakofculture,wemeanawayoflifeagroupofpeoplehaveincommon.Cultureincludesthebeliefsandattitudeswelearn.1Itisthepatternsofbehaviorthathelppeopletolivetogether.Itisalsothepatternsofbehaviorthatmakeonegroupdifferentfromanothergroup.

Ourcultureletsusmakeupforhavinglostourstrength,claws,longteeth,andotherdefenses.Instead,weusetools,cooperatewithoneanother,andcommunicatewithlanguage.Buttheseaspectsofhumanbehavior,or“culture”,canalsobefoundinthelivesofcertainanimals.PartTwo:In-ClassReading>>DetailedReadingWeusedtothinkthattheabilitytousetoolswasthedividinglinebetweenhumanbeingsandotheranimals.Lately,however,wehavefoundthatthisisnotthecase.Chimpanzeescannotonlyusetoolsbutactuallymaketoolsthemselves.Thisisamajorstepupfromsimplypickingupahandyobjectandusingit.2Forexample,chimpanzeeshavebeenseenstrippingtheleavesoffabranch,thenputtingitinto

atermitenest.Whenthetermitesbiteatthestick,thechimpanzeeremovesitandeatsthemofftheend—likeouruseofafork.

Forsometimewethoughtthatalthoughhumanbeingslearnedtheirculture,animalscouldnotbetaughtsuchbehavior.PartTwo:In-ClassReading>>DetailedReadingOreveniftheycouldlearn,theywouldnotteachoneanotherinthewayhumansdo.This,too,hasproventobe

untrue.3AgroupofJapanesemonkeyswasstudiedatthe

KyotoUniversityMoneyCenterinJapan.Theyweregivensweetpotatoesbyscientistswhowantedtoattractthemtotheshoreofanisland.Onedayayoungfemalebegantowashhersweetpotatotogetridofthesand.4Thispracticesoon

spreadthroughoutthegroup.Itbecamelearnedbehavior,notfromhumansbutfromothermonkeys.Nowalmostallthemonkeyswhohavenotcomeintocontactwiththisgroupdonot.Thusthereisa“cultural”differenceamonganimals.

Wehaveruledouttooluseandinventionaswaysoftellinganimalbehaviorfromhumanbehavior.PartTwo:In-ClassReading>>DetailedReadingWehavealsoruled

out

thelearningandsharingofbehavior.Yetwestillhaveheldontothelastfeature—language.Buteventheuseoflanguagecannolongerseparatehumanculturefromanimalculture.Attemptstoteachapestospeakhavefailed.However,thisisbecauseapesdonothavethepropervocalorgans.Butteachingthemlanguagehasbeenverysuccessfulifwearewillingtoacceptotherformsthanjustthespokenword.TwopsychologiststrainedachimpanzeenamedWashoetouseStandardAmericanSignLanguage.Thisisthesamelanguageusedbydeafpeople.Inthislanguage,“talk”ismadethroughgestures,andnotbyspellingoutwordswithindividualletters.Bythetimeshewasfiveyearsold,Washoehadavocabularyof130signs.PartTwo:In-ClassReading>>DetailedReadingAlso,shecouldputthemtogetherinnewways

thathadnotbeentaughtheroriginally.Thismeansshecouldcreatelanguageandnotjustmimicit.Shecreatesherownsentencesthathaverealmeaning.Thishasallowedtwo-waytalk.Itpermitsmorethanone-waycommandandresponse.Ofcourse,therearelimitstothecultureofanimals.Asfarasweknow,noapehasformedsocialinstitutionssuchasreligionorlaw.Also,somechimpanzeesmaybeabletolearnsignlanguage,butthisformoflanguageislimitedinitsabilitytocommunicateabstractideas.Yetwithaspokenlanguagewecancommunicateourentireculturetoanyoneelsewhoknowsthatlanguage.5Perhapsthemostimportantthingisthatthelinedividingusfromthemisnotasclearasweusedtothink.

PartTwo:In-ClassReading>>DetailedReading

UnderstandingSentences

1.Itisthepatternsofbehaviorthathelppeopletolivetogether.Itisalsothepatternsofbehaviorthatmakeonegroupdifferentfromanothergroup.正是人們的行為模式促使他們生活在一起，也正是人們的行為模式把不同的群體區(qū)分開來。Inthesetwosentencesthesubjectthepatternsofbehaviorisemphasized.Noticethiskindofsentencestructure:It+be+要強(qiáng)調(diào)部分

+that(或who,which)+句子其它部分。TranslationCommentsPartTwo:In-ClassReading>>DetailedReading

Tobecontinued1)Itwastheeasewithwhichtheburglarsgotintothehousethatworriedher.2)Itwasakeythat/whichIfoundinhispocket.3)ItwasTomwho/thatmetyoursisterinthezooyesterday.4)ItwasinthezoothatTommetyoursisteryesterday.5)ItwasyesterdaythatTommetyoursisterinthezoo.ExamplesUnderstandingSentences

PartTwo:In-ClassReading>>DetailedReadingBacktothetext2.Forexample,chimpanzeeshavebeenseenstrippingtheleavesoffabranch,thenputtingitintoatermitenest.

例如，有人看到黑猩猩把樹葉扯掉，將樹枝伸進(jìn)白蟻巢穴。Noticetheperceptiveverbseeusedinthissentence.Perceptiveverbs,suchasfeel,

hear,overhear,listento,notice,observe,see,watch,smell

areusuallyfollowedbynounphraseplusbareinfinitivesorthepresentparticiples.TranslationCommentsPartTwo:In-ClassReading>>DetailedReadingTobecontinuedUnderstandingSentences

1)Isawhimleaveafewminutesago.2)Thesuspectwasseenenteringthebuilding.3)Shefelthisarmsgoroundher.4)Sheoverheardthemdiscussingpayrises.5)Canyousmellsomethingburning?ExamplesPartTwo:In-ClassReading>>DetailedReadingBacktothetextUnderstandingSentences

3.AgroupofJapanesemonkeyswasstudiedattheKyotoUniversityMonkeyCenterinJapan.Translation日本京都大學(xué)猿猴研究中心對一組日本猴作過研究?！癮groupof+復(fù)數(shù)名詞”作主語時，謂語動詞可以用單數(shù)形式也可以用復(fù)數(shù)形式，這主要看說話人的出發(fā)點(diǎn)，如果把這個group

作為整體看，說話人會用單數(shù)謂語。ExamplesComments1)AgroupofpilgrimsisvisitingMecca.

一批朝圣者正在游覽麥加。2)Agroupofusaregoingtothetheatrethisevening.

我們中有些人今晚要去戲院看戲。PartTwo:In-ClassReading>>DetailedReadingBacktothetextUnderstandingSentences

4.Thepracticesoonspreadthroughoutthegroup.TranslationExamples這一做法馬上傳遍了整個猴群。Theword“practice”ishereusedasanoun,meaning“thewaysomethingisusuallydone,ahabit”.Inthissentence,itreferstowashingthesweetpotatotogetridofthesand.1)Itisnotconsideredgoodpracticetorevealclients’names.2)It’scommonpracticeinmanycountriesforpupilstorepeatayeariftheirgradesarelow.CommentsPartTwo:In-ClassReading>>DetailedReadingBacktothetextUnderstandingSentences

5.Perhapsthemostimportantthingisthattheline

dividingusfromthemisnot

asclearasweusedto

think.

TranslationComments也許最重要的一點(diǎn)是，人和動物的分界線并不像我們過去認(rèn)為的那樣清清楚楚。Thenounclausethatbeginswiththeword“that”functionsinthissentenceaspredictiveclause.Theword“that”cannotbeomittedhere.PartTwo:In-ClassReading>>DetailedReadingTobecontinuedUnderstandingSentences

1)Anessentialthingtorememberisthatpeoplewithbackgroundsdifferentfromyourowncanbroadenyourconversationalmaterialandyourthinking.2)Thefactisthattheselong-termmemoriesareveryaccurateindetailandcanbecomparedtoamovieinthebrain.ExamplesPartTwo:In-ClassReading>>DetailedReadingBacktothetextUnderstandingSentences

WordStudyhumans

also

humanbeings,thehumanrace,man,mankind,humankind人類PartTwo:In-ClassReading>>DetailedReadingBacktothetextDogscanhearmuchbetterthanhumans.Humansareequalintheeyesofthelaw.WordStudyaway

oflife

also

awayofliving,lifestyle

thebehavior,habits,customsetc.thataretypicalofaparticularsocietyorperson生活方式Regularexerciseispartofahealthywayoflife.Thetribe’straditionalwayoflifeisunderthreat.PartTwo:In-ClassReading>>DetailedReadingBacktothetextdefense

n.

[C]weapon,barrier,etc.usedfordefendingorprotecting

用于保衛(wèi)或保護(hù)的武器，屏障等Theimmunesystemisthebody’sdefenseagainstinfection.WordStudyPartTwo:In-ClassReading>>DetailedReading[U]defendingfromattack;fightingagainstattack保護(hù)；保衛(wèi)Theycommittedthemselvestothedefenseofhumanrights.TobecontinuedPoliticiansareskilledatdefendingthemselvesagainsttheircritics.Howcanyoudefendsuchbehavior?defend

v.

1.protectsb./sth.fromharm;guardsb./sth.

保護(hù)；保衛(wèi)Allourofficersaretrainedtodefendthemselvesagainstknifeattack.Weneedtodefendagainstmilitaryaggression.act,speakorwriteinsupportofsb./sth.

為支持某人／某事而行動，說話或?qū)懳恼耊ordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextcase

n.

[C](usuallysingular)asituationthatexists,esp.asitaffectsaparticularpersonorgroup實(shí)情，情況Itmaybethecasethattheschemewillneedmoremoney.Wetendtothinkofthesepeopleasuntrustworthy,butthatisnotthecase.Changingmen’sandwomen’straditionalrolesisnoteasy,butinourcaseithasbeenhelpful.Inthiscase,severalsolutionscouldbetried.WordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextprove

v.

1.turnouttobe;beseenorfoundtobe顯現(xiàn)出是；被發(fā)現(xiàn)是Thepromotionsprovedtobeaturningpointinhiscareer.Theoldmethodsprovedbestafterall.2.showthatsth.istrueorcertainbymeansofargumentorevidence證明；證實(shí)Toprovehispoint,hementionedseveralotherexperimentswhichhadproducedsimilarresults.Theyhopethisnewevidencewillproveherinnocence.WordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextpractice

n.

[U]wayofdoingsth.thatiscommonorhabitual慣例；常規(guī)ItisthepracticeinBritaintodriveontheleft.It’scommonpracticeinmanycountriesforpupilstorepeatayeariftheirgradesarelow.Ihadcoffeeafterdinner,asismyusualpractice.WordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextspread

v.

1.tobecomeknownaboutorusedbymoreandmorepeople;totellalotofpeopleaboutsth.傳播；蔓延Thenewsspreadlikewildfire.Wordsspreadquicklyandsoonacrowdhadgathered.Andylovesspreadingrumorsabouthiscolleagues.WordStudy2.toaffectmorepeopleoralargerarea傳染Thediseasespreadrapidlyamongstthepoor.Thecancerhadspreadtoherliver.PartTwo:In-ClassReading>>DetailedReadingTobecontinuedtellAfromB

tobeabletoseehowonepersonorthingisdifferentfromanother將······和······區(qū)分開來，辨別Howcanyou

tellafakehandbagfromtherealone?CanyoutellTomfromhistwinbrother?Theduckslookedexactlyalike.Howcouldyoutellwhichwaswhich.WordStudyPartTwo:In-ClassReading>>DetailedReadingalso

distinguishAfrom/andB

Backtothetextattemptn.

theactoftryingtodosth.,esp.sth.difficult試圖；企圖；嘗試Theprotestersmadenoattempttoresistarrest.Shepassedherdrivingtestatthefirstattempt.v.

trytodosth.,esp.sth.difficult試圖；嘗試；努力Weatherconditionspreventedthemfromattemptingthejump.Thefoxattemptedtoreachthegrapesbutfailed.WordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextSignLanguagelanguagee.g.fordeafanddumbpeople,usinggesturesinsteadofwords手語

signandsignalcanbeusedwithverysimilarmeanings.Bothwordscanmeanamovementorsoundmadetotellsomeonesomething:Don’tmoveuntilIgivethe

sign/signal.WordStudyPartTwo:In-ClassReading>>DetailedReadingsign/signalTobecontinued

Theycanalsomeansomethingthatindicatessomethingexistsormayhappen,butasignisusuallysomethingthatyoucanfindorsee,whilesignalisusedforsomethingthatisdoneintentionallyorthatsuggestsyoushouldtakesomeaction:early

signsofthedisease

?

thefirst

signs

ofspring

?

danger/warning

signals

?

Localpeopleregardedthe

president’svisitasaclear

signalofhissupport.

WordStudyPartTwo:In-ClassReading>>DetailedReadingWithothermeanings,oneofthesewordscanbeused:a

road

sign?adollar

sign

?afaintradio

signal?Thetrainwaitedwhilethe

signals

wereonred.Backtothetextoriginally

adv.

inthebeginning,beforeotherthingshappenedorbeforethingschanged最初；起先；本來ThefamilyoriginallycamefromFrance.Thebuildingwasoriginallyusedasaprison.Weoriginallyintendedtostayforjustafewdays.WordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextmimic

v.

mimicked,mimickingtocopythewaysomeonespeaksorbehaves,esp.inordertomakepeoplelaugh戲弄性模仿Hecouldmimicalltheteacher’saccents.

tobehaveoroperateinexactlythesamewayassth.orsomeoneelse模仿EuropeshouldnottrytomimicJapan:wehavetofindourownpathtosuccessfulmodernization.WordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextlimit

n.

(alsolimits)thegreatestpossibleamountofsth.thatcanexistorbeobtained限度；極限thelimitsofhumanknowledgeOurfinancesarealreadystretchedtothelimit.(=Wedon’thaveanyextramoney.)He’dreachedthelimitofhispatience.WordStudyPartTwo:In-ClassReading>>DetailedReadingTobecontinuedThereisalimiton/to

thetimeyouhavetotakethetest.Sheset/imposedalimitonhowmuchhespentonclothes.Thecheckmustnotexceedthelimitsetbythebanker’scard.[C]thegreatestorleaseamount,number,speedetc.thatisallowed允許或可能的限度；限量WordStudyPartTwo:In-ClassReading>>DetailedReadingTobecontinueda55mphspeedlimitThetimelimitformakingclaimsisthreemonths.Thereisnoagelimitforapplications.Hisbloodalcohollevelwas50%abovethelegallimit.WordStudyPartTwo:In-ClassReading>>DetailedReadingTobecontinuedcf.limitation

n.

[C](usuallyplural)qualitiesthatstopsomeoneorsth.frombeingasgoodoraseffectiveasyouwishtheycouldbe:weakness局限性Despitethelimitations

ofthesurvey,itdidsuggestsomegeneraltrends.It’sagoodlittlecar,butithasitslimitations.WordStudyPartTwo:In-ClassReading>>DetailedReadingBacktothetextDirections:

Theclasswillbedividedintofourgroupsanddebatewhetheranimalshaveaculture.Trytofindconvincingpointstosupportyourargument.Doyouthinkanimalshaveaculture?Debate

PartTwo:In-ClassReading>>DetailedReadingSamplePost-Reading●Translation

PartTwo:In-ClassReading>>Post-Reading●WordFormation●NounorVerb●BlankFilling●WordChoiceDirections:

Workinpairstocompleteeachofthefollowingsentenceswithanappropriatewordderivedfromorrelatedtotheoneinbrackets.1)Doyouhaveadictionary

?(hand)2)Weareallproductsofthe

influencesofoursocieties.(culture)3)Whathesaidis

;he’slying.(true)4)His

inGodgavehimhopeduringdifficulttimes.(believe)1.WordFormationhandyculturaluntruebeliefPartTwo:In-ClassReading>>Post-ReadingTobecontinued5)Iwanttobea

becauseIlikebiologyandchemistry.(science)6)A

resultbringshappiness.(success)7)Thetwogroupsbattledbecauseoftheir________

differences.(religion)8)Thewallwasonceanimportantpartofthecity’s

.(defend)9)Hepulledwithallhis

buttherockwouldnotmove.(strong)10)Wetalkedaboutvarious

problems,suchashomelessnessandeducation.(society)scientistsuccessfulreligiousdefensestrengthsocialPartTwo:In-ClassReading>>Post-ReadingDirections:

Eachwordintheboxcanbeusedbothasanounandasaverb.Completeeachpairofthefollowingsentenceswithanappropriatewordfromthebox.Ineachpair,thewordisusedasanouninonesentenceandverbintheother.Changetheformifnecessary.Checktheanswerswithyourpartner.A.Heborrowedthemoneyuptothe

thatthebankallowed.B.Havingsolittlemoneytospendonanapartmentdoes

youinyourchoice.contactlimitformattemptcommand2.NounorVerblimitlimitPartTwo:In-ClassReading>>Post-ReadingTobecontinued2)A.Ifyou’realreadyin

withtheschool,itwillbeeasiertodiscussanydifficulties.B.IsthereaphonenumberwhereIcan

you?3)A.Theprisonerwasshotwhile

toescape.B.Hefailedtosetanewrecord,butitwasagood

.4)A.He

thedogtoleavethehouse.B.Thearmyisundertheking’sdirect

.5)A.Swimmingisanexcellent

ofexercise.B.Theleaderofthewinningpartyhasbeeninvitedto

agovernment.contactcontactattemptingattemptcommandedcommandformformPartTwo:In-ClassReading>>Post-ReadingDirections:Fillineachoftheblankswithanappropriatewordorphrasefromthebox.Changetheformifnecessary.1)Shemadea(n)

totherightwithherhandtoshowthedirectionofthepark.2)Hiswork

enormousinterestinEngland.3)ProfessorBrown’sbooksarevery

andarehardtoread.3.BlankFillingremovecreatefeatureruleoutabstractinventiongestureresponseindividualmakeupforgesturecreated/hascreatedPartTwo:In-ClassReading>>Post-ReadingTobecontinuedabstract4)Each

animalisweighedandmeasuredbeforebeingsetfree.5)Bookshadtobewrittenbyhandbeforethe

ofprinting.6)Theisland’schief

isitsbeauty.7)Wedroveasfastaswecould,tryingto

losttime.8)Thewaiter

ourplatesfromthetable.individualinventionfeaturemakeupforremovedPartTwo:In-ClassReading>>Post-ReadingTobecontinuedremovecreatefeatureruleoutabstractinventiongestureresponseindividualmakeupfor9)Themanager’s

(回答；答復(fù))toourplanwasencouraging.10)Wecan’t

(排除)thepossibilitythatshewasmurderedbyherhusband.responseruleoutPartTwo:In-ClassReading>>Post-ReadingremovecreatefeatureruleoutabstractinventiongestureresponseindividualmakeupforDirections:

Workinpairstodecidewhichoftheitalicizedwordsorphrasesfitsthesentencebest.4.WordChoice1)Thisdetergentwillremove/moveallstainsfromyourclothes.[辨析]remove:takesomethingawayfromaplacemove:changepositionorplace2)Shehasjustaccepted/receivedtheinvitationtothefilmstar’sfiftiethbirthdayparty,Idon’tknowifshewillaccept/receiveit.[辨析]receiveaninvitation:getaninvitationacceptaninvitation:sayyestoaninvitation√√√PartTwo:In-ClassReading>>Post-ReadingTobecontinued3)Doyouallow/agreeyourchildrentocrossthestreetbythemselves?[辨析]allow:letsomeonedosomethingagree:havethesameopinion4)Ihavelater/latelyreceivedanumberoflettersaboutthisproblem.[辨析]lately:recentlylater:atimeafterthepresenttime√√PartTwo:In-ClassReading>>Post-ReadingTobecontinued[辨析]shore:thelandalongtheedgeofasea,lakeorwideriverbeach:anareaofsandorsmallstonesbesidetheseaorotherareaofwater6)Themathteachertaught/trainedalgebrainfiveclassedeachday.[辨析]train:givesomeoneknowledgeneededtodoajobteach:provideinstructioninaparticularsubject√PartTwo:In-ClassReading>>Post-ReadingTobe