研究生中級閱讀

容新芳：外國語學院教師外語樓419室

電話：可約定某個時間

Emailaddress:

要有宏觀地把握：打好夯實基礎(chǔ)。

《文化與無政府狀態(tài)》，《偉大的傳統(tǒng)》，《鏡與燈》?；裘?巴巴的feminism;法農(nóng)Fanon

的種族race;薩伊德EdwardSaid的東方學均屬于后殖民主義。后殖民主義的概念很大，很寬

泛。

人生需要規(guī)劃；人生只有幾步，特別是在你年輕的時候。

打好基礎(chǔ)，論文大于書

顛覆自我

碩士一方法論的問題，設(shè)計問題，方法論的訓練，思考與寫作的問題，能夠提出問題，能夠

設(shè)計問題。

博士一個性的創(chuàng)造，說前人沒有說過的話，老師講的話只是其心得。

方法論的討論（學習、理論和科研）

Norway的一個中學老師，寫了一本書，叫《索菲的世界》，

書中的小姑娘提了個問題："我是誰？"沒人提出這個問題。

但是尼采說：“上帝死了”（人站起來了）。拉康說：“人死了，主體性死了”（社會太強

大了，車臣的反對派）；（你真的在場嗎？你出席了嗎？上政治課你看英語書，你不在場,

真聽課，那你則在場）

巴特爾說：“作者死了”。

要顛覆自己，用一種criticaleye來看待一切：世界上有四大偉人，他們從不同的角度來觀察

生活。比如什么叫鍛煉：在一段時間內(nèi)虐待自己稱之為鍛煉。民工潮，我們生

長在《語言的牢籠》詹明遜著之中，父親說的就是對的，而80后則沒有這種概

念。校長〉院長〉輔導員〉班長的出現(xiàn)都會引起不同的反應。我們一般認為前人

說的話是正確的，是經(jīng)過實踐和時間考驗的，

周恩來--好林彪--壞

迷惘的一代，跨掉的一代，壞

老師的我。除了爸嗎、幼兒園、學校、教材這些加在我們生上的東西之外，我們還有什

么？我們什么都沒有？我們不存在。我們是沙灘的無臉的存在，我們是空心人。

上面是人文主義，下面世科學性。

隱形結(jié)構(gòu)，主體心理結(jié)構(gòu)，是通過反思才能與之交流。

匹配說：我們接受知識依靠的是我們背負的知識，如果我們不具備基本的知識，老師講的話

將會穿堂而過。（比如你給一個小孩講高等數(shù)學）

不是我在講話，而是話在講我，因為你講的話是傳統(tǒng)，是前輩人傳給你的。

例如柯云陸的作品《新星》中的縣委書記李向南，是改革的先鋒人物，糾正了20年的

冤案?？h委書記直接插手才糾正了冤案。（柯云陸這個作家一隱性知識結(jié)構(gòu)，主體結(jié)構(gòu)

一所以創(chuàng)造出這樣的作品）

我們應當了解自己：出身，家庭，專業(yè)，學習，價值觀，倫理取向，這些決定一個人的價值

體系。思考要從自己開始，否則你的存在就從來沒有開始過，（如果你只是看書，而不

思考；人從生下來到死亡，則永遠是個空心人）學而不思則惘，思而不學則滯。

卡索爾事件。

我--自己背負了什么（直面事實）自己有什么（不要說你是零度角）構(gòu)成了讀者的視欲。

文本的復雜語境（歷史語境）我與他的關(guān)系/我與我的關(guān)系，跟大師同一水平/不是看

多少書，而是看懂一本書。

拉康：偽主體一人的存在永遠是一個偽世界，所以摧毀主體是第一堂課的內(nèi)容。為什么是偽

主體。如，你的名字就是你的家庭的期待：耀祖，福庫、全德、德全。人從一開始就

是異化的，真是的我是不存在的；從虛假的構(gòu)件構(gòu)成了一個虛假的你/我。

本我就是一個假世界，我是外部世界給我的，所以我是個空心人。

中國人的心是不健康的/我自持著面具而潛行，而不會為面具而字毀。有一個人，十

幾歲就獲得了許多榮譽，受人尊重，后來自己發(fā)現(xiàn)自己過去20年是在為別人活著，

成了一個平常的女人，是家長和老師讓她這樣做的，發(fā)現(xiàn)她越成功，越?jīng)]有自己，突

然感到非常痛苦?；癁槠匠Ｈ?。

方法論的討論題目：我與對象。

同樣是對一朵花，西方會把這朵花對象化，把花切碎，放在顯微鏡下觀察；而東方人會說話

擁有早晨的陽光。

西方強調(diào)的專業(yè)化，專業(yè)化也就是現(xiàn)代化。那么什么是現(xiàn)代化？政治的〉經(jīng)濟的〉工具的（通

訊，火車等交通工具），工業(yè)化，城市化，都市化，民主化，人均產(chǎn)值，平均受教育程

度，人均消費程度。姚明，劉祥，吃得多等都可以成功。

內(nèi)居性：表示認識對象要像對象一樣存在的認識關(guān)系。比如要認識了解農(nóng)民，就要像農(nóng)民那

樣生活，比如藝術(shù)作家的體驗生活。

對象（客體）并不是一直達的過程/關(guān)系。1,物質(zhì)世界，2,心里世界，3,思想的對象物，

人的生存的對象化。人與書，我們能直達嗎？

對于外部世界怎樣處理，適者生存。碰到一遭遇；背景一語境；原著一文本。

西方人追求的是片面的深刻性、異質(zhì)性、非同一性。

今天的話題是我與對象。我變得無比復雜，我已被粉碎了。那么對象是什么？對象指

直接達到的對象，聽課時，你真的聽到了嗎，聽懂了嗎？看書的時候，看懂大師的書了

嗎？個人的知識是一種背負，是基礎(chǔ)，很重要。

我與對象的關(guān)系分為三個層次：我與他，悟性世界；我與你；我與我。

我們接觸更多的是我與他：我文化…東方文明…他文化--西方文明。

我與他

中世紀之前，工業(yè)化之前稱為人與自然的關(guān)系，自然是母親/

中世紀之后，工業(yè)文明，14、15世紀之后，人與社會的關(guān)系〃

20世紀，個人與人類，20世紀的后半段人與虛擬世界的關(guān)系。

人與自然的關(guān)系：我與世界的關(guān)系是不一樣的，自然是母親，人是自然的奴隸。

中國是農(nóng)業(yè)經(jīng)濟，人們跪倒在自然面前，人類的活動空間狹窄，速度慢。自然是偉大的，

人與自然的臍帶從未切斷過。

中世紀之后，人的主體性開始從動物性中抽拔出來。/人身獅面像

TESOLMethodology(TeachingReading)

SessionOutline

1.Typesofreading

2.Writtengenres

3.Principlesforteachingreading

4.Macroandmicroskills

5.Tasktypes/taskdesign

6.Analysisofreadinglesson/material

Whydowcread?

Typesofreadingintheclassroom

Figure20,2Typesofclassroomreadingperformance

Genres

Inaliteratesocietytherearcmanymorewrittenthanspokengenres.Allgenreshaverulesor

conventionsandthuswcareabletoimmediatelyrecognizethemandknowwhartolookforwithin

thetext:youhaveapurposeforreadingit;whattoselectforlongandshort-termmemory,i.c.you

useschemata.Theremaybeculturaldifferencesinhowgenresarerealized.Teachersneedtoassist

learnersinunderstandingfeaturesofgenreanddevelopingstrategicstodealwiththem.

Examplesofwrittengenres:

Characteristicsofwrittenlanguage(vsspokenlanguage)

?Permanence白紙黑字，有據(jù)可查

?Processingtimereadslowlyorquickly

?Distance是外國人寫的，是兩千年前寫的

尊Orthographywritingconventions,eg.新英語與舊英語的差別，betweex,amongest

?Complexity文化背景的差異

?VocabularyPreciselanguage

?Formalityconventionofwriting,怎樣開始，body,conclusion

SomeconventionsofEn^ishmaybesodifferentfromthefirstlanguagethatreadingeffortsare

hampered.

Consideringthepointsaboveallowyoutodiagnosesomereadingdifficulties.

Principlesforteachingreading

?Encouragethedevelopmentofreadingstrategies(goodreadersusethemmore;andmoreoften)

?Include/encourageextensivereadingaspartofareadingprogramme(akeytogainsinreading

ability;linguisticcompetence;vocabulary;spellingandwritingaccordingtoseveralauthorities)

?Usegenres/topicslearnerswillencounterin'reallife”

?Balanceauthenticityandreadabilityi門choosingtexts

?Includebottomupandtopdowntechniques"

移Includepre/while/post-readingstagesinareadinglesson(pre:preparesstoreadeffectively,

motivation,discussion,就題目進行討論,比如home使你想到了什么？Useofpictures,

vocabulary，keywords,backgroundinformati()n,context)(while:developepracticereadingskills,

包括microandmacro.Todevelope/practicereadingskills,tohelpthesstounderstand/

comprehendthetext)(post:toextendtoanotherskill,eg.Speaking/writing.Tofocuson

languageeg.Asetofvocabulary,reviewagrammaticalstructure)

?UsetheSQ3Rsequencei

?Buildanassessmentaspectintoyourteaching

-BU:recognizingletters;morphemes;words;phrases;grammaticalcues;discoursemarkersand

processingthesetomakesense.

TD:usingintelligenceandexperienceroaidunderstanding

Thisisaneffective5stepprocessforapproachingareadingtext

LSurvey:skimthetextforthemainideas

2.Question:thereaderasksquestionsaboutwhats/hewantstogetoutofthetextI何

題,moiivaiethemtoreaii

3.Read:tofindanswerstothequestionsabove

4.Recite:reprocessthekeypointsthroughoralorwrittenlanguage

5.Review:assesstheimportanceofwhathadbeenreadandincorporateitintolong-term

Macro-andmicroskillsforreadingcomprehensive(i.e.understandingattextandsentencelevel)

Table20.1Micro-andMacroskillsforreadingcomprehension

Microskills

1.DiscriminateamongthedistinctivegraphemesandorthographicpatternsofEnglish

2.Retainchunksoflanguageofdiflerentlengthsinshort-termmemory.

3.Processwritingatanefficientrateofspeedtosuitthepurpose.

4.Recognizeacoreofwords,andinterpretwordorderpattenisandtheirsignificance.

5.Recognizegrammaticalwordclasses(nouns,verbs,etc.),systems(e.g.tense,agreement,

pluralizalion),patterns,rulesandellipticalforms.

6.Recognizethataparticularmeaningmaybeexpressedindifferentgrammaticalforms.

Macroskills

1.Recognizecohesivedevicesinwrittendiscourseandtheirroleinsignalingtherelationship

betweenandamongclauses.

8.Recognizetherhetoricalformsofwrittendiscourseandtheirsignificancefor

interpretation.

9.Recognizethecommunicativefunctionsofwrittentexts,accordingtoformandpurpose.

10.Infercontextthatisnotexplicitbyusingbackgroundknowledge.

11.Inferlinksandconnectionsbetweenevents,ideas,etc.:deducecausesandeffects;and

detectsuchrelationsasmainidea,supportingidea,newinformation,giveninformation,

generalization,andexemplification.

12.Distinguishbetweenliteralandimpliedmeanings.

13.Detectculturallyspecificreferencesandinterprettheminacontextoftheappropriate

culturalschemata.

14.Developanduseabatteryofreadingstrategiessuchasscanningandskimming,detecting

discoursemarkers,guessingthemeaningofwordsfromcontext,andactivatingschematafor

theinterpretationoftexts.

StrategiesfoxReadingComptehetisioti

?Identifythepurpose

?Usespellingandpronunciationpatternstoaidbotrom-upprocessing(especiallyatlowerlevels)

?Useefficientsilentreadingtechniquesforimprovingfluency(don'tsaywords'aloud’;look

atmorethanonewordatatime-trytoseephrases;skipunknownwordsandtrytoinferfrom

contextunlesscrucialforglobalunderstanding)

?Skimformainideas

?Scanforspecificinformation

?Usesemanticmapping(比如diagram):groupidesintomeaningfulclusters

?Guesswhenyouaren'tcertain(usecompensationstrategies猜意思).Thisisabroadcategonr

-itcaninclude:guessingthemeaningofaword;aculturalreference,adiscourseorgrammatical

relationship;inferimpliedmeaning*

?Analysevocabulary:useprefixes;suffixes;roots,duesfromthetopicorgrammaticalcontext*

?Distinguishbetweenrealandimpliedmeanings

?Usediscoursemarkerstoprocessrelationships

Mentalmodelingtechniquemaybeusefulhere

Table20.2Typesofdiscoursemarkers(Mackay,1987,p.254)

Notionalcategory/MeaningMarker

1.Enumcrarivc.IntroduceinorderinFirstly)?second(ly)?thirdly),one,two》three/a,b,c,

whichpointsaretobemadeorthetimenext,then,finally,last(ly),inthefirst/secondplace,for

sequenceinwhichactionsorprocessesonething/foranotherthing,tobeginwith,

tookplace.subsequently,evenwally,finally,inrheend,toconclude

2.Additive

2.1Reinforcing.IntroducesaAgain,thenagixin,also,moreover,furthermore,in

reinforcementorconfirmationaddition,aboveall,whatismore

ofwhathaspreceded.

2.2Similarity.IntroducesastatementoEfqually?likewise,similarly,correspondingly,inthesame

similaritywithwhathasway

preceded.

2.3transition.IntroducesanewstageinNow,well,incidentally,byrheway,O.K.,fine

thesequenceofpresentationof

information.

3.LogicalSequence

3.1Summative.IntroducesasummarySo,sofar,altogether,overall,then,thus,therefore,in

ofwhathaspreceded.short,tosumup,t。conclude?tosummarize

3.2Resultative.IntroducesanSo,asaresult,consequently,hence,nowTtherefore,

expressionoftheresultorthus,asaconsequence,inconsequence

consequenceofwhatpreceded

(andincludesinductiveand

deductiveacts).

4.Explicative.IntroducesanexplanationNamely,inotherwords,thatistosay,better,rather,by

orreformulationofwhatpreceded(this)wemean

5.Illustrative.IntroducesanillustrationorForexample,forinstance

exampleofwhatpreceded.

6.Contrastive

6.1Replacive.IntroducesanalternativeAlternatively,(or)again,(or)rather,(but)then,onthe

towhatpreceded.otherhand

6.2Antithetic.IntroducesinformationConversely,instead,then,onthecontrary,bycontrast,

inoppositiontowhatpreceded.ontheotherhand

6,3Concessive,introducesinformationAnyway,anyhow,however,nevertheless^nonetheless,

whichisunexpectedinviewofnotwithstanding+still,though,yet,forallthat,inspite

whatpreceded.of(that),atthesamerimetallthesame

MacroTasktypes:

?Comprehensionquestions

e.g.true/false;openquestionse.g.who/whatetc;multiplechoice

Aconventionaltvpeofreadingactivityortestconsistsofatextfollowedbvcomprehensionquestions.

Dothetasksbelow,from'ACourseinLanguageTeaching'(PennyUr,CUP1996),andconsider

howeffectiveeachvariationis.

Task1

READTHETEXTANDANSWERTHEFOLLOWINGQUESTIONS

YesterdayIsawthepalgishHestergolliningbegrunlthebruck.Heseemedverychanderbil,so

Ididnotjorterhim,justdeapledtohimquistly.Perhapslaterhewillbesandcander,andIwill

beabletorange!tohim.

1.WhatwastheHesterdoingandwhere?

2.Whatsortoflesterwashe?

3.Whydidthewriterdecidenottojorterhim?

4.Howdidshedeaple?

5.Whatdidshehopewouldhappenlater?

Evaluationofthetask

Didyouhaveanydifficultyansweringthequestions?Whynot?

Didyouunderstandthetext?

Howeffectivewerethesequestions?

Task2

READTHETEXTANDANSWERTHEFOLLOWINGQUESTIONS

YesterdayIsawthenewpatienthurryingalongthecorridor.Heseemedveryupset,soIdid

notfollowhim,justcalledtohimgently.Perhapslaterhewillfeelbetter,andIwillbeableto

talktohim.

1.Whatistheproblemdescribedhere?

2.Is(hiseventtakingplaceindoorsoroutdoors?

3.Didthewritertrytogetnearthepatient?

4.Whatdoyouthinkshesaidwhenshecalledtohim?

5.Whatmightthewriter'sjobbe?

6.Whydoyouthinkshewantstotalktothepatient?

Evaluationofthetask

InwhatwaysdothesequestionsdifferfromthoseinTask1?

Whatisthedisadvantageofhavingthequestionsafterthetext?

READTHEQUESTIONSANDGUESSWHATANSWERSAREGOINGTOBE.LATER

YOUWILLREADTHETEXTANDBEABLETOCHECKHOWMANYYOUGOT

RIGHT.

1.WherewasJanewalking?

2.Whatdidshehearbehindher?

3.Whatwashernecklacemadeof?

4.Whatdidthethiefsteal(twothings)?

5,Whatdidhedonext?

Evaluationofdietask

Howdidyoutrytoanswerthequestions?Didyouguessthematrandomordidyoubaseyour

answersonyourpreviousknowledgeofsimilarsituations?

Task4

NOWREADTHETEXTANDCHECKYOURANSWERS

AsJanewaswalkingdownthestreet,sheheardsomeonewalkingquietlybehindher.She

begantofeelafraid.Suddenlyalargehandtouchedherneck:hergoldnecklacebrokeand

disappeared.Inanothermoment,herbagtoowasgone,andthethiefwasrunningaway.

Evaluationofdietask

Howwellwereyouabletoanswerthequestions?

Howmotivateddidyoufeeltoreadthetext?

Informat沁ntransfer

Amore4real-life?useofreadingmaterial

?Transferthetextintopictorialform

?Transferthetextintoachart/diagram

OAtimelinehistoricaltext

OAflowchartprocess，instruction

OAsemanticmap

OAstoryframe有些像ppt

?Transformthetextintoanothertext,e.g,

OThegenre

OElementsofthetext

Graphicsummaries:

Give(orlearnersmakeonfirstreading)alistofheadings;subheadings;diagramsastheyoccuronthe

lefthandsideofahandout;theysummarisethesectionsontherightastheyreadmorecarefully

Pyramids:

Helpfulforpreparingsummariesofatext

NBConsiderthewritingskillaspectofthistypeoftask,arguementwriting用這/、圖形

References

TeachingbyPrinciples:AnInteractiveApproachCoLanguagePedagogyIIDouglasBrownPearson

Longman2007

ACourseinLanguageTeachingPUrCUP1

Whatisthetopicsentence(isthefirstsentenceinaparagraph.)Thissentenceoutlinesthemain

ideathatwillbepresentedintheparagraph.

Whatdocsitdo?

Itintroducethemainideaoftheparagraph.

HowdoIwriteone?

Summarizethemainideaofyourparagraph.Indicatethethereaderwhtyourparagraphwillbeabout.

Example:

TherearethreereasonswhyCanada太oneofthebestcountriesintheword.First,Canadahasan

excellenthealthcaresystem.AllCanadianshaveaccesstomedicalservicesatareasonableprice.

Second,Canadahasahighstandardofeducarion.Studentsaretaughtbywell-trainedteachersandare

encouragedtocontinuestudyingatuniversity.Finally,Canada'scitiesarecleanandeffectuality7

managed.Canadiancitieshavemanyparksandlotsofspaceforpeopletolive.Asaaresult,Canadian

isadesirableplacetolive.

Whatarethesupportingsentences?

Theycomeafterthetopicsentence,makingupthebodyofaparagraph.Thisisthepartofthe

paragraphthatpresentsdetails,facts,examples,quotesandargumentsthatsupportthemainidea.

Whatdotheydo?

Theygivedetailstodevelopandsupportthemainideaoftheparagraph.

Howdo1writethem?

Youshouldgivefacts,details,andexamples.Thepartinredarcthesupportingsentences.

VCTiatistheclosingsentence?

Itisthelastsentenceinaparagraph.

Whatdoesitdo?

Itrestatesthemainideaoftheparagraph.Thissentencesummarizesthemainideaoftheparagraph.

Itmayalsoleadthereadertothetopicofthenextparagraph.

HowdoIwriteone?

Restatethemainideaoftheparagraphusingdifferentwords.

Example:

Thelastsentenceis,itisinGrey.

Therearemanydifferenttypesofparagraphs,dependingonwhatyouarewriting:

Descriptiveparagraph：Thisparagraphdescribessomethingorsomeone.Forexample,you

canwriteadescriptiveparagraphdescribingyourbestfriend,includingwhatshelikesanddislikes,

whereshelives,whatshewantsforherbirthday,andherfavouritefood.

Expositoryparagraph：Thisparagraphexplainsanidea;itisalsocalledaninformation

paragraph.Forexample,youcanwriteasexpositor)-paragraphexplaininghowtomakechocolate

chipcookies.

Persuasiveparagraph：Thisparagraphtriestoconvincethereaderofsomething.Thistypeof

paragraphmaystartwithaphraselike:"thinkthat...'*Thesupportsectionmayincludesentencesthat

startwith,nOnereasonis…"，or”Forexample..."Itmayendwithsomethingwhypeopleshouldvote

foryouforclasspresident.

Narrativeparagraph：Thisparagraphdescribesaneventortellsastory,usuallyinchronological

order.Forexample,youcanwriteanarrativeparagraphdetainingwhatyoudidonyourfirstdayof

school.

LessonOne

ThefirstpartincludestheParagraph1and2.

Themainideaofthispart:ItcontraststheattitudesoftheFrenchand

English-speakingpeopletowardkeepingtheirmothertongue

apure?.

Para1:Frenchattitude

Para2:EngEshattitude

Thesecondpart:para3-15.Manyexamplesaregiven.Variedversionofthe

useofEnglish.

Thethirdpartthelastparaistheconclusion:Communicationsmore

importantthanpurification

Para1

1,watchdog:guardprotectingthe“purity“oftheFrenchlanguageo

e.g.awatchdogofpublicmorals.

2,influx:flux=flow=flowin

e.g.astronginfluxoflight,光的強烈射入，agreatinfluxofholidayvisitors

intoacity假日游客大批涌入某個城市.

3,technicalapplications=technicalterms

4,refertosthas=thinkofsthasbelongingto(aclass,category)

e.g.Tabloidsaresometimesreferredtoasthegutterpress低級小報

Onetheoryreferstothesensitivitytothetargetlanguage

asbeingoneofthemostimportantfactorsinlanguage

learning.

InordertohelpstudentsintheirstudyofEnglish,the

libraryhasdecidedtoleaseEnglishfilmsintheoriginalto

them.

5,migjitwellexpand=havethereasontodosth.

6,expandon/uponthelist=givemoreinformationordetailsaboutsthwhen

writingortalkingabutit.

e.g.Iwentontoexpanduponthistheme.

7,comeupwith=thinkof,suggest

e.g.itdidnottakeherlongtocomeupwithaveryconvincingexample.

Ihopetocomeupwithsomeoftheanswers.

Onweekends,ifoneshopputsupdiscountnotices,other

shops,bigorsmall,willcomeupwithitbyputtingup

morediscountnotices.

8,tonameacouple=tonameonlyafewexamples(ofsth)

9,TheauthordoesnotappreciatetheFrenchattitude,becausehesaysthat"the

mindbogglesatwhattheworldmightface/"(TheFrencharcsosensitivethatit

isdifficulttoimaginewhattheywilldoforthepurificationofFrenchinthe

futurc.)Andthelastsentenceofthetext.

e.g.myimaginationbogglesthethoughtofherreaction.

Thequestionsraisedbythenewbiologysimplybogglemymind.

Para2

1,apartfrom=notconsidering,otherthan;Itisoftenusedtorefertosth.smallor

unimportanttothegeneralsituationorstateofaffairs.

e.g.ApartfromPatrick,thecarwasempty.

2,deviation=adigressionfromwhatisnormal,standard.

deviatefrom:bedifferentormoveaway(fromanacceptedstandardof

behaviour,orfromacorrectorstraightpath)

e.g.Hehasnotdeviatedfromhisviewthatwarcanneverbejustified.

Weshouldneverdeviatefromourhighmoralstandards.

3,theKing'sEn^ish:BritishspokenorwrittenEnglishthatisconsideredthe

standardofgoodusage.AlsoknownastheQueen'sEnglish.

Whenungrammaticalexpressionsofalanguagebecome

prevalentinsocietytheywillgraduallybecomeacceptedbythe

public.

4,FromanAmericanpointofview,withaspeechdeficiency:Americanmightthink

thattheBritishhavespeechproblems(eitherinpronunciationorexpression)

Theclosingofthecompanywasnotcausedbyashortageof

capitalbutbymanagementdeficiency.

Para.3

1,testify:prove,bearwitnessto;makeasolemnstatement,csp.underoathina

courtoflaw,aboutsththathashappened.

e.g.Noneoftheonlookerswouldappearincourttotestifyagainsthim.

e.g.Shetestifiedthatherbrotherwasanhonestman.

2,hasbecome,-,butapoorrelationthereof:hashistoricaldistortedEnglishsogreatly

thatithasbecomeadifferentversionthatisnotgoodastheoriginal.

3,elaborate:explainindetailwithspecificexample.

e.g.Itisn'tastatementIanttoelaborateon.

Someofthesepointswillhavetobefurtherelaboratedaswcgoalong.

Advertisementsusuallyhighlighttheproductorservicetheyadvertise

toattractcustomers.

Itisarguedthatweshouldwithholdthespeedoflanguagechange;

otherwisewemayhavetolearnanewlanguageeverytwentyyears.

IfeelgratitudetohimbecauseeverytimeIencountereddifficultiesin

mystudyhewouldhelpme.

4,takepainstodosth.:makeagreatefforttodosthortodosthproperly.

e.g.Shetookgreatpainstoconcealthisfromherparents.

Ifyoutakenopains,youwillgetnogains.

Itwilltakegreatpainstoimprove/changethefinancialsituationofthe

factory.

5,withhold:refusetograntofgive.

c.g.Idecidedtowithholdtheinformationtilllater.

Hewithheldthenewsfromus.

6,???awiderreadership:abiggeraudiencethanonlythosewhohavereadhisbook.

E.g.Tabloidsoftenhaveverylargecircularions(numbersold)andevenbigger

readership(numberofpeoplereadingthem)

7,noveltyshop:shopthatsellsnewandunusualitems,sometimesreferredtoas

revolutionatyitems.Hcnccthehumorforthemistakenword“revoking”.

8,facilitate:makeeasyoreasier,helpforward,aid,promote.

c.g.Theyboughtacomputertofacilitatethecalculatingprocess.

Thefriendlycontactsbetweendifferentpeoplefacilitatetheculturalinterchanges.

9,theby-now-famousAnkarabrochure:早已出名的安卡拉市(土耳其)首都。

10,EuropeanAmbulance:Ambulanceshouldbeambience,aFrenchwordwhichmeans

atmosphere.Thewordshavebeenmistaken.

11,inviting:attractive

12,takeadvantageof:1),Ifyoutakeadvantageofsomeone,youtreatthemunfairlyor

deceivedthemforyourbenefit.2),Ifyoutakeadvantageofsomething,youmake

gooduseofitwhileyoucan.

e.g.Youshouldnottakeadvantageofthispoorman.

Wetookadvantageofthedryweathertopaintthehouse.

13,extracurricularactivity:theactivityorentertainmentoutsideofclassorwork.

14,wearesparedtheupperBavarianversionoftheactivity:Wearesavedfromhavingto

learnthekindofactivity,e.g.thekindofdance,performedbytheupper

Bavarians.

e.g.Hecouldhavesparedtheexplanation.

TheyhaditprintedinthePalaceNews,sparingnodetailsofwhatwasgoingon.

15,thefollowingsignprovedarealcrowdpuller:thefollowingsignattractedalotof

attention.

16,forthesakeof:Ifyoudosthforthesakeofit,youdoitbecauseyouwanttoandnot

foranyparticularreason.

Thosewhoadvocatethepurityofalanguageprotectthelanguage

forthesakeoftheirculture.

TheattitudeoftheauthortowardtheabuseofEnglishlanguageinforeigncountriesis

thatacommunicationismoreimportantthanpurification”

UnitOne

AnswerKey

Comprehension

A

1.D

2.ItcontraststheattitudesoftheFrenchandtheEnglish-speakingpeople

towardkeepingtheirmothertongue"pure.”

3.TheauthordoesnotappreciatetheFrenchattitude.Hebelievesthatthey

havegonetotheextreme,becausehesaysthat*themindbogglesatwhatthe

worldmightface."ThatmeanstheFrencharesosensitivethatitisdifficult

toimaginewhattheywilldotokeepFrenchpureinthefuture.

4.B

5.ItreferstothedifferencesbetweenBritishandAmericanEnglishwithregard

topronunciationandspellingofEnglish.Theauthorseemstoagreewiththe

Americans*viewpoint.

6.C

7.TheKing'sEnglishreferstoEnglishinitsmostproperandformaluse.

However,asitisusedinforeignplaces,itisoftenusedimproperly.Here

“l(fā)ingo"mockstheformalityofEnglishthatnolongerexistsintheseforeign

Usages

8.ForeignvarietiesofEnglishareverydifferentfromtheoriginalstandard

BritishEnglish,sometimestheyarebarelyrecognizable.

9.B

10.Theauthorthinksthatcommunicationismoreimportantthanthe

purificationoftheEnglishlanguage.

B

1.fastdelivery(oftheproduct)/rapidkilling(ofthecustomer)

2.Pleasehangyourowncoatandhathere/diebyhangingyourself

3."revolutionary0ideasarebeingsold/disgustingnewideasarebeingsold

4.bestbakers/idle,lazypersons