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Part Two: In-Class Reading
In-Class Reading
How I Discovered Words
Background Information
Global Reading
Detailed Reading
Post Reading
Part Two: In-Class Reading >> Background Information
Background Information
1. Language
The English Language
Dialects and Accents
British English and American English
2. Helen Keller
Part Two: In-Class Reading >> Background Information
Background Information
The English Language
“Language" normally
refers to human speech,
spoken or written. It
forms the basis of
human communication.
About 95% of the world's
population speak one of
the 100 most widely
used languages.
Part Two: In-Class Reading >> Background Information
English has more second-language speakers
than native-speakers as a result of the imperial
expansion of Britain.
Partly due to the
British and American
pop culture, English is
fast
becoming
the
universal
foreign
language of Europeans.
Part Two: In-Class Reading >> Background Information
Part Two: In-Class Reading >> Background Information
Dialects and Accents
A dialect usually has its own distinctive
grammatical
(grammar,
syntax),
lexical
(vocabulary) and phonetic (accent) features. In
many cases, it is impossible for people
speaking different dialects to understand each
other.
English has many dialects which reflect
social changes and settlement patterns that
have occurred over many centuries.
Part Two: In-Class Reading >> Background Information
Dialects and Accents
An
accent
is
the
distinctive
manner
of
pronunciation and intonation
typical of a given region or a
social group. There are
many different accents in
England, Wales, Scotland,
Ireland, Canada, and the
United States.
Part Two: In-Class Reading >> Background Information
Received Pronunciation (RP) or BBC English is
the accent of the southeast of England. It has been
associated with power and high social class since
the fourteenth century. Attitudes in Britain have
changed and regional accents are now more
acceptable. A RP accent is still important and will
help people to get jobs and a position in society
which might be denied to them if they speak in a
different way.
Part Two: In-Class Reading >> Background Information
British English &
American English
They are both varieties of the same language.
However, they differ to some extent in
pronunciation, vocabulary, spelling and grammar.
In American speech, sounds are given greater
length than in English.
American spelling often seems simpler than
the British version.
Part Two: In-Class Reading >> Background Information
There
are
even
some
differences in grammatical
usage. The American can say
"I have gotten" and "different
than". On the other hand, the
British insist on "I have got"
and "different from".
However, in the worldwide
use of English as an
academic language these
differences are incidental and
insignificant.
Part Two: In-Class Reading >> Background Information
Background Information
2. Helen Keller
Helen Keller ( June 27, 1880 to
June 1, 1968), one of America’s
best known women, was famous for
her self-sacrificing work to improve
the conditions of the blind, the deaf
and the mute. She has overcome
considerable physical handicaps,
served as an inspiration for other
afflicted people.
Part Two: In-Class Reading >> Background Information
When 19 months old, she
was stricken with an acute
illness that left her deaf and
blind. An extremely intelligent
and sensitive child, by the
age of seven, had invented
over 60 different signs by
which she could talk to her
family.
Part Two: In-Class Reading >> Background Information
Because
of
this
restricted communication
her frustration and anger
grew and were not
relieved
until
Annie
Sullivan, a 20-year-old
graduate of the Perkins
School for the Blind,
came to be her teacher.
Part Two: In-Class Reading >> Background Information
With her help Helen learned
the manual alphabet, and the
Tadoma method of reading lips
and write by means of a
specially constructed typewriter.
In 1890 Keller learned to speak
after only one month of study.
With Annie as her interpreter,
in 1888 she attended Perkins
Institute for the Blind and in
1894
the
Wright-Humason
School for the Deaf in New York.
Part Two: In-Class Reading >> Background Information
Helen became a remarkable writer and scholar,
she wrote “The Story of My Life”
Part Two: In-Class Reading >> Background Information
She toured the country
and abroad, giving lectures.
Many books were written
about her and several plays
and films were made about
her life.
She received many honours
from foreign universities and
monarchs. In 1932 she
became a vice-president of the
Royal National Institute for the
Blind in the United Kingdom.
Part Two: In-Class Reading >> Background Information
After her death in 1968 an organization was set up in her
name to combat blindness in the developing world. Today
that agency, Helen Keller International, is one of the biggest
organizations working with blind people overseas.
Part Two: In-Class Reading >> Global Reading
Global Reading
Organization Analysis
Questions and Answers
Discussion
Part Two: In-Class Reading >> Global Reading
Organization Analysis
Part I
(para.1)
Introduction : The most important
day in her life.
Part II (para.2-3)
Her feelings before her teacher
arrived/her education began.
Part III (para.4)
The first encounter with the teacher.
Part IV (para.5-9) How she discovered words.
Part Two: In-Class Reading >> Global Reading
Organization Analysis
Part IV (para.5-9)
How she discovered words.
Para.5
Her initial success in learning: she learned the
spelling of a few words.
Para.6
The difficulties encountered in learning the
meanings of words and her reaction.
Para.7-8
Her new sight: everything had a name and
each name gave birth to a new thought.
Para. 9
Her feelings and her new outlook on life before
she fell asleep that night after her trip to the wellhouse.
Part Two: In-Class Reading >> Global Reading
Questions and Answers
1. I am filled with wonder when I consider the immeasurable
contrast between the two lives which it connects. (ll. 2-3)
A. What does the two lives refer to?
The two lives she led before and after the teacher came.
B. What does “it” refer to?
The day when her teacher came to her.
C. What is the immeasurable contrast ?
Before the teacher came, she lived in a still, dark world
in which there was no strong sentiment or tenderness.
From that day on, she began to learn language and gain
a new insight into life.
Part Two: In-Class Reading >> Global Reading
Questions and Answers
2. On the afternoon of that eventful day, I stood on
the porch, dumb, expectant. (l. 5)
Why did Helen consider March.3 an eventful day?
Because the day marked a turning point in her
life. On that day, the teacher came to her to
reveal all things to her, including love.
Part Two: In-Class Reading >> Global Reading
Questions and Answers
3.… when it seemed as if a tangible white darkness shut you in,
and the great ship, tense and anxious, groped her way toward
the shore with plummet and sounding-ling… (ll. 17-21)
A. White and dark are opposite in meaning. Then what does
“white darkness” mean?
Here “being shut in the white darkness” refers to a
feeling of being lost, like a ship at sea almost incapable
of finding her way in a white fog without sunshine.
Helen Keller compares herself to ship lost in thick fog,
and is unable to find her way. Like the ship with her
plummet and sounding-line, she is reaching out and
crying wordlessly for light in the dark unknown world.
Part Two: In-Class Reading >> Global Reading
Questions and Answers
3.… when it seemed as if a tangible white darkness shut you in,
and the great ship, tense and anxious, groped her way toward
the shore with plummet and sounding-ling… (ll. 17-21)
B. What does “her” refer to?
The ship.
4. I was like that ship before my education began… (ll. 22-23)
How did Helen feel before her education began?
She felt tense and anxious, waiting for something to
happen with beating heart.
Part Two: In-Class Reading >> Global Reading
Questions and Answers
5. … and tried to make me understand that “d-o-l-l”
applied to both. (ll. 44-45)
What does “both” refer to?
Both the new doll and the big rag doll.
6. Miss Sullivan had tried to impress it upon me that “m-u-g” is
mug and that “w-a-t-e-r” is water, but I persisted in
confounding the two. (ll.46-47)
What does “two” refer to?
The words and the real objects.
Part Two: In-Class Reading >> Global Reading
Questions and Answers
7. … and somehow the mystery of language was
revealed to me. (ll. 63-64)
What is the mystery of language?
Words are the names of things./ Everything has a name.
8. That living word awakened my soul, gave it light, hope,
joy, set it free! (ll. 65-66)
What does that living word mean?
It suddenly dawned on Helen that the word “water”
referred to the wonderful cool thing flowing over her
hand and the word itself became alive.
Part Two: In-Class Reading >> Global Reading
Questions and Answers
9. … words that were to make the world blossom for me,
“like Aaron’s rod, with flowers.” (ll. 76-77)
Why did Helen compare the world to “Aaron’s rod”?
Because the world experienced a great change in
Helen’s mind after she discovered the mystery of
words, just as Aaron’s rod, which had been a piece
of dead wood, burst into flowers with God’s love.
Part Two: In-Class Reading >> Global Reading
Discussion
How I Discovered Words
Directions:
In the passage there are some words describing Helen
Keller’s change of feelings in the process of language
learning. They can serve as clues to how she discovered
words.
Step One
Fill in the table below with information from the passage.
Part Two: In-Class Reading >> Global Reading
When…
Her Feelings
she stood on the porch, waiting for the teacher to come
dumb, expectant
Miss Sullivan spelled “doll” in her hand
interested
she finally succeeded in making the letters for doll
pleasant and
proud
the teacher tried time and again to teach her the
connection between words and things
impatient
she felt the fragments of the broken doll at her feet
keenly delighted
she knew she was going out into the warm
sunshine
pleasant/happy
she finally discovered the mystery of language in the
well-house
excited, eager to
learn
she tried vainly to put the broken doll together
repentant and
sad
she lay in her crib at the close of the day
joyful and
hopeful
Part Two: In-Class Reading >> Global Reading
Step Two
Retell Helen Keller’s learning experience
based on the clues in the table.
On the afternoon of the 3rd of March, 1887, before the
teacher came, Helen Keller felt dumb and expectant, hoping
for something that would open up her world. The first thing
here teacher gave her was a doll and then she spelt the
word “d-o-l-l” on her hand. When Helen Keller finally
succeeded in making the letters for doll, she felt pleasant
and proud. But when her teacher tried to help her
understand the connection between words and objects, she
became impatient. Helen Keller expressed her dislike by
dashing the doll on the floor. At that point, she felt keenly
delighted.
To be continued
Part Two: In-Class Reading >> Global Reading
Discussion
When she realized that her teacher was taking
her out into the sunshine, Helen Keller was very
happy. In the well-house, she discovered that “w-at-e-r” meant the wonderful cool something that
was running through her fingers. The mystery of
language was finally revealed to her. And she
became excited and was eager to learn. When she
returned to the house and tried vainly to put the
broken doll back together, she felt sad and
repentant. At the close of the day, when she was
lying in her crib, she felt joyful and hopeful.
Part Two: In-Class Reading >> Detailed Reading
Detailed Reading
Passage Reading
Understanding Sentences
Word Study
Part Two: In-Class Reading >> Detailed Reading
How I Discovered Words
Helen Keller
The most important day I remember in
all my life is the one on which my teacher,
Anne Mansfield Sullivan, came to me. I
am filled with wonder when I consider the
immeasurable contrast between the two
lives which it connects. It was the third of
March, 1887, three months before I was
seven years old.
To be continued
Part Two: In-Class Reading >> Detailed Reading
On the afternoon of that eventful day, 1I stood on the porch,
dumb, expectant. I guessed vaguely from my mother's signs
and from the hurrying to and fro in the house that something
unusual was about to happen, so I went to the door and
waited on the steps. The afternoon sun penetrated the mass
of honeysuckle that covered the porch, and fell on my
upturned face. My fingers lingered almost unconsciously on
the familiar leaves and blossoms which had just come forth to
greet the sweet southern spring. I did not know what the
future held of marvel or surprise for me. 2Anger and bitterness
had preyed upon me continually for weeks and a deep
languor had succeeded this passionate struggle.
To be continued
Part Two: In-Class Reading >> Detailed Reading
3Have
you ever been at sea in a dense fog, when it
seemed as if a tangible white darkness shut you in, and
the great ship, tense and anxious, groped her way toward
the shore with plummet and sounding-line, and you waited
with beating heart for something to happen? 4I was like
that ship before my education began, only I was without
compass or sounding-line, and had no way of knowing
how near the harbor was. "Light! Give me light!" was the
wordless cry of my soul, and the light of love shone on me
in that very hour.
To be continued
Part Two: In-Class Reading >> Detailed Reading
I felt approaching footsteps. I
stretched out my hand as I supposed to
my mother. Someone took it, and I was
caught up and held close in the arms of
her who had come to reveal all things to
me, and, more than all things else, to
love me.
To be continued
Part Two: In-Class Reading >> Detailed Reading
The morning after my teacher came she led me into
her room and gave me a doll. The little blind children at
the Perkins Institution had sent it and Laura Bridgman
had dressed it; but I did not know this until afterward.
When I had played with it a little while, Miss Sullivan
slowly spelled into my hand the word "d-o-l-l". I was at
once interested in this finger play and tried to imitate it.
When I finally succeeded in making the letters correctly
I was flushed with childish pleasure and pride.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Running downstairs to my mother I held up my hand
and made the letters for doll. I did not know that I
was spelling a word or even that words existed; I
was simply making my fingers go in monkey-like
imitation. In the days that followed I learned to spell
in this uncomprehending way a great many words,
among them, pin, hat, cup and a few verbs like sit,
stand and walk. 5But my teacher had been with me
several weeks before I understood that everything
has a name.
To be continued
Part Two: In-Class Reading >> Detailed Reading
One day, while I was playing with my new doll,
Miss Sullivan put my big rag doll into my lap, also
spelled "d-o-l-l" and tried to make me understand that
"d-o-l-l" applied to both. Earlier in the day we had
had a tussle over the words "m-u-g" and "w-a-t-e-r".
Miss Sullivan had tried to impress it upon me that
"m-u-g" is mug and that "w-a-t-e-r" is water, but I
persisted in confounding the two. 6In despair she
had dropped the subject for the time, only to renew
it at the first opportunity. I became impatient at her
repeated attempts and, seizing the new doll, I dashed
it upon the floor.
To be continued
Part Two: In-Class Reading >> Detailed Reading
I was keenly delighted when I felt the fragments of
the broken doll at my feet. Neither sorrow nor
regret followed my passionate outburst. I had not
loved the doll. In the still, dark world in which I lived
there was no strong sentiment or tenderness. I felt
my teacher sweep the fragments to one side of the
hearth, and I had a sense of satisfaction that the
cause of my discomfort was removed. She brought
me my hat, and I knew I was going out into the
warm sunshine. This thought, if a wordless
sensation may be called a thought, made me hop
and skip with pleasure.
Part Two: In-Class Reading >> Detailed Reading
We walked down the path to the well-house,
attracted by the fragrance of the honeysuckle with
which it was covered. Someone was drawing water
and my teacher placed my hand under the spout. As
the cool stream gushed over one hand she spelled
into the other the word water, first slowly, then rapidly.
7I stood still, my whole attention fixed upon the
motions of her fingers.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Suddenly, I felt a misty consciousness as of
something forgotten-a thrill of returning thought;
and somehow the mystery of language was
revealed to me. I knew then that "w-a-t-e-r"
meant the wonderful cool something that was
flowing over my hand. That living word
awakened my soul, gave it light, hope, joy, set
it free! There were barriers still, it is true, but
barriers that could in time be swept away.
To be continued
Part Two: In-Class Reading >> Detailed Reading
I left the well-house eager to learn. Everything
had a name, and each name gave birth to a new
thought. As we returned to the house every object
which I touched seemed to quiver with life. That
was because I saw everything with the strange, new
sight that had come to me. On entering the door I
remembered the doll I had broken. I felt my way to
the hearth and picked up the pieces. I tried vainly to
put them together. Then my eyes filled with tears; for
I realized what I had done, and for the first time I felt
repentance and sorrow.
To be continued
Part Two: In-Class Reading >> Detailed Reading
I learned a great many new words that day. I do
not remember what they all were; but I do know
that mother, father, sister, teacher were among
them——words that were to make the world
blossom for me, "like Aaron's rod, with flowers". It
would have been difficult to find a happier child
than I was as I lay in my crib at the close of that
eventful day and lived over the joys it had brought
me, and for the first time longed for a new day to
come.
(1,059 words)
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
1. I stood on the porch, dumb, expectant. (l.5)
Paraphrase
When I stood on the porch, I was silent
and expecting much to happen with
excitement.
Translation
我呆呆地站在我家的门廊上，内心充满
了期盼。
To be continued
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
1. I stood on the porch, dumb, expectant.
Comment
Example
The two adjective words dumb and
expectant are the subject compliment,
they modify the subject of the sentence.
1) She sat dumbfounded by what she
had heard.
2) She left the room angry and frustrated.
3) During his lifetime, he patented 1,093
inventions, yet he departed the world
penniless.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
2. Anger and bitterness had preyed upon me continually
for weeks and a deep languor had succeeded this
passionate struggle.
Paraphrase
For weeks I had been troubled continually
by anger and bitterness. And following
this painful struggle, I felt very tired and in
low spirits.
Translation
几个星期来，愤怒和怨恨一直折磨着我。这
种激烈的感情斗争之后则是一种季度的疲惫。
To be continued
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
Comment
1) Prey on/upon: 使苦恼，折磨
His debt has preyed on him for years.
2) succeed
vt. come next after (sb./sth.) and take his/ its place
接替某人/某事； 继任
Who succeeded Churchill as Prime Minister？
vi. ~ to sth.： gain the right to (a title, property, etc.)
when sb. died
When the King died, his eldest son succeeded
to the throne.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
3. Have you ever been at sea in a dense fog, when it
seemed as if a tangible white darkness shut you in, and
the great ship, tense and anxious, groped her way toward
the shore with plummet and sounding-line, and you waited
with beating heart for something to happen.
Translation
Comment
你可曾在航海时遇上过浓雾？那时，你仿佛被困
在了触手可及的一片白茫茫中，不见天日。你乘
坐的巨轮，靠测深锤和测深线的指引，举步维艰
地靠向海岸，即紧张又焦急不安；而你则心里怦
怦直跳，等着什么事情发生。
shut sb/sth in: prevent sb /sth from getting
out of a place
e.g. We are shut in by the hills here.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
4. I was like that ship before my education began, only I
was without compass or sounding-line, and had no
way of knowing how near the harbor was.
I seemed to be that great ship in a thick fog,
Paraphrase
tense and nervous, and waited for something
to happen. But I had no guide to help me and
could not know where the shore was.
Translation
我在接受教育之前正像那艘巨轮，所不同的是
我连指南针或测深线都没有，更无从知晓离港
湾还有多远。
To be continued
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
4. I was like that ship before my education began, only I
was without compass or sounding-line, and had no
way of knowing how near the harbor was.
Comment
The word “only” here means “but”.
Notice: “Only that” means except for, but
for the fact that 除了…；只是
Example
I will go with you ,only give me some money.
I should like to lend you some money ,only
that I have no money with me.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
5. But my teacher had been with me several weeks before
I understood that everything has a name.
Paraphrase
Translation
Comment
Example
I didn’t understand that everything has
a name until after I had been with my
teacher for several weeks.
但是等我懂得每样东西都有名字时，已经是
我和老师在一起好几个星期之后的事了。
Before 指在（时间）…（之后）才
It may be many years before we meet again.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
6. In despair, she had dropped the subject for the time,
only to renew it at the first opportunity.
Paraphrase
In despair, she stopped talking about the
subject for the time being, but she would
pick up again as soon as chance came.
Translation
失望之余她暂时搁起这一话题，但一有机
会她就马上旧事重提。
Comment
1) Only to do sth.: (used to indicate that sth.
that happens immediately afterwards，
esp. sth. that causes surprise，
disappointment，relief，relief，etc.)
To be continued
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
Comment
e.g. I arrived at the shop only to find I had left all
my money at home.
2) renew: take up or begin sth. again；resume
The two parties renewed the negotiation after a
good rest.
3) At the first /earliest opportunity：as soon as
possible 一有机会就…
e.g. Try to practice your oral English at the
earliest opportunity.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Understanding Sentences
7. I stood still, my whole attention fixed upon the motions
of the fingers.
Paraphrase
I stood there and did not move, and I
concentrated my attention on the
movement of her fingers.
Translation
我站在那里一动不动，所有的注意力都集中
在她的手指的移动上。
Comment
The main clause “I stood still” is followed
by an absolute construction.
从句为独立主格结构。
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Word Study
apply v.
Inflected forms: application; applicant
1. to request something, esp. officially and in writing 申请
1) I applied to four universities and was accepted by
all of them.
2) Fletcher applied for the post of Eliot’s secretary.
2. to bring or put into use or operation 使用，运用
1) Apply as much force as is necessary.
2) Scientific discoveries are often applied to industrial
processes.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
3. to put or spread on a surface 涂，敷
Apply the paint evenly to both sides of the door.
4. to (cause to) have an effect; be directly related
有效，适用于
1) This rule does not apply in your particular case.
2) The questions on this part of the form only apply
to married men.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Word Study
barrier n.
1. a type of fence or gate that prevents people from
moving in a particular direction 关卡，障碍物
1) The football fans burst through the barriers and
ran onto the pith.
2) Show you ticket at the barrier before you board
the train.
2. something non-physical that keeps people apart or
prevent activity, movement, etc. 障碍
1) social/ethnic/language barriers
2) Lack of confidence is the biggest barrier to investment
in the region.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
Collocation
-create/break through a barrier
制造/突破障碍；
-form a barrier against
构成对…障碍
-remove foreign trade barriers
排除对外贸易的障碍
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Word Study
confound v
1. to confuse and surprise people by being unexpected
使困惑惊讶
He gave a marvelous performance that completely
confounded his critics.
2. (fml) confuse people by being unclear and difficult
使（思想）等混乱
Her question completely confounded me.
His strange behavior confounded his parent.
Back to the text
Part Two: In-Class Reading >> Detailed Reading
Word Study
drop n. & v.
n.
1. a very small amount of liquid that falls in a
round shape 少量，滴
1)Big drops of rain rolled down the window.
2)I like my whisky with just a drop of soda.
2. a fall in amount, quality, etc. （数量的）减少
1)a big drop in the temperature 温度骤降
2) a drop in interest rates 利率的下降
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
3. a distance or fall straight down 落差，下落距离
a long drop to the bottom of the cliff
a drop of nine metres
Expressions
at the drop of a hat: suddenly and needing almost
no excuse 立刻，立即
a drop in the ocean/bucket: a very small amount, esp.
when compared with a larger amount which is needed
or wanted 沧海一粟，杯水车薪
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
v.
1. to (let) fall, esp. unintentionally, or unexpectedly
(使) 落下
I dropped the box on my foot.
2. to (cause to) fall to a lower level or amount 减少，下降
House prices have dropped sharply in the recession.
3. stop seeing, talking, doing, or considering; give up
停止(看，谈论，做或者考虑)；放弃
1) Plans for a new stadium were dropped due to
lack of funding.
2) Just drop it. I’m tired of arguing.
就此打住!我不想再争论了。
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
4. to exclude or stop using 不包括在内，不使用
1) I have been dropped from the team for
Saturday’s game.
2) This article won’t appeal to our readers.
Let’s drop it.
Expressions:
drop a hint/suggestion/remark: to say
something informally and without
emphasizing it 无意中暗示/随口建议/露出话语
drop dead: to die suddenly 猝死，暴毙
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Part Two: In-Class Reading >> Detailed Reading
Word Study
drop in/ over/
round/by:
to visit someone informally
without arranging a particular
time
顺便造访，临时拜访
drop away/off:
drop out:
to lessen in amount, value,
etc. 逐渐下降，减少
to stop attending or taking part
中途退出；辍学
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Word Study
grope v.
1. to try to find something that you cannot see
by feeling with your hands 摸索；
1) Ginny groped for her glasses on the bedside table.
2) He groped around in the dark.
3) I groped my way along the wall to the door.
2. try to find the right words to say or the right solution to
a problem but without any real idea of how to do this
努力搜寻
Accusations of misconduct left Keeler groping
for a response.
行为不端的指责使基勒不得不设法做出反应。
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Part Two: In-Class Reading >> Detailed Reading
Word Study
impress v.
Inflected forms: impression; impressive
1. to influence deeply, esp. with a feeling of admiration
使留下深刻印象
1) The teachers were most impressed/very
impressed by your performance in the exam.
2) What impressed us most about the book was its
vivid language.
2. to make the importance of something clear to someone
使某人了解某事的重要意义
My father impressed on me the value of hard work.
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Word Study
3. to press something into something else, or to make a
mark as a result of this pressure 压印
be impressed in/on
a pattern impressed on the clay pots before baking
Expressions:
make an impression on: 留下好印象
have/get the impression (that)：觉得
I get the distinct impression that we’re not wanted here.
我明显感觉到我们在这里是不受欢迎的。
be under the impression (that): 原以为，误以为
I’m sorry, I was under the impression that you were the
manager.
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Word Study
linger v.
1. to stay somewhere a little longer, esp.
because one does not wish to leave;
delay going
磨蹭，徘徊；拖延
1)They lingered over coffee and missed
the last bus.
2)She lingered outside the school after
everyone else had gone home.
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Word Study
2. to be slow to disappear 很长时间才消失
1)The event is over, but the memory lingers on.
2)The taste lingers in you mouth.
3) Her perfume lingered even after she had gone.
3. to be close to dying for a long time, esp. when
suffering from a disease 苟延残喘
Horribly wounded he lingered on to die two
years later.
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Word Study
penetrate v.
Inflected forms: penetrating; penetration; penetrative
1. to enter, pass, cut, or force a way (into or
through) 穿透，刺入；
1) The knife penetrated his stomach.
2) The noise of the explosion penetrated the
thickest walls.
3) They are hoping to penetrate the Japanese
market with their latest product.
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Word Study
2. to see into or through, to succeed in understanding
something 洞察，了解
1) My eyes couldn’t penetrate the gloom.
我的眼睛在黑暗中看不见。
2) He had a false beard on, but we soon penetrated
his disguise.
3) A child has difficulty penetrating such a trick.
3. to come to be understood by someone 被完全理解
I heard what you said, but it didn’t penetrate.
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Word Study
4. To get accepted into a group in order to find
out their secrets 渗入某团体或组织
Russian agents had penetrated most of their
intelligence services.
苏联特工人员已经渗透到他们的大部分情报部门。
Expressions：
- penetrating look/eyes/gaze 锐利的目光
- penetrative observation 敏锐的观察
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quiver v. & n.
v. to tremble slightly, esp. because you feel angry,
excited, frightened or upset
(尤指因气愤、激动或烦恼而轻微地)颤抖，抖动
1) Her voice was quivering with anger.
2) Suddenly the child’s mouth began to quiver,
and he burst into tears.
n. 1. a slight trembling
I felt a quiver of excitement run through me.
我全身感到了一阵兴奋的颤抖。
2. a container for carrying arrows 箭筒，箭囊
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Word Study
synonyms同义词比较
tremble, shake, shiver, quake, shudder
“ tremble” means to shake slightly in a way that you
cannot control, esp. from fear，fright or
upset. 快速而轻微的抖动。暗示因焦虑或紧张
不安而颤抖。
You might tremble if you saw a huge bear
coming toward you.
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Part Two: In-Class Reading >> Detailed Reading
Word Study
synonyms同义词比较
“shake” means to move up and down or from side to
side with repeated movements （使）颤抖，
震动。既可表示人或物所发出的动作，也可以表
示在他人或他物的作用下发出的动作。
She shook a rug to get the dust out of it.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
synonyms同义词比较
“shiver” means to shake slightly, esp. because of
cold or fear. 震动，战栗。指由于害怕或寒冷引
起的，无意的抖动。
Put on a sweater and stop shivering.
“quake” means to shake or tremble, esp. in a violent
way and usu. because of fear.
剧烈颤动,（因恐惧而）颤抖，哆嗦。
The explosion made the whole house quake.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
synonyms同义词比较
“shudder” means to shake uncontrollably for a
moment, esp. from fear, cold or strong
dislike.（因恐惧、寒冷或想到不快的事而
短暂地打颤，颤抖。
He touched Ralph’s bare shoulder and
Ralph shuddered at the human contact.
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Word Study
renew v.
Inflected forms: renewable; renewal; renewed
1. to begin to do something again, after a period of
rest （休息一段时间后）重新开始
The naval attack was renewed the next morning.
2. to replace something that is old or broken with
something new 更新，更换
The window frames will have to be renewed.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
3. to give new life and freshness to; make as good as
new again 重新产生活力，生机
I came back from my holiday with renewed strength.
4. to arrange for a contact, membership of a club etc.
to continue 使（合同期限或会员资格）续期（延期）
In the end they decided to renew the contract / car
insurance.
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
Expressions:
renew a friendship/acquaintance:
恢复友谊/交往
renew a book:
续借图书
inner city/urban renewal:
城中心贫民区/市区重建
renewable energy/resources
用之不尽的能源
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reveal v.
1. to show or allow (something previously hidden) to
be seen 展现，显露
The curtains opened to reveal a darkened stage.
2. to make known (something previously secret or
unknown) 揭示，揭露，泄露
The newspaper revealed a cover-up of huge
proportions.
He revealed that he had been in prison twice before.
Expression:
a very revealing dress 非常暴露的连衣裙
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subject n. v. & adj.
n. 1. the thing you are talking about or considering in
a conversation, discussion, book, film, etc.
（谈话、讨论、书、电影等的）主题，话题
Our subject for discussion is homelessness.
2. an area of knowledge that you study at a school
or university 学科；课程
English is one of my favorite subjects.
What subjects are you studying?
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
3. a person or animal that is used in a test or
experiment 实验对象
1) He was willing to be the subject of a psychology
experiment.
2) All subjects were tested for perfect hearing
before the experiment began.
4. a noun or noun substitute which functions as the
topic of a sentence 主语
What is the subject of this sentence?
To be continued
Part Two: In-Class Reading >> Detailed Reading
Word Study
v. (fml ) to bring under firm control; not allow to have
free expression
[正式]使隶属，使顺从；征服
Expression:
subject sb. / sth. to sth. (be subjected to):
to cause to experience or suffer (尤指长时间地)使遭受，
使蒙受、经历
1) Barker subjected his victim to a terrifying ordeal.
2) No one would willingly subject himself to such
indignities.
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Word Study
adj.
1) [not before noun] likely to be affected by sth., esp.
sth. unpleasant 易受…(不快事物)影响的；易患…的
He is subject to ill health. (= often becomes ill)
Those areas are subject to strong winds.
2) dependent on something else 取决于…， 有待于…
Your planning application is subject to review by the
local council.
3) [only before noun] formal governed by someone else;
not independent 被他人统治的，受人管辖的
a subject race
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Part Two: In-Class Reading >> Post Reading
Post Reading
Vocabulary
Filling in the Blanks
Translation
Part Two: In-Class Reading >> Post Reading
Vocabulary
Section A
Directions: In this exercise, you are given ten words. Find the
appropriate meaning for each word according to the passage.
1) wonder(l.2)
A. strangeness and
surprise
B. thankfulness
C. wonderful feelings
√
3) reveal(l.30)
A. make known
B. explain clearly
C. bring immediately
√
2) succeed(l.15)
A. have a good result
B. come next
C. reach a high
position
√
4) apply(l.45)
A. ask for
B. be related
C. lay on
√
Part Two: In-Class Reading >> Post Reading
Vocabulary
5) impress(l.46) A. produce a mark by pressure
B. make known by signs
C. establish firmly in mind
6) persist(l.47) A. last a long time
B. continue to do
C. continue to exist
7) drop(l.48)
A. visit informally
B. let fall
C. stop doing
√
√
√
Part Two: In-Class Reading >> Post Reading
Vocabulary
8) renew(l.48)
A. replace
9) keenly(l.50)
A. extremely
10) vainly(l.72)
A. without success
√
√
B. go over
√C. start again
B. slightly
C. sharply
B. proudly
C. very hard
Part Two: In-Class Reading >> Post Reading
Vocabulary
Section B
Directions: Fill in each of the blanks with one of the ten words
given in Section A. Change the form if necessary.
wonder succeed reveal apply impress
persist drop renew keenly vainly
renewed the attack after stopping for a
1. The soldiers _______
little while.
apply to everyone.
2. The rules of safe driving ______
3. It’s no use being sorry if you _______
persist in doing it.
4. The cold winter was succeeded
_________ by a stormy spring.
Part Two: In-Class Reading >> Post Reading
Vocabulary
drop everything to receive casual visitors.
5. I can’t just ____
6. The details of the policy have not been revealed
_______ yet.
7. The sight of the Great Wall filled the visitors with
______.
wonder
8. It was on Sunday that Davis felt his loneliness most
keenly
______.
vainly through his pockets for a piece of
9. He hunted ______
paper.
10. Father impressed
_________ on me the value of hard work.
Part Two: In-Class Reading >> Post Reading
Filling in the Blanks
Directions: Fill in each of the blanks with an appropriate word
you can derive from the one given in brackets.
1) It is known to all that children, unlike adult, apply
rules unconsciously
___________ . (conscious)
2) The expectant
________ crowd in the streets waited for the
queen to pass. (expect)
3) The birthday party and the movie have made this a(n)
eventful night. (event)
________
4) China is a market of immeasurable
___________ potential. (measure)
Part Two: In-Class Reading >> Post Reading
Filling in the Blanks
5) Children learn by imitation/imitating
________________ . (imitate)
6) Language is something living and continually
_________
changing. (continue)
7) She treated the poor girl with tenderness
_________. (tender)
impatient at having to wait
8) She was getting very ________
so long. (patient)
Part Two: In-Class Reading >> Post Reading
Translation
Directions: Translate the following sentences into
English, using the expressions in the brackets.
1) 看到所有的人在办公室外走来走去，我变得更焦虑了。
(to and fro)
Seeing all the people walking to and fro
outside the office, I became more worried.
2) 最终他会明白谁是真正的朋友。(in time)
In time he will see who is his true friend.
Part Two: In-Class Reading >> Post Reading
Translation
3）那位科学家的实验产生了一种新药。（give birth to）
That scientist’s experiment gave birth to
a new drug.
4）大半个冬天他都因病被困在屋里。（shut…..in）
He had been shut in by illness during much of the
winter.
5) 他们一有机会就会练习英语口语。(at the first opportunity)
They would practice spoken English at the first
opportunity.
Part Two: In-Class Reading >> Post Reading
Translation
6) 她所珍爱的一切或许会在一夜之间化为乌有。
（sweep away）
Everything she valued might be swept away
overnight.
7) 临近学期结束时，同学们都忙着准备考试。（the close of）
Towards the close of the term, all the
students are busy preparing for the finals.
8）这么冷的冬天，我们渴望它快点过去。（long for）
It is a very cold winder and we long for it to
be over.
End of In-class Reading
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