乌丢丢的奇遇好词好句-什么尊大

Unit 6
PART I WARM-UP ACTIVIES
Suggested answers to the Exercises
1. a. The enraged father threatened to throw the screaming boy out of the room. Enraged, the father threatened to throw the screaming boy out of the room.
b. You can use the frequently used method.
c. Tommy, filled with despair, left the office.
Filled with despair, Tommy left the office.
d. Smiling through the window, the girl is enjoying one of the happiest days in her life.
The girl, smiling through the window, is enjoying one of the happiest days in her life.
e. The boy was sitting at his desk, his feet gently tapping the floor.
f. The computers damaged by an unknown virus, the employees are happy to take the day off.
The six sentences can be classified into three groups, each exemplifying one usage of participle. In each group there are a present participle and a past participle. The first group (Sentences a and b) uses participles as attributes. The second group (Sentence c and d) uses participles to indicate simultaneous actions. The last group (Sentences e and f) uses participles as absolute constructions.
Participles can make sentences more economical (as in all sentences) and more flexible (as in Sentences c and d).
PART II FOCUS
Participles
Getting to know participle
Reference for the exercise
Verb FormWords ModifiedFunctioncryinggirldescriptionbrokenPiggy bankdescriptionSinging and dancingThe boy and the girldescriptionReference for the Classroom Activities
1. Sentence b: handing (describing she)
Sentence c: wandering, picking (both describing friends)
Sentence d: made (used with had to indicate the past perfect tense)
Sentence e: surprised (describing Tigger)
Sentence f: filled (used with were to indicate the passive voice)
Sentence g: staring (describing Tigger)
Sentence h: left (describing nothing); checking (describing Roo)
Sentence i: looking (describing Pooh)
Sentence j: looking (describing Roo)
Sentence k: gone (used with have to indicate the present perfect tense)
Sentence l: picking (describing friends), fallen (describing raspberries)
Sentence m: waiting (used with was to indicate the present continuous tense)
2. a. smiling b. Reading
c. Swimming d. competing
e. mentioned f. Jumping, thrown, broken
g. published, informing h. Having, exhausted, relieved
Complex participle phrases
A. Present participles in different modes and aspects
FormMeaningSimple formdoingThe action is carried out by the subject and takes place at the same time as the t aspecthaving doneThe action is carried out by the subject and takes place before the e voice(being) doneThe action is received by the subject and takes place at the same time as the t aspect in passive voiceHaving been doneThe action is received by the subject and takes
place before the this passive form, being is usually omitted, and then it becomes the past participle.
Reference for the Classroom Activities
1. Refer to the above table for the meanings of the present participles.
2. a. The computer bought last week brings happiness to everyone in my family.
b. Being back in my hometown, I didn’t know that my professor had assigned another 5,000-word paper.
c. Standing in front of the picture painted by a post-impressionist, many people pretended that they could understand it. /Many people stood in front of the picture painted by a post-impressionist, pretending that they could understand it.
d. Looking out of the window of the train, the boy was amused by the power lines dancing up and down in the air.
Extra Activities
Combine each of the following groups of sentences into one sentence using participles.
a. She was born in a common family.
She was educated in an average college.
She is satisfied with her present life.
b. The students have finished their exams.
They feel greatly relived.
As a result, they plan to play cards the whole night.
c. Jimmy set his feet into the starting blocks.
He stared ahead intently.
d. Larry was sitting in a corner of the pub.
Larry held his head in his hands.
Larry was so depressed that even the best joke in the world couldn’t cheer him up.
Suggested answers to the Extra Activities
a. Born in a common family and educated in an average college, she is satisfied with her present life.
b. Having finished their exams and feeling greatly relieved, the students plan to play cards the whole night.
c. Jimmy set his feet into the starting blocks, staring ahead intently.
d. Holding his head in his hands, Larry was sitting in a corner of the pub, so depressed that even the best joke in the world couldn’t cheer him up.
B. Participles with conjunctions
Suggested answers to the question
Structure: They are all composed of a conjunction and a participle, and the noun in the main clause is the logical subject or object.
Meaning: Sentence a: time; Sentence b: concession; Sentence c: condition.
Reference for the Classroom Activities
1. a. Kate fell asleep when/while reading Bob’s letter.
b. She started to chat with her friend after finishing/having finished her work.
c. Although having seen it a thousand and one times, the old man still watches the video from time to time.
d. Although closely watched by the guard, the prisoner plans to escape.
e. It is believed that if read many times, an article will naturally be understood.
f. If buying more, you can pay less.
2. Ask students to work on their own and write two sentences for each of the types.
Getting to know participle’s functions
A. Creating concise sentences
Suggested answers to the questions
1. Yes.
2. There are two complete ideas in each sentence.
3. The relationship between the two complete ideas becomes closer from Sentence through Sentence d.
Sentence d has the closest relationship between the two ideas.
4. Sentence d is the most efficient.
B. Producing more detailed sentences
Suggested answers to the questions
In Group a, Sentence 2 is the best, in which the present participles describe live animated actions. In Group b, the best sentence is also Sentence 2, in which the actions are simultaneous. In Group c, Sentence 3 is the best sentence in which the present participle and the past participle are combined most efficiently.
C. Establishing clearer logic
Reference for the Classroom Activities
1. a. Thinking about her kid at home, Judy made several mistakes in her work.
b. The car raced along the street, sending passers-by to run for shelter./Racing along the street, the car sent passers-by to run for shelter.
c. Born in Guangzhou and educated in Nanjing, she is now working as a manager in Beijing.
d. Having been shocked and chased by a ferocious dog, the thief hid behind a dustbin, holding his breath for fear of being found.
e. The bomb blew up in the distance, shaking the ground slightly and making bursts of light on the dark horizon.
2. a. Hearing the news, I thought the world had ended for me.
b. I sat happily in my chair, reading a newspaper.
c. (correct)
d. Shocked at the sight of his teacher, the boy stood there dumbfounded.
e. Having lived there for twenty years, I know this place like the back of my hand.
3. Ask students to go over their writings, and pay attention to their use of the participles.
Absolutes
Getting to know absolutes
Suggested answers to the exercise
1. An absolute construction is a participle phrase whose logical subject is different from the sentence subject.
2. A. determiner+ n. +participle verb+ other parts of the participle phrase
B. n. +participle verb+ other parts of the participle phrase
C. n. +other parts of the participle phrase
Reference for the Classroom Activities
Ask student to work on their own and write three sentences using different forms of absolute constructions.
Using absolutes with purpose
A. Adding descriptive details
Suggested answers to the exercise
You can get the following sentences:
a + b: the manager sat quietly in his office, his eyes closed, a cigarette burning in his hand.
c + d: Sam walked slowly off the playground, his face streaked with tears, his leg bleeding.
What’s more, participles and absolutions, although somewhat different, can be used together to create vivid descriptions. For example:
The girl sat nervously in her office, eye closed, waiting for the telephone to ring.
The middle-aged man stood in the street corner, hands put in his pockets, eyeing very passer-by.
B. indicating cause-effect relationships
In most cases, when the absolute is used for destination, it is put at the end of the sentence; when it is used to suggest a cause-effect relationship, it is put at the beginning of the sentence.
Reference for the Classroom Activities

1. a. The boy learned against a tree, hands in pockets.
b. He glared at his boss, his mouth shut, and his hands clenched.
c. The interview entered the office, her eyes fixed on her feet.
d. The rabbit started at the approaching wolf, his four feet fixed to the ground, too frightened to move.
e. The girl was enjoying her favorite song, her eyes shut, her hands moving from side to side.
2. a. Two of my new bikes having got stolen here, I will never come to his place again.
b. Several flecks coming upon her face again, she doesn’t want to meet her boyfriend today.
c. Its bottom torn open by a bomb, the ship sank slowly into the sea.
d. Its oversea advertisements being rather successful, the school has attracted many foreign students,
e. The accountant being careless, I was given $$1,000 more last month.
PART III GARRAM
Comma-Split Sentences
Suggested answer to the questions
1. There are two ideas in each sentence. The two ideas are connected by a comma.
2. No, the relationship is not clear. We can try to use some compound or subordinate conjunction to clarify the relationship.
3. See the rules in the summary.
Reference for the Classroom Activities
a. I had no idea what I was getting into, and I did not really care.
b. You can’t go home now since it is raining so heavily.
c. See the escaping thief, the cop stopped his car, got off, and started to chase him.
d. If you study hard, you will succeed.
e. When she said “Yes,” he felt he was in heaven.
Now, ask student to summarize the rules against comma-split sentences.
Summary
1. When we use a comma to connect two separate ideas, or two independent sentences, we commit a comma-split.
2. Comma-split sentences are not acceptable because a comma is not strong enough to indicate the relationship between two ideas;
3. Comma-spilt sentences can be improved by clarifying the relationship between the two ideas. Commonly used methods are:
* Using a comma and a conjunction like and, but, yet, etc.
* Turning one idea into a subordinate clause with if, when, although, because, etc.
* Using participles and absolutes;
* Using punctuation marks that are strong enough, like colon(:) and semicolon(;).Fused Sentence
Suggested answers to the questions
1. Each sentence contains two ideas.
2. Yes, because the sentences are not clearly divided.
3. Strategies suggested to improve comma-split sentences can also be used to improve fused sentences.
Reference for the Classroom Activities
a. In some part of China marriages are still arranges by parents. Consequently money becomes more important than love.
b. Vegetables are good to your health. However, overeating them will also be harmful.
c. People watch TV for different reasons, so their judgment naturally differs.
d. These houses sell very well, because they enjoy first of all a very desirable location.
e. Nobody will completely love this kind of mass-produced food, but nobody will be unbearably put off, either
.
Now ask student to summarize the rules against fused sentences.
Summary
1. A fused sentence is one in which there are two or more ideas without anything to indicate their relationship;
2. Fused sentences are not acceptable because they confuse readers by not clearly marking the division of ideas;
3. Fused sentences can be improves by using the same method for improving comma-spilt V FOLLOW-UP EXERCISES
1. a. missing, describing the boy b. (No descriptive participle in this sentence)
c. holding, describing the magician d. (No descriptive participle in this sentence)
e. sleeping, describing she f. living, describing everybody
g. (No descriptive participle in this sentence)
h. (No descriptive participle in this sentence)
i. knowing, describing I j. ((No descriptive participle in this sentence)
2. Except A
a. bringing (describing a 23-year-old Korean woman) to 15 the death toll
b. staying (describing a 47-year-old American man) in the southern port of the Busan
Except B
a. with doors locked (describing doors) and windows barred (describing windows)
b. turning (describing cafes) them into fine traps
c. aging (describing students) about 18 or 19
Except C
a. responding (describing 7,000 people) to a major survey.
b. Released (describing the survey) at the international Aids conference in Barcelona
Except D
a. affecting (describing heavy downpours) more than 15 million people
b. causing (describing flood) 22 deaths and 15,000 houses to collapse
3. A Wolf who had a bone stuck in his throat hired a Crane, for a large sum, to put her head into his mouth and draw out the bone. When the Crane had extracted the bone and demanded the promised payment, the Wolf, grinning and grinning his teeth, exclaimed, “Why, you have surely already had a sufficient recompense, in having been permitted to draw out your head in safety from the mouth and jaws of a wolf.”
4. Important points:
* Spiders destroy so many insects, and insects include some of the greatest enemies of the human race.
* We owe a lot to the birds and beasts who eat insects but all of the put together kill only a fraction of the number destroyed by spiders.
* Spiders never do the least harm to us or our belongings.
* There were more than 2,250,000 spiders in one acre of grass field.
* Spiders are busy for at least half the year in killing insects.
* The weight of all the insects destroyed by spiders in Britain in one year would be greater than the total weight of all the human beings in the country.
Reference version:
Spiders are man’s friends because they can help to kill harmful insects. Although many birds and animals can also eat insects, spiders eat much more, and they usually do no harm to people or properties.
Spiders exist in large numbers, more than 2,250,000, in one acre of grass field. Besides, spiders eat insects for at least half a year. It is estimated that in one year the weight of
insects killed by spiders would be greater than that of all Britain people put together.
Extra exercise
Write a précis for the passage following the 5-step strategy.
I don’t know why so many people have it in for Microsoft. Jealousy, I guess. After all, it’s not many people who can persuade you to buy something that’s not working properly, and then charge you in advance for something that may or may not be better.
Many of you probably know that July 31 was the final deadline for Microsoft’s volume customers to pay for the company’s new subscription-based way of selling software. I won’t bore you with the details of the licensing program, called licensing 6.0. It’ll be enough just to say it has forced companies and government al over the world to rethink their software budgets and whether they can truly afford to keep buying Microsoft sever, operating-system and office-suite software. Or, more to their terror, whether they can afford not to.
The fact is like this: Software manufactures rely on selling new versions of their programs to get revenue. But this is unpredictable: How can you be sure everyone is going to buy the next version of your software? There are still millions of happy users of Microsoft’s Office 97 suite, for example, meaning they not only avoided the Office 2000 upgrade, but also Office XP.
In software terms, they’re like those annoying tribes that people keep discovering. These tribes seem happy and content wandering around in bits of clothes made of leaves, and drinking their simple but strong tree-sap wine, carefully ignorance of the benefits of air-conditioning, cable TV, etc.
So Microsoft’s come up with a novel solution that ensures that these slow-moves – the Office 97 users, not the annoying tribes, --buy upgrades. This guarantees the company’s revenues to remain nice and steady.
Under these new licensing rules, a volume customer is encouraged to subscribe to software, rather than purchasing it immediately. On the plus side he’ll get all the fixes, support, and new versions that come out during the subscription period, as well as being able to spread out his costs. On the downside he won’t actually own the software he’s been using, and won’t be guaranteed an updated version unless it comes out during the subscription period. This program, ironically, is called Software Assurance, which not only sounds like something from persistent salesman, but also seems to be a misused name, due to the lack of assurance it offers.
Unsurprising, there’re some serious complaints going on, which has forced Microsoft to extend the deadline twice. Governments, with strict software budgets, are actively looking elsewhere. Peru is contemplating a law requiring all public institutions to switch that can be adapted and rewritten freely without copyright restriction. And Norway last mouth allowed its contracts with Microsoft to expire, opening the door for che
aper alternatives.
What should you do? Personally, I’d prefer leaf skirts: there’s no compelling reason to upgrade to Office 2000 or XP. The added features you’re paying for with each upgrade are rarely must-have items; in most cases they’re either decorative or actually making using the software harder. In nearly all cases they’re rarely used and when they are they just bring trouble. When I tried to make use of a feather which supposedly allowed me to update text simultaneously across documents, everything ended up looking like the morning after student party I once attended in a farmyard. I spent hours converting the fancy new formulas to plain old text. Indeed, with about half of users still happy with Office 97, you’ d better save your World documents in the order format just in case another user can’t read your file properly.
If you want to save money, consider dropping Microsoft altogether. These are alternative to Office: StarOffice, from Sun Microsystems is into its sixth version and sells for $$80, or 20% of Microsoft Office. Better yet, Software 602 Inc. offers an office package for free with an optional add-on for $$30. Another option: gob Productive, $$75 from GoBe Software Inc.
For Microsoft, stuck with competition from earlier releases of its own products, all this argument makes sense. For the rest of us? Stick with software that you’re happy with as long as you can. And meanwhile, enjoy your tree-sap wine.
----From Far East Economic Review
Reference version
Many people hate Microsoft probably because they are jealous: they think it is unfair for it to make people buy something with problems, and then charge them again for something else that may be equally bad.
Microsoft’s Licensing 6.0, a subscription-based selling system, has forced all users to reconsider their software budgets. Usually software producers make profits by selling new versions of their programs, but it is hard to predict how their new products will be received, because many users prefer to stay with their old versions. To solve this problem, Microsoft has come up with a new method – selling products on a subscription basis. Subscriber can get services and free upgrading in their subscription period, but they do not own the program and they will not get new versions unless they can happen to come out during that period.
This new strategy has naturally met with complaints, which have forced Microsoft to postpone the subscription deadline twice. Many governments, such as Peru and Norway are considering dropping Microsoft products.
Personally, I prefer to stay with the old versions because most of the newly-added features are not really useful. If you want to stop using Microsoft programs, there are many alternatives. For example, StarOffice, StarOffice602 office package, and gobeProductive are either cheaper or completely free.
It’s reasonable for M
icrosoft to keep important its products, but for users, staying with the one you like is preferable.



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