基礎英語1課程教學大綱 一、 課程的性質 基礎英語是一門涵蓋了英語聽、說、讀、寫、譯等五大基本技能的英語專業(yè)綜合性基礎課 程，同時也是必修課程，在英語專業(yè)所有的課程中占有舉足輕重的核心地位并且與其它課程關系密 切，相輔相成。課程時間為兩學年，即四個學期，完成四冊書的教學。 二、 課程教學目的 該課程的主要教學目的在于幫助學生打下堅實的語言基本功，培養(yǎng)和提高學生綜合運用英語 的能力，拓寬社會科學和自然科學方面的知識，使學生能夠靈活有效地進行社會交際活動。本課 程主要通過語言基礎訓練與篇章講解分析，使學生逐步提高語篇閱讀理解能力，了解英語各種文 體的表達方式和特點，擴大詞匯量和熟悉英語常用句型，具備基本的口頭與筆頭表達能力。基礎 英語的學習不僅直接訓練學生語言學習的基本功 ，而且其基本方法和技能也將有效地促進學生 聽、說、讀、寫、譯等各方面能力的提高 ，為學生進入高年紀打下扎實的基礎。在語言技能訓練方 面，一、二年級側重點不同：一年級狠抓聽說，但不忽視讀寫譯；二年級要加強讀寫譯訓練，但 聽說訓練還要進行。 三、 課程教學要求 一年級階段該課程的重點應放在糾正、鞏固語音、語調、強化聽說訓練、同時增加語匯語法知 識并進行簡單的寫作練習。在一年級階段的教學中，應要求學生在各方面應達到以下要求： 1）在語 音方面：能自覺地模仿和糾音，正確掌握發(fā)音規(guī)則和句子的語音語調。 2）在語法方面：熟練掌握各 種語法規(guī)則，并培養(yǎng)其恰當運用語法表達的表達能力。 3） 在詞匯方面：能認識語匯 6000個左右， 并能正確使用其中 2000個左右及其最基本的搭配。 4）在寫作方面：能在規(guī)定時間內寫出約要求的 段落，內容切題，條理清楚，語言正確；能改寫課文內容。 5）在口語方面：能使用課文中的重點詞 匯和短語復述課文，并能用英語正確表達意念，能達到實踐交流運用的目的。 5）在翻譯方面：能獨 立完成課程中的各種翻譯練習，要求理解準確，語言通順。 6）在工具使用方面：能熟練掌握英文詞 典和英漢詞典的用法，獨立解決語言問題。 7）在大一階段，應要求學生盡快熟悉大學的教學環(huán)境和 自主學習方法，使學生養(yǎng)成良好的學習習慣，培養(yǎng)其獨立自主的學習能力。 四、 教學內容和學時分配 現(xiàn)代大學英語1學生用書1包含30篇精選的課文。這30篇課文，尤其是每個單元的 A篇是教學 內容的核心，是語言的范例，用以示范英語的基本性質，要求學生讀懂、讀透。通過課文，不斷擴 大并不斷鞏固常用詞匯，吸收各種短語和習語，接觸新的語法現(xiàn)象。教學活動圍繞課文的內容和課 文中所出現(xiàn)的語言現(xiàn)象進行。 Book One （96學時，每課8學時） 章次 內容 總課 理論 教學 講練和 時數(shù) 評議 Lesson One Text A Half a Day 8 6 2 Less on Two Text A The Boy and the Bank Officer 8 6 2 Less on Three Text A Message of the Land 8 6 2 Lesson Four Text A Mid night Visitor 8 6 2 Less on Five Text A Night in gale and the Rose 8 6 2 Less on Six Text A The Gree n Banana 8 6 2 Lesson Seven Text A In ter-Less on 2 2 Less on Eight Text A The Kindn ess of Stran gers 8 6 2 Less on Nine Text A After Twenty Years 8 6 2 Less on Ten Text A Mandela s Garden 8 6 2 Less on Eleve n Text A Maheegun My Brother 8 6 2 Less on Twelve Text A Christmas Day in the Morni ng 8 6 2 Review Review 6 6 總 計 96 66 30 Lesson One Half a Day （8 學時） 教學內容：1 關于作者的教育與背景； 2作品賞析， 結構分析， 文本賞析； 3省略疑問句和修辭 疑問句、倒裝句、 一with獨立結構語言理解；4長難句解析、核心詞匯學習、介詞練習、構詞法：前 綴。 基本要求：通過對該課的學習，使學生1了解作者及其背景知識； 2 熟悉本文使用的寫作手法；3 掌 握修辭疑問句、倒裝句等修辭手法； 4 熟練掌握三類構詞法； 5 通過深刻理解文章內涵，培養(yǎng)學 生社會洞察力和相關的討論能力，同時掌握文中的核心語言點。 重 點：1.文學作品的賞析； 2課文的多重主題 難 點：文學中的修辭手法 一省略疑問句和修辭疑問句；倒裝句； 一with獨立結構。 Lesson Two The Boy and the Bank Officer （8 學時） 教學內容：1 篇章結構分析；2 語言技能訓練；3 分析語言難點；4 寫作修辭分析；5 課堂討 論；6課后練習及作業(yè)； 基本要求：1. 了解銀行的發(fā)展歷史。 2.掌握一happerto do, in the first place, overlighted, authority, more than, think twice about, as to whether, no but to, one cannot but do, moV等重點I詞匯mn 和短語的意義及用法.3.通過句子釋義，理解課文中難句。 重 點：1.分析寫作特點；2.課文的主題 難 點：分析理解難句。 Lesson Three Message of the Land （8學時） 教學內容：1.課文背景介紹；2 分析語言難點；3 語言技能訓練；4難句講解；5 寫作修辭分 析；6篇章結構分析；7 課堂討論；&課后練習及作業(yè)； 基本要求：1.了 解文章的泰國作者 Pira Sudham； 2.掌握 afford, now and the n, mi nd, bleed, barter, replace, litter, fashion, spring（v.）, occur, pass sth. on to sb. , tie sb. down等重點詞匯和短語的意義及用法； 3.掌握、 運用簡單的修辭手法： 明喻和暗喻；4.通過句子釋義，理解課文中難句； 5.通過篇章結構分析， 掌握文章的主旨大意和寫作方法； 重 點：1.掌握重點詞匯及其同義、同形詞辨析； 2.通過句子釋義，理解課文中難句。 難 點：掌握明喻和暗喻寫作修辭手法。 Lesson Four Midnight Visitor （ 8學時） 教學內容：1分析語言難點；2.語言技能訓練；3 .難句講解；4.寫作修辭分析；5.篇章結構分 析；6 課堂討論；7練習及作業(yè)； 基本要求：1. 了解作者及其背景知識。 2.通過文中語言的分析， 了解作者刻畫人物的手法； 3.通 過句子釋義，理解課文中難句。 重 點：分析作者刻畫人物的手法。 難 點：分析理解難句。 Lesson Five The Nightingale and the Rose （8 學時） 教學內容：1作者及背景知識介紹；2.文章結構及寫作風格、技巧賞析； 3.掌握重點詞匯及完成 練習。 基本要求：通過對該課的學習， 使學生對神話故事中的愛情展開討論并理解作者 Oscar Wilde透過表 面的神話故事所隱含的對人生的評論。 重 點：文章寫作風格、技巧。 難 點：分析理解難句。 Lesson Six The Green Banana （8學時） 教學內容：1作者Donald Batchelder及背景知識介紹；2.文章結構及寫作風格、技巧賞析； 3 .掌 握重點詞匯及完成練習。 基本要求：1. 了解課文標題 清香蕉 的內涵；2. 了解中西文化差異；3. 了解作者的創(chuàng)作意圖。 重 點：1. 了解作者的創(chuàng)作意圖；2.賞析課文的寫作技巧 難 點：分析理解難句。 Lesson Seven Inter-Lesson （1） （2學時） 引導學生對前六課進行復習并處理此課中的練習。 Lesson Eight The Kindness of Strangers （8學時） 教學內容：通過對該課的學習，使學生 1. 了解作者及其背景知識； 2 熟悉本文使用的寫作手法與 風格；3.結構分析，文本賞析； 4 .掌握重點詞匯及完成練習。 基本要求：1. 了解作者的創(chuàng)作意圖； 2.通過深刻理解文章內涵，培養(yǎng)學生社會洞察力和相關的批 判能力。 重 點：1. 了解作者分析社會問題的視角； 2.文章的語言點； 難 點：分析理解難句。 Lesson Nine After Twenty Years （ 8學時） 教學內容：1.作者O. Henry及背景知識介紹；2小說的賞析，包括其語言風格，結構等； 3. 寫作修辭的分析； 4.長難句解析、核心詞匯學習。 基本要求：1. 了解作者及其寫作風格、特點。 2.通過文中語言、結構的分析，學會賞析小說； 3. 通過句子釋義，理解課文中難句。 重 點：文章寫作風格、技巧； 難 點：分析理解難句。 Lesson Ten Mandela s Garde（ 8學時） 教學內容：1.以形象的方式，帶領學生了解曼德拉的一生以及他所做出的貢獻； 2.啟發(fā)學生尋找關 鍵語匯，總結全文整體的邏輯結構和各個部分的行文安排以及由此達到的效果，同時講解每段伴隨 出現(xiàn)的重點語言點；3.在所學的基礎上，深入討論與文章相關的內容，完成課后練習。 基本要求：1了解文化背景知識，認識課文邏輯順序和結構安排； 2深刻地認識該文的主人公，樹 立正確的人生觀。 重 點：1. 了解本文主人公的生平；2.文章的語言點；3.文章的課后討論，及所學語言點的融會 貫通。 難 點：分析理解難句。 Lesson Eleven Maheegun My Brother （ 8 學時） 教學內容：1 背景知識；2.關于狼的語匯；3.復活節(jié)；4作品賞析，結構分析，文本賞析； 5語 言風格，倒裝，明喻與暗喻，豐富的動作語匯； 6 語言理解， 長難句解析，核心詞匯學習，語法詞 匯練習 基本要求：通過對該課的學習，使學生 1. 了解作品主旨，強化人與自然和諧共處意識； 2 熟悉本文使用的主要語言風格； 3 熟練掌握倒裝、明喻與暗喻等修辭手法； 4 理解熟悉描述動 物動作語匯；5通過深刻理解文章內涵，培養(yǎng)學生相關的討論能力，同時掌握文中的核心語言點。 重 點：關于作品主題的賞析與討論。 難 點：修辭手法的鑒賞一倒裝；明喻與暗喻；豐富的動作語匯。 Lesson Twelve Christmas Day in the Moring （8學時） 教學內容：1.作者Pearl S. Buck及背景知識介紹；2 小說的賞析，包括其語言風格，結構等； 3. 小說主題的分析； 4.長難句解析、核心詞匯學習。 基本要求：1. 了解作者及其寫作風格、特點。 2.通過文中語言、結構的分析，學會賞析小說及其 主題；3.通過句子釋義，理解課文中難句。 重 點：文章寫作技巧，主題分析； 難 點：分析理解難句。 學期總復習（6學時） 引導學生復習、答疑等。 五、大綱說明 基礎英語課堂教學應以學生為主體、教師為主導，改變過去以教師為中心的教學模式，注重培 養(yǎng)學生的學習能力和研究能力。在教學中要多開展以任務為中心的、形式多樣的教學活動。在加強 基礎訓練的同時，采用啟發(fā)式、討論式、發(fā)現(xiàn)式和研究式的教學方法，充分調動學生學習的積極性， 激發(fā)學生的學習動機，最大限度地讓學生參與學習的全過程。引導學生主動積極地利用現(xiàn)有圖書資 料和網上信息，獲取知識，并使學生在運用知識的過程中培養(yǎng)各種能力。同時，要注意教學方法的 多樣性，要根據(jù)不同的教學對象、教學內容、教學目的和要求，選擇相應的教學方法，并鼓勵教師 積極探索新的教學方法。 課堂教學要與學生的課外學習和實踐活動相結合。課外學習和實踐是課堂教學的延伸與擴展， 是培養(yǎng)和發(fā)展學生能力的重要途徑，應在教師的指導下有目的、有計劃、有組織地進行。課外學習 和實踐活動應以課堂教學的內容為基礎，激發(fā)學生的學習興趣，以及培養(yǎng)學生的學習能力、語言綜 合運用能力、組織能力、交際能力、思維能力和創(chuàng)新能力?；顒討嫦蛉w學生，注意發(fā)展個性， 提倡人人參與，培養(yǎng)合作精神。其形式可包括：課外閱讀、演講、辯論、讀書報告會、戲劇表演、 編輯報紙雜志、專題訪談、拍攝電視片等。除參加校內課外學習和實踐活動外，還應鼓勵學生積極 參加與專業(yè)相關的各種社會實踐活動。 科學技術的迅猛發(fā)展和信息時代的到來，為教育手段的現(xiàn)代化提供了條件和保障，也為英語教 學提供了豐富的資源。教學手段的現(xiàn)代化關系到人才培養(yǎng)的質量。要積極采用現(xiàn)代的、多元的和全 方位的教學模式，在充分利用原有的電教設備的基礎上，積極探索和開發(fā)計算機輔助教學。有條件 的要逐步建設計算機網絡系統(tǒng)、光盤資料中心以及多媒體自修中心，為更新教學內容、提高教學效 率、培養(yǎng)學生有效的學習方法創(chuàng)造條件。同時也為學生提供一個更加靈活、方便、實用和廣闊的學 習和實踐的空間。 五、課程考核說明及要求 1. 本 門 課 程 考 試 形 式 為 閉 卷 ， 其 成 績 評 定 方 法 為 ： 期 末 考 試 占 60%平時表現(xiàn)占40% 2. 考試題型為詞匯語法選擇題、完形填空、閱讀理解、英語釋義、翻譯和作文等?？荚嚂r間120分鐘。 八、教學參考書 五、教學參考書 1 董啟明，新編英語文體學教程，外語教學與研究出版社， 2009年。 2. 李觀儀，新編英語教程第一冊，上海教育出版社， 2001年。 3. 李燕，石滿霞，大學教材全解（第二版）第一冊， 東 北 師范大學出版社，2012年。 4. 呂煦，實用英語修辭，清華大學出版社，2009年。 5 楊立民等，現(xiàn)代大學英語（第二版）第一冊，外語教學與研究出版社， 2012年。 6 楊立民等，現(xiàn)代大學英語第一冊冊教師參考書，外語教學與研究出版社， 2011年。 7.張道真英語語法（第二版） M .北京：商務印書館，2002年. 長江大學文理學院課程教案 課程名稱 基礎英語 課序 1 授課對象 英語專業(yè)本科 授課時間 8 periods 章節(jié)標題 Less on 1 Half a Day 目的 與要求 To help stude nts to con duct a series of discuss ing, an alyz ing, prese nti ng activities related to the theme of this essay. 知識目標 1. To make the stude nts have a perfect mastery of lin guistic esse ntials; 2. To make sure the stude nts grasp the basic facts and the logic of argume nt; 能力（技能）目標 1. Enhancing students ability to appreciate the text 2. Encouraging students to voice their own viewpoint fluently and accurately. 重點 與難點 1. What does the author expect to convey through the article? 2. Text theme; writing techniques; oral practice. 3. The summary of the characteristics of the boy. 4. If you had only half a day left to live, what would you most want to do? List the top five things you would do and give us your reas on. 教學 辦法 1. Stude nt-ce ntered and task-based teach ing methods 2. Reflective study and aut onom ous lear ning 教學過 程組織 1. Lead-i n 0.5 periods 2. Backgro und in formati on 0.5 periods 3. Appreciati on of the text 0.5 period 4. Lan guage study 2.5 periods 5. Exercises 2 periods 6. Text B 1 period 7. Exte nsion 1 period 板書設計 On the left of the blackboard, there will be the outli ne of the two periods. In the middle of the blackboard, some importa nt Ian guage points will be listed. The right of the blackboard will be used to list some new words in illustration. 推薦閱讀 文獻（網 站） 1. Websites about the author 2. Teacher s book 3. Who Moved My Cheese 教學后記 - 撰與： 魯志榮、范禾 U 審核： 魯志榮 _ 檢查： _ Course Introduction 1. Lead-in 1) Greeting 2) Introduction: Self-introduction Introduce this college and the college life. T: Welcome to this new city and welcome to this new college where you will spend four years on living and studying. In the first class I hope that we can talk to each other, through this talking, we can get more information about this college, these four years college life and you and me. Can you follow me? Q: 1. Far away from your pare nts, you can get to know more new frien ds, new teachers, begin a new life, and learn a lot of new things, you will feel very excited right? Ok, except for these new and fresh thin gs, what are going to lear n? And can you find some difficulties whe n you live alone in this brand new place? Are you afraid of leav ing home and your dearest parents to a strange place? Can you live independently or take care of yourself very well? What do you thi nk of the relati on ship betwee n the teachers and the stude nts? Do you have trouble adjusting to life here? ( Learn to be independent/ learn to do everything by yourself.) (Difficulties: handle the money, where to eat, bad living condition, hard to deal with interrelationship, psychologicalproblems: loneliness,confusion, frustration, jealousy, a sense of inferiority and pressure) 2. How to solve these difficulties: At this time, I will mention a new phrase: identity crisis From high school to college, there is an identity crisis .In high school, you re lear ning passively, teacher are say ing, stude nts are lear ning, busy in writi ng, but in college things are cha nged, most of time, Ss not only lear n the things by themselves, but also lear n to an alyze the thin gs, teachers function is only guid ing the Ss lear ning. So please ask you self that have you ready to make this tran sfer?Maybe yes, maybe no.) 3. As a freshma n, all of you are very young, how old are you? You? And you? Yes, you are only 17, 18 or 19 years old, very young. Some people may sayno limit for youth, that s right, but you are not tee nage, you beg in at your young adulthood, I just say ,in the college, Teachers are different from ones in high school, if you can study positively, you will waste you time and get nothing in these four years. But studying positively doesn frtean you can be unconventional and go to class late. It also doesn mean not go to class at all, and muddle through the four years. Because we are young only once and you are just begi nning your life. As your teacher, I should tell you that youth is ofte n wasted in the young. So how to make your experie nee meanin gful and reward ing? 4. Ok, the last question: As a freshman, what s the aim of your learning and what are you going to do in the first year? What s your dream you want to realize during the four academic years? What do you think you should do to get the most out of college? 2. Introduce this book and my requirement 1) In troduce this book A: Syllabus: unit 1-9, we will finish every lesson in eight or nine periods. B: teaching focus: 1. appreciate the texts; know more information about the authors. 2. Know more about the grammar and vocabulary. 2) In troduce my requireme nt. A: on time & atte ndance B: A no tebook and two exercise books C: Preview: To learn and read the new words in Glossary, To read the text from up and dow n, and try to find the structure of the text and un derl ine the con fused places. Review: To recite some paragraphs; To do the exercises in the text book; To do the supplementary exercises, such as quiz, writing and group discussi on D: Suppleme ntary read ing & writ ing: n ewspaper, magaz ine, short poems and no vels E: Dictatio n: we will make a dictatio n after every less on which in clude new words, phrases and senten ces. 3: Preview lesson one 1) To lead the readi ng 2) Read the text and an swer the follow ing questi ons A: What s the purpose of school, according to the boy s father? Do you agree with hi Why or why n ot? B: Do you agree with the lady in the story that a school is a home to the childre n? Why or why not? C: What did the boy realize about school? Was it all fun? D: What do you think of the cha nges that had take n place in the outside world duri ng his half day in side the school? Do you think the outside world had cha nged for the better or for the worse? E: Which sentence in the text do you think can be used as a motto for your college years? Please expla in. Teaching Content Lesson 1 Half a Day Part I. Warm up Asking the students about their first day at college: 1. Was it hard for you to leave home for the first time in your life? Who saw you off at the railway stati on /airport? Who came to school with you? What did he/she/they say to you on the way? 2. Do you still remember your first day at school? Try to recollect it and share it with your part ner. 3. How did you feel the first day you arrived at uni versity? Did you feel like a stra nger? Did you find the uni versity just as you had imag in ed? In what way was it differe nt? 4. What are your expectati ons of uni versity? What kind of cha nges do you think it will bring upon your life? Part II. Background Information A. About the Author Naguib Mahfous was born on the 11th Dec. 1911 in an old quarter of Cairo, the youn gest son of a mercha nt. He studied philosophy at King Faud I (now Cairo) Uni versity, graduati ng in 1934. He worked in uni versity admi nistratio n and the n in 1939 he worked for the Mi nistry of Islamic Affairs. He was later Head of the State Ci nema Orga ni zati on at the Mi nistry of Culture. He also worked as a journalist. B. His works N aguib Mahfous was the first Arab to win the Nobel Prize for literature, in 1988. He has bee n described as a Dicke ns of the Cairo caf s and the Balzac of Egypt. He is now the author of no fewer tha n 30 no vels, more tha n 100 short stories, and more tha n 200 articles. Half of his novels have been made into films which have circulated throughout the Arabic-speak ing world. The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depicter of traditional urba n life. Each book in the trilogy was n amed after a suburb of Cairo. The first, Palace Walk ; The sec ond. Palace of Desire ; The third book, Sugar Street. C. The picture in his works The picture of the world as it emerges from the bulk of Mahfous s work is very gloomy in deed, though not completely disappointing. It shows that the author s kouiabuiiogpiiaBisizeid. Mahfous seems to conceive of time as a force of oppressi on. His no vels have con siste ntly show n time as the brin ger of cha nge, and cha nge as a very painful process, and very often time is not content un til it has dealt his heroes the final blow of death. To sum up, in Mahfous s dark description of the world there are only two bright spots. These consist of mans con ti nuing struggle for equality on the one hand and the promise of scie ntific progress on the other; mean while, life is a tragedy. Part III. Text Appreciation A. General Analysislot of the story: a little boy sfirst time to go to school Sett ing of the story: on the way to school; at school; on the way home Protag onist/ Narrator : I the boy in the story Writi ng skill: The author of the story uses a strategy com monly used in fiction writi ng the protago nist retur ns after being abse nt for a short time to find everyth ing cha nged bey ond recog niti on. (The best example is perhaps Washington Irving 178(3-1859) Rip Van Winkle |.Rip was a simple good-natured man. One fine day he went with his dog to the mountains to hunt squirrels. He drank someth ing a queer old man offered him, and the n fell fast asleep. When he woke up he found himself an old man and that great cha nges had occurred in his village duri ng his abse nee. In the village inn the portrait of King George III had bee n replaced by one of Gen eral Washi ngton.) Theme of the story: What do you think? B. Thematic Analysis. Everything is changing!AII my clothes are new. 2) School makes useful men out of boys. 3) My misgivi ngs had had no basis. 4) Our path was not totally sweet and un clouded. 5) The lady would sometimes smile, but yell and scold ofte n. 6) The streets lined with the garde ns disappeared. 7) I turned out to be a gran dpa. All in all, Change is everywhere, from my clothes, to my opinions, to my life and fin ally to my appeara nee. Not only I but also the lady and the society are cha nging, too. 2. What cha nges are con veyed? Changes on my part: clothes, my view on school, my outer appearanceChanges on other people part: the lady s attitude towards us Changes in the society: the street crowded with cars, high buildi ngs, rubbish and childre n.Un dersta nd the message the story con veys.Time goes by quickly, and many things can take place in your lifetime. Before you know it, a new society is born. C. Structure Analysis The text can be roughly divided into three parts, which can be subdivided into several sect ions. I. The narrator s unwillingness to go to school (paras. 1 -7) A. He was unwilling to go to school. (paras. 1 ) B. His father told him the purpose and importance of school. (paras. 4 ) II. The narrator s experienee at school (paras. 8 16) - A. He began to like school: friends, sweethearts and activities. (paras. 8 -4) B. He found unpleasant things, too: school work, rivalries, fighting, and physical punishment. (para. 15) C. He realized what lay ahead of him: exertion, struggle and perseverance. (para. 16) III. The cha nges the n arrator found after school (paras. 17 -20) A. He didn t find his father waiting for him at the gate and the street had changed. (para. 17) B He couldn t find his way home. (para. 18) C. He found himself an old man. (paras. 19 -20) D. Further Discussion on the Text 1. Read the follow ing suggestio ns made by the father. Which ones do you agree with and which ones not? Have you ever bee n give n some suggesti ons by your pare nts whe n en teri ng the uni versity? List them out. School is a place that make useful men out of boys. Don t you wat to be useful like your brothers? Put a smile on your face and be a good example to others. Be a man. Today you truly begi n life. 2. From the description between Para.8 and Para.16, we can see different aspects of school life. Try to list as many aspects as possible in the follow ing table. Positive ones Negative ones love discipli ne Part IV. Writing Devices -The great use of short and simple senten ces 1. Now observe the followi ng paragraph carefully. What strikes you most? *I did n ot know what to say. . (Para. 11) *I walked a few steps, the n came to a startled halt. . (Para. 17) Good God! I was in a daze. My head spun. I almost went crazy. (Para. 18) 2. Why did the author prefer to use short and simple senten ces? The abundant use of short and simple senten ces to achieve: 1) . The effect of one person s thought / thinking : Echoing the style of the text (The story is told as a reflecti on. Thinking is sometimes disc onn ected.) 2) . The effect of rapid cha nge of things and a feeli ng of con fusi on : Echo ing the theme of the text. 3n what cases should we use short senten ces? The short sentence, ordin arily containing one con cisely worded asserti on, is good to give point and crisp ness to a thought. When you wish to make an importa nt defi niti on, stateme nts of weighty truth, or an emphatic asserti on, short senten ces are ofte n appropriate. Part V. Language Focus 1. Word formation 1) noun suffixes: -(a)ti on/sion, -men t, - ness, -er/or 2) adjective suffixes: -ful, -less, -ed 3) adverb suffix: -ly 2. Verb patterns 1) make (see, hear, let, help, watch, feel, have) sb/sth do sth 2) make (find, keep, feel, think, con sider) sb/sth + adj 3) find (see, hear, watch, keep, feel, no tice) sb/sth doing sth 3. Idioms and expressions a matter of for the first time ahead of from the first mome nts from time to time be convin ced here and there be employed in a daze be full of in additi on be irritated in fron t (of) (street) be lined with garde ns be over and gone in vai n (fields) be pla nted with trees nothing but be surro un ded by on one s own betwee n morning and sun set on the corner for a long time on the surface 4. Verb phrases arrive at bring about burst into tears cling to come along come into view come over come to a halt come up to sb disappear to fall in love with fool around form people into give rise to gla nee at go on with hurry towards let up look around make a man out of sb reach out one s resort to return to rush towards show off smile at sort people into ranks step aside stretch out o