新编英语教程第六册ppt
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演示文档新编英语语法教程6-7Determiners.ppt
❖ 3. Last night I read a novel of Jane Austin’s.
❖ 4. That long report of Mr. Allen’s has been…
❖ 5. Those new shoes of yours…
❖ 6. I have read the article of the student who…
❖ AABDB CCCDB ACABC DBDCD
Determiner
1. Determiners vs. Premodifiers
2. Articles 3. Collocations between
determiners
What’s the pattern of a noun phrase?
❖ 11. The government demanded the enemy’s unconditional surrender/ the unconditional surrender of the enemy.
❖ 12. Bill paid no attention to other people’s criticism of him. ❖ 13. The government has paid great attention to the younger
generation’s education/ the education of the younger generation. ❖ 14. The book was bought at John Wiley’s, the bookseller’s. ❖ 15. We must read an article of T. Johns’s for our next seminar. ❖ 16. What will this policy of the government’s lead to? ❖ 17. This is an idiot’s tale. ❖ 18. That dog of Frank’s… ❖ 19. This book of Joe Hill’s… ❖ 20. Jane’s letter…
❖ 4. That long report of Mr. Allen’s has been…
❖ 5. Those new shoes of yours…
❖ 6. I have read the article of the student who…
❖ AABDB CCCDB ACABC DBDCD
Determiner
1. Determiners vs. Premodifiers
2. Articles 3. Collocations between
determiners
What’s the pattern of a noun phrase?
❖ 11. The government demanded the enemy’s unconditional surrender/ the unconditional surrender of the enemy.
❖ 12. Bill paid no attention to other people’s criticism of him. ❖ 13. The government has paid great attention to the younger
generation’s education/ the education of the younger generation. ❖ 14. The book was bought at John Wiley’s, the bookseller’s. ❖ 15. We must read an article of T. Johns’s for our next seminar. ❖ 16. What will this policy of the government’s lead to? ❖ 17. This is an idiot’s tale. ❖ 18. That dog of Frank’s… ❖ 19. This book of Joe Hill’s… ❖ 20. Jane’s letter…
外教社新编英语语法教程(第6版)PPT课件Unit 26
提示 可译为“既…又…”。
重难点解析
26.2 比较结构
26.3 关于比较结构 用法的补充说明
（3）基本用法三：两个不同主语就不同方面进行比较。 即主语不同，比较项目也不同。
e.g. One is as light as the other is heavy. ——两个物体就轻重作比较。 （一个轻，而另一个重。）
It was by far the worst speech he had ever made. That was much the best meal I have ever tasted.
提示 注 意 very 和 much 修 饰 最 高 级 时 ， 位 置 稍 有 不 同 。 如 “They wanted the very best quality.”。
An oxygen atom is about 16 times heavier than a hydrogen atom. （氧原子重量大约是氢原子重量的16倍。/ 氧原子比氢 原子大约重15倍。）
Its profits are rising four times faster than the average company. （其利润正以一般公司4倍的速度快速增长。）
重难点解析
26.2 比较结构
26.3 关于比较结构 用法的补充说明
1 as … as结构
1. 基本模式： as + 形容词或副词原级 + as-分句 否定式： not as / so + 形容词或副词原级 + as-分句
（1）基本用法一：两个不同的主语就同一方面进行比较。 即主语不同，比较项目相同。
Of the two boys John behaves (the) more politely. Oxford is the older university of the two.
重难点解析
26.2 比较结构
26.3 关于比较结构 用法的补充说明
（3）基本用法三：两个不同主语就不同方面进行比较。 即主语不同，比较项目也不同。
e.g. One is as light as the other is heavy. ——两个物体就轻重作比较。 （一个轻，而另一个重。）
It was by far the worst speech he had ever made. That was much the best meal I have ever tasted.
提示 注 意 very 和 much 修 饰 最 高 级 时 ， 位 置 稍 有 不 同 。 如 “They wanted the very best quality.”。
An oxygen atom is about 16 times heavier than a hydrogen atom. （氧原子重量大约是氢原子重量的16倍。/ 氧原子比氢 原子大约重15倍。）
Its profits are rising four times faster than the average company. （其利润正以一般公司4倍的速度快速增长。）
重难点解析
26.2 比较结构
26.3 关于比较结构 用法的补充说明
1 as … as结构
1. 基本模式： as + 形容词或副词原级 + as-分句 否定式： not as / so + 形容词或副词原级 + as-分句
（1）基本用法一：两个不同的主语就同一方面进行比较。 即主语不同，比较项目相同。
Of the two boys John behaves (the) more politely. Oxford is the older university of the two.
新编英语教程6 Unit 2
story between Juli and精选B完整rpyptc课件e.
11
3. Describe the two families in your own words from your own perspective:
Bryce’s mom and dad stand for superficial values and misleading appearances. His dad is bitter and snide. But sadly, he must have traded his one-time artistic bent (saxophone playing) for bread-winner duties and middle-class social virtues. In Bryce’s family, only his grandfather reaches out to befriend with Juli’s family. He helps Juli tame her front yard and ill disguises his disdain for his son-in-law’s pretensions.
Reiner's latest film, Flipped, was released in 2010
In this movie, the director portraits six-year
journey of a “relationship” between two
neighborhood youngsters
Reiner has gone on to direct other critically and commercially successful films with his own company, Castle Rock Entertainment, such as When Harry Met Sally..., Misery, and his most commercially successful work A Few Good Men.
新编英语教程6_unit2ppt课件
可编辑课件PPT
5
Paragraph 1
❖ get / come around / round to(line2): find time for, especially after delay 抽出时间来 做（或考虑）
❖ After a long delay he got round to writing the letter.
可编辑课件PPT
2
III. Key Points of the Text
❖ Paragraph 1 ❖ exhort（line1）: urge or advise strongly
规劝; 告戒 ❖ E.g.: The teacher exhorted her students
to do their own research work. ❖ We are exhorted not to waste our time
❖ Putting things off is the waste of time.
❖ Just do what you should do as quickly as possible.
可编辑课件PPT
1
II. Organization of the Text
❖ 1. Introduction: It is evidenced that people do delay (Paragraphs 1 – 2)
❖ Singing your song on the roof,the most romantic night is studded with the stars
❖ 在屋顶唱着你的歌，让星星点缀成最浪漫的 夜晚。
可编辑课件PPT
13
Paragraph 7
新编英语教程6 unitthe lady or the tiger PPT
❖ 3. Author’s comment of the public arena (Paragraphs 7 - 8)
III. Key Points of the Text
❖ Paragraph 1 ❖ olden: (literary and old use) past; long
ago 古时的，往昔的
Paragraph 1
❖ He becomes his high office. 他的举止与 他的高官身份相称。
❖ Nothing in his life became him like
leaving it. 他活着毫无意义，只配去死。
Paragraph 1
❖ E.g.: be trammeled by society’s
prejudices 被社会偏见所束缚
❖ trammels: (formal) something that trammels 拘束，束缚；妨碍；限制
❖ E.g.: Free yourself from the trammels of
❖ florid surrealism 浮华的超现实主义
Paragraph 1
❖ untrammeled: not hampered 不受阻碍的； 不受束缚的
❖ E.g.: the old untrammeled days 逍遥自在 的往昔
❖ trammel (n. & v.): fishing net or net for catching birds; (formal) prevent the free movement , action, or development of (someone or something) 渔网；鸟网；束 缚；妨碍；限制
III. Key Points of the Text
❖ Paragraph 1 ❖ olden: (literary and old use) past; long
ago 古时的，往昔的
Paragraph 1
❖ He becomes his high office. 他的举止与 他的高官身份相称。
❖ Nothing in his life became him like
leaving it. 他活着毫无意义，只配去死。
Paragraph 1
❖ E.g.: be trammeled by society’s
prejudices 被社会偏见所束缚
❖ trammels: (formal) something that trammels 拘束，束缚；妨碍；限制
❖ E.g.: Free yourself from the trammels of
❖ florid surrealism 浮华的超现实主义
Paragraph 1
❖ untrammeled: not hampered 不受阻碍的； 不受束缚的
❖ E.g.: the old untrammeled days 逍遥自在 的往昔
❖ trammel (n. & v.): fishing net or net for catching birds; (formal) prevent the free movement , action, or development of (someone or something) 渔网；鸟网；束 缚；妨碍；限制
新编英语教程6课件
3)Why do you think Degnan brings up the subject ―straight-A illiteracy‖?
A Straight-A Student vs. A straight-A Illiterate
A Straight-A Student is a student who gets A's for all the courses he/she takes. Yes, he/she is. A straight-A Illiterate is a well-educated person, typically one Ph. D. degree, or working toward it, and with a high I.Q., but disable by long-term exposure to academic jargon to write in clear, plain English. Pleasure principle: Man is both a biological animal and social being. In keeping with his biological endowment, man tends to seek pleasure and to avoid pain. This truism is known as the "pleasure principle". (Collier's Encyclopedia)
way of organizing his essay to attain the aim:
• In the first paragraph what Degnan does is to define the term straight-A illiteracy, which is highly necessary as it is a phenomenon little thought-of by the general public, and besides, the term itself is apparently paradoxical. • Although there seem to be no obvious cohesive ties between the first and the second paragraph, they are closely connected in the sense that in the second paragraph Degnan uses his personal experience as an example to illustrate the definition he has given in the first paragraph. • If we take what he has narrated in the second paragraph as a specific instance of straight-A illiteracy, the third paragraph is a generalization of the phenomenon. • The cause stated in the concluding paragraph is suggested in the third paragraph with the sentence "Taking his cue from years of higher education, years of reading the textbooks and professional journals that are major sources of his affliction . . . ."
A Straight-A Student vs. A straight-A Illiterate
A Straight-A Student is a student who gets A's for all the courses he/she takes. Yes, he/she is. A straight-A Illiterate is a well-educated person, typically one Ph. D. degree, or working toward it, and with a high I.Q., but disable by long-term exposure to academic jargon to write in clear, plain English. Pleasure principle: Man is both a biological animal and social being. In keeping with his biological endowment, man tends to seek pleasure and to avoid pain. This truism is known as the "pleasure principle". (Collier's Encyclopedia)
way of organizing his essay to attain the aim:
• In the first paragraph what Degnan does is to define the term straight-A illiteracy, which is highly necessary as it is a phenomenon little thought-of by the general public, and besides, the term itself is apparently paradoxical. • Although there seem to be no obvious cohesive ties between the first and the second paragraph, they are closely connected in the sense that in the second paragraph Degnan uses his personal experience as an example to illustrate the definition he has given in the first paragraph. • If we take what he has narrated in the second paragraph as a specific instance of straight-A illiteracy, the third paragraph is a generalization of the phenomenon. • The cause stated in the concluding paragraph is suggested in the third paragraph with the sentence "Taking his cue from years of higher education, years of reading the textbooks and professional journals that are major sources of his affliction . . . ."
新编英语教程6Unit 6 Black English精品PPT课件
▪ Here means confusion and bewilderment black Americans feel about the nature of their speech which can be likened to the disorderly mental status of a patient of schizophrenia.
Para. 1
▪ Main idea ▪ Line 4: ▪ He speaks a dialect that has a strikingly
different grammar and sound system, even though to white ears the black appears to be trying to speak SE.
The sentence means:
▪ Speakers of Black English tend to feel ashamed, because they feel they are speaking a very different language that is inferior to Standard English. But, Black English, like Standard English, is formed strictly based on its own rules.
Para. 1
▪ Question:
▪ How do you understand Farb’s statement “ the great majority of black American suffer from linguistic schizophrenia – of a unique sort”?
Para. 1
▪ Main idea ▪ Line 4: ▪ He speaks a dialect that has a strikingly
different grammar and sound system, even though to white ears the black appears to be trying to speak SE.
The sentence means:
▪ Speakers of Black English tend to feel ashamed, because they feel they are speaking a very different language that is inferior to Standard English. But, Black English, like Standard English, is formed strictly based on its own rules.
Para. 1
▪ Question:
▪ How do you understand Farb’s statement “ the great majority of black American suffer from linguistic schizophrenia – of a unique sort”?
新编英语教程 6 unit5课件
18. Moiety: half 19.fervid: eager
20.Damsels: young girls
21.transmit to: pass on to
22. Lines of wholly barbaric ancestors:
generations of cruel, wild and uncivilized
13. The workings of the tribunal:the trial of
the law court
14. Be disposed of: be dealt with
15. Throng: crowd
16. Twin doors: twoPPsT学i习m交流ilar doors
2
17.grand: graceful and handsome
*adept(n.&adj): (be)expert, skilled (in/at doing sth)长于…；善于…；精于…
1.This semi-barbaric king had a
daughter as exuberant as the wildest
of his notions, a daughter who
possessed a nature as fierce and
tyrannical as his own.(ll.1-2)
person
3. Fineness of blood: well-bred human
4. Royal maiden: princess
5. Unsurpassed: matchless
6. Ardor: warm emotion
7. Exceedingly: extrPePT学m习交e流ly
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• Develop an overall proficiency in four skills • Develop critical ability in reading texts • Reinforce grammatical competence.
-
Hale Waihona Puke FORMAT OF TEACHING:
• Pre-reading Activities: • Brainstorming or pre-reading questions and
involved; • Translation of some difficult expressions or sentences
to check and enhance comprehension; • Post reading Activities: • Comments on the passage orally or in writing; • Exercises in Workbook; • Writing short passage of th- e similar style or theme;
• UNIT ELEVEN
• UNIT THREE
• Text I On Consigning Manuscripts to
• Text I Walls and Barriers
Floppy Discs And Archives to Oblivion
• Text II Barrier Signals
-
OBJECTIVES FOR EACH LESSON
• General Idea and massage of the text; • Purpose of writing and Background information; • Writer’s opinion and tone of the passage; • Outline or structure of the text; • Linguistic strategies involved; • Style and rhetorical techniques; • CF: Purpose of the course (Xiamen University)
• planner, manager (controller, director, conductor, instructor), prompter, presenter, resource, consultant, participant, diagnostician, assessor, etc;
• previously as passive recipients;
• multiple roles: participant, interactor or negotiator, resource or assessor;
-
Course Description:
• Beyond reading comprehension: • Analysis and application of what has been learned: speaking,
• Text II This Is Progress?
• UNIT SIX
• UNIT TWELVE
• Text I Dull Work • Text II Doing Chores • UNIT SEVEN • Text I Beauty • Text II Sexism in English: A
writing and translation; • Development of critical thinking; • Aspects of learning: • Theme, Purpose of writing, Point of view, Style, Structure,
Rhetorical features, Diction, Translation (either for checking comprehension or developing translation skill);
basis, selected for discussion) e.Text II included in exams
Course evaluation:
a. 60-70% coverage of text- or exercises-related samples;
b.TEM-8 - related material for Juniors;
-
CONTENTS
• UNIT TWO
• UNIT TEN
• Text I The fine Art of Putting Things • Text I Straight-A Illiteracy
Off
• Text II The Qualities of Good Writing
• Text II Gossip
Teaching setup and requirements
a. Six class hours per unit b. Lecture + workshop+ seminar c. Pre-class review required d. Exercises (completed on individual
discussions for warming up; • Comprehension and Analysis: • Questions and answers for checking understanding; • Analysis of some style and rhetorical techniques
新编英语教程
上海外语教育出版社
第六册
-
Concept of Teaching: Teaching is the establishment of an environment for effective learning
• Roles of teacher : • Roles of students:
-
Hale Waihona Puke FORMAT OF TEACHING:
• Pre-reading Activities: • Brainstorming or pre-reading questions and
involved; • Translation of some difficult expressions or sentences
to check and enhance comprehension; • Post reading Activities: • Comments on the passage orally or in writing; • Exercises in Workbook; • Writing short passage of th- e similar style or theme;
• UNIT ELEVEN
• UNIT THREE
• Text I On Consigning Manuscripts to
• Text I Walls and Barriers
Floppy Discs And Archives to Oblivion
• Text II Barrier Signals
-
OBJECTIVES FOR EACH LESSON
• General Idea and massage of the text; • Purpose of writing and Background information; • Writer’s opinion and tone of the passage; • Outline or structure of the text; • Linguistic strategies involved; • Style and rhetorical techniques; • CF: Purpose of the course (Xiamen University)
• planner, manager (controller, director, conductor, instructor), prompter, presenter, resource, consultant, participant, diagnostician, assessor, etc;
• previously as passive recipients;
• multiple roles: participant, interactor or negotiator, resource or assessor;
-
Course Description:
• Beyond reading comprehension: • Analysis and application of what has been learned: speaking,
• Text II This Is Progress?
• UNIT SIX
• UNIT TWELVE
• Text I Dull Work • Text II Doing Chores • UNIT SEVEN • Text I Beauty • Text II Sexism in English: A
writing and translation; • Development of critical thinking; • Aspects of learning: • Theme, Purpose of writing, Point of view, Style, Structure,
Rhetorical features, Diction, Translation (either for checking comprehension or developing translation skill);
basis, selected for discussion) e.Text II included in exams
Course evaluation:
a. 60-70% coverage of text- or exercises-related samples;
b.TEM-8 - related material for Juniors;
-
CONTENTS
• UNIT TWO
• UNIT TEN
• Text I The fine Art of Putting Things • Text I Straight-A Illiteracy
Off
• Text II The Qualities of Good Writing
• Text II Gossip
Teaching setup and requirements
a. Six class hours per unit b. Lecture + workshop+ seminar c. Pre-class review required d. Exercises (completed on individual
discussions for warming up; • Comprehension and Analysis: • Questions and answers for checking understanding; • Analysis of some style and rhetorical techniques
新编英语教程
上海外语教育出版社
第六册
-
Concept of Teaching: Teaching is the establishment of an environment for effective learning
• Roles of teacher : • Roles of students: