全新版大学英语第= 968;册课件

ØII. Language St= udy

Ø= 1. = The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.: Ever since I was a child in Belleville, I had thought of becoming a writer from time to time, but I didn't make up my mi= nd until I was in my third year in high school.

Ø = off and on (or on and off): from time to time, now and ag= ain, irregularly

Ø Examples: 1) It has been ra= ining on and off for a week. That's why the clothes feel damp.

Ø 2) As her patient slept sou= ndly during the night, Nurse Betty was able to doze off and on in a bedside cha= ir.

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&Osl= ash;= possibility: state of being possible; (degree of) likelihood (usu. followed by that-clause or of)

<= span style=3D'font-family:"Times New Roman";font-size:75%'>Ø Examples: 1) Is there= any possibility of life on Mars?

Ø = ; 2) They haven't arrived. There is a possibility that = they have taken the wrong road.<= span style=3D'mso-spacerun:yes'>

&Osl= ash;= take hold: become established

Ø Examples: 1) The idea= of one child only has taken hold in many Chinese families.

l = ; 2) Old habits die hard. That's why you should stop smoking before the habit ta= kes hold.

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Ø= 2. Until then I'd been bored by everything associated with English courses.:<= /i> Up to then I had lost interest = in things related to English courses.

Ø= = bore: make (sb.) feel tired and lose interest

ØExamples: 1) The speaker went on= and on, and the audience grew bored by his speech.

Ø2) Tom Sawyer grew bored with painting the garden fence, so he thought of a way to make others paint for him.

Ø= associate (with): join or connect together; connect or bring in the mind

ØExamples: 1) We associate Egypt = with pyramids.

Ø2) I can't associate this gentle young woman with the radical political essays she has written.

Ø3) Jim wished to forget everythi= ng associated with his former life.

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Ø= 3. I hated the assignments to turn out long, lifeless paragraphs that were ag= ony for teachers to read and for me to write.: I found it painful to write lon= g, boring essays as required by teachers; neither did teachers enjoy what I wrote.

Ø= = turn out: 1) produce

Ø Examples: 1) New computers are soon outdated since newer models are turned out constantly.

Ø        = ;    2) American film studios turn out hundreds of films every year.

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Ø= 4. When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects.:<= /b> When it was decided that Mr. Fleagle would teach us English during my third year in high school, I expe= cted the English course to be as boring as before.

Ø= = anticipate: expect (usu. followed by gerund= or that-clause)

Ø Examples: 1) The police had antici= pated trouble from the soccer fans and were at the ground in large numbers. =

Ø 2) They anticipate that deaths fro= m AIDS will have doubled by 2002.

Ø 3) We anticipate running into problems in carrying out the medical welfare reform.

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Ø= = 5. tedious: boring and lasting for a long time

Ø    Examples: 1) The movi= e was so tedious that many viewers left before it was over.
Ø        = ; 2) Laura found George to be tedious and decided not to see him any more.

Ø= 6. reputation: (an) opinion (about sb. or sth.) held by others =

Ø   Examples: 1) Premier Zhu Ro= ngji has a high reputation as a statesman in the world.

Ø        = ;    2) Jim Kerry has quite a reputation for being comic.

Ø= = 7. inspire: fill (sb.) with confidence, eagerness, etc.

Ø   Examples: 1) Martin Luther = King, Jr.'s speeches inspired people to fight for equal treatment of African Americans.

Ø 2) The last leaf on the tree that never fell off inspired the dying patient with the will to live on.=

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Ø= 8. rigid: (often disapproving) fixed in behavior; based on cor= rect or accepted rules

Ø Examples: 1) If he had been a litt= le less rigid about things, his daughter would not have left home at such a y= oung age.

Ø    2) The rigid headmast= er would button up his clothes even on the hottest days.
Ø= = 9. out of date: old-fashioned

Ø Examples: 1) New words are consta= ntly added to our vocabulary while some old words go out of date. <= /span>

Ø2) Although her clothes were out= of date, the old woman appeared clean and dignified.

Ø= = out-dated adj. =

Ø

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Ø= 10. severe: 1) completely plain

Ø   Examples: a) The widow wore= a severe black dress to her husband's funeral.

Ø        = ;        b) Earnest Hemingway is known for his severe writing style.

Ø=         = ; 2) stern, strict

Ø Examples: a) Only those who have undergone severe training can be accepted into the air force. <= /span>

Ø        = ;     b) He was so severe with his son that even his wife would cry. =

Ø        = ; 3) causing very great pain, difficulty, worry, etc.

Ø Examples: a) The severe chest pa= in experienced by the Vice-President proved to be a heart attack.

Ø         b) A factory must turn out newer and better products to win in the climate of severe business competition.=

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Ø= 11. I prepared for an unfruitful year with Mr. Fleagle and for a long time was= not disappointed.: I expected that things wouldn't improve with Mr. Fleagle as our Eng= lish teacher, and for a long time I was right in my expectations. (Note that he= re is a touch of irony.)

Ø= 12. Late in the year we tackled the informal essay.: Late in the year we learned how= to write <= /span>informal essays and practiced writing them.

= Ø = tackle: deal with

Ø Examples: 1) Toshiba recently designed a robot that can tackle almost any kinds of house-work. =

Ø         2) The classroom was quiet as students were busy tackling the final exam.

•

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Ø= = 13. finally: at last

ØExamples: 1) Mr. Smith lived in Turkey, France, and Norway before finally settling in Mexico. <= /span>

Ø        = ;   2) Finally, I should like to thank you all for coming and to wish y= ou a pleasant journey home.

Ø        3) Finally he came to realize his mistake and apologized to his parents. After years of war the two countries finally signed a peace agreement.

Ø= 14. face up to: be brave enough to accept or deal with (a problem or difficulty)&#= 13;

Ø    Examples: 1) Yeltsin = faced up to the fact that he was no longer fit for the Russian presidency and resigned on New Year's Eve.

Ø        = ;       2) Now that your daughter is born, you'll have to face up to the responsibilities of being a father.

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Ø= = 15. scan: look through quickly

Ø   Examples: 1) The banker sca= nned the financial section of a dozen newspapers over breakfast.

Ø        = ;   2) Scan the table of contents and tell me how many chapters are on child development.

Ø= 16. This title produced an extraordinary sequence of mental images.: At the sight of the title I saw= an unusual series of pictures in my mind's eye.

Ø = sequence: connected line of events, ideas, etc.

Ø   Examples: 1) a sequence of events

Ø        = ;   2) The Fall of the Roman Empire= was written in historical seque= nce.

Ø = image: a picture formed in the mind &#= 13;

Ø Examples: Many pop stars try to improve their public image by participating in charity events.

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Ø= 17. vivid: able to produce sharp clear pictures in the mind; lifelike

Ø   Examples: 1) vivid imagination&#= 13;

Ø        = ;     2) The birds were painted in such a vivid way that a cat jumped up to catch them.

Ø= 18. recall: bring back to the mind; remember (usu. followed by noun/gerund, or that-clause)

Ø Examples: 1) I recognize the face but can't recall her name.

Ø        = ;     2) I don't recall ever meeting her.

Ø         3) She recalled that she had to see the doctor again that afternoon= .

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Ø= 19. argument: disagreement, quarrel

<= span style=3D'font-family:"Times New Roman";font-size:75%'>Ø    Examples: 1) The brid= e and her mother got into an argument about whether to wear white or red on her wedding day.

<= span style=3D'font-family:"Times New Roman";font-size:75%'>Ø        = ;   2) Mary found that compromise was always the best policy when she h= ad an argument with her husband.

Ø= 20. put down: write down

<= nobr>Ø    <= span lang=3DEN-US style=3D'font-family:"Times New Roman";mso-ascii-font-family:= "Times New Roman"; font-size:75%;mso-fareast-language:ZH-CN'>Examples: 1) put sth. down on a piece of paper

<= span style=3D'font-family:"Times New Roman";font-size:75%'>Ø        = ;   2) The housekeeper put down the daily expenses in a little notebook= .

= Ø= 21. violate: act against

<= span style=3D'font-family:"Times New Roman";font-size:75%'>Ø    Examples: 1) Speeding= in downtown areas violates traffic regulations.

<= span style=3D'font-family:"Times New Roman"'>Ø = 2) A country isn't respected if = it violates an international agreement.

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Ø= = 22. compose: write or create ( music, poetry, etc.)

Ø    Examples: 1) The president's speech is really brilliant. Do you think it was composed by himself or by someone else?

Ø     2) John Lennon composed the song Beautiful Boy for his son.

Ø= 23. turn in: hand in (work that one has done, etc.)
Ø Examples: 1) For your final grad= e, each of you must turn in a 7-page paper.

Ø        = ; 2) It is said that if a policeman is ordered to turn in his gun, it= is meant as a punishment.

Ø= = vivid: able to produce sharp clear pictures in the mind; lifelike

Ø   Examples: 1) vivid imagination / description

Ø        = ;    2) The birds were painted in such a vivid way that a cat jumped up to catch them.

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Ø= 24. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline...: I expected that Mr. Fleagle wou= ld order me to see him soon after school for the purpose of punishing me ...

Ø= = command: 1) n. order =

Ø   Examples: a) The commander = gave the command that all prisoners of war should be well treated.

Øb) The rebellious army would not obey any command from the President.

Ø=    2) v. give an order to

Ø    Examples: a) The capt= ain commanded his men to leave the ship immediately.

Ø     b) The king commanded that the victory day become a national holiday. (As with the ver= bs "sugges= t, demand", subjunctive mood is used in a that-clause after command.)

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Ø= = 25. what's more: in addition, more importantly

Ø    Examples: 1) How can = you love this man? He watches TV all day long, and what's more, he seems not to have brushed his teeth for months!

Ø        = ;     2) Ms. Stewart manages a successful business and gives a weekly TV cooking show. What's more, she has already published three books on garden= ing.

Ø= = 26. hold back: prevent the expression of (feelings, tears, etc.)

Ø    Examples: 1) People c= ould hardly hold back their anger when they found that millions of dollars of public funds had been used to build luxurious houses for city officials. &= #13;

Ø     2) Johnny cried bitterly in the classroom, not even attempting to hold back the tears.

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Ø= = 27. avoid: keep or get away from (usu. followed by noun/gerund)

Ø    Examples: 1) The litt= le boy who had broken a neighbor's window ran away to avoid punishment / being punished.

Ø        2) He stayed away from the cafe so that he could avoid running into his former girl friend.

Ø= 28. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.: In my eleventh grade, and one might say at the last possible momen= t, I had found something I wished to take up as a career.
Ø = the eleventh hour: the last moment before sth. important happens

Ø   Example: The president's visit w= as called off at the eleventh hour.

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Ø= 29. career: a job or profession for which one is trained and which one intends= to follow for the whole of one's life

Ø   Examples: 1) My farmer parents h= ave never expected me to make novel writing my career.

Ø       2) = In her long career as a journalist, Barbara Walters has interviewed famous people from all over the world.

Ø= 30. congratulation: expression of joy for sb.'s success, luck, etc. (usu. in plural fo= rm, followed by on)

Ø   Examples: 1) They offered their congratulations on the artist's winning the Life Achievement Award.

Ø      2) I hear= d that you have become CEO (Chief Executive Officer) of a high-tech company. Congratulations!

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Ø= = Translation:

Ø    Susan lost her legs b= ecause of / in a car accident. For a time, she didn’t know how to face up to the fact she would never (be able to) walk again.

Ø    One day, while scanning (through) books, a true story caught her eyes / she was attracted by a true story. It gave a vivid description of how a disabled g= irl became a writer. Greatly inspired, Susan made up her mind to read as much = as she could, and what’s more, she wanted to write stories ab= out her own childhood. Susan began to feel that she, too, would finally be able to lead a useful life.<= /span>

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After-reading Tasks

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Useful expressions

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<= /span>

Useful Expressions

1. 断断续续

off and on

2. 对…<= /b>感到腻味

3. 觉得…枯燥难ú= 26;

4. ߣ= 7;…而出名

5. 据说某= 154;…<= /b>

be bored by ...

find ... dull and difficult

have a reputation for...

sb. be said to be ...

AR_1.Useful Expressions-1

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<= /span>

Useful Expressions

6. 拘谨刻板，落后= 于时代 <= /div>

formal, ri= gid and out-of-date

7. 随笔小品文

8. 躺在沙发上

9. 不得不面对…<= /b>

= 10. 围= 2352;在晚餐桌旁

an informa= l essay

lie on a s= ofa

face up to= ...

= be = seated around the

supper table

AR_1.Useful Expressions-2

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<= /span>

Useful Expressions

15. ࠷= 5;无选择，只好做…

There is n= o choice but to do...

11. …<= /b>重现在我脑海中

12. 自得&#= 20854;乐 <= /div>

13. 违反&#= 35268;定 <= /div>

14. 不及格分

... reawak= e in my mind

for my own= joy

violate th= e rules

a f= ailing grade

AR_1.Useful Expressions-3

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<= /span>

Useful Expressions

16. 更不可思议的是= <= /div>

what’= ;s more

17. 专心&#= 21548;讲 <= /div>

18. 乐乎乎地开怀大= 笑

20. 最后&#= 30340;时刻 <= /div>

listen att= entively

= laugh with open-hearted

enjoyment<= /span>

at = the eleventh hour

AR_1.Useful Expressions-4

19. 心花&#= 24594;放 <= /div>

pure delig= ht

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Spot Dictation

------=_NextPart_01CA0308.741BEF90 Content-Location: file:///C:/311654D1/quanxinbankejian-01-unit1.files/slide0022.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" 全新版大学英语第= 968;册课件

<= /span>

BR__4.Spot-1

Spot Dictation

During the course of growing up, many ch= ildren will meet different kinds of problems. The passage you’re going to listen to is about two letters between an eleven-year-old girl and an edit= or of a children’s magazine. When you’re listening, you’re required to fill in the gaps with the words or phrases you hear.

A Le= tter from a Girl
     Sometimes my three-year-= old sister makes a        = ;   （一团糟）in my room. When = I tell her to        = ; it     = , she doesn’t. Can you
         me?

mess

_____

up

clean

_____

__

help

____

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BR__4.Stop-2<= /b>

Spot Dictation

A Letter from an Editor   &n= bsp;
　Having a younger sibling (同胞) can be a　ӌ= 8;　　　. It’s great that you are looking for a peaceful 　ӌ= 8;　　 . =     Your sister is very <= /span>　ӌ= 8;　and may not　ӌ= 8;　　that she is　ӌ= 8;　　　　　 .When little children play, they 　　
　ӌ= 8;　　spread things everywhere. P= erhaps you could 　　
　ӌ= 8;　　　　　 out of cleaning up to= gether. Tell her it’s a 　　   and you want to see if she can 　ӌ= 8;　　 faster = than you can.     If you help your sist= er now, she’ll probably learn to clean by herself when she is 　ӌ= 8;　　　.

challenge

tend to

make a ga= me

race

clean up

a bit older

solution

young

realize

making a mess

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How to write a narrative (1)

<= span style=3D'mso-special-format:bullet;color:#99FF99;mso-color-index:6;positio= n: absolute;left:-4.11%;top:.22em;font-family:Wingdings;font-size:80%'>&Oslas= h;When planning a narrativ= e, you should consider the following points:

&Oslas= h;Context
When, where, and to whom the action of a narrative happened.

<= span style=3D'mso-special-format:bullet;color:#99FF99;mso-color-index:6;positio= n: absolute;left:-4.43%;top:.22em;font-family:Wingdings;font-size:80%'>&Oslas= h;Selection of Details
Onl= y those details that help bring out the main idea of the narrative are useful= and effective.

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Assignments

<= span class=3DBB style=3D'position:absolute;left:-4.43%;top:.22em'>ØWrite a summary of Text = B
ØWrite a short essay abou= t an experience that impressed you most.

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function LoadSld() { var sld=3DGetObj("SlideObj") if( !g_supportsPPTHTML ) { =09 sld.style.visibility=3D"visible" return } if( MakeNotesVis() ) return runAnimations =3D _InitAnimations(); =09 if( IsWin("PPTSld") ) parent.SldUpdated(GetSldId()) g_origSz=3DparseInt(SlideObj.style.fontSize) g_origH=3Dsld.style.posHeight g_origW=3Dsld.style.posWidth g_scaleHyperlinks=3D(document.all.tags("AREA").length>0) if( g_scaleHyperlinks ) InitHLinkArray() if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) ) document.body.scroll=3D"no" _RSW() if( IsWin("PPTSld") && parent.IsFullScrMode() ) FullScrInit(); =09 MakeSldVis(); ChkAutoAdv() if( runAnimations ) { if( document.all("NSPlay") ) document.all("NSPlay").autoStart =3D false; if( sld.filters && sld.filters.revealtrans ) setTimeout( "document.body.start()", sld.filters.revealtrans.duration * = 1000 ); else document.body.start(); } } function MakeSldVis()=20 { var fTrans=3Dg_showAnimation && SldHasTrans() if( fTrans )=09 { if( g_bgSound ) { idx=3Dg_bgSound.indexOf(","); pptSound.src=3Dg_bgSound.substr( 0, idx ); pptSound.loop=3D -(parseInt(g_bgSound.substr(idx+1))); } SlideObj.filters.revealtrans.Apply()=09 } SlideObj.style.visibility=3D"visible" if( fTrans ) SlideObj.filters.revealtrans.Play() } function MakeNotesVis()=20 { if( !IsNts() ) return false=20 SlideObj.style.display=3D"none" nObj =3D document.all.item("NotesObj") parent.SetHasNts(0) if( nObj ) {=20 nObj.style.display=3D"" parent.SetHasNts(1) } return 1 } function ChkAutoAdv() { if(SldHasTrans()) SlideObj.onfilterchange=3DAutoAdv else AutoAdv() } function AutoAdv() { if(!IsWin("PPTSld") || !gUseSldTimings )return var sld=3DGetCurSld() if( (sld.mAdvDelay>0) && !parent.IsFramesMode() ) setTimeout("parent.GoToNextSld()",sld.mAdvDelay) } function GetObj(id) { if(g_supportsPPTHTML) return document.all(id); else return document.getElementById(id); } function SldHasTrans() { return SlideObj.style.filter !=3D ""; } function GetSldId() { return sId=3Dlocation.href.substring(location.href.la= stIndexOf('/')+1) } function HideMenu() { if( frames["PPTSld"] && PPTSld.document.all.item("ctx= tmenu") && PPTSld.ctxtmenu.style.display!=3D"none" ) { PPTSld.ctxtmenu.styl= e.display=3D'none'; return true } return false } function IsWin( name ) { return window.name =3D=3D name } function IsNts() { return IsWin("PPTNts") } function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) } function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"= && navigator.appVersion.indexOf("Windows")>0 ) } function SupportsPPTHTML() { var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0 if( msie >=3D 0 ) ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) ) else ver=3DparseInt(appVer) return( ver >=3D 4 && msie >=3D 0 ) } function _RSW() { if( !g_supportsPPTHTML || IsNts() || ( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) ) return var padding=3D0; if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6 cltWidth=3Ddocument.body.clientWidth-padding cltHeight=3Ddocument.body.clientHeight-padding factor=3D(1.0*cltWidth)/g_origW if( cltHeight < g_origH*factor ) factor=3D(1.0*cltHeight)/g_origH newSize =3D g_origSz * factor if( newSize < 1 ) newSize=3D1 s=3DSlideObj.style s.fontSize=3DnewSize+"px" s.posWidth=3Dg_origW*factor s.posHeight=3Dg_origH*factor s.posLeft=3D(cltWidth-s.posWidth+padding)/2 s.posTop=3D(cltHeight-s.posHeight+padding)/2 if( g_scaleHyperlinks ) ScaleHyperlinks( factor ) } function _InitAnimations() { animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined'; isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode(); g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc= reen && parent.IsSldVisited()); if( g_animUseRuntime ) { collSeq =3D document.all.tags("seq"); if( collSeq !=3D null ) { for(ii=3D0;ii numSlds ) gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } } var g_HLinkArray =3D new Array(); =20 function IMapAreaObj( areaObj, coords ) { this.areaObj =3D areaObj; this.coords =3D coords; } function InitHLinkArray() { var appVer =3D navigator.appVersion; var msie =3D appVer.indexOf ( "MSIE " ) var ver =3D 0; if ( msie >=3D 0 ) ver =3D parseInt ( appVer.substring( msie+5 ) ); linkNum =3D 0; for (i=3D0; i 4 ) ) g_HLinkArray[linkNum++] =3D new IMapAreaObj( areaObj, ParseCoords( ar= eaObj.coords ) ); } } function ScaleHyperlinks( factor ) { =20 for ( ii=3D0; ii< g_HLinkArray.length; ii++) { coordsStr=3D""; imaObj =3D g_HLinkArray[ii]; for ( jj=3D0; jj < imaObj.coords.length-1; jj++ ) coordsStr +=3D (imaObj.coords[jj]*factor) + ","; coordsStr +=3D (imaObj.coords[jj]*factor); imaObj.areaObj.coords =3D coordsStr; } } function ParseCoords( coordsStr ) { var numArray =3D new Array(); var i =3D curPos =3D commaPos =3D 0; while ( ( commaPos =3D coordsStr.indexOf(",", curPos) ) !=3D -1 ) {=20 numArray[i++] =3D parseInt( coordsStr.substr( curPos, commaPos ) ); curPos =3D commaPos + 1; } numArray[i] =3D parseInt( coordsStr.substr( curPos ) ); return numArray; } function PlaySound( href, loop ){ href=3D unescape(href); if( window.event ) window.event.cancelBubble =3D true; pptSound.src =3D href; pptSound.loop =3D loop ? -1 : 0; } function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && (window.name=3D=3D"PPTSld") && !parent.IsFrames= Mode() ) || (event && event.keyCode=3D=3D32) ) { =09 if( g_animUseRuntime && g_animMainSequence && g_animMainSequence.cangonex= t ) return; parent.GoToNextSld(); } } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"放映结束，单击= ;鼠标退出。", SCREEN_MODE=3D"Frames", gIsEndS= how=3D0, NUM_VIS_SLDS=3D51, SCRIPT_HREF=3D"script.js", FULLSCR_HREF=3D"full= screen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var gMainDoc=3Dnew Array(new hrefList("slide0054.htm",1,-1,1),new hrefList(= "slide0001.htm",1,-1,1),new hrefList("slide0002.htm",1,-1,1),new hrefList("= slide0049.htm",1,-1,1),new hrefList("slide0050.htm",1,-1,1),new hrefList("s= lide0003.htm",1,-1,1),new hrefList("slide0004.htm",1,-1,1),new hrefList("sl= ide0005.htm",1,-1,1),new hrefList("slide0006.htm",1,-1,0),new hrefList("sli= de0007.htm",1,-1,1),new hrefList("slide0008.htm",1,-1,1),new hrefList("slid= e0010.htm",1,-1,0),new hrefList("slide0011.htm",1,-1,0),new hrefList("slide= 0012.htm",1,-1,0),new hrefList("slide0013.htm",1,-1,0),new hrefList("slide0= 014.htm",1,-1,0),new hrefList("slide0015.htm",1,-1,0),new hrefList("slide00= 47.htm",1,-1,1),new hrefList("slide0051.htm",1,-1,1),new hrefList("slide004= 8.htm",1,-1,1),new hrefList("slide0046.htm",1,-1,1),new hrefList("slide0027= .htm",1,-1,1),new hrefList("slide0028.htm",1,-1,1),new hrefList("slide0029.= htm",1,-1,1),new hrefList("slide0030.htm",1,-1,1),new hrefList("slide0031.h= tm",1,-1,1),new hrefList("slide0032.htm",1,-1,1),new hrefList("slide0033.ht= m",1,-1,1),new hrefList("slide0034.htm",1,-1,1),new hrefList("slide0035.htm= ",1,-1,1),new hrefList("slide0036.htm",1,-1,1),new hrefList("slide0037.htm"= ,1,-1,1),new hrefList("slide0038.htm",1,-1,1),new hrefList("slide0039.htm",= 1,-1,1),new hrefList("slide0040.htm",1,-1,1),new hrefList("slide0041.htm",1= ,-1,1),new hrefList("slide0042.htm",1,-1,1),new hrefList("slide0043.htm",1,= -1,1),new hrefList("slide0044.htm",1,-1,1),new hrefList("slide0045.htm",1,-= 1,1),new hrefList("slide0025.htm",1,-1,1),new hrefList("slide0016.htm",1,-1= ,1),new hrefList("slide0017.htm",1,-1,0),new hrefList("slide0018.htm",1,-1,= 0),new hrefList("slide0019.htm",1,-1,0),new hrefList("slide0020.htm",1,-1,0= ),new hrefList("slide0021.htm",1,-1,1),new hrefList("slide0022.htm",1,-1,0)= ,new hrefList("slide0023.htm",1,-1,0),new hrefList("slide0052.htm",1,-1,1),= new hrefList("slide0053.htm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('

' + ENDSHOW_MESG + '
') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"下一步",sPrev=3D"上一步",s= End=3D"结束放映",sFont=3D"宋体",sArrow= =3D"箭头",sFreeform=3D"任意形状",sRect= =3D"矩形",sOval=3D"椭圆" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; 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charset="us-ascii" 全新版大学英语第= 968;册课件 ------=_NextPart_01CA0308.741BEF90 Content-Location: file:///C:/311654D1/quanxinbankejian-01-unit1.files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"

&#= 22791;注

大纲

1

2

Unit 1
Growing up

Text A    Wri= ting for myself

Text B      Summer Reading<= /li>

3

Contents

Lead-in activities

Background information:
Spaghetti
The American Educational System

Global reading

Detailed reading

After-reading
Useful expressions
Spot Dictation
writing narrative

4

Teaching objecti= ves

Students will be able to:

grasp the main idea (the essence of writing is to write what one enj= oys writing) and structure of the text (narration in chronological sequence);

appreciate the narrative skills demonstrated in the text (selection = of details, repetition, coherence);

master the key language points and grammatical structures in the tex= t;

conduct a series of listening, speaking and writing activities relat= ed to the theme of the unit.

5

Lead-in activiti= es

Listen and answer the following questions

1. Do you know who John Lennon was?

2. Have you ever heard the song before?

3. What does Lennon think of growing up?

4. Can you guess what the text in this unit are going to be about?

6

7

Spaghetti

8

BR__2.Spaghetti_= Definition

9

BR__2.Spaghetti_= listen

10

BR__2.Spaghetti= _listen-1

11

The U.S. Grade = School System

12

BR__3.the u.s_t= he american

13

BR__3.the u.s_t= he american1

14

BR__3.the u.s_t= he american2

15

BR__3.the u.s_t= he american3

16

BR__3.the u.s_t= he american4

17

BR__3the u.s_the american5

18

Global Reading = of Text A

19

Global Reading = 1

20

Global Reading 2 --Headings

Baker’s feelings about English courses

Baker’s impression of his new English Teacher.

A topic that attracts Baker’s attention

Vivid memories the title brought back.

Baker’s sudden desire to write about that topic

Anticipating punishment.

Mr. Fleagle’s announcement

Classmates’ response to the essay

What Baker discovered.

21

Detailed Readin= g of Text A

22

"II"<= /a>

II. Language Study

1. The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.: Ever since I was a child in Belleville, I had thought of becoming a writer from time to time, bu= t I didn't make up my mind until I was in my third year in high school.<= /li>
off and on (or on and = off): from time to time, now and again, irregularly

   Examples: 1) It= has been raining on and off for a week. That's why the clothes feel damp= .

   2) As her patie= nt slept soundly during the night, Nurse Betty was able to doze off and= on in a bedside chair.

23

"possibili= ty"

possibility: state of being possible; (degree of) likelihood (usu. followed by that-clause or of)

    Examples:= 1) Is there any possibility of life on Mars?

       = ;      2) They haven't arrived. There is a possibility that they have taken the wrong road.

take hold: become established

    Examples:= 1) The idea of one child only has taken hold in many Chinese families.<= /li>

      &nbs= p;         2) Old habits die hard. That's why you should stop smoking before the habit takes hold.

24

"2"

2. Until then I'd been bored by everything associated with English courses.: Up to then I had lost interest in things related to English courses.

bore: make (sb.) feel tired and lose interest

Examples: 1) The speaker went on and on, and the audience grew bored= by his speech.

2) Tom Sawyer grew bored with painting the garden fence, so he thoug= ht of a way to make others paint for him.

associate (with): join or connect together; connect or bring in the = mind

Examples: 1) We associate Egypt with pyramids.

2) I can't associate this gentle young woman with the radical politi= cal essays she has written.

3) Jim wished to forget everything associated with his former life.<= /li>

25

"3"

3. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.: I found it pai= nful to write long, boring essays as required by teachers; neither did teachers enjoy what I wrote.

turn out: 1) produce

Examples: 1) New compu= ters are soon outdated since newer models are turned out constantly.

       = ;     2) American film studios turn out hundreds of films every yea= r.

26

"4"

4. When our class was assigned to Mr. Fleagle for third-year English= I anticipated another cheerless year in that most tedious of subjects.: When it was decided that Mr. Fleagle would teach us English during my third year in high school, I expected the English course to be as bo= ring as before.

anticipate: expect (usu. followed by gerund or that-clause)

Examples: 1) The polic= e had anticipated trouble from the soccer fans and were at the ground in l= arge numbers.

2) They anticipate that deaths from AIDS will have doubled by 2002.

3) We anticipate runni= ng into problems in carrying out the medical welfare reform.

27

"5"

5. tedious: boring and lasting for a long time

    Examples:= 1) The movie was so tedious that many viewers left before it was over.<= /li>
       = ;   2) Laura found George to be tedious and decided not to see him any more.

6. reputation: (an) opinion (about sb. or sth.) held by others

   Examples: 1) Pr= emier Zhu Rongji has a high reputation as a statesman in the world.

       = ;     2) Jim Kerry has quite a reputation for being comic.

7. inspire: fill (sb.) with confidence, eagerness, etc.

   Examples: 1) Ma= rtin Luther King, Jr.'s speeches inspired people to fight for equal treat= ment of African Americans.

2) The last leaf on t= he tree that never fell off inspired the dying patient with the will to live on.

28

"8"

8. rigid: (often disapproving) fixed in behavior; based on correct or accepted rules

Examples: 1) If he had= been a little less rigid about things, his daughter would not have left h= ome at such a young age.

    2) The ri= gid headmaster would button up his clothes even on the hottest days.

9. out of date: old-fashioned

Examples: 1) New word= s are constantly added to our vocabulary while some old words go out of da= te.

2) Although her clothes were out of date, the old woman appeared cle= an and dignified.

out-dated adj.

29

"10"<= /a>

10. severe: 1) completely plain

   Examples: a) The widow wore a severe black dress to her husband's funeral.

       = ;         b) Earnest Hemingway is known for his severe writing style.
       = ;   2) stern, strict

Examples: a) Only tho= se who have undergone severe training can be accepted into the air force.
       = ;      b) He was so severe with his son that even his wife would cry= .

       = ;   3) causing very great pain, difficulty, worry, etc.

Examples: a) The severe chest pain experienced by the Vice-President proved to be a heart attack.

       = ; b) A factory must turn out newer and better products to win in the climate of severe business competition.

30

"11"<= /a>

11. I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed.: I expected that things wouldn't improve = with Mr. Fleagle as our English teacher, and for a long time I was right = in my expectations. (Note that here is a touch of irony.)

12. Late in the year we tackled the informal essay.: Late in the yea= r we learned how to write informal essays and practiced writing them.

tackle: deal with

Examples: 1) Toshiba recently designed a robot that can tackle almost any kinds of house-= work.

       = ; 2) The classroom was quiet as students were busy tackling the final exam.

31

"13"<= /a>

13. finally: at last

Examples: 1) Mr. Smith lived in Turkey, France, and Norway before finally settling in Mexico.

       = ;    2) Finally, I should like to thank you all for coming and to = wish you a pleasant journey home.

        3) Finally he came to realize his mistake and apologized to h= is parents. After years of war the two countries finally signed a peace agreement.

14. face up to: be brave enough to accept or deal with (a problem or difficulty)

    Examples:= 1) Yeltsin faced up to the fact that he was no longer fit for the Russi= an presidency and resigned on New Year's Eve.

       = ;        2) Now that your daughter is born, you'll have to face up to = the responsibilities of being a father.

32

"15"<= /a>

15. scan: look through quickly

   Examples: 1) The banker scanned the financial section of a dozen newspapers over breakfast.

       = ;    2) Scan the table of contents and tell me how many chapters a= re on child development.

16. This title produced an extraordinary sequence of mental images.:= At the sight of the title I saw an unusual series of pictures in my min= d's eye.

sequence: connected li= ne of events, ideas, etc.

   Examples: 1) a sequence of events

       = ;    2) The Fall of = the Roman Empire was written in historical sequence.

image: a picture form= ed in the mind

Examples: Many pop st= ars try to improve their public image by participating in charity events= .

33

"17"<= /a>

17. vivid: able to produce sharp clear pictures in the mind; lifelik= e

   Examples: 1) vi= vid imagination

       = ;      2) The birds were painted in such a vivid way that a cat jump= ed up to catch them.

18. recall: bring back to the mind; remember (usu. followed by noun/= gerund, or that-clause)

Examples: 1) I recogni= ze the face but can't recall her name.

       = ;      2) I don't reca= ll ever meeting her.

       = ; 3) She recalled that she had to see the doctor again that afternoon.

34

"19"<= /a>

19. argument: disagreement, quarrel

    Examples:= 1) The bride and her mother got into an argument about whether to wear white or red on her wedding day.

       = ;    2) Mary found that compromise was always the best policy when= she had an argument with her husband.

20. put down: write down

    Examples:= 1) put sth. down on a piece of paper

       = ;    2) The housekeeper put down the daily expenses in a little notebook.

21. violate: act against

    Examples:= 1) Speeding in downtown areas violates traffic regulations.

2) A country isn't res= pected if it violates an international agreement.

35

"22"<= /a>

22. compose: write or create ( music, poetry, etc.)

    Examples:= 1) The president's speech is really brilliant. Do you think it was comp= osed by himself or by someone else?

     2) = John Lennon composed the song Beautiful Boy for his son.

23. turn in: hand in (work that one has done, etc.)

Examples: 1) For your = final grade, each of you must turn in a 7-page paper.

       = ;   2) It is said that if a policeman is ordered to turn in his g= un, it is meant as a punishment.

vivid: able to produce sharp clear pictures in the mind; lifelike
   Examples: 1) vi= vid imagination / description

       = ;     2) The birds were painted in such a vivid way that a cat jump= ed up to catch them.

36

"24"<= /a>

24. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline...: I expected that Mr. Flea= gle would order me to see him soon after school for the purpose of punis= hing me ...

command: 1) n. order<= /li>
   Examples: a) The commander gave the command that all prisoners of war should be well treated.

b) The rebellious army would not obey any command from the President= .

   2) v. give an o= rder to

    Examples:= a) The captain commanded his men to leave the ship immediately.

     b) = The king commanded that the victory day become a national holiday. (As w= ith the verbs "suggest, demand", subjunctive mood is used in a that-clause after command.)

37

"25"<= /a>

25. what's more: in addition, more importantly

    Examples:= 1) How can you love this man? He watches TV all day long, and what's mo= re, he seems not to have brushed his teeth for months!

       = ;      2) Ms. Stewart manages a successful business and gives a week= ly TV cooking show. What's more, she has already published three books = on gardening.

26. hold back: prevent the expression of (feelings, tears, etc.)

    Examples:= 1) People could hardly hold back their anger when they found that milli= ons of dollars of public funds had been used to build luxurious houses f= or city officials.

     2) = Johnny cried bitterly in the classroom, not even attempting to hold back the tears.

38

"27"<= /a>

27. avoid: keep or get away from (usu. followed by noun/gerund)

    Examples:= 1) The little boy who had broken a neighbor's window ran away to avoid punishment / being punished.

        2) He stayed away from the cafe so that he could avoid running into his former girl friend.

28. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.: In my eleventh grade, and one might say at the last possible moment, I had found something I wished to take up as a career.

the eleventh hour: th= e last moment before sth. important happens

   Example: The president's visit was called off at the eleventh hour.

39

"29"<= /a>

29. career: a job or profession for which one is trained and which o= ne intends to follow for the whole of one's life

   Examples: 1) My farmer parents have never expected me to make novel writing my caree= r.

       2) In her long career as a journalist, Barbara Walters has interviewed famous people from all over the world.

30. congratulation: expression of joy for sb.'s success, luck, etc. (usu. in plural form, followed by on)

   Examples: 1) Th= ey offered their congratulations on the artist's winning the Life Achievement Award.

      2) I heard that you have become CEO (Chief Executive Officer) of a high-tech company. Congratulations!

40

"Translati= on"

Translation:

    Susan los= t her legs because of / in a car accident. For a time, she didn’t kn= ow how to face up to the fact she would never (be able to) walk again.<= /li>
    One day, = while scanning (through) books, a true story caught her eyes / she was attracted by= a true story. It gave a vivid description of how a disabled girl becam= e a writer. Greatly inspired, Susan made up her mind to read as much as = she could, and what’s more, she wanted to write stories about her = own childhood. Susan began to feel that she, too, would finally be able = to lead a useful life.

41

After-reading T= asks

42

Useful expressi= ons

43

AR_1.Useful Expressions-1

44

AR_1.Useful Expressions-2

45

AR_1.Useful Expressions-3

46

AR_1.Useful Exp= ressions-4

47

Spot Dictation<= /a>

48

BR__4.Spot-1

49

BR__4.Stop-2

50

How to write a narrative (1)

When planning a narrative, you should consider the following points:=

Context
When, where, and to whom the action of a narrative happened.<= /li>
Selection of Details
Only those details that help bring out the main idea of the narrative are useful and effective.

51

Assignments=

Write a summary of Text B

Write a short essay about an experience that impressed you most.

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
------=_NextPart_01CA0308.741BEF90 Content-Location: file:///C:/311654D1/quanxinbankejian-01-unit1.files/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01CA0308.741BEF90--

1
2	Unit 1 Growing up Text A Wri= ting for myself Text B Summer Reading<= /li>
3	Contents Lead-in activities Background information: Spaghetti The American Educational System Global reading Detailed reading After-reading Useful expressions Spot Dictation writing narrative
4	Teaching objecti= ves Students will be able to: grasp the main idea (the essence of writing is to write what one enj= oys writing) and structure of the text (narration in chronological sequence); appreciate the narrative skills demonstrated in the text (selection = of details, repetition, coherence); master the key language points and grammatical structures in the tex= t; conduct a series of listening, speaking and writing activities relat= ed to the theme of the unit.
5	Lead-in activiti= es Listen and answer the following questions 1. Do you know who John Lennon was? 2. Have you ever heard the song before? 3. What does Lennon think of growing up? 4. Can you guess what the text in this unit are going to be about?
6
7	Spaghetti
8	BR__2.Spaghetti_= Definition
9	BR__2.Spaghetti_= listen
10	BR__2.Spaghetti= _listen-1
11	The U.S. Grade = School System
12	BR__3.the u.s_t= he american
13	BR__3.the u.s_t= he american1
14	BR__3.the u.s_t= he american2
15	BR__3.the u.s_t= he american3
16	BR__3.the u.s_t= he american4
17	BR__3the u.s_the american5
18	Global Reading = of Text A
19	Global Reading = 1
20	Global Reading 2 --Headings Baker’s feelings about English courses Baker’s impression of his new English Teacher. A topic that attracts Baker’s attention Vivid memories the title brought back. Baker’s sudden desire to write about that topic Anticipating punishment. Mr. Fleagle’s announcement Classmates’ response to the essay What Baker discovered.
21	Detailed Readin= g of Text A
22	"II"<= /a> II. Language Study 1. The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.: Ever since I was a child in Belleville, I had thought of becoming a writer from time to time, bu= t I didn't make up my mind until I was in my third year in high school.<= /li> off and on (or on and = off): from time to time, now and again, irregularly Examples: 1) It= has been raining on and off for a week. That's why the clothes feel damp= . 2) As her patie= nt slept soundly during the night, Nurse Betty was able to doze off and= on in a bedside chair.
23	"possibili= ty" possibility: state of being possible; (degree of) likelihood (usu. followed by that-clause or of) Examples:= 1) Is there any possibility of life on Mars? = ; 2) They haven't arrived. There is a possibility that they have taken the wrong road. take hold: become established Examples:= 1) The idea of one child only has taken hold in many Chinese families.<= /li> &nbs= p; 2) Old habits die hard. That's why you should stop smoking before the habit takes hold.
24	"2" 2. Until then I'd been bored by everything associated with English courses.: Up to then I had lost interest in things related to English courses. bore: make (sb.) feel tired and lose interest Examples: 1) The speaker went on and on, and the audience grew bored= by his speech. 2) Tom Sawyer grew bored with painting the garden fence, so he thoug= ht of a way to make others paint for him. associate (with): join or connect together; connect or bring in the = mind Examples: 1) We associate Egypt with pyramids. 2) I can't associate this gentle young woman with the radical politi= cal essays she has written. 3) Jim wished to forget everything associated with his former life.<= /li>
25	"3" 3. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.: I found it pai= nful to write long, boring essays as required by teachers; neither did teachers enjoy what I wrote. turn out: 1) produce Examples: 1) New compu= ters are soon outdated since newer models are turned out constantly. = ; 2) American film studios turn out hundreds of films every yea= r.
26	"4" 4. When our class was assigned to Mr. Fleagle for third-year English= I anticipated another cheerless year in that most tedious of subjects.: When it was decided that Mr. Fleagle would teach us English during my third year in high school, I expected the English course to be as bo= ring as before. anticipate: expect (usu. followed by gerund or that-clause) Examples: 1) The polic= e had anticipated trouble from the soccer fans and were at the ground in l= arge numbers. 2) They anticipate that deaths from AIDS will have doubled by 2002. 3) We anticipate runni= ng into problems in carrying out the medical welfare reform.
27	"5" 5. tedious: boring and lasting for a long time Examples:= 1) The movie was so tedious that many viewers left before it was over.<= /li> = ; 2) Laura found George to be tedious and decided not to see him any more. 6. reputation: (an) opinion (about sb. or sth.) held by others Examples: 1) Pr= emier Zhu Rongji has a high reputation as a statesman in the world. = ; 2) Jim Kerry has quite a reputation for being comic. 7. inspire: fill (sb.) with confidence, eagerness, etc. Examples: 1) Ma= rtin Luther King, Jr.'s speeches inspired people to fight for equal treat= ment of African Americans. 2) The last leaf on t= he tree that never fell off inspired the dying patient with the will to live on.
28	"8" 8. rigid: (often disapproving) fixed in behavior; based on correct or accepted rules Examples: 1) If he had= been a little less rigid about things, his daughter would not have left h= ome at such a young age. 2) The ri= gid headmaster would button up his clothes even on the hottest days. 9. out of date: old-fashioned Examples: 1) New word= s are constantly added to our vocabulary while some old words go out of da= te. 2) Although her clothes were out of date, the old woman appeared cle= an and dignified. out-dated adj.
29	"10"<= /a> 10. severe: 1) completely plain Examples: a) The widow wore a severe black dress to her husband's funeral. = ; b) Earnest Hemingway is known for his severe writing style. = ; 2) stern, strict Examples: a) Only tho= se who have undergone severe training can be accepted into the air force. = ; b) He was so severe with his son that even his wife would cry= . = ; 3) causing very great pain, difficulty, worry, etc. Examples: a) The severe chest pain experienced by the Vice-President proved to be a heart attack. = ; b) A factory must turn out newer and better products to win in the climate of severe business competition.
30	"11"<= /a> 11. I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed.: I expected that things wouldn't improve = with Mr. Fleagle as our English teacher, and for a long time I was right = in my expectations. (Note that here is a touch of irony.) 12. Late in the year we tackled the informal essay.: Late in the yea= r we learned how to write informal essays and practiced writing them. tackle: deal with Examples: 1) Toshiba recently designed a robot that can tackle almost any kinds of house-= work. = ; 2) The classroom was quiet as students were busy tackling the final exam.
31	"13"<= /a> 13. finally: at last Examples: 1) Mr. Smith lived in Turkey, France, and Norway before finally settling in Mexico. = ; 2) Finally, I should like to thank you all for coming and to = wish you a pleasant journey home. 3) Finally he came to realize his mistake and apologized to h= is parents. After years of war the two countries finally signed a peace agreement. 14. face up to: be brave enough to accept or deal with (a problem or difficulty) Examples:= 1) Yeltsin faced up to the fact that he was no longer fit for the Russi= an presidency and resigned on New Year's Eve. = ; 2) Now that your daughter is born, you'll have to face up to = the responsibilities of being a father.
32	"15"<= /a> 15. scan: look through quickly Examples: 1) The banker scanned the financial section of a dozen newspapers over breakfast. = ; 2) Scan the table of contents and tell me how many chapters a= re on child development. 16. This title produced an extraordinary sequence of mental images.:= At the sight of the title I saw an unusual series of pictures in my min= d's eye. sequence: connected li= ne of events, ideas, etc. Examples: 1) a sequence of events = ; 2) The Fall of = the Roman Empire was written in historical sequence. image: a picture form= ed in the mind Examples: Many pop st= ars try to improve their public image by participating in charity events= .
33	"17"<= /a> 17. vivid: able to produce sharp clear pictures in the mind; lifelik= e Examples: 1) vi= vid imagination = ; 2) The birds were painted in such a vivid way that a cat jump= ed up to catch them. 18. recall: bring back to the mind; remember (usu. followed by noun/= gerund, or that-clause) Examples: 1) I recogni= ze the face but can't recall her name. = ; 2) I don't reca= ll ever meeting her. = ; 3) She recalled that she had to see the doctor again that afternoon.
34	"19"<= /a> 19. argument: disagreement, quarrel Examples:= 1) The bride and her mother got into an argument about whether to wear white or red on her wedding day. = ; 2) Mary found that compromise was always the best policy when= she had an argument with her husband. 20. put down: write down Examples:= 1) put sth. down on a piece of paper = ; 2) The housekeeper put down the daily expenses in a little notebook. 21. violate: act against Examples:= 1) Speeding in downtown areas violates traffic regulations. 2) A country isn't res= pected if it violates an international agreement.
35	"22"<= /a> 22. compose: write or create ( music, poetry, etc.) Examples:= 1) The president's speech is really brilliant. Do you think it was comp= osed by himself or by someone else? 2) = John Lennon composed the song Beautiful Boy for his son. 23. turn in: hand in (work that one has done, etc.) Examples: 1) For your = final grade, each of you must turn in a 7-page paper. = ; 2) It is said that if a policeman is ordered to turn in his g= un, it is meant as a punishment. vivid: able to produce sharp clear pictures in the mind; lifelike Examples: 1) vi= vid imagination / description = ; 2) The birds were painted in such a vivid way that a cat jump= ed up to catch them.
36	"24"<= /a> 24. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline...: I expected that Mr. Flea= gle would order me to see him soon after school for the purpose of punis= hing me ... command: 1) n. order<= /li> Examples: a) The commander gave the command that all prisoners of war should be well treated. b) The rebellious army would not obey any command from the President= . 2) v. give an o= rder to Examples:= a) The captain commanded his men to leave the ship immediately. b) = The king commanded that the victory day become a national holiday. (As w= ith the verbs "suggest, demand", subjunctive mood is used in a that-clause after command.)
37	"25"<= /a> 25. what's more: in addition, more importantly Examples:= 1) How can you love this man? He watches TV all day long, and what's mo= re, he seems not to have brushed his teeth for months! = ; 2) Ms. Stewart manages a successful business and gives a week= ly TV cooking show. What's more, she has already published three books = on gardening. 26. hold back: prevent the expression of (feelings, tears, etc.) Examples:= 1) People could hardly hold back their anger when they found that milli= ons of dollars of public funds had been used to build luxurious houses f= or city officials. 2) = Johnny cried bitterly in the classroom, not even attempting to hold back the tears.
38	"27"<= /a> 27. avoid: keep or get away from (usu. followed by noun/gerund) Examples:= 1) The little boy who had broken a neighbor's window ran away to avoid punishment / being punished. 2) He stayed away from the cafe so that he could avoid running into his former girl friend. 28. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.: In my eleventh grade, and one might say at the last possible moment, I had found something I wished to take up as a career. the eleventh hour: th= e last moment before sth. important happens Example: The president's visit was called off at the eleventh hour.
39	"29"<= /a> 29. career: a job or profession for which one is trained and which o= ne intends to follow for the whole of one's life Examples: 1) My farmer parents have never expected me to make novel writing my caree= r. 2) In her long career as a journalist, Barbara Walters has interviewed famous people from all over the world. 30. congratulation: expression of joy for sb.'s success, luck, etc. (usu. in plural form, followed by on) Examples: 1) Th= ey offered their congratulations on the artist's winning the Life Achievement Award. 2) I heard that you have become CEO (Chief Executive Officer) of a high-tech company. Congratulations!
40	"Translati= on" Translation: Susan los= t her legs because of / in a car accident. For a time, she didn’t kn= ow how to face up to the fact she would never (be able to) walk again.<= /li> One day, = while scanning (through) books, a true story caught her eyes / she was attracted by= a true story. It gave a vivid description of how a disabled girl becam= e a writer. Greatly inspired, Susan made up her mind to read as much as = she could, and what’s more, she wanted to write stories about her = own childhood. Susan began to feel that she, too, would finally be able = to lead a useful life.
41	After-reading T= asks
42	Useful expressi= ons
43	AR_1.Useful Expressions-1
44	AR_1.Useful Expressions-2
45	AR_1.Useful Expressions-3
46	AR_1.Useful Exp= ressions-4
47	Spot Dictation<= /a>
48	BR__4.Spot-1
49	BR__4.Stop-2
50	How to write a narrative (1) When planning a narrative, you should consider the following points:= Context When, where, and to whom the action of a narrative happened.<= /li> Selection of Details Only those details that help bring out the main idea of the narrative are useful and effective.
51	Assignments= Write a summary of Text B Write a short essay about an experience that impressed you most.