原文地址：基础英语第一单元答案
Unit 1 Never
Say Goodbye
Text comprehensionI.
II.
III.
1
新浪博客
Unit 1 Never
Say Goodbye
Text comprehensionI.
II.
III.
1
.
2.
3.
4.
5.
6.
IV.
1.
2.
3.
4.
Structural analysis of the text
1. The second part (5—13). The author’s grandpa, by narrating his sad experience of the loss of his eldest son during the war, illustrates how one can overcome the sad feeling resulting from the loss of someone dear to him by recalling not the moment of parting but the happy times spent together.
2. The third part (Paragraph 14—20). With the way he behaved when confronted with another sad moment—the loss of his grandpa—the author shows us that he came to understand what his grandpa had taught him.
Part I. Vocabulary
I．
1. was suddenly confronted with = suddenly found myself faced with
2. have one thing in common = share the same characteristic 具有相同之处
3. summery is an always time = summer is an everlasting season
4. give in to = let yourself be overcome by 屈服，向……让步
5. lock it away within sb. = keep it in your mind and don’t ever forget it 埋藏起来
II.
1. instead; 2. Confronted with; 3. lock away; 4. welled up; 5. summon; 6. brief; 7. stared; 8. whispering; 9. evil; 10. give in.
III.
1.
anguish: 身体或心理上极端痛苦/ anger / discomfort: 不舒服（程度轻） / unhappiness: 不快乐
2.
peculiar: 独特的、罕见的 / special: 专门的、特设的/ particular: 特定个别的、详细的（带名词） / Concrete: 具体的
3.
cost: （物）代价为/ spend: （人）花费、度过 / take: / waste:
4.
gracefully:优雅地、温文尔雅地 / conspicuously:显著地 / lonely: (adj.) / truly:
5.
last: (次序)末尾的、最后的； / final: （时间）最终的、最后的，决定性的；/ ending: 结尾、结局、结束；/ concluding: 结论的、结束的
6.
lonely: (adj.) 孤独的、寂寞的 / alone: adv./adj. 独自一人的 / hoarse: adj. 嘶哑的 grave: 严重的、重要的、低沉的、坟墓。
7.
gave in: 屈服、让步（不再抗争） / gave up: 放弃(某事)、不再做某事 /stopped:停止 / retreated (v.+adv./prep.) 退缩
8.
noted:笔记、记录/ believed:相信 / noticed:注意到 / decided:决定
IV.
1. shudder: 由于恐惧、狂喜、愤怒等情绪而不由自主地发抖、战栗/ shake:摇动、挥舞、握手。
a. shaking; b. shuddered; c. shaking; d. shuddered.
2. answer: （名词）解决问题的答案；（及物动词）回答 / reply: （名词）（不一定是对问题，可能是对某人的言行、信件作出的）回复、回应；（不及物动词）（不一定是对问题，可能是对某人的言行、信件）作出回应、回复。
a. answer; b. reply; c. reply; d. answered.
3. common: 普通的、平凡的、平常的、常见的 / general: 大致的、大体的、一般的、普遍的
a. general; b. general; c. general, common; d. common.
4. small: 小的，比正常尺寸小一些 / tiny: 极微小的、大实物的小模型、（带有强烈感情色彩地认为）太小
a. small; b. tiny; c. tiny; d. small.
V. Give some synonyms or antonyms of the word underlined in each sentence in the sense it is used.
1. When I was ten I was suddenly confronted with the anguish of moving from the old home I had ever known.
Synonyms: pain, grief, sorrow, agony
2. “It isn’t easy, is it, Billy?” he said softly, sitting down on the steps beside me.
Antonyms: loudly, harshly, roughly
3. We seem to have so many ways of saying goodbye and they all have one thing in common: sadness.
Synonym:: sorrow, grief, dismay
4. We walked, hand in hand, to his favorite place in the front yard, where a huge red rosebush sat conspicuously alone.
Antonyms: inconspicuously, unnoticeably
5. My son had died in some tiny village in Italy
Synonyms: small, little
6. When you and your friends must part, I want you to reach deep within you and bring back that first hello.
Antonyms: meet, join, unite, gather
7. A year and half later, my grandfather became gravely ill.
Synonyms: seriously, severely, hopelessly
8. My whole life, brief as it was, had been spent in that big old house.
Antonyms: long, permanent, lasting
VI. Word derivation
Fill in the blank in each sentence with an appropriate form of the given word in the brackets.
1.
industry (n.) 工业、行业；勤奋
2. The police asked him to give a description of the suitcase he had lost. (describe)
describe (v.) 描述某人（某物）；叫做、称做；画（尤指几何图形）
3. He had no suspicion that he was being watched. (suspect)
suspect (v.) 有（某事物）存在或属实的想法，相信；怀疑（某物），不相信；怀疑某人有 某罪
4. This is Alexandra, my personal assistant. (assist)
assist (v.) 帮助、协助、援助；在某场合出席，参加某事物
5. Although some of my work-mates quickly found new jobs after the factory closed down, my brother and I were unemployed for several months. (employ)
employ (v.) 雇用某人；使用某人（某物），利用（时间、注意力等）
6. Although I was positive that the girl had stolen my ring, I could not find any proof. (prove)
prove (v.) 证明、证实；显示出是某事物
7. examination.
examination: examine的名词形式。
8. further.
further: far的比较级；更远的/地、更进一步地（非比较级）。
Use of simple past tense:
1) The simple past tense is used to talk about completed actions and habits in the past.
e.g. Shakespeare died in 1616.
2) Past tense of verbs such as want, wonder, hope is used for polite inquiries.
Use of past progressive:
1) The past progressive indicates a limited duration of time and is thus a convenient way to indicate that something took place (in the simple past) while something else was happening.
e.g. Carlos lost his watch while he was running.
2) The past progressive can express incomplete action.
e.g. I was sleeping on the couch when Bertie smashed through the door.
※ as opposed to the simple past, which suggests a completed action
e.g. I slept on the couch last night.
3) The past progressive is also used to poke fun at or criticize an action that is sporadic but habitual in nature.
e.g. Tashonda was always handing in late papers.
4) We use the past progressive of verbs such as wonder to show politeness.
Use of past perfect tense:
1) The past perfect tense expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.
e.g. I had never seen such a beautiful beach before I went to Kauai.
2) If the past perfect tense is not referring to an action at a specific time, it is not optional.
I. Complete the following sentences using the simple past, past progressive or past perfect tense.
1. He watched the children for a moment. Some of them _________(bathe) in the sea, others _________ (look) for shells, still others _________ (play) in the sand.
2. was sitting, was reading.
3. I thought my train _________ (leave) at 14:33, and _______ (be) very disappointed when I __________ (arrive) at 14:30 and _________ (learn) that it just _______ (leave). I ________ (find) later that I ________ (use) an out-of-date timetable.
4. were playing, heard, hid, took.
5. I ___________ (cycle) home yesterday when suddenly a man _________ (step) into the road in front of me. I _________ (go) quite fast but luckily I _________ (manage) to stop in time and __________ (not hit) him.
6. gave, thankd, said, had enjoyed, knew, had not read, were.
7. had played, reached, entered.
8. was running, struck.
II.
left, spent had been travelling, appeared, was, were crossing, could / arrived, was sleeping, stopped, came, were getting, was, had not arrived, would be.
III.
1.
2.
3.
4.
5.
6.
7.
8.
2. Verbs of perception
Verbs of perception are a set of verbs denoting the use of one of the physical senses. Some verbs of perception see, look at, hear, listen, and feel, along with watch and sense can be used with objects followed by verbs in -ing form, -ed form and infinitive form.
e.g. We heard you leave. (Emphasis on our hearing.)
We heard you leaving. (Emphasis on your leaving.)
John has never heard the piece played before. (Emphasis on the passive voice of play.)
IV. Fill in the blanks with the proper form of the verbs in the brackets.
1. The instructor watched the student ________ (take) the test. *take*
2. to play;
3. She felt herself ________ (lift) up by the wind and ________ (throw) to the ground.
4. I heard the dog ________ (bark), but it didn’t keep me awake.
barking;
5. played; 6. to say; 7. beaten; 8. bite, slither; 9. drop; 10. lying.
3. Special word order with as and though
In a concessive clause introduced by though or although, the complement or the adverbial can be placed at the beginning of the sentence. The formula for the inversion is:
e.g. Old as / though he is, he works hard as a young man.
Hard as / though he studied, he did not pass the examination.
V. Rewrite the following sentences according to the model.
Model: Though it was brief, it had been spent in that big old house.
à Brief as it was, it had been spent in that big old house.
1.
2. Terrible as / though the storm was, …
3. Hard as / though he tried, …
4. Tired as / though I was, …
5. Much as I would like to help you, …
6. Though I admire him much as a writer, I do not like him as a man.
7. Strong as / though he was, …
8. Bravely as / though they fought, …
4. Present participle phrases used as adverbials
Present participle phrases can be used as adverbials to express reason, condition, time, result and attending circumstances.
e.g. Turning around, she saw an ambulance driving up. (time)
Knowing English well, he can read Shakespeare. (reason)
Working still harder, you will succeed. (condition)
Their car was caught in a traffic jam, thus causing the delay. (result)
He sat at the window eating. (attending circumstances)
He put the big box down on the floor, breathing heavily and looking exhausted.
1. 我10岁那年，突然要搬家，从我唯一知道的家搬走，心中痛苦万分。
2. 我们似乎有许多不同的方式说再见，但它们都有一个共同之处，那就是令人感到悲哀。
3. 有一天，一场可怕的战争爆发了，我儿子，就像许许多多的儿子，离乡背井与极大的邪恶战斗去了。
4. 我在自己的心灵深处搜寻那些构成我们友谊的特殊感情。
II. From Chinese to English
1. 他为这次面试中可能提到的问题做好了准备。(confront)
Translation:
He has prepared answers to the questions that he expects to confront during the interview.
2. 他悲惨的遭遇深深打动了我们，我们几乎哭出声来。(touch)
Translation:
His sad story touched us so deeply that we nearly cried.
3. The two of them are walking hand in hand along the riverbank, chatting and laughing,
4. When he heard the exciting news, tears of joy welled up in his eyes.
5. 上海人容易听懂苏州话，因为上海话和苏州话有许多共同之处。(in common)
Translation:
People from Shanghai can understand Suzhou dialect with ease, for Shanghai dialect and Suzhou dialect have much in common.
6. 亨利和妻子正在考虑能不能在三年内买一幢新房子。(look into)
Translation:
Henry and his wife are looking into the possibility of buying a new house within three years.
7. He finally gave in to his daughter’s repeated requests to further her education abroad.
8. We locked all our valuables away before we went on holiday.
9. Although we have parted from each other, I hope that we will remain good friends and that we will care for and help each other just as we did in the past.
10. At the critical moment, the army commander summoned all the officers to work out new strategies and tactics which would make it possible to conquer the enemy.
Throughout history / the basic unit of almost every human society / has been the family. /Members of the family live together / under the same roof. / They share the economic burdens of life / as well as its joys. / The family head usually has considerable influence / in arranging marriages, / selecting careers / and determining all the important moves and purchases / by any member of the family. / Particularly in conditions / where society or the state / does not give aid / and the responsibilities of the family are greater, / this large group / provides better protection / in times of economic or other emergency.
2. Cloze
In England recently three foreign gentlemen went to a bus stop. They studied the information on the sign and decided which bus to take. About five minutes (1) later the bus they wanted came along. They prepared to get on. Suddenly there was a clamour behind them. People rushed on to the bus and tried to (2) push them out of the way. Someone shouted at the foreigners. The bus conductor came rushing down the stairs to see (3) what all the trouble was about. The three foreign gentlemen looked (4) puzzled and embarrassed. No one had told them about the British (5) custom of queuing for a bus (6) because the first person who arrived at the bus stop is the first person to get on the bus.
Hints:
1) later: Here you can use a word meaning “afterwards”.
2) push: With their hands, what can people do to make foreigners out of their way?
3) what: A connective leading noun clause is needed here.
4) puzzled: They didn’t know what was happing. How did they feel?
5) custom: What is the word meaning habitual practice?
6）because: What is the relation between queuing and that the first person who arrived at the bus stop is the first person to get on the bus?
7) hosts: What do we call the people who receive you as guest?
8) visitor: What do we call the people who go to other places?
9) table: Where do you eat?
10) however: The same action is considered usual and offensive. What is the relationship?
Some writers use fragments in their writing as a rhetorical device to achieve some specific effects. But for inexperienced writers like our students, the occurrence of fragments is most likely due to a weak sense of grammar or a confusion of ideas, or both. Generally speaking, sentence fragments that made by students can be divided into the following:
A. Missing-subject fragments
A Missing-subject fragment has no subject. It comes about when a writer closes a sentence but then thinks of another detail to explain what he just said.
To improve such a fragment, attach it to the sentence before or after, or add the missing subject to the fragment to create a complete sentence.
Example:
Fragment: He is an independent devil. Think for himself.
Revised:
a. He is an independent devil and thinks for himself.
（Attach the loose verb think to the original sentence.）
b. He is an independent devil. He thinks for himself.
（Add the subject He to the fragment.）
B. Dependent-word fragments
A dependent-word fragment is a dependent clause or a subordinate clause. It is patterned like a sentence, with both a subject and a verb in it, but begins with a word that marks it as subordinate.
To eliminate a fragment of this kind, attach it to an adjoining sentence or delete the dependent word.
Example:
Fragment: The decision seems fair. Because it considers all parties.
Revised:
a. The decision seems fair because it considers all parties.
（Attach the fragment to the main clause.）
b. The decision seems fair. It considers all parties.
（Delete the dependent word because, and change the subordinate clause to be a complete sentence.）
C. -ing fragments
An -ing fragment begins with a present participle or a gerund, but has no subject or verb.
To correct such a fragment, attach it to the sentence before or after, or change the –ing verb to other word.
Example:
Fragment: Seattle is a wonderful place to live. Having mountains, ocean, and forests all within easy driving distance.
Revised:
a. Having mountains, ocean, and forests all within easy driving distance, Seattle is a wonderful place to live.
（Attach the -ing fragment to the sentence before.）
b. Seattle is a wonderful place to live, with mountains, ocean, and forests all within easy driving distance.
(Change the –ing verb to with so as to make the fragment to be a part of the sentence before.)
D. To fragments
A to fragment begins with a to-infinitive but has no subject or verb.
To correct such a fragment, attach it to the sentence before or after, or add a subject and change the to-infinitive into its correct form.
Example:
Fragment: He has one purpose in life. To enable his mother to lead a letter life.
Revised:
a. He has only one purpose in life. He wants to enable his mother to lead a better life.
(Add the subject He and verb want to the to fragment to make it a complete sentence.)
b. He has one purpose in life: to enable his mother to lead a better life.
(Change the to fragment to be a part of the sentence before.)
E. Added-detail fragments
Example:
Fragment:
Revised:
The South has produced some of our greatest twentieth century writers, such as William Faulkner, Alice Walker, and Thomas Wolfe.
(Change the Added-detail fragment to be a part of the sentence before.)
Rewrite the following sentence fragments to make complete sentence.
1. Because we want to do something perfectly.
Revised:
a. We want to do something perfectly.
b. Sometimes we tend to put off what we can do today till tomorrow simply because we want to do something perfectly.
2. … shouldn’t be absent.
3. Being born and bred in a city. ( An -ing fragment)
Revised:
a. I was born and bred in a city.
b. Being born and bred in a city, I am interested in everything in the countryside.
4. a. Those people can see opportunity and are prepared to take advantage of it.
5.
Revised:
The dog ran around the yard to find the ball.
6.
Revised:
Many unique animals live in Australia, such as the kangaroo and the koala.
7.
8.
Revised:
You feel rewarded for your hard work and get spiritual or sometimes material satisfaction.
9. a. The bird flew through the air, swooping and diving.
10. The moon hung in the sky, like a brilliant silver disk.
2.
3.
4.
5.
6.
IV.
1.
2.
3.
4.
Structural analysis of the text
1. The second part (5—13). The author’s grandpa, by narrating his sad experience of the loss of his eldest son during the war, illustrates how one can overcome the sad feeling resulting from the loss of someone dear to him by recalling not the moment of parting but the happy times spent together.
2. The third part (Paragraph 14—20). With the way he behaved when confronted with another sad moment—the loss of his grandpa—the author shows us that he came to understand what his grandpa had taught him.
Part I. Vocabulary
I．
1. was suddenly confronted with = suddenly found myself faced with
2. have one thing in common = share the same characteristic 具有相同之处
3. summery is an always time = summer is an everlasting season
4. give in to = let yourself be overcome by 屈服，向……让步
5. lock it away within sb. = keep it in your mind and don’t ever forget it 埋藏起来
II.
1. instead; 2. Confronted with; 3. lock away; 4. welled up; 5. summon; 6. brief; 7. stared; 8. whispering; 9. evil; 10. give in.
III.
1.
anguish: 身体或心理上极端痛苦/ anger / discomfort: 不舒服（程度轻） / unhappiness: 不快乐
2.
peculiar: 独特的、罕见的 / special: 专门的、特设的/ particular: 特定个别的、详细的（带名词） / Concrete: 具体的
3.
cost: （物）代价为/ spend: （人）花费、度过 / take: / waste:
4.
gracefully:优雅地、温文尔雅地 / conspicuously:显著地 / lonely: (adj.) / truly:
5.
last: (次序)末尾的、最后的； / final: （时间）最终的、最后的，决定性的；/ ending: 结尾、结局、结束；/ concluding: 结论的、结束的
6.
lonely: (adj.) 孤独的、寂寞的 / alone: adv./adj. 独自一人的 / hoarse: adj. 嘶哑的 grave: 严重的、重要的、低沉的、坟墓。
7.
gave in: 屈服、让步（不再抗争） / gave up: 放弃(某事)、不再做某事 /stopped:停止 / retreated (v.+adv./prep.) 退缩
8.
noted:笔记、记录/ believed:相信 / noticed:注意到 / decided:决定
IV.
1. shudder: 由于恐惧、狂喜、愤怒等情绪而不由自主地发抖、战栗/ shake:摇动、挥舞、握手。
a. shaking; b. shuddered; c. shaking; d. shuddered.
2. answer: （名词）解决问题的答案；（及物动词）回答 / reply: （名词）（不一定是对问题，可能是对某人的言行、信件作出的）回复、回应；（不及物动词）（不一定是对问题，可能是对某人的言行、信件）作出回应、回复。
a. answer; b. reply; c. reply; d. answered.
3. common: 普通的、平凡的、平常的、常见的 / general: 大致的、大体的、一般的、普遍的
a. general; b. general; c. general, common; d. common.
4. small: 小的，比正常尺寸小一些 / tiny: 极微小的、大实物的小模型、（带有强烈感情色彩地认为）太小
a. small; b. tiny; c. tiny; d. small.
V. Give some synonyms or antonyms of the word underlined in each sentence in the sense it is used.
1. When I was ten I was suddenly confronted with the anguish of moving from the old home I had ever known.
Synonyms: pain, grief, sorrow, agony
2. “It isn’t easy, is it, Billy?” he said softly, sitting down on the steps beside me.
Antonyms: loudly, harshly, roughly
3. We seem to have so many ways of saying goodbye and they all have one thing in common: sadness.
Synonym:: sorrow, grief, dismay
4. We walked, hand in hand, to his favorite place in the front yard, where a huge red rosebush sat conspicuously alone.
Antonyms: inconspicuously, unnoticeably
5. My son had died in some tiny village in Italy
Synonyms: small, little
6. When you and your friends must part, I want you to reach deep within you and bring back that first hello.
Antonyms: meet, join, unite, gather
7. A year and half later, my grandfather became gravely ill.
Synonyms: seriously, severely, hopelessly
8. My whole life, brief as it was, had been spent in that big old house.
Antonyms: long, permanent, lasting
VI. Word derivation
Fill in the blank in each sentence with an appropriate form of the given word in the brackets.
1.
industry (n.) 工业、行业；勤奋
2. The police asked him to give a description of the suitcase he had lost. (describe)
describe (v.) 描述某人（某物）；叫做、称做；画（尤指几何图形）
3. He had no suspicion that he was being watched. (suspect)
suspect (v.) 有（某事物）存在或属实的想法，相信；怀疑（某物），不相信；怀疑某人有 某罪
4. This is Alexandra, my personal assistant. (assist)
assist (v.) 帮助、协助、援助；在某场合出席，参加某事物
5. Although some of my work-mates quickly found new jobs after the factory closed down, my brother and I were unemployed for several months. (employ)
employ (v.) 雇用某人；使用某人（某物），利用（时间、注意力等）
6. Although I was positive that the girl had stolen my ring, I could not find any proof. (prove)
prove (v.) 证明、证实；显示出是某事物
7. examination.
examination: examine的名词形式。
8. further.
further: far的比较级；更远的/地、更进一步地（非比较级）。
Part II. Grammar Exercises
1. TensesUse of simple past tense:
1) The simple past tense is used to talk about completed actions and habits in the past.
e.g. Shakespeare died in 1616.
2) Past tense of verbs such as want, wonder, hope is used for polite inquiries.
Use of past progressive:
1) The past progressive indicates a limited duration of time and is thus a convenient way to indicate that something took place (in the simple past) while something else was happening.
e.g. Carlos lost his watch while he was running.
2) The past progressive can express incomplete action.
e.g. I was sleeping on the couch when Bertie smashed through the door.
※ as opposed to the simple past, which suggests a completed action
e.g. I slept on the couch last night.
3) The past progressive is also used to poke fun at or criticize an action that is sporadic but habitual in nature.
e.g. Tashonda was always handing in late papers.
4) We use the past progressive of verbs such as wonder to show politeness.
Use of past perfect tense:
1) The past perfect tense expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.
e.g. I had never seen such a beautiful beach before I went to Kauai.
2) If the past perfect tense is not referring to an action at a specific time, it is not optional.
I. Complete the following sentences using the simple past, past progressive or past perfect tense.
1. He watched the children for a moment. Some of them _________(bathe) in the sea, others _________ (look) for shells, still others _________ (play) in the sand.
2. was sitting, was reading.
3. I thought my train _________ (leave) at 14:33, and _______ (be) very disappointed when I __________ (arrive) at 14:30 and _________ (learn) that it just _______ (leave). I ________ (find) later that I ________ (use) an out-of-date timetable.
4. were playing, heard, hid, took.
5. I ___________ (cycle) home yesterday when suddenly a man _________ (step) into the road in front of me. I _________ (go) quite fast but luckily I _________ (manage) to stop in time and __________ (not hit) him.
6. gave, thankd, said, had enjoyed, knew, had not read, were.
7. had played, reached, entered.
8. was running, struck.
II.
left, spent had been travelling, appeared, was, were crossing, could / arrived, was sleeping, stopped, came, were getting, was, had not arrived, would be.
III.
1.
2.
3.
4.
5.
6.
7.
8.
2. Verbs of perception
Verbs of perception are a set of verbs denoting the use of one of the physical senses. Some verbs of perception see, look at, hear, listen, and feel, along with watch and sense can be used with objects followed by verbs in -ing form, -ed form and infinitive form.
e.g. We heard you leave. (Emphasis on our hearing.)
We heard you leaving. (Emphasis on your leaving.)
John has never heard the piece played before. (Emphasis on the passive voice of play.)
IV. Fill in the blanks with the proper form of the verbs in the brackets.
1. The instructor watched the student ________ (take) the test. *take*
2. to play;
3. She felt herself ________ (lift) up by the wind and ________ (throw) to the ground.
4. I heard the dog ________ (bark), but it didn’t keep me awake.
barking;
5. played; 6. to say; 7. beaten; 8. bite, slither; 9. drop; 10. lying.
3. Special word order with as and though
In a concessive clause introduced by though or although, the complement or the adverbial can be placed at the beginning of the sentence. The formula for the inversion is:
| complement / adverbial + as
/ though + subject + predicate verb |
e.g. Old as / though he is, he works hard as a young man.
Hard as / though he studied, he did not pass the examination.
V. Rewrite the following sentences according to the model.
Model: Though it was brief, it had been spent in that big old house.
à Brief as it was, it had been spent in that big old house.
1.
2. Terrible as / though the storm was, …
3. Hard as / though he tried, …
4. Tired as / though I was, …
5. Much as I would like to help you, …
6. Though I admire him much as a writer, I do not like him as a man.
7. Strong as / though he was, …
8. Bravely as / though they fought, …
4. Present participle phrases used as adverbials
Present participle phrases can be used as adverbials to express reason, condition, time, result and attending circumstances.
e.g. Turning around, she saw an ambulance driving up. (time)
Knowing English well, he can read Shakespeare. (reason)
Working still harder, you will succeed. (condition)
Their car was caught in a traffic jam, thus causing the delay. (result)
He sat at the window eating. (attending circumstances)
He put the big box down on the floor, breathing heavily and looking exhausted.
III. Translation exercises
I. From English to Chinese1. 我10岁那年，突然要搬家，从我唯一知道的家搬走，心中痛苦万分。
2. 我们似乎有许多不同的方式说再见，但它们都有一个共同之处，那就是令人感到悲哀。
3. 有一天，一场可怕的战争爆发了，我儿子，就像许许多多的儿子，离乡背井与极大的邪恶战斗去了。
4. 我在自己的心灵深处搜寻那些构成我们友谊的特殊感情。
II. From Chinese to English
1. 他为这次面试中可能提到的问题做好了准备。(confront)
Translation:
He has prepared answers to the questions that he expects to confront during the interview.
2. 他悲惨的遭遇深深打动了我们，我们几乎哭出声来。(touch)
Translation:
His sad story touched us so deeply that we nearly cried.
3. The two of them are walking hand in hand along the riverbank, chatting and laughing,
4. When he heard the exciting news, tears of joy welled up in his eyes.
5. 上海人容易听懂苏州话，因为上海话和苏州话有许多共同之处。(in common)
Translation:
People from Shanghai can understand Suzhou dialect with ease, for Shanghai dialect and Suzhou dialect have much in common.
6. 亨利和妻子正在考虑能不能在三年内买一幢新房子。(look into)
Translation:
Henry and his wife are looking into the possibility of buying a new house within three years.
7. He finally gave in to his daughter’s repeated requests to further her education abroad.
8. We locked all our valuables away before we went on holiday.
9. Although we have parted from each other, I hope that we will remain good friends and that we will care for and help each other just as we did in the past.
10. At the critical moment, the army commander summoned all the officers to work out new strategies and tactics which would make it possible to conquer the enemy.
IV. Exercises for integrated skills
1. DictationThroughout history / the basic unit of almost every human society / has been the family. /Members of the family live together / under the same roof. / They share the economic burdens of life / as well as its joys. / The family head usually has considerable influence / in arranging marriages, / selecting careers / and determining all the important moves and purchases / by any member of the family. / Particularly in conditions / where society or the state / does not give aid / and the responsibilities of the family are greater, / this large group / provides better protection / in times of economic or other emergency.
2. Cloze
In England recently three foreign gentlemen went to a bus stop. They studied the information on the sign and decided which bus to take. About five minutes (1) later the bus they wanted came along. They prepared to get on. Suddenly there was a clamour behind them. People rushed on to the bus and tried to (2) push them out of the way. Someone shouted at the foreigners. The bus conductor came rushing down the stairs to see (3) what all the trouble was about. The three foreign gentlemen looked (4) puzzled and embarrassed. No one had told them about the British (5) custom of queuing for a bus (6) because the first person who arrived at the bus stop is the first person to get on the bus.
Hints:
1) later: Here you can use a word meaning “afterwards”.
2) push: With their hands, what can people do to make foreigners out of their way?
3) what: A connective leading noun clause is needed here.
4) puzzled: They didn’t know what was happing. How did they feel?
5) custom: What is the word meaning habitual practice?
6）because: What is the relation between queuing and that the first person who arrived at the bus stop is the first person to get on the bus?
7) hosts: What do we call the people who receive you as guest?
8) visitor: What do we call the people who go to other places?
9) table: Where do you eat?
10) however: The same action is considered usual and offensive. What is the relationship?
Writing Practice
Sentence FragmentsSome writers use fragments in their writing as a rhetorical device to achieve some specific effects. But for inexperienced writers like our students, the occurrence of fragments is most likely due to a weak sense of grammar or a confusion of ideas, or both. Generally speaking, sentence fragments that made by students can be divided into the following:
A. Missing-subject fragments
A Missing-subject fragment has no subject. It comes about when a writer closes a sentence but then thinks of another detail to explain what he just said.
To improve such a fragment, attach it to the sentence before or after, or add the missing subject to the fragment to create a complete sentence.
Example:
Fragment: He is an independent devil. Think for himself.
Revised:
a. He is an independent devil and thinks for himself.
（Attach the loose verb think to the original sentence.）
b. He is an independent devil. He thinks for himself.
（Add the subject He to the fragment.）
B. Dependent-word fragments
A dependent-word fragment is a dependent clause or a subordinate clause. It is patterned like a sentence, with both a subject and a verb in it, but begins with a word that marks it as subordinate.
To eliminate a fragment of this kind, attach it to an adjoining sentence or delete the dependent word.
Example:
Fragment: The decision seems fair. Because it considers all parties.
Revised:
a. The decision seems fair because it considers all parties.
（Attach the fragment to the main clause.）
b. The decision seems fair. It considers all parties.
（Delete the dependent word because, and change the subordinate clause to be a complete sentence.）
C. -ing fragments
An -ing fragment begins with a present participle or a gerund, but has no subject or verb.
To correct such a fragment, attach it to the sentence before or after, or change the –ing verb to other word.
Example:
Fragment: Seattle is a wonderful place to live. Having mountains, ocean, and forests all within easy driving distance.
Revised:
a. Having mountains, ocean, and forests all within easy driving distance, Seattle is a wonderful place to live.
（Attach the -ing fragment to the sentence before.）
b. Seattle is a wonderful place to live, with mountains, ocean, and forests all within easy driving distance.
(Change the –ing verb to with so as to make the fragment to be a part of the sentence before.)
D. To fragments
A to fragment begins with a to-infinitive but has no subject or verb.
To correct such a fragment, attach it to the sentence before or after, or add a subject and change the to-infinitive into its correct form.
Example:
Fragment: He has one purpose in life. To enable his mother to lead a letter life.
Revised:
a. He has only one purpose in life. He wants to enable his mother to lead a better life.
(Add the subject He and verb want to the to fragment to make it a complete sentence.)
b. He has one purpose in life: to enable his mother to lead a better life.
(Change the to fragment to be a part of the sentence before.)
E. Added-detail fragments
Example:
Fragment:
Revised:
The South has produced some of our greatest twentieth century writers, such as William Faulkner, Alice Walker, and Thomas Wolfe.
(Change the Added-detail fragment to be a part of the sentence before.)
Rewrite the following sentence fragments to make complete sentence.
1. Because we want to do something perfectly.
Revised:
a. We want to do something perfectly.
b. Sometimes we tend to put off what we can do today till tomorrow simply because we want to do something perfectly.
2. … shouldn’t be absent.
3. Being born and bred in a city. ( An -ing fragment)
Revised:
a. I was born and bred in a city.
b. Being born and bred in a city, I am interested in everything in the countryside.
4. a. Those people can see opportunity and are prepared to take advantage of it.
5.
Revised:
The dog ran around the yard to find the ball.
6.
Revised:
Many unique animals live in Australia, such as the kangaroo and the koala.
7.
8.
Revised:
You feel rewarded for your hard work and get spiritual or sometimes material satisfaction.
9. a. The bird flew through the air, swooping and diving.
10. The moon hung in the sky, like a brilliant silver disk.