写作答案 unit5

Unit 5
PART I FOUCUS
Attributes
Reference for the Classroom Activities
a. The second version, because it is precise and vivid.
b. Once up a time, a big, fat frog lived in a tiny, shallow pond. He knew every plant and stone in it, and he could swim across it easily. He was the biggest creature, so he was very important. When he croaked, the water-snails listened politely. And the water beetles always swam behind him. He was very happy there.
One day, a dragon-fly passed by. “You are a very fine frog,” she sang, “but why don’t you live in a bigger pond? Come to my pond. You’ll find a lot of frogs there. You’ll meet some-fine fish, and you’ll see some dangerous ducks. And you must see our lovely water-lilies. Life in a large pond is wonderful.”
“Perhaps it is rather dull here,” thought the foolish frog. So he hopped after the dragon-fly.
Narrowing-down attributes:
Every; in it; a lot of(frogs); (life) in a large pond
Descriptive attributes
Big; fat; tiny; shallow; biggest; fine; bigger; fine; dangerous; lovely; foolish
c. Single adjectives or parallel adjectives are placed before nouns, while prepositional phrases are placed after nouns.
What can be used as attributes?
Reference for the Classroom Activities
1. Motion, said Einstein, slow down clocks. The faster a clock is moved, the slower it runs. The amount of slowing down (N) is so small that it cannot be noticed at speeds of a few hundred, even a few thousand, kilometers per hour (D). But, if a clock could be moved at a speed of almost 297,600 kilometers per second (D), it would almost stop completely.
The human heart is a kind of (N) clock, so the rate of its beating (N) is slowed down by motion. So is the rate of breathing (N), and so are all the other processes of the body (N). A human being in a high-speed (D) spaceship (N)* would not notice these (N) changes. His pulse-rate would appear normal, for the clocks and watches in the spaceship (N) would have slowed down in proportion. But he would find things different when he returned to the earth, which he had left some time ago.
2. The pair/group work aims at encourage students to use attributes to expand their sentences in writing.
The prepositional phrase in a high-speed spaceship modifies the noun human being, but within this prepositional attribute, there is another attribute: high-speed, which modifies spaceship.

Relative Clauses
Referenced for the Classroom Activities
a. The man who teaches you geography was a teacher of football two years ago.
b. This summer, Harry Potter and the Sorcerer’s Stone is a film that every kid looks forward to.
c. ( No relative clause )
d. Do you think those who know the law thoroughly will automatically obey the law?
e. It’s interesting to grow up in the countryside where all the animals can be your friends.
Why use relative clauses
Suggested answers to the exercise
Version 1:
I bought a toy car for my son on his birthday, an

d he liked it very much.
Version 2:
I bought a toy car for my son on his birthday, which he liked every much.
Version 3:
My son liked very much the car which I bought for him on his birthday.
Reference for the Classroom Activities
a. Mr. Johnson, whom I hate most, asks us to write an article every week.
b. Do you dare to board a plane where there is no pilot?
c. Tony swears to kill the guy who has damaged his new dictionary that he bought in the States.
d. The girl whom Jim fell in love with is the daughter of a local businessman.
e. Mr. Wang, who heads the banker’s association in this city, is to speak first at the meeting.
Writing correct relative clauses
Reference for the Classroom Activities
1. a. 1)This tribe, which was once thought to be Egyptians, is actually a nomadic people from Europe that has migrated to Asia.
2) This tribe, which is a nomadic people from Europe that has migrated to Asia, was once thought to be Egyptians.
b. 1) For the first time, the FIFA World Cup, which is held every four years, was going to be held in two neighboring countries that were both believes to be not strong in football.
2) The FIFA World Cup, which was going to be held in two neighboring countries that were both believed to be not strong on football, is held every four years.
c. Americans prefer big cars, which are easy to drive, to small cars, which save oil.
PART III GRAMMAR
Incomplete Sentences
A complete sentence should have at least a subject and a predicate. An incomplete sentence is a sentence with some part or part missing. Some people also call it sentence fragment. We use a lot of incomplete sentences in our speech. For instance, you may hear your mother complain: “Why can’t you clear your room? Like your sister does.” It’s acceptable if people speak in this way, but in formal writing sentence fragments are considered ungrammatical, and thus unacceptable.
Suggested answers to the exercise
a. Behind the house there lives a big bad and wolf.
b. I have to finish this paper this week, and prepare for the CET4 as well.
c. My parents are always afraid that I may get lost.
d. I will call you tonight if I can finish my work in time.
A. Phrase fragment
a. Over by the side of the street, there is a store selling delicious sweets.
b. I’ll meet you in the library at four in the afternoon.
B. Fragment without a subject
a. She stood by the window and looked at the street below.
b. The kids painted themselves green and ran through the street to frighten the passers-by.
C. Fragment without the auxiliary verb
a. Do you like seafood, too?
b. Have you ever seen her lately?
c. We are preparing for the coming exam.
D. Subordinate clause fragment
a. I have writing because I can never get my teacher’s praise.
b. Because it’s raining cats and dogs, I won’t lend you my bike.
c. You can’t ring her up now, for it’s already midnight.
Reference for the Classroom Activities
The author lea

rned many things during his college years. He learned to read write well. He also learned to be independent and to rely upon his own judgment. He is a good role model for high school students, especially students with little money but lots of ambition. Success in college takes a great deal of hard work, but can be achieves by many people.
Now, ask students to summarize the ways to avoid incomplete sentences.
Summary
1. When we talk to each other or write in an informal manner, we may use incomplete sentences. However, in formal writing we are expected to use complete sentences.
2. A complete sentence consists of at least a subject and a predicate.
3. There are four types of incomplete sentences. They are:
* Phrase fragments,
* Fragments without a subject,
* Fragments without the auxiliary verb, and
* Subordinate clause fragments. Word order
Determiners
Reference for the Classroom Activities
1. a. half his money
b. much more time
c. all the ten boys
d. all the last few years
e. those first ten chapters
2. a. neither his decision
b. the old lady’s two kittens
c. twice your work
d. (correct)
e. all her three brothers
Now, ask students to summarize the rules governing the order of the determiners.
Summary
1. Determiners are classified into three groups according to their relative positions: predeterminers, central determiners, and postdeterminers.
2. There can be only one predeterminer and one central determiner in one phrase. However, you can use more than one postdeterminer.
3. The following are some of the common determiners from each group:
Predeterminers: all, both, half, double, twice, …times
Central determiners: a, an, the; this, that, these, those; my, your, his, her, etc.; some, any, no; every, each, either, neither
Postdeterminers: one, two, three, etc.; first, second, third, etc.; many, much; few, little; a few; a little; fewer, less, more; fewest, least, most; a lot of, lots of; a number of, an amount of, a great deal of, such Extra Activities
Extra Activities are optional. The teacher may decide whether to do the exercise or not according to feedback from classroom teaching.
Correct the mistakes with the position of determiners in the following phrases if there is any.
a. more three times money than you’ve promised.
b. their mistakes all
c. the four times original price
d. the half class
e. such every chance
f. any two students
g. such another film
h. one-third that cake
i. five any boys
j. my both teachers
k. the five last pages in this book
Suggested answers to the Extra Activities
a. three times more money than you’ve promised
b. all their mistakes
c. four times the original price
d. half the class
e. every such chance
f. (correct)
g. another such film
h. (correct)
i. any five boys
j. both my teachers
k. the last five pages in this book
Adjectives
Reference for the Classroom Activities
a. big red apple
b. clean new red skirt
c. lovely shining large round diamo

nds
d. famous old Chinese medical school
e. expensive red French sports car
Now, ask student to summarize the rules governing the order of adjectives.
Summary
When you have to use several adjectives together to describe a noun, you can try to classify them into different categories, and arrange them in this order:
General –Size –Shape –Age –Color –Source –Material –Usage
General: pretty, lovely, clean, great, etc.
Size: big, small, tall, short, high, low, etc.
Source: Chinese, Japanese, European, local, foreign, etc.
Material: glass, bronze, wooden, etc.
Usage: sports, gardening, culinary, etc. PART IV WRITING
Précis (I)
Précis writing is one of the basic skill in academic writing. Very often students are asked to read papers, text books, books in their field, etc. and write a précis afterwards. Many academic assignments, such as book reviews, book reports, literal criticism, are based on précis writing.
A précis, also called summary, is a brief restatement of the key points of a piece of writing. First of all, it is necessary to explain what it is and what it features. These points should be mentioned here: 1) a précis must retain all the main ideas; 2) a précis must be brief, which means that all the supporting details should be simplified or removed; and 3) a précis must be precise, which means both extra (keeping all the important ideas) and simple (reducing the supporting details).
It takes much practice and thinking to produce a good précis. In this unit the teacher can encourage students to work on some short and simple paragraphs. As such paragraphs are of ten straightforward; students will not misunderstand them or miss their main idea in the précis. Here are some common techniques to reduce details in précis writing.
1. Omit the details
You may leave out most of the descriptive details if that does not impair the general idea,
2. Reduce the examples
If the original passage provides four or five examples for a certain idea, you may mention one or two, or you may mention the examples but leave the details.
3. Replace specific words with generic reference
If several specific examples belong to the same category, you can usually replace them with one generic word. For example: For the dinner, she bought two bottles of milk, four packs of orange juice, and three bottles of wine. You may say : she bought lots of drinks for the dinner.
4. Simplify definitely don’t need detailed description in your précis. In many cases, you may use general words to tell the impression. For example, if there are many sentences describing how beautiful a garden is, you can just say : The garden is very beautiful.
5. Avoid repetition
The writer of the original passage may purposely repeat an idea, but in writing a précis, you may not do the same.
6. Simplify wordy sentences
Remove unnecessary words in the original passage. For example, for a sentence like His

action in the fight may well be called lion-like without exaggeration, you may simply write He is very brave.
7. Shorten transitions
Use short transitional words, such as besides, but, however, etc. instead of long phrases like on the other hand, at the same time.
8. Paraphrase direct quotations
If there are direct quotations in the original passage, try to express them in your own words, and in as few words as possible.
PART V FOLLOW-UP EXERCISE
1. a. that her cat likes best
b. who doesn’t like the sea
c. why we hate the writing class
d. you bought him as his birthday present
e. (No relative clause)
f. which is a western may to entertain friends and relatives
who prefer the western life style.
g. I should ask for
h. where he was born 50 years ago.
i. (No relative clause)
j. who was always telling me to be scrupulous
2. a. June 19th, 1978 was the day on which Garfield was born.
b. Mom’s kitchen was the place where Garfield was born.
c. Pirate and Masked Avenger are some of the nicknames that his friends give him.
d. Taking a long nap is the sport that Garfield likes most.
e. Garfield himself is the person that he likes most.
f. Hunger is the pressure that Garfield hates most.
g. His glass is the friend that Garfield likes best.
h. Italian noodles are the food Garfield likes most.
i. Monday is the day that Garfield hates most.
j. Hotdog is the “dog” that Garfield likes most.
k. Coffee is the drink that Garfield likes most.
l. “Three have never been Italian noodles that I don’t like” is a quotation that Garfield uses most often.
3. Reference version:
But he didn’t like the big, deep pond. It was full of strange plants. The water-snails that were supposed to be polite were rude to him, and he was afraid of the ducks that always tried to swallow him. The fish which had been described as fine didn’t like him, and he was the smallest frog there. He found that he was living a lonely and unhappy life.
He sat on a broad water-lily leaf and croaked sadly to himself, “I don’t like it here. I think I’ll go back to my lovely little pond tomorrow.”
But just at his moment, a hungry heron flew down and swallowed him up for supper.
4. a. the old lady’s five kittens
b. her second marriage
c. all her blue French crystal wine cups
d. those two large shining diamond rings of yours
e. my three jazz records bought in the State/ the three jazz records I bought in the States
f. half the delicious German chocolate in the can
g. some Brazilian footballers playing abroad
5. Reference version
Second, advertisements can improve the reputation of the company. More and more companies have known that advertisements can help them, so they make use of advertisements. If everyone knows their products, the products will be every famous. More people will buy them and the company can get more money. If the products are really good, many people will use them this company will b

ecome famous. Therefore, advertisements can help the company get better reputation.
6. Reference version:
Television is educational. People of all ages, preschoolers, older children, even adults, can learn from TV programs. By covering important events and current news, TV can widen people’s knowledge. If connected to a computer, TV can also teach people courses like budgeting, investment, and foreign language.