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Book II

Unit 5


I. Description of LSP

LSP I
Givinginformation and expressing obligation

LSP II

Expressingsurprise and seeking clarification

LSP III

Expressingregret

LSP IV

1. Asking forand giving information

2.Expressing unwillingness

 

Preparatory Questions

Directions: changethe active sentences into the passive sentences:

1. sentencescontaining the makesomebody do something pattern

1) The doctormade the patient take themedicine three times a day.

(Response:The patient wasmade to take the medicine three times a day.)

2)The store detective made the shop-lifter go tothe manager’s office.

(Response:The shop-lifter wasmade to go to the manager’s office.)

3)The lawyer made the culprit tell his entirestory.

(Response:The culprit was madeto tell the entire story.)

 

2. sentencescontaining the auxiliary verb get

Notice:The passive auxiliary is normally be, but cansometimes be get.The passive with get is

normallyfound only in an informal style and in constructions without an agent.

1) He brokehis arm in a fight.

(Response:His arm gotbroken in a fight.)

2) The boyhurt his back when he fell.

(Response:His back gothurt when he fell.)

3) Jenny toreher dress on a nail.

(Response: Her dress got torn ona nail.)

 

LSP I (本部分请录音)

Cues:

They have chosen / elected

and they made him / her

Don captain of the university football team,

train the team members in new strategy and tactics.

Betty head of the Drama Department,

promise to set up a Drama Club.

 

A. Listening to the recording(本部分请录音)

A: What’shappened to Don?

B: (He’s beenchosen captain of the university football team.)

A: Has hebeen working hard?

B: (Oh, yes, hehas to work hard // Oh, yes, he’s expected to / obliged to / supposed to workhard.) // He was made totrain the team members in new strategy and tactics.

 

NOTES

1. He was made to train theteam members in new strategy and tactics. — Thispassive sentenceisconverted from the active sentence “They made him train the team members ...”.

Note that inthe active sentence, the object complement train is a bare infinitive, but in thepassivesentence, totrain is a full infinitive. As a matter of fact, an infinitive placed afterapassiveverb is normally a full infinitive. More examples,

I saw him write withhis left hand.

Hewas seen to write withhis left hand.

Wemade her sing asong for the party.

Shewas made to sing asong for the party.

 

B.Substitution practice

C.Variations based on the given cues 

LSP II (本部分请录音)

Cues:

A. Listeningto the recording(本部分请录音)

A: (Dideverything go well with Ted?)

B: No, healmost got drowned in the lake.

A: (Did he?// Really? / I can’t believe it. / What! )// Hadn’t he been warned beforehand not togo beyondthe 100-metrelimit from the shore?

B: (点击显示Yes,he had, but he just didn’t listen.)

 

NOTES

2.He almost got drowned in the lake. —When get isfollowed by an -ed participle,themeaningis very similar to that of a passive verb form, and get acts as an auxiliary verb ina similar wayto be.So the above sentence is the same as: “He was almost drowned in thelake.” Moreexamples,

Histoes gothurt when he was playing football.

Hegot knocked down bya bike in a traffic jam.

3. Hadn’t he been warned beforehandnot to go beyond ...? — The verb phrase in italics is apassiveconstruction in the past perfect.

B.Substitution practice

C. Morecues for practice

LSP III (本部分请录音)

Cues:

1. Lots ofpeople missed Joe. If he had been invited to the party, the party would havebeen

more lively.

2. Lots ofpeople missed Jane’s violin solo. If she had been reminded to bring her violinalong,

theget-together would have been more enjoyable.

3. Lots ofpeople missed Lulu’s wire-dancing. If she had been requested to perform, theacrobatic

show wouldhave been more exciting.

 

A.Listening to the recording(本部分请录音)

A: Dideveryone have a good time at the party?

B:  (Yes, but we all missed Joe.)

A: Heshould have been invited, shouldn’t he?

B:  (Yes, and then the party would have been evenmore lively. // Yes, and I’m sure / I think /I can say the party would have beenmore lively. //)

 

NOTES

 He should have been invited, shouldn’the? — The verb phrase in italics is the should +perfect infinitive construction.It expresses an unfulfilled obligation. Another example,

Weshouldn’t have been told aboutthe test, and then it would have been a real proficiency test.

 

B.Substitution practice

C. Morecues for practice

1. Lots ofpeople missed Brian’s recitation of English poems. If he had been encouraged torecite a poemimpromptu, the audience would have enjoyed the English Evening more.

2. Lots ofpeople missed Zhou’s story-telling. If she had been asked to tell a fable orsomething,the recitation contest would have been more interesting.

LSP IV (本部分请录音)

Cues:

A. Listening to the recording(本部分请录音)

A: Is Rongood at sports?

B: Oh, yes.He’s known to be an all-round sportsman.

A: Donewspaper reporters often interview him?

B: Yes, but hedoesn’t want to be interviewed by newspaper reporters.

2. A: Is Tonygood at anything?

B: No, he’sthought to be a ne’er-do-well.

A: Do peoplesometimes advise him to do well?

B: Yes, but he wants to be left alone.

 

NOTES

5. He’s known to be anall-round sportsman. — This passive sentence is converted from theactivesentence “We know himto be anall-round sportsman.” The infinitive phrase “to bean ...” isthe object complement. The passive sentence here is the same as the one in Note1 ingrammatical construction, but the infinitive is a full one in active sentenceswith suchverbsas know,think, find, consider, etc. More examples,

Wethink Sarah to be avery capable secretary.

Sarahis thought to be avery capable secretary.

Wefound Jackto be a good cook.

Jackis found to be agood cook.

6. hedoesn’t want tobe interviewed by newspaper reporters —The infinitive phrase in italics

is in thepassive voice. When the logical subject of the infinitive is the receiver of anaction, theinfinitive has to be in the passive voice. Other examples,

Josephis proud to bechosen captain of the volleyball team.

We hope to be given permissionto use the rare books in the library.

 

B. Language note

A’s secondquestion is flexible, and the answer to it might be affirmative or negative.

It alldepends on the context, e.g.,

Cue 3

A: Do peopleoften praise him?

B: Yes, buthe doesn’t want to be made ...

C. Substitution practice

 

II. DIALOGUE

A.      Listening to the recording


NOTES:

1. fine treble, soft bass and perfect surround effect — 高音清晰、低音柔和、环绕声完美

2. country-western — 美国乡村音乐 a blend of traditional and popular musical forms traditionallyfound the Southern United States that developed rapidly beginning in the 1920s

the heavy metal type of rock — 重金属摇滚乐 a genre of rock music and developed in between 1968 and 1974,largely in the United Kingdom and the United States

new age — 新世纪音乐 music of various styles intended to create artistic inspiration,relaxation, and optimism

3. the bone whistles of the Stone Age — 石器时代的石哨

the digital synthesizers — 数码合成器

4. “mono” record player — 单声道唱机

5. boom-box — (俚) 通常指四喇叭盒式磁带录放机

6. crisp-clear digital sound — 清脆的数码声

 

B.       Questions on specific details

1). How do you define a good stereo system?

Sample: A good stereo system has fine treble,soft bass and perfect surround effects.

2). What are themajor categories of music?

Sample: The major categories ofmusic are classical, jazz, country-western, the heavy metal type of rockand new age etc.

3). What does theword “hi-fi” mean?

Sample: It is a stereosystem that reproduces music very realistically with “high fidelity” quality.

4). In whatdirection will music reproduction technology develop in the future?

Sample: The ever-improvingtechnology will bring about another development beyond the digital sound format.

5). What type ofmusic is your favourite music?

开放式问题,无需答案)

 

Expressions in Focus

1. “the moment ...”— as soon as  e.g.

1) The moment I leftthe room, the children just ran riot.

2) A tells B about how to ride a bike — heshould look straight ahead the moment he gets on the bike.

3) She wired her fatherthe moment she reached the hotel

2. “be crazy about” — be obsessed with; befascinated with  e.g.

1) I’m crazy aboutJazz.

2) Her two children arecrazy about chocolate.

3) Why so many boys arecrazy about electronic games is quite beyond me.

3. “bring about” — cause to happen, occur orexist       e.g.

1) The economic reformhas brought about great changes in the lives of the common people.

2) Weakness andcowardice can only bring about humiliation and sufferings.

3) On one hand, computers improve the workingefficiency; on the other hand, they also bring about some new problems. \

 

Retelling

Sample outline forretelling

A enters B’sroom and marvelled at the superb sound effect of B’s stereo system. They strikeup a conversationfocusing on music and music reproduction technology.

1. A commentson B’s stereo system.

2. B gives Aa brief lecture on elements of a good stereo system and types of music in thetone of anexpert.

3.A asks B a number of questions about thehistory of music reproduction technology.

4.B tells A all that she/he knows aboutdifferent developmental stages of music technology.

 

III. Role-play

Fine Music Versus Popular Music

Situation:

Wuand Fan are roommates. Wu loves classical music, while Fan is obsessed withrock music. Sincethey have very different tastes for music,that is, fine music versus popular music, they often argue indefence oftheir own musical preference.

 

Roles:

Wu— fond of classical music, such as symphony and concerto. Wu believes that finemusic such assymphony is for an educated population andtherefore a college student should develop a taste forfine music.

Fan— fond of popular music, such as rock and new age. According to Fan, fine musicis too serious,too formulaic, and too academic, while popularmusic, on the other hand, is lively with the rhythmof currenttime and agrees with the musical taste of most young listeners.

 

Some words and expressions youmight use:

represent the characteristics of time orcultural heritage

reflect one’s artistic appreciation oreducational background

One’s taste for ... has something to do withor does not have anything to do with ...

a (biased) value judgment

be obsessed with or carried away by

take delight in

life made meaningful by the melodies of ...music

popular music such as country western, easylistening, rock, heavy metal, new age

fine music such as symphony, violin concerto,piano sonata, chamber music, opera music, ballet

music, waltz

forms of music performance such as orchestra,band, solo, duet, trio, quartet, quintet, octet

 

Sample role cards:

Role card 1 — You are Wu. You love fine music, especially classical music. Your roommate,Fan, is a pop music diehard who listens to rock every day and simply cannot live withoutit. You don’t mind so much about Fan’s obsession with rock as you do about his / her viewtoward classical music. You simply cannot tolerate Fan’s biased attitude. You consider finemusic not only beautiful and uplifting, but also aesthetically educational. You argue thatan educated person should not pursue fads and fashion, but stay with something that has apermanent value. You believe fine music can stand the test of time.

 

Role card 2 — You are Fan. You love popular music, especially rock music. Your roommate,Wu, is a classical music fanatic who listens to symphony in the dorm every day. You don’tmind so much about his / her obsession with classical music as you do about his / her viewagainst popular music. You simply cannot put up with Wu’s stereotypical attitude. Youbelieve popular music is the music for the energetic young generation. You argue that thevalue and power of music lies in its attraction to young people. You argue also that rockmusic fascinates and moves young people the way that the so-called fine music cannot.

 

Sample Outline for Retelling:

A enters B’s room and marvelled atthe superb sound effect of B’s stereo system.

They strike up a conversationfocusing on music and music reproduction technology.

1. A comments on B’s stereosystem.

2. B gives A a brief lecture onelements of a good stereo system and types of music in the tone of an expert.

3. A asks B a number of questionsabout the history of music reproduction technology.

4. B tells A all that she / heknows about different developmental stages of music technology.

 

IV. READING

PRE-READING ACTIVITY

We all know that stunts refer to unusual and difficultphysical feats, or acts requiring special skills. They play a big part in manyaction movies. Please think about the following questions before youread the text.

1.      Whatrole do stunts play in the making of a film?

2.      Whenyou see the title “Stunts in the Cinema”, what comes into your mind first? Whatdo you expect to be told in the text?

3.      Do you have an interest tobecome a stuntman? Why or why not?

 

Background

A stunt is an unusualand difficult physical feat or an act requiring a special skill, performed forartistic purposes usually on TV, theatre, or cinema.Stunts are a big part of many action films. Beforecomputergenerated imagery special effects, these effects were limitedto the use of models, false perspective and other in-camera effects, unless thecreator could find someone willing to jump from car to car or hang from theedge of a skyscraper: the stunt performer or stunt double.

 

Notable film stunts

·        Safety Last
Silent comedian Harold Lloyd climbed the entire height of a Los Angelesskyscraper without wires or nets. Harvey Parry, Lloyd's stunt double, dangledfrom a broken clock face on the topmost floor above moving traffic

·        Steamboat Bill,Jr.
The front of a house fell down with Buster Keatonstanding in the exact position of an open window, leaving him unharmed. Hisstone-faced expression remained unchanged.

·        Zorro's FightingLegion andStagecoach
Yakima Canutt escapes his shooting enemies bydropping between the first set of multiple pairs of horses of a movingstagecoach, moves backwards underneath all the horses until, unbeknownst to thedrivers, he climbs on back to attack them. He originate

NOTES点击黑体部分单词,自动分别显示以下注释)

1. stunt 特技  stuntman 特技演员

2. mime the fight to imitate or copy the real fightscene

3. tumbledown a staircase fall suddenly off

4. air rifle 气枪

5. pellet — a small metal ball fired from agun

6. toffee — candy of brittle buttender texture made by boiling sugar and butter together

7. trampoline (杂技表演中用的)蹦床

8. all-rounder one who is good at many differentskills

9. boxing拳击 judo 柔道 karatekərɑ:ti:徒手自卫武术  wrestling 摔跤

10. risk their lives 冒生命危险

11.risk their lives — 冒生命危险

12.simulate — 模拟

13.The final creation is often a magical blending of a stuntprofessional’s amazing performance

coupled withthe magic of technology to create the perfect scene. —The scenes in filmsoften mix the performance of anexpert stuntman with digital technology. 最终制好的画面往往巧妙地结合了专业特技演员的精彩表演和奇妙的科技,以达到完美的效果。