Unit 2 How Reading Changed My Life

Unit2 HowReadingChangedMyLifePart1Warm-up Warm-upquestions: 1.Doyoulikereading?Whatdoesreadingmeantoyou? 2.Whatdoyouliketoread? Whatkindofbookdoyouliketoread?Whatisyourfavoritebook?Hasyourlifeeverbeensignificantlychangedbyanyparticularbook?Part1Warm-up 3.Couldyoutalkaboutoneortwobooksthatyouhavereadbeforeandwouldliketorecommendtous? 4.HowhastheInternetchangedpeople’swayofreading? 5.Howdoyouaccountforsuchchanges?Part1Warm-up CouldyoureadthetextquicklyandfindoutalltheEnglishnovelsmentionedinthistext? Middlemarch 米德尔马契 ALittlePrincess AnnaKarenina GonewiththeWind Rebecca 蝴蝶梦Part1Warm-up JaneEyre ATaleofTwoCities Moby-Dick 白鲸 PrideandPrejudice KillaMockingbird 杀死一只反舌鸟（知更鸟） Areyoufamiliarwiththem?Whatdoyouknowaboutthefollowingnovels?Couldyousharewithusanythingyouknowanyofthesebooks?Part2BackgroundInformation 达西庄园ChatsworthPart2BackgroundInformation 达西庄园ChatsworthPart2BackgroundInformation 达西庄园ChatsworthPart2BackgroundInformation AnnaMarieQuindlen (bornJuly8,1953)isanAmericanauthor, journalist,andopinion columnist.Bornin Philadelphia, Pennsylvania toan Irish fatherandan Italian mother,Quindlengraduatedin1970from SouthBrunswickHighSchool in SouthBrunswick, NewJerseyandthenattended BarnardCollege fromwhichshegraduatedin1974.SheismarriedtoprominentNewJerseyattorneyGeraldKrovatinwhomshemetwhileincollege.SheliveswithherfamilyinNewYorkCity.Part2BackgroundInformation Overthelast30years,AnnaQuindlen'sworkhasappearedinsomeofAmerica'smostinfluentialnewspapers,manyofitsbest-knownmagazines,andonbothfictionandnon-fictionbestsellerlists. Quindlenbeganherjournalismcareerin1974asareporterforthe NewYorkPost.ThenshejoinedtheNewYorkTimesin1977asageneralassignmentreporter.Between1977and1994sheheldseveralpostsat theNewYorkTimes.QuindlenwrotetheAboutNewYorkcolumnfrom1981to1983.ShecreatedthecolumnLifeinthe30’srunningfrom1986to1988,andin1990,Quindlenbeganwritingabi-weeklyPublicandPrivatecolumnontheop-edpage.Part2BackgroundInformation ShepublishedherfirstnovelObjectLessonsin1991. Andin1992,QuindlenwonthePulitzerPrizeforCommentarybecauseoftheNewYorkTimescolumn,PublicandPrivate. QuindlenlefttheNewYorkTimesin1995topursuewritingfictionfull-time,buteventuallyreturnedtojournalismin1999withabi-weeklycolumnforNewsweek.Shewrotetheprestigious"LastWord"columninNewsweekmagazineuntilsheannouncedherretirementintheMay18,2009.Part2BackgroundInformation Quindlenisknownasacriticofwhatsheperceivestobethefast-pacedandincreasingly materialistic natureofmodernAmericanlife.Muchofherpersonalwritingcentersonhermotherwhodiedattheageof40from ovariancancer卵巢癌,whenQuindlenwas19yearsold.Part2BackgroundInformation AnnaQuindlenistheauthorofmanybooks.Shehaswrittenfourbest-sellingnovels,ObjectLessons(1991),OneTrueThing(1994),BlackandBlue(1998),Blessings(2002),andthreeofthemhavebeenmadeintomovies.  OneTrueThing was madeintoafeaturefilm in1998forwhich MerylStreepreceivedan AcademyAward nominationfor BestActress. BlackandBlue and Blessings weremadeintotelevisionmoviesin1999and2003respectively.*Part2BackgroundInformation Quindlenisalsotheauthorofacollectionofessays,LivingOutLoud(1988),andThinkingOutLoud(1993).Herlatestbook,LoudandClearwaspublishedinApril2004andcomprisedcolumnsshewroteforbothNewYorkTimesandNewsweek. Shealsowrotetwochildren’sbooks,TheTreeThatCametoStay(1992)andHappilyEverAfter(1997). HowReadingChangedMyLifewasreleasedinSeptember1998.Part2BackgroundInformation Novels:Part2BackgroundInformation Non-fictionbooks:Part2BackgroundInformation TwoChildren'sbooks:Part2BackgroundInformation Author(herlife) AnnaQuindlentheJournalist TheNewYorkTimescolumnistuntil1994 PulitzerPrizeforCommentaryin1992 Newsweekcolumnist1999-2009 AnnaQuindlentheNovelist Full-timenovelistsince1995 Authoroffourbest-sellingnovels,threeofwhichmadeintomoviesPart2BackgroundInformation Author(herworks) Acriticofthefast-pacedandincreasinglymaterialisticnatureofmodernAmericanlife Somequotes/quotations: Ifyoursuccessisnotonyourownterms,ifitlooksgoodtotheworldbutdoesnotfeelgoodinyourheart,itisnotsuccessatall. Youcannotbereallyfirst-rateatyourworkifyourworkisallyouare.Part3TextAnalysis Skimmingthewholetexttogetthemainideas(withthehelpofthefollowingquestions) Questionsforthinking: 1.Whatisyouroverallimpressionofthistext?Whatisthetextmainlyabout? 2.Whatdoyouthinktheauthoristryingtosay?Whatarethemainpointssheistryingtomake? 3.Whatistheauthor'spurpose?Whyhasthetextbeenwritten? *Part3TextAnalysis 4.Whatdoesreadingmeantotheauthor? 5.Whatkindofattitudestowardreadingbothertheauthor? 6.Whatkindofattitudedoestheauthoradvocate? 7.Whatconclusionsaredrawn?Part3TextAnalysis Mainidea: Thetextmainlytellstheauthor’sexperiencesofhowreadingchangedherlife.Theauthorhadsuchapassionfor,andtooksuchadelightintraditionalreadingthroughoutherchildhood,adolescenceandadulthood.Also,shebenefitedalotfromherreading.Thegreatestgainfromreadingwasonlytheintensepleasureitgaveher.Whatismore,sherealizedthatbookwormslikeherstillexisteddespitethedeclineofreadingnowadays.Part3TextAnalysis Pleasereadthetextandtrytofindouttheanswerstothefollowingquestions. Questions: 1.Throughouttheauthor’schildhoodandadolescence,whatdidsheread? 2.Whatdidshelearnthroughreading?Whatwerethebenefitsofreading? 3.Whydoessheread?Whatisherpurposeofreading?Part3TextAnalysis 4.Howhasreadingchangedherlife? 5.Whenshebecameanadult,howwasherreadingenvironment?Didshereadinafavorableenvironment? 6.Whatkindofattitudestowardreadingbothertheauthor?Isthereanychangetothepurposeofreading?Whatarethechanges? 7.Dopeoplestillreadorreadasmuchastheyshould(asmuchastheyusedto)today?Whydon’tpeoplereadorreadasmuchastheyshouldtoday?Part3TextAnalysis TextOrganization/Structure Questions: Doyouhaveageneralideaofthestructureofthetext?Howisthetextorganized? Whatarethedifferentpartsabout?Whataretheappropriatesubtitlesfordifferentparts? Tips: 1.readthefirstandlastparagraphsandthebeginning andfinalsentencesoftheotherparagraphs. 2.Trytofindoutthetopicsentenceofeachparagraph. Part3TextAnalysis Thishighlyautobiographicalessaycanbedividedintothetraditionalthreepartswithabriefintroductionandanequallybriefconclusion.Theauthorstartsthetextwiththeintroductionofthequietandlovelyplacewhereshespentherchildhoodanddevelopedthehabitofreading.Part3TextAnalysis Themajorpart,thebodyoftheessay,canbedividedintotwosections,thefirstofwhichdealswithherchildhoodexperiencesofreading:what,how,whysheread,andwhatshelearnedthroughreading.Thesecondsectiontacklesamorecomplicatedtopic:howshecontinuestoreadinanunfavorableenvironmentinadulthood,Part3TextAnalysis inwhichreadingforpleasureisreplacedbyreadingforpurpose(suchasreadingforeconomicbenefitsorpersonaladvancementoracademicachievement);andreadingisprobablybeingtakenplacebytheTVandthemovies.Intheconclusionpart,theauthorreemphasizesthattherearestillbookwormslikeheramongordinarypeopleinspiteofthedeclineofreading.Part3TextAnalysis I.Theintroduction(para.1) IgrewupinaquietandlovelyneighborhoodwhereIdevelopedthehabitofreadingasasmallchild. II.Thebody(paras.2-15) A.Iwasanavidreaderthroughoutmychildhoodandadolescence.(paras.2-9) 1.Iwanderedtheworldandlearnedaboutpeoplethroughbooks.(paras.2-4) 2.AsachildIpreferredreadingtoplayingoutdoorswithmypeers.(paras.5-6) 3.Throughbooks,Ialsolearnedaboutmyself,mywishesanddreams.(paras.7-8)Part3TextAnalysis 4.IreadbecauseIloveditmorethananythingelseintheworld.(para.9) B.InmyadulthoodIremainanavidreaderinanunfavorableenvironment.(paras.10-15) 1.Itisbelievedreadingshouldserveausefulpurposeandaimlessreadingisdiscouraged.(paras.10-11) 2.ReadingisbeingreplacedbyTVandthemovies.(paras.12-13) 3.Thereadingpopulationhasbecomeaminoritygroup.(paras.14-15) III.Theconclusion(paras.16-18) Despitethedeclineofreading,therearestillbookwormslikemeamongordinarypeople.Part4DetailedReading:LanguageFocus para.1 …..asmallbutsatisfyingspreadofcenter-hallcolonials,oldroses,andquietroads. spread n.arangeoranareaoverwhichbuildingsspreadPart4DetailedReading:LanguageFocus spreadn. 1.~ofsth:theareathatsthexistsinorhappensin 涉及区域；活动分布范围 e.g.thegeographicalspreadofthecompany’shotels 这家公司所属各酒店的地理分布Part4DetailedReading:LanguageFocus 2.~ofsth:howwidesthisortheareathatsthcovers 宽度；面积;翼展 e.g.aspreadofthirtymiles 三十里的范围 Thebird’swingshaveaspreadofnearlyametre. 这只鸟翼展近一米。 3.~ofsth:arangeofpeopleorthings范围；广度；幅度 e.g.wide/broad/goodspreadofsth abroadspreadofinvestments多种类型的投资 Part4DetailedReading:LanguageFocus colonials: Hereitreferstothehousesbuiltinthestyleofthe18thcenturyduringthecolonialperiodofAmericanhistory(whenAmericawasstillunderBritishrule). theColonialPeriod(1492-1775):EuropeannationscametoAmericatoincreasetheirwealthandbroadentheirinfluenceovertheworldaffairs.TheSpanishwereamongthefirstEuropeanstoexploretheNewWorldandthefirsttosettleinwhatisnowtheUnitedStates.Part4DetailedReading:LanguageFocus By1650,EnglandhadestablishedadominantpresenceontheAtlanticcoast.ThefirstcolonywasfoundedatJamestown,Virginia,in1607.By1770, morethan2millionAfricanslaveslivedandworkedinGreatBritain’s13NorthAmericancolonies. FinallyAmericaachievedindependencefromBritaincolonialrulein1776.Part4DetailedReading:LanguageFocus Paraphrase: TheplacewhereIlivedwasnotverylarge,buttherewerequiteafewlovelyhouseswhichbuiltinthestyleof18thcenturyduringthecolonialperiodofAmericanhistory,withahallinthecenterinsideandsomeoldrosesandquietroadsoutside.Part4DetailedReading:LanguageFocus wanderv. 1.towalkslowlyaroundortoaplace,oftenwithoutanyparticularsenseofpurposeordirection 漫游；游荡；闲逛；徘徊； 流浪；漂泊 e.g.Shewanderedaimlesslyaroundthestreets. 她在大街上漫无目的的到处游荡。 Wewanderedbacktowardsthecar. 我们溜达着回到汽车那里。Part4DetailedReading:LanguageFocus 那孩子被发现独自在大街上瞎转。 Thechildwasfoundwanderingthestreetsalone. 2.~(away,back,to,etc.sth)(ofaperson’smindorthoughts人的思想或想法)tostopbeingdirectedonsthandtomovewithoutmuchcontroltootherideas,subjects,etc. 走神；神志恍惚；（思想、注意力）不集中，开小差 e.g.It’seasytobedistractedandletyourattentionwander. 很容易走神分散了注意力。Part4DetailedReading:LanguageFocus 尽量别让你的思想开小差。 Trynottoletyourmindwander. Herthoughtswanderedbacktoheryouth. 她浮想联翩，思绪回到了青春岁月。 wanderwild:theadjective“wild”isusedhereasasubjectcomplement. Examples: Attheageof80,hermindbegantowanderfree. Amiserisapersonwholivespoorsoastodierich.Part4DetailedReading:LanguageFocus para.2 AndwanderIdid,……. AndIdidwander… Itisininvertedorderformoresmoothtransition.Part4DetailedReading:LanguageFocus IhadnowheretogoandnoimaginablereasononearthwhyIshouldwanttoleave. onearth usedafternegativenounsorpronounstoemphasizewhatyouaresaying (用于否定名词或代词之后表示强调） 在世界上；在人世间Part4DetailedReading:LanguageFocus no…./nothingonearth: toemphasizethatyoumeannothingatall 绝对没有什么（用于强调） e.g.Nothingonearthwouldpersuademetogo. 绝对没有什么可以说服我去。 Thereisnoreasononearthwhyyoushouldtellhim. 你绝对没有什么应该告诉给他的理由。Part4DetailedReading:LanguageFocus QueenVictoria(1819–1901)wasthemonarchoftheUnitedKingdomofGreatBritainandIrelandfrom20June1837untilherdeath. Sheinheritedthethroneattheageof18. Herreignof63yearsand7months,whichislongerthanthatofanyotherBritishmonarchandthelongestofanyfemalemonarchinhistory,isknownastheVictorianera.Part4DetailedReading:LanguageFocus Itwasaperiodofindustrial,cultural,political,scientific,andmilitarychangewithintheUnitedKingdom,andwasmarkedbyagreatexpansionoftheBritishEmpire.Part4DetailedReading:LanguageFocus Q:WhatwerethefeaturesofVictorianEngland? peace,prosperity,power,refinedsensibilitiesandself-confidencePart4DetailedReading:LanguageFocus ……allthosegreathouses,withtheirhighceilingsandhighdrama…. ceilingn. thetopinsidesurfaceofaroom天花板；顶棚 SYNroof highceilings天花板/屋顶很高 Herehighceilingsrefertothosegrand,magnificentbuildingswithhighceilingsPart4DetailedReading:LanguageFocus highdramareferstothethrillingplotsofthenovelsPart4DetailedReading:LanguageFocus para.3 Essayquestions areusuallyintheformofastatement. aremoregeneralandrequireatleastaparagraph—thatis,severalsentences—toanswerfully. usuallybeginwithaheadwordsuchasdiscuss,describe,explain,compareandcontrast,list,analyze,orsummarize.Theseheadwordsexplainthewriter’spurposeinansweringthequestion:Part4DetailedReading:LanguageFocus 1.togiveallsidesofthetopic(discuss) 2.togivealltheimportantdetailsofsomething(describe) 3.tomakesomethingclearbygivingreasonsorbyexplaininghowtodoit(explain) 4.towritethesimilaritiesanddifferences(compareandcontrast) 5.tonamethepartsofsomething,onebyone(list)Part4DetailedReading:LanguageFocus 6.tobreaksomethingintoitslogicalpartsinordertoexplainit(analyze) 7.towritesomethinginashorterform,givingthemainideasandomittingthedetails(summarize)Part4DetailedReading:LanguageFocus Later,overastiffandawkwardlunchoftuna-fishsalad,someoftheothergirlsatmytablewereperplexedbythesourceofthequotationandwhatitmean,andIwascertain,atthatmoment,thatthescholarshipwasmine.Part4DetailedReading:LanguageFocus stiffadj. notrelaxed awkwardadj. makingyoufeelembarrassed 令人尴尬的；使人难堪的 e.g.Therewasanawkwardsilence. 一阵令人尴尬的沉默。Part4DetailedReading:LanguageFocus Thisisacompoundcomplexsentenceconsistingoftwocoordinateclausesconnectedby“and”,eachofwhichcontainsasubordinateclause. Inthefirstclause: Subject:someoftheothergirls Predicate:wereperplexedbythesourceofthequotationandwhatitmeant Qualifier:later,overastiffandawkwardlunchoftuna-fishsalad(adverbials)Part4DetailedReading:LanguageFocus Inthesecondclause: Subject:I linkingverb:was Predicative:certainthatthescholarshipwasmine Qualifier:atthatmomentPart4DetailedReading:LanguageFocus ATaleofTwoCities(1859)issetinLondonandParisduringtheFrenchRevolution. ThenoveldescribesthesufferingsoftheFrenchpeasantry(农民；农民阶级）underthecrueloppressionofthearistocracy(贵族)intheyearsleadinguptotherevolution,thebrutality(残忍)demonstratedbytherevolutionariestowardtheformeraristocratsintheearlyyearsoftherevolution,andmanyuglythingshappeningatthesametimeinLondon.Part4DetailedReading:LanguageFocus Thishistoricalbackgroundisclearlyportrayedinthefamousopeningparagraph: Itwasthebestoftimes,itwastheworstoftimes,itwastheageofwisdom,itwastheageoffoolishness,itwastheepochofbelief,itwastheepochofincredulity,itwastheseasonofLight,itwastheseasonofDarkness,itwasthespringofhope,itwasthewinterofdespair,wehadeverythingbeforeus,wehadnothingbeforeus,wewereallgoingdirecttoheaven,wewereallgoingdirecttheotherway—inPart4DetailedReading:LanguageFocus short,theperiodwassofarlikethepresentperiod,thatsomeofitsnoisiestauthoritiesinsistedonitsbeingreceived,forgoodorforevil,inthesuperlativedegreeofcomparisononly.Part4DetailedReading:LanguageFocus para.4 Onepoemcommittedtomemoryingradeschoolsurvivesinmymind. gradeschool: (AmE)primaryorelementaryschoolPart4DetailedReading:LanguageFocus commitsthtomemory (formal)tolearnsthwellenoughtorememberitexactly;tostudysthcarefullysoastorememberitperfectly 牢记某事；把….学好记牢 SYNmemorize e.g.Shecommittedtheinstructionstothememory. 她把指令记得很牢。Part4DetailedReading:LanguageFocus surviveinmymind: stillremaininmymind;Istillremember Paraphrase: IstillrememberonepoemIlearnedingradeschool.Part4DetailedReading:LanguageFocus ItisbyEmilyDickinson:"ThereisnoFrigatelikeabook/TotakeusLandsaway/NoranycourserslikeaRage/OfprancingPoetry."Part4DetailedReading:LanguageFocus land: (literary)usedtorefertoacountryorregion 国家；地区 e.g.Shelongedtoreturntohernativeland. 她渴望回到她的祖国。 Theydreamedoftravellingtoforeignlands.. 他们梦想去外国旅游。 Americaisthelandoffreedomandopportunity. 美国是一个拥有自由与机遇的国度。Part4DetailedReading:LanguageFocus EmilyDickinsonistellingusinthispoemthatabookcantakeustoplacesfarbeyondourneighboringcountriesandfasterthanthefastestboat.Andapageofpoetrycanmakeusfeelwearespringinganddancingquickly,happilyandproudlyasnoracinghorsecan.Part4DetailedReading:LanguageFocus para.5 PerhapsonlyatrulydiscontentedchildcanbecomeasseducedbybooksasIwas.Perhapsrestlessnessisanecessarycorollaryofdevotedliteracy.Part4DetailedReading:LanguageFocus seducesbintosth/intodoingsth topersuadesbtodosththattheywouldnotusuallyagreetodobymakingitseemveryattractive 诱骗；唆使；引诱 e.g.IwasyoungandseducedbyNewYork. 我当时年轻，抵挡不住纽约的诱惑。 Leadersarepeoplewhocanseduceotherpeopleintosharingtheirdream. 领导人就是要能够说服别人来分享他们的梦想。Part4DetailedReading:LanguageFocus restlessadj. unabletostaystillorbehappywhereyouare,becauseyouareboredorneedachange 坐立不安的；不耐烦的； e.g.Theaudiencewasbecomingrestless. 观众开始不耐烦了。 Afterfiveyearsinthejob,hewasbeginningtofeelrestless. 这份工作干了五年以后，他开始厌烦了。Part4DetailedReading:LanguageFocus restlessnessn. e.g.therestlessnessofyouth 年轻人的躁动 corollaryn. (formal)asituation,anargumentorafactthatisthenaturalanddirectresultofanotherone 必然的结果（或直接推论） e.g.Issocialinequalitytheinevitablecorollaryofeconomicfreedom? 社会不平等是否是经济自由的必然结果呢？Part4DetailedReading:LanguageFocus literacy  n[U]abilitytoreadandwrite读写能力 Paraphrase: Perhapsonlythosechildrenwhowerereallydissatisfiedwiththerealitywouldindulgethemselvesinreadingbooks,likeme.Perhapsifapersonworksreallyhardatreadingandwriting,heorsheisboundtoberestless.Part4DetailedReading:LanguageFocus clubchair aclubchairisatypeofarmchair,usuallycoveredinleather.ItwascreatedandmadeinFrance.Part4DetailedReading:LanguageFocus curledarmsPart4DetailedReading:LanguageFocus squareottomanPart4DetailedReading:LanguageFocus barreltablePart4DetailedReading:LanguageFocus InmymindIamalwayssprawledonit,readingwithmyskinnylegsslungoveroneofitsarms. sprawl:tostretchoutone’sarmsandlegsindifferentdirections 伸开四肢坐或躺Part4DetailedReading:LanguageFocus e.g.HewassprawlinginanarmchairinfrontoftheTV. 他伸开手脚坐在电视机前的一张扶手椅上。 Somethinghitherandsenthersprawlingtotheground. 不知道什么东西击中了她，把她打趴在地上。 Itrippedandwentsprawling. 我绊了一下，摔了个四脚朝天。 Part4DetailedReading:LanguageFocus coaxsb(into/outof(doing)sth) 劝诱,哄劝: Shecoaxedhersoninto/outofattendingthemeeting. 她哄劝儿子(不要)参加那个聚会。 Hecoaxedthesecretoutofhiswife. 他以巧言从妻子口中探出秘密。 Shecoaxedtherabbitintothecage.Part4DetailedReading:LanguageFocus lure n.(usuallysing.)theattractivequalitiesofsth吸引力；诱惑力；魅力 e.g.Fewcanresistthelureofadventure. 很少有人能抵御历险的诱惑力。 v.(usually+adv./prep.)(disapproving) topersuadeortricksbtogosomewhereortodosthbypromisingthemareward 劝诱；引诱；诱惑 e.g.Youngpeopleareluredtothecitybytheprospectofajobandmoney. 年轻人希望打工赚钱，从而被诱惑到城市。Part4DetailedReading:LanguageFocus instinctiveadj. basedoninstinct,notthoughtortraining 本能的；直觉的；天生的 e.g.instinctiveknowledge 本能的知识 Sheisaninstinctiveplayer. 她是个天生的运动员。 Myinstinctivereactionwastodenyeverything. 我的本能反应是否认一切。Part4DetailedReading:LanguageFocus instinctivelyadv. e.g.Heknewinstinctivelythatsomethingwaswrong. 他凭直觉知道出事了。Part4DetailedReading:LanguageFocus para.6 ……somebookthathadbeenlaidflatonthetabletomarkmyplace,itsimaginarypeoplewaitingformetoreturnandbringthemtolife. imaginaryadj. notreal,onlycreatedinone’smind;existingonlyinyourmindorimagination 想象中的；幻想的；虚构的 e.g.imaginaryfears想象中的恐惧 Asshelistened,sheplayedanimaginarypianoonherknees.她边听边在膝盖上作弹琴状。Part4DetailedReading:LanguageFocus imaginativeadj. havingorshowingnewandexcitingideas 富于想象力的；创新的 SYNinventive e.g.animaginativeapproach/idea/child 有创意的方法/思想/孩子Part4DetailedReading:LanguageFocus imaginableadj. 1.usedwithsuperlatives,andwithallandevery,toemphasizethatsthisthebest,worst,etc.thatyoucanimagine,orincludeseverypossibleexample (与形容词最高级或与all、every连用，表示强调或概括)想象得到的 e.g.Thehousehasthemostspectacularviewsimaginable. 从这所房子可以看到所能想象的最壮丽的景色。Part4DetailedReading:LanguageFocus 2.possibletoimagine 可想象的 e.g.Thesetechnologicaldevelopmentswerehardlyimaginable30yearsago. 这些科技新产品在30年前几乎是不可想象的。Part4DetailedReading:LanguageFocus Exercises: 1.Youngstudentsareoftenmorethanteachers. 2.Therulerofthatcountrywasthemostbrutal. 3.Hewroteastoryaboutancommunityontheothersideofacave,unknowntotheoutsideworld.Part4DetailedReading:LanguageFocus bringsb/sthtolife: tomakesb/sthmoreinterestingorexciting 使更有趣；使更生动 e.g.ThenewteacherreallybroughtFrenchtolifeforus. 新来的老师给我们把法语教得生动活泼。 Flowerscanbringadullroombacktolife. 鲜花可使沉闷的房间恢复生气。Part4DetailedReading:LanguageFocus para.7 Therewaswaking,andtherewassleeping.Andthentherewerebooks…