Section A A Busy Weekday Morning
I. Selected words
1.1 blast v.
1. make a sudden, loud sound发出猛烈响声
As she entered the room, the sound of western music blasted forth.她进房间时,猛地响起了西部音乐。
2. break up by explosion爆破
They blasted a hole in the wall so that they could get through. 他们在墙上炸了一个洞以进入屋内。
3. attack with explosives以炸药攻击
The soldiers blasted the stronghold.战士们用炸药炸碉堡。
1.2 blast forth (sounds) come out suddenly (声音)突然响起来
As she turns on the radio, music blasts forth.她一打开收音机,音乐就响了起来。
2. horrible a.
shocking, frightening; unpleasant可怕的;令人不悦的
What a horrible mistake you've made!你犯了个多么可怕的错误!
3. definitely ad.
certainly; with no doubt当然;无疑地
Has he got the job he wanted? 他得到了他申请的工作吗?
Definitely.当然。
4. offensive a. (offend v.; offence n. ;offender n.)
1. very unpleasant
极讨厌的,令人作呕的
He did something offensive to annoy her.
他做了件令人讨厌的事,令她很生气。
2. for attacking
攻击性的
That country developed lots of offensive guns.
那个国家研制了许多进攻性武器。
5. disturb vt. (disturbing & disturbed a.)
1. interrupt, trouble or bother 打扰, 妨碍
Sorry to disturb you, but I want to speak to Mr. John.对不起,打搅你了,我想跟约翰先生说几句话。
2. make sb. worried or unhappy 使不安,使烦恼
They were rather disturbed by the way the government tried to cover the truth.
他们对于政府掩盖真相的做法感到不安。
6.1 disgust vt.
cause not to like使厌恶,使反感
The smell of the bad egg disgusts me.这变质了的蛋的气味令我作呕。
6.2 disgusting a.
very unpleasant 令人厌恶的,令人作呕的
The bad egg has a disgusting smell. 这个蛋变质了,味道很难闻。
7. along with
in company with; together with 一道
I'll go along with you. 我和你一道去。
There was a bill along with the packet. 邮包里还附有一份账单。
II. Key Sentences Structures
1. while + -ing 引起的伴随状语。
She ate apiece of cake while standing by the sink.
The school master looked angrily at the naughty students while talking with their parents.
2. as 连接两个表示动作同时发生的句子,相当于at the same time.
As she lay listening to her favorite music radio station, Sandy sang along with the words.
Sandy sang along with the words, as she lay listening to her favorite music radio station.
III. Discuss the following questions
1. Why Mr. Finch shout at Sandy, his daughter?
2. Did she listen to her father? Why?
3. From the conversation we know that the mother was very much concerned about the daughter. Was Sandy thankful to her mother? Why
4. Why did the mother call her daughter in full name in Para 24?
5. What difference can you see between Sandy and her parents? Do you have the Problems with our parents?
IV. General idea
Sandy is getting ready for school. She chooses to stand up to eat breakfast as she is late but her mother tells her to sit and eat as it is not healthy to stand. Her mother thinks Sandy’s old T-shirt with a hole in it is disgusting and suggests she wear a nice blouse from her closet. Her mother is even more concerned when she notices for the first time that Sandy is wearing makeup, including eyeliner. Sandy at fifteen is too young for makeup but Sandy announces that she has been wearing it for months and all her friends are wearing it, either. She shocks her mother by telling her that others also have tattoos and piercing as well. The mother is annoyed with Sandy who pretends not to notice and avoids any farther exchange by bolting off to catch her bus to school. Sandy thinks before her brother left for college, her parents now bug her more and more with her than he was at home.
Section B Parent Talk
V. Selected words
1. appeal vi.
1). please; attract; interest 吸引, 有吸引力, 有感染力
Blue and red appeal to me, but I don't like gray and yellow. 我喜欢蓝色和红色,但不喜欢灰色和黄色。
This music is too old-fashioned to appeal to young people any longer.这音乐太老,不能再吸引年轻人了。
2) make a strong request for help, support呼吁,恳求
The intimidated woman appealed to the crowd to help her find her lost child..那受到恐吓的妇女呼吁人们帮她找回失去的孩子。
2. distract vt. (attract)
take one's attention away分散注意力, 转移注意力,使分心
The loud music played next-door distracts me. 隔壁房里大声放着的音乐分散了我的注意力。
The little boy cannot pay attention; he is distracted by the bird outside the classroom.这小孩不能集中精力,教室外的小鸟分散了他的注意力。
3. concern
n.
1). worry; over-anxiety关心;担心
The mother's concern over her sick child kept her awake all night.母亲由于担心自己生病的孩子而整夜没睡。
2). a matter of interest or importance to sb.关切的事,有关的事
Her major concern is to keep the communication line with her daughter open.她主要关心的是保持与女儿的交流畅通。
vt.
be troubled or uneasy; cause to worry使不安;使担心
The head was concerned that his men were too tired and hungry to fight.头儿担心他的部下又累又饿已不能再战斗了。
Bill's problems in math class concern Sandy very much.比尔数学功课不好使桑迪很不安。
4.1 identify vt.
1). show the identity of; tell who or what a person or thing is认出,鉴定出
The police cannot identify the body. 警察不能确认这具尸体。
2). (with) cause (sb.) to be connected with 使与……相连
The father thinks what Sandy disagrees with him about is closely identified with the generation gap.父亲认为桑迪与他格格不入之处同代沟密切相关。
4.2 identity n.
who or what a person or thing is身份;本体
It's a serious situation if one loses his identity.失去个性可是件大事。
5. defy vt.
rebel against; challenge(公然)违抗,藐视; 挑,激
He looked at me as if he was defying me to argue.他盯着我,好像想激我与之争论。
VI. Reading Skills: Distinguishing between Facts and Opinions
The ability to tell the difference between facts on one hand and the writer's opinions or interpretations on the other is a crucial comprehension skill.
Facts are statements that tell what really happened or what the case is, and they are usually based on direct evidence. Opinions, on the other hand, are statements of belief, judgment or feeling. Opinions, of course, are often based on facts - but they also involve the writer's personal interpretation of the facts, which may or may not match your interpretation of them. Sometimes it isn't easy to separate fact from opinion. Writers may combine fact and opinion in a way that makes it hard to say where the facts end and the opinions begin - or they may present opinions as if they were facts.
The biggest difficulty in distinguishing fact from opinion, however, may arise when you agree with the writer's opinion: When we believe something very strongly, it's easy to mistake our opinions for facts! So critical reading involves careful examination of our own beliefs as well as the author's.
But anyway, it is very important to distinguish between facts and opinions in order to have a better understanding of what the reading passage means.
Post-teaching note: