UNIT 2
Preview
Ⅰ. Objectives
Ⅱ. Suggested Teaching Plan
Ⅲ. Background Information
Ⅳ. Class Presentation
UNIT 2
Preview
This unit tells about people who invented new things
and helped the development of our society. In the Listening
and Speaking section, you will learn how to offer help and
express willingness to help. In the Reading and Writing
section, Text A tells the story of the blind young man who
invented the Braille system; Text B tells how tomatoes
become part of the American diet; and Practical Reading
includes the copyright page of a book.
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UNIT 2
Ⅰ. Objectives
After studying this unit, the students are expected to be able to
1. grasp the basic skills necessary to offer help and express
willingness to help;
2. understand the main ideas of Texts A, B and C, and master
the useful sentence structures and words and expressions
found in the relevant exercises of the first two texts;
3. know how to use the present progressive and the past
progressive;
4. know how to fill in a book order form;
5. understand the difference between the general idea and the
details contained in an English paragraph.
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UNIT 2
Ⅱ. Suggested Teaching Plan
Suggested Time and Teaching Plan for Unit 2
Time
Contents
2 periods Preview
Plan
The teacher explains the
Preview so the students will
have some knowledge of what
they are about to learn in this
unit. Then the teacher asks the
students to do the following:
C.
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Time Contents
Listening
and
Speaking
Plan
1) Offering Help
A. Listen to the short talk in Exercise
1 twice and then fill in the missing
words;
B. Listen to the whole short talk and
then do Ex. 2;
2) Expressing Willingness to Help
A. Go through the new words in the first
conversation of Ex. 3 and then
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Time Contents
Plan
listen to the conversation twice while filling
in the missing words;
B. Answer the questions about the
conversation by way of group discussion
or traditional teacher student interaction;
C. Go through the second conversation
with the same steps as above;
D. Do Ex. 4 in pairs or groups.
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Time
Contents
Plan
3) Listening Practice
Before ending class, the teacher tells the
students how to do Ex. 5-10 as their
assignment. The teacher also tells the
students that they should be prepared to
answer the questions in Ex. 9 and give an
oral presentation when they next come to
class.
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Time
Contents
3 periods Review of the
listening and
speaking
skills the
students have
learned
Plan
The teacher asks some students
to answer the questions in Ex. 9 of
the Listening and Speaking
section and invites a few others to
give their opinions on “To live is to
give.” Then the teacher turns to
Text A. (This section should be
completed in half a period.)
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Time
Contents
Text A & textrelated
exercises
Plan
1) Starter
The teacher organizes
students in group discussion in
order to name three inventions
or discoveries that they think
are the most important in
human history, and explain the
reasons; then asks one
student from each group to
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Time
Contents
Plan
report their discussion. If the students
have difficulty doing this, the teacher
can give them the information provided
in the following Part III Background
Information, and Some Famous
Inventions and Discoveries. (half a
period)
2) Text A
The teacher
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Time Contents
Plan
A. lets the students answer the text related
questions which they have prepared,
helps them identify the main idea of
each paragraph and analyzes some
difficult sentences and some language
points while discussing the whole text
with the students; (one and a half
periods)
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Time
Contents
Plan
B. guides the students through the
exercises, focusing on certain items
or leaving some exercises as the
students homework, according to the
students different levels of English.
(one period)
1 period Grammar 1) Grammar Review
Review
The teacher talks about the Present
Progressive and the Past Progressive
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Time
Contents
Practical
Writing
Plan
and, at the same time, asks the
students to do the grammar exercises
in class.
2) Practical Writing
The teacher tells as well as shows
the students how to fill in an English
book order form by doing Ex. 11 of
Practical Writing, and then requires
the students to complete the form in
Ex. 12 with his/her help.
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Time
Contents
Plan
2 periods Text B, Text 1) Text B
While discussing the text with the
C & textstudents, the teacher calls on the
related
students to pay attention to the
structure of the paragraphs of the
exercises
text, introducing briefly the concept
of the topic sentence. Ex.14 and
Ex.15 can be done either in or
after class.
2) Text C
Text C
This text should be read as homework
by the students themselves or done as
fast-reading in class.
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Time Contents
Basic
Reading
Skills
Plan
3) Basic Reading Skills
The teacher makes the most of Texts A
and B, analyzing and explaining some
of the paragraphs in the texts and, at
the same time, inviting students to
analyze others.
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Ⅲ. Background Information
Louis Braille (1809－1852)
Braille
The Village of Coupvray
The Braille Family Home
Some Famous Inventions
Some Famous Discoveries
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Louis Braille (1809—1852)
Louis Braille was a blind Frenchman
who invented the braille system of
printing and writing for the blind. He was
born near Paris. An accident at age 3
followed by a serious infection left him
blind. He entered the Royal Institution
for Blind Youth in Paris (now the National Institution for Blind
Youth) when he was 10. Braille was a good student, especially
of science and music, and he became a church organist. He
remained at the Institute as a teacher. There he developed his
system of reading. (From the 1998 World Book Multimedia
Encyclopedia)
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Braille
Braille is a code of small, raised dots on paper that can be
read by touch. Louis Braille, a 15-year old blind French
student, developed a raised dot reading system in 1824. The
idea came to him from the dot code punched on cardboard
that Captain Charles Barbier used to send messages to his
soldiers at night.
In 1829, Braille published a dot system, basing it on a “cell
“of six dots. From the 63 possible arrangements of the dots,
Braille worked out an alphabet, punctuation marks, numerals,
and, later, a system for writing music. His code was not
officially accepted at once. But later it won universal
acceptance for all written languages and for mathematics,
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science, and computer notation.
Blind people read braille by running their fingers along on
the dots. They can write braille on a 6-key machine called a
braillewriter, or with a pocket-size metal or plastic slate.
Braille books are pressed from metal plates. The
characters are stamped on both sides of the paper by a
method called inter-pointing. Dots on one side of the page do
not interfere with those printed on the other. In the early 1960’s,
publishers began using computers to speed up production of
braille books. The text is typed into a computer that
automatically translates it into braille. The computer
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then transfers the raised
braille figures onto paper or
onto metal plates for use in
a press. By another method,
a vacuum braille former
duplicates hand-transcribed
braille pages on plastic
sheets, which are then
bound in volumes. (From
the 1998 World Book
Multimedia Encyclopedia)
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The Village of Coupvray
The village of Coupvray is situated on the slopes of a
grassy hill set between the Brie region of France and that of
the Champagne province. In spite of the proximity of the
Marne Valley, it retains even today the character of a rural
village. One may still see the small brown-tiled roofs, the
farmyards, the farmhouses and a village green surrounded by
trees where are clustered together St. Pierre Church (where
Louis Braille was christened on January 8, 1809), the village
hall, and the monument set up in 1887 and topped by a bust of
the inventor of the alphabet for the blind. The body of Louis
Braille rested in the village cemetery till 1952. On his tomb can
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be seen a casket in which the remains of
his hands are preserved — those hands
which were the first in the world to finger
the raised dots of the Braille alphabet. All
around is still open country. Here and
there amid the gardens and orchards,
small grassy paths meander across the
hillside. And, on the lower slopes, is an
old wash- house with wooden posts and
mossy tiles where the clear waters flow
swiftly by, gently murmuring. (From
www.blind.net/bg410002.htm)
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The Braille Family Home
The Braille family home is in the lower part of Coupvray at
the end of a small street which in the past went by the name
of Knoll Street. It is a large solid house, built in the latter half
of the 18th century and restored at various times since then.
The Braille family also owned several farm buildings in the
yard and on the opposite side of the street. A marble tablet
was affixed in 1952 to the wall of the house facing the yard.
The text, in French and English, reads:
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The Braille Family Home
In this house
on January 4, 1809 was born
Louis Braille
inventor of writing
in raised dots
for use of the blind.
He opened the doors of
knowledge to those
who cannot see.
(Picture from fbraille.com.uy
/louisb/index.htm)
(From www.blind.net/bg410002.htm)
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Some Famous Inventions
Invention
Year
Inventor
Papermaking（造纸术）
105AD
Cai Lun
Compass （指南针）
3rd century AD
unknown
Gunpowder（火药）
8th century AD
unknown
Printing from movable
type（活字印刷术）
1045AD
Bi Sheng
Dynamite（炸药）
1867
Telephone（电话）
1876
Alfred Nobel
Alexander
Graham Bell
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Some Famous Inventions
Invention
Year
Incandescent lamp（白炽灯） 1879
Inventor
Thomas A. Edison
Airplane （飞机）
1903
the Wright brothers
Computer（计算机）
1936
Konrad Zuse
Microwave oven（微波炉）
1947 Percy L. Spencer
Credit card（信用卡）
1950 Frank McNamara
Artificial satellite（人造卫星） 1957 the former Soviet Union
Cell phone （手机）
1973 Dr. Martin Cooper
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Invention
Year
Inventor
The technique of DNA 1973
cloning（DNA克隆技术）
Stanely Cohen and
Herbert Boyer
The World Wide
Web（万维网)
Tim Berners Lee
1989-1991
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Some Famous Discoveries
Discovery
Copernicus published his sun centered theory
of the universe （哥白尼发表日心说）.
Galileo discovered 3 large moons of Jupiter,
supporting the Copernican theory （伽利略发现
木星的三颗大卫星，证明了哥白尼的理论）.
Year
1543
1610
17th
Newton discovered gravity（牛顿发现万有引力）. century
Einstein published his special theory of
1905
relativity（爱因斯坦发表狭义相对论）.
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Some Famous Discoveries
Discovery
Einstein published his general theory of
relativity（爱因斯坦发表广义相对论）.
Hubble identified a new galaxy（哈勃发现
新星系）.
Fleming discovered penicillin（弗莱明发现青
霉素）.
Year
1916
1924
1928-1945
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Ⅳ. Class Presentation
Listening & Speaking
Reading & Writing
Time for Fun
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Listening & Speaking
Offering Help
Expressing Willingness to Help
Listening Practice
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Offering Help
1. A librarian is going to provide you with some
information about the use of the library. Listen to the
short talk carefully and fill in the blanks with the
missing words.
This is our library. It’s well stocked
seven days a week . You
(藏书). It’s open ________________
can borrow all the books in the library
except the rarest(珍奇的) ones, or those
that
must be only
___________
readhere. You can
borrow them for several days to several
months, but must return them
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by
their due dates , or you’ll be charged(罚款) for overdue(过期
_______________
的) books. It’s bad from(行为) to write in public books or
in any way . To use the library, you will
mistreat(破坏) them _________
have to show your student ID(学生证). By the way, you can go
in the library or read your textbooks
online(上网) here __________
in
the reading room in the evening. Enjoy your reading.
________________
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2. Now help one of your classmates to use the library
for the first time. Try to use the language you have
just learned in Exercise 1.
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Expressing Willingness to Help
3. 1) Before you listen to the first conversation, read the
following words and expressions which may be new to
you.
straightforward
简单的
enter
输入
terminal
periodical
(电脑)终端
期刊
accounting 会计；会计学
click on
database
author
作者
title
书名
wow
点击
数据库
I got it.
(表示惊奇、
钦佩,欢乐) 哇
我明白了。
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Listen to the conversation twice and fill in the blanks
with the missing words.
Wang Ying: Excuse me.
I can do for you ?
Librarian:
Yes? Is there anything _____________
Wang Ying:
Librarian:
Wang Ying:
Librarian:
This is my first time in the library. Can you
show me _____________________?
how to use the computer
Sure. It’s fairly straightforward. Let’s go
__________
show you .
over to a terminal and I’ll
Thanks.
you go . Are you looking for a book
Here ______
or a periodical?
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Wang Ying:
Librarian:
Wang Ying:
Librarian:
Wang Ying:
Librarian:
A book on accounting.
Now you can click
______
on the books database.
Now what?
You can enter _______________
the author’s name or the title of
the book.
for you help .
OK. Wow! I got it. Thanks again __________
Glad to help .
__________
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Now listen to the conversation again and answer the
following questions.
1. What book is Wang Ying looking for?
She’s looking for a book on accounting.
2. Why is Wang Ying asking for help ?
Because she uses the library for the first time.
3. Has Wang Ying got the book? How?
Yes, she has. She got it through the computer.
4. Is it easy for Wang Ying to get her book? Why?
Yes, it is. Because the librarian helps her find it through
the computer.
5. What do you think of the librarian?
He’s helpful.
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2) Before you listen to the second conversation, read the
following words which may be new to you.
check out
借出
get used to
习惯于，适应于
Have a good read! = Enjoy your reading!
See you around.
回头见。
Listen to the conversation twice and fill in the blanks
with the missing words.
Li Ming: _______________________________
Did you find all the books you needed ?
Wang Ying: Most of them, but a couple were checked out.
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Did you have any trouble using the computer
Li Ming:
_____________________________________?
Wang Ying: Well, it was my first time, and I was a bit slow
learning it.
there’s anything I
Li Ming:
It takes a little getting used to. If
________________
can
do, I’d be happy to help
_______________________.
Wang Ying: That’s very kind of you, but I think I can manage.
Li Ming:
I_________________________.
know you are a fast learner
Wang Ying: Thanks.
Li Ming:
Have a good read
________________!
Wang Ying: You too. Bye.
Li Ming;
See you around.
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Now listen to the conversation again and answer the
following questions.
1. Where has Wang Ying been?
She’s been to the library.
2. Did Wang Ying get all the books she needed?
No. She got most of them.
3. Did Wang Ying use the computer? What happened?
Yes, she did, but she spent some time getting used to it.
4. What did Li Ming try to do?
He tried to be of help to her.
5. What did Li Ming say about Wang Ying?
He said that she was a fast learner.
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4.
Make a dialogue with one of your classmates, stating a
problem, expressing willingness to help, asking
someone to do something and offering help. You can
use the structures given below for the task.
Would you like me to (do)…?
I could (do)… (for you), if you like.
Do you want me to (do)…?
Is there anything I can do for you?
If there’s anything I can do, I’d be happy to help.
Can I do anything?
Can I help?
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Listening Practice
5 Listen to people talking and decide what they
are talking about.
6
Listen to five questions and choose the
appropriate answers.
7
Listen to five short dialogues and choose the
appropriate answers.
8
Listen to the following talk and fill in the
blanks with the missing words. The talk is
given twice.
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Listening Practice
9
Listen to the talk again and then answer the
following questions orally.
10
Have a free discussion on the topic given
below.
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Listening Practice
5. Listen to people talking and decide what they are
talking about.
1.
script
KEY
W: I’d rather have another piece of cake, if I may.
M: Certainly. Please help yourself.
A) Cake.
B) Peace.
C) Coke.
D) Help.
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2.
script
KEY
M: Excuse me, do you have the correct time?
W: Yes, it is just after twelve.
A. Weather.
B) Lunch.
C) Work.
D) Time.
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3.
script
KEY
W: What’s the best way to get from here to Beijing?
M: By train, I believe.
A) A method.
B) A trip.
C) A place.
D) A city.
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4.
script
KEY
W: Thanks for the help.
M: That’s okay. Where would we be if we didn’t help
each other?
A) Work.
B) Money.
C) Help.
D) Life.
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5.
script
KEY
W: Did you see the end of the play?
M: No, I only saw the beginning, the first few minutes.
A) A book.
B) Money.
C) A play.
D) A film.
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6. Listen to five questions and choose the appropriate
answers.
1.
script
KEY
Do you mind if I sit here?
A) Yes, please.
B) Not too bad.
C) No, have a seat.
D) Oh, pretty good.
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2.
script
KEY
Wang Ying is sick.
A) What a pity!
B) Oh, not at all.
C) It’s a pleasure.
D) That’s all right.
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3.
script
Are you telling the truth?
KEY
A) Yes, I do.
B) No, thanks.
C) Yes, I like it.
D) No, it was a lie.
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4.
script
KEY
Shall we go now?
A) Well, I’m glad to be of help.
B) That’s very kind of you.
C) That’s for sure.
D) I’m ready.
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5.
script
KEY
I thought you’d call.
A) I tried, but no one answered.
B) That’s what I want to say.
C) Me, too.
D) You bet.
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7. Listen to five short dialogues and choose the
appropriate answers.
1.
M: Well, we could always stay at home and watch TV?
There’s a good film on tonight.
W: Let’s do just that. Why didn’t we think of that
before?
Q: What are they doing tonight?
script
KEY
A) Continuing to watch TV.
B) Reading in the library.
C) Going to the cinema.
D) As usual.
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2.
script
KEY
W: You must take some rest. You’ve been working
much too hard.
M: But how can I? I’ll take the exam tomorrow.
Q: Is the man going to take any rest?
A)Right way.
B)Surely he is.
C) He’s not sure.
D) Certainly not.
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3.
script
KEY
W: Come on, you really must think of the future.
M: I’ll tell you what. I’d really like to be a technician.
Q: What does the man want to be in the future?
A) An accountant.
B) A technician.
C) A salesman.
D) A scientist.
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4.
script
KEY
M: What’s the matter?
W: I don’t feel very well this morning. I’ve got a
headache.
Q: What can we learn from the conversation?
A) The woman got a surprise.
B) The man got a surprise.
C) The woman got sick.
D) The man got sick.
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5.
script
KEY
W: Li Ming’s upset — he’s failed the accounting
exam.
M: What bad luck! Still I’m sure he’ll pass next time.
Q: Why is Li Ming upset?
A) Because he caught a cold.
B) Because he made a mistake.
C) Because he missed the party.
D) Because he failed to pass the exam.
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8. Listen to the following short talk and fill in the blanks
with the missing words. The talk is given twice.
Men have lived together in groups since the very
earliest times. Each group tried to keep together and to
ways that would keep the group going after its old
find _____
gone .
members were _____
In order for the group and its values to survive(幸存), it
necessary for the older members to teach children
was _________
all that they had learned so that they could solve the
problems they would ____
face . Young people had to be
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trained to carry on the customs(习俗), knowledge, and skills of
idea of “education” existed(存在) long
the group. So the ____
before there were actual schools.
But when letters were _______
invented , schools became a
necessity. Special(专门的) _______
learning was required to master(掌
握) the symbols(符号). And the existence(存在) of these
symbols made it possible to accumulate(积累) and transmit(传
possible
递) knowledge on a scale(规模) that had never been _______
before.
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Ordinary(普通的) life in the group did not provide(提供) this
type of ________
education . So a special organization(组织) was needed
job of providing it. And this was the ______
to take over the ___
school .
when the first schools appeared. We do
Nobody knows _____
know that they appeared in Egypt(埃及) and perhaps in _____
China
and in some other countries 5,000 to 6,000 years ago.
(197 words)
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9. Listen to the talk again and then answer the following
questions orally.
1. Why did the older members want to teach their children?
Because they wanted to pass the values and skills
of their group for its survival.
2. What was the earliest idea of “education”?
It was training young people to carry on the customs,
knowledge, and skills of the group.
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3. When was it necessary to build schools in human history?
When letters were invented.
4. When was the first school built?
Nobody knows.
5. What is the topic of the talk?
Why were schools started?
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10. Have a free discussion on the topic given below.
Try this discussion:
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Try this discussion:
Student A: I like this idea. My parents taught me to give to others. People
cannot live without help from each other. We are like brothers
and sisters. Society would die off if everyone took, took, took…
and did not give.
Student B: To give or to take? My answer is the first. The future is ours. But
if we want a better world, we have to give ourselves to it. We
have to think of our country. I am ready to serve mine.
Student C: I have a question. Why is it so bad to take? Sure, it sounds ugly…
But how can you survive if you don’t get what you need?
Honestly, aren’t we all takers sometimes?
Student D: They’re opposites. To give is noble. To take is usually selfish. A
person who “lives to give” feeds human society. A person who
lives to take wastes his life.
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Reading & Writing
Text A
He Helped the Blind
Text A Exercises
Grammar Review
Practical Writing
Text B Don’t Eat the Tomatoes; They’re Poisonous!
Text B Exercises
Text C Ups and Downs
Comprehension of the Text
Basic Reading Skills
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Text A
Starter
The development of society is powered by inventions
and discoveries. Looking back into history, we may
find a number of them have changed people’s lives
greatly. Can you name three inventions or discoveries
that you think are the most important in human history?
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Text A
Starter
Three inventions or discoveries that you think are the
most important in human history:
1.
2.
3.
Now compare your response with a classmate, and explain
why you think they are the most important.
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Text A
He Helped the Blind
Jeanne K. Grieser
CH
1 Blind and wanting to read — those were the realities
of Louis Braille’s life. N The desire to read easily led to the
Braille system. January 4 is Braille Day. That day honors
the blind. N But we should also remember Louis and what
he achieved by age 15.
?
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Text A
2
CH
N
Louis Braille was born on
January 4, 1809, in France. He
lived with his parents, two
older sisters, and one older
brother in a small, stone house
in Coupvray.
?
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Text A
3 Three-year-old Louis went to his father’s workshop.
Louis’s father was a saddle maker who made items out of
leather. N Imitating his father, Louis tried to cut a piece of
leather with a small knife. His hand slipped, and the point of
the knife went into his eye. N The doctors took care of him
the best they could, but the injured eye got infected. Then
the infection spread to his good eye. Louis became blind.
CH
?
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UNIT 2
Text A
CH
4 Louis went to a public school and learned by listening
to the teacher. To do his homework, his sister and a friend
read the assignments to him. Soon Louis was at the top of
his class.
?
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UNIT 2
Text A
CH
5 One day, the pastor of Louis’s church came to Louis’s
house and told his parents of a school for the blind in Paris.
N
Louis’s parents decided to send him to the school when
he was nine years old.
?
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UNIT 2
Text A
6 Louis wanted very much to read. The school had only
CH
14 books for blind people; the books were big and heavy.
The letters were large and raised; one book took a long
time to read. Louis thought there must be a better way to
read.
?
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UNIT 2
Text A
7 When Louis was 12, Charles Barbier, a French
N
Army officer, came to the school. Barbier
developed an
alphabet code used by army soldiers. The code was
used to deliver messages to the soldiers at night. It was
made up of dots and dashes. N It kept the messages
secret even if the enemy would see them, but the code
was too complicated for the blind. Louis thought the
code was slow and the dashes took up too much space.
Only one or two sentences fit on a page.
CH
?
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UNIT 2
Text A
8 Over the next three years, Louis worked to simplify
the code. N On a vacation at home, Louis, age 15, picked
up a blunt awl. Aha! An idea came to him. He made the
alphabet using only six dots. Different dots were raised for
different letters. Later, he made a system for numbers and
music.
CH
?
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UNIT 2
Text A
CH
9 Today, Braille is in nearly every language around the
world. Louis Braille, at age 15, changed the lives of blind
people when he created the six-dot Braille system.
N
It is
fitting that January 4, Louis’s birthday, is considered
Braille Day, in honor of the blind.
(454 words)
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UNIT 2
1) Who was Louis Braille?
He was a blind Frenchman, the inventor of the Braille
system.
2) Why is January 4 named Braille Day?
January 4 is Louis’s birthday; it is named Braille Day
to remember
Louis and his achievement and to
honor the blind.
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UNIT 2
Chinese Version
他帮助了盲人
珍妮·K·格里泽
眼睛瞎了而又想读书——这就是路易·布莱叶的生活现
实。想顺利进行阅读的愿望导致了布莱叶盲字体系的产生。1
月4日是布拉耶日。这一节日是向盲人表示敬意。我们还应该
记住路易和他在15岁时取得的成就。
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blind //: a. unable to see 瞎的，
盲的
e.g.
T
Mary’s been blind since birth.
玛丽从一生下来就双目失明。
Love is blind.
T
爱情是盲目的。
the blind: the blind people 盲人
e.g.
a school for the blind T 盲人学校
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Jeanne K. Grieser /  / 珍
尼·K·格里泽
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The desire to read easily led to the Braille system.
实现轻松阅读的愿望导致了布莱叶盲字体系的诞生。
该句的主语部分是 the desire to read easily。
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reality /l/: n. all that is real; quality or state of
being
real 现实，实际；真实，真实性
e.g.
Don’t escape from reality. Face it.
T
不要逃避现实，要面对它。
The reality is that we have barely enough food for three
days.
T
现实是我们只有勉强够吃三天的食物。
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desire //: n. longing; strong wish 渴望；愿
望
e.g.
A strong desire is an essential requirement for success.
T
强烈的愿望是取得成功的必要条件。
You can tell him of your desire to go on the trip with him.
T
你可以把和他一起去旅行的愿望告诉他。
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lead to: have (sth.) as its result
导致
e.g.
The high fever led to her blindness.
T
高烧导致她双目失明。
Confidence and hard work will lead to success.
T
信心和努力工作会带来成功。
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system //: n. group of things or parts working
together as a whole; set of ideas,
theories, principles, etc. according to
which sth. is done 系统；制度；体系
e.g.
a computer system
T
电脑系统
the city’s subway system
T
城市的地铁系统
the educational system of China
T
中国的教育制度
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honor / /:
1. n. great (public) respect, good opinion, etc. shown to sb.;
good character or reputation 崇敬；敬意；荣誉；名誉
e.g.
Bill’s brave actions earned him great honor.
T
比尔的勇敢行为为他赢得了极大的荣誉。
We hold him in great honor.
T
我们十分敬重他。
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2. vt. show great respect or honor to
给…以荣誉
e.g.
向…表示敬意；
The Bible says that you should honor your father and
mother.
T
《圣经》说你应该尊敬父母。
September 10 is Teacher’s Day in China. That day
honors teachers.
T
9月10日是中国的教师节。这一节日是向教师们表示敬意。
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in honor of (used at the end of the text): out of respect for
出于对…的敬意
e.g.
This holiday is celebrated in honor of the old.
T
T
这个节日是为敬老而设立的。
The school decided to build a new library in honor of its
former headmaster.
学校决定建一座新的图书馆来纪念他们的前任校长。
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But we should also remember Louis and what he achieved
by age 15.
我们还应该记住路易及其在15岁时取得的成就。
remember后有两个宾语:Louis 和 what he achieved by age
15。第二个宾语是 由 what 引导的名词性从句。
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Louis Braille /  / 路
易·布莱叶
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3) How many people were there in Louis’s family?
six.
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UNIT 2
Chinese Version
路易·布莱叶于1809年1月4日生于法国。他与父
母、两个姐姐和一个哥哥住在库普弗雷一幢小小的石
头房子里。
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Louis Braille was born on January 4, 1809, in France.
说某事发生在特定的某一天，用介词on来表示。in常用来表
示某事发生的月份或年份，也用来指示事情发生的地点。
e.g.
I’m leaving for Beijing on Monday.
T
我周一去北京。
This year’s sports meeting will take place on April 2.
T
今年的运动会将在4月2日举行。
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e.g.
It usually rains a lot in June.
T
T
T
通常6月雨水很多。
He was born in 1940.
他是1940年出生的。
The 2008 Olympic Games was be held in Beijing.
2008年奥运会是在北京举办的。
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France / /
法兰西，法国
Coupvray / /
（法国城市）
库普弗雷
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UNIT 2
4) How did Louis become blind?
He injured his eye with a knife by accident, and the
infection made both his eyes blind.
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UNIT 2
Chinese Version
3岁的路易去了父亲的作坊。路易的父亲是个鞍具制作
商，他用皮革制作各种鞍具。路易学着父亲的样子，试着
用小刀割一块皮革。他的手一滑，刀尖就戳进了眼睛。医
生们竭尽全力为他医治，但那只受伤的眼睛受到了感染。
后来感染传给了他那只好的眼睛。路易变成了盲人。
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make… out of…: produce… using… as material
用…制造出…
e.g.
What is ink made out of?
T
墨水是用什么制造的？
They’ll make a first class doctor out of her.
T
他们要把她培养成第一流的医生。
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Imitating his father, Louis tried to cut a piece of leather
with a small knife.
路易学着父亲的样子，试着用小刀割一块皮革。
Imitating his father 是分词短语，用作状语。分词短语作状
语时，它逻辑上的主语一般必须与句子的主语一致。课文
中类似的用法还有：He made the alphabet using only six
dots. (Para. 8)
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workshop / /: n. 车间；工场；作坊
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saddle //: n. 鞍；马鞍；鞍具
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item //: n. single article or unit in a list; single
piece
of news 条，项；项目；条款；（新闻等
e.g.
的）一条，一则.
Please check the items in this bill.
T
请核对一下这张账单上的项目。
I took the items out of the box, one by one.
T
我把东西一样一样地从盒子里取出来。
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leather / /: n. 皮革
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imitate //: vt. copy the speech, actions, etc.
of (sb.);
take or follow as an example 模仿，
仿效，学…的样
e.g.
T
The little girl was imitating her big brother by trying to walk
like him.
小姑娘正在模仿她哥哥走路的样子。
He imitates the way his father does things.
T
他学他父亲做事的样子。
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slip //: vi. 滑；滑落；溜；悄悄地
走
e.g.
She slipped on the ice.
T
她在冰上滑了一跤。
He slipped away from the meeting.
T
他从会上悄悄地溜走了。
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take care of: look after; be responsible for 照料；负责
e.g.
If we both leave, who will take care of the children?
T
如果我们俩都离开了，那谁来照顾孩子们呢？
My wife takes care of all the bills.
T
我太太负责处理所有的账单。
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the best they could:
the best是副词well的最高级形式。the best they could =
as well as they could。
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injure / n/: vt. hurt; harm 伤害；损
害
e.g.
He injured his knee when he ran in a long distance race.
T
他在长跑比赛中摔伤了膝盖
Luckily, we were not injured in the car crash.
T
幸运的是，我们没有在车祸中受伤。
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infect / n/: vt. cause (sb./sth.) to be affected
(by a
disease, germs, etc.) 传染；感染
e.g.
Every time you cough you may be infecting others with
germs.
T
你每次咳嗽都可能把病菌传染给别人。
His ear got infected and he became deaf.
T
他的耳朵受到感染，他变聋了。
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infection //: n. 传染；感染
e.g.
An ear infection made him deaf.
T
耳朵感染使他变聋了。
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spread //: v. (cause sth. to) become (more) widely
known, felt or suffered （使）传开；传
染；（使）蔓延
e.g.
The fire spread quickly and burned down their neighbor’s
house too.
T
T
大火迅速蔓延开来，把他们邻居的房子也烧毁了。
I spread the good news to everyone.
我把好消息传播给了每个人。
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The doctors took care of him the best they could, but the
injured eye got infected.
医生们竭尽全力为他医治，但那只受伤的眼睛受到了感染。
the best 是副词 well 的最高级形式。the best they could =
as well as they could。
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5) As a blind child, did Louis give up his school education?
How could he keep up with studies in school?
No. He learned by listening to his teacher. And his sister
and a friend read the assignments aloud to him so that he
could do the homework.
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Chinese Version
路易进了一所公立学校，通过听老师讲课进行学习。
为了做作业，他的姐姐和一个朋友把作业读给他听。很快
路易便成了班里的尖子生。
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public / /: 1. a. 公立的；公众的，公共的；
公开的
e.g.
This city has a fine public library and a few public parks.
T
这座城市有一个很好的公共图书馆和几个公园。
Reporters learned the news on Friday but agreed not to
make it public until the following day.
T
记者们星期五得知了这个消息但同意第二天再公开报道它。
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2. n. 公众，民众
e.g.
I wish to make it known to the public.
T
T
我希望将它公诸于众。
Police are asking the public to help them find two
dangerous bank robbers.
警方请求公众帮助他们寻找两个危险的银行抢劫犯。
PREV.
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UNIT 2
6) What did Louis’s parents decide to do when he was
nine years old?
They decided to send him to a school for the blind in
Paris.
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Chinese Version
一天，教会的牧师来到路易家，告诉他的父母,
巴黎有一所盲童学校。路易的父母决定把他送到那所
学校去，当时他是9岁。
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pastor / /: n. 牧师
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church //: n. 教堂；礼拜；［C］
教会
e.g.
visit a church
T
参观一座教堂
go to church
T
去做礼拜
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told his parents of a school:
= told his parents about a school
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Louis’s parents decided to send him to the school when he
was nine years old.:
路易的父母决定把他送到那所学校去，当时他9岁。
时间状语从句when he was nine years old放在了主句的后面。
课文中同样的结构还有：
Louis Braille, at age 15, changed the lives of blind people
when he created the six dot Braille system. (Para.9)
时间状语从句放在句首时, 主句前应该加上逗号。如:
When he was nine years old, Louis’s parents decided to
send him to the school.
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Paris / / 巴黎（法国首都）
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7) What were the books for the blind like in the school in
Paris?
They were big and heavy. The letters were large and
raised.
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Chinese Version
路易渴望读书。学校里只有14本供盲人阅读的书。
这些书又大又重。书中的字母很大而且是凸起的。读一
本书要花很长时间。路易心想，肯定有一种更好的阅读
方法。
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UNIT 2
8) What was the alphabet code used by army soldiers
made up of?
Dots and dashes.
9) Why was the army code no good for the blind?
It was too complicated; the code was slow and the
dashes took up too much space.
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Chinese Version
路易12岁时，一位法国军官查尔斯·巴比埃来到了学校。
巴比埃研制出一种供军队士兵使用的字母电码。这种电码被
用来在夜间向士兵发送信息。它由点和划组成。即使敌人看
到信息，电码也能使它们保密。但这种电码对盲人来说太复
杂了。路易认为这种电码使用起来太慢，而那些划也太占地
方。一页纸只容得下一两句句子。
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French //: 1. a. 法国的；法国人的；法语
的
2. n. 法语;［the ~］［总称］法国人
e.g.
the French government
T
法国政府
Mr. Fu Lei translated many French novels into Chinese.
T
傅雷先生把许多法语/国小说译成了汉语。
French is taught in many high schools in England.
T
英国很多中学里教法语。
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officer / /: n. 军
官
e.g.
His father is an army officer.
T
他父亲是名陆军军官。
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Barbier developed an alphabet code used by army soldiers.
巴比埃研制出了一种供军队士兵使用的字母电码。
used by army soldiers 是过去分词短语，修饰 alphabet
code，作定语。
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develop //: v. 制订；研制；（使）形成；
（使）成
长；（使）发育；发展
e.g.
They spent a lot of time developing the plan.
T
T
T
他们花了很多时间制订这个计划。
Tom and Mary developed their friendship slowly.
汤姆和玛丽慢慢地发展着他们的友谊。
She is studying how the human brain develops before
and after birth.
她在研究人脑在出生前后是怎样发育的。
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alphabet / /: n. 字母表
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code //: n. 密码；电码；代码
e.g.
secret code
T
密码
military code
T
军用密码
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soldier //: n. 士
兵
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deliver //: vt. 传送（信息等）；投递（信件
等）；
e.g.
发表（演说)等
Did you deliver my message to my father?
T
你把我的信息传给我父亲了吗？
The letter was delivered to the wrong person.
T
T
信投错了人。
deliver a speech
发表演说
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dot //: n. 点，圆
点
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dash //: n.（莫尔斯电码的）划，长划；破折号
（即—）；猛冲，飞奔
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make up: form, compose or constitute 组成，构成
e.g.
We need just one more player to make up a full team.
T
我们只要再多一个球员就可组成一支完整的球队了。
A car is made up of many different parts.
T
汽车由许多不同的部件组成。
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It kept the messages secret even if the enemy would
see them,…:
即时敌人看到信息，电码也能使它们保密。
would表示一种假设的情况，是虚拟语气。
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secret / ’/: 1. a. not known by others
秘密的
e.g.
There is nothing secret about it.
T
关于此事没有什么秘密。
You must keep my words secret.
T
你一定要为我说的话保密。
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2. n. fact, decision, etc. that is kept secret 秘密
e.g.
This is a secret between you and me.
T
这是你我之间的秘密。
PREV.
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enemy //: n. 敌人
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complicated //: a.（结构）复杂
的；难懂的
e.g.
a complicated problem
T
复杂的问题
a complicated system
T
复杂的系统
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take up: fill or occupy (the specified time or space)
占去（时间或地方）
e.g.
Move over! You’re taking up far too much room.
T
移过去一点儿！你占的地方太大了。
This work takes up all my time.
T
这份工作占去了我所有的时间。
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fit //: (fit; fitting)
1. vi. 被容纳；（服装等）合身，合适；适合；适应
e.g.
The suit doesn’t fit well.
T
这衣服不合身。
This chair fits here between the table and the fireplace.
T
这把椅子放在桌子和壁炉之间很合适。
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2. a. 适合的；健康的
e.g.
This water isn’t fit for drinking.
T
这水不适合饮用。
keep fit
T
保持健康
PREV.
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UNIT 2
Language Points
Charles Barbier / /
尔斯·巴比埃
查
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UNIT 2
10) How long did it take Louis to develop his Braille
system?
Three years.
11) How does the Braille system work?
The alphabet uses six dots. Different dots are raised
for different letters.
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UNIT 2
Chinese Version
在以后的三年中，路易一直在做着简化电码的工作。
在家中度假的一天，15岁的路易捡起了一把钝锥子。啊哈！
他突然想到了一个主意。他只用6个点就做出了字母表。他
用不同的凸点代表不同的字母。后来，他又为数字和音乐
编制了一个体系。
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UNIT 2
Language Points
simplify / /: vt. make (sth.) easy to do or
understand; make simpler 使简
易；使简明；简化
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UNIT 2
Language Points
vacation //: n. time when a school, etc. is
closed
to students; holiday 假期；休假
e.g.
the summer/winter vacation
T
暑/寒假
take a vacation from work
T
休假
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UNIT 2
Language Points
pick up: take hold of and lift 拿起；捡起；提起
e.g.
He picked up a stone and threw it at the birds.
T
他捡起一块石头朝鸟群扔去。
She picked up the book from the floor.
T
她把书从地板上捡了起来。
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UNIT 2
Language Points
blunt //: a. without a sharp edge or a point
钝的
e.g.
blunt knife
T
一把钝刀
a blunt pencil
T
粗笔尖的铅笔
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UNIT 2
Language Points
awl // n. small pointed tool for making holes,
esp.
in leather or wood 锥子
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UNIT 2
Language Points
aha //: int. (used esp. to show surprise or
satisfaction) 啊哈（表示惊讶、得意等）
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UNIT 2
Language Points
come to: (of an idea) occur to (sb.)（指主意）被想起
e.g.
I forgot what I was going to say. Oh well, it will come to
me later.
T
我忘了要说什么了。算了，我过一会儿会想起来的。
It suddenly came to me that Mary hates fish.
T
我突然想起玛丽不爱吃鱼。
BACK
UNIT 2
Language Points
On a vacation at home, Louis, age 15, picked up a blunt awl.
在家中度假的某一天，15岁的路易捡起了一把钝锥子。
age 15 是插在主语和谓语中间的一个修饰语，修饰 Louis。
BACK
UNIT 2
Chinese Version
今天，布莱叶盲字已用于全世界几乎每一种语言。路
易·布莱叶在15岁时创造了六圆点布莱叶体系从而改变了
盲人的生活。把布莱叶的生日1月4日定为向盲人表示敬意
的布莱叶日是非常恰当的。
BACK
UNIT 2
Language Points
nearly //: ad. almost; very close to 几乎，差
不多
e.g.
It was nearly ten o’clock when he left.
T
他离开时快10点钟了。
Last year she was very ill and nearly died.
T
去年她病得很重，差点死掉。
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UNIT 2
Language Points
create //: vt. make (sth. new or original);
have (sth.)
as a result; produce 创造；创作；引
e.g.
起；产生
Here are some pieces of art created by our children.
T
这是我们的孩子们创作的一些艺术作品。
Sitting around the fire with friends beside me created a
feeling of warmth deep in my heart.
T
和朋友们一起围坐在炉火边，我的内心深处产生了一种
温暖的感觉。
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UNIT 2
Language Points
It is fitting that January 4, Louis’s birthday, is considered
Braille Day, in honor of the blind.:
把布莱叶的生日1月4日定为向盲人表示敬意的布莱叶日是
非常恰当的。
Louis’s birthday 是January 4 的同位语。
BACK
UNIT 2
Text A Exercises
Reading Aloud
Understanding the Text
Reading Analysis
Vocabulary
Structure
Translation
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UNIT 2
Reading Aloud
1. Read the following paragraphs until you have learned
them by heart.
When Louis was 12, Charles Barbier, a French Army
officer, came to the school. Barbier developed an alphabet
code used by army soldiers. The code was used to deliver
messages to the soldiers at night. It was made up of dots
and dashes. It kept the messages secret if the enemy saw
them, but the code was too complicated for the blind.
Louis thought the code was slow and the dashes took up
too much space. Only one or two sentences fit on a page.
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UNIT 2
Over the next three years, Louis worked to simplify the
code. On a vacation at home, Louis, age 15, picked up a
blunt awl. Aha! An idea came to him. He made the
alphabet using only six dots. Different dots were raised for
different letters. Later, he made a system for numbers and
music.
PREV.
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UNIT 2
Understanding the Text
2. Answer the following questions.
1. Who was Louis Braille?
2. Why is January 4 named Braille Day?
3. How many people were there in Louis’s family?
4. How did Louis become blind?
5. As a blind child, did Louis give up his school education?
How could he keep up with studies in school?
6. What did Louis’s parents decide to do when he was
nine years old?
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UNIT 2
7. What were the books for the blind like in the school in
Paris?
8. What was the alphabet code used by army soldiers made
up of?
9. Why was the code no good for the blind?
10. How long did it take Louis to develop his Braille system?
11. How does the Braille system work?
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UNIT 2
3. Topics for Discussion.
1. “Louis Braille, at age 15, changed the lives of blind
people when he created the six-dot Braille system.”
Now discuss with your classmates what changes this
system can bring to a blind person’s life.
2. “Necessity is the mother of invention.” Do you agree
that Braille’s story proves this saying? Do you know
any other examples that prove the truth of this saying?
PREV.
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UNIT 2
Reading Analysis
4. Read Text A again and complete the following table.
Part Topic
Ⅰ
Opening
remarks
Ⅱ
Louis
Braille’s
invention of
Braille
system
Paragraph
1
2
Main Idea
January 4 is Braille
blind
Day in honor of the
_______
and __________.
Louis Braille
Louis Braille was born
January 4,1809 in
on _____________,
______.
France
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UNIT 2
Part Topic
Paragraph
Main Idea
3
Louis became blind when he
three years old.
was _____
4
Louis went to school and was
at ________________.
the top of his class
5
Louis’s parents decided to
send
him to a school for the
_______________________
blind
in Paris
___________.
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UNIT 2
Part Topic
Paragraph
6
7
Main Idea
Louis was not satisfied with the
books for blind people and
a better way to read
wanted ________________
The ____________
alphabet code developed
by Charles Barbier did not fit
the blind.
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UNIT 2
Part Topic
Paragraph
8
Ⅲ
Closing
remarks
9
Main Idea
__ , Louis developed his
At age 15
_________________
Braille system on a
own six-dot
vacation at home.
Louis Braille’s creation changed
lives of blind people
the ________________
Now retell the main idea of the passage by using the
information in the table you have completed.
PREV.
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UNIT 2
Vocabulary
5. Fill in the blanks with the words given below. Change
the forms where necessary.
reality
injure
deliver
desire
infect
secret
honor
spread
create
imitate
develop
nearly
1. As a young man, he has a strong ______
desire for success.
secret until next month.
2. The plan must remain _____
3. On Memorial Day（阵亡将士纪念日） the American
honor those soldiers who died in wars.
people _____
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UNIT 2
reality
injure
deliver
desire
infect
secret
honor
spread
create
imitate
develop
nearly
4. My finger was ______
injured when I tried to collect the broken
glass by hand.
5. We were happy that her dream of marrying Fred finally
reality .
became a _____
6. My classmates all laughed when I _______
imitated our teacher.
developed
7. The book says that modern music was first _________
in Italy.
PREV.
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UNIT 2
reality
injure
deliver
desire
infect
secret
honor
spread
create
imitate
develop
nearly
delivering
8. The boy could earn（赚得）a little money by ________
newspapers.
9. Jane stayed home on Monday so that her cold would
______ to others in the office.
not spread
infected . I think you should
10. Your throat（咽喉）looks _______
take some medicine.
PREV.
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UNIT 2
reality
injure
deliver
desire
infect
secret
honor
spread
create
imitate
develop
nearly
______ the world in six days?
11. Do you believe that God created
nearly two hours to get there.
12. It took us ______
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UNIT 2
6. Fill in the blanks with the expressions given below.
Change the forms where necessary.
lead to make sth. out of
be made up of come to
take care of
in honor of
take up
pick up
1. It suddenly came
_______
to me that I should have left a message
on his desk.
pick up that piece of paper you’ve just dropped
2. Please ______
on the floor.
lead to any good results.
3. I don’t think quarrels will ever ______
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UNIT 2
lead to make sth. out of
be made up of come to
take care of
in honor of
take up
pick up
4. My friend agreed to __________
take care of my dog while I’m on
vacation.
5. The students are planning a big party _________
in honor of their
retiring（将退休的）teacher.
make tools out
of stones
6. Human beings learned to _____
_____
thousands of years ago.
PREV.
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UNIT 2
lead to make sth. out of
be made up of come to
take care of
in honor of
take up
pick up
7. Don’t you think watching TV ___________
has taken up too much
of your time?
made up of 15 doctors and 25 nurses was
8. A team _________
sent to the flooded area（水灾地区）.
PREV.
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UNIT 2
Structure
7. Complete the following sentences by translating the
Chinese in brackets into English.
Model:
Louis Braille was born on January 4, 1809, in France.
1. The Wright brothers made their first powered flight
on December 17, 1903, in America（1903年12月17日在美国）
____________________________.
2. The peace talks between the two enemy countries began
on June 28, 1961, in a third country （1961年6月28日在第
______________________________.
三方国家）
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UNIT 2
Model:
Louis Braille was born on January 4, 1809, in France.
3. I shall never forget the tragedy（悲剧） that happened
in New York City on September 11, 2001 （2001年9月
_________________________________.
11日在纽约）
on January 13,
4. The well-known American writer died ____________
1941,
in Paris （1941年1月13日在巴黎）
___________.
PREV.
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UNIT 2
Model:
Imitating his father, Louis tried to cut a piece of leather
with a small knife.
Following his brother , John became an engineer after
1. _________________
he finished college. （跟随他的哥哥）
very much to read himself , Louis decided to
____________________________
2. Wanting
create a better way of reading for the blind. (自己非常
想读书)
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UNIT 2
Model:
Imitating his father, Louis tried to cut a piece of leather
with a small knife.
Knocking at his head , John tried hard to find the answer
3. _________________
to the question. （敲着脑袋）
Learning to be a person responsible for myself , I set up
4. _____________________________________
a study program to regulate the time I spend on study
and on socializing. （学着做一个对自己负责的人）
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UNIT 2
8. Translate the following sentences into English using
the “main clause + when…” structure.
Models:
1)Luis’s parents decide to send him to the school when he
was nine years old.
2) Louis Braille changed the lives of blind people when he
created the six-dot Braille system.
1. 记着到那儿以后给我写信。
Remember
to write to me when you get there.
_____________________________________
2. 把自己的恐惧告诉妈妈之后，玛丽感觉好多了。
Mary felt much better when she shared her fears with her
______________________________________________
mother.
______
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UNIT 2
Models:
1)Luis’s parents decide to send him to the school when he
was nine years old.
2) Louis Braille changed the lives of blind people when he
created the six-dot Braille system.
3. 在城里迷路时，我幸运地找到了一位警察。
______________________________________________
I was lucky to find a policeman when I got lost in the city.
4. 当他受伤的眼睛受到感染、接着又传给那只好的眼睛
时，他就成了盲人。
He became blind when his injured eye got infected and
____________________________________________
when the infection spread to his good eye.
__________________________________
PREV.
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UNIT 2
Translation
9. Translate the following sentences into English.
1. 你可以把信息转变成(transfer… into)由点、划组成的密
码来使它保密。
You
can keep the message secret by transferring it into
____________________________________________
a______________________________
code made up of dots and dashes.
2. 刀从她湿漉漉的手中滑落，扎伤了她脚边的小宠物(pet)。
The
knife slipped from her wet hand and injured the little
_____________________________________________
pet at her foot.
____________
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UNIT 2
3. 选择10月1日，中华人民共和国的诞生日，作为国庆节是
非常恰当的。
It
is fitting that October 1, the birthday of the People’s
__________________________________________
Republic
of China, is picked up as the National Day.
__________________________________________
4. 在乡下度假时，我拍摄了一些美丽的建筑物的照片，比如
这所公立学校和它旁边的小教堂。
On my vacation in the country, I took pictures of some
____________________________________________
beautiful buildings, such as this public school and the
____________________________________________
small church next to it.
__________________
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UNIT 2
5. 创造的愿望是十分重要的。如果我们只是模仿别人，那就
很难发展新事物了。
The
_____________________________________________
desire to create is very important. If we only imitate
others,
____________________________________
we can hardly develop anything new.
6. 消息在传达给军官之前就在士兵中间传开了。
The message had spread among the soldiers before it
___________________________________________
was
delivered to the officers.
_______________________
PREV.
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UNIT 2
Grammar Review
动词时态（Verb Tenses）(2)
The Present Progressive and the Past Progressive（现在
进行时和过去进行时）
现在进行时表示说话时正在进行的动作，也可表示现阶段
正在进行的动作。现在进行时由助动词be的现在时形式（am,
is, are）加-ing分词构成。
过去进行时表示过去某一时刻正在进行的动作，或过去某
一段时间内正在进行的动作。过去进行时由助动词be的过去
时形式（was, were）加-ing分词构成。
BACK
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UNIT 2
现在进行时（The Present Progressive Tense）用法例句
用 法
1. 表示说话时正在
进行的动作
2. 表示现阶段正在
进行的动作，虽
然此时此刻这个
动作也许并没有
进行
例 句
I’m looking for my umbrella right now.
我此刻正在找我的雨伞。
She is cooking dinner at this moment.
她此时正在做饭。
He is studying Chinese in Beijing.
他目前在北京学习汉语。
The students are preparing for the
examination.
学生们正在准备考试。
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UNIT 2
用 法
例 句
3. 表示按计划安 He is leaving for Beijing tomorrow morning.
排近期内即将 他打算明晨动身去北京。
I’m going to Hainan for the winter holiday.
发生的动作
我打算去海南过寒假。
4. 表示刚过去
的动作
You don’t believe it? I’m telling the truth.
你不相信吗？我刚才说的都是实话。
I don’t know what you are talking about.
我不明白你刚才在讲什么。
PREV.
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UNIT 2
用 法
5. 表示现阶段经常发
生的动作，常与
always, forever,
constantly,
continually等连用，
往往带有感情色彩
（如不满、厌烦等）
例
句
I’ve lost my key again. I’m always
losing things.
我又把钥匙给弄丢了。我总是丢东西。
He is constantly leaving things
around.
他老是乱扔东西。
PREV.
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UNIT 2
用 法
6.
be用于进行时态，
表示一时的表现
例
句
Jenny is being a good girl today.
詹妮今天很乖。（可能平时很淘气）
He’s being silly by saying so.
他这样说是在犯傻。（平时不一定傻）
PREV.
NEXT
UNIT 2
过去进行时（The Past Progressive Tense）用法例句
用 法
例
句
1. 表示过去
某一时刻
正在进行
的动作
I was sleeping at 2:00 yesterday afternoon.
昨天下午两点钟的时候我正在睡觉。
I was watching TV when she came to see me.
她来看我的时候，我正在看电视。
2. 表示两个 Susan was cooking dinner while Robert was
过去的动 fixing the car.
作同时进 罗伯特在修车的时候苏珊正在做饭。
They were playing basketball while I was doing
行
my homework.
他们在打篮球而我在做作业。
PREV.
NEXT
UNIT 2
用 法
例
句
They were playing basketball while I was doing
my homework.
他们在打篮球而我在做作业。
3. 表示一个动
作发生时 另
一个过去动
作仍在进行
Was it still raining when you came in?
你进来的时候还在下雨吗？
He lost his keys when he was playing football.
他在踢足球的时候丢了钥匙。
PREV.
NEXT
UNIT 2
10. Complete each of the following sentences with the
correct form of the word given.
1. — Where are you?
— I’m upstairs. I _________
am having (have) a bath.
was driving (drive) in England when I
2. One day, I __________
suddenly _______
realized (realize) I was on the wrong side of
the road.
3. The river ________
is flowing (flow) very fast today — much
faster than usual.
PREV.
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UNIT 2
4. I was
living (live) with my grandparents when I _______
________
entered
(enter) high
school.
is (just) coming (come) in.
5. Hurry up! The train just _____________
making (make) dinner last night when the phone
6. I was
__________
rang (ring).
_____
is leaving (leave) China in a few weeks, so
7. Mr. Cameron ________
you have plenty of time to talk with him.
PREV.
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UNIT 2
playing (play) basketball when he _____
8. My brother was
__________
broke
(break) his arm.
is working (work) in a chemical factory these days.
9. He _________
___________
10. I was
____ (go)
watching (watch) TV when all the lights went
out.
11. You ___
watching TV. You should do
are (watch) always ________
something more active.
12. I don’t understand why he _______
is being (be) so selfish. He isn’t
usually like that
PREV.
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UNIT 2
Practical Writing
Book order form
The book order form, when sent to the bookseller, is a
purchase order with your name, address, work and home
phone numbers, etc. You should also list the quantity, title,
author and price for each book ordered. A book order form
constitutes acceptance of a bid, resulting in a contract.
Sometimes other agreed terms such as payment, discounts,
date of performance, etc., are included.
BACK
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UNIT 2
Title
The name of the book /painting /piece of music that you are
going to order. Please remember that double angle brackets
(《》) are only used in Chinese to enclose the title of a book
or an article; there are no such punctuation marks in English.
Quantity
Simply put, quantity here means the amount of each book a
customer will purchase. Please remember to inquire for
special rates for orders of more than 10 copies.
PREV.
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UNIT 2
Unit price/Total Price
The unit price is the price of a single item/book. The total
price/ amount is the total cost of all copies of the books
ordered by the purchaser.
PREV.
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UNIT 2
11. The following is part of a book order form. Fill in the
form with the information given below in Chinese.
Some parts have been done for you.
李思嘉要在贝思得书店订购三本书，其书名和单价分别为：
1. Getting Ahead
￥12.00
2. New Interchange (Book One)
￥39.90
3. International Business English
￥22.00
PREV.
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UNIT 2
她的个人信息如下：
联系地址：中国湖南省长沙市解放路118号
邮编：410003
单位电话：86-731-6949979
家庭电话：86-731-6953478
电子邮件地址：lisijia66@yahoo.com.cn
传真：86-731-6949978
PREV.
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UNIT 2
Book Order Form
Please fill in the information needed.
Name:
Li Sijia
_______________
Address:
_______________
118
Jie Fang Road
City:
Changsha
_______________
State/Province:
Hunan
Country:
P.R.C.
_______________
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UNIT 2
Zip Code:
Home Phone:
___________________
410003
86-731-6953478
Office Phone:
86-731-6949979
___________________
Fax:
86-731-6949978
___________________
E-mail:
lisijia66@yahoo.com.cn
___________________
PREV.
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UNIT 2
No.
Title (书名)
1
Getting
Ahead
____________
2
3
Total
Quantity Unit Price
(数量)
（单价）
Total
（总价）
1
￥12.00 ￥
12.00
______
New Interchange
(Book One)
1
____
￥
39.90 ￥
39.90
______
______
_______________
International
_______________
Business English
1
____
￥22.00 ￥
22.00
______
3
____
￥
73.90
______
PREV.
NEXT
UNIT 2
12. Select three books from the following list and fill in
the book order form with your own information.
Title
Unit Price
Jane Eyre《简爱》
￥7.80
Gone With the Wind《飘》
￥11.90
Pride and Prejudice《傲慢与偏见》
￥4.80
PREV.
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UNIT 2
Tess of the D’Urbervilles《苔丝》
￥6.30
The Godfather《教父》
￥7.80
Rebecca 《蝴蝶梦》
￥6.80
Little Women 《小妇人》
￥8.50
A Farewell to Arms 《永别了，武器》
￥3.50
PREV.
NEXT
UNIT 2
Please fill in the information needed.
Name:___________
Date:_____________
Address:_______________________________
City:
_________
state/province:
zip code:
_____________
_________
phone:
________
E-mail:________________________________
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UNIT 2
Books
No.
Title
Unit Price
Quantity
Total
1
2
3
Total
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UNIT 2
Text B
Don’t Eat the Tomatoes; They’re Poisonous!
Michael Williams
The first tomatoes were found growing wild by
Indians in Peru and Ecuador thousands of years ago.
The Indians brought the tomato plant with them when
they moved north to Central America. N The Spanish
soldiers, who conquered Mexico in the early 1500s took
tomato plants to Spain.
CH
N
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Title of Text B
Don’t Eat the Tomatoes; They’re Poisonous!
不要吃番茄，它们有毒！
poisonous //: a. containing poison 有
毒的
e.g.
poisonous gas
T
毒气
poisonous plants
T
有毒的植物
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UNIT 2
Question About This Paragraph
1) Who found the first tomatoes and where did they find them?
Indians found them in Peru and Ecuador.
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UNIT 2
Chinese Version
不要吃番茄，它们有毒！
迈克尔·威廉斯
最早的番茄是几千年前秘鲁和厄瓜多尔的印第安人发
现的野生番茄。在印第安人迁移至中美时，他们随身带去
了番茄这种植物。在16世纪初期征服了墨西哥的西班牙士
兵又把这种植物带到了西班牙。
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Language Points
The first tomatoes were found growing wild by Indians in Peru
and Ecuador thousands of years ago.
最早的番茄是几千年前印第安人在秘鲁和厄瓜多尔发现的野
生番茄。
growing wild 是分词短语，作主语 the first tomatoes 的补足
语，起补充说明的作用。
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central //: a. of, at, near or forming the
center of
sth. 中心的；中央的；在中心的
e.g.
Central Park
中央公园
T
Central America
T
中美洲
a central government
中央政府
T
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The Spanish soldiers, who conquered Mexico in the early
1500s, took tomato plants to Spain.
在16世纪初期征服了墨西哥的西班牙士兵又把这种植物带
到了西班牙。
who conquered Mexico in the early 1500s 是一个非限定性
定语从句，修饰the Spanish soldiers。
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conquer /kk/: vt. gain control of (a country, etc.) by
force 征服
e.g.
A huge army conquered that country.
T
一支庞大的军队征服了那个国家。
She conquered her fear and learned to swim.
T
她克服恐惧，学会了游泳。
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Michael Williams / /
克尔·威廉斯
迈
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tomato /, /: n. 番茄，
西红柿
[复数] tomatoes
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Indian / /: 1. n. 印第安人；印度人
2. a. 印第安人的；印度的；印度人的
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Spanish / /: 1. a. of Spain; of the people of
Spain or
their language 西班牙的；西班牙
人的；西班牙语的
2. n. the language of Spain 西班牙语
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Peru // 秘鲁（南美洲西部国家）
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Language Points
Ecuador /  (r)/ 厄瓜多尔（南美洲西北部国
家）
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Mexico / / 墨西哥（拉丁美洲国家）
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UNIT 2
Text B
2 The tomato soon made its way across Europe, but
the English were wary of it. N They thought it was pretty
to look at but believed it was not meant to be eaten.
English doctors warned patients that tomatoes were
poisonous and would bring death to anybody who ate
one.
CH
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Notes on the Text
They thought it was pretty to look at but believed it was not
meant to be eaten.
他们认为番茄看上去很漂亮，但却不是供人食用的。
BACK
UNIT 2
2) What did the English think of the tomato?
They thought it looked pretty but feared it was poisonous.
BACK
UNIT 2
Chinese Version
很快番茄就遍及了整个欧洲，但英国人却对它很当
心。他们认为番茄看上去很漂亮，但却不是供人食用的。
英国的医生们警告病人说，番茄是有毒的，吃一只番茄
就会致人死亡。
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make one’s way: go forward; slowly become successful
前进，向前进；取得成功
e.g.
He made his way to the church.
T
他朝教堂走去。
At age 16, he left home to make his way in the world.
T
16岁时，他离开家去闯荡世界。
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pretty //: a. pleasant to look at; pleasing and
attractive 漂亮的，秀丽的
e.g.
a pretty girl/picture
T
美丽的女孩 / 图画
pretty hair
T
漂亮的头发
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be meant to do sth.: to be done or made for a particular
purpose 有…意图的；以…为目的的
e.g.
If the book was meant to shock the readers, it has failed.
T
如果这本书意欲使读者震惊，那它可没达到目的。
The prize is meant to encourage students to work harder.
T
奖励的目的是鼓励学生们更加努力地学习。
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warn //: vt. give (sb.) notice of sth., esp. possible
danger or unpleasant consequences 警告；告诫
e.g.
The police officer warned me not to speed again.
T
警官警告我不要再超速了。
I warned him of what might happen.
T
我警告过他可能会发生什么事情。
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patient / /:
1. n. person who is receiving medical treatment, esp. in
hospital 病人
e.g.
Should doctors lie to their patients?
T
医生应该对病人说谎吗？
2. a. 忍耐的；有耐心的
e.g.
a patient teacher / nurse / doctor
T
耐心的老师 / 护士 / 医生
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death //: n. dying or being killed 死；死亡
e.g.
a matter of life and death
T
生死攸关的事情
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wary / /: a. cautious; careful 谨慎的；小心的；
谨
防的
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Europe / / 欧洲
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UNIT 2
Text B
3 For hundreds of years, both the English and the
Americans would decorate their homes with tomato
plants, but they never dared to eat the vegetable. N This
myth might still prevail today had it not been for a New
Jersey man named Robert Johnson.
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UNIT 2
Notes on the Text
This myth might still prevail today had it not been for a New
Jersey man named Robert Johnson.
如果不是有一个名叫罗伯特·约翰逊的新泽西人，这一荒诞说
法可能至今还在流行。
这是一个虚拟语气的句子。如果条件从句的谓语动词包含
were, had, should, 有时可把连词if省略, 将从句中的主语与以
上这些词倒装。
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UNIT 2
Notes on the Text
T
e.g.
Had I (= If I had) had more time, I would have finished the
task.
Were I (= If I were) here, I would help you.
在本句中, had it not been相当于if it hadn’t been。课文中类
似的结构还有：
The tomato might never have become a part of the
American diet had it not been for Robert Johnson’s
desperate measure. (Para. 9)
如果不是罗伯特·约翰逊那孤注一掷的措施，也许番茄永远也
不会成为美国人饮食的一部分。
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UNIT 2
3) What were tomatoes used before they were eaten by
people?
They were used to decorate homes.
BACK
UNIT 2
Chinese Version
有几百年的时间，英国人和美国人都用一株株的番茄装
饰他们的房间，但他们从来不敢吃这种蔬菜。如果不是有一
个名叫罗伯特·约翰逊的新泽西人，这一荒诞说法可能至今
还在流行。
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Language Points
decorate / /: vt. make (sth.) (more)
beautiful by
adding ornaments to it 装饰
e.g.
T
The hall is decorated with flags and flowers.
大厅里装饰着旗子和鲜花。
They decorated the streets with strings of lights.
T
他们用一串串的灯来装饰街道。
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Language Points
New Jersey / / 新泽西州（美
国东部一州）
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prevail //: vi. exist or happen generally; be
widespread 普遍存在（或发生）；
盛行；流行
e.g.
Sunny skies will prevail through the area all day.
T
该地区全天将是晴朗的天气。
Such ideas prevail in this area.
T
这样的想法在这个地区很流行。
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myth //: n. 神话；杜撰出来（或不可能）的人
（或事物）
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Robert Johnson /  /
特·约翰逊
罗伯
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UNIT 2
Text B
4 In 1808, Johnson returned from South America
with a large quantity of tomato plants. He had hoped to
sell them to the American market. He gave the plants to
local farmers and offered a prize for the largest tomato
grown. But the tomato was still rejected in his hometown
of Salem, New Jersey, and everywhere else as well.
Johnson decided to take a desperate measure. He
publicly announced he would stand on the steps of the
local courthouse and eat a basket of tomatoes in public.
CH
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UNIT 2
Questions About This Paragraph
4) What measure did Johnson take first to make the
Americans accept the tomato?
He gave tomato plants to local farmers and offered a
prize for the largest tomato grown.
5) Why did Johnson decide to eat a basket of tomatoes in
public?
Because his first measure failed and the tomato was still
rejected by the people. He had to take a more desperate
measure.
BACK
UNIT 2
Chinese Version
1808年，约翰逊带着大量的番茄植物回到了美国。他本
希望把它们卖到美国市场。他把这些植物送给了当地的农场
主，并为种出的最大番茄提供了一笔奖金。但在他的家乡新
泽西的塞勒姆和别的地方一样，人们仍然拒绝接受番茄。约
翰逊于是决定采取一种孤注一掷的措施。他公开宣布他要站
在当地县政府大楼的台阶上当众吃下一筐番茄。
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quantity //: n. an exact amount or
number; a
large number or amount 量；数
e.g.
a large quantity of 量；若干；大量
books
T 一大批书
She ate a small quantity of rice.
T 她吃了少量的米饭。
We’ve had quantities of rain this summer.
T 今年夏天雨水很多。
buy goods in large quantities
T
大量购买货物
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local / /: a. belonging to a particular place or
district
地方性的；当地的，本地的
e.g.
the local government
T
T
T
地方政府
local residents
当地居民
local newspapers
当地报纸
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prize / /: n. award given to winner of a
competition,
race, etc. 奖赏；奖金；奖品
e.g.
Yang Chen-Ning and Lee Tsung-Dao shared the Nobel
Prize for physics in 1957.
T
杨振宁和李政道共同获得了1957年的诺贝尔物理学奖。
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reject / /: vt. refuse to accept
接受
e.g.
拒绝，拒绝
He asked her to go to the movies four times, and each
time she rejected him.
T
他四次请她看电影，每次她都拒绝了。
Don’t reject this idea straight away. Think about it.
T
不要马上拒绝这个想法；考虑考虑再说。
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as well: in addition; also, too 也，又，还
e.g.
We desperately need information and money as well.
T
我们急需信息，还有钱。
I received the invitation yesterday. My parents were
invited as well.
T
我昨天收到了请柬。我父母也受到了邀请。
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desperate / /: a. 绝望的；孤注一掷的，拼
命的
e.g.
He made a desperate attempt to save the business.
T
他为挽救生意而孤注一掷。
Desperate men often do desperate things.
T
穷途末路的人往往铤而走险。
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measure / /: n. action taken to achieve a purpose
措施；办法
e.g.
take measures to do sth.
T
采取措施做某事
a(n) effective/desperate/severe measure
T
有效的 / 孤注一掷的 / 严厉的措施
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announce //: vt. make known publicly 宣布，宣
告
(announcement n.)
e.g.
“My bags are packed and I’m leaving,” she announced.
T
“我的包都收拾好了，我要出发了,” 她宣布说。
Sony announced a new product yesterday.
T
索尼公司昨天发布了一款新产品。
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in public: openly 当众；公开地
e.g.
She’s not used to speaking in public.
T
她不习惯在众人面前讲话。
He rarely loses his temper in public.
T
他很少当众发脾气。
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courthouse / /: n. place where trials or
other law
cases are held; [AME] county
administrative building 法庭；
法院; [美]县政府办公大楼
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Salem / /
塞勒姆（美国新泽西州城镇）
BACK
UNIT 2
Text B
5 The townsfolk were shocked.
Johnson’s doctor warned he would foam
at the mouth, then fall down and die in a
few minutes.
CH
6 Finally, the important day arrived. N Two thousand
people surrounded the courthouse to watch a man kill
himself (or so they thought). N The crowd fell into a dead
silence as Johnson, dressed in a bright suit, walked up the
steps of the courthouse. When the clock struck noon, he
picked up a tomato and held it up. He then talked to the
crowd.
7 “Friends, I will now eat my first tomato.”
CH
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UNIT 2
Notes on the Text
Two thousand people surrounded the courthouse to
watch a man kill himself (or so they thought).
两千人围在县政府办公大楼周围来看一个人自杀（或者说
他们认为他是自杀）。
or so they thought = or they thought so。
BACK
UNIT 2
Notes on the Text
The crowd fell into a dead silence as Johnson, dressed in
a bright suit, walked up the steps of the courthouse.
当约翰逊身穿一套色彩鲜亮的西装走上县政府办公大楼的
台阶时，人群突然陷入一片死一般的寂静。
这句话的结构是“主句＋as引导的时间状语从句”，从句
的主谓语之间插入了一个作定语的过去分词短语, 修饰
Johnson。
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UNIT 2
Chinese Version
镇民们都震惊了。约翰逊的医生警告说，他将口吐白
沫，然后摔倒并在几分钟后死去。
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shock //: vt. 使震惊，使惊愕
e.g.
I was shocked when I saw the doctor’s bill.
T
看到医生开出的账单我大吃一惊。
His examination failure shocked him into working harder.
T
考试不及格使他感到震惊，促使他更加努力学习。
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minute //: n. one sixtieth of an hour, equal to 60
seconds; very short time 分，分钟；片
刻，一会儿
e.g.
The train was 10 minutes late.
T
火车晚点10分钟。
I’ll be back in 5 minutes.
T
我过5分钟就回来。
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townsfolk / /: n. people of a town
镇民
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foam / /: vi. 吐白沫；起泡沫
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UNIT 2
Question About This Paragraph
6) Were people interested in Johnson’s announcement?
How do you know?
Yes. Two thousand people came to watch him eat the
tomatoes.
BACK
UNIT 2
Chinese Version
终于，那个重要的日子来到了。两千人围在县政府办公
大楼周围来看一个人自杀（或者说他们认为他是自杀）。当
约翰逊身穿一套色彩鲜亮的西装走上县政府办公大楼的台阶
时，人群突然陷入死一般的寂静。当时钟敲响中午12点时，
他拿起一只番茄，把它举了起来。他随后对人群讲起了话。
“朋友们，我现在就吃我的第一只番茄。”
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finally / /: ad. in the end; coming last 最
终；最后
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or so they thought: or they thought so
句中的 so 指前面提到的 kill himself 这件事。
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silence / /: n. condition of being quiet or silent;
absence of sound 寂静；无声；沉默
(silent a. )
e.g.
I love the silence of the night.
T
我喜欢夜的寂静。
The children listened in silence to the story.
T
孩子们静静地听故事。
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walk up: 走上
e.g.
I felt a little nervous when I walked up the stage.
T
走上舞台的时候我感觉有点紧张。
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strike //: vt. 打，击，敲；（时钟等）敲响
报（时）
e.g.
He struck the table with his fist.
T
他一拳打在桌子上。
Just when I entered, the clock struck.
T
我刚进去钟就响了。
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hold up: raise; lift 举起；抬起
e.g.
Hold up your right hand.
T
举起你的右手。
You don’t have to hold the machine up to see its bottom.
T
要看机器的底部不一定非得把机器抬起来。
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UNIT 2
Text B
8 When he took his first bite, a woman in the crowd
shrieked and fainted. After finishing the tomato, Johnson
picked up another and started eating it. Another woman in
the crowd fainted.
CH
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UNIT 2
7) What happened when he took his first bite?
A woman shrieked and fainted.
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Chinese Version
在他咬第一口时，人群中一个妇女尖叫着晕倒了。吃
完那只番茄后，约翰逊又拿起一只番茄开始吃了起来。人
群中又有一个妇女晕了过去。
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bite /  /: v. & n. 咬，叮
e.g.
T
T
T
T
The dog bit me.
那条狗咬了我。
be bitten by a mosquito
被蚊子叮
Dog bites can be dangerous.
被狗咬伤可能很危险。
I found there was a large bite taken out of the apple.
我发现苹果被咬掉了一大块。
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faint /  /: vi. lose consciousness (because of heat,
shock,
loss of blood, etc.)（因受热、受惊、失血等）
昏厥，晕倒
e.g.
The summer sun was so strong that she fainted.
T
夏天的阳光热得让她晕了过去。
He fainted at the sight of his own blood.
T
他一看见自己的血就昏倒了。
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shriek //: vi. utter a shrill scream 尖叫
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Text B
9 Soon the basket was empty. The crowd exploded
in applause. Robert Johnson became a hero. In less
than five years, the tomato became a major crop in
America.
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UNIT 2
8) What did the crowd do when they saw the basket
emptied?
They exploded in applause.
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UNIT 2
Chinese Version
很快，那筐番茄就吃光了。人群中爆发出一阵掌声。罗
伯特·约翰逊成了一名英雄。在不到5年的时间里，番茄便成
了美国的一种主要作物。
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Language Points
explode //: v. (cause sth. to) burst with a
loud noise;
blow up（使）爆炸，（使）爆发
(explosion n.)
e.g.
The balloons exploded one after another.
T
气球一只接一只地爆了。
She remained stone-faced for about 30 seconds before
she suddenly exploded into laughter!
T
她板着脸大约有30秒钟，然后突然爆发出一阵大笑。
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Language Points
hero //: n. person who is admired by many for
his
noble qualities or his bravery; chief male
character in a story, poem, play, etc. 英
雄；男主角；男主人公 ([复数] heroes;
e.g.
heroine n. 女英雄 )
He is regarded as a national hero.
T
他被看作是民族英雄。
The hero marries the heroine at the end of the film.
T
电影结尾时，男主人公和女主人公结了婚。
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Language Points
applause //: n. approval expressed by
clapping the
hands and shouting 鼓掌； 欢呼；
喝彩
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UNIT 2
Text B
10 Today, over 50,000,000 bushels of tomatoes are
produced each year. N Over 40,000,000 cases of tomato
juice are consumed as well as millions of bottles of catsup.
The tomato might never have become a part of the
American diet had it not been for Robert Johnson’s
desperate measure.
CH
(424 words)
?
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UNIT 2
Notes on the Text
Over 40,000,000 cases of tomato juice are consumed as
well as millions of bottles of catsup.
= Over 40,000,000 cases of tomato juice as well as
millions of bottles of catsup are consumed.
人们消费的番茄汁超过了4000万箱，番茄酱几百万瓶。
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UNIT 2
9) What is the use of the tomato today?
It’s a major crop. It’s also used to produce tomato
juice and catsup.
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UNIT 2
Chinese Version
今天，每年生产的番茄超过了5000蒲式耳。人们消费
的番茄汁超过了4000万箱，番茄酱几百万瓶。如果不是罗
伯特·约翰逊那孤注一掷的措施，也许番茄永远也不会成
为美国人饮食的一部分。
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UNIT 2
Language Points
produce //: vt. create (sth.) by making,
manufacturing, growing, etc.; cause
to occur; create; bear or yield 制造；
生产；出产；引起；产生；生育
(production n. 生产；产品；成果;
product n. 产品，产物)
e.g.
produce cars T 生产汽车
produce electricity T 发电
produce apples T 出产苹果
produce eggs T 生蛋
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Language Points
case //: n. container of any kind for holding
things
箱；盒；容器
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Language Points
consume / /: vt. use up 消耗; 花费; 耗
尽
(consumption n.消费，消费量;
consumer n.消费者)
e.g.
This old car consumes too much gas.
T
这辆老车太耗油。
Jane would consume nearly a pound of cheese
every day.
T
简每天吃掉将近一磅的奶酪。
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Language Points
juice //: n. liquid obtained from fruit, vegetables,
meat, etc.; drink made from this （水果、
蔬菜、肉汁的）汁；果汁；果汁饮料
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UNIT 2
Language Points
million / /: n. 1,000,000; one thousand
thousand
百万
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Language Points
catsup / /: n. 调味番茄酱
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Language Points
diet / /: n. the kind of food that sb. eats each
day;
selection of food for changing one’s
weight, improving one’s health, etc. 日常
饮食，日常食物；（有助于减肥等的）特
种饮食，特定饮食
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UNIT 2
Exercises
13 Answer the following questions.
1. Who found the first tomatoes and where did they find
them?
2. What did the English think of the tomato?
3. How were tomatoes used before they were eaten by
people?
4. What measure did Johnson first take to make the
Americans accept the tomato?
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UNIT 2
5. Why did Johnson decide to eat a basket of tomatoes in
public?
6. Were people interested in Johnson’s announcement?
How do you know?
7. What happened when he took his first bite?
8. What did the crowd do when they saw the basket
emptied?
9. What is the use of the tomato today?
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UNIT 2
14 Fill in the blanks with the words given below. Change
the forms where necessary.
poisonous
local
strike
warn
reject
announce
decorate
measure
faint
quantity
shock
consume
1. The children were much more careful after I warned
______ them
of the danger of fire.
2. When the singer announced
_________ his decision to leave the
band（乐队）, his followers were all surprised.
_______
3. My doctor has asked me to eat a specific（特定的）quantity
of fruit and vegetables every day.
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poisonous
local
strike
warn
reject
announce
decorate
measure
faint
quantity
shock
consume
4. That’s the trouble with those big cars — they ________
consume
too much fuel（燃料).
5. Mrs. Green, the oldest person in town, is dearly loved by
the ____
local people.
6. Unlike（不像）the other rooms in your house, the
children’s room can be decorated
________ with more colors.
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UNIT 2
poisonous
local
strike
warn
reject
announce
decorate
measure
faint
quantity
shock
consume
7. Why did you _____
reject the job offer? You will never find a
better job.
8. The news surprised Ann so much that she fainted
______.
9. I can’t tell which mushroom（蘑菇） is poisonous
________ just by
smelling it.
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UNIT 2
poisonous
local
strike
warn
reject
announce
decorate
measure
faint
quantity
shock
consume
10. “He hit me, so I struck
_____ him back,” the boy answered.
11. What new ________
measures are being taken to prevent（防止)
this kind of thing from happening again?
12. Those people in the house were _______
shocked by the
sudden exploding sound outside.
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15
Fill in the blanks with the expressions given below.
Change the forms where necessary.
make one’s way
walk up
as well
hold up
fall into
in public
_______
public .
1. Jim always tries to embarrass（使难堪）me in
2. After the long walk I’m feeling tired, and thirsty as
______
well .
their way to the
3. Led by a guide, the climbers made
____________
mountain top.
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make one’s way
walk up
as well
hold up
fall into
in public
4. As the hillside(山坡) was covered with snow, we had to
walk up carefully.
_______
fell to silence when they saw the poor
5. The visitors _____
village.
up the picture so that the students
6. The teacher held
______
at the back could see it.
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UNIT 2
Text C
Ups and Downs
Jeanne K. Grieser
1 You fly a thousand miles to visit Grandma; you fly to
see the ocean（海洋）. Can you imagine（想象） how
long a trip like that would take if airplanes weren’t around?
On the highway, a person can drive about 65 miles in an
hour; but an airplane can fly up to 500 miles an hour!
That’s quite a difference! August 19 has been set aside
to observe（庆祝） aviation（航空）. Let’s find out why.
CH
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UNIT 2
Text C
2 On April 16, 1867, Wilbur Wright was born in Indiana.
Four years later on August 19, 1871, Wilbur’s brother
Orville was born in Ohio. Wilbur and Orville were close to
each other. In fact, their voices even sounded alike!
CH
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UNIT 2
Text C
Chinese version
起起落落
珍妮 ·K·格勒瑟
你飞越一千英里去拜访祖母；你飞越大洋。你能想象如果
没有飞机，这样的旅行要花多长时间吗？在高速公路上汽车每
小时可以行驶65英里左右；而飞机可以达到每小时500英里的
速度！这差别可大了！8月19日被定为飞行纪念日。让我们来
看看为什么会定在这一天吧。
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UNIT 2
Text C
Chinese version
1867年4月16日，威尔伯·莱特出生于印第安纳州。
四年后，也就是1871年8月19日，威尔伯的弟弟奥维尔在俄
亥俄州出生。威尔伯和奥维尔两兄弟关系很密切。实际上他
们俩连嗓音都像！
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UNIT 2
Text C
3 Wilbur and Orville didn’t have any special training
in science or engineering, but they enjoyed taking
mechanical （ 机 械 的 ） things apart to see how they
worked. They studied birds and insects（昆虫） in flight.
From their observations（观察） of how birds fly, they
built a huge kite（风筝） and began to test its flight. After
the successful test, Wilbur and Orville built a larger, man
carrying glider（滑翔机）. They wanted to experiment in
private so they took their glider to an isolated beach（海
滩） near Kitty Hawk, North Carolina. Since they were far
from home, they set up a tent to live in.
CH
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Text C
Chinese version
威尔伯和奥维尔没有接受过任何科学或发动机操纵方
面的专门培训，但他们喜欢把机械装置拆开研究其工作原
理。他们研究鸟和昆虫的飞行。通过观察鸟如何飞翔，他
们制作了一个巨型风筝并开始试飞。试飞成功后，威尔伯
和奥维尔制作了一个更大的载人滑翔机。他们想悄悄试验，
于是把滑翔机带到北卡罗来纳州基蒂霍克附近一个与外界
隔离的海滩上。因为离家很远，他们支起了一个帐篷住在
里面。
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UNIT 2
Text C
4 Wilbur and Orville made yearly trips to Kitty Hawk to
test their gliders. In 1902, they had made more than 700
successful glider flights. Now they needed to find an engine
that would be light and powerful enough to get a plane off
the ground.
5 Since the automobile manufacturers
（汽车制造商） wouldn’t build the engine,
the brothers talked to Charles Taylor.
Together they designed and built a 12 to
16 horsepower engine and propeller（螺
旋桨）. In one year, the project was finished.
CH
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Text C
Chinese version
威尔伯和奥维尔每年都去基蒂霍克试验他们的滑翔机。
在1902年，他们成功地进行了700多次滑翔机飞行。现在
他们需要找到一种又轻又有足够功率将飞机带离地面的引
擎。
由于汽车生产商不愿意制造这种引擎，兄弟俩便去找
查尔斯·泰勒商谈。他们一起设计并制作了一种有12到16马
力的引擎和螺旋桨。用了一年的时间这项工程就完成了。
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UNIT 2
Text C
6 On December 17, 1903, the Wright brothers powered
flight was a success at Kitty Hawk. Orville was the pilot,
and he stayed in the air for 12 seconds. The first flying
machine was called “The Wright Flyer.” The wings looked
like a box kite. The pilot had to lie face down over the wing
in a type of cradle（摇篮）. He moved his body from side
to side to change the plane’s direction.
CH
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Text C
CH
7 The brothers took turns and made three more flights
that day. Then a gust of wind blew the flying machine
over and completely destroyed it. Wilbur and Orville
returned home and built another glider that was stronger
and had a more powerful motor. On September 20,
1904, Wilbur flew the Flyer II in the first circular flight
over a pasture（牧场） in Ohio. The flight lasted 1
minute and 36 seconds.
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UNIT 2
Text C
Chinese version
1903年12月17日，怀特兄弟的动力飞行在基蒂霍
克成功了。奥维尔是驾驶员，他在空中停留了12秒。
第一架飞行器被称作“莱特飞行器”，其机翼看上去
像个箱形风筝。驾驶员要像躺在摇篮里那样，脸朝下
面对机翼。他要不时左右移动身体来改变飞机的方向。
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UNIT 2
Text C
Chinese version
那一天两兄弟又轮流飞了三次。后来一阵狂风将飞行
器吹翻，将它彻底摧毁。威尔伯和奥维尔回到家又造了一
架更结实、发动机功率更大的滑翔机。1904年9月20日，
威尔伯驾驶“飞行器二号”绕着俄亥俄州的一个牧场作了
第一次环绕飞行。那次飞行持续了1分36秒。
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UNIT 2
Text C
8 Since that time, airplanes have become larger,
faster, and safer. Now over 800 million people travel by
airplane each year. To recognize（表彰） the Wright
brothers contribution （ 贡 献 ） to aviation, National
Aviation Day is observed on August 19. After reading this
article, do you know why this date was chosen?
CH
(474 words)
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UNIT 2
Text C
Chinese version
从那时起，飞机变得越来越大，越来越快，越来越安
全。现在每年有8亿人乘飞机旅行。为了纪念莱特兄弟对飞
行事业的贡献，8月19日被定为全国飞行日。读完这篇文章，
你知道为什么选这个日子了吗？
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UNIT 2
Comprehension of the Text
16
Choose the best answer for each of the following
multiple choice questions.
1. From the passage, we know that an airplane can fly as
fast as __________.
KEY
A) 65 miles/hour
B) 130 miles/hour
C) 360 miles/hour
D) 500 miles/hour
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UNIT 2
2. What do we know about Wilbur and Orville from the
passage?
KEY
A) They were born in the same house.
B) They spent a lot of time together.
C) They looked like each other very much.
D) They had the same manner of speaking.
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3. What was the first thing they built to fly?
KEY
A) A huge kite.
B) A glider.
C) The Wright Flyer.
D) The Flyer Ⅱ.
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UNIT 2
4. They chose the beach near Kitty Hawk to test their gliders
because _________.
KEY
A) it was far away from their home
B) there was strong wind on the beach
C) they wanted to keep their experiment secret
D) they could set up a tent on the beach
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UNIT 2
5. In which year did the Wright brothers make their first
powered flight?
KEY
A) 1902.
B) 1903.
C) 1904.
D) 1905.
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6. When flying “The Wright Flyer”, the pilot must ________.
KEY
A) stay in the air for at least 12 seconds
B) move his body from side to side in the cradle
C) lie face down over the wing in a type of cradle
D) change the plane’s direction all the time
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7. Flyer II was better than “The Wright Flyer” in all of the
following aspects（方面）except __________.
KEY
A) it had a stronger body
B) its engine was more powerful
C) it could stay longer in the air
D) it could change directions more easily
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UNIT 2
8. August 19 is set aside to observe aviation because it was
the day when ______.
KEY
A) Wilbur Wright was born
B) Orville Wright was born
C) the Wright brothers tested their first glider
D) the Wright brothers made their first powered flight
PREV.
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UNIT 2
Basic Reading Skills
Reading for the Main Idea: Telling the Difference Between
the General Idea and Details
识别段落主题句的一个方法是识别哪个句子是概括性的，哪
些句子表达的是细节。比如在下面的几个句子中：
Barbier developed an alphabet code used by army soldiers.
The code was used to deliver messages to the soldiers at
night.
It was made up of dots and dashes. It kept the messages
secret if the enemy saw them, but the code was too
complicated for the blind.
Louis thought the code was slow and the dashes took up
too much space.
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UNIT 2
Only one or two sentences fit on a page.
第一句是概括性的，其余的句子是有关该code的种种细节。
再比如A篇课文第八段：
Over the next three years, Louis worked to simplify the
code. On a vacation at home, Louis, age 15, picked up a blunt
awl. Aha! An idea came to him. He made the alphabet using
only six dots. Different dots were raised for different letters.
Later, he made a system for numbers and music.
第一句是概括性的，其余的句子是 Louis 如何 worked to
simplify the code 的细节。
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UNIT 2
17 Read the following paragraph from Text B and
identify which sentence gives a general idea and
which sentences give details.
The tomato soon made its way across Europe, but the
English were wary of it. They thought it was pretty to look
at but believed it was not meant to be eaten. English
doctors warned patients that tomatoes were poisonous
and would bring death to anybody who ate one.
KEY
The first sentence gives the paragraph’s general idea and
the following two sentences give its details.
PREV.
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UNIT 2
Time for Fun
Bridge over Troubled Water by Simon & Garfunkel
When you're weary feelin' small
When tears are in your eyes
I will dry them all
I'm on your side
Oh, when times get rough
And friends just can't be found
Like a bridge over troubled water
I will lay me down
Like a bridge over troubled water
I will lay me down
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UNIT 2
When you're down and out
When you're on the street
when evening falls so hard
I will comfort you
I'll take your part
Oh, when darkness comes
And pain is all around
Like a bridge over troubled water
I will lay me down
Like a bridge over troubled water
I will lay me down
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UNIT 2
Sail on silver girl
Sail on by
Your time has come to shine
All your dreams are on their way
See how they shine
Oh, if you need a friend
I'm sailing right behind
Like a bridge over troubled water
I will ease your mind
Like a bridge over troubled water
I will ease your mind
PREV.
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