1. Unit 18 Book Ⅰ 郧阳师专英语系综合英语教研室

2. Contents of Unit 18 1 Language Structures: Unreal Conditional 1 Language Structures: Unreal Conditional 2 Dialogue Ⅰ : After an English Evening 2 Dialogue Ⅰ : After an English Evening 3 Dialogue Ⅱ : Past Regret 3 Dialogue Ⅱ : Past Regret 4 Reading 4 Reading 5 Exercises 5 Exercises

3. Language Structures 1. Sentences of unreal conditions making a supposition about the future 1. Sentences of unreal conditions making a supposition about the future Note that a past tense verb is used to refer to the present. If you wish to express regret about a past fact, then a past perfect phrase is used, e.g., Note that a past tense verb is used to refer to the present. If you wish to express regret about a past fact, then a past perfect phrase is used, e.g., I wish our team hadn’t lost the game. I wish our team hadn’t lost the game. 2. Sentences of unreal conditions with past non-facts and present imaginary consequences. In this case, the conditional clause refers to the past but the main clause refers to the present. Here are two examples: 2. Sentences of unreal conditions with past non-facts and present imaginary consequences. In this case, the conditional clause refers to the past but the main clause refers to the present. Here are two examples: If I could fly a spaceship, I would visit the moon. If I could fly a spaceship, I would visit the moon. If he had been attentive in class, he would not be doing so poorly at school.( The main clause states the result) If he had been attentive in class, he would not be doing so poorly at school.( The main clause states the result)

4. Language Structures 3. Sentences of unreal conditions with past non-facts and past imaginary consequences. Sentences of unreal conditions with past non-facts and past imaginary consequences 3. Sentences of unreal conditions with past non-facts and past imaginary consequences. Sentences of unreal conditions with past non-facts and past imaginary consequences These are the sentences of unreal condition that refer to the past condition and past results. For example: These are the sentences of unreal condition that refer to the past condition and past results. For example: If he had been careful, he would not have made so many mistakes. If he had been careful, he would not have made so many mistakes. The fact for the sentence is “ He was careless, and so he made many mistakes. The fact for the sentence is “ He was careless, and so he made many mistakes. If there hadn ’ t been a heavy fall of snow, the road wouldn ’ t have been closed. If there hadn ’ t been a heavy fall of snow, the road wouldn ’ t have been closed. The fact for the sentence is “ There is a heavy fall of snow, so the road was closed. The fact for the sentence is “ There is a heavy fall of snow, so the road was closed.

5. Dialogue Ⅰ Ⅰ.Ask the students to listen to the recording and then ask them questions to check their understanding of the dialogue. Ⅱ. Language Points 1.took it seriously--treated it in a serious way 1.took it seriously--treated it in a serious way 2. I wish I could do half as well (as they)--The as… as construction can sometimes be preceded by such adverbs as nearly, twice, half, e.g., 2. I wish I could do half as well (as they)--The as… as construction can sometimes be preceded by such adverbs as nearly, twice, half, e.g., He can ride a motorcycle nearly as well as he rides a bike. He can ride a motorcycle nearly as well as he rides a bike. His composition is twice as long as anyone else’s. His composition is twice as long as anyone else’s.

6. Dialogue Ⅰ 3. pays off--is worth the effort; is profitable 3. pays off--is worth the effort; is profitable 4. super--This is colloquial for “excellent, splendid!” 4. super--This is colloquial for “excellent, splendid!” 5. For eight weeks in a row--for eight weeks continuously 5. For eight weeks in a row--for eight weeks continuously 6. splitting their sides laughing--laughing heartily 6. splitting their sides laughing--laughing heartily 7. racking their brains--thinking very hard 7. racking their brains--thinking very hard 8. captivate--to charm, excite and attract (someone or something) 8. captivate--to charm, excite and attract (someone or something) 9. If only I had half their wit!--If only is used to express a strong wish for something one hasn’t got or a regret about something one doesn’t like. The actual meaning for this sentence is “ I haven’t got their wit, not even half their wit." 9. If only I had half their wit!--If only is used to express a strong wish for something one hasn’t got or a regret about something one doesn’t like. The actual meaning for this sentence is “ I haven’t got their wit, not even half their wit."

7. Dialogue Ⅰ 10. last but not least --coming at the end, but not least in importance. 10. last but not least --coming at the end, but not least in importance. 11. chorus--a group of people who sing together 11. chorus--a group of people who sing together 12. encore --This is an interjection for “again”. 12. encore --This is an interjection for “again”. 13. I can't help it.--I can't help blaming myself. 13. I can't help it.--I can't help blaming myself. 14. I hadn’t bought her a present or anything 14. I hadn’t bought her a present or anything → anything suggests a thing that can be considered as a present. → anything suggests a thing that can be considered as a present. 15. It was just one of those things. 15. It was just one of those things. → It was just one of those unfortunate happenings. → It was just one of those unfortunate happenings.

8. Dialogue Ⅰ 16. At least no one was killed, and that is the thing. 16. At least no one was killed, and that is the thing. → That is the thing means “ That is the most important thing or something lucky ”. → That is the thing means “ That is the most important thing or something lucky ”. 17.Let's look on the bright side 17.Let's look on the bright side → let's be cheerful and hopeful in spite of the accident. → let's be cheerful and hopeful in spite of the accident. Ⅱ. Ask the students to listen to the recording of Dialogue Ⅱ and then have them make up conversation by using given expressions in textbook.

9. Reading Ⅰ Ⅰ.Background Information The discovery of penicillin and other antibiotic drugs is the most dramatic medical development of the twentieth century. Million of lives have been saved by an untidy scientist leaving a stack of unwashed Petri dishes to go mouldy. The discovery of penicillin and other antibiotic drugs is the most dramatic medical development of the twentieth century. Million of lives have been saved by an untidy scientist leaving a stack of unwashed Petri dishes to go mouldy.

10. Reading Ⅰ Ⅱ.Language Points Ⅱ.Language Points 1. His trained mind started to ask questions... which deal with all known bacteria 1. His trained mind started to ask questions... which deal with all known bacteria →Trained mind means "the mind that had been trained", and known bacteria means “bacteria that have been known". Trained and known are -ed participles used as adjectives. →Trained mind means "the mind that had been trained", and known bacteria means “bacteria that have been known". Trained and known are -ed participles used as adjectives. 2. Offered his choice of schools, Fleming chose the one... 2. Offered his choice of schools, Fleming chose the one... →When he was asked to choose a school for his medical studies, Fleming choose the one… →When he was asked to choose a school for his medical studies, Fleming choose the one…

11. Reading Ⅰ 3.But it was years before anyone attempted to produce pure penicillin in large quantities for medical use. 3.But it was years before anyone attempted to produce pure penicillin in large quantities for medical use. 4. In 1944, Fleming was knighted for his work. 4. In 1944, Fleming was knighted for his work. →In the U.K., those who have made outstanding achievements are often knighted by the sovereign. The knight of today is a commoner on whom is conferred the title Sir, which is not hereditary. →In the U.K., those who have made outstanding achievements are often knighted by the sovereign. The knight of today is a commoner on whom is conferred the title Sir, which is not hereditary. Ⅱ. Complete the corresponding exercises in Workbook.