1. For example, when I go to the airport and as(k)e(d) the ticket agen(t) for assistance to plane, he or she will invariably pick u(p) the phone, call.

1. For example, when I go to the airport and as(k)e(d) the ticket agen(t) for assistance to plane, he or she will invariably pick u(p) the phone, call a groun(d) hostess and whisper... 2. I have conclude(d) that the wor(d) “blind” is not use(d) for one of two reasons. Darkness at Noon Reading aloud Audiovisual supplements Section One: Pre-reading Activities Section Two: Global Reading Section Four: Consolidation Activities Section Five: Further Enhancement I. Reading aloud Read the following sentences aloud, paying special attention to incomplete plosion and liaison. 1-1 Section Three: Detailed Reading

Reading aloud Audiovisual supplements Section One: Pre-reading Activities II. Audiovisual supplements Watch the film episode and then answer the following questions. Questions: 1.Why did Mrs. Gump emphasize that his son, Forrest Gump, was no different? 2. Can you imagine what would happen if Mrs. Gump really sent Little Forrest to the special school which the principal suggested? Film Episode: Forrest Gump Answers to the questions for reference: 1. Because Mrs. Gump didn’t want Forrest Gump to lose confidence for his life although little Forrest was lame in his legs. 2. Open Answer. 1-2.1 Section Three: Detailed Reading Section Two: Global Reading Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement

Reading aloud Audiovisual supplements Section One: Pre-reading Activities Mrs. Gump: Forrest: Don’t ever let anybody tell you they’re better than you, Forrest. If God intended everybody to be the same, he’d have given us all braces on our legs. Momma always had a way of explaining things so I could understand them. We lived about a quarter mile off Route 17, about a half mile from the town of Greenbow, Alabama. That’s in the county of Greenbow. Our house had been in Momma’s family since her grandpa’s grandpa’s grandpa had come across the ocean about a thousand years ago. Something like that. 1-2-script1 Section Three: Detailed Reading Section Two: Global Reading Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement

Reading aloud Audiovisual supplements Section One: Pre-reading Activities Since it was just me and Momma and we had all these empty rooms, Momma decided to let those rooms out. Mostly to people passing through like from, oh, Mobile, Montgomery, places like that. That’s how me and Mommy got money. Mommy was a real smart lady. Remember what I told you, Forrest. You’re no different from anybody else is. Did you hear what I said, Forrest? You’re the same as everybody else. You are no different. Your boy’s... different, Mrs. Gump. Now, his I.Q. is seventy-five. Well, we’re all different, Mr. Hancock. She wanted me to have the finest education, so she took me to the Greenbow County Central School. I met the principal and all. 1-2- script2 Section Three: Detailed Reading Section Two: Global Reading Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement Forrest: Mrs. Gump: Principal: Mrs. Gump: Forrest:

I want to show you something, Mrs. Gump. Now, this is normal. Forrest is right here. The state requires a minimum I.Q. of eighty to attend public school, Mrs. Gump. He’s gonna have to go to a special school. Now, he’ll be just fine. What does normal mean, anyway? He might be… a bit on the slow side, but my boy Forrest is going to get the same opportunities as everyone else. He’s not going to some special school to learn to how to re-tread tires. We’re talking about five little points here. There must be something can be done. We’re a progressive school system. We don’t want to see anybody left behind. Is there a Mr. Gump, Mrs. Gump? He’s on vacation. Reading aloud Audiovisual supplements Section One: Pre-reading Activities Principal: Mrs. Gump: Principal: Mrs. Gump: 1-2- script3 Section Three: Detailed Reading Section Two: Global Reading Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement

Reading aloud Audiovisual supplements Section One: Pre-reading Activities 1-2.film Section Three: Detailed Reading Section Two: Global Reading Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement ■

Text introduction Structural analysis Section One: Pre-reading Activities Section Two: Global Reading 2-1 Cultural background The writer, who is blind, relates his unpleasant personal experiences in an ascending order and vividly expresses his eager hope and expectation. I. Text introduction Section Three: Detailed Reading Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement

Text introduction Structural analysis Section Two: Global Reading 2-2 Cultural background II. Structural analysis — — Section Three: Detailed Reading Section One: Pre-reading Activities Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement Paragraphs 2 – 14giving a vivid account of the writer’s disillusioning experiences Paragraph 1pointing out the theme: Always looked down upon, the writer has never been given any opportunities to prove his abilities. —Paragraphs 15 – 17pointing out the change in the situation the disabled is faced with while putting across the writer’s eager hope and expectation

Text introduction Structural analysis Section Two: Global Reading Section Three: Detailed Reading 2-3 Cultural background III. Cultural background It is very sad because it is now the 21st century, not the 1800’s, and still some qualified disabled individuals are treated as outcasts. They are not given an equal chance to prove their ability. Most of the disabled in America can work as well as anyone else, but they are sometimes forced to accept lower Section One: Pre-reading Activities Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement The Disabled in America paying jobs. The Declaration of Independence states: We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights that among

Text analysis Structural analysis Section Two: Global Reading Section Three: Detailed Reading 2-4 Cultural background Section One: Pre-reading Activities Darkness at Noon Section Four: Consolidation Activities Section Five: Further Enhancement these are Life, Liberty and the Pursuit of Happiness. It is a terrible thing that they live in one of the greatest countries in the world and yet these disabled people have to lower their standards of living because they look different. Most of them can never afford to live independently or have families of their own.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Blind from birth, I have never had the opportunity to see myself and have been completely dependent on the image I create in the eye of the observer. To date it has not been narcissistic. Darkness at Noon Harold Krents

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement There are those who assume that since I can’t see, I obviously also cannot hear. Very often people will converse with me at the top of their lungs, enunciating each word very carefully. Conversely, people will also often whisper, assuming that since my eyes don’t work, my ears don’t either. For example, when I go to the airport and ask the ticket agent for assistance to the plane, he or she will invariably pick up the phone, call a ground hostess and whisper: “Hi, Jane, we’ve got a 76 here.” I have concluded that the word “blind” is not used for one of two reasons: Either they fear that if the dread word is spoken, the ticket agent’s retina will immediately detach, or they are reluctant to inform me of my condition of which I may not have been previously aware.

On the other hand, others know that of course I can hear, but believe that I can’t talk. Often, therefore, when my wife and I go out to dinner, a waiter or waitress will ask Kit if “he would like a drink” to which I respond that “indeed he would”. This point was graphically driven home to me while we were in England. I had been given a year’s leave of absence from my Washington law firm to study for a diploma-in-law degree at Oxford University. During the year I became ill and was hospitalized. Immediately after admission, I was wheeled down to the X-ray room. Just at the door sat an elderly woman — elderly I would judge from the sound of her voice. “What is his name?” the woman asked the orderly who had been wheeling me. Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement “What’s your name?” the orderly repeated to me. “Harold Krents,” I replied. “Harold Krents,” he repeated. “When was he born?” “When were you born?” “November 5, 1944.” I responded. “November 5, 1944.” the orderly intoned. This procedure continued for approximately five minutes at which point even my saint like disposition deserted me. “Look,” I finally blurted out, “This is absolutely ridiculous. Okay, granted that I can’t see, but it’s got to have become pretty clear to both of you that I don’t need an interpreter.” “He says he doesn’t need an interpreter,” the orderly reported to the woman.

The toughest misconception of all is the view that because I can’t see, I can’t work. I was turned down by over forty law firms because of my blindness, even though my qualifications included a cum laude degree from Harvard College and a good ranking in my Harvard Law School class. The attempt to find employment, the continuous frustration of being told that it was impossible for a blind person to practice law, the rejection letters, not based on my lack of ability but rather on my disability, will always remain one of the most disillusioning experiences of my life. Fortunately, this view of limitation and exclusion is beginning to change. On April 16, 1976, the Department of Labor issued regulations that mandate equal employment opportunities of the handicapped. By and large, the business community’s response to offering employment to the disabled has been enthusiastic. Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text6-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement I therefore look forward to the day, with the expectation that it is certain to come, when employers will view their handicapped workers as a little child did me years ago when my family still lived in Scarsdale. I was playing basketball with my father in our backyard according to procedures we had developed. My father would stand beneath the hoop, shout, and I would shoot over his head at the basket attached to our garage. Our next door neighbor aged five, wandered over into our yard with a playmate. “He is blind,” our neighbor whispered to her friend in a voice that could be heard distinctly by Dad and me. Dad shot and missed; I did the same. Dad hit the rim; I missed entirely. Dad shot and missed the garage entirely. “Which one is blind?” whispered back the little friend.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text7-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement I would hope that in the near future when a plant manager is touring the factory with the foreman and comes upon a handicapped and non-handicapped person working together, his comment after watching them work will be, “which one is disabled?”

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Darkness at Noon Blind from birth, I have never had the opportunity to see myself and have been completely dependent on the image I create in the eye of the observer. To date it has not been narcissistic. Harold Krents

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement There are those who assume that since I can’t see, I obviously also cannot hear. Very often people will converse with me at the top of their lungs, enunciating each word very carefully. Conversely, people will also often whisper, assuming that since my eyes don’t work, my ears don’t either. For example, when I go to the airport and ask the ticket agent for assistance to the plane, he or she will invariably pick up the phone, call a ground hostess and whisper: “Hi, Jane, we’ve got a 76 here.” I have concluded that the word “blind” is not used for one of two reasons: Either they fear that if the dread word is spoken, the ticket agent’s retina will immediately detach, or they are reluctant to inform me of my condition of which I may not have been previously aware.

On the other hand, others know that of course I can hear, but believe that I can’t talk. Often, therefore, when my wife and I go out to dinner, a waiter or waitress will ask Kit if “he would like a drink” to which I respond that “indeed he would”. This point was graphically driven home to me while we were in England. I had been given a year’s leave of absence from my Washington law firm to study for a diploma-in-law degree at Oxford University. During the year I became ill and was hospitalized. Immediately after admission, I was wheeled down to the X-ray room. Just at the door sat an elderly woman — elderly I would judge from the sound of her voice. “What is his name?” the woman asked the orderly who had been wheeling me. Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

“What’s your name?” the orderly repeated to me. “Harold Krents,” I replied. “Harold Krents,” he repeated. “When was he born?” “When were you born?” “November 5, 1944.” I responded. “November 5, 1944.” the orderly intoned. This procedure continued for approximately five minutes at which point even my saint like disposition deserted me. “Look,” I finally blurted out, “This is absolutely ridiculous. Okay, granted that I can’t see, but it’s got to have become pretty clear to both of you that I don’t need an interpreter.” “He says he doesn’t need an interpreter,” the orderly reported to the woman. Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement The toughest misconception of all is the view that because I can’t see, I can’t work. I was turned down by over forty law firms because of my blindness, even though my qualifications included a cum laude degree from Harvard College and a good ranking in my Harvard Law School class. The attempt to find employment, the continuous frustration of being told that it was impossible for a blind person to practice law, the rejection letters, not based on my lack of ability but rather on my disability, will always remain one of the most disillusioning experiences of my life. Fortunately, this view of limitation and exclusion is beginning to change. On April 16, 1976, the Department of Labor issued regulations that mandate equal employment opportunities of the handicapped. By and large, the business community’s response to offering employment to the disabled has been enthusiastic.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text6-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement I therefore look forward to the day, with the expectation that it is certain to come, when employers will view their handicapped workers as a little child did me years ago when my family still lived in Scarsdale. I was playing basketball with my father in our backyard according to procedures we had developed. My father would stand beneath the hoop, shout, and I would shoot over his head at the basket attached to our garage. Our next door neighbor aged five, wandered over into our yard with a playmate. “He is blind,” our neighbor whispered to her friend in a voice that could be heard distinctly by Dad and me. Dad shot and missed; I did the same. Dad hit the rim; I missed entirely. Dad shot and missed the garage entirely. “Which one is blind?” whispered back the little friend.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text7-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement I would hope that in the near future when a plant manager is touring the factory with the foreman and comes upon a handicapped and non-handicapped person working together, his comment after watching them work will be, “which one is disabled?”

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-S_To… To date it has not been narcissistic. Section One: Pre-reading Activities Paraphrase: Up to now I haven’t been able to admire my own appearance because I can’t see. to date: up to now 至今，我仍没有自我欣赏过。 Section Four: Consolidation Activities Section Five: Further Enhancement Translate the following sentences into English: 1 ）至今我们仍未收到任何回信。 2 ）这是到目前为止我们收到的最大一笔捐款。 To date, we have not received any replies. This is the biggest donation we’ve had to date. Practice ： Explanation:

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-S-we… …, we’ve got a 76 here. Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Explanation ： “76” is used here to refer to a handicapped person because of the regulations issued by the Department of Labor in 1976. …… 我们这里有个残疾人。

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-S-the… Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement the ticket agent’s retina will immediately detach Explanation ： the ticket agent will become blind at once Retina is a layer of cells at the back of the eyeball which is sensitive to light and receives the images of things looked at. Detached retina is an eye condition in which the retina becomes separated from the eyeball, causing loss of vision. 代理售票人的视网膜会马上剥离（变成瞎子）。

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-S-This point1... Section One: Pre-reading Activities … drive sth. home Explanation 这一点清楚地得到了证实。 Section Four: Consolidation Activities Section Five: Further Enhancement e.g. I tried to drive home the point that we need extra people, but the boss wasn’t interested. drive sth. home: to make something completely clear to somebody

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-S-This point2... Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Paraphrase the following sentences: 1) He didn’t have to drive the point home. The videotape had done that. 2) I drove home to him that he must be here by ten. He didn’t have to explain the point clearly, because the videotape could do it. I informed him clearly that he must be here by ten. Practice ： Key:

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-S-This procedure… Section One: Pre-reading Activities This procedure continued for approximately five minutes at which point even my saint like disposition deserted me. Paraphrase: This way of relaying my words continued for about five minutes, which was so long that even my usual kindness and patience disappeared. Section Four: Consolidation Activities Section Five: Further Enhancement 这一过程持续了大约五分钟，此时甚至我那至善的性情都消失了。

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-S-grtanted that… Section One: Pre-reading Activities granted that I can’t see Paraphrase: even though I can’t see Section Four: Consolidation Activities Section Five: Further Enhancement granted that.....: (in an argument) even though; even supposing that... e.g. Granted that he should send money to help with the bills, it doesn’t mean he will. Explanation ：即使我看不见 e.g. Granted that we hug each other when we meet, we are never true friends.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-S_The attempt to… Section One: Pre-reading Activities The attempt to find employment, the continuous frustration of being told that it was impossible for a blind person to practice law, the rejection letters, not based on my lack of ability but rather on my disability, will always remain one of the most disillusioning experiences of my life. 找工作的尝试，因被不断告知盲人不可能从事法律方面工作而受到的一次次挫折，并非因我没有能力而是因我残疾而收到的拒绝信，这些一直都是我生命中最令人沮丧的经历之一。 Section Four: Consolidation Activities Section Five: Further Enhancement The subject of this sentence has three parts: the attempt, the continuous frustration and the rejection letters. “Based on my lack of ability but rather on my disability” modifies “the rejection letters”. The verb of the sentence lies in “will always remain”. Explanation ：

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-S_By and large… Section One: Pre-reading Activities By and large, the business community’s response to offering employment to the disabled has been enthusiastic. Paraphrase ： Generally speaking, the business community has responded with great interest in offering employment to the handicapped. 总的来说，商业团体们对给予残疾人就业机会作出的回应还是很热情的。 Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text6-S_I therefore… Section One: Pre-reading Activities I therefore look forward to the day, with the expectation that it is certain to come, when employers will view their handicapped workers as a little child did me years ago when my family still lived in Scarsdale. Explanation: “…when employers will......Scarsdale.” is an attributive clause modifying “the day”. Scarsdale is a city of southeast New York, a residential suburb of New York City. Section Four: Consolidation Activities Section Five: Further Enhancement 我因此期待着有一天雇主们都能以一种多年前我们家仍住在斯格斯德尔（ Scarsdale ）时一个小孩对待我的方式来看待他们的残疾员工，我相信这一天会到来的。

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-W-observe1 Section One: Pre-reading Activities observer n. e.g. The statesman is an impartial observer of the current political scene. Section Four: Consolidation Activities Section Five: Further Enhancement somebody who sees or notices; somebody who attends classes, meetings, etc. Derivation ： observe v. observation n. e.g. The United Nations sent a team of observers to the peace talks.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-W-observe2 Section One: Pre-reading Activities Practice ： Translate the following sentences into English: 1 ）国际观察员批评了在这一地区使用武力的做法。 2 ）他一定是个自然界动物观察家。 The international observers criticized the use of military force in the region. He must be an observer of animals in the nature. Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-W-to date1 Section One: Pre-reading Activities to date e.g. The cost of the work to date has been about £150. Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: up to now today today: on the day that is happening now e.g. Her best performance to date was her third place at the World Junior Championships.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-W-to date2 Section One: Pre-reading Activities Practice ： Translate the following sentences into English: 1 ）他走了三个星期了，可是至今我们连一封信也没有收到。 2 ）到现在为止，他已完成了一半的工作。 He left three weeks ago and we haven’t had one single letter from him to date. To date he has done half of the work. Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-W-narcissistic1 Section One: Pre-reading Activities narcissistic adj. having a tendency to admire your own physical appearance or abilities e.g. She is so narcissistic that she remains single. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: narcissism n. e.g. A narcissistic person is one who has too great love for his or her own abilities or physical appearances.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text1-W-narcissistic2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： Translate the following sentences into Chinese: 1) I can not stand any longer the narcissistic manner of my aunt. 2) It seemed that she was more arrogant with her narcissistic behavior. 我再也无法忍受我姨妈那自恋的举止了。她那自恋的行为使她显得更加傲慢了。

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-converse Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement converse v. to engage in conversation Derivation: conversation n. conversational adj. e.g. It is difficult to converse with people who hold extremist views. Practice ： Fill in the blanks with the proper forms of converse: 1)The article was written in straightforward, almost language. 2) We met once and briefly. conversational _____________ conversed _________ e.g. A boy and a girl are conversing with each other over there.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-enunciate Section One: Pre-reading Activities enunciate v. Section Four: Consolidation Activities Section Five: Further Enhancement 1) to pronounce words clearly and carefully 2) to express an idea clearly and exactly e.g. Be sure to enunciate when you speak into the microphone. A teacher must learn to enunciate each word distinctly. e.g. ideas that Darwin was to enunciate decades later Derivation: enunciation n. Practice ： Translate the following sentences into English: 1) 演员必须学会清楚地发音。 2) 他对犯罪这个主题发表他的见解。 An actor must learn to enunciate clearly. He enunciated his views on the subject of crime.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-conversely1 Section One: Pre-reading Activities conversely adv. e.g. The newspaper story could damage their reputation; conversely, it will give them a lot of free publicity. But conversely, music may also distract or annoy some workers. Derivation ： converse adj. Antonym : similarly Section Four: Consolidation Activities Section Five: Further Enhancement on the other hand; taking the opposite point of view

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-conversely2 Section One: Pre-reading Activities Practice ： Translate the following sentences into English: 1 ）你可以来找他，或者相反地，他也可以来找你。 2 ）美国消费者喜欢白皮鸡蛋，相反，英国消费者喜欢红皮鸡蛋。 You can come to him or, conversely, he can come to you. American consumers prefer white eggs; conversely, British buyers like brown eggs. Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W- invariably 1 Section One: Pre-reading Activities invariably adv. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. It invariably rains when I go there. Antonym : variably Derivation: vary v. variable adj. various adj. variation n. almost always

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-invariably2 Section One: Pre-reading Activities Practice ： Translate the following sentences into English: 1 ）这里的火车总是很准时。 2 ）我放假的时候总是下雨。 The trains here are invariably punctual. It invariably rains when I take my holiday. Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W- pick up1 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement pick up (1) to take hold of something small or light and lift it up from a surface (2) to collect or gather together e.g. I picked up a magazine that was lying on the table. e.g. Please pick up all your toys when you’ve finished playing. Collocation: pick somebody up; pick over something e.g. She picked up a stone and threw it at the dog which was going to bite her. e.g. It was a bad setback, but we must pick up the pieces and start again.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W- pick up2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: Practice ： Paraphrase the following sentences: 1) I’ll pick you up at the station. 2) She was sitting at the kitchen table picking over a pile of mushrooms. I will go to the station to receive you and accompany you back. She was sitting at the kitchen table examining all the mushrooms carefully in order to find the ones she wanted. pick somebody up; pick over something pick somebody up: to let someone get into your car, boat, etc. and take them somewhere pick over something: to examine a group of things very carefully in order to choose the ones you want Key:

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-dread Section One: Pre-reading Activities dread adj. Section Four: Consolidation Activities Section Five: Further Enhancement e.g.Death is the dread word for many old people, but not for me. Derivation: dreadful adj. dreadfully adv. dread v. dread n. causing fear and extreme anxiety Practice ： Fill in the blanks with the proper forms of dread: 1) This article is written. 2) She suffers from a great of heights. dreadfully _________ _ dread ______ e.g.He fears the dread punishments of his parents.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-retina Section One: Pre-reading Activities retina n. Section Four: Consolidation Activities Section Five: Further Enhancement the area at the back of your eye that receives light and sends an image of what you see to your brain ( 视网膜 )

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-detach 1 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement detach v. e.g. You can detach this handle by undoing this screw. Derivation: detachment n. detachable adj. detached adj. to separate esp. from a larger mass or group and usu. without violence or damage Collocation: detach something from something detach yourself from somebody / something e.g. The general detached a small force to go and guard the palace.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-detach 2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： Fill in the following blanks with the proper forms of detach: 1) The coat has a lining. 2) He felt a sense of from what was happening around him. detachable __________ detachment ___________

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text2-W-previously Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement previously adv. e.g. Almost half of the group had previously been heavy smokers. Previously, she had a lot of bad habits. Derivation : previous adj. before the present time Practice ： Translate the following sentences into English: 1 ）她以前干过电视这一行。 2 ）以前申请这份工作的人必须有工作经验。 She had previously worked in television. Previously, applicants for the job must have experience.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W-respond1 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement respond v. Derivation: response n. respondent n. responsive adj. to say or write something as a reply e.g.Dave didn’t respond to any of her emails. e.g. He responded that he didn’t want to see it anymore.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W- respond 2 Section One: Pre-reading Activities Practice ： Try to guess the meanings of the italicized words: 1) Only 62 percent of the respondents said they were satisfied. 2) We try to be responsive to the needs of the customers. 3) We want to know the public’s response to our appeal for help. someone who answers questions, especially in a survey reacting quickly and in a positive way Section Four: Consolidation Activities Section Five: Further Enhancement something that is done as a reaction to something that has happened or been said Key:

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W- graphically1 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement graphically adv. Derivation: graphical adj. graphic adj. graphics n. clearly and with a lot of details e.g. She described the events so graphically that I could almost see them.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W-graphically2 Section One: Pre-reading Activities Practice ： Translate the following sentences into English: 1 ）人们用数据来详尽描述这一问题。 2 ）你把事情描述得如此生动，就像我亲眼看见的一样。 This problem is graphically depicted in figures. You described the events so graphically that I could almost see them. Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W- firm1 Section One: Pre-reading Activities firm n. e.g. She works for an engineering firm. Section Four: Consolidation Activities Section Five: Further Enhancement a business or company, esp. a small one Comparison: corporation; company; plant; workshop corporation: a big company, or a group of companies acting together as a single organization company: a business organization that makes or sells goods or services e.g. The middle-aged woman has been working as a partner in a firm of solicitors.

Practice: List the italicized words from the biggest organization to the smallest group, according the meaning of each sentence. 1) This is a huge chemical plant. 2) I have to send the broken sewing machine away to the workshop. 3) He works for a large American corporation. 4) Which company do you work for? 3 Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W- firm2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: ( ) 4 1 2 plant: a factory or building where an industrial process happens workshop: a room or building where tools and machines are used for making or repairing things

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text3-W-orderly Section One: Pre-reading Activities orderly n. Section Four: Consolidation Activities Section Five: Further Enhancement somebody who does unskilled jobs in a hospital ( 医院护理员，通常指缺乏专业训练者 )

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-intone1 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement intone v. e.g.The priest intoned the blessing. to say something, esp. in a slow and serious or solemn way Derivation: intonation n. e.g.The prayers he intoned brought me no help.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-intone2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Translate the following sentences into Chinese: 1) Practice the intonation of the model sentences. 2) My uncle intoned the prayers in Bible. 练习这些例句的语调。我叔叔吟诵着《圣经》里的祷词。

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-approximately1 Section One: Pre-reading Activities approximately adv. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: approximate adj. approximation n. e.g.The plane will be landing in approximately 15 minutes. not exactly, but nearly or roughly e.g.By now he has collected approximately thirty thousand stamps.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-approximately2 Section One: Pre-reading Activities Practice ： Rewrite the following sentences and try to keep the original meanings: 1) Could you give us a rough approximation of the likely cost? 2) What is the approximate number of students in each class? Could you give us a rough estimation on the possible cost? What is the possible number of students in each class that is very close to the real number? Section Four: Consolidation Activities Section Five: Further Enhancement Key:

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-disposition1 Section One: Pre-reading Activities disposition n. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. She has a cheerful disposition while her elder sister has a cheerless one. nature; personality; temper nature: someone’s character personality: someone’s character, especially the way they behave towards other people temper: a tendency to become angry suddenly or easily a particular type of character which makes somebody more likely to behave or react in a certain way Comparison: e.g. A person with a cheerful disposition is more popular with a social group.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-disposition2 Section One: Pre-reading Activities Practice ： Translate the following sentences into English: 1 ）她天性乐观。 2 ）这个电影不适合容易发火的人观看。 She has a happy disposition. The film is not suitable for people of a nervous disposition. Section Four: Consolidation Activities Section Five: Further Enhancement

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W- desert1 Section One: Pre-reading Activities desert v. Section Four: Consolidation Activities Section Five: Further Enhancement 1) to leave empty or leave completely 2) to abandon; to leave at a difficult time, or in a cruel way, esp. with the intention of not returning e.g.The guard deserted his post. e.g. All my friends have deserted me! e.g.That manager deserted his administrative post. e.g.He deserted his wife, who was pregnant. e.g.When he had to speak, his confidence deserted him.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-desert2 Section One: Pre-reading Activities Practice ： Translate the following sentences into English: 1 ）海伦被她丈夫抛弃了。 2 ）鸟儿遗弃了它们的巢穴。 Helen was deserted by her husband. The birds have deserted their nest. Section Four: Consolidation Activities Section Five: Further Enhancement Collocation: desert... for.... Comparison: dessert dessert: sweet food served after the main part of a meal

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-blurt out1 Section One: Pre-reading Activities blurt out Section Four: Consolidation Activities Section Five: Further Enhancement e.g. Peter blurted the news out before we could stop him. to say something suddenly and without thinking, usu. because you are nervous or excited Comparison: burst out burst out: to suddenly start to laugh, cry, etc. e.g. “That’s what he did!” she blurted out.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-ridiculous1 Section One: Pre-reading Activities ridiculous adj. Section Four: Consolidation Activities Section Five: Further Enhancement e.g.The fat old man looked ridiculous in his tight pink trousers. silly or unreasonable Derivation: ridiculously adv. ridicule v. ridicule n. absurd absurd: completely stupid or unreasonable Comparison: e.g. It is ridiculous that we have to queue when we have already got our tickets.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text4-W-ridiculous2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： Translate the following sentences into English: 1 ）那是个荒谬的主意。 2 ）我们还得等上六个星期，这简直是荒唐。 That’s a ridiculous idea! It’s ridiculous that we still have to wait six weeks.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-misconception1 Section One: Pre-reading Activities misconception n. e.g. There exists the popular misconception that governments can guarantee full employment. Section Four: Consolidation Activities Section Five: Further Enhancement a mistaken idea or view resulting from a misunderstanding of something Derivation: conception n. concept n. conceptual adj. conceptualize v. e.g.You have misconceptions about the attitude of the conservatives.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W- misconception2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： Translate the following sentence into English: 雇主们似乎都有一个共同的错误观念 —— 年轻工人比老工人干活更有效率。 Employers seem to share the general misconception that young people are more efficient than older workers.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-turn down1 Section One: Pre-reading Activities turn down Section Four: Consolidation Activities Section Five: Further Enhancement e.g.Their claim has been turned down. to refuse an offer, request or invitation Comparison: turn somebody away; turn (something) in; turn off; turn something out; turn up turn somebody away: to refuse to give someone sympathy, help, or support turn in (turn something in): (American English) to give back something you have borrowed or rented e.g. My offer to help was turned down.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W- turn down2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: Practice: Fill in the blanks with up, out, off, away, in: 1) Anyone who comes to us will not be turned. 2) Any prospective buyer will be turned by the sight of rotting wood. 3) When do the library books have to be turned ? 4) Eventually my watch turned in a coat pocket. 5) The factory turns 300 units a day. away _____ off ___ in ___ up___ out____ turn off (turn somebody off ): to make someone decide they do not like something turn something out: to produce or make something turn up: to be found, especially by chance, after having been lost or searched for

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-qualification1 Section One: Pre-reading Activities qualification n. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: qualify v. qualifier n. qualified adj. (usu. pl. ) an examination that you have passed, esp. at school or university e.g. He has acquired all the necessary academic qualifications. Collocation: gain / have / lack...qualifications; qualification for something; qualification to do something e.g.Previous experience is not an essential qualification for the job.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-qualification2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： Choose the best answers: 1) She left school at 16, with no academic. A. qualifiers B. qualifications C. qualified 2) The guides are to lead groups into the mountains. A. qualified B. qualifies C. qualifications 3) Free school lunches are given to children who. A. qualifications B. qualifier C. qualify B ______ C A

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-frustration1 Section One: Pre-reading Activities frustration n. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. The players’ frustration mounted as the rain continued to pour down outside. the feeling of being annoyed, upset, or impatient, because you cannot control or change a situation, or achieve something Derivation: frustrate v. frustrated adj. e.g.All his efforts ended in frustration. e.g.Life is full of frustrations.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-frustration2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Translate the following sentences into English: 1 ）我们迟了半分钟到火车站，唯有失望地看着那列火车在转弯处消失。 2 ）对大多数人而言，人生充满挫折。 We reached the station half a minute too late, and with a sense of frustration we saw our train disappearing round the bend. Life is full of frustrations for most people.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-disillusion1 Section One: Pre-reading Activities disillusion v. Section Four: Consolidation Activities Section Five: Further Enhancement e.g.The cruel reality has disillusioned me. to free from an illusion; tell or show the unpleasant truth to Derivation: disillusionment n. disillusioned adj. e.g. I hate to disillusion you, but his real reason for helping you was that he was after your money.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-exclusion1 Section One: Pre-reading Activities exclusion n. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. Her exclusion from the engineering project was a heavy blow to her. a situation in which somebody or something is not allowed to take part in an activity Antonym: inclusion n. Derivation ： exclude v. exclusive adj. exclusively adv.

______________________________________________________ Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W- exclusion 2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Paraphrase the italicized words in the following two sentences: 1) Some of them have the exclusive use of the meeting room. 2) This offer is available exclusively to people who call now. available or belonging only to particular people, and not shared ______________________________________________________ only

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-issue1 Section One: Pre-reading Activities issue v. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: issue n. 1) to officially make a statement, give an order, warning, etc. 2) to officially produce something such as new stamps, coins, or shares and make them available to buy e.g. Silva issued a statement denying all knowledge of the affair. e.g. Banknotes of this design were first issued 20 years ago.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-regulation1 Section One: Pre-reading Activities regulation n. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: regulate v. regulator n. regulatory adj. e.g. Students must observe rules and regulations. ［ C ］ an official rule or order; ［ U ］ control e.g.Government regulations control the prices of salt and sugar. e.g. Radio broadcasting is subject to government regulation.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-regulation2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Collocation: Comparison: rule; law; order rule: an official instruction that says how things must be done or what is allowed, especially in a game, organization, or job law: the whole system of rules that people in a particular country or area must obey order: an instruction to do something that is given by someone in authority comply with the regulations; regulation of....; regulation on...; under......regulations

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-regulation3 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： Choose the best answers: 1) The of the game are quite simple. A. regulations B. rules C. laws 2) Should people do what they think is right even when it means breaking the ? A. law B. rule C. order 3) The captain had to give the to abandon the ship. A. order B. law C. regulation B ______ A A

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-mandate1 Section One: Pre-reading Activities mandate v. Section Four: Consolidation Activities Section Five: Further Enhancement Collocation: e.g. The minister was mandated to participate in the political negotiations. to give an official command that something must be done mandate that e.g. The official was mandated to settle the dispute with the other party.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-mandate2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Translate the following sentence into English: 经理命令我们平等对待所有的候选人。 The manager mandates that we should treat all candidates equally.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-handicapped1 Section One: Pre-reading Activities handicapped adj. Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: e.g. The physically handicapped are taken good care of in that country. having serious difficulty using part of your body or mind fully because of injury or damage disabled disabled: someone who is disabled cannot use a part of their body properly, or cannot learn easily

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-handicapped2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Translate the following sentences into English: 1 ）他们将为智障儿童建一所专门的学校。 2 ）他因视力不好所以行动不便。 They are going to set up a special school for mentally handicapped children. He is handicapped by bad eyesight.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-by and large1 Section One: Pre-reading Activities by and large Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: e.g.By and large, your plan is practical. on the whole; generally speaking be at large be at large: If a dangerous person or animal is at large, they have escaped from somewhere or have not been caught. e.g.By and large, your idea is a good one.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text5-W-by and large2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Translate the following sentences into English: 1 ）两个逃走的罪犯仍然逍遥法外。 2 ）总的来说，公司对我一直很好。 Two of the escaped prisoners are still at large. By and large, the company’s been pretty good to me.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text6-W- wander1 Section One: Pre-reading Activities wander v. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. The river wanders through some very beautiful countries. to move slowly across or around an area, without a clear direction or purpose stroll; drift; idle; ramble stroll: to walk somewhere in a slow relaxed way drift: to move slowly on water or in the air Comparison ：

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text6-W- wander2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Comparison ： Practice ： Choose the best answers: 1) There’s plenty to discover as you around this little island. A. ramble B. drift C. wander D. idle 2) For very many parents, sport is considered to be time away. A. drifting B. idling C. strolling D. rambling 3) She aimlessly about the house. A. idled B. rambled C. strolled D. wandered A______ B D idle: 1) if an engine idles, it runs slowly while the vehicle, machine, etc. is not moving 2) to spend time doing nothing ramble: (British English) to go on a walk in the countryside for pleasure

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text6-W-distinctly1 Section One: Pre-reading Activities distinctly adv. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. I distinctly remember telling you to come to our wedding party. clearly Derivation: distinct adj. distinctive adj. distinction n. e.g. I distinctly heard her singing a folk song softly alone in her living room.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text6-W-distinctly2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： Translate the following sentences into English: 1 ）他清楚地记得他父亲离开的那天。 2 ）我明确地告诉过你要在十一点前回家。 He distinctly remembered the day when his father left. I have distinctly told you to be home before eleven o’clock.

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text7-W-foreman Section One: Pre-reading Activities foreman n. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. These workers are afraid of their foreman, who sets strict demands on them. Anton hated the foreman, who was never satisfied with anyone’s work. a skilled worker who is in charge of a group of builders or factory workers

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text7-W-come upon1 Section One: Pre-reading Activities come upon Section Four: Consolidation Activities Section Five: Further Enhancement e.g. I came upon an old friend of mine while I was attending a symposium in Beijing. We came upon a little cottage just on the edge of the wood. to find or discover something or somebody by chance

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text7-W-come upon2 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: come about; come across; come after sb.; come around; come by come about: to happen, especially in a way that is not planned come across: 1) to meet, find, or discover someone or something by chance 2) if an idea comes across well, it is easy for people to understand come after somebody: to look for someone in order to hurt them, punish them, or get something from them come around: (British English) to come to someone’s home or the place where they work in order to visit them come by: to manage to get something that is rare or difficult to get

Darkness at Noon Section Two: Global Reading Section Three: Detailed Reading 3.text7-W-come upon3 Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Practice ： 1) How did you come these pictures? 2) Your point really came at the meeting. 3) The opportunity to get into computing came quite by accident. 4) I’ll come later and see how you are. 5) She was terrified that Trevor would come her. 6) I came an old diary in her desk. by______ about______ across______ around_______ after____ across ______ Fill in the blanks with by, around, after, across, or about:

Darkness at Noon Vocabulary analysis Grammar exercises Translation exercises Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement SectionFour Vocabulary analysis I. Word comparison II. Phrase practice III. Word or phrase explanation Exercises for integrated skills Oral activities Listening exercises Writing practice

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_V_I_1 Word comparison Group 1: A. oppose B. disagree Explanation: Oppose means to disagree with something such as a plan or idea and try to prevent it from happening or succeeding. A. e.g. The Church strongly opposes same-sex marriage. B. e.g.Experts disagree on how much the program will cost. Disagree means to have or express a different opinion from someone else. Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Writing practice

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_V_I_2 Explanation: A. e.g. She needed someone to advise her. Inform means to formally or officially tell someone about something or give them information. B. e.g. We regret to inform you that your application has been rejected. Group 2: A. advise B. inform C. notify Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Advise means to tell someone what you think they should do, especially when you know more than they do about something. Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Writing practice Notify means to formally or officially tell someone about something. C. e.g. You will be notified of any changes in the system.

Vocabulary analysis Grammar exercises Translation exercises Writing practice Section Four: Consolidation Activities SectionFour_V_I_3 Group 3: A. beforehand B. previously C. early D. before Explanation: Beforehand means before something else happens or is done. A. e.g. The police need to be briefed beforehand on how to deal with this sort of situation. B. e.g.Almost half the group had previously been heavy smokers. Previously means before now or before a particular time. Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon C. e.g.We arrived early. Early means before the usual, arranged, or expected time. D. e.g. Haven’t I met you before somewhere? Before means at an earlier time.

Vocabulary analysis Grammar exercises Translation exercises Writing practice Section Four: Consolidation Activities SectionFour_V_I_4 Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Group 4: A. nature B. character C. personality D. disposition Nature means someone’s character. A. e.g.She is a child with a happy, easy-going nature. B. e.g.He has a cheerful but quiet character. Character means the particular combination of qualities that makes someone a particular type of person. C. e.g.He was an ambitious man with a strong personality. Personality means someone’s character, especially the way they behave towards other people. D. e.g. He has a happy disposition. Disposition means a particular type of character which makes someone likely to behave or react in a certain way.

Vocabulary analysis Writing practice Section Four: Consolidation Activities SectionFour_V_I_5 Grammar exercises Translation exercises Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Group 5: A. handicapped B. disabled C. poor If someone is handicapped, a part of their body or their mind has been destroyed permanently. A. e.g.This is a special school for mentally handicapped children. B. e.g. If you are elderly or physically disabled, massage can be beneficial. Disabled means being made unable to use his body properly. C. e.g.My parents are both in rather poor health. Someone whose health is poor is ill or weak for a long period of time.

Example: Fish for breakfast doesn’t appeal to everyone. (TASTE) Answer: Fish for breakfast is not to everyone’s taste. Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_1 Phrase practice Rephrase each of the following sentences with the word given in capital letters. Do not change this word in any way. 1.Yes, I remembered to give her your message. (FORGET) 2. Brown’s Hotel is regarded as one of the best in London. (CONSIDER) Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon No, I didn’t forget to give her your message. Many people consider Brown’s Hotel (to be) one of the best in London. Key:

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_2 3. The weather was so mild that we didn’t need coats. (SUCH) 4. I slept for only three hours last night. (HAD) 5. Is it really advisable to freeze this sort of food? (SHOULD) 6. There’s no need to telephone me when you arrive. (BOTHER) I had only three hours’ sleep last night. Should one really freeze this sort of food? Don’t bother to telephone me when you arrive. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon It was such mild weather that we didn’t need coats. Key:

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_1 Word or phrase explanation 1. at the top of one’s lungs Explanation: 1)People in the bar always talk at the top of their lungs. 酒吧里的人常常很大声地讲话。 very loudly indeed 2)Don’t talk to me at the top of your lungs; I am not a deaf. 别这么大声对我讲话，我不是聋子。 Examples: Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_2 Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 3)Speaking at the top of your lungs is not allowed in this quiet hall. 在这个安静的大厅里不允许大声讲话。

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_3 2. invariably Explanation: 1) It invariably rains when I go there. 2) She is invariably five minutes late for school. 3) The trains here are invariably punctual. 我去那里就准下雨。 if something invariably happens or is invariably true, it always happens or is true 她上学总是迟到五分钟。 Examples: Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement 这里的火车一向准时。 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_4 3. drive something home Explanation: 1) This point needn’t be graphically driven home to him. 2) I drove home to him that he must be here by ten. 3) The Theory of Relativity was graphically driven home to all the scholars present. 不用对他详细解释这一点。 to make something completely clear to someone 我对他明确提出必须在十点之前到这儿。 Examples: 相对论被清楚地解释给在场的所有学者听。 Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_5 4. blurt something out Explanation: 1)Peter blurted the news out before we could stop him. 2)You should consider its effects before you blurt it out. 3) We’d better prevent him from blurting the secret out in public. 我们没来得及阻止，彼得就将这个消息脱口而出。 to say something suddenly and without thinking, usually because you are nervous or excited 在你说出来之前，你应考虑后果。 Examples: 我们最好阻止他在公众面前将秘密说出来。 Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_6 5. by and large Explanation: 1)By and large, most of the people in the town work at the factory. 2)By and large, the new arrangements have worked well. 3) By and large, you idea is a good one. 总的来说，镇上大部分人都在工厂工作。 generally speaking Examples: Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 总的来说，你的想法不错。总的来说，新安排运转良好。

Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_7 6. develop Explanation: 1) The researchers are developing technology for the US military. 2) She should have developed her own style instead of copying him. 3) They developed that plan for building a new house. 研究人员正在为美国军方开发技术。 to design or make a new idea, product, system, etc. over a period of time 她本应发展她自己的风格而不是照搬他的。 Examples: Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 他们设计了那个造新房子的规划。

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G Grammar exercises I. The direct speech and the indirect speech II. The attributive clause of “preposition + which” Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

The direct speech (also referred to as “reporting speech”) refers to a sentence quoting the original words said by someone. In the direct speech, the speaker’s original words are indicated by quotation marks. The indirect speech (also referred to as “reported speech”) refers to words reporting what someone has said. In the indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted. To convert direct speech into indirect speech, we need to think about the tense, the pronouns and the time. To convert indirect speech into direct speech, we still need to consider them but in a reversed way. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-1 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [1] [2] [3] [4] [5] The direct speech and the indirect speech

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-1.1 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [1] The direct speech e.g. “I don’t know what to do,” said Dean. Tom said, “I want to visit my friends this weekend.”

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-1.2 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [2] The indirect speech e.g. Jerry said he was studying English a lot at that moment. He suggested that I attend the party.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_1.3 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [3] the tense Change the tenses If the main verb (i.e. said) is in the past tense, the tense of the speaker’s original words must be one step back into the past when used in the objective clause. If the simple present, present perfect or future tense is used in the main verb (i.e. says), the tense of the original speaker’s words is retained when used in the objective clause. If you report a general truth, the present tense is always retained no matter what tense the main verb is in. a b c

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_1.3a Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. He said the test was difficult. She said she watched TV every day. Jack said he came to school every day.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_1.3b Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. He says the test is difficult. She has said that she watches TV every day. Jack will say that he comes to school every day.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_1.3c Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. The teacher said that the earth moves around the sun.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_1.4 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [4] the pronouns Change the pronouns. When changing from direct speech to indirect speech, it is often necessary to change the pronouns to match the subject of the sentence. e.g. She said, “I want to bring my children.” She said she wanted to bring her children. Jack said, “My wife went with me to the show.” Jack said his wife had gone with him to the show.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_1.5 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [5] time Change the time. It is also important to change the time when referring to present, past or future time to match the time of speaking. e.g. She said, “I want to bring my children tomorrow.” She said she wanted to bring her children the next day. Jack said, “My wife went with me to the show yesterday.” Jack said his wife had gone with him to the show the day before.

Practice: Report the following sentences, starting with “Tom said / asked...” Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.1 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 1. Can Paul come with us? Explanation: Since this is a general question, we must use if-clause as the beginning of an indirect speech. Tom asked if Paul could come with us. _________________________________

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.2 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 2. The earth moves around the sun. Explanation: Since this is a statement, we must use that-clause to form an indirect speech. The earth moves around the sun is a common fact, therefore we shouldn’t change the tense of this factual statement in the indirect speech. Tom said that the earth moves around the sun. _________________________________________ 3. I learnt how to eat with chopsticks when I was in China. Explanation: Since this is a statement, we must use that-clause to form an indirect speech. Tom said that he had learnt how to eat with chopsticks when he was in China. ________________________________________________

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.3 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 4. The problem is being dealt with by the manager. Explanation: Since this is a statement, we must use that-clause to form an indirect speech. Tom said that the problem was being dealt with by the manager. ________________________________________________

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.4 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Report the following sentences using the following verbs. 1. You are right. It’s a good idea. He. 2. Please go away. He. 3. Stop by for some dessert and coffee tonight. He. 4. I bet Paul won’t be on time. He. 5. I can’t see the stage clearly. He. 6. Why don’t you consult Professor Barnes? He. agreed that it was a good idea ____________________________________ insisted that I go away. invited us to stop by for some dessert and coffee tonight ________________________________________________ insist agree predict suggest complain invite predicted that Paul wouldn’t be on time ________________________________________________ complained that he couldn’t see the stage clearly suggested that I consult Professor Barnes

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.5 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Rewrite the following conversation into a short passage. “You really must keep to your diet, Mrs. Flynn, if you’re serious about losing weight,” Dr. Grey said. “You have been keeping to it, haven’t you?” “Well, I... er...” Mrs. Flynn muttered. “Have you or haven’t you?” “Well, I have occasionally had a bit extra.” “What do you mean, ‘a bit extra’?” “Oh — a cream cake or two.” Key

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.5-1 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Dr. Grey told Mrs. Flynn that she really must keep to her diet if she was serious about losing weight. When Dr. Grey asked her if she had been keeping to it, she hesitated and muttered something in reply. After Dr. Grey had repeated her question, Mrs. Flynn confessed that she had occasionally had a bit extra. When asked to explain what she meant, she reluctantly admitted that she meant “a cream cake or two.”

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.6 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Rewrite the following paragraph as a conversation between John and Sue. Last night John rang Sue and asked her how she felt — he hadn’t seen her at work. Sue replied that she had had a temperature, but that she was better now, and apologized for not ringing him in the last few days. She asked him if he was free the following day, and John said that he was, so Sue suggested going to the cinema. John agreed and asked what she thought they might see. Sue replied that they would decide the next day, and asked him to pick her up at seven. John refused, explaining that he couldn’t use the car because his father had taken it, but offered to come and meet her at her house. Key

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1-2.6-1 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon John: Sue: John: Sue: John: Sue: John: How do you feel? I didn’t see you at work. I had a temperature but I’m better now. I’m sorry for not ringing you in the last few days. Are you free tomorrow? Yes, I am. What about going to the cinema? Yes, OK. What do you think we should see? We’ll decide tomorrow. Can you pick me up at seven? Sorry, but I can’t use the car because my father has taken it. I’ll come and meet you at your house.

In this structure, the preposition can be in, on, about, from, for, through, with, to, at, against, without, by means of, because of, by virtue of, etc. This “preposition + which” structure may be the adverbial inside the attributive clause. In the attributive clause, which is the object of a preposition, but it is also possible to put the preposition at the end of the clause, using which or omitting the relative pronoun. Note that when can replace “preposition + which” structure that shows time; where can replace “preposition + which” structure that shows place; + which” structure that shows reason. When, where and why used in this way are called relative adverbs. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_2-1 The attributive clause of “preposition + which” Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [1] [2] [3] [4] why can replace “preposition

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G-2-1.1 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [1] …which is the object of a preposition, but it is also possible to put the preposition at the end of the clause, using which or omitting the relative pronoun. e.g. The ladder on which I was standing began to slip. The ladder (which) I was standing on began to slip. I keep a bird, the leg of which was injured yesterday.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_2.1.2 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. The day when (on which) they arrived is unforgettable. The year when (in which) he was born was 1949.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_ 2.1.3 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. The hotel where (in which) they were staying is near the beach.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_ 2.1.4 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. The reason why (for which) he refused was the lack of money.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_2-2 Practice Make sentences with the given words, using relative clauses introduced by “preposition + which”. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 1. reluctant, inform, have, me, of, may, my, aware, of, which, condition, I, been, not, they, previously, to, are 2. remember, which, not, the, first, the, can, house, in, I, met, Mary, I, for, time They are reluctant to inform me of my condition of which I may not have been previously aware. _____________________________________________________ I can’t remember the house in which I met Mary for the first time. _____________________________________________________

3. write, I, pen, with, I, which, can, home, a, need, letter, a 4. that, his, years, family, from, broke, he, which, away, some, is, ago Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_2-3 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon That is his family from which he broke away some years ago. _____________________________________________________ I need a pen with which I can write a letter home.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_1 Translation exercises Translate each of the following sentences into English, using the word or phrase given in the bracket. Inflect the word or phrase where necessary. 1. 演员必须清晰地发音吐字，否则，观众听不清楚，不知所云。 (enunciate) You can use nor to tell another negative meaning in the same sentence. The word enunciate means to pronounce words clearly and carefully. An actor must enunciate his words distinctly; otherwise, the audience cannot hear him clearly, nor can they make out what he is saying. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Notes ：

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_2 Chinese-English translation 1) 演员必须学会清晰发音。 2) 他对犯罪这个论题发表他的见解。 3) 当你对着麦克风讲话的时候一定要发音清晰。 An actor must learn to enunciate clearly. He enunciated his views on the subject of crime. Be sure to enunciate when you speak into the microphone. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_3 You can use as well as to show some other correlated things. The word desert means to leave someone or something and no longer help or support them. He deserted his wife and daughter as well as his farm and went to live in a big city. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement 2. 他遗弃妻子和女儿，离开农场，到一个大城市定居去了。 (desert) Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Notes ：

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_4 Chinese-English translation 1 ）我的朋友都弃我而去了。 2 ）他抛下妻儿远走他乡。 3 ）全村人都匆匆逃走了，或许是因为该地区有恐怖分子。 All my friends have deserted me! He deserted his wife and son and went to a faraway place. The village had been hurriedly deserted, perhaps because there were terrorists in the area. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_5 3. 应律师的一再恳求，内务大臣准予赦免。 (grant) You can use a phrase in response to somebody at the beginning of the sentence to act as the adverbial modifier of the sentence, making sure that this phrase has the subject of the sentence — the Home Secretary — as its logical subject. The word grant means to give someone something or allow them to have something that they have asked for. In response to the lawyer’s appeals, the Home Secretary granted a free pardon. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Notes ：

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_6 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon 1 ）英国可以答应西班牙的请求。 2 ）我很高兴地通知你，你申请房屋福利的请求被批准了。 3 ）他们准许他出去。 Britain could grant Spain’s request. I am pleased to inform you that your request for housing benefit has been granted. Chinese-English translation They granted him permission to go.

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_7 Romance means the feeling of excitement and adventure that is related to a particular place, activity, etc. Collapse means to fall down suddenly, usually because it is weak or damaged. You can invert the order of the Chinese to match the English sentence construction. The word disillusion means to make someone realize that something which they thought was true or good is not really true or good. The boys became disillusioned about the romance of camping after their tent collapsed in the heavy rain. 4. 大雨冲垮了帐篷之后，男孩子们对野营所抱的浪漫的幻想破灭了。 (disillusion) Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Notes ：

Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_8 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Chinese-English translation 1 ）她不知道她父亲是小偷，我也不想告诉她，让她难过。 2 ）他对现在的政府很失望。 3 ）比赛结果令所有人大失所望。 She doesn’t know her father is a thief, and I don’t want to disillusion her. He is quite disillusioned with the present government. The result of the contest disillusioned everyone.

Sighted people find it hard to neglect Blunkett’s blindness, and so fail to notice the less obvious but more important qualities of the man behind those shuttered eyes. Focusing exclusively on his blindness is a potentially misleading way of understanding him, the instinct is to view it merely as a disability. Blindness has indeed been the single biggest (2) in shaping his life — but not always in the most obvious, restricting way. And it is very (3) from being the only factor, for he is also a firm battler. Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_1 Exercises for integrated skills Fill in each blank in the passage below with ONE word you think appropriate. because ________ factor _____ far ____ Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon (1)

, because they are merely more elaborate forms of the support he has used for decades. Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_2 People always want to know how Blunkett “manages,” as if he is in some way inhibited by his blindness from a more or less normal life. He isn’t, in fact. It is the emotional effects of being blind (5) are most intriguing. The practical consequences are much more straightforward than people generally realize. Now, as secretary of state, the systems that (6) him to operate like anyone else are more sophisticated than he’s used to, simply because he has a (7) in so many interconnected worlds — government, party, personal life. But those systems are relatively easy to put in (8) leading _______ that _____ place Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon enable ______ role ____ _____ (4)

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_3 His private office in the Department for Education and Employment has a small team of readers who go (9) papers written by civil servants, extract the most important points, and put them on tape. (10) that he must use in meetings are converted to Braille by a computer program. Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon through _______ Papers the

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_1_popwin_1 Explanation: Because is used here to introduce an adverbial clause of reason. because Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_1_popwin_2 Explanation: Factor means one of several things that influence or cause a situation. factor Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_1_popwin_3 Explanation: Be far from is a phrase which means to make someone realize that something which they thought was true or good is not really true or good. far Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_1_popwin_4 Explanation: Lead a... life is a phrase which means to live a life of some kind. leading Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_1_popwin_5 Explanation: It is +noun + that.... is the emphatic structure. that Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_1_popwin_6 Explanation: Enable means to make it possible for someone to do something, or for something to happen. enable Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_2_popwin_7 Explanation: Have a role in something is a phrase which means that someone or something is involved in an activity or situation. role Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_2_popwin_8 Explanation: In place is a phrase that means existing and ready to be used. place Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_2_popwin_9 Explanation: Go through means to read or discuss something in order to make sure it is correct. through Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Oral activities Section Four: Consolidation Activities SectionFour_E_2_popwin_10 Explanation: Obviously, “....that he must use in meetings” is an attributive clause that describes the previously mentioned word papers. Papers Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_main Oral activities Form two groups. One is to defend the idea stated in the following topics; the other is to challenge it. Air your views as clearly as possible. Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_1 1. We may well let the disabled depend on themselves with regard to their self-esteem. Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon The possible reasons for pro-side: 1) respect for them 2) moral equality 3) spare room for individual right The possible reasons for con-side: 1) no help to them, no humanity to them either 2) realization of their physical dysfunction 3) the help to them doesn’t mean the damage of their self-esteem / self-respect Guidance:

Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_2 Exercises for integrated skills 2. The handicapped students should study in special schools. Writing practice Listening exercises Section Five: Further Enhancement The possible reasons for pro-side: 1) to let them grow up in compatible environment where they can find their peers 2) less or almost no cruel discrimination among contemporary students 3) good to average students separated from handicapped ones, for teachers can offer normal teaching schedule without considering more about those handicapped students Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Guidance:

Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_3 Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon The possible reasons for con-side: 1)Human beings are created equal and there is no classification since their birth. 2) Some handicapped students can do as well as those normal ones in school. 3) The golden spirits in handicapped students may have favorable and encouraging influence on those normal ones who study together with the handicapped ones.

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1 Exercises for integrated skills Writing practice Additional information What is coherence? Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [1] [2]How can we create coherence?

Coherence refers to a certain characteristic or aspect of writing. Literally, the word means sticking together. Coherence in writing means that all the ideas in a paragraph flow smoothly from one sentence to the next. When writing lacks coherence, the reader is often forced to stop and reread. Occasionally, the reader may just give up out of frustration. With coherence, it is easy for the readers to understand the ideas that you wish to express. Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.1 Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [a] [b]

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.11 Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Read the following article that lacks coherence. People can choose many kinds of musicals from international well-known classical to lively and unusual productions. I have seen several Broadway shows like “Cats” and “Miss Saigon.” I enjoyed the emotional songs and experienced their joys and sadness. Times Squares is unquestionably the center of entertainment in New York City. There are nearly a hundred Broadway theaters and Off- Broadway stages. Broadway theaters, there are a lot of movie theaters in which most recent Hollywood first-run films are shown. People can see different popular films and spend a whole day in these theaters. No one feels bored in Times Squares as it brings him or her a rich variety of entertainment like Broadway musicals, movies and street shows. During lunchtime, there are some street performances such as Jazz and Hard Rock. People crowd the street and listen to ethnic and experimental music with special sound effects.

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.12 Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Read the following article that has fine coherence. Times Squares is unquestionably the center of entertainment in New York City. There are nearly a hundred Broadway theaters and Off-Broadway stages. People can choose many kinds of musicals from international well-known classical to lively and unusual productions. For example, I have seen several Broadway shows like “Cats” and “Miss Saigon.” I enjoyed the emotional songs and experienced their joys and sadness. Besides Broadway theaters, there are a lot of movie theaters in which most recent Hollywood first-run films are shown. People can see different popular films and spend a whole day in these theaters. Moreover, during lunchtime, there are some street performances such as Jazz and Hard Rock. People crowd the street and listen to ethnic and experimental music with special sound effects. As a result, no one feels bored in Times Squares as it brings him or her a rich variety of entertainment like Broadway musicals, movies and street shows.

Coherence is created in a number of ways. The following are some important ways in which coherence can be created within your writing: 1) Organize information in a logical manner. According to the kind of information you need to present, you must decide which organizational pattern you are going to use to appeal to your readers, including a time sequence, a spatial arrangement, a cause and effect relationship, or a hierarchy, etc. 2) Use appropriate transitional words / phrases and conjunctions to connect ideas within sentences and among sentences and paragraphs. 3) Use words or phrases that stand for previously mentioned words or ideas (e.g. pronouns, restatements, etc.) to create a natural flow of information for the readers to follow. 4) Use consistent and appropriate verb tenses and time words. 5) Use parallel structures / parallelism to create balance within your writing. Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.2 Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon [a] [b] [c]

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.2a Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon You may find this partial list of adverbial transitions and conjunctions helpful. [a] [b]

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.2.1.1 Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Transitions which signal a relationship of time: before, during, after, while, since, at the moment, by then, first, next, then … Transitions which signal an example or additional information: for example, generally speaking, in most cases, occasionally, especially, for instance, specifically, frequently, sometimes, moreover… Transitions that signal a contrast: on the contrary, on the other hand, however, unlike, nonetheless, nevertheless, whereas, even though, although, but, yet, regardless… Transitions that signal a similarity: similarly, likewise, once again… Transitions that signal a cause / effect: therefore, consequently, then, in other words, because, since, as a result, due to, thus…

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.2.1.2 Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Conjunctions are words that link ideas within sentences. Coordinating conjunctions link two equal ideas or components within a sentence. e.g. and, but, yet, or, so, for, etc. Subordinating conjunctions subordinate one idea in relationship to another within a sentence. e.g. although, even though, whereas, since, before, during, because, etc.

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.2b Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. Historically, there was only one person called George Washington, the first president of the United States. He can be referred to in a text in many ways, such as the president, Mr. Washington, he, or even my friend…

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1.2c Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon e.g. Not Parallel: Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game. The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. Parallelism in writing refers to the repetition of the same structural elements in order to create a balance in the writing. This balance contributes to coherence of the whole writing.

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_3 Exercises for integrated skills Put the following sentences in each group in the right order to form a coherent passage. Practice Immediately their government responded by providing greatly increased financial support for U.S. education. One of the first areas of daily life to feel the effects of space travel was education. Americans felt challenged by the news of Sputnik I in 1957. One of the first areas of daily life to feel the effects of space travel was education. Americans felt challenged by the news of Sputnik I in 1957. Immediately their government responded by providing greatly increased financial support for U. S. education. Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Key: 1.

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_W_4 Exercises for integrated skills Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon He lived quietly in Princeton, working at the Institute and entertaining himself with his violin in his simple home. He also found time to practice playing his violin, for he loved music and was a better than average violinist. Much of Einstein’s time was devoted to efforts to build world peace. 2. Much of Einstein’s time was devoted to efforts to build world peace. He also found time to practice playing his violin, for he loved music and was a better than average violinist. He lived quietly in Princeton, working at the Institute and entertaining himself with his violin in his simple home. Key:

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_W_5 Exercises for integrated skills Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Then they can be invited to find in the reading additional facts and ideas to deepen and broaden their understanding of the topic. A good way to introduce such a reading is to encourage the students to talk first about their own thoughts on the subject of the essay. Many of the readings in this book are essays on topics of interest to young people and adults in today’s world. 3. Many of the readings in this book are essays on topics of interest to young people and adults in today’s world. A good way to introduce such a reading is to encourage the students to talk first about their own thoughts on the subject of the essay. Then they can be invited to find in the reading additional facts and ideas to deepen and broaden their understanding of the topic. Key:

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_W_6 Exercises for integrated skills Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Yet most people remember at least one fact about him: he wrote the Declaration of Independence. That important document explained why the thirteen American colonies should become free from English rule. Thomas Jefferson, the third President of the United States, may be less famous than George Washington and Abraham Lincoln. 4. Thomas Jefferson, the third President of the United States, may be less famous than George Washington and Abraham Lincoln. Yet most people remember at least one fact about him: he wrote the Declaration of Independence. That important document explained why the thirteen American colonies should become free from English rule. Key:

an organization that helps people who are poor, sick, in difficulties, etc. word blindness; a problem in reading caused by difficulty in seeing the difference between letter shapes less than is usual, average, etc., esp. in the abilities of the mind (good) ability to learn, reason, and understand lack of knowledge, information, or consciousness making a gift of (something or a certain sum of money), esp. for a good purpose Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_1 Exercises for integrated skills Listening exercises Dyslexia Appeal You will hear a short program on the radio in which the speaker asks for money to help people who suffer from dyslexia. A. Listen carefully. While listening, pay special attention to the following notes. charity: dyslexia: sub-normal: intelligence: ignorance: donation: Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon ■

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2 Exercises for integrated skills Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon B. Listen again and fill in the missing information on the advertisement. DYSLEXIA APPEAL James isn’t. He just can’t. This year-old boy ran away from This young boy suffers from. Please help us — the Dyslexia to fight the We need money NOW to help the into the of this upsetting disease. Please send you to Jane Collins at 101,. sub-normal / unintelligent / stupid______________________________ read or write / make sense of the symbols on the page sixteen ______ school and his family __________________ dyslexia ________ Association__________ignorance _________ research ________cause and because he thought he was no good to anyone. which surrounds this condition. __________________________________________ _____ treatment _________ donation________Orchards Avenue _______________, Framlingham ____________ Essex ______ script ■

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_script1 Exercises for integrated skills And now for this week’s Charity Call. Here to speak to you is Jane Collins of the Dyslexia Association. Until a few years ago I had never heard of this condition and then I heard a very sad story. James was a likeable boy of sixteen — the eldest of four children. Both his parents were very caring, interested people who although they loved their son believed that he was sub- normal. He was never any good at school, always came bottom in his exams and as a result was often in trouble. He ran away from school frequently and in the end from his home as well. The trouble with James was that he was deeply unhappy because he couldn’t read or write. Dyslexia Appeal Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon ■ Presenter: Jane Collins:

Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_ script2 Exercises for integrated skills Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon He was suffering from dyslexia — the inability to make sense of the written symbols on the page. He thought, and so did everyone else, that he was too stupid to learn. In fact James, and most dyslexia sufferers, have normal or above average intelligence. The condition is still a mystery to many in the medical profession and we need your money to help fight the ignorance which surrounds this condition and to finance research into its cause and treatment. Please send your donation, however small, to Jane Collins, 101 Orchard Avenue, Framlingham, that’s F- R-A-M-L-I-N-G-H-A-M, Essex, that’s E-double S-E- X. The address is also on page 7 of the Radio Times and in your Sunday newspaper today. Thank you for your generosity. Jane Collins:

Lead-in questions Supplementary reading Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_lead in Lead-in questions 1. 2. Can you remember some of your former teachers? What did they usually do in the past and what was his / her most impressive features? Give examples. What are the qualities of a good teacher? How can a good teacher influence his / her students? Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

In high school, I took a remedial English class — maybe it wasn’t remedial, exactly, but without my knowing it, I had signed up for some kind of English class for juvenile delinquents. Well, it wasn’t supposed to be a class for juvenile delinquents, but somehow everybody but me knew that that was who it was for; maybe it was listed in the course catalog as being for those students in the commercial program, the general program, whatever it was called to distinguish it from the academic precollege preparation program. But anyway, on the first day I figured out who this course was directed at: The students were surly and wore leather jackets, and the girls all had shag hair-dos as opposed to straight and ironed, which was how the “nice” girls wore their hair. Lead-in questions Supplementary reading Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-3 Memorable quotes He Rocked, I Reeled Tama Janowitz Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text4-6 Knowing me, I must have signed up for that class because it indicated that no work would be involved. And I was prepared for the worst, because somehow, having moved and switched schools so many times, I had been stuck in juvenile delinquent classes before. The juvenile delinquent classes generally meant angry teachers and angry students who never read the books assigned and never spoke in class, which was no wonder because the teacher was generally contemptuous and sneering. But this class ended up being different; the main thing was that the teacher, Mr. Paul Steele, didn’t seem to know he was teaching students who weren’t supposed to be able to learn. He assigned the books, — by Sherwood Anderson, by Hemingway, by Melville — and somehow by the due date everyone had read them and was willing to talk about them. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text7-9 Mr. Steele was a little distracted, a little dreamy, and most excellent. It was one of the few times up until that age I had a teacher who spoke to me — and the rest of the class — with the honesty of one adult talking to others, without pretense or condescension; there was no wrong or right, just discussion. In college, I had another great course — in geology, a subject for which I had no interest. Once again, I had signed up for something that looked easy, a “gut” course to fulfill the science requirement. But this guy — I believe his name was Professor Sand, an apt name for a geology teacher — was so excited and in love with rocks, with everything pertaining to the formation of the earth, that to this day rocks and everything pertaining to formation of the earth still get me excited. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text10-13 Oolitic limestone, feldspar, gypsum, iron pyrite, Manhattan schist — the names were like descriptions of food, almost edible, and as around that time I was starting to become interested in writing, the enthusiasm that the teacher had for the subject was transferred to me into an enthusiasm for language. And the names of the different periods — the Jurassic, the Pre- Cambrian — even though I can’t remember much about them, the words still hold mystery and richness. At the end of the semester, there was a field trip up to the Catskills, to put into practice some of the techniques discussed in class. We were taken to a fossil bed of trilobites where, due to the particular condition of the sedimentary bed, only the trilobite bodies had been preserved over the millennia. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text14-17 After a few minutes of listening to the professor’s explanation, I bent over and picked up a piece of rock with a small lump sticking out of it and took it over to him. To me, all I had found was a rock with lump; but Professor Sand was totally amazed — I was the only one ever to find a fossilized trilobite complete with head. Really, at that point there was little to stop me from becoming a geologist except for the fact that I knew I could never do anything involving numbers, weights or measurements, which I suspected would at some point have some bearing on the subject. I remember another teacher, in graduate school, Francine du Plessix Gray, who taught a course called Religion and Literature — another subject in which I had no interest. But the way she spoke was so beautiful, in an accent slightly French-tinged. And because Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text18-20 Of course, I had many other fine teachers along the way, but the ones who stand out in my mind were those who were most enthusiastic about what they were teaching. Many subjects in which I initially thought I was interested were totally destroyed for me by the teacher’s dry, aloof, pompous, disengaged way of speaking. But when the teacher was as excited about the topic — as if he or she was still a little kid, rushing in from the yard to tell a story — that was when the subject became alive for me. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading she was so interested in her topic, the students became interested, and the seminars were alive and full of argument.

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-3_ Tama Janowitz Tama Janowitz She was born in 1957 in San Francisco, California. She received the Elizabeth Janeway Prize, the Army Loveman Prize for poetry, a fellowship from Hollins College, and the National Endowment for the Arts Award. Janowitz has written short stories and articles for magazines and periodicals. She also has written novels, including American Dad, Slaves of New York, A Cannibal in Manhattan, and The Male Cross-Dresser Support Group. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-3_ remedial English class remedial English class a special English course that helps students who have more difficulty in learning than others Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-3_general program general program general course of study, such as English, mathematics, or physics Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-3_ academic academic precollege preparation program course concerned with general education rather than commercial, technical, or professional education and designed for students who intend to study at a college after high school Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-3_shag hair-dos shag hair-dos a sort of so called new coiffure or hair fashion, with the hair looking quite long and messy Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text4-6_Sherwood Anderson Sherwood Anderson Sherwood Anderson, who was born in 1876 and died in 1941, was an American short-story writer and novelist. Although none of his novels was wholly successful, Anderson was a major influence on the generation of American writers who came after him. These writers included Ernest Hemingway, F. Scott Fitzgerald, and William Faulkner. Anderson thus occupies a place in literary history that cannot be fully explained by the literary quality of his work. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text4-6_Hemingway Hemingway Hemingway, born in 1899 and died in 1961, was one of the most famous and influential American writers of the 1900’s. He received the Nobel Prize for literature in 1954. He won a Pulitzer Prize for his novel The Old Man and the Sea (1952). Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text4-6_Melville Melville Melville, born in 1819 and died in 1891, was an American novelist. Melville ranks among America’s major authors. He wrote Moby Dick, one of the great novels in literature. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text7-9_a “gut” course a “gut” course an easy college or university course Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text10-13_Jurassic Jurassic the period of geologic time during which dinosaurs flourished and birds and mammals first appeared, extending from 210 million years to 140 million years ago Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text10-13_Pre-Cambrian Pre-Cambrian before the earliest geological period of the Paleozoic era, during which there were large numbers of primitive, invertebrate water animals, such as the trilobites Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text10-13_field trip field trip a trip away from school to give students the opportunity to see things or places closely and at first hand The class went on a field trip to the fire department to observe the fire prevention methods they had been reading about. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text10-13_trilobites trilobites 三叶虫 Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Memorable quotes Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text_Q1 Questions for discussion: 1. 2. 3. 4. How did the geology teacher influence the author? What major points does the author make about the motivation of the students? What is suggested about the qualities of a successful teacher? What does the title of the reading mean? Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading

Lead-in questions Memorable quotes Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text_Q2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon Supplementary reading Answers for reference: 1. 2 3. 4. She disliked the subject at first, but the geology teacher’s style of presenting the subject matter positively influenced her performance. They need activities which are exciting and stimulate their curiosity; they need to be involved in something active, and they need to be appreciated by the teacher. He must strive to make his classes interesting and treat the students properly. He must be a good model as a speaker of the language and technically adept at ways of getting the students to learn and practise. Because the teacher was so interested in his topic and so enthusiastic about what he was teaching, I became interested in the topic and enthusiastic about learning.

Lead-in questions Supplementary reading Memorable quotes Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_ Memorable1 Memorable quotes Please paraphrase the following quotes: I was eyes to the blind, and feet was I to the lame. — Old Testament Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

Lead-in questions Supplementary reading Memorable quotes Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_ Memorable2 My soul is full of whispered song, — My blindness is my sight; The shadows that I feared so long Are full of life and light. — Alice Cary Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Darkness at Noon

1. For example, when I go to the airport and as(k)e(d) the ticket agen(t) for assistance to plane, he or she will invariably pick u(p) the phone, call.

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1. For example, when I go to the airport and as(k)e(d) the ticket agen(t) for assistance to plane, he or she will invariably pick u(p) the phone, call.

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Presentation on theme: "1. For example, when I go to the airport and as(k)e(d) the ticket agen(t) for assistance to plane, he or she will invariably pick u(p) the phone, call."— Presentation transcript:

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