A Tentative Schedule
1. 9/17 (Thurs.) 課本 B5U1
Assignment:
Try to figure out the main idea of Unit 2, Book 5, that is (to say), "Working While Traveling."through the use of reading strategies, especially "Skimming (略讀)" in the reading. Or rather, mark down the first sentences of paragraphs to grasp the main idea for each paragraph (段落). After putting together, combining or collecting the "small" main idea from each paragraph, try to setting up the "big" main idea for the whole reading of Unit 2, "Working While Traveling."
Review Reading Strategies You have learned to date (: up to now/so far/up to the present). You are encouraged to apply those strategies to Unit 2 "Working While Traveling."
(1) Skimming
(2) Scanning
(3) Inference (推演; 推論l; Unit 2) : After the concluding paragraph, how can you say more something about the same topic or argument in the concluding paragraph?
(4) Context Clues: to define bold words
(5) Two different sides of opinions are centered upon the same question, like "Can Smartphones be used in the classroom?"
Yes. => Argument 1
No. => Argument 2
(6) 動N片語當S單, 其後動詞III 單;
不定詞片語當 S單, 其後動詞III 單;
子句當S單, 當S單, 其後動詞III 單
(7) There be-V There be-V There be-V be-V be-V 有有有 存在的有
be-V: am/is/are/was/were
am => have been
is => has been
are=> have been
was or were => had been
There used to be 55 students in the classroom.
There have been 32 students in the classroom.
There will be less than students in the classroom in the near or distant future.
There has been one white screen in the classroom.
There has been one projector in the classroom.
There has been one electronic desk/podium in the classroom.
There must be something missing in my mind.
(8) ...N that clause
...hope that ...
...idea that ...
...misconception that ...
...fact that ...
(9) No other N1 is/was as (: so) + adj. + as N2 is/was.
No other Ns1 are/were as (: so) + adj. + as Ns2 are/were.
以形容詞的否定原級來代表最高級
No other classmate is as tall as Tom (is).
No other classmate is so tall as Tom (is).
No other classmates are so tall as Tom (is).
No other classmate are as tall as Tom (is).
=> Tom is the tallest one of all classmates.
(10) It goes without saying that ...
It goes without saying that honesty is the best policy.
不用說誠實至上
Learn and Review
2. 9/18 (Fri.) super 4
3. 9/21 (Mon.) 課本B5U1
4. 9/22 (Tue.) Morning 4U U4 Listening&Cloze
In Class: B5U1 quiz & Check
5. 9/23 (Wed.) 4U U1-U2 Weekly Quiz & Check
6. 9/24 (Thurs.) 課本B5U2 單片句型
7. 9/25 (Fri.) Super 5 單字quiz
8. 9/28 (Mon.) 4U U4U5
9. 9/29 (Tue.) Morning 4U U5 Listening
In Class: 4U U5 Check
10. 9/30 (Wed.) 4U Weekly Quiz 2 (U3-U5) & Check
11. 10/1 (Thurs.) 單片句T1&T3 Quiz
課本B5U2 Reading
12. 10/2 (Fri.) 課本B5U2 Reading Quiz T2 & Check
Skills or Tips for Reading Comprehension or Recognizing Words/Sentences
1. Skimming
2. Scanning
3. Context Clues
(: Definition of Bold Word)
4. Mind Map
(: Understanding the whole article after reading)
(: Increasing Reading Comprehension)
4. (Argument 1 & Argument 2)
(: Finding Pros and Cons/For and Against)
5. Prefix, Root and Suffix
Prefix - Root -Suffix
(1) -press
express:
depress:
repress:
impress:
suppress:
(2) -scribe
describe:
subscribe:
inscribe:
prescribe:
(3) -serve
conserve:
deserve:
reserve:
preserve:
(4) -sist
persist:
consist:
resist:
desist:
insist:
(5) -fine
confine:
define:
refine:
6. 念單字:母子配對
拼音
高音
重音節符號
7. 學關係代名詞: 瞻左顧右
8. 動N當S單, 其後動詞三單, 現在式時, III動詞V-s, V-es, V-ies, is/was
9. 子句當S單, 其後動詞三單, 現在式時, III動詞V-s, V-es, V-ies, is/was
10. 不定詞片語當S單, 其後動詞三單, 現在式時, III動詞V-s, V-es, V-ies, is/was
Check Reading Cloze from 4U
U3 Cloze 4U
1.
發行
2.
(專輯)
3.
adv. (-ly) …地
+ V-pp & Adj.
completely
(: totally/entirely/
wholly/thoroughly)
v. complete/finish/fulfill/carry out/
carry over something into practice
adj. complete: 完整的
4.
fall/fell/fallen for …. C
cf. feel/felt/felt
Is an eel a kind of fish living
in the dirty mud?
Do you know it feels smooth?
I have relatives,
most of ____(which/whom/them)
are living in Tainan.
ð I have relatives, and most of them
are living in Tainan.
5.
A: of
6.
(spend/spent/spent)
gathering
7.
(recordings 紀錄)
8.
grandparents
9.
(former 前任的)
10. D: appear (: show up/come up /emerge)
11. A: used
12. clips 片段
13. seconds
cf. He is second to none.
He is No. 1.
14. (hear)
15. (kitties)
16. (adorable/lovely/cute)可愛的
17. (pre-tends: makes believe)假裝
18. (ignore/neglect/despise) 忽略
Unless (除非)
we study hard,
(: If we don’t study hard adv. clause,)
we won’t pass the entrance exam.
I doubt (: wonder) (Vt.)
if he will come
or not (n. clause 名詞子句).
19. (tin: can)
20. C: listening to
Please listen to
my pieces of advice.
Please follow
my pieces of advice.
Please take
my pieces of advice.
Health is above wealth.
Health (: That/The
former前者)
brings us happiness
more than wealth (: this/the latter後者) gives.
The old-timers always give us
a lot of (: many)
suggestions/tips/pieces of advice.
B5 U1-U2
U1: Is the O.K. sign (: gesture) O.K.
with everyone, every culture, or every
country?
U2: Working (Overseas) While Traveling Abroad?
Task (任務)
(1)
Please read the first sentence
of
each
paragraph in Units 1-2.
U1
(1.1)
David, (who is) an American tourist (:
traveler),
was having fun (: enjoying himself) (taking pictures of
people)
at Carnival (: a kind of celebration) in Brazil.
(2.1)
Unfortunately (: Unluckily/Haplessly),
David had no idea (: David didn’t know)
that in Brazil, no other gesture
is as (: so) offensive (: insulting) as
this one (: the O.K. sign).
(David’s mistake was not to “Do in Rome as
the Romans do”.)
(3.1)
According to some experts (> specialists),
less than (: 不到) thirty (30) percent (%)
of our communication (溝通 n.) is actually
verbal (: oral 口語的).
(4.1)
There was once (: at one time) a Taiwanese tourist (:
traveler) who was enjoying
(himself) a meal in a local (adj.當地的) restaurant (餐館) in Greece (希臘).
(5.1)
Many (: A great many) people have the
misconception (: wrong belief) that
the thumbs-up gesture (: sign) was first or
firstly used
when (: as) an emperor in ancient (adj. 古老的) Rome wanted (:
longed) to
spare (: forgive/pardon) someone’s life.
(6.1)
It goes without saying that
having some knowledge (知識) of
the local language (主詞單數)
is beneficial to (: does good to)
people (who travel abroad).
Therefore, the main idea for the whole article will be "the fact that gestures have different meanings in different cultures." (on Page 6: B)
For another strategy, "Cause and Effect," in an application of "Scanning" to the article, should be applied as well.
(Pages 6-7: EBDAC)
U2
(1.1)
For many (: plenty of) high school and university students, traveling abroad is a lifelong dream.
(2.1)
The popularity of working holidays has exploded (: increased a lot) in recent years (: lately/over time).
(3.1)
Even if people can get (: gain/obtain) help (: assistance/backup/aid) with (: dealing with) the complicated (: complex/not simple) procedures (n. 手續) for applying for the working holiday programs (短期課程; 短期工作計畫 或方案 projects), how well they (: people) adapt (themselves) to (介係詞) life in a foreign (: an exotic) country varies (: differs) from person to person.
(4.1)
The jobs in these programs usually (: commonly) involve (: cover/include/contain) unskilled work or physical labor.
(5.1)+
It is true (: real) that an overseas trip (: travel/tour) can open the door to (介係詞) adventure (: risk) and discovery (: finding). However, ...
Therefore, the main idea for the whole article will be (D) the pros and cons of working holidays.
For another reading strategy, please see that of "Inference 推論" on Page 6 and complete the other five sentences related to the strategy "Inference" in addition to the strategy of "Skimming 略讀) applied to the first sentences of paragraphs in the reading.
The answers to the other five questions will be ABCBC in order. Please check AFTER you read THROUGH THE USE OF INFERENCE (in the cause-and-effect statements).
(因果關係)閱讀策略推論練習
"The jobs in these programs usually involve unskilled work or physical labor."
(Inference)
=>
"We can infer that people joining the argument will not get a professional job that requires (: calls for) a high level (: layer/standard/norm) of education or special skill or training, such as working as a doctor or a teacher."
"These people usually have a strong sense (: feeling) of adventure (: risk), but they are often held back by troublesome money problems."
(Inference)
=>
(A) Although these people want to travel abroad, they don't have enough money to do so.
"No one is allowed to apply for the program without the necessary paperwork."
(Inference)
=>
(B) "Everyone has to do the necessary paperwork to apply for the program."
"Even if people can get help with the complicated procedures for applying for the working holiday programs, how well they adapt to life in a foreign country (子句當S單, 其後動詞三單) varies (: differs) from person to person."
(Inference)
=>
(C) "Though (: Despite the fact that) everyone can get help with the complicated procedures, not everyone can adapt well to life in a foreign country."
"A working holiday is not just (: only/merely/simply) fun and games."
(Inference)
=>
(B) "A working holiday may also involve (: cover/contain/include) some challenges (挑戰) besides (: in addition to) enjoyable activities (: or events)."
"It is never a good idea (: notion/concept) to take a job without finding out (: discovering) enough (: sufficient) (pieces of) information about it in advance (: beforehand 事先地)."
(Inference)
=>
(C) "People should (: ought to/are supposed to) find out (: spot/discover) enough information about a job before they take it."
