第一册陆先鉴 [email protected] 江汉大学外国语学院. Unit Eight Native People.

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陆先鉴 [email protected]

江汉大学外国语学院

Unit Eight Native People

In-classroom ActivityThe First Step Reading Skill:Context Clues to Word Meaning II

1. Review

Reading Skill: Context Clue to Word Meaning II

1. What are semantic relationships?


1. What are semantic relationships?

Semantic relationships refer to the relationships between meanings of two (or two groups of) words in the same context, in which sometimes the meaning(s) of one (or one group of) word(s) can be used to explain or guess the meaning(s) of the other (or the other group) because of their semantic relationships.


2. What may semantic relationships include?

Reading Skill: Context Clue to Word Meaning II-1

2. What may semantic relationships include?

Semantic relationships may include class relationship, contrast relationship, comparison relationship, etc.


3. What is class relationship?


3. What is class relationship?

Class relationship refers to the relationship between meaning one word or expression and meanings of a group of words in the same context. The meanings of the latter are included in the meaning of the former.


4. What is contrast relationship?


4. What is contrast relationship?

Contrast relationship refers to the relationship between two words, one of which may be the specific word and the other, which is opposite in meaning with the former, may provide context clue to explain it. The two words are antonyms (the words opposite in meaning).


5. What is comparison relationship?


5. What is comparison relationship?

Comparison relationship refers to the relationship between two words, one of which may be the specific word and the other, which is the same with the former in meaning, may provide context clue to explain it. The two words are synonyms (the words nearly the same in meaning).

Practice of context clues

(p. 103)


1. The Iroquois Indians, who were an extremely large tribe with many branches and sub-branches (called “nation”) had developed a highly sophisticated system of government to keep the various branches of the tribe from fighting one another.


1. The Iroquois Indians, who were an extremely large tribe with many branches and sub-branches (called “nation”) had developed a highly sophisticated system of government to keep the various branches of the tribe from fighting one another.

Context signal: (called …)

Context: branches and sub-branches

Dictionary: a tribe of North American Indians, sometimes one belonging to a confederate


2. Five of the nations had joined together in a union called “The League of the Iroquois.” Under the league, each nation was autonomous in running its own internal affairs, but the nations acted as a unit when dealing with outsiders.


2. Five of the nations had joined together in a union called “The League of the Iroquois.” Under the league, each nation was autonomous in running its own internal affairs, but the nations acted as a unit when dealing with outsiders.

Context signal: called

Context: a union

Dictionary: an association or alliance of individuals, groups, or nations


3. Their main weapons and implements were spear, spear-thrower, digging stick, club, boomerang, shield, stone ax, and knife.


3. Their main weapons and implements were spear, spear-thrower, digging stick, club, boomerang, shield, stone ax, and knife.

Context signal: and

Context: weapons

Dictionary: an article or device used or needed in a given activity; tool, instrument, utensil, etc.


4. The returning boomerang, a curved club which can be thrown so that its flight will bring it back near the place whence it was thrown, was made only in the eat and west and was unknown to Aborigines is the center and the North.


4. The returning boomerang, a curved club which can be thrown so that its flight will bring it back near the place whence it was thrown, was made only in the eat and west and was unknown to Aborigines is the center and the North.

Context signal: , … ,

Context: a curved club which can be thrown, so that its flight will bring it back near the place whence it was thrown

Dictionary: a flat, curved stick that can be thrown so that it will return to a point near the thrower: it is used as a weapon by Australian Aborigines


5. Our two major objectives are: improving the living conditions in the village by modernizing community infrastructure such as roads, drinking water, solar energy, as well as building health center and secondary schools; and helping villagers earn more income from their agricultural activities to ease the burden of the manual labor necessary to till their fields.


5. Our two major objectives are: improving the living conditions in the village by modernizing community infrastructure such as roads, …

Context signal: such as

Context: roads, drinking water, solar energy, as well as building health center and secondary schools

Dictionary: the basic installations and facilities on which the continuance and growth of a community, state, etc. depend, as roads, schools, power plants, transportation and communication system, etc.


6. They hunt the caribou, a large deer with big horns that travels across the huge spaces of the far north.


6. They hunt the caribou, a large deer with big horns that travels across the huge spaces of the far north.

Context signal: ,

Context: a large deer with big horns that travels across the huge spaces of the far north.

Dictionary: any of several large North American reindeer

In-classroom ActivityThe Second Step Word Pretest (p. 100)

Word Pretest

1. On their journey, they encountered an English couple.

A. talked to

B. met

C. quarreled with

Word Pretest

1. On their journey, they encountered an English couple.

encounter – to meet sb or sth

A. talked to – to say things to someone

B. met – to come to the same place as sb else because you have arranged it or by chance:

C. quarreled with –to have an angry argument

Word Pretest

1.On their journey, they encountered an English couple.

A. talked to

B. met

C. quarreled with

Word Pretest

2. Tome’s contribution to our victory in this competition was very important. Without him, it would be very difficult for us to win.

A. knowledge

B. help

C. appearance

Word Pretest


contribution – sth that you give or do to help make sth successful

A. knowledge – information that sb knows about sth

B. help – to be useful

C. appearance – the point at which sth begins to exist

Word Pretest


A. knowledge

B. help

C. appearance

Word Pretest

3. Is this your permanent address, or are you only staying there for a short time?

A. lasting for a few moments

B. lasting for ever

C. lasting for a few years

Word Pretest


permanent – continuing to exist for a long time or for all future time

A. lasting for a few moments –continuing to exist for a few months

B. lasting for ever – continuing to happen in future

C. lasting for a few years – continue for a few years.

Word Pretest


A. lasting for a few moments

B. lasting for ever

C. lasting for a few years

Word Pretest

4. After their independence, people on this island establish an autonomous government.

A. strong

B. self-governing

C. popular

Word Pretest


autonomous – having the power to make independent decisions or rules

A. strong – having a lot of power, or using your power firmly to control what happens

B. self-governing – the government control by yourself, not by others

C. popular –liked by a lot of people

Word Pretest


A. strong

B. self-governing

C. popular

Word Pretest

5. His family can trace its history back to the 10th century.

A. prove

B. provide evidence of

C. find the origins of … by going back

Word Pretest


trace – to find the origins of sth and find out how it has developed

A. prove – to show that sth is definitely true

B. provide evidence of – to show the proofs of

C. find the origins of … by going back – to find out how sth started

Word Pretest


A. prove

B. provide evidence of

C. find the origins of … by going back

Word Pretest

6. The seasons follow each other in rotation.

A. coming around one after another

B. coming now and then

C. coming for ever

Word Pretest


in rotation – happening or doing sth. first, then the second until the end and again from very beginning to the end, and again and again

A. coming around one after another – to happen as a regular event again and again

B. coming now and then – sometime but not very often

C. coming for ever – permanently

Word Pretest


A. coming around one after another

B. coming now and then

C. coming for ever

Word Pretest

7. I was surprised at the extent of his knowledge.

A. limit

B. range

C. content

Word Pretest


extent – how big, important, or serious sth is

A. limit – the greatest amount, number etc that is allowed or possible

(pl.) bounds or boundary line

B. range – limits of possible variations of amount, degree, etc.

C. content -- the ideas or information in a book, program etc

Word Pretest


A. limit

B. range

C. content

Word Pretest

8. We are indebted to our neighbors for their kind help when we were in trouble.

A. thankful

B. warm-hearted

C. friendly

Word Pretest


indebted – (formal) to be very grateful to sb

A. thankful – glad and grateful that sth good has happened

B. warm-hearted – friendly and kind

C. friendly –behaving towards other people in a way that shows that you like them

Word Pretest


A. thankful

B. warm-hearted

C. friendly

In-classroom ActivityThe Third StepText, Section A

Text, Section ANative American Influences on Modern American Culture

Text, Section A1. Text-reading (p. 101)

1. Try to finish the reading of the text within eight and a half minutes and to get the basic idea of the story. (717/80wpm≈9 minutes)

2. After finishing the reading try to do Reading Comprehension on page 103

Text, Section A2. Reading Comprehension(P. 103)

Reading Comprehension, Text, Section A

1. When the European settlers first came to the North America continent, they met ______

A. the Indians

B. the Eskimos

C. British settlers



A. the Indians B. the Eskimos C. British settlers

A (When the first Europeans began to settle in the North American continent, they encountered a completely new culture: the Indian tribes of Nroth America. L1, 1st para.)



A. the Indians

B. the Eskimos

C. British settlers


2. The Indians have made many valuable contributions to American culture in the following EXCEPT ______.

A. language

B. agriculture

C. industry



A. language B. agriculture C. industry

C (As a result, the Indians have made many valuable contributions to American culture, particularly in the area of language, art, government, and food. last sentence of 1st para.)



A. language

B. agriculture

C. industry


3. Which group of words shows the Indian influence on the English language?

A. Delaware, chip, Alabama

B. Miami, New York, Iowa

C. Potato, Chicago, skunk






C (For example, the states of Delaware, Iowa, Illinois, and Alabama are named after Indian tribes, as are Chicago, Miami, and Spokane … The words chipmunk, moose, raccoon, skunk, moccasin, and potato are just few examples. L 4, 2nd para.)


4. Paragraph 3 deals with Indian contribution to American culture in the area of ______.

A. language

B. government

C. art



A. language B. government C. art

C (Art is another area showing the mark of Indian contact. L 3, 3rd para.)



A. language

B. government

C. art


5. What is the function of “The League of the Iroquois”?

A. the League kept the Iroquois fighting among themselves.

B. The league joined the forces of the Iroquois to deal with other tribes.

C. Both A and B



C (Under the league, each nation was autonomous in running its own internal affairs, but the nations acted as a union when dealing with outsiders. The League kept Iroquois fighting among themselves and … L 4, para. 4)



A. the League kept the Iroquois fighting among themselves.

B. The league joined the forces of the Iroquois to deal with other tribes.

C. Both A and B


6. From whom did the thirteen American colonies learn their form of government?

A. Early European settlers.

B. The Navajo Indian.

C. The Iroquois Indians.



C (When the thirteen American colonies were considering what kind of government to establish after they won their independence from Britain, someone suggested that they use a system similar to the League of the Iroquois. L 8, para. 4)



A. Early European settlers.

B. The Navajo Indian.

C. The Iroquois Indians.


7. What is the main idea of paragraph 5?

A. From the Indians Americans learnt farming techniques such as using irrigation methods and crop rotation

B. The Indians introduced food such as potatoes, corn, chocolate, and peanuts to Europeans settlers in America

C. There was Indians in American farming and food.



C (The final area in which Indian culture has affected American culture is farming … In addition, many of the foods we eat today were introduced to the Europeans by Indians. Paragraph. 5)



A. From the Indians Americans learnt farming techniques such as using irrigation methods and crop rotation

B. The Indians introduced food such as potatoes, corn, chocolate, and peanuts to Europeans settlers in America

C. There was Indians in American farming and food.


8. What do you think is the author’s attitude towards the American Indians?

A. Critical.

B. Positive.

C. Negative



A. Critical. B. Positive. C. Negative

B (Modern Americans are truly indebted to the North American Indians for their contributions to their culture.…. L. 3, para. 6)



A. Critical.

B. Positive.

C. Negative

In-classroom ActivityThe Fourth StepVocabulary Building (p. 105)(2) suffix

Vocabulary Building, suffix

suffix: -ly, -er. –or, -ar 1. -ly--- 1) noun + -ly = adjective like, characteristic of, suitable to e. g. manly, godly, deadly happening (once) every (specified period of

time) e. g. hourly, monthly


suffix: -ly, -er. –or, -ar

1. -ly--- 2) stem / adjective + -ly = adverb in a (specified) manner or direction, to a (specified) extent, in or at a (specified) time or place e. g. haply ( 偶然地 ), inwardly, merely



1. -ly--- 3) numeral + -ly = adverb in the (specified) order e. g. firstly, thirdly]


suffix: -ly, -er. –or, -ar 2. -er --- verb / noun+ er = agential noun e. g. hatter 帽商 , geographer; New Yorker, cottager, southerner; diner, looker-on/on-looker, stander-by; roller, writer, singer, driver, banker



3. -or --- verb / stem + -or = agential noun e. g. actor, doctor, professor, inventor, visitor,

editor, operator, supervisor, compressor


suffix: -ly, -er. –or, -ar 3. –or Remarks: 1) words from -our: e. g. ardor, armor, color, endeavor, favor, honor, lab

or, rumor, savior; 2) words from –our, but always spelled as -or: e. g. error, liquor, pallor, terror



4. –ar 1) noun / stem + -ar = adjective e. g. singular, polar 2) verb + -ar = agential noun e. g. beggar, registrar


Key to the exercise of suffix (p. 106)

1. driver 2. lovely 3. murderer 4. actor 5. cowardly 6. beastly 7. painter 8. inventor

第一册陆先鉴 [email protected] 江汉大学外国语学院. Unit Eight Native People.

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Transcript of 第一册陆先鉴 [email protected] 江汉大学外国语学院. Unit Eight Native People.

第一册 陆先鉴 [email protected] 江汉大学外国语学院. Unit Eight Native People.

Documents

Transcript of 第一册 陆先鉴 [email protected] 江汉大学外国语学院. Unit Eight Native People.

第一册陆先鉴 [email protected] 江汉大学外国语学院. Unit Eight Native People.

Transcript of 第一册陆先鉴 [email protected] 江汉大学外国语学院. Unit Eight Native People.