新概念英语第二册21课

新概念英语第二册21课（共8篇）

1.新概念英语第二册21课 篇一

Lesson 27 A wet night

Step1Topic

1. Ask students to recite L 26 together

2. Tell a joke about hiking and camping to lead in the text.

Go on a hiking trip

Sherlock Holmes and Matthew Watson were on a camping and hiking trip.

They had gone to bed and were lying there， looking up at the sky. Holmes said,

“Watson, look up. What do you see?

”Well, I see thousands of stars.“

”And what does that mean to you?“

”Well, I guess it means we will have another nice day tomorrow. What does it mean

to you, Holmes?“

”To me, it means someone has stolen our tent.“

Step 2 General Idea

Text-learning map 1: Late in the afternoon, the boys put up their tent in the middle of

a field. As soon as this was done, they cooked a meal over an open fire. They were all hungry and the food smelled good. After a wonderful meal, they told stories and sang

songs by the campfire. 傍晚时分，孩子们在田野中央搭起了帐篷。这件事刚刚做完，他

们就在篝火上烧起了饭。他们全都饿了，饭菜散发出阵阵香味。他们美美地吃了一顿饭后，

就围在营火旁讲起了故事，唱起了歌。

Text-learning map 2：But some time later it began to rain. The boys felt tired so they put out the fire and crept into their tent. Their sleeping bags were warm and

comfortable, so they all slept soundly. 但过了一阵子。天下起雨来，于是他们扑灭了篝火， 钻进了帐篷。睡袋既暖和又舒服，所以，他们都睡得很香。

Text-learning map 3：In the middle of the night, two boys woke up and began shouting. The tent was full of water! They all leapt out of their sleeping bags and

hurried outside. 午夜前后，有两个孩子醒了，大声叫了起来。原来帐篷里到处都是水！他 们全都跳出睡袋，跑到外面。

Text-learning map 4：It was raining heavily and they found that a stream had formed

in the field. The stream wound its way across the field and then flowed right under their tent! 雨下得很大，他们发现地上已经形成了一条小溪。那小溪弯弯曲曲穿过田野，然后正好从他们的帐篷底下流过去。

Step 3 New words & Expressions

Teach them to know the spelling and meaning of the new words and expressions

in this lesson.

1. tent:

e.g. we set up a tent in the field to watch the starry night.

2. smell: v. 嗅，闻到，散发…的气味，有…的气味

e.g. It smells of human beings.

The dish smells wonderful, but tastes bad. You smell; you should take a bath right now.

n. 气味，臭味，嗅觉

e.g. The dustbin gives off a strange smell.

3. campfire，n 营火，营火会

e.g. summer camp 夏令营/ a holiday camp 假日野营地

a prison camp 战俘集中地

v．露营，扎营

e.g. Where should we camp tonight? Camping n.露营，野营，帐幕生活

e.g. Do you like camping?

e.g. I joined the summer camp and had a very good campfire party.

4. creep: v.爬，蹑手蹑脚

e.g. The cat crept slowly and quietly towards the bird. The thief is creeping along the corridor.

n. give sb the creeps 影响某人

e.g. Don’t talk about F4, you know they give me the creeps.

5. sleeping bag: Gerund.（动名词，表示用来睡觉的袋子，睡袋）

6. comfortable:

a) comfort v. 安慰

e.g. I know you were hurt, I really want to comfort you, but I don’t know how.

b) comfortable adj. 舒适的

e.g. The prince and the princess lived a comfortable and happy life.

I felt comfortable at home/ in your arms.

7. soundly: in good health/ healthy adv. 香甜的

8. sound adj. 健全的，可靠的，合理的，健康的

e.g. have sound teeth/ have a sound heart safe and sound adj. 安然无恙的

e.g. Don’t worry about the children, they are safe and sound in grandma’s house. As sound as a bell adv.十分健全

e.g. The doctor said that I was as sound as a bell.

soundly: adv. in a sound way 非常好,彻底地

e.g. I crept out of my home when my parents were sleeping soundly. He was soundly beaten at chess.

9. leap: v. jump 跳，跳跃

e.g. I leapt from my chair when I saw her. My heart leapt for joy at the news.

10. heavily: v.

e.g. He fell down heavily and hurt his ankle. The people of Shanghai are heavily taxed.

11. stream: n. 溪，川，流

e.g. There is a stream near my home in my hometown. A stream runs through the woods.

v. 流，涌，流住

e.g. Tears stream down her face.

12. form: n.形状，外形，形态

e.g. The fog was very heavy and I could only see the form of the building.

v. 形成，构成，组成

e.g. The students formed into a line.

They formed a party twenty years ago.

13. wind: v. 绕，缠

e.g. the river winds its way to the sea. wind up: stop 卷起，卷拢，停止

e.g. Before I wind up, I have two points to talk about

Step 4 Presentation of Complex structures and sentences

Key point: pay attention to the use of words to express time order

Please refer to exercises part Two

Analyze with students the use of such words; try to appreciate the beauty of this passage.

1. Put:

Put on: She put on her coat and went away.

Put up with（容忍，忍受）: John can’t put up with his girlfriend. Put out（扑灭）: The firemen put the fire out quickly.

Put away（放好，储存…备用）: Please put the book away and recite together.

Put up（举起，抬起，提供）: provide food to eat and place to sleep in e.g. My friends put me up in his room last night.

Build，建造，搭筑

e.g. These buildings were put up in 1950s.

Put off（推迟，拖延）: It rained yesterday, so the meeting had to be put off. Put down（记下）: Please put down all the sentences on the blackboard.

2. in the middle of

e.g. In the middle of the campus, there is a very big clock. In the middle of the term, we had an exam.

3. as soon as: once

e.g. As soon as I had finished my homework, I went to play tennis. Please give me a phone call as soon as you arrive in Shanghai.

4. pay attention to the use of different past tenses and analyze with students why the writer chose to write in this way.

e.g. to describe what they did use simple past

to describe what was happening use past continuous

to describe what had been done________________ use past perfect

Step 5 Reciting

请用上海勤学堂的超级情景背诵图中的实现背诵图来进行

Step 6 Expanding

Ask students to translate，using the words that are used to express time order 上个星期三的早晨， 我很早就起床了。 一醒来，我就去刷牙，然后洗脸。吃过 早饭后， 我去等公交车， 但是没有赶上。 因为怕迟到， 所以我就给老板打了 一个电话。 但我到达公司的时候， 恰好是九点钟。 当时我真的感觉自己很有 运气。 下午五点，我正要离开公司回家。 那时候天正下着雨， 我忘记了带伞， 所以不得不等到雨停。

Step 7 Homework

Use the following words and phrases to make sentences in groups, ask students to read the sentences aloud each other, see which group has the most correct sentences. First at first firstly second secondly then later next

After before as soon as in the middle of during always

Immediately At the same time in the meantime last finally eventually now someday sometimes soon sooner until when

2.新概念英语第二册21课 篇二

教材是实现教学大纲的重要保证之一,是教师组织教学活动的重要依据,也是学生获得有关知识、技能和策略的主要来源之一。教材是教学理念的体现,在很大程度上规定着课堂教学的方法和模式。(文旭莫启扬,2013)

关于外语教材的编写原则,学界从各自的视角提出过众多论述。张德禄等(2010)从教材内容、编排方式、激发学生积极性、实用性等维度进行概括,指出体裁要多样,话题要广泛,突出育人的新要求,反映时代的发展;与学习者的知识结构形成互补关系,要有针对性,内容要前后一致、前后呼应,形成一个整体,主要词汇项目和内容要有一定的重复,通过在一定语境中的重现来巩固学生记忆和提高其应用能力,要追踪使用情况;要有趣味性,对学生有吸引力,阅读材料要有可读性,所选的内容要有可操作性,配有录音材料等。文秋芳(2002)提出以范文为主体的选材体系,实现文感、语感、情感的全方位教育。

纵观各家所述外语教材的编写原则,至少交汇于一点:科学性原则。何为科学性原则?这又是一个没有定论且难以简单定论的问题。张德禄等(2010)指出,科学性是首先要考虑的原则,要适合人类认知的基本规律,包括内容的编排要注重循序渐进性:由易到难、由低到高、由浅入深,要尽量避免跳跃性太大。文旭等(2013)指出,对材料的难易程度进行科学的监控,利用语料库等方法对文章各单元进行排序。

但是科学性不止于此。笔者以为语言规范性是外语教材科学性的重要组成部分。编写教材过程中,根据教学目标编辑修改语料是常规步骤。语料处理不当会损害教材质量,降低甚至丧失教材功能。

基于范文主体说,课文对学习者的影响力是不言而喻的。他们以课文为范例,感受认知目的语,记忆模仿课文的语言现象。课文是学习者学习目的语的主要途径,是甄别遴选语料的主要依据。因此,语言规范与否对学习者学习效果的影响是不言而喻的。语言规范性问题涉及句子和篇章两个层次。句子层次包括语法结构和遣词造句,篇章层次包括谋篇布局和衔接连贯。

《21世纪大学英语读写教程》是普通高等教育“十一五”国家级规划教材,自1999年正式出版以来,几经修订,数度再版,“深受全国广大师生的欢迎和认可”,获2002年全国优秀教材二等奖,已经成为大学英语课程的经典教材。这套教材贴近《大学英语课程教学要求》,力求信息性、趣味性、可思性和实用性,题材丰富,具有时代气息、人文精神和开放意识,既注重大学英语的工具性,着力培养语言技能,又突出大学英语的人文性,做好强素质、拓视野这篇大文章。

《21世纪大学英语读写教程》由8个单元24篇课文组成,并配有多种语言技能练习。根据教学实际情况,本文仅分析《21世纪大学英语读写教程》第二册A篇课文和B篇课文编辑修改引发的语言规范性问题。

二、外语教材中语言规范性问题的主要表现

1.句子层次

(1)动词时态一致。构成上下文的所有谓语动词以及部分非谓语动词应根据显性或隐性的时间指示保持时态一致。时态一致既可看成句子层面的问题,也可视作篇章结构问题。

以下三例取自第五单元A篇课文“Holding Onto a Dream”。

例1:“My family was making enough money to get by,but not enough to pay that much for me to go to school,”she said.(段落2)(例中下划线为笔者所加,下同)

例2:“Hearing this,I was totally stunned,”Priscilla recalls.(段落3)

例3:“They taught me various office skills and word-processing programs.I also learned to answer the phone in an office setting,and write proper business letters,”she said.The program helped Priscilla find employment as a secretary with a small company.“It was my first decent job,”she says.“I was nineteen years old,living on my own,and making$15,000 a year.”(段落6)

课文两个起始段落均以一般过去时叙述,且引述动词也使用一般过去时(例1),但从段落3起引述动词的时态变成一般现在时(例2)。令人费解的是在段落6中,前后两个引述动词使用了两个不同时态(例3)。关于引述动词的时态选择,既可以使用一般过去时,也可以使用一般现在时,但是必须保持时态一致。类似情况只会降低学习者对时态一致的敏感性,加剧他们对动词时态选择的困惑。

(2)代词的使用。代词在上下文中应有明确的所指对象。从狭义上说,上下文是句子或语篇,从广义上说,上下文是语言使用环境或习惯。代词的所指通常体现在狭义上下文中,习惯性使用有其特殊的环境。下例取自第二单元A篇课文“Why They Excel”。

例4:It was a hard journey for the little girl,and full of risks.(段落2)

此例是段落2的首句。除形式主语前照应外,代词it与所指对象形成后照应关系。在段落1的尾句(It was a heartbreaking and costly sacrifice for the family,placing Kim-Chi on the small boat,among strangers,in hopes that she would eventually reach the United States,where she would get a good education and enjoy a better life.)中找不到代词it的指代对象。“虚义it”指代时间、日期、距离、天气等,例中名词journey不等同于距离。稍加改动(The little girl had a hard journey full of risks.)既可避免代词it的误用,又可使段落主题(the little girl)回归主位。

(3)词汇的选择。为尽量减少超纲词而修改原文本无可厚非,但前提是要保证替换词使用正确且符合本族语使用者的使用习惯,不破坏原意,不加重理解负荷。下例取自第二单元A篇课文“Why They Excel”。

例5:…feeling that this is reverse discrimination by white Americans–a contrast to the laws that excluded most Asian immigrants from the US until 1965,but prejudice nevertheless.(段落6)

为避开超纲词reversal和discriminatory,教材编写者使用大纲词汇创造出reverse discrimination的搭配,并补充but prejudice nevertheless,力求保持原意,却破坏了原文(…feeling that it is just another form of prejudice by White A-mericans,an ironic reversal of the discriminatory laws that excluded most Asian immigrants to the US until 1965.)的通顺,且设置了新的理解障碍。reverse discrimination–a contrast to the laws是否与an ironic reversal of the discriminatory laws同义值得商榷。

下例取自第七单元A篇课文“Thinking:A Neglected Art”。

例6:One problem is that to most of us,thinking looks suspiciously like doing nothing.(段落6)

也许原文的loafing有超纲之嫌,教材编写者以大纲词汇doing nothing替代,但是两者在意义上差异较大。loafing逃避劳作、闲掷光阴,暗示着一种消极的生活态度,可表现为doing nothing,也可通过其他方式表现。loafing必会doing nothing,而doing nothing并非唯一指向loafing。此处的改动以偏概全,也造成上下文意义不通顺。下文有“Besides,he’s leaving all the hard work for us!”一说。此句旨在弥补替换loafing后留下的意义缺失。笔者以为:以besides引导补充信息略显唐突。在缺乏loafing内涵支撑的前提下,何以证明“he's leaving all the hard work for us”?结论武断,没有说服力。loafing还与段落7的laziness形成照应关系,替换后这层关系被弱化。

从上两例不难看出:破坏原意的词汇替换实为失败之举,远不如注释法便利有效。

2.篇章层次

(1)谋篇布局。编写课文时应充分理解原文,给予原文信息足够的重视。在充分理解原文的基础上教材编写者可以重新组织信息布局篇章,但是切忌出于自身编写的便利需要而随意删减拼凑,否则呈现给教材使用者的只会是一堆杂乱无序、矛盾丛生且不能自圆其说的无用信息。下例取自第五单元A篇课文“Holding Onto a Dream”。

例7:When the North Dakota project ended,Priscilla moved to California…And she decided to enroll at a local communitycollege where the tuition was much cheaper.(段落10)

Priscilla took some art classes…In the spring of 1994,she graduated from Wenatchee Valley College with a two-year Associate of Arts degree.(段落11)

此处上下文提供的信息是:Priscilla于1994年春毕业于Wenatchee Valley College,这是一所位于California的local community college。笔者不禁产生这样的疑问:Wenatchee Valley College什么时候从华盛顿州搬到加利福尼亚州?如果教材使用者足够细心,这样荒唐的错误不难发现。但是,通常情况下,教材使用者出于对教材的信任或缺乏敏感或出于惰性,很少会质疑课文所提供的信息的真实性,Wenatchee Valley College位于加利福尼亚州这样一个荒谬的信息,自然就会成为他们所拥有的关于美国的知识的一部分。教材没有传授正确的知识,却传递错误的信息,不得不说这是教材变身“教错”的典型实例。

教材的选材当极尽认真科学,绝非母语人士的文章都可用,也绝非专家的话语都可信,编写者应该形成自己的逻辑判断,不为片面观点或荒谬论点左右。下例取自第二单元A篇课文“Why They Excel”。

例8:…Nearly 90 percent of Chinese youngsters said they actually enjoy school,and 60 percent can’t wait for school vacations to end.…One reason may be that students in China and Japan typically have a break after each class…(段落18)

且不说文中所述现象可信与否,其因果关系已显牵强。试想:课间休息足以让90%的学生爱上学校?课间休息足以使60%的学生迫不及待结束假期尽快返校?再者,教材使用者对这样的信息会作出什么样的反应,对传递这种可笑信息的教材形成何种评价?笔者不认为这是教材编写者增加教材趣味性之举。根据课文上下文,这个发现出自著名的心理学家Harold Stevenson博士的研究。笔者无缘拜读博士的研究报告,不敢妄加评论。即便原文如此,教材编写者也有选材不当之责。

重新组织信息布局篇章有时是必需的,但是不能随意删减拼凑信息,不然会破坏原文的布局。下例取自第一单元B篇课文“Little Sister of the Poor”。

例9:With a will of iron and a heart of love,Mother Teresa served the dying and desperate in India and around the world.(段落1)

When she died last week in Calcutta—just days after her 87th birthday—she was known the world over as Mother Teresa…(段落2)

原文作者从Mother Teresa的逝世切入叙述其一生的主要经历,但是教材编写者为了突出Mother Teresa对人类的贡献,特别是她投身慈善事业的壮举,改动了篇章的结构,用一句话为读者归纳了Mother Teresa的一生(段落1)。为了加入段落1,教材编写者删除了原文第一句的前半部分(She was born Agnes Gonxha Bojaxhiu,daughter of an Albanian building contractor in what is now Macedonia,but…),虽然这为添加段落1创造了条件,但是破坏了原文的叙述结构。段落2这句话留下的疑问是Mother Teresa的原名是什么,而删除了原话前半部分后这个疑问成为无解。原文如同一根珠链,以人物名号(Agnes Gonxha Bojaxhiu、Sister Teresa、Mother Teresa)为主线串联起全部信息,形成一个连贯的整体。教材编写者忽视原文的结构特征,为重构篇章任意删减信息,结果是:经过教材编写者之手,珠链已不复存在,只有一盘散落的珠子,因为串联起珠子的那根线被抛弃了,而抛弃串联线的目的就是添加具有“提纲挈领”作用的段落1。以一个段落的局部损害其余十个段落连贯的大局,这种因小失大的处理方式无疑是课文编写的大忌。

谋篇布局的另一个重要原则:每个段落围绕一个主题展开,即每个段落处在一个主题句的掌控之下。不论词语多么华丽,表达多么地道,如果偏离主题句就应该忍痛割爱。下例同样取自第一单元B篇课文“Little Sister of the Poor”。

例10:As her fame grew,so did her honors.…and the 1979 Nobel Peace Prize.At her request,the Nobel committee skipped the usual lavish dinner for the prizewinner,and gave the money to the poor.(段落10)

显而易见,此段落讲述Mother Teresa所获得的荣誉,尾句却隐含了Mother Teresa对待奖金的态度,偏离了主题句(As her fame grew,so did her honors.)。原文是:…and the 1979 Nobel Peace Prize.(Skip the lavish dinner,she asked the Nobel committee,and give the money to the poor.)这里显示出标点符号的作用。原文与课文的差异仅在有无括号,看似不起眼,不过括号里是补充信息,脱离括号则是主要信息,会对整个段落的主题产生影响。

主题句之于段落,如同标题之于篇章。第三单元B篇课文虽以“A Multicultural Person”为题,却通篇谈论a multicultural salesperson,典型的文不对题。

(2)衔接连贯。将文章成功改编成课文要求教材编写者具有较强的语言掌控力。随意替换改动文章关键词会引发一连串形式连贯与意义连贯问题,破坏作者原意,造成以偏概全的失误。即使教材编写者关注到形式连贯,但是以意义连贯为代价的形式连贯必将导致衔接上的逻辑缺失。下例取自第七单元A篇课文“Thinking:A Neglected Art”。

例11:Another reason why we distrust thinking is that it seems unnatural.Human beings are a social species,but thinking is an activity that people do best when they're alone.Consequently,we worry about people who like to think.It disturbs us to meet a person who deliberately chooses to sit alone and think instead of going to a party or a soccer match.We suspect that such a person needs counseling.In addition,such people can sometimes appear unfriendly―and that makes us deeply uneasy.(段落9)

Our concern is misplaced.Intelligence is just as much a part of human nature as friendliness.(段落10)

段落9中people do best when they're alone替换了原文的requires solitude,段落10中friendliness替换了原文的sociability。前一处替换有表述不到位的欠缺,给后面的错误修改以至破坏作者原意留下了隐患。后一处替换不仅大费周章,增加了“In addition,such people can sometimes appear unfriendly―and that makes us deeply uneasy.”一整句话,且引发关于sociability、friendliness与human nature的逻辑关系问题。段落9尾句的添加完全是出于连贯的需要,与段落10的friendliness形成词汇衔接关系,此时形式连贯已实现。那么,缺乏friendliness是否是所有喜爱思考的人的共性呢?即便如此,缺乏friendliness是否就是作者所说的unnatural的表现呢?虽然friendliness与sociability部分同义,但是不能任意相互替换。原文的solitude和sociability构成关于human nature的意义集合。换言之,“与人不友善”并不违背人性,而“不愿甚至畏惧与人交往”则是病态,抑或是一种心理障碍,病态或心理障碍是与人性相悖的表现。再者,教材编写者在新加的尾句中使用表可能性的情态助动词can和表频度的副词sometimes,从而弱化了“喜爱思考的人不友善”这个立论,给人以“喜爱思考的人可能有时不友善”的印象。这里产生了一个逻辑问题:如何从关于部分的表现(喜爱思考的人可能有时不友善)推导出关于全体的特质(思考是一项违背人性的活动)?

三、结语

语言规范性关乎外语教材的质量,是外语教材的生存之本。失去语言规范性的教材,名头再大,其名头不过是无源之水;荣誉再多,其荣誉只能是无根之木,终将沦为反面教材。任何一种外语教材,不论属于哪一代,也不论基于哪种教育理念,首先应该具有科学性,其语言必须是规范的,足以为学习者提供可模仿、可复制的范例。教材编写是人的创造性活动,教材质量取决于人,要求教材编写者具备健康的原动力、强烈的责任心、敏锐的鉴别力和高超的掌控力。

摘要：科学性是外语教材的编写原则之一,而语言规范性则是外语教材科学性的重要组成部分。文章以《21世纪大学英语读写教程》第二册A篇课文和B篇课文为例,从句子和篇章两个层次简析语言规范性问题在语法结构、遣词造句、谋篇布局和衔接连贯等方面的具体表现,指出语言规范性关乎外语教材的质量,是外语教材的生存之本。

关键词：教材,大学英语,《21世纪大学英语读写教程》,语言规范性

参考文献

[1]文秋芳.编写英语专业教材的重要原则[J].外语界,2002,(1).

[2]文旭,莫启扬.大学英语教材:问题与思考[J].外语学刊,2013,(6).

[3]翟象俊,郑树棠,张增健,等.21世纪大学英语读写教程(第二册)(修订版)[M].上海:复旦大学出版社,2005.

3.如何学习新概念英语第二册 篇三

画出不懂的单词摘抄到笔记本上，用颜色笔标出不懂的句子，请教老师或者自己查阅语法书。

学习新概念英语第二册的第二步：做课后练习

新概念这样的教材文章和华尔街日报不同，真正的精华并不是文章词汇本身，而是课后设计的练习，亚历山大享誉世界的一个重要原因也是因为他很擅长设计教学练习，这些练习的目的是让你把课文的知识词汇都吸收转为主动词汇，练好英文基础，但很不幸国内都简化成死记硬背了。所以，需要认真做习题，而且还要反复做。

学习新概念英语第二册的第三步：听课文录音

每天抽出一段时间认真听看过的文章的录音，集中精力，反复听

以上都搞定了，需要做一个最重要的主体工作

学习新概念英语第二册的第四步：仿写复述全书中的文章

拿第一课A Private Conversation举例，原文如下

Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry...

这个时候，我们可以发挥想象力，用不同的人称来叙述这个故事了

首先以主人公的姑妈视角写作

Last week my nephew went to the theatre. He had a very good seat...

还可以以不讲礼貌的男女中任何一位视角写作

Last week, my girlfriend and I went to the theater...

事实上，只要你愿意发挥想象力，每一个故事都可以用两到三种人称视角来复述仿写，比如第三课Please Send Me a Card,就可以用作者的朋友，大堂经理，大堂服务员的角度来复述

一般来说，一天一篇，每篇用两个人称来复述就可以了，也就是一天写两篇小作文

写的时候注意下，发挥想象力固然是好，但是不要玩脱玩大了，尽量中规中矩，以扎扎实实练好自己写句子的能力为主要目的，像我小站里面很多成员会瞎想，写到最后如来和上帝都介入到主人公的纠纷中，这个就很不好，尽量依照原文的情节来仿写，避免不必要的瞎发挥，因为有必要看这本书的人，英文水平远没有好到可以编写小说的程度

如果写的时候不确定文章时态用过去时还是现在时，那么就直接采用原文的时态比较好

还有，有些同学可能一开始比较写的比较困难，那么很简单，当你遇到不会的表达的时候，可以直接抄写原文!但是注意这不是简单的抄写，而是你苦思冥想之后的有意识的吸收，印象绝对比你背诵这篇文章500遍来的深刻的多

但仅仅是写两篇小作文是不够的!下面的两个步骤更加重要!

学习新概念英语第二册的第五步：写完之后的整理工作

写作时候我们必不可免的会遇到很多好词好句，尤其是那些我们平时到了嘴边却不会表达的概念，通过这种仿写会让你学到很多这类表达，而且会注意到很多平时自己没有注意的语法小错误，比如说我写完了第二课，知道了，get up late的late不可以用lately，仿写完第8课The Best and the Worst之后，我知道参加比赛不仅可以用join和take part in，还可以用enter for，而这类表达和你死记硬背词汇表得到的完全不同，这些是你通过上下文和自己动脑筋思考之后得到的主动词汇，以后就能有意识的使用了，可是这个时候，我们有必要把每篇文章中比较好的短语统统都背下来么?怎么取舍呢?

前面也说了，背诵是没用的，也太枯燥了，可是看到好词好句不想放过怎么办?很简单：每篇文章，只可以记录一个用法和相应例句，最多两个，连同课文标题记录在小小的本子里，其它的统统扔掉不看。

这样可以最大限度的激活你的笔头表达能力，充实你的主动词汇库，最重要的，不会让词汇和表达，成为你的累赘——每次只记录一个，然后时时刻刻能用起来越用越顺畅，比你一次记录10或者死记硬背100个句子，然后就抛诸脑后死活不会再用要好的多。

学习新概念英语第二册的第六步：一个月后的修改工作

由于我在豆瓣小站已经开始集体的写作练习教程，从已有的结果上我很惊讶的发现，很多人的仿写烂的一塌糊涂，最基本的动词第三人称单数和时态都会写错，这个时候要么是自己的水平远远没有达到此方法所需要的标准，要么是平时确实太过粗心大意，这个时候怎么办呢?

指望别人修改自己作文根本是不切实际的，而且没多大用：每个人都会说好文章是改出来的——可是你们仔细想想，小时候老师给你批改了那么多作文真的有用么?哪个作家不是通过大量的读，大量的练习写来提高写作水平的?

4.新概念英语第二册课后答案详解 篇四

drive

(1)vt.，vi. 驾驶，驾车：

You must have been driving at seventy miles an hour. 你刚才一定是以每小时70英里的速度开车。

Mary drives(her car) very slowly.玛丽开车开得很慢。

(2)vt. 赶，驱赶，围赶(猎物、敌人等)：

With the help of two dogs, he drove the sheep down the mountain.在两只牧羊犬的帮助下，他把羊从山上赶了下来。

(3)vt. 逼迫，迫使：

Aeroplanes are slowly driving me mad.飞机正在慢慢地把我逼疯。

The death of all her children has driven her mad. 她所有的孩子的去世把她逼疯了。

home与house

home 一般译为“家”、“家庭”，着重指所居住的人，常有爱、温暖、舒适、安全等隐含意义。house通常译为“房子”、“房屋”、“住宅”，指的是建筑物。试体会它们的区别：

They live in a large house.他们住在一所大房子里。(不可用home)

My father is at home now.我父亲现在在家。(不可用 house/at house)

Tom must be somewhere in the house.汤姆肯定在这屋子里的某个地方。(不可用home)

I have a sweet home.我有一个甜蜜的家庭。(不可用house)

练习答案 Key to written exercises

1.关键句型练习答案

A …passing planes can be heard(1.2); The airport was built (1.2); it could not be used then(1. 3); a hundred people must have been driven away(11.4-5); this house will be knocked down by a passing plane(11.6-7); I have been offered a large sum of money(1.7)

C 1 A message will be sent immediately.

2 All these goods must be sold.

3 I told you the parcel would be received in time.

4 The letter has to be delivered by hand.

5 Your letter must have been lost In the post.

2.难点练习答案

A (sample answers)

The dog drove the sheep out of the field.

The police drove the crowds back.

I drove my car into the garage.

B1 home 2 houses 3 house 4 home

3.多项选择题答案

1c 2d 3c 4d 5a 6c

5.新概念英语第二册21课 篇五

1.When his wife died of a stroke in her sixties, the 72-year-old retired professor was overwhelmed by grief.Life would be too difficult for him without anybody to rely on.2.Last month two amateur painters held an exhibition of their pictures in London.Many people went to see it, including a few celebrated professors.3.When seven astronauts died in the Challenger disaster in the mid-1980s, it plunged the whole world into shock and grief.4.After completing her second prime ministry, she remained actively involved in political affairs.She came to the rescue several times when the government was in difficulty.5.After his failure in the election campaign, Dr.Smith retired to a small village, where he tried his hand at farming.6.As long as you keep working hard all your life, you will recall your past with a glow of satisfaction.7.We must awaken people to the importance of environmental protection now, or it will soon be too late.8.That official was removed from office for being involved in a political scandal.Had he known this would happen, he might have acted differently.Unit2

1.Female students constitute the majority of our class.By contrast, their class is made up of males only.2.American children can usually watch TV three hours a day, whereas their Chinese counterparts have to work on their homework during most their after-school time.3.His development of a series of new research methods led to his huge success.He said he owed all this to his parents’ encouragement.4.He resented being excluded from discussions that directly concerned his future.5.The fact that these problems are continually showing up suggests that this new device has to be readjusted.6.As one of the many Asian students who have surged into the best American universities in recent years, Zhang Hua says that many of his ideas are based on traditional Chinese philosophy.7.To start with, it is not merely money that makes Mr.Young work so hard.He is committed to educating the young and tires to motivate them to get ahead in life.8.As time was running out, we drove even faster in the hope that we could make it to the airport in time.Unit3

6.新概念英语第二册21课 篇六

A What happened: tried(1.1);came away(1.2);waved(1.2);were thrown(11.4-5);continued to move(1.6);noticed(1.7);came straight towards(11.8-9);roared past(1.9);swam on(1.10);knew(1.10);completed(1.11);dropped(1.13);began to drift(1.13)What had happened: had hardly had(1.4);had struck(1.5);had just begun(11.6-7);had passed(1.10);had just had(1.11);had slowed down(1.12);had nearly all been used up(1.12)What had been happening: had been water skiing(1.4)2．难点练习答案 fairly…enough 2 fairly 3 enough 4 enough 5 enough 3．多项选择题答案

1.b 根据课文第4-5行可以推测，只有b.when the boat struck the buoy(当快艇撞上浮标时)是那两个人被抛入海里的时候，其他3个选择虽然都是课文所涉及的内容，但不是他们被抛入海里的时候，所以选b.2.c 根据课文第7-10行,可以判断c.the speedboat was going to hit them(快艇将会向他们撞击)是课文所暗示的情况，其他3个选择都不是那两个人所认为的，所以选c.3.a 本句是疑问句,回答是his companion(他的同伴).需要一个合适的疑问词,以使它同后面的回答吻合。b.whose 是对所有格形容词提问的，不合乎题目意思；c.which 和 d.What 都是针对物提问的，也不正确；只有a.who 是针对人提问的，可以用His companion 回答，所以只能选a.4.b 前一句中的主语Both men意思是“两人都”，后面的句子需要一个与它意义相反的词组做主语才合乎逻辑，前后两句意思才一致。

a.They neither 不是正确的表达方式；

c.Neither they 也不是正确的表达方式，应该是Neither of them;

d.Either of them(两个中的任何一个)合乎语法，但是不符合题目意思，因为它没有否定的意义，不是与both men相反的词组；

只有b.Neither of them(两个都不)是正确的表达方式，合乎语法，合乎题目意思，所以选b。5.b 只有选b.when 才合乎语法，因为句中的hardly 只能跟连词when 搭配。Hardly…when 意思是“刚……就……”，而其他3个选择a.than, c.as , d.so 都不能同hardly 连用，所以选b.6.b 只有选b.At 才合乎习惯用法，因为名词speed(速度)前一般用介词at 构成短语。如at top speed(高速地)，而其他3个选择都不适合用于speed 前面，所以选b.7.d 该句需要一个同前一句中的副词considerably(相当多地，很大地)含义相同的词或词组。a.much(非常，很)修饰动词时常和very 连用；b.many(许多的，许多)不能修饰动词；c.very(很，极其，非常)不能单独用来修饰动词；d.a lot(很大地)可以修饰动词，只有d.a lot 与 considerably 含义相同，并且合乎语法，所以选d.8.c 本句需要选一个同前一句中的swing the boat round(让船转弯)意义相同的动词短语，方能使两个句子含义相同。a.circle it(环绕它)；b.twist it(使它扭曲)；c.make it turn(使他转弯，使它转过去)；d.wind it(使它转动，使它弯曲前进)这4个选择中只有c.同swing the boat round 的意思相同，而其他3个选择含义大致相近，都不如c.准确，所以选c.9.a 本句需要一个同前一句中的副词desperately(拼命地，绝望地)含义相同的词或词组。才能同前一句意思一致。

a.in despair(绝望地，陷于绝望)b.helpless(无助地，无依无靠地)

c.desperate(拼命的，绝望的)是形容词，不能修饰动词。

d.with despair 不是固定短语，不符合习惯用法。

只有a.与 desperately 的意义相同，所以选a.10.b 该句缺少谓语动词，需要选一个合适的动词以使它同前一句It roared past them(它呼啸着驶过去)的含义相符。

a.past 不是动词，它可以做形容词，名词或介词，意思为“过去的”“过去”“过”“超过” c.pasted 是动词paste(用浆糊粘贴)的过去式或过去分词，不合乎题目意思。

d.passing 是动词pass(通过，穿过)的现在分词，不能做谓语。

7.新概念英语第二册21课 篇七

2.c 根据课文最后一句He will take part in an important race across the Atlantic,只有c.will be in the race across the Atlantic同这句意思相同，而其他3个选择课文中都没有提到。

3.a 本句是个关系从句，需要一个相应的关系代词引导。b.whose his 不合乎语法，这两个词不能用在一起；c.his 不是关系代词；d.of whom 不合乎题目意思；只有a.whose 是关系代词，符合题目意思，所以应该选a.4.d 本句中的Portsmouth是一个地名（港口），在某个地方一般要用介词in或at, at 是指在小的地点或空间，因此只能选d, at.其他3个选择都不能表示在某个地点。

5.d

只有d.the name of which 符合语法，其他3个选择都不对。6.a 要选出与前面句子中的plenty of(足够的)意思相同的词。b.almost enough(几乎是足够的)意思不够准确c.less than enough(不充足的)意思相反，d.hardly enough(几乎不够)意思相反，只有a.enough(足够)是plenty of 的同义词。7.d a.say him goodbye 不符合语法；b.tell him goodbye 和c.tell goodbye to him都不符合习惯用法，意思上也讲不通；只有d.say goodbye to him 最符合语法。

8.a只有a.near才最符合题目意思。b.a long way from,和 c.in a different town from都与题目意思相反。d.next door(隔壁)后面缺少介词to,不合乎语法

9.c 只有c.often(经常)最接近前面句子中的many times 的含义，而其他3个选择a.sometimes(有时)，b.always(总是)，d.usually(通常)在意思上不够接近many times.10.d 前面句子中的词组set out是“出发,启程”的意思。只有d.the journey begins(旅程开始)最接近setout的含义，其他3个选择a.the trip ends, b.the journey ends, c.voyagestops都有“旅程结束”的意思，正好和题目意思相反。

11.a 只有选a.be 才最符合前面句子He will take part in a race 的含义，而其他3个选择意思都不够准确。

8.新概念英语第二册21课 篇八

6.traffic7.misunderstandings 8.embarrassed 9.flights10.common

11.serious12.searched

1.got on2.head for3.tapped on the shoulder

4.pull over5.resulted in6.feel like7.By the time

8.turn out all right 9.in the end10.instead of 1.Because of the heavy snow, the passengers had to wait at the airport until midnight when the snow stopped.2.Twenty minutes after the train started, the two boys found that they had got on a train heading for Hangzhou instead of their hometown, Suzhoul.3.Similar-sounding English words often result in misunderstandings among English-speaking people.4.The driver heard an unusual sound from the car engine, so he pulled over immediately to check, but it turned out all right in the end.5.Mr.Lee felt very embarrassed when he realized that he had made a very common mistake among speakers of English as a second language.6.Mary felt like learning English and hoped she could learn it quickly, but soon found it was too difficult for her to learn in a short period of time.Unit two

5.1.bother, bother 2.companion3.Shame4.officials5.notice

6.recognized7.vacant8.scene9.politely10.describe1.cut short2.at their disposal3.at the same time4.in … face

5.turn your back on 6.a couple of7.turned … inside out 8.Look around 1.The public noticed that since that local official left, his position had been vacant for a couple of months.2.Seeing the girl looking around helplessly on the platform, the young porter asked politely if she needed any help.3.I recognized your companion the minute he appeared at the door.He looked just as you had described.4.We didn’t bother to find a hotel, for my good friend invited us to stay in her house and put a luxurious car at our disposal.5.While the professor was turning the suitcases inside out to find his glasses, his wife was sitting comfortably in an armchair watching the whole scene.6.I turned my back on her because she expected me to treat her like a queen.Unit Three

6.puzzle

2.mental7.reasonable3.taste8.otherwise4.failure9.realistic 5.challenge 10.level

1.step by step2.have … in mind3.apply to4.move on to

5.had come through 6.built up7.concentrate on 8.leading to

1.He has given up running in order to focus on the long jump.2.In his book I Can’t Accept Not Trying, Michael Jordan looks back on how he approached the challenges he faced.3.If you had tried as hard as you could, you would have long achieved your goal of becoming a starter on the varsity.4.Even if you fail the final examination, don’t get down on yourself, because you can take the examination again at the beginning of next term.5.If you ultimate goal is to become an English teacher, then the first thing you have to do is to learn English well.6.Not everyone is going to be world-famous.But if you have done your best, you can still be considered a success.Unit 4 1.enables2.arguing3.comments4.despite5.planet

6.pretending 7.cruel8.polluted9.particularly10.freedom

1.have no use for2.playing with3.dwell on

4.get together5.on behalf of6.on earth 1.This report dwells on how some species were exterminated because of the polluted environment.2.To tell the truth, I think a snide comment made out of prejudice is better than faked praise given by a hypocrite.3.Mary countered the manager on behalf of all the employees by arguing that it is cruel to limit the employees freedom and it will eventually affect the company’s reputation.4.What on earth has enabled some people, particularly certain high officials, to abuse their powers despite the law?

5.I don’t think success is merely related to intelligence.In fact, many good qualities, such as innocence, honesty, humor and loyalty, can help us succeed, too.6.Strangely enough, the joke did not bring about hearty laughter, not even a hint of any.I was fortunate to catch today’s last bus to the county at the last minute.Nuit 5 1.fortunate2.respected3.forever4.character5.military

6.friendship7.memories8.soul9.precious10.lawyer

1.as well as2.made use of3.keep their distance from

4.took out5.as for6.stared at

1.At the soldier’s funeral, the general presented his wife with a medal as well as an American flag.2.These old stamps are even more valuable than all the rest of my estate.As for the diamond ring, it is priceless.3.While his love is now a memory, each time I stare at his photo, I can fully appreciate the depth of his love.4.Mother often tells me to make good use of my precious time and keep my distance from those I mistrust.5.I did not understand that mature friendship could enrich our lives until I read his letter.Unit Six

1.waging2.standard 3.community4.issues5.project

6.transferred 7.significant 8.experiences9.personnel 10.medical

1.hooked up2.right now3.torn apart4.ran through