A Man Who was almost a Man

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高中英语作业必修三:Unit《Backtothepast》八含答案译林版

高中英语作业必修三:Unit《Backtothepast》八含答案译林版

课时作业(八)Word power & Grammar and usageⅠ.单词拼写1.The ________(极度的)heat almost drove me crazy.2.I believe you have a ________(抱怨)against one of our nurses.3.I have broken a ________(骨头)in my arm.4.She can find no ________(解决办法)to her trouble.5.We have no ________(历史的)evidence for it.6.The enemy ________(逃离)in disorder and they won the final victory.7.A large number of houses were burnt to ________(灰烬),and the villagers suffered a great loss in the fire.8.He will graduate soon and is thinking of trying for a job in a research ________(研究院).9.The 1987 hurricane was the worst natural ________(灾害)to hit England for decades.10.Jeremy hid his letter ________(在……之下)a pile of papers.Ⅱ.单项填空1.We received a number of ________ from customers about the lack of parking facilities.A.notices B.congratulationsC.complaints D.announcements2.The number of foreign students attending Chinese universities ________ rising steadily since 1990.A.is B.areC.has been D.have been3.(2013·徐州高一检测)Our family ________ of 8 persons and all ________ sports.A.consists;enjoy B.consists;enjoysC.is consisted;enjoy D.consist;enjoys4.You simply can't imagine ________ difficulty I had getting to your house.A.how great B.what greatC.what a great D.how a great5.They use computers to keep the traffic ________ smoothly.A.being run B.runC.to run D.running6.—The driver is considered ________ the traffic rules.—Is that why the policeman is considering __________ him?A.to have disobeyed;to fineB.to have disobeyed;finingC.having disobeyed;to fineD.having disobeyed;fining7.It remains ________ whether Jim will be fit enough to play in the finals.A.seen B.to be seenC.seeing D.to see8.Most of us know we should cut down on fat,but knowing this isn't of much help when it ________ shopping and eating.A.appeals to B.calls forC.focuses on D.comes to9.The urge to earn more money________ him mad and he went into a supermarket.A.forced B.hadC.caused D.drove10.—Could we see each other at 3 o'clock this afternoon?—Sorry,let's make it ________time.A.other's B.the otherC.another D.other11.(2013·福建高考)The famous musician,as well as his students,______ to perform at the opening ceremony of the 2012 Taipei Flower Expo.A.were invited B.was invitedC.have been invited D.has been invited12.(2013·湖南高考)The university estimates that living expenses for international students________around $8,450 a year, which________a burden for some of them.A.are; is B.are; areC.is; are D.is; is13.(2013·江苏高考)Generally,students' inner motivation with high expectations from others ______ essential to their development.A.is B.areC.was D.were14.(2013·北京高考)When we saw the road________with snow, we decided to spend the holiday at home.A.block B.to blockC.blocking D.blocked15.(2013·陕西高考)Let those in need________that we will go all out to help them.A.to understand B.understandC.understanding D.understoodⅢ.完形填空I stopped at a grocery store the other day.I was about to go on a long drive and I wanted to buy my favorite beverage(饮料)for the __1__.It wasn't the store I __2__ go to,just one I passed along the way.As I walked up to the entrance,I __3__ a man and a boy who was about 10 or 12 years old standing at the front of the store.__4__ walked past,as the man handed them half-sheets of white paper.I walked up to them with curiosity.As I got __5__,I saw that they had two carts starting to fill with __6__.I said hello and the man __7__ me and handed me one of the pieces of paper,explaining that they were __8__ donations for the local food pantry.__9__ the paper was a simple list of food items:peanut butter,noodles,pasta sauce and vegetables.It also included a short __10__ about the boy and his efforts to collect food donations since theage of 8.I was really touched that someone so __11__ would be so interested in helping others.I told him it was an awesome(令人敬畏的)idea and that he should be proud of himself.He just __12__;he was a little shy.Then,I __13__ into the store to get my drink.__14__,the store didn't have it.But,I wasn't upset,__15__ by then I felt I had another mission(使命).I __16__ the store,picking things from the __17__,then brought them out to the boy and put them in the cart.I also gave the man the white __18__ back to reuse for another customer.As I walked back to my __19__,the boy's well-intentioned spirit stuck with me.How inspiring to __20__ a young boy with the determination to do good deeds,and the courage to act on it.1.A.school B.gameC.trip D.road2.ually B.hardlyC.never D.finally3.A.recognized B.helpedC.consulted D.noticed4.A.Workers B.CustomersC.Teachers D.Officers5.A.closer B.fartherC.deeper D.higher6.A.books B.flowersC.foods D.pictures7.A.praised B.greetedC.invited D.thanked8.A.choosing B.checkingC.covering D.collecting9.A.On B.NearC.Below D.Behind10.A.joke B.planC.story D.fact11.A.young B.strongC.clever D.handsome12.A.changed B.criedC.shouted D.smiled13.A.looked B.walkedC.jumped D.drove14.A.Unfortunately B.SurprisinglyC.Happily D.Generally15.A.whether B.thoughC.because D.until16.A.looked for B.went throughC.joined in D.set up17.A.book B.deskC.hole D.list18.A.paper B.cartC.shoes D.noodles19.A.shop B.carC.home D.company20.A.meet with B.stand forC.watch over D.rely onⅣ.阅读理解Drive-in movie theaters are considered an American invention.Drive-ins became very popular in the United States after World War Two.They combined two popular loves in America: cars and movies.The first drive-in movie theater opened in the United States in 1933.People could watch a film on the big screen while sitting in their car, eating,talking and relaxing.Many drive-in theaters opened in the 1950s, as the American economy expanded(发展)after the war and more people bought cars.In the 1960s,there were between 4,000 and 6,000 drive-in theaters in the United States.There wasn't reallytelevision at that point in all the homes.And so it was just sort of this thing that families did where they saw their neighbors, where they took their kids.But almost as soon as drive-ins were everywhere, their popularity began to fade.Today, fewer than 400 are still operating in the United States.So why did drive-ins lose their appeal (吸引力)?Some of the older theaters were dirty and the quality of the films declined.In the late 1960s, more people were buying color televisions.And more indoor theaters were opening with multiple choices of films.The 1970s and the 1980s brought video rentals (录影带租借) and cable TV with many choices of channels.Televisions made it easier and cheaper to stay at home for entertainment.Today,there are more choices and more ways than ever to experience entertainment.If you really want to watch a movie in your car,you could watch it on a DVD player or stream video on a mobile device.You don't have to go to a drive-in any more.In spite of that, some people still think drive-in movie theaters can still be an important focus in the cultural life of a community and they still go there.1.In the 1950s, what Americans were very interested in were ________.A.peace and relaxationB.houses and carsC.cars and movies.D.relaxation and culture2.After the war, many people bought cars ________.A.because they wanted to travelB.because cars were very cheapC.because they got richD.in order to see movies in drive-ins3.What influenced the drive-ins most according to the passage?A.Video rentals. B.Televisions.C.Car videos. D.The Internet.4.We can learn from the last paragraph that ________.A.some people still like to go to a drive-in to see movies B.drive-ins are getting more important in the community C.more people prefer going to the indoor theatres to drive-ins D.drive-ins are popular though there're more cho-ices for relaxing5.What is the BEST title of this passage?A.The history of televisionsB.The cultural life of a community in the USA C.Watching a film in a drive-in movie theater D.Different ways to experience entertainment课时作业(八)Ⅰ.1.extreme plaint 3.bone 4.solution 5.historical 6.fled7.ashes 8.institute9.disaster10.beneathⅡ.1.C句意:因缺少停车设施,我们接到了很多客户的投诉。

山东省泰安市2022-2023学年高二上学期期中考试英语试题

山东省泰安市2022-2023学年高二上学期期中考试英语试题
A. It is dry. B. It is boring. C. It is obvious.
20. What are pared between the two cultures in the end?
A. The numbers of artists. B. Styles of buildings. C. Standards of living.
第二节(共15小题;每小题分,满分分)
听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听下面一段对话,回答第6和第7两个小题。
A. Friends. B. Coworkers. C. Teacher and student.
11. What does the man suggest the woman do?
A. Go back to college. B. Find another job. C. Study with him.
高二年级考试
英语试题
第一部分听力(共两节,满分30分)
第一节(共5小题;每小题分,满分分)
听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. When will the man arrive at the party?
Happy Valley
Happy Valley is one of the best amusement parks around the world for kids and families. It is a magical place for extreme adventure rides and carnivals. posing of nine areas of different themes including Sunshine Beach, Shangrila Woods and Typhoon Bay, you are sure to have a great time here.

专题20: 读后续写高分技巧(中)(原题版)-2023年高考英语二轮复习讲练测(新高考专用)

专题20: 读后续写高分技巧(中)(原题版)-2023年高考英语二轮复习讲练测(新高考专用)

►专题20 读后续写高分技巧(中)考点难点精讲高考读后续写考查能力阅读理解能力、逻辑思维能力、书面表达能力高考读后续写解题思路细读原文,理解主旨大意,掌握文章线索紧扣原文构思情节,结合段落开头语谋篇布局理清逻辑,拟写草稿,修改润色,整洁誉写高考读后续写五档作文(21-25分)的评分标准(仅供参考)1.与所给短文融合度高,与所提供的各段落开头语衔接合理;2.内容完整、丰富,逻辑性强;3.所使用语法结构和词汇丰富、准确,表达流畅,可能有些许错误,但完全不影响意思表达;有效地使用了语句间的连接成分,所续写短文结构紧凑。

【读后续写应试技巧:七不原则】1.不增加人物。

由考纲样题及近5年高考真题中所给的段落首句可知,续写的故事情节发展都是由原文的人物所推进,因此,强行增加人物有可能会偏离情节发展2. 不增加旁支情节。

题目要求“考生根据所给情节进行续写”,旨在延续原材料的故事情节,并不是要发展新情节。

3.不用过多对话。

在续写中展示对话,虽能丰富内容和语言, 增强语篇的连贯性, 但使用过多的对话,会显得篇幅累赘且很难在限定的词数里把整个后续的情节发展补充完整。

4.不用负能量结局。

结局设计绝对不能负能量。

内容应该积极向上, 能增长知识或传播正能量。

如样题的结尾, 我们可以有两种设定:这个年轻人就是银行抢劫者,而Arthur因此成为一个大英雄;或者Arthur 误会了这个年轻人是银行抢劫犯,但最终警察们还是表扬了他见义勇为的行为。

5.不在文末设置悬念。

题目要求是“使之构成一篇完整的短文”, 若在文末设置悬念, 就会给人一种还没结束的感觉,这样的故事是不完整的。

6.不偏离原文主题。

续写的情节应时刻围绕着短文的主题去推进,如上面的样题, 由续写第二段首句提到的“警察局”可推测, 我们可以围绕勇气及正义的主题去进行续写。

7.不违背逻辑常理。

情节和细节的想象要合理,符合生活常识及具有逻辑性。

_____好题优选演练【典例剖析】阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。

定语从句与长句的翻译

定语从句与长句的翻译

Try to translate: Behaviorists suggest that the child who is raised in an environment where there are many stimuli which develop his or her capacity for appropriate responses will experience greater intellectual development. [译文]行为主义者的看法是:如果一个儿童在有许多刺激物的环境中成长,而这些刺激物又能够发展其适应反应能力的话,那么这个儿童在智力方面将会得到更大的发展。
诚实的人最聪明。
发光的不都是金子。
供给避难所
定语从句
Try to translate: He who has never tasted what is bitter does not know what is sweet. 没有吃过苦的人不知道什么是甜。 Space and oceans are the new world which scientists are trying to explore. 太空和海洋是科学家们努力探索的新领域。 His laughter, which was infectious, broke the silence. 他那富有感染力的笑声打破了沉寂。
05
我们驾驶的飞机几乎每一个部件都有一些国籍标志。
单击此处添加大标题内容
余额
Try to translate: As she turned the corner a new idea occurred to her, which made her stop dead. 走到拐弯处,她突然想到了一个新主意,立刻停了下来。 In our factory, there are many people who are much interested in the new invention. 在我们工厂里,许多人对这项新发明很感兴趣。 She had a balance at her banker’s which would have made her beloved anywhere. 她在银行里的存款足以使她到处受到欢迎。

the freedom givers翻译

the freedom givers翻译

新版大学英语综合教程3Unit 2 The Freedom Givers翻译In 2004 a center in honor of the "underground railroad" opens in Cincinnati. The railroad was unusual. It sold no tickets and had no trains. Yet it carried thousands of passengers to the destination of their dreams.2004年,一个纪念“地下铁路”的中心将在辛辛那提州成立。

这条铁路不同寻常,它不出售车票,也无火车行驶。

然而,它将成千上万的乘客送往他们梦想中的目的地。

The Freedom GiversFergus M. Bordewich1 A gentle breeze swept the Canadian plains as I stepped outside the small two-story house. Alongside me was a slender woman in a black dress, my guide back to a time when the surrounding settlement in Dresden, Ontario, was home to a hero in American history. As we walked toward a plain gray church, Barbara Carter spoke proudly of hergreat-great-grandfather, Josiah Henson. "He was confident that the Creator intended all men to be created equal. And he never gave up struggling for that freedom."给人以自由者弗格斯·M·博得威奇我步出这幢两层小屋,加拿大平原上轻风微拂。

译林版高中英语选择性必修第三册课后习题 UNIT 4 分层跟踪检测(一)

译林版高中英语选择性必修第三册课后习题 UNIT 4 分层跟踪检测(一)

UNIT4分层跟踪检测(一)Welcometotheunit&ReadingA级必备知识基础练Ⅰ.单句语法填空1.The group has expressed concern about reports of political (violent) in Africa.2.Our losses are (incredible) small,viewed in the light of what has been accomplished.3.Lin Qiaozhi was a (special) in women’s diseases and she safely delivered more than 5,000 babies in her life.4.Sorry to disturb you,but I have something (urgency) to tell you.5.With new applicants,we offer a one-time brief free-of-charge phone (consult) with our experts.6.Private cars,as the product of modern(civilize),have been playing a vital part in the daily activities of human society.7.We should plant more trees.If ,the soil in this area will be washed away once there is heavy rain.8.Moreover,the (old) you are,the more likely you will come to a resolution after an argument.9.It is important to (assessment) our suitability fora certain career.10.The area will also include a marina,a park and an(awe) public place for walking.Ⅱ.短语填空1.Bicycle parts are ee and you have to examine the bicycle to see if there are any signs of wearing such as scratches,dents,etc.2.The steps over the years by all those passing feet.3.I was full of joy seeing my best friends again.4.She stayed awake until half past eleven to have a good look at the moon by herself.5.They the problem whether they should carry on.6.Heated arguments and cold silence can a breakdown in your relationship.7.The climate of a place is the general weather conditions that it.8.Thinking of all the people stillhelp,Doctor Lin opened a private clinic.9.As the quality of the city’s air continues toconcerns,the residents are encouraged to set off fewer fireworks. 10.A major fire at Notre Dame,which dates back to the year of 1163.Ⅲ.单句写作1.那时他可能不在家。

外研版高中英语选择性必修第一册课后习题 Unit 4 分层跟踪检测2 Using language

外研版高中英语选择性必修第一册课后习题 Unit 4 分层跟踪检测2  Using language

分层跟踪检测(二)UsinglanguageA级必备知识基础练Ⅰ.单句语法填空1.This bit of success,however,was the point at my problem began.2.On the way home,the girl looked her shoulder and found a figure following her.3.Hearing my words,David turned to me tremblingly with tears (spill) out of his eyes.4.He was determined (save) his dad’s life no matter how much he would spend.5. (fascinate) by the structural beauty of the Forbidden City as a painter,she is equally interested to learn more about Chinese philosophy.Ⅱ.选词填空1.The jazz audience continues to shrink and grow older,and the music has failed to younger generations.2.We must well-founded criticism with willingness to change.3. her own efforts,teamwork is also an essential part of her success.4.The good news is that it’s simple to learn and canthe effort.5.We collect as many school supplies as possible and we succeeded.6.I thought the doctors would hours of surgery.7.The woman at the man and he was still staring at her.8.We bought a sofa big enough a bed when necessary.Ⅲ.单句写作1.有导游带我们参观景点,我们玩得很开心。

五年级英语副词单选题50题

五年级英语副词单选题50题

五年级英语副词单选题50题1. Tom runs ______ in his class.A. fastB. fasterC. the fastest答案解析:C。

本题考查副词的最高级。

在一个班级里比较所有人跑步的速度,要用最高级。

选项A是原级,不能表示在班级里是最快的;选项B是比较级,用于两者之间的比较,这里是和班级里所有人比较,所以要用最高级the fastest。

2. My mother gets up ______ than my father every day.A. earlyB. earlierC. earliest答案解析:B。

这里考查副词的比较级。

句中有than,表示比较,所以要用比较级。

选项A是原级,不能用于比较;选项C是最高级,这里不是三者或三者以上的比较,所以不能用最高级,要用earlier。

3. Lily writes ______ carefully among the three girls.A. moreB. mostC. the most答案解析:C。

本题考查副词的最高级。

among the three girls表示在三个女孩之中,是三者比较,要用最高级,最高级前面要加the,所以是the most。

选项A是比较级,用于两者之间;选项B缺少the。

4. He can sing this song ______ well than me.A. moreB. muchC. better答案解析:C。

此题为副词比较级的考查。

句中有than,表示两者比较,well的比较级是better,而more不能修饰well表示比较级,much可以修饰比较级,但本身不是比较级形式,所以选C。

5. The old man walks ______.A. slowB. slowlyC. more slowly答案解析:B。

本题考查副词的用法。

walk是动词,要用副词来修饰,slow是形容词,slowly是副词,这里没有比较的意思,所以用slowly。

老人与海英语名言

老人与海英语名言

老人与海英语名言人不是为失败而生的.一个人可以被消灭,但不能给打败but,then,nothing is easy.不过话得说回来,没有一桩事是容易的.it is silly not to hope,he thought.人不抱希望是很傻的.now is no time to think of what you do not have.think of what you can do with what there is.现在不是去想缺少的时候,该想一想凭现有的东西你能做什么but none of these scars were fresh.they were as old as erosions in a fishless desert.everything about him was old except his eyes and they were the same color as the sea and were cheerful and undefeated.但是这些伤疤中没有一块是新的.它们像无鱼可打的沙漠中被侵蚀的地方一般古老.他身上的一切都显得古老,除了那双眼睛,它们像海水一般蓝,是愉快而不肯认输的.they were strange shoulders,still powerful although very old,and the neck was still strong too and the creases did not show so much when the old man was asl-ee-p and his head fallen forward.这两个肩膀挺怪,人非常老迈了,肩膀却依然很强健,脖子也依然很壮实,而且当老人睡着了,脑袋向前耷拉着的时候,皱纹也不大明显了his shirt had been patched so many times that it was like the sail and the patches were faded to many different shades by the sun.他的衬衫上不知打了多少次补丁,弄得像他那张帆一样,这些补丁被阳光晒得褪成了许多深浅不同的颜色.the clouds over the land now rose like mountains and the coast was only a long green line with the gray blue hills behind it.the water was a dark blue now,so dark that it was almost purple陆地上空的云块这时候像山冈般耸立着,海岸只剩下一长条绿色的线,背后是些灰青色的小山.海水此刻呈现蓝色,深的简直发紫了the boy loved the old fisherman and pitied him.if manolin had no money of his own,he begged or stole to make surethat santiago had enough to eat and fresh baits for his lines.the old man aepted his kindness with humility that was like a quiet kind of pride.孩子喜欢并且可怜这个老渔人.曼诺林要是自己没有挣到钱,就会乞讨或偷窃以保证桑提亚哥有足够的食物和新鲜的鱼饵.老人谦卑地承受孩子的好意,谦卑中带有某种隐而不露的自豪感.as the sun rose he saw other boats in toward shore,which was only a low green line on the sea.阳升起时,他看到别的一些船只都头朝着海岸,在海上看来海岸象是一条接近地平线的绿带子.the old man shivered in the cold that came aftersunset.when something took one of his remaining baits,hecut the line with his sheath knife.日落之后,寒意袭人,老人冷得发抖.当他剩下的鱼饵中有一块被咬住时,他就用自己那把带鞘的刀把钓丝给割断了.close to nightfall a dolphin took the small hook he had rebaited.he lifted the fish aboard,careful not to jerk the line over his shoulder.黄昏之际,一条海豚吞食了他重新放上鱼饵的小钩子.他把这条“鱼”提到了船板上,小心不去拉动他肩上的钓丝.an hour later he sighted the first shark.it was a fierce mako,and it came in fast to slash with raking teeth at the dead marlin.with failing might the old man struck the shark with his harpoon.the mako rolled and sank,carrying the harpoon with it and leaving the marlin mutilated and bloody. 一个小时以后,他瞧见了第一条鲨鱼.这是一条凶猛的尖吻鲭鲨.它飞快地游了过来,用耙一样的牙齿撕这条死马林鱼.老人用尽余力把鱼叉往鲨鱼身上扎去.尖吻鲭鲨打着滚沉下去了,带走了鱼叉,而且已经把马林鱼咬得残缺不全,鲜血直流.when the third appeared,he thrust at it with the knife,only to feel the blade snap as the fish rolled.当第三条鲨鱼出现时,他把刀子向鲨鱼戳去.鲨鱼打了一个滚,结果把刀给折断了.but the old man thought only of his steering and his great tiredness.he had gone out too far and the sharks had beaten him.he knew they would leave him nothing but the stripped skeleton of his great catch.老人此时想到的只是掌舵,和他自己极度的疲乏.他出海太远了,那些鲨鱼把他打败了.他知道那些鲨鱼除了大马林鱼的空骨架之外,是什么也不会给他留下的.老人与海名言 [篇2]1、“ fish,” he said softly, aloud, “ i ‘ll stay with you until i am dead.”“鱼,”他柔和地说着,却很响亮,“我会一直陪伴你直至我死去。

shout的同义词辨析

shout的同义词辨析

shout的同义词辨析shout同义词:cry, shout, exclaim, roar, scream, shriek, yell, call shout同义词辨析:这些动词都有"喊,叫"之意。

cry 一般指因恐惧、痛苦、惊奇等而喊叫。

shout 指有意识地高声喊叫,常用于提出警告、发命令或唤起注意等。

exclaim 多指因高兴、愤怒、痛苦、惊讶等突发感情而高声喊叫。

roar 指发出大而深沉的声音、吼叫或咆哮。

scream 指因恐具、快乐或痛苦而发出的尖叫声。

shriek 指因惊恐、痛苦等或其它感情而发出比scream更为尖锐、刺耳的叫声。

yell 多指求援、鼓励时的呼叫。

也可指因外界因素刺激而发出尖厉声音。

call 指大声说话或喊叫,以引起某人的注意。

shout的例句:1. yours truly was awoken by a shout: "ahoy there!"鄙人被一声大喊惊醒:“喂!”2. the driver managed to escape from the vehicle andshout a warning.那名司机设法从车里逃了出来并大声警告别人。

3. a small group of youths stayed behind to heckle and shout abuse.一小群小青年没走,在起哄、叫骂。

4. tosh was known to be a man who would cuss and shout.托什是一个遇事喜欢又嚷又骂的人。

5. there were scuffles when udf hecklers began to shout down the speakers.来自联合民主阵线的诘问者开始对演讲者大声起哄时,引发了多次冲突。

6. we had to hammer and shout before they would open up.我们不停地拍门、叫喊,他们才开了门。

the man who was almost a man

the man who was almost a man


In purchasing the gun Dave feels he has acquired masculinity, giving him a new found sense of independence. With the gun Dave feels invincible, like no one can pass judgment upon him, tell him what to do, or harm him in any way shape or form. In the scene in which Dave kills Jenny, Dave exposes his immaturity and lack of control by misusing the weapon. Usually a boy kills an animal on an early morning hunting trip as a right of passage; Dave’s kill however, was a result of him “sneaking his gun along with him into the field he is supposed to plow for his boss,”much like a child would do. His misuse of the gun and the killing of the mule demonstrated to those around him that he was in fact still an irresponsible boy. The gun was supposed to have made him an independent masculine individual but in reality it simply symbolized his struggle to achieve such goals.

九年级英语课件《Unit-4--(A-1a-2d)》

九年级英语课件《Unit-4--(A-1a-2d)》
helpful adj.有用的,有帮助的be helpful to sb./sth.The following advice may be helpful to you.
Listen and check (√) the words you hear.
____ friendly ____ outgoing ____ serious ____ humorous ____ silent ____ active____ brave ____ quiet ____ helpful
helpful
serious
active
humorous
silent
outgoing
friendly
silent adj.沉默的keep/stay/remain silentn. silence(沉默,无声) in silence 沉默;无声
humorous adj.有幽默感的humor n. 幽默humorless adj.无幽默感的a sense of humor 幽默感
Have you noticed any changes of your friends or classmates around you in the recent three years?
Let’s discuss
Which aspects can we describe changes from?
Appearance
Personality
tall
outgoing
straight hair
funny
beautiful
short
fat
thin
curly hair
wear glasses

人教版高中英语选修7课后习题 Unit 3 Under the sea Section Ⅲ

人教版高中英语选修7课后习题 Unit 3 Under the sea Section Ⅲ

SectionⅢ—Grammar课后篇巩固提升一、单句填空1.(1)Don’t forget (take)your umbrella when you go out.(2)I will never forget (take)by my parents to visit the Great Wall when I was young.(2)being taken2.(1) (expose)to the strong sunlight,your eyes will be harmed.(2) (ee to realise at an early age the impact of innovation.(2)Being exposed3.(1)After dinner I sit behind the motel by myself, (watch) the sun drop behind the bluffs.(2) (watch) your teacher carefully and you will know how to do the experiment.(2)Watch二、翻译句子1.I heard this song being sung in English then.,我听过有人在用英语唱这首歌。

2.The area is being flooded because of the continuous heavy rain.,那一地区正被洪水围困。

3.他受不了别人那样开他的玩笑。

4.在建的大楼是一座新的购物中心。

5.他的迟到让他的老师非常生气。

6.他成为我们足球队的带队者,这让我们很高兴。

having been made leader of our football team was a pleasure to us.三、阅读理解AIt was a Sunday and the heavy storm had lasted all night.The morning after the storm,though,was beautiful:warm air and a calm,inviting sea touching the shore gently.My father realised it was a good day for fishing and invited my sister and me to go with him.I was only 14 and fishing had never been my thing,but I decided to go all the same.I’m so gla d I did.On the road to the harbour we could see the terrible destruction on the coast,but the harbour itself was in fairly good shape.After all,it was protected by the arms of a bay that had only one tinychannel to the sea.As we got on board,we noticed two big humps(脊背) in the distance.On approaching them,we saw it was a mother whale with her baby.We couldn’t believe it—there aren’t any whales along the coast here.The storm must have driven them across the ocean into the bay,in which the still water was so badly polluted that nothing could survive.The little baby whale—actually as big as our boat—was obviously stuck and could not move.The mother dived under the water and came up suddenly,making big whirlpools(漩涡)and waves.“She’s trying to help her baby,but on the wrong side,” my father said.At this point,my father moved our boat in a semicircle to the other side and,heading the boat towards the baby whale,pushed it gently.With our several gentle pushes the big hump turned over and disappeared under water.Then it swam up right beside its mum.They struggled in their desperate attempts to escape but missed the exit and started heading in the wrong direction.We hurried up to the whales and tried to lead them towards the bay channel.Slowly,theylet us lead them,sometimes rising from the water right beside us to breathe—and to give us a trusting look with those huge eyes.Once they hit their first part of clean water flowing straight from the sea,the mum gave us a wave with her tail and off they swam into the distance.In the excitement it had felt like only a few minutes,but we had been with those wonderful animals for almost an hour and a half.That was the simple and lasting beauty of the day.Nearly four decades later,I still look back fondly to that golden day at sea.1.The author says “I’m so glad I did.” (in Para.2)because .A.he witnessed the whole process of fishingB.he enjoyed the beauty of the calm seaC.he experienced the rescue of the whalesD.he spent the weekend with his family,作者说“我很高兴自己跟父亲一起去钓鱼了”,是因为他有机会经历拯救鲸鱼的过程,对于作者来说这是一段十分美好的回忆。

教父经典名言英文

教父经典名言英文

教父经典名言英文以下是《教父》中的一些经典英文名言:1."A man who is not a father will never be a real man."一个不照顾家庭的男人永远不能算是一个真正的男人。

2."Friendship can build a solid defense."友谊可以筑起一道坚实的防线。

3."It's not personal, it's business."不要把私人的感情带到商界。

4."I never would impose friendship on anyone who does not need it. Friendship isnot for those who consider me insignificant."我绝不会把友谊强加给不需要的人,友谊不是给那些认为我无足轻重的人。

5."If you think I do not know the truth, that is an insult to my intelligence."如果你认为我不知道真相,那是在侮辱我的智慧。

6."Forgive and forget. Life is full of misfortunes."原谅并忘记,人生充满了不幸。

7."But you can never lose your family. Never."但你永远不会被你的家人抛弃,永远不会。

8."Your love is also your weak point."你的所爱同时也是你的弱点。

9."Friendship is everything. Friendship is more than talent. It is more than thegovernment. It is almost the equal of family."友谊就是一切。

新概念英语原作者亚历山大教授在北京外国语大学的演讲原文

新概念英语原作者亚历山大教授在北京外国语大学的演讲原文

新概念英语原作者亚历山大教授在北京外国语大学的演讲原文Professor L.G Alexander, who is well-known for almost every household in China, especially the learners of English, is a prolific author. I can remember that my first English textbook is written from him, the first volume of New Concept English. Thanks to his works, I began to get to Since that time, the name of the writer L.G Alexander has been deeply rooted in my heart. The speech here which he was given in Peking foreign studies university in 2005 was the last one before he died. So I think it’s memorable and inspiring one which you can learn so many useful things about English language learning.第一部分:北京外国语大学副校长何其莘教授的致辞:Good afternoon, ladies and gentlemen:First of all, it is my great pleasure to extend(向…至祝词) a warm welcome on behalf of the host institution Peking foreign studies university to all the teachers and students from other colleges and universities in Beijing. As far as I can remember, it’s quite uncommon for such large number of students from various institutions in Beijing to be together. But today is a very special occasion. Because you can see, from the band behind me, we are here to meet a very special man, a man of international eminence, a man who has been enjoying ever since the late 1970s, and ever growing popularity among the Chinese readers, especially Chinese learners of English. So, and his name is Louis Alexander. The name of Professor Alexander is known for almost every household in China. For the simple reason that he is the author of new concept English, the first circulated English textbook in China in the last twenty years. So it is not surprising that the receptionist at the Xianggelila hotel recognized his name immediately while he was filling up the registration form and took behind from the registration counter a new copy of new concept English asking for a signature. Professor Alexander is a prolific (fruitful,多产的) author, and his name is associated with dozens of books in the field ofEnglish language teaching, such as “let’s listen and learn” and the well-known English TV series “follow me”. So it is very fortunate for us to have Professor Alexander today and I’m sure with his expertise in English language teaching his lecture will be most informative and inspiring as well.英国朗文出版亚洲有限公司董事长William Shen先生致辞:Good afternoon, ladies and gentlemen:Thank you professor He Qixin and Li Pengyi of foreign language teaching and research press president for inviting me here today. It gives me great pleasure to introduce Mr. Louis Alexander to you all who has been an author with Longman for more than 30 years. And the relationship between Longman and Mr. Alexander is not only very long, but also highly successful. Longman is one of the largest English language textbook publishers in the world, while Mr. Alexander is probably the most famous English language teaching author in the world. Now as I heard from Professor Mr. He Qixin in China the most well-known works done by Professor Alexander is two: “Follow M e”, and “New Concept English”, which I’m sure you’re all quite familiar with. When we arrived in Beijing 2 days ago, we were again reminded how successful New Concept English is. As we were checking in that hotel, and before even we managed to get all about keys, the girls behind the counter recognized Mr. Alexander’s name, and they all produced their books and asked for the signature. Anyway, I hope you’ll enjoy Alexander’s talk today, and you’ll get this good opportunity to ask a lot of questions about English language today. Thank you.外语教学与研究出版社社长李鹏义先生致辞:Good afternoon, ladies and gentlemen:Please allow me on behalf of foreign language teaching and research press to extend my thanks to Professor L.G Alexander who has come near all theway(从伦敦远道而来) from London to Beijing. My special thanks to Mr. William Shen, the president of Longman Asia Limited and his colleagues. And I would also like to express my thanks to Professor He Qixin, vice president of Beijing Foreign Studies University and all the attendants. L.G. Alexander is a name, familiar to almost all English language teachers and the learners here in China. I’m quite sure that an overwhelming majority of those w ho’re attending today’s lecture have in one we all know that benefit from the textbook he has composed for learners of English as a secondary language. Regarding to English language teaching materials, I would like to underline here that my press is one of the few major publishing houses in this area in the country. We have published many series English language teaching materials, ranging from those for children, for middle school students, for college students and for adult learners. In the passed few years, taking up the challenge of the competition in the publishing market, our international activities are increasingly significant. We have established the close ties with world famous publishers like Longman Asia limited. Our long-term international cooperations have been very fruitful. And today is an important occasion symbolizing another significant cooperation with our international partner. We are joining to make planning for textbook projects involving Longman Asia Limited and Foreign Language teaching and research press with Professor L.G. Alexander. This cooperation I’m quite sure will not only benefits the presses involved, but also the English language teachers and learners here in China. I’m afraid we have to wait for some time for the new books to be out. But I know you can’t wait to here Professor L.G. Alexander to speak to us. So, with great pleasure I’ll give the chair to him. Thank you.第二部分:亚历山大教授的演讲:Good afternoon, ladies and gentlemen:First I’d like to thank my colleagues for the very generous introductionand particularly now I’d like to thank you all for coming on this occasion. It’s great privilege to be here, to be able to address you and to satisfy your curiosity. I know for many years for teaching experience when I was a young teacher, especially and I had a textbook in my hand, and I kept looking at the same name and kept wondering, I wonder what is this person like, I wonder if I could meet him or her, I know that feeling’s very well and that feeling I hope we will satisfy this a fternoon. I know the name “Ya li san da” is well known to you from textbooks and so on. And it may surprise you to take care that this is my third visit here to Beijing. I have been here another two occasions: I came in 1981 when I spent a month travelling through the country; I came again in 1988, because I was associated with junior English for China with PEP and I’m here again at the invitation of the foreign language press and that is why I’m able through the generosity inviting me to be able to address you. We have a above now, I need a above now. I’ll speak to you about this subject-communication and grammar. When I finish speaking, just after 3:50 now, if you want to ask me any questions, you may, it’s a very large audience and it’s probably difficult for you to stand up and ask questions, but if you wish to write a question and there’s time I would be happy to answer it. But you have to have a question in language. My theme this afternoon is communication and grammar, in other words, the roll of grammar in English language teaching today. Does grammar still have relevance, I hear Mickey Mouse in the background, and does grammar still have relevance when we are teaching for communication. And I think that is a very important question. When we look at the way the language was taught in the past, we based language teaching on what we called grammar-translation method. All of you know about this method, consists of books which gave you a lot of rules with translation excises from English and into English, and you have to get the language right, get the grammar write, and you could spent many many years doing these excises and never become fluent in a language. There are very good reasons why you could never become fluent when using thegrammar-translation method. One of those reasons is that teachers were encouraged all the time to talk about the language, never to use it. And the language was somehow like a patient on the operating table with various doctors going over it, talking about it, but never doing anything to cure it and making a get up to walk again. And we’re concerned with is to make language alive, to consider the language is not some dead objects we study, but a performance skill. We think of language not how much we know about it, but how well we can perform it, how well speak it, how well we can understand it, how well we can use it and that is we are concerned with in language teaching today. I have been in classes where I heard a whole lesson of English conducted in student’s own language. I remember one lesson I attended where I heard a teacher speak for something like 15 minutes, and teacher spoken entirely in student’s language, I only heard three words of English during that lesson and those words were Anglo, Saxon and genitive. So, obviously if we teach like that we teach a living language as if it were a dead language, then that language remained permanently dead. So, one reason that students fail to learn through the grammar-translation method was they are always talk about the language. It was always knowledge, not performance; the second reason why students couldn’t learn from the grammar-translation method was they couldn’t transfer the language they have from a grammar book to re al life, so that language was permanently frozen. When I began teaching English as a young man, I was given one book to teach English from and it was called living English structure. It’s a set of dramatic al exercises with a rule at the top and lots of sentences to fill in the blanks and then the students somehow by some miracle were expected to perform from them. And I quickly realized that you couldn’t learn modern language in this way. You could use this information for certain purposes, but you couldn’t learn a language onl y in that way. You had to have human situations, you had to have texts, you had to have activities, you have to train students in four primary skills of understanding, speaking, reading and writing, because a language is not just a grammar. How havethings changed today?For today’s emphasi s is on communication. We want to get students to perform in understanding, speaking, reading and writing. So that we have realized that one of the highest priorities when we are learning a language is listening comprehension everything begins with listening comprehension. You are exercising listening comprehension now. if you can’t understand what I’m saying, then you are in big trouble. And listening comprehension is the first step in language acquisition and what we have to train our students in before they can speak. They go through a kind of silent period while they are taking in a lot of language before they can give out a lot of language. That is a very very slow business, because learning a language is slow and cumulative. You can never learn a language in 24 hours as many advertisements promise you. I don’t know if you have this in China, but certainly in Europe. Newspapers are full of advertisements of how you can learn a language in 2 weeks of study. Learn to be a concert pianist of the 5 hours at the piano. Learn to a linguist after using this magic tape. Now if there were such simple solutions, you and I would surely know about them. We work all our life to learn languages. So they can’t be simple solutions. Why is it impossible to learn a languag e in a short period? The answer is listening comprehension. You can learn a lot of phrases, you can learn to ask a way to the station and order a couple of coffee and so on. But you have to listen to many hundred hours of English or any foreign language before you can understand it. And that is why it is a long-term study. Children of course are born with a language instinct that how we acquire our mother tongues. But when we are beyond the age of 5,6,7, life becomes more difficult when language acquisition is concerned. When speak of communication, we find that what we mean by communication is the ability to do things through language. If you look at all the textbooks, they are full of completely unnecessary bits of language, completely useless bits of language, things like this is my head and this is my nose and so on. And has she looked at the cows yet and so on. In other words, pieces of English you would neveruse in several life styles. I want to quote an advertisement to you, which is from ATNT, the big American telephone company. I want you to try and understand what communicate as mean by communication. Telecommunication has the word communication in it, and it’s about telecommunication, and this is the advertisement reads like this, this machine communicates over 150 words per minute across oceans and less than one and half sends per word. It also listens, reacts, sympathizes, charms, persuades, pleads, apologizes, sews, explores, informs, explains and does whatever else it takes to solve the problem or close the sale. What’s this machine? Of course, this machine is telephone. And all these things that are spoken about here are what we do through language: listen, react, sympathize, charm, persuade, apologize, sew, explore, inform, explain and we can go on and on and on. Doing things through language is communication. And therefore, what we are concentrating on today is teaching communication skills. And we teach communication skills for primary skills—listening comprehension. We develop the speaking skills through training students to be socially appropriate, to use language that is appropriate. So when you have a guest, you don’t say, you say because you were been learnt imperative, you offer them something would you like, something to drink and so on. If you learn the imperative and you learn stand up, sit down, you may think that it’s the only way you can offer something to drink to someone. We have to learn socially appropriate ways of communicating with others. We also have to develop the reading skills, and there several different reading skills: skimming, scanning, reading for details and so on. And we also have to develop the writing skills, which mean controlling the syntax of a language that is the way sentences joining together. So communication is quite a complicated business. We can say in the past with the translation method, grammar was the master and communication was the servant. That is we began by teaching grammar and if communication resulted from that, that was a lucky coincidence. We say today that communication is the master and grammar is the servant. That is the waythings have changed. But has grammar disappeared? That is the question, and that is the question that I’m going to try to answer in the rest of this lecture. We must now look at grammar as a support system for learning a language. And I’m going to try to answer four questions: why do we teach grammar? What do we teach? When do we teach grammar? And how do we teach it? So there are four questions we should be looking at.I t’s very reasonable to begin with the question why, because when we are speaking Chinese, when you’re speaking Chinese, do you think of grammar every time you have a conversation with your friends and your answer must be no! We are sitting at a restaurant, we are working in the garden, in the park and we have a conversation. I don’t think the grammar of Chinese ever and I’m thinking the grammar of English now as I’m speaking to you. And I’m saying I am not using the present perfect tense now, I am using the past tense. Of course not, In fact, if for a minute I think that I must use the past tense, something happens to me, I freeze, I can’t speak. In other words, grammar will interfere with my communicative skills. When you are riding a bicycle, you don’t con sider how it teaches you stay on the bicycle, the moment you think how it happens that I can balance on these two wheels. Once you stop thinking about that, what happens, you fall off. It’s like this story of the old man, granddad with a very long beard, and his grandchildren one morning said to him, “Granddad, when you go to bed at night, do you sleep with the beard under the sheet or over the sheet?” grand d ad said, “Why do you thought about that? I will tell you tomorrow morning.” So next morning, the grandchildren went to see the grandd ad and said, “Well, (he said) I was very cross with you.” “This is why, grand dad? Where was the beard when you slept last night?” he said, “that is the problem, I spent the whole night thinking about it and I didn’t get any sleep.”So grammar is a bit like that. If we think too much about it, we can’t say anything, it’s anti-productive. When you want to speak English, you will sit in a corner and say, “I’ll begin with the present perfect, and I’ll move into thepast tense, sprinkling(用……点缀)a few adjectives, then I really slave them when I introduce the present perfect tense as well. They will really be impressed. If you try to do that, of course, you would never speak. So we can say that thinking about grammar is not a good thing, and we can not learn to communicate by thinking about grammar. But is it true that we never think about grammar when we communicate. And the answer to that question is well not entirely true. Imagine you are applying for a job, and you want to impress the person you are writing to with your curriculum vitae, with your CV, and what would the A mericans call “your resume”. And you are filing this out, and you then pick it up, you crush it up and throw into the bin. You try again, and you try again, and you keep throwing it away until you get it perfect. Why do you keep on doing this? Because you are monitoring yourself, and there are times when we think about the way we use language very very carefully. If you are talking to your boss, you are thinking about the language you are using very very carefully, you don’t come into the office in the morning and say, “hello, old thing, how are you today?” because that is not a appropriate way of speaking to your boss. You know you choose your words very carefully. If your boss says, “Well, did you do those report yesterday?” you don’t say, “Yeah, I’m knocked them off.” You say, “yes, sir. I …” And you explain very very carefully, choosing your words carefully. In other words, it’s not entirely true to say that we never think about language, we never think about grammar when we are communicating. We are always monitoring ourselves and we are always monitoring other people. When other people are using language badly we can hear it , we can say, “ I didn’t like the wa y he said that, I didn’t like the way she react ed to this”, because we didn’t like the language they use. I’m sure that it happens in Chinese as much as it happens in European languages. When we are learning a foreign language, we consistently have to fight a battle, and that is a battle with our own language, because our own language always wants to interfere with the target language. Every time we want to say something, we have to push aside our own language,because it keeps coming up in front. And you only become successful doing this when we manage to suppress our own language and use the target language with some degree of fluency. So this means that grammar does have a role in language teaching. It is not something that we are completely unconscious. And I think there are three good reasons why we still need grammar. The first reason is that when we are teaching English as a foreign language, we can not avoid grammar. Why can’t we avoid it? Because every time we teach something, there is a student in the class who wants to know why, how. How does this happen? And when do I use some, and when do I use any? These are all questions which have grammatical answers. When do I use the present progressive and when do I use the simple present? These are questions which have grammatical answers. So every time your student asks a question. That question, the answer to that question is usually a grammatical answer. We can not avoid it. We are learning a language in a artificial situation, in the classroom. We are not learning a language as a young child follow in mother tongue round the room and copy things she says and doing things as she tell us to do. We are learning sitting in rows, in highly artificial way. So that’s, it takes a long time to acquire a language a nd grammar. Every time we learn something we have questions about it. Some of you may know that I have been doing a column in China Daily now for nearly two years. I had had thousands of questions of students, Chinese students from all over China. Of cours e, I can’t answer all of these questions in a small colum n. But all of these questions relate to some aspects of vocabulary use, and of grammar. I can’t avoid it, they can’t avoid it. And I try to find their answers.(第三部分)The second reason why we need grammar is when we are learning a language as grown-up. It’s that grammar gives us a short cut to learning. It’s a quick way to understanding something. Imagine I was teaching you English, and imagine that I didn’t tell you at all that English has two present tenses, and imagine I set to myself as if they can discover these for themselves. Whatwould happen? Well, I might wait a whole life time before the question even arosing your mind. You as a student might ask me why don’t you tell me these before? And yo u would thought what I’ll want you to discover for yourself. But if course language teaching doesn’t that way, the more information we give out to students, the more it helps them to understand principles of language acquisition so that they can communicate better.The third reason why we learn grammar is that it’s expected. in other words it is unimaginable that we would do a language and not have any grammar. If we don’t have any grammar, all the mistakes we make will become a habit. And we will learn to form very very bad habits in the way we express ourselves, because no one could correct that. It is expected and it is provided. if you are teachers of English, and you are teaching young children, and their parents come and see you, they will very often ask you what kind of grammar work you are doing with the children as well as what other activities you’ re doing from a communicative point of you. So grammar plays a very important supportive role. We can say that we can not avoid it. We can that it is a short cut to language acquisition and we can say that it is expected. What it actually does is to raise the student’s consciousness of a problem. The student realizes it and then puts the grammar behind him, behind her. That consciousness raising is the role of grammar. That is if I tell you there are two present tenses in English, you understand that, you put that information behind you, and then you concentrate on that information. So that we can say, we learn grammar in order to forget it. Right? we learn grammar in order to forget it. We need to forget it. Because we keep remembering it, it will causes great problems in communication. But if we understand it and put it behind that, it will enhance our ability to communicate. The great applied linguist T.k. once observed: grammatical focus helps the learner to learn what he learn, but is not necessary what he learn. It helps the learner what he learns, but is not necessarily what he learns. What the students learn is to communicate, and grammar helps, grammar plays a supportive role. So I have answered thequestion why.Let’s look at the question: what do we teach? Now if you are to open my Longman English Grammar, which is a big fat book of 384 pages, full of information. It would frighten you today if you thought I have to learn all these in order to speak English. I’ll do something else, I’ll take up tennis instead. But in fact, grammar, when expressing a grammmar book, it’s very very complicaed. In my longman-English grammar I separate grammar into 16 chapters with titles like the sentence, nouns, articles, pronounces, quantity, adjective, adverbs, preposition, verbs and verb tenses, be-have-do, modal verbs, passive, questions-answers-negative, conditionals, reported speech, infinitive form. Oh! What a lot of information! How can you possibly learn all these? If you are teachers of English which most of you are. You’ll know that the amount of information in any one of those topics is enormous. How can you teach it? Well, the answer is that you’re not going to teach it all at once. You can teach it very very gradually. You’re going to be highly selected. You are not going to teach all of the grammar that exists. But those bits of grammar that interfere with the students’ communication. And you choose things that are particularly difficult for speakers of chinese. For example, I am told that I’d know from my experience with China Daily at the column I write. Many chinese students have a lot of difficulties with prepositions. So that if we concentrate on teaching the skill of the control of prepostions, It helps students. They have difficulty with things which are elementary to students from other language backgrounds like pronouns. Professor He spoke to you a moment ago, his English name is written as he. So that if he becomes He, she becomes what? The problem of pronouns is highly highly complicated in English language for you, and you have to remember that because English has no gender-system, that nouns have no gender. So that we express gender entirely for pronouns. Article is a another big area of difficulty for students of English with a Chinese speaking background. So what has to happened when students are learning grammar is that they try and unlearn all the things thatinterfere with a communicative skill in English. That is they unlearn Chinese in order to speak English. They discount the interfere from Chinese. When we say what do we teach, we cannot give an absolute answer to that question, because we have to think of different levels. What we teach in one level is different form what we teach in another level. And in fact we can itemize six levels of language learning. The first level is absolute beginners. The second level is elementary students, the third level is pre-intermediate students. The fouth one is intermediate students. The fifth one is upper-intermediate students and the sixth one is advanced students. There are six levels. So when we say, “what do we teach”, we have to say, “well, it depends on the level.” If it is absolute beginners we teach one kind of things, if it is advance students, we teach something else. So what do we teach? We select according to the level of our students. The first three levels: absolute students, elementery students, pre-intermediate students form a progression. We learn English step by step, building up bit by bit. We don’t give students all the information about nouns. But only enough, as much as they need for their purposes at that particular level. And we try to cover the basic of language up to the level of the pre-intermediate. Sometomes this is the first three years of study. When our students become intermediate students, then we allow them to pose their own sequence of what they want. So at intermediate level students say, I don’t understand how to use the word explains, the verb explains. Can I say it English? Please explain me it. And the answer is, of course, not. You can’t. Why? Well, let me tell you and I’ll give you a little exercise. So that helps students to understand why he can’t say, why she can’t say. Please explain me this. Can we say it in English? She greeted me friendly. It seems correct. Friendly looks at an adverb. So can we say she greeted me friendly? And the answer is N o. I’m not going to tell you why of course, because I’m not going to give you a grammar lesson. But these are kinds of questions students have as they go up the scale. When we get to the advanced the level, our students need to be taught English syntax. That is the way we join the sentences to。

The_Man_Who_Was_Almost_a_Man_text

The_Man_Who_Was_Almost_a_Man_text

The Man Who Was Almost a ManRichard Wright1908-1960Dave struck out across the fields, looking homeward through paling light. Whut‟s the use of talking wid em niggers in the field? Anyhow, his mother was putting supper on the table. Them niggers can‟t understan nothing. One of these days he was going to get a gun and practice shooting, then they couldn‟t talk to him as though he were a little boy. He slowed, looking at the ground. Shucks, Ah ain scareda them even ef they are biggern me! Aw, Ah kno w whut Ahma do. Ahm going by ol Joe‟s sto n git that Sears Roebuck catlog n look at them guns. Mebbe Ma will lemme buy one when she gits mah pay from ol man Hawkins. Ahma beg her t gimme some money. Ahm ol enough to hava gun. Ahm seventeen. Almost a man. He strode, feeling his long loose-jointed limbs. Shucks, a man oughta hava little gun aftah he done worked hard all day.He came in sight of Joe‟s store. A yellow lantern glowed on the front porch. He mounted steps and went through the screen door, hearing it bang behind him. There was a strong smell of coal oil and mackerel fish. He felt very confident until he saw fat Joe walk in through the rear door, then his courage began to ooze.“Howdy, Dave! Whutcha want?”“How yuh, Mistah Joe? Aw, Ah d on wana buy nothing. Ah jus wanted t see ef yuhd lemme look at tha catlog erwhile.”“Sure! You wanna see it here?”“Nawsuh. Ah wans t take it home wid me. Ah‟ll bring it back termorrow when Ah come in from the fiels.”“You planning on buying something?”“Yessuh.”“Your ma letting you have your own money now?”“Shucks. Mistah Joe, Ahm gittin t be a man like anybody else!”Joe laughed and wiped his greasy white face with a red bandanna.“Whut you planning on buyin?”Dave looked at the floor, scratched his head, scratched his thigh, and smiled. Then he looked up shyly.“Ah‟ll tell yuh, Mistah Joe, ef yuh promise yuh won‟t tell.”“I promise.”“Waal, Ahma buy a gun.”“A gun? Whut you want with a gun?”“Ah wanna keep it.”“You ain‟t nothing but a boy. You don‟t need a gun.”“Aw, lemme have the catalog, Mistah Joe. Ah‟ll bring it back.”Joe walked through the rear door. Dave was elated. He looked around at barrels of sugar and flour. He heard Joe coming back. He craned his neck to see if he were bringi ng the book. Yeah, he‟s got it. Gawddog, he‟s got it!“Here, but be sure you bring it back. It‟s the only one I got.”“Sho, Mistah Joe.”“Say, if you wanna buy a gun, why don‟t you buy one from me? I gotta gun to sell.”“Will it shoot?”“Sure it‟ll shoot.”“Whut kind is it?”“Oh, it‟s kinda old … a left-hand Wheeler. A pistol. A big one.”“Is it got bullets in it?”“It‟s loaded.”“Kin Ah see it?”“Where‟s your money?”“Whut yuh wan fer it?”“I‟ll let you have it for two dollars.”“Just two dollahs? Shucks, Ah could buy tha when Ah git mah pay.”“I‟ll have it here when you want it.”“Awright, suh. Ah be in fer it.”He went through the door, hearing it slam again behind him. Ahma git some money from Ma n buy me a gun! Only two dollahs! He tucked the thick catalogue under his arm and hurried.“Where yuh been, boy?” His mother held a steaming dish of black-eyed peas.“Aw, Ma, Ah jus stopped down the road t talk wid the boys.”“Yuh know bettah t keep suppah waitin.”He sat down, resting the catalogue on the edge of the table.“Yuh git up from there and git to the well n wash yosef! Ah ain feedin no hogs in mah house!”She grabbed his shoulder and pushed him. He stumbled out of the room, then came back to get the catalogue.“Whut this?”“Aw, Ma, it‟s jusa catlog.”“Who yuh git it from?”“From Joe, down at the sto.”“Waal, thas good. We kin use it in the outhouse.”“Naw, Ma.” He grabbed for it. “Gimme ma catlog, Ma.” She held onto it and glared at him.“Quit hollerin at me! Whut‟s wrong wid yuh? Yuh crazy?”“But Ma, please. It am mine! It‟s Joe‟s! He tol me t bring it back t im termorrow.”She gave up the book. He stumbled down the back steps, hugging the thick book under his arm. When he had splashed water on his face and hands, he groped back to the kitchen and fumbled in a corner for the towel. I-fe bumped into a chair; it clattered to the floor. The catalogue sprawled at his feet. When he had dried his eyes he snatched up the book and held it agaifl under his arm. His mother stood watching him.“Now, ef yuh gonna act a fool over that ol book, Ah‟ll take it n burn it“Naw, Ma, please.”“Waal, set down n be still!”He sat down and drew the oil lamp close. He thumbed page after page, unaware of the food his mother set on the table. His father came in. Then his small brother.“Whutcha got there, Dave?” his father asked.“Jusa catlog,” he answered, not looking up.“Yeah, here they is!” His eyes glowed at blue-and-black revolvers. He glanced up, feeling sudden guilt. His father was watching him. He eased the book under the table and rested it on his knees. After the blessing was asked, he ate. He scooped up peas and swallowed fat meat without chewing. Buttermilk helped to wash it down. He did not want to mention money before his father. He would do much better by cornering his mother when she was alone. He looked at his father uneasily out of the edge of his eye.“Boy, how come yuh don quit foolin wid tha book n eat yo suppah?”“Yessuh.”“How you n ol man Hawkins gitten erlong?”“Can‟t yuh hear? Why don yuh lissen? Ah ast yu how wuz yuh n ol man Hawkins gittin erlong?”“Oh, swell, Pa. Ah plows mo lan than anybody over there.”“Waal, yuh oughta keep you mind on whut yuh doin.”“Yessuh.”He poured his plate full of molasses and sopped it up slowly with a chunk of cornbread. When his father and brother had left the kitchen, he still sat and looked again at the guns in the catalogue, longing to muster courage enough to present his case to his mother. Lawd, ef Ah only had tha pretty one! He could almost feel the slickness of the weapon with his fingers. If he had a gun like that he would polish it and keep it shining so it would never rust. N Ah‟d keep it loaded, by Gawd!“Ma?” His voice was hesitant.“Hunh?”“01 man Hawkins give yuh mah money yit?”“Yeah, but am no usa yuh thinking bout throwin nona it erway. Ahm keeping tha money sos yuh kin have does t go to school this winter.”He rose and went to her side with the open catalogue in his palms. She was washing dishes, her head bent low over a pan. Shyly he raised the book. When he spoke, his voice was husky, faint.“Ma, Gawd knows Ah wans one of these.”“One of whut?” she asked, not raising her eyes.“One of these,” he said again, not daring even to point. She glanced up at the page, then at him with wide eyes.“Nigger, is yuh gone plumb crazy?”“Aw, Ma —““Cit outta here! Don yuh talk t me bout no gun! Yuh a fool!”“Ma, Ah kin buy one fer two dollahs.”“Not ef Ah knows it, yuh am!”“But yuh promised me one —““Ah don care what Ah promised! Yuh am nothing but a boy yit!”“Ma, ef yuh lemme buy one Ah‟ll never ast yuh fer nothing no mo.”“Ah tol yuh t git outta here! Yuh am gonna toucha penny of tha money fer no gun! Thas how come Ah has Mistah Hawkins t pay yo wages t me, cause Ah knows yuh am got no sense.”“But, Ma, we needa gun. Pa am got no gun. We needa gun in the house. Yuh kin never tell whut might happen.”“Now don yuh try to maka fool outta me, boy! Ef we did hava gun, yuh wouldn‟t have it!”He laid the catalogue down and slipped his arm around her waist.“Aw, Ma, Ah done worked hard alla summer n am ast yuh fer nothing, is Ah, now?”“Thas whut yuh spose t do!”“But Ma, Ah wans a gun. Yuh kin lemme have two dollahs outta mah money. Please, Ma. I kin give it to Pa... . Please, Ma! Ah loves yuh, Ma.”When she spoke her voice came soft and low.“What yu wan wida gun, Dave? Yuh don need no gun. Yuh‟ll git in trouble. N ef yo pa jus thought Ah let yuh have money t buy a gun he‟d hava fit.”“Ah‟ll hide it, Ma. It am but two dollahs.”“Lawd, chil, whut‟s wrong wid yuh?”“Am nothin wrong. Ma. Ahm almos a man now. Ah wans a gun.”“Who gonna sell yuh a gun?”“01 Joe at the sto.”“N it don cos but two dollahs?”“Thas all, Ma. Jus two dollahs. Please, Ma.”She was stacking the plates away; her hands moved slowly, reflectively Dave kept an anxious silence. Finally, she turned to him.“Ah‟ll let yuh git tha gun ef yuh promise me one thing.”“What‟s tha, Ma?”“Yuh bring it straight back t me, yuh hear? It be fer Pa.”“Yessum! Lemme go now, Ma.”She stooped, turned slightly to one side, raised the hem of her dress, rolled down the top of her stocking, and came up with a slender wad of bills.“Here,” she said. “Lawd knows yuh don need no gun. But yer pa does. Yuh bring it right back t me, yuh hear? Ahma put it up. Now ef yuh don, Ahma have yuh pa lick yuh so hard yuh won fergit it.”“Yessum.”He took the money, ran down the steps, and across the yard.“Dave! Yuuuuuh Daaaaave!”He heard, but he was not going to stop now. “Now, Lawd!”The first movement he made the following morning was to reach under his pillow for the gun. In the gray light of dawn he held it loosely, feeling a sense of power. Could kill a man with a gun like this. Kill anybody, black or white. And if he were holding his gun in his hand, nobody could run over him; they would have to respect him. It was a big gun, with a long barrel and a heavy handle. He raised and lowered it in his hand, marveling at its weight.He had not come straight home with it as his mother had asked; instead he had stayed out in the fields, holding the weapon in his hand, aiming it now and then at some imaginary foe. But he had not fired it; he had been afraid that his father might hear. Also he was not sure he knew how to fire it.To avoid surrendering the pistol he had not come into the house until he knew that they were all asleep. When his mother had tiptoed to his bedside late that night and demanded the gun, he had first played possum; then he had told her that the gun was hidden outdoors, that he would bring it to her in the morning. Now he lay turning it slowly in his hands. He broke it, took out the cartridges, felt them, and then put them back.He slid out of bed, got a long strip of old flannel from a trunk, wrapped the gun in it, and tied it to his naked thigh while it was still loaded. He did not go in to breakfast. Even though it was not yet daylight, he started for Jim Hawkins‟ plantation. Just as the sun was rising he reached the barns where the mules and plows were kept.“Hey! That you, Dave?”He turned. Jim Hawkins stood eying him suspiciously.“What‟re yuh doing here so early?”“Ah didn‟t know Ah wuz gittin up so early, Mistah Hawkins. Ah was fixin t hitch up ol Jenny n take her t the fiels.”“Good. Since you‟re so early, how about plowing that stretch down by the woods?”“Suits me,Mistah Hawkins.”“O.K. Go to it!”He hitched Jenny to a plow and started across the fields. Hot dog! This was just what he wanted. If he could get down by the woods, he could shoot his gun and nobody would hear. He walked behind the plow, hearing the traces creaking, feeling the gun tied tight to his thigh.When he reached the woods, he plowed two whole rows before he decided to take out the gun. Finally, he stopped, looked in all directions, then untied the gun and held it in his hand. He turned to the mule and smiled.“Know whut this is, Jenny? Naw, yuh wouldn know! Yuhs jusa ol mule! Anyhow, this is a gun, n it kin shoot, by Gawd!”He held the gun at arm‟s length. Whut t hell, Ahma shoot this thing! He looked at Jenny again.“Lissen here, Jenny! When Ah pull this ol trigger, Ah don wan yuh t run n acka fool now!”Jenny stood with head down, her short ears pricked straight. Dave walked off about twenty feet, held the gun far out from him at arm‟s length, and turned his head. Hell, he told himself, Ah am af raid. The gun felt loose in his fingers; he waved it wildly for a moment. The he shut his eyes and tightened his forefinger. Bloom! A report half deafened him and he thought his right hand was torn from his arm. Heheard Jenny whinnying and galloping over the field, and he found himself on his knees, squeezing his fingers hard between his legs. His hand was numb; he jammed it into his mouth, trying to warm it, trying to stop the pain. The gun lay at his feet. He did not quite know what had happened. He stood up and stared at the gun as though it were a living thing. He gritted his teeth and kicked the gun. Yuh almos. broke mah arm! He turned to look for Jenny; she was far over the fields, tossing her head and kicking wildly.“Hol on there, ol mule!”When he caught up with her she stood trembling, walling her big white eyes at him. The plow was far away; the traces had broken. Then Dave stopped short, looking, not believing. Jenny was bleeding. Her left side was red and wet with blood. He went closer. Lawd, have mercy! Wondah did Ah shoot this mule? He grabbed for Jenny‟s mane. She flinched, snorted, whirled, tossing her head.“Hol on now! Hol on.”Then he saw the hole in Jenny‟s side, right between the ribs. It was round, wet, red. A crimson stream streaked d own the front leg, flowing fast. Good Gawd! Ah wuzn‟t shootin at tha mule. He felt panic. He knew he had to stop that blood, or Jenny would bleed to death. He had never seen so much blood in all his life. He chased the mule for half a mile, trying to catch her. Finally she stopped, breathing hard, stumpy tail half arched. He caught her mane and led her back to where the plow and gun lay. Then he stopped and grabbed handfuls of damp black earth and tried to plug the bullet hole. Jenny shuddered, whinnied, and broke from him.“Hol on! Hol on now!”He tried to plug it again, but blood came anyhow. His fingers were hot and sticky He rubbed dirt into his palms, trying to dry them. Then again he attempted to plug the bullet hole, but Jenny shied away, kicking her heels high. He stood helpless. He had to do something. He ran at Jenny; she dodged him. He watched a red stream of blood flow down Jenny‟s leg and form a bright pool at her feet.“Jenny... Jenny,” he called weakly.His lips trembled. She‟s bleeding t death! He looked in the direction of home, wanting to go back, wanting to get help. But he saw the pistol lying in the damp black clay. He had a queer feeling that if he only did something, this would not be; Jenny would not be there bleeding to death.When he went to her this time, she did not move. She stood with sleepy, dreamy eyes; and when he touched her she gave a low-pitched whinny and knelt to the ground, her front knees slopping in blood. “Jenny... Jenny he whispered.For a long time she held her neck erect; then her head sank, slowly. Her ribs swelled with a mighty heave and she went over.Dave‟s stomach felt empty, very empty. He picked up the gun and held it gingerly between his thumb and forefinger. He buried it at the foot of a tree. He took a stick to cover the pool of blood with dirt —but what was the use? There was Jenny lying with her mouth open and her eyes walled and glassy. He could not tell Jim Hawkins he had shot his mule. But he had to tell something. Yeah, Ah‟ll tell em Jenny started gittin wil n fell on the joint of the plow.... But that would hardly happen to a mule. He walked across the field slowly, head down.It was sunset. Two of Jim Hawkins‟ men were over near the edge of the woods digging a hole in which to bury Jenny Dave was surrounded by a knot of people, all of whom were looking down at the dead mule.“I don‟t see how in the world it happened,” said Jim Hawkins for the tenth time.The crowd parted and Dave‟s mother, father, and small brother pushed into the center.“Where Dave?” his mother called. “There he is,” said Jim Hawkins. His mother grabbed him.“Whut happened, Dave? Whut yuh done?” “Nothin.”“C mon, boy, talk,” his father said.Dave took a deep breath and told the story he knew nobody believed.“Waal,” he drawled. “A h brung ol Jenny down here sos Ah could do mah plowin. Ah plowed bout two rows, just like yuh see.” He stopped and pointed at the long rows of upturned earth. …Then somethin musta been wrong wid ol Jenny. She wouldn ack right a-tall. She started snortin n kickin her heels. Ah tried t hol her, but she pulled erway, rearm n goin in. Then when the point of the plow was stickin up in the air, she swung erroun n twisted herself back on it... . She stuck herself n started t bleed. N fo Ah could do anything, she w uz dead.”“Did you ever hear of anything like that in all your life?” asked Jim Hawkins.There were white and black standing in the crowd. They murmured. Dave‟s mother came close to him and looked hard into his face. “Tell the truth, Dave,” she said.“Looks like a bullet hole to me,” said one man.“Dave, whut yuh do wid the gun?” his mother asked.The crowd surged in, looking at him. He jammed his hands into his pockets, shook his head slowly from left to right, and backed away. His eyes were wide and painful.“Did he hava gun?” asked Jim Hawkins.“By Gawd, Ah tol yuh tha wuz a gun wound,” said a man, slapping his thigh.His father caught his shoulders and shook him till his teeth rattled.…Tell whut happened, yuh rascal! Tell whutDave looked at Jenny‟s stiff legs and began to cry.“Whut yuh do wid tha gun?” his mother asked.“What wuz he doin wida gun?” his father asked.“Come on and tell the truth,” said Hawkins. “Ain‟t nobody going to hurt you....His mother crowded close to him.“Did yuh shoot tha mule, Dave?”Dave cried, seeing blurred white and black faces.“Ahh ddinn gggo tt sshooot hher. . . . Ah ssswear ffo Gawd Ahh ddin…..Ah wuz a-tryin t sssee ef the old gggun would sshoot —““Where yuh git the gun from?” his father asked.“Ah got it from Joe, at the sto.” “Where yuh git the money?” “Ma give it t me.”“He kept worryin me, Bob. Ah had t. Ah tol im t bring the gun right back t me. . . . It was fer yuh, the gun.”“But how yuh happen to shoot that mule?” asked Jim Hawkins.“Ah wuzn shootin at the mul e, Mistah Hawkins. The gun jumped when Ah pulled the trigger. ... N fo Ah knowed anythin Jenny was there a-bleedin.”Somebody in the crowd laughed. Jim Hawkins walked close to Dave and looked into his face. “Well, looks like you have bought you a mule, Dave.”“Ah swear fo Gawd, Ah didn go t kill the mule, Mistah Hawkins!”“But you killed her!”All the crowd was laughing now. They stood on tiptoe and poked heads over one another‟s shoulders.“Well, boy, looks like yuh done bought a dead mule! Hahaha!”“Am tha ershame.”“Hohohohoho.”Dave stood, head down, twisting his feet in the dirt.“Well, you needn‟t worry about it, Bob,” said Jim Hawkins to Dave‟s father. “Just let the boy keep on working and pay me two dollars a month.”“Whut yuh wan fer yo mule, Mistah Hawkins?” Jim Hawkins screwed up his eyes.“Fifty dollars.”“Whut yuh do wid tha gun?” Dave‟s father demanded. Dave said nothing.“Yuh wan me t take a tree n beat yuh till yuh talk!” “Nawsuh!”“Whut yuh do wid it?” “Ah throwed it erway.”“Where?”“Ah. . .Ah throwed it in the creek.”“Waal, c mon home. N firs thing in the mawnin git to tha creek n fin tha gun.”“Yessuh.”“Whut yuh pay fer it?”“Two dollahs.”…Take tha gun n git yo money back n carry it to Mistah Hawkins, yuh hear? N don fergit Ahma lam yo u black bottom good fer this! Now march yosef on home, suh!”Dave turned and walked slowly. He heard people laughing. Dave glared~ his eyes welling with tears. Hot anger bubbled in him. Then he swallowed and stumbled on.That night Dave did not sleep. He was glad that he had gotten out of killing the mule so easily, but he was hurt. Something hot seemed to turn over inside him each time he remembered how they had laughed. He tossed on his bed, feeling his hard pillow. N Pa says he‟s gonna beat me.... He rem embered other beatings, and his back quivered. Naw, flaw, Ah sho don wan im t beat me tha way no mo. Dam em all! Nobody ever gave him anything. All he did was work. They treat me like a mule, n then they beat me. He gritted his teeth. N Ma had t tell on me.Well, if he had to, he would take old man Hawkins that two dollars. But that meant selling the gun. And he wanted to keep that gun. Fifty dollars for a dead mule.He turned over, thinking how he had fired the gun. He had an itch to fire it again. Ef other men kin shoota gun, by Gawd, Ah kin! He was still, listening. Mebbe they all sleepin now. The house was still. He heard the soft breathing of his brother. Yes, now! He would go down and get that gun and see if he could fire it! He eased out of bed and slipped into overalls.The moon was bright. He ran almost all the way to the edge of the woods. He stumbled over the ground, looking for the spot where he had buried the gun. Yeah, here it is. Like a hungry dog scratching for a bone, he pawed it up. He puffed his black cheeks and blew dirt from the trigger and barrel. He broke it and found four cartridges unshot. He looked around; the fields were filled with silence and moonlight. He clutched the gun stiff and hard in his fingers. But, as soon as he wanted to pull the trigger, he shut his eyes and turned his head. Naw, Ah can‟t shoot wid mah eyes closed n mah head turned. With effort he held his eyes open; then he squeezed. Blooooom! He was stiff, not breathing. The gun was still in his hands. Dammit, he‟d don e it! He fired again. Blooooom! He smiled. Bloooom! Blooooom! Click, click. There! It was empty If anybody could shoot a gun, he could. He put the gun into his hip pocket and started across the fields.When he reached the top of a ridge he stood straight and proud in the moonlight, looking at Jim Hawkins‟ big white house, feeling the gun sagging in his pocket. Lawd, ef Ah had just one mo bullet Ah‟d taka shot at tha house. Ah‟d like t scare ol man Hawkins jusa little.. . . Jusa enough t let im know Dave Saunders is a man.To his left the road curved, running to the tracks of the Illinois Central. He jerked his head, listening. From far off came a faint hoooof-hoooof; hoooofhoooof.... He stood rigid. Two dollahs a mont. Les see now.... Tha means it‟ll take bout two years. Shucks! Ah‟ll be dam!He started down the road, toward the tracks. Yeah, here she comes! He stood beside the track and held himself stiffly. Here she comes, erroun the ben. . . . C mon, yuh slow poke! C mon! He had his hand on his gun; something quivered in his stomach. Then the train thundered past, the gray and brown box cars rumbling and clinking. He gripped the gun tightly; then he jerked his hand out of his pocket. Ah betcha Bill wouldn‟t do it! Ah betcha. . . . The cars slid past, steel grinding upon steel. Ahm ridin yuh ternight, so hep me Gawd! He was hot all over. He hesitated just a moment; then he grabbed, pulled atop of a car, and lay flat. He felt his pocket; the gun was still there. Ahead the long rails were glinting in the moonlight, stretching away, away to somewhere, somewhere where he could be a man. ...。

成人用英语怎么说?

成人用英语怎么说?

1.(发育成熟) grow up; become full-grown
2.(成年⼈) adult; grown-up
He realized that he was almost a man .
他认识到⾃⼰快是个成⼈了。

2.We decide you should be bar mitzvahed .
我们决定你应⾏成⼈礼。

3.That is the moment of adult health .
那就是健全的成⼈阶段。

4.One of his children had been reared here .
他有⼀个⼩孩是在这⾥被抚养成⼈的。

5.Men fear death as children fear to go in the dark .
成⼈之怕死犹如⼉童怕⼊暗处。

6.The army will make a man of him .
军队将把他锻炼成⼈。

7.The boy eats like a grown-up .
那男孩的⾷量像个成⼈。

8.A bar mitzvah's always followed by a damn good party .
成⼈礼庆祝仪式之后,总要举⾏个热热闹闹的聚会。

9.The child is the man involved and the man is the child evolved .
孩⼦起源于成⼈,成⼈是孩⼦发育起来的。

10.In adults its contour may be straight, slightly concave or slightly convex .成⼈肺其形状可以是直的,轻微凹下或轻度突出。

looking for a job

looking for a job
principal had given in to racial discrimination and social inequality and justice and now he was trying to persuade him to give in.
The
Theme
The author experienced racial discrimination and the tough life in the South.It criticize the racial discrimination in South America.
POLT
3.My
conflict with my family members. 4.I choose to read my own speech in stead of the pricipal gave to me.
sentences


“That‟s the problem”,he said soberly.”The work‟s heavy and dangerous.”He was silent and I knew he considered the matter closed.That was the way things were between whthites and balcks in the South.
PLOT
1.Summer
time,I hunted for a job in a sawmill but was refused at last. 2.Ned Greenley,a classmate of mine,whose brother was killed by white people because of having sex with white prostitute.And it created a sense of distance between me and the world in which ilived.
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Analysis of “The man who was almost a man”I. Introduction:The Man Who Was Almost a Man is a short story by Richard Wright. Richard Nathaniel Wright was an American author of sometimes controversial novels, short stories, poems, and non-fiction. Much of his literature concerns racial themes, especially those involving the plight of African Americans during the late 19th to mid-20th centuries. Literary critics believe his work helped change race relations in the United States in the mid-20th century It was published in 1961 as part of Wright's compilation Eight Men. The story centers on Dave, a young African-American farm worker who is struggling to declare his identity in the atmosphere of the rural South. Abstract:In the story the man who was almost a man, the protagonist, Dave, is a round character, he as a round character, his character changed during his life experience. And the title “the man who was almost a man”, shows that Dave is in the period of growing. His character and thought are not only changed gradually but also are different in different periods. As the development of the plot, we can analyze Dave’s character in three parts.Key words: round character change different period self-respect ImmatureII. Analysis of Dave’s character in “The man who wasalmost a man”In the story “The man who was almost a man”, the protagonist, Dave, is a round character, In E. M. Forster’s book Aspects of the novel, he defined two basic types of characters, their qualities, functions, and importance for the development of the novel: flat characters and round characters. Flat characters are two-dimensional, in that they are relatively uncomplicated. By contrast, round characters are complex figures with many different characteristics and undergo development, sometimes sufficiently to surprise the reader. So Dave as a round character, his character changed during his life experience. And the title “The man who was almost a man” shows that Dave is in the period of growing. His character and thought are not only changed gradually but also are different in different periods. As the development of the plot, we can analyze Dave’s character in three parts.First, is before Dave got the gun, we can see his character through his dialogues with Joe, his mother and his father. In this period Dave just “struck out across thefields, looking homeward through paling light.”And “one of these days he was going to get a gun and practice shooting, and then they couldn’t talk to him as though he were a little boy”. (paragraph1)The only thing he wants is to get a gun, and he thought the gun means power. He has a hard time because people around him are not and treat him as a man instead of a boy. In order to clear up any confusion belongs to his age, Dave comes to the conclusion that purchasing a gun will solve all of his problems and finally he will be treated in the manner which he desires. His thoughts are immature and has no original and base. So in this period all his thoughts are only his own ideas. Because he doesn’t has social experience. When he talking with Joe, he is a little unconfident, “he felt very confident until he saw fat Joe walk in through the rear door, then his courage began to ooze”.(paragraph 2) His confidence is totally fly away when he seeing the shopkeeper Joe, a white man. And he is childish. He even doesn’t know the exactly reason that he want the gun. When Joe asks why hone came here and what he wanted to buy. He begins to show unconfident and feels nervosa, he “looked at the floor, scratched his head, scratched his tight, and smile. Then he looked up shyly”. These behaviors can show that he is an immature and shy boy. But things are different when he talks with his mother. He likes a wayward and naïve child. He begs his mother for the gun, and doesn’t listen to his mother’s words. “He bumped into a chair, it clattered to the floor the catalogue sprawled at his feet. When he had dried his eyes he snatched up the book and held it again under his arm. His mother stood watching him.”(paragraph53) He is just rebel at that time, only does the things he wants. He does every thing to get the money from his mom and buy the gun finally. But, when he faces his father, he shows his resignation, and feels uneasily. He even doesn’t “want to mention money before his father. He would do much better by cornering his mother when she was alone. He looked at his father uneasily out of the edge of his eye.”(paragraph60). We can draw a conclusion, Dave in this period, is a immature, shay and rebel boy.Second, after he got the gun. He became ambitious, “the first movement he made the following morning was to reach under his pillow for the gun. In the gray light of dawn he held it loosely, feeling a sense of power. Could kill anyone, black or white. And if he holding his gun in his hand, nobody could run over him, they would have to respect him. It was a big gun, with a long darnel and a heavy handle. He raises and lowered his hand, marveling at its weight.”(paragraph113) At this time he gets the gun, in another he gets the power, but he doesn’t have the ability to use the power, and can’t see the power in a mature and right way. The gun is too big for him, which means though gets the power but he can’t use the power to get want he wants. In this period, he begins to show self-respect, but it is not mature, because when he faces hismaster he shows his obey unconsciousness. When his master, Mistah Hawkins, asks him to plowing that stretch down by the woods, he says that suits him. In this period Dave begins to feel self-respect, but his self-respect at that that just shows as he is sensitive to the things happens to him.Third, after he killed the mule. In this period, he faces the unpredicted results of use the gun, when he “saw the hole in Jenny’s side, right between the ribs. It was round, wet, and red. He felt panic. He knew he had to stop the blood, or Jenny would bleed to death. He had never seen so much blood in all his life. He chased the mule for half a mile, trying to catch her. Finally he stopped and groped handful of damp black t where the plow and gun lay. Then he stopped and grabbed hand full of damp black earth and tried to plug the bullet hole. Jenny shuddered, whinnied, and broken from him. He felt hopeless and his lips trembled. And his stomach felt empty, very empty. He picked up the gun and held it gingerly between his thumb and forefinger. He buried it at the foot of a tree. He walked across the field slowly, head down.”(From paragraph133 to paragraph141) After sunset, many people see the dead mule but Dave just choose to tell the lie and say he know nothing. Although he gets the power but he never thought how to use the power correctly and the result of using the gun. He is still immature and doesn’t know how to deal with the things and response to his behaviors. His lie is childish and when he faces the blame and laugh of others, he “looked at Jenny’s stiff leg and began to cry.”(paragraph160) and after asked him to pay for the mule, he just “stood, head down, twisting his feet in the dirt.”He never thought to solve the problem by himself, he would rather let his parents deal the thing and punished by his father, than deal the problem by himself. In this case, he is still can get away from the limit of his family and he is not independent. But after he back home, “he was glad that he had gotten out of killing the mule easily, but he was hurt”(paragraph199). At this moment Dave feels that he escape the punishment easily but his self-respect got hurt. And then “eased out of bed and 0slipped into overalls, he looked around and clutched the gun stiff and hard in his fingers. But, as soon as he wanted to pull the trigger, he shut his eyes and turned his head. With the effort he held his eyes open and he can finally used the gun, when he reached the top of a ridge he stood straight and proud in the moonlight, looking at Jim Hawkins’ big white house, feeling the gun sagging in his pocket. He thought, Ah’d like t scare ol man Hawkins jusa little…jusa enough t let im know Dave Saunders is a man.”(from paragraph199 to paragraph206 ) Dave finally begins to face his own heart, and against others, he says his family name, and emphasis his first name, it shows that he concerns himself and the mature of self-respect is the sign of mature. At the end of this short story he left his hometown and “he felt his pocket, the gun was still there.Ahead the long rails were glinting in the moonlight, stretching away, away to somewhere, somewhere he could be a man” this shows that he finally break the limit of his family and his own thought, he leaves the hometown and try to find somewhere he could be independent and be a man.III: conclusionIn a word, Dave at first is an immature and rebel child, never thinks the results of one thing. And after he got the gun, he feels more confidence and ambitious, but he still shows his obey to his master, so at this period his self-respect is limited. Finally, he feels hurt and began to follow his own heart and his self-respect became intensely. And he leaves his hometown to find the real independent and freedom.The words in this short story is special, the author uses many typical Afercian-Amercia words, let the story more real and vivid. The descriptions of the character is accurate, especially the words of every character.Biliogrophy:1.Hoffman, Michael J; Patrick D. Murphy. Essentials of the theory of fiction(2 ed.). Duke University Press, 1996. p. 36.2. Forster, E.M. (1927). Aspects of the Novel.。

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