PART III GRAMMARp
-ing and -ed forms of verbs
Reference for the Classroom Activities 1）That woman who is laughing is my mother. 2）Finally they found the treasure that had been hidden. 3）This is the place that is most frequently reported in the press. 4）The boy who was enchanted stared at the screen, mouth wide open. Now, ask students to summarize the use of the -ing and -ed forms as modifiers
Summary
1.The –ing form of a verb is used when the action described by the verb continues to happen or when the
relationship between the modified and the verb is active. 2.The –ed form of a verb is used when the action is completed at the time another action occurs or when the
relationship between the modified and the verb is passive. Nouns
Reference for the Classroom Activities
1）.development of career educators 2）. readjustment of the flight timetable
3）. money problems of high-school art education 4）. country for family vacation
5）. the study of the growth of childhood personality
Now, ask students to summarize the rules of using nouns as modifiers.
Summary
Nouns can be put ahead of another noun as its modifiers in English; but too many nouns clustered can cause ambiguity and misunderstanding. Very often the maximum of nouns as modifiers is two, though sometimes this number may be exceeded. So the guiding principle for noun modifiers is that they shouldnpose too much difficulty to the reader’s comprehension.
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Adverbs
Reference for the Classroom Activities
1）drive breezily (modifying the verb)
2）strangely beautiful(modifying the adjective) 3）too slowly(modifying the adverb) 4）Firstly,1et’s listen to Dr．Smith’s report on his latest research．(modifying the whole sentence) Now, ask students to summarize the rules of using adverbs as modifiers
Summary
An adverb can modify a verb, an adjective, another adverb, or even a whole sentence. It usually appears after the verb it modifies but before the adjective or the adverb. If it modifies the whole sentence, it can appear either at the beginning or at the end. Problems with modifiers
Reference for the Classroom Activities
1．The problem with these phrases is the redundancy of modifiers．The modifiers are useless for they do
nothing but repeat what the following nouns say．Useless modifiers can make your writing repetitious and wordy．2．a. The notice said nothing else．
b. People other than visitors were not invited to see the exhibits．
c. The visitors were invited to do nothing but see the exhibits on the third floor．
D. There might be exhibits on other floors but the visitors were invited to see those the third floor. Now．ask students to summarize the problems with modifiers.
Summary
1.One problem is about useless modifiers. A useless modifier adds nothing to the meaning of the modified
but redundancy.
2.Another problem is concerned with misplaced modifiers. Clear writing demands that modifiers be put as
close as possible to the word or phrase being modified. PART IV Notices (I)
This section mainly discusses short, informal notices, which are normally written in the form of notes. Above all, a notice should provide key information to the reader.
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WRITING
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Suggested answer to the question
The notices are concise, including only the essential information. They are all written in the form of notes. Ask students to summarize what they have learned in this unit PART V 1.
FOLLOW-UP EXERCISES
1）. When I was assigned a certain task, I did it to my best ability 2）. Fog can cause blindness.
3). Recently 1 joined a social club which raises money for the care of needy children, and we meet every Wednesday afternoon. 4). An essay should be understandable to the reader. 5). Many items are expensive at discount stores.
6). Bears that have just come out of hibernation are usually hungry and dangerous 7). The author should have shortened the story by half.
8). The city's environmental surroundings are not the most comfortable 9). I learned certain facts that I believe are vital to every freshman.
2. 1). simmer: cook food gently at or just below boiling point
saut:é fry quickly in a little hot fat
bake: cook by using direct heat in an oven
2). Other verbs about cooking include roast, steam, braise, fry, deep-fry, boil, poach, stew, curry, baste, barbecue. 3. 1). For dinner we had barbecued steaks and sweet corn.
2). Last week my brother John joined an insurance company. 3). He is not a friendly and easy-going colleague.
4). Our view of the sea at sunset was splendid / breathtaking. 5). It was a fine day to play outdoors.
6). What impressed me most about the city was the hustle and bustle in the streets 4.. There are seize, hurl, choke, blind, leap, flee, etc
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scramble, grill,
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5. 1). I admire Jenny's long black glossy hair so much.
2). The fearless explorer finally landed at the South Pole. 3). Fast driving on a smooth road can be great fun.
4). John and I often wrote each other long e-mails full of jokes 5). The pale skinny woman fainted suddenly. 6.
1). I invited the visiting professor to the English Club. 2). Shooting stars warn us of catastrophe. 3). The deleted sentence was unnecessary. 4). Stephanie tiptoed up the carpeted steps.
5). The students attending the art school are highly active. 6). The taped dollar bill split in half.
7). Amy was the only winning contestant who was below 10 8). The freshly painted house shone in the sun. 7,
1). indescribably 5). surely, bad 8.
2). Dark 6). terribly
3). occasional
4). steadily
1). At his mother's request, he agreed to wait at least a year before getting married. 2). Half of the girls in town were in love with Ben, but he wanted to marry Christine only. 3). John hopes that in the years to come he can be as successful as his father has been. 4). The winner of the contest ate almost three dozen frankfurters. 5). Debbie knew that chicken when fried always pleased Ed.
6). Mary could not resist the temptation to whisper in her friend's ear about what she had seen.
9. In organizing the activity, the teacher can ask students to discuss what they want to put in the notices first, and then to design the layout. The notices should be simple in language, clear in meaning and eye-catching.
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大学英语写作课程unit3语法和练习答案
