a glimpse of a quick look at or incomplete view of 瞥见，一瞥 e.g. He caught a glimpse of her before she vanished into the crowd. Her worried face gave me a glimpse of her true feelings.
clear up clean thoroughly and remove anything unwanted 彻底扫除；清理
e.g. There should be someone to whom you can turn for any advice or to clear up any problems.
That doesn’t clear up my doubts.
sure enough exactly as was expected 果然，果真
e.g. We said things would trun out well, and sure enough they did. He said he would come, and sure enough he came.
dive into start doing sth. or joining an activity quickly, keenly and whole-heartedly 全身心投入
e.g. Before you dive into the working world, there are a few common pitfalls you should try to
avoid.
Find a hobby or activity you enjoy doing and dive into it.
Section B Difficult Sentences
1. I decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and more adventurously. ( Para. 1) 1) Translate this sentence into Chinese. Key:
我决定不惜任何代价消除他们对书籍的恐惧和厌恶心理，让他们多读些书，更勇于尝试。
2 Analyze the structure of this sentence.
Key: 句子的主干是I decided to try at all costs to do...，to rid them of...和to get them to read为并列成分。
2. Find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, go on to something else. (Para. 7) 1) Translate this sentence into Chinese. Key:
拿上一本书，钻进去，读有趣的部分，跳过不好的部分，尽可能从书中得到点收获，然后再去读其它书。
2) Comment on the effect of the structure. Key：
连续使用的祈使句使行文轻快有节奏感，更凸显文字的涵义。
Section C COMPREHENSION QUESTIONS
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▇ Comprehension questions （Para. 1）
Q1: What is the chief problem that the children had with their schoolwork?
A1: They had great trouble with their reading. They were not interested in reading and they disliked books and feared reading.
Q2: What was their teacher, John Holt, going to do about it?
A2: He decided to help them get rid of their fear and dislike of books, so that the children would love books and feel more confident about their reading activities.
▇ Comprehension questions （Paras. 2-3）
Q1: What might the teachers before John Holt have said and done about reading?
A1: What other teachers might have said and done about reading: They might have asked students questions to check if they understood the book they were reading or had read the book at all. They might have asked students to dig out every bit of meaning from what they were reading. They might have told students that once they started a book, they should finish reading it. They might have asked parents to check their children’s reading. They might have pushed students to read something equivalent to their level, which the students might find difficult to do. Q2: What did John Holt actually say and do about reading in his class?
A2: What John Holt said and did about reading: He encouraged students to read a lot, and read for pleasure. He said that he would not check to see if the students understood the book they were reading. He said that students could drop whatever they were reading if they were not interested. He allowed students to make a choice as to what they should read. He did not ask parents to check their children’s reading. He allowed students to read what they were interested in and skip what they didn’t like. He said that students could start at a lower level and progress to a higher level at their own pace.
▇ Comprehension questions （Para. 4）
Q1: How did the children feel when they heard what John Holt said about reading? Can you give some adjectives to describe their feelings at that moment?
A1: Possible adjectives are: stunned, shocked, doubtful, sceptical, unbelieving, relieved, pleased.
▇ Comprehension questions （Paras. 5-6） Q1: What level of books did the girl start to read?
A1: She started to read books that should be very easy for students of her age, and not even difficult for students younger than her.
Q2: What did the girl do that surprised her teacher, John Holt? A2: She started to read Moby Dick, a very difficult book to read.
Q3: Can you use a few lines to describe how the girl followed John Holt’s advice on reading? A3: The girl started reading easier books like How the Grinch Stole Christmas and continued reading books on a similar level for a while. Then, she started reading a more difficult one, National Velvet. Very soon, she was reading Moby Dick and she enjoyed it very much.
Q4: When John Holt introduced National Velvet to the girl, he did it so very tentatively. What does the word “tentatively” tell us about John Holt?
A4: It tells us that he is a very considerate and encouraging teacher, trying hard not to appear to be
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forcing his choice on her after promising to let her read what she liked.
▇ Comprehension questions （Para. 7）
Q1: According to John Holt, what should reading be like? A1: It should always be an exciting, joyous adventure.
Part IV Optional Classroom Activities
1 Teachers like John Holt always remind us of some of the good teachers we have had. What, in your opinion, are the qualities that make a good teacher? Discuss this question with your friends and write down your answers in the space provided.
Qualities That Make a Good Teacher
a. ____________________________________________________________________________ b. _____________________________________________________________________________ c. _____________________________________________________________________________ d. ________________________________________________________________________ … …
2 Had you heard of William Shakespeare and Charles Dickens before you read Text A? What other English writers do you know? Name as many writers as you know and some of the books they have written.
Writers in English I Know Books by These Writers
a. _____________________________________ a. _____________________________________ b. _____________________________________ b. _____________________________________ c. _____________________________________ c. _____________________________________ d. _____________________________________ d. _____________________________________ e. _____________________________________ e. _____________________________________
British writers and their literary works: Jane Austen: Pride and Prejudice Charlotte Bront?: Jane Eyre Emily Bront?: Wuthering Heights Lewis Carroll: Alice’s Adventures in Wonderland Thomas Hardy: Tess of the D’Urbervilles D. H. Lawrence: Sons and Lovers Robert Louis Stevenson: Treasure Island Jonathan Swift: Gulliver’s Travels
American writers and their literary works: William Faulkner: The Sound and the Fury Nathaniel Hawthorne: The Scarlet Letter Joseph Heller: Catch-22 Ernest Hemingway: The Sun Also Rises; The Old Man and the Sea Jack London: Martin Eden Margaret Mitchell: Gone with the Wind Mark Twain: The Adventures of Tom Sawyer; The Adventures of Huckleberry Finn
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Par V Enhance Your Language Awareness
Section A Useful Expressions Useful Expressions from Text A don’t know whether to laugh or cry it is no use doing… to a certain extent have a great advantage over sb. cannot afford to do sth. go to the opposite extreme let alone be fond of doing sth. it is a pity (that) in my personal opinion be similar to… It is worth doing Useful Expressions from Text B have great trouble with… try at all costs to do sth. rid them of their fear and dislike of books do sth. for pleasure mean every word of it
Chinese Equivalences 哭笑不得 做??是没有用的 在某种程度上 比某人有优势 负担不起?? 走到另一个极端 更别说 喜欢做?? 遗憾?? 我个人认为 与??相似 值得做?? Chinese Equivalences 做??很吃力 不惜任何代价做?? 消除他们对书本的厌恶和恐惧心理 出于乐趣而做?? 说话算数 Section B Grammar in Context
Study the following sentences from both Text A and Text B, paying special attention to the modal auxiliaries would, must, might, can’t, should.
1) If it were as easy to learn English as they say, I would have to look for another job, because very few qualified teachers would be needed. (Para. 1, Text A)
2) But a large number of people must believe these ridiculous claims, or else the advertisements would not appear. (Para. 1, Text A)
3) If we were parrots or chimpanzees, these methods might be successful. A large number of theorists seem to think it is a pity we aren’t, because it would make it easier to use their methods. (Para. 4, Text A)
4) I very tentatively suggested that, since she was a skillful rider and loved horses, she might like to read National Velvet. (Para. 5, Text B)
5) She tried it, and though she must have found it quite a bit harder than what she had been reading, she finished it and liked it very much. (Para. 5, Text B)
6) From a glimpse of the illustrations I thought I knew what the book was. I said to myself, “It can’t be,” and went to take a closer look. (Para. 6, Text B)
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7) Why should we insist that every child should read the same book and get the same scrap of “understanding” out of it? (Para. 7, Text B)
would, must, might, can’t, should的用法： would:
1) 表示请求、建议等，比will更委婉：Would you pass me the ball, please? 2) 表示意志、愿望和决心：They asked him if he would go abroad.
3) would表示过去反复发生的动作或某种倾向。would表示过去习惯时比used to正式，且没有“现已无此习惯”的含义：The wound would not heal.
4) 表示估计和猜想：It would be about ten o’clock when she left home.
must
1) 表示必须、必要（说话人的主观看法）：The play isn’t interesting, I really must go now. 2) 表示推测、可能性（只用于肯定的陈述句）：You’re Tom’s good friend, so you must know what he likes best.
might
1) 表示请求和允许，比may语气更委婉，而不是过去式。否定回答时可用can’t或mustn’t，表示“不可以，禁止”：-- Might I take this book out of the room? --No, you can’t / mustn’t. 2) 表示推测、可能性（不用于疑问句），它所表示的可能性比may小: He might be very busy now.
can’t
1) 表示对过去行为的怀疑或不肯定, He can’t have been to that town. 2) 表示“不可以，禁止”：You can’t take the book out of the room.
should
1) 表示“应该”:I should help her because she is in trouble. 2) 表示劝告、建议和命令： Should I open the window? 3) 表示客观推测：He should be home by now.
Now, do the tasks on Pages 60-61 in your textbook. ▆ Answers for Task 1: 1) would/should 2) should/would 3) might 4) would 5) must 6) can’t
7) should; would 8) must
▆ Answers for Task 2:
1) The expedition might have reached the top of the mountain by now.
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2) If there should be any change in the schedule, please let me know in time. Or: Should there be any change in the schedule, please let me know in time. 3) Passengers must check in (no later than) 45 minutes prior to flight departure. 4) Hurry up! It would be a pity to miss the concert.
5) The man standing in the distance can’t be Mr. Li, for he left for New York yesterday afternoon.
Section C Theme-Related Writing
Write a passage in about 100–120 words, taking either of the following titles: 1) Why I Like to Learn English 2) Why I Hate to Learn English
▆ Sample essay
Why I Like to Learn English
I have learned English for about seven years. I should say that I am highly motivated to master English. First of all, learning English is useful, as it is becoming a world language and people from different countries often communicate with one another in English. If I am good at English, it will be much easier for me to communicate with them. Secondly, I like traveling a lot. A good mastery of English will make things much easier for me when traveling around the world. Finally, I like literature a lot. If I am very good at English, I can read great works by Shakespeare and Dickens and many other English writers instead of reading the translated versions.
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