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P A R T I I F O C U S The teacher is expected to help students appreciate the effects of using participles and absolutes in their writings

Participles

Getting to know participles

Reference for the excises

Reference for the Classroom Activities

1. Sentence b: handing (describing she)

Sentence c: wandering, picking (both describing friends) ;

Sentence d: made (used with had to indicate the past perfect tense)

Sentence e: surprised (describing Tigger) ;

Sentence f. filled (used with were to indicate the passive voice)

Sentence g. staring (describing Tigger)

Sentence h: left (describing nothing) ; checking (describing Roo)

Sentence i: looking (describing Pooh)

Sentence j. looking (describing Roo);

Sentence k. gone (used with have to indicate the present perfect tense)

Sentence l: picking (describing friends), fallen (describing raspberries)

Sentence m. waiting (used with was to indicate the present continuous tense)

2. a. smiling b. Reading

c. Swimming

d. competing

e. mentioned

f. Jumping, thrown, broken

g. published, informing h. Having, exhausted, relieved

Complex participle phrases

A. Present participles in different modes and aspects

*In this passive form, being is usually omitted, and then it becomes the past participle. Reference for the Classroom Activities

1. Refer to the above table for the meanings of the present participles.

2. a. The computer bought last week brings happiness to everyone in my family.

b. Being back in my hometown, I didn't know that my professor had assigned another 5,000-word paper.

c. Standing in front of the picture painted by a post-impressionist, many people pretended that they could understand it. / Many people stood in front of the picture painted by a post-impressionist, pretending that they could understand it.

d. Looking out of the window of the train, the boy was amused by the power lines dancing up and down in the air.

Extra Activities

Combine each of the following groups of sentences into one sentence using participles

a. She was born in a common family.

She was educated in an average college.

She is satisfied with her present life.

b. The students have finished their exams.

They feel greatly relieved.

As a result, they plan to play cards the whole night

c. Jimmy set his feet into the starting blocks.

He stared ahead intently.

d. Larry was sitting in a corner of the pub.

Larry held his head in his hands.

Larry was so depressed that even the best joke in the world couldn't cheer him up.

Suggested answers to the Extra Activities

a. Born in a common family and educated in an average college, she is satisfied with her present life.

b. Having finished their exams and feeling greatly relieved, the students plan to play cards the whole night.

c. Jimmy set his feet into the starting blocks, staring ahead intently.

d. Holding his head in his hands, Larry was sitting in a corner of the pub, so depressed that even the best joke in the world couldn't cheer him up.

B. Participles with conjunctions

Suggested answers to the question

Structure: They are all composed of a conjunction and a participle, and the noun in the main clause is the logical subject or object.

Meaning: Sentence a: time; Sentence b: concession; Sentence c: condition.

Reference for the Classroom Activities

1. a. Kate fell asleep when/while reading Bob's letter.

b. She started to chat with her friend after finishing / having finished her work.

c. Although having seen it a thousand and one times, the old man still watches the video from time to time.

d. Although closely watched by the guards, the prisoner plans to escap

e.

e. It is believed that if read many times, an article will naturally be understood.

f. If buying more, you can pay less.

2. Ask students to work on their own and write two sentences for each of the types.

Getting to know participles' functions

A. Creating concise sentences

Suggested answers to the questions

1. Yes.

2. There are two complete ideas in each sentence.

3. The relationship between the two complete ideas becomes closer from Sentence a through Sentence d. Sentence d has the closest relationship between the two ideas

4. Sentence d is the most efficient.

B. Producing more detailed sentences

Suggested answers to the question

In Group a, Sentence 2 is the best, in which the present participles describe live animated actions. In Group b, the best sentence is also Sentence 2, in which the

actions are simultaneous. In Group c, Sentence 3 is the best sentence in which the present participle and the past participle are combined most efficiently.

C. Establishing clearer logic

Reference for the Classroom Activities

1. a. Thinking about her kid at home, Judy made several mistakes in her work.

b. The car raced along the street, sending passers-by to run for shelter. / Racing along the street, the car sent passers-by to run for shelter.

c. Born in Guangzhou and educated in Nanjing, she is now working as a manager in Beijing.

d. Having been shocked and chased by a ferocious dog, the thief hid behind a dustbin, holding his breath for fear of being found.

e. The bomb blew up in the distance, shaking the ground slightly and making bursts of light on the dark horizon.

2. a. Hearing the news, I thought the world had ended for me.

b. I sat happily in my chair, reading a newspaper.

c. (correct)

d. Shocked at the sight of his teacher, the boy stood there dumbfounded.

e. Having lived there for twenty years, I know this place like the back of my hand.

3. Ask students to go over their writings, and pay attention to their use of the participles.

Absolutes

Getting to know absolutes

Suggested answers to the exercise

1. An absolute construction is a participle phrase whose logical subject is different from

the sentence subject.

2. A. determiner + n. + participle verb + other parts of the participle phrase

B. n. + participle verb+ other parts of the participle phrase

C. n. + other parts of the participle phrase

Reference for the Classroom Activities

Ask students to work on their own and write three sentences using different forms of absolute constructions.

Using absolutes with purpose

A. Adding descriptive details

Suggested answers to the exercise

You can get the following sentences:

a + b: The manager sat quietly in his office, his eyes closed, a cigarette burning his hand.

c + d: Sam walke

d slowly off th

e playground, his face streaked with tears, his leg bleeding.

What's more, participles and absolutes, although somewhat different, can be used together to create vivid descriptions. For example:

The girl sat nervously in her office, eyes closed, waiting for the telephone to ring.

The middle-aged man stood in the street corner, hands put in his pockets, eyeing every passer-by.

B. Indicating cause-effect relationships

In most cases, when the absolute is used for description, it is put at the end of the sentence; when it is used to suggest a cause-effect relationship, it is put at the beginning of the sentence.

Reference for the Classroom Activities

1. a. The boy leaned against a tree, hands in pockets.

b. He glared at his boss, his mouth shut, and his hands clenched.

c. The interviewee entered the office, her eyes fixed on her feet.

d. The rabbit stared at the approaching wolf, his four feet fixed to the ground, to frightened to mov

e.

e. The girl was enjoying her favorite song, her eyes shut, her head moving from side to side.

2. a. Two of my new bikes having got stolen here, I will never come to this place again.

b. Several flecks coming upon her face again, she doesn't want to meet her boyfriend today.

c. Its bottom torn open by a bomb, the ship sank slowly into the sea.

d. Its overseas advertisements being rather successful, the school has attracted many

foreign students.

e. The accountant being careless, I was given $1,000 more last month.

3. Ask students to look at their written work again, and see if they can combine some sentences by using absolutes. This can be done either as individual or group/pair work.

PART III GRAMMAR

Comma-Split Sentences

Suggested answers to the questions

1. There are two ideas in each sentence. The two ideas are connected by a comma.

2. No, the relationship is not clear. We can try to use some compound or subordinate conjunctions to clarify the relationship.

3. See the rules in the summary.

Reference for the Classroom Activities

a. I had no idea what I was getting into, and I did not really care.

b. You can't go home now since it is raining so heavily.

c. Seeing the escaping thief, the cop stopped his car, got off, and started to chase him

d. If you study hard, you will succeed.

e. When she said "Yes," he felt he was in heaven.

Now, ask students to summarize the rules against comma-split sentences Summary

1.When we use a comma to connect two separate ideas, or two independent

sentences, we commit a comma-split;

https://www.sodocs.net/doc/eb15632421.html,ma-split sentences are not acceptable because a comma is not strong enough

to indicate the relationship between two ideas;

https://www.sodocs.net/doc/eb15632421.html,ma-split sentences can be improved by clarifying the relationship between the

two ideas. Commonly used methods are:

1)using a comma and a conjunction like and, but, yet, etc.

2)turning one idea into a subordinate clause with if, when, although, because,

etc.

3)using participles and absolutes;

4)using punctuation marks that are strong enough, like colon(:) and semicolon

(:).

Fused Sentence

Suggested answers to the questions

1. Each sentence contains two ideas.

2. Yes, because the sentences are not clearly divided.

3. Strategies suggested to improve comma-split sentences can also be used to

improve fused sentences.

Reference for the Classroom Activities

a. In some part of China marriages are still arranged by parents. Consequently

money becomes more important than love.

b. Vegetables are good to your health. However, overeating them will also be harmful.

c. People watch TV for different reasons, so their judgement naturally differs.

d. These houses sell very well, because they enjoy first of all a very desirable location.

e. Nobody will completely love this kind of mass-produced food, but nobody will be unbearably put off, either.

Now, ask students to summarize the rules against fused sentences

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Figures of speech 1 metaphor Metaphor involves a comparison between two or more unlike things which share at least one property on characteristic in common, but the comparison is implied or condensed 2 personification Writing about a nonhuman thing as if it were human 3 metonymy The substitution of the name of one thing for that of another 4 parallelism Employ the deliberate arrangement of a succession of parallel constitution to achieve emphasis 5 climax Climax is a rhetorical device which arranges a succession of thought according to the rate of significance or interesting like the steps of a ladder ascending events. 6 hyperbole Hyperbole is the deliberate use of overstatement or exaggeration to achieve emphasis 7 simile makes a comparison between two unlike elements having at least one quality or characteristic in common. To make the comparison, words like as, as...as, as if and like are used to transfer the quality we associate with one to the other. 8 irony achieves emphasis by saying the opposite of what is meant, the intended meaning of the words being the opposite of their usual sense. 9 analogy a form of comparison, but unlike simile or metaphor which usually uses comparison on one point of resemblance, analogy draws a parallel between two unlike things that have several common qualities or points of resemblance. 10 understatement It is the opposite of hyperbole, or overstatement. It achieves its effect of emphasizing a fact by deliberately understating it, impressing the listener or the reader more by what is merely implied or left unsaid than by bare statement. To understand what the definition of the figure of speech and to analyze its function in a certain sentence

21世纪大学英语应用型综合教程2 1

21世纪大学英语应用型综合教程2 1-5单元课后答案（完整版） Unit 1 1.In the six-and-one half years sincet the federal government beagan certifying food as “organic,”Americans have taken to the idea with considerable enthusiasm.自联邦政府六年半前认证“有机”食品以来，美国人以极大的热情接受了这一概念。 2.To eat well, says Michael Pollanthe,the author of"In Defense of Food,"means avoiding "edible food_like substances"and sticking to real ingredients,increasingly from theplant Kingdom. “吃得好”，《食物无罪》的作者迈克尔波轮说，“意味着避免摄入‘可食用的类似的物质’，并坚持从蔬菜中获取真正营养成分的原则。 3.Neither the enabling legislation nor the regulations address food safety or nutrition. 不论有机食品的立法或是法规都未涉及食品安全或是营养问题. 4.Professor Howard that major corporations now are responsible for at least 25 perceent of all organic manufacturing and marketing. 霍华德教授估计，大公司现在承担了至少25%的有机食品生产和销售。 5.Popularizing such choices may not be as marketable as creating a logo that says"organic" . 推广这样的做法可能不会像设计一个“有机”的标志那么有市场. 1. It is more difficult topopularize education(普及教育)in the rural areas than in the urban areas. 2. Every country must stick toits own path（坚持自己的道路）. 3. I made clear to him that he should be responsible for the accident(为这次意外负责). 4. He neither knows nor cares(既不知道也不关心) what happened. 5. Many parents expressed concern about(表达了担忧)their children’s Internet addiction. Unit 2 1. The two former elephant trainers had seen enough abuse and neglect at circuses and zoos to inspire them to create a sanctuary where elephants could live out their lives. 这两位前驯象员在马戏团和动物园见过太多大象所遭受的虐待和忽视，于是决心为大象建立一座可以颐养天年的憩息所. 2. Soon Hohenwald was rockingas the two greeted each other with ttrumpeting and celebratory bumping.不一会儿，霍恩沃尔德因他们相遇时互致问候的吼声和庆祝性的碰撞而震动起来 3. Shirley and Jenny instantly fell into their old routine,wandering the sanctuary side by side.雪莉和詹妮很快恢复了她们的老习惯：肩并肩地在保护区内闲逛. 4. At one point, the four spent therr hours trumpeting----the vibrations felt by evey living being in the sanctuary.有一次，四头大象持续三小时的鸣吼使保护区内的每个生命都为之震颤。 5. Elephants wear their hearts on their trunks ,as it were,so it was easy to tell that Shirley was not dealing well with Jenny is death----her eyes were half shut and her trunk dragged on the ground. 可以说大象不会隐藏他们的心情，因此和容易看出雪莉无法承受詹妮之死所带来的打击——他的眼睛半闭着，鼻子拖在地上。 1. It depressed us that(令我们情绪低落)no progress was made duringthe negotiation. 2.Don’t let it fall into thehands of enemy(落入敌人手中)。 3.Not a country can afford to neglect education(忽视教育) 4.He drew out all his money(取出所有的钱)from the bank. 5.Some condemn him, while others praise him(而有些人却赞扬他). Unit 3 1. Sport has the power to change the world,the power to inspire,the power to unite people in