Level 4 夜班 英语课 笔记分享帖 （外一篇 TAFE里的英语学习简介）

yearshappy

一直喜欢语言以及语言无限的内涵，
喜欢汉语喜欢中国文化，不过现在暂时尽量不理躲避她，
喜欢英语喜欢其字母表意下的历史及心理轮迹，此时乐此不疲。

在TAFE学英语的过程中意外地有个机会又超常发挥地通过层层面试而掉到手上一份工作；
从此不得不自学，不解饥渴；终于找个夜班课，又可以坐在教室里由专业老师带着学习了，
独乐不如众乐，零散地帖上来与不能坐在教室里的坛友们分享。


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关于TAFE里的英语学习，我所知道的如下：
1) TAFE 里最多的英语基础课程是颁发证书的那种， 通常有1-4级：
Certificate I in Spoken and Written English
Certificate II in Spoken and Written English
Certificate III in Spoken and Written English
Certificate IV in Spoken and Written English （Employment）
Certificate IV in Spoken and Written English （Further Studies）

这些课程有AMEP， 有LLNP。 接受学生的方式是符合移民局以及Centrelink的条件。 也可以自己缴费去学习，通过考试后得到各级证书，三四级证书是有些用处的。
上课通常是按照设定好教学目标，听说读写都涉及到的。 但是材料多是教师自己组织，可能源于磁带，CD， 语法书，报纸， 还有网上资源等。

2）有雅思方面的，只教技法，不教‘英语’；有翻译方面的课程等等
3）不给证书的短期课程，part time课程，网上课程，夜班课程； 教师上课少有严格的计划, 可按照学生的需求组织材料。
4）有些单项的说，写课程，如果学生人数合适，也可要求TAFE去开课。

学期费用大约地在 50 - 400之间，雅思和翻译课程费用要比其余的高些。

[ 本帖最后由 yearshappy 于 13-4-2011 15:41 编辑 ]

yearshappy

Learning Styles

Introduction
Are you having trouble learning new information in a class? You may want to find out more about your unique learning style. Your learning style is the way you prefer to learn. It is not related to how intelligent you are or what skills you have, but it is related to how your brain works most efficiently to learn new information. Your learning style has been a part of you since you were born.
There’s no such thing as a ‘good’ learning style or a ‘bad’ learning style. Success comes with many different learning styles. There is no ‘right’ approach to learning. We all have our own particular way of learning new information, and the important thing is to be aware of how you prefer to learn. If you are aware of how your brain learns best, you have a better chance of studying in a way that will have positive results on your schoolwork.

Three styles of learning
To start becoming aware of your learning style, think about the way you remember a phone number. Do you see in your mind how the numbers look on the phone, or can you see the number on a piece of paper, picturing it exactly as you wrote it down? Perhaps you can hear the number in the way someone said it to you. On the other hand, maybe you think about how your fingers move to dial the number. Each of these examples illustrates one of three different learning styles: visual, auditory, and tactile/kinaesthetic.
This way of identifying learning styles uses different channels of perception (seeing, hearing, and touching or moving) as a model. This is a somewhat simplistic view of a very complicated subject (the activities of the human brain). However, looking at learning styles from a perceptual point of view is a useful place to begin.
Following is a short explanation of each of the three learning styles.

Visual Learning. Visual learners learn best when they can see information either in written language or in a picture or design. These learners also may need to see a teacher’s nonverbal communication (body language and facial expressions) to fully understand the content of a lesson. In a classroom visual learners benefit from instructors who use a blackboard (or whiteboard) or an overhead projector to list important points of a lecture or use visual aids such as films, videos, maps, and charts. In addition, visual learners may learn best from class notes and outlines or pictures and diagrams in textbooks. They may also like to study by themselves in a quiet room and may visualize a picture of something or see information in their mind when trying to remember it.

Auditory Learning. Auditory learners learn best when they can hear information or when they are learning in an oral language format. In a classroom these learners benefit most from listening to lectures or participating in group discussions. Auditory learners may also read text aloud or use audio tapes or CDs to obtain information. When trying to remember something, these learners can often ‘hear’ the information the way someone told it to them or the way they previously repeated it out loud. In general, these people learn best when interacting with others in a listening/speaking exchange.

Tactile/Kinesthetic Learning. Tactile/kinesthetic learners like to be physically engaged in ‘hands-on’ activities or to actively explore the physical world around them. In the classroom they benefit from a lab setting, where they can manipulate materials to learn new information. These people learn best when they can be physically active in their learning environment. They may find it difficult to sit in one place for long periods of time, and they may also become distracted by their need to be exploring and active. Tactile/kinesthetic learners benefit most from instructors who encourage in-class demonstrations, hand-on learning experiences, and field work outside the classroom.

Adapting you learning style to the instructional environment
While there is no ‘good’ or ‘bad’ learning style, there can be a good or bad match between the way you learn best and the way a particular course is taught. Suppose you are a visual learner enrolled in a traditional lecture class. It seems that the instructor talks on for hours, and you can’t pay attention or stay interested. There’s mismatch between your learning styles and the instructional environment of the class. As soon as you understand this mismatch, you can find ways to adapt your style to help make sure that you will be successful in the class. You might start tape recording the lectures so that you don’t have to worry about missing important information. You might decide to draw diagrams that illustrate the ideas presented in lectures. You might go to the media centre and check out a video that provides some additional information on course material you’re not sure about. What you’re doing is developing learning strategies what work for you because they are based on your knowledge of your own learning style.

蓝色热带鱼

couch

yearshappy

What’s YOUR learning style?

Purpose

• to learn about learning styles;
• to understand the differences between auditory, visual and kinesthetic learners;
• to identify your own learning style.
  

There are three basic types of learning styles. The three most common are visual, auditory, and kinethetic. To learn, we depend on our senses to process the information around us. Most people tend to use one of their senses more than the others. Following will help you determine which of these learning styles you rely on the most.

http://people.usd.edu/~bwjames/tut/learning-style/stylest.html
There is a series of 16 questions that are related to the three main learning styles. Read the question and select the answer that closest fits your answer. Don’t think about the questions too much. Go with your first choice. After you answer each of these questions, just click on the submit button at the bottom of the page. If you are connected to the internet, the computer will evaluate the results and display how many of each answer you selected.
Once the computer has evaluated your answers, it will show your primary learning style. Sometimes people have two or three that all have about the same number of choices. Some people depend on two or more types of leraning styles.
It is not unusual to use different learning styles for different tasks. That’s why people can respond so differently to the same thing.

yearshappy

I'm probably a Visual learner.

yearshappy

Intensifying and softening adverbs
Adverbs are often used before adjectives and verbs either to strengthen their meaning (intensifying adverbs) or to weaken it (softening adverbs)
Her comments were deeply offensive. (intensifier – very/extremely)
Her comments were slightly offensive. (softener – a little bit)

Intensifying adverbs
Notice how intensifying adverbs are used to mean ‘extremely’ or ‘completely’ in the sentences below. The expressions marked with * are very informal.
Jane really enjoys doing housework. You should see her flat – it’s always spotless clean.
It was downright rude of Antonio to tell Paula that she looked older than her own mother. I hope he feels thoroughly ashamed.
It’s blatantly obvious that Olga is only interested in Richard because he’s stinking rich*.
I wonder what she’ll do when she finds out he’s wildly exaggerated how rich he really is!
I don’t know what I was worrying about! The exam turned out to be dead easy*!
This celebrity website is good fun but most of the information is wildly inaccurate.

Softening adverbs
Note the softening adverbs used in these sentences from newspapers.
The spokesperson said the new insurance scheme was only slightly different from the old one.
The Chief Executive said he was mildly surprised by the public interest in the firm’s plans.
Alfredo Scaluzzi’s new film is loosely based on a nineteenth century novel.
Ms Giroa said she regarded reports that she was about to seek a divorce as faintly ridiculous.

(mildly amusing/ed, mildly irritating/ed, mildly offensive, mildly surprised)
(loosely centred, loosely structured, loosely related, loosely connected, loosely based on)
(faintly amused, faintly surprised, faintly patronising, faintly absurd, faintly ridiculous)


Alternatives to very
There are a variety of words that you can use as alternatives to very which collocate with most adjectives, for example: really, extremely, terribly, incredibly and awfully. Other adverbs collocate with certain adjectives and verbs but not with others.

highly unlikely, highly educated, highly recommended
strongly influence
greatly appreciate, greatly influence
utterly absurd, utterly ridiculous
completely/totally/entirely different, dependent, separate
thoroughly enjoy

yearshappy

Exercise

Complete each sentence using a collocation above.

1, He’s just bought a 200 000 dollar yacht – he must be ______  _______.
2, I’m amazed you didn’t realise she was lying! It was _______   _____ to me.
3, It was _______ ________ of him not to say hello to the secretary.
4, I’ve been hoovering and dusting all day, so now my flat is _______ ______ .
5, Most of the facts were wrong in that news report. It was ______ _________ .
6, You should be ______ _______ of yourself. Your behaviour was appalling!

Rewrite the underlined part of each sentence using a collocation from above.

1 The American writer Mark Twain is famous for commenting that reports of his death had been over-exaggerated.
2 This restaurant is recommended by many different people.
3 The exam was extremely easy; everyone got high marks. (make this informal)
4 The musical West Side Story is kind of based on the plot of Shakespeare’s play Romeo and Juliet. (make this less informal)
5 The idea of the boss singing Happy Birthday to me struck me as a little bit ridiculous.
6 The success of the Wimbledon tennis tournament is 100% dependent on the weather. (give two answers)
7 I really enjoyed the days I spent at your lovely house in the country.
8 I was just a little surprised by her decision to quit her job so soon.
9 I was really delighted when they told me I’d got the job.
10 The new model of his camera is a little bit different from the old one.


Add intensifying adverbs from above to these sentences to make the words in bold stronger.
1 I _______ appreciate the fact that you have given me so much of your time.
2 Sometimes Tony says ____________ ridiculous things.
3 The crossword in today’s newspaper is ________ difficult. I can’t even start it!
4 It’s ______ sweet of you to offer to help.
5 I found his remarks ______offensive; he should apologies.
6 She leads a _______lonely life in a tiny house on a remote island.
7 We should try to keep the two groups ______ separate from each other.
8 She is a ____ educated person.
9 I’ve been ______ busy all week.
10 That meal was ______ expensive! I’m not eating there again.

Are the adverb collocations correct or not? If they are incorrect, correct them using collocations from above.
1 I thoroughly enjoyed the film.
2 Your help would be strongly appreciated.
3 The song is highly influenced by Brazilian folk rhythms.
4 I found the situation utterly absurd.

我爱猫眯

yearshappy

Listening and note taking exercise

http://www.abc.net.au/catalyst/stories/2867545.htm

Stem Cell Ethics

Commentary of Mahoney ----- Do not reduce human life to laboratory rats.

George Bush ----- It crosses a moral boundary.

Tony Abbott ----- People have been guilty of over peddling hope.

Professor Robert Jansen ----- I reject that criticism. This is medical research at its best.

NARRATION ----- Destroying embryos for research has always sparked heated ethical debates. This story is no exception. It will polarise opinions and challenge your view on when life begins.

Dr Maryanne Demasi ----- Here, we explore whether new discoveries in stem cell research will finally see the opponents and the supporters peacefully unite.

NARRATION ----- In what’s been dubbed the stem cell breakthrough of the decade, Japanese scientists have discovered a new type of stem cell, that could eliminate the need for using human embryos. They’re called induced pluripotent stem cells or IPS cells.

Bishop Anthony Fisher -----I was delighted when I heard about IPS cells being achieved. That’s a great step forward to us because it means we can obtain cells that can do all the things that embryonic stem cells can do, but without having to destroy embryos.

NARRATION -----For over 30 years, IVF clinics have been creating embryos to help infertile couples have children. This has resulted in thousands of surplus embryos sitting in storage across Australia.

Professor Robert Jansen -----What can happen with those embryos is that they can be donated to research or they can be simply discarded or in very rare cases, donate them to another couple.

NARRATION -----It’s these surplus embryos that scientists have been using to extract embryonic stem cells. Five days after fertilisation, the stem cells have accumulated in a pocket called the inner cell mass. An embryo can develop into a foetus, but only if it’s implanted into a woman’s womb. Until then, it remains a microscopic mass of cells with no brain, no conscience, no bones and no organs.

Professor Robert Jansen -Up until the point of implantation then it's hard to see an embryo as a human life.

NARRATION But pro-lifers disagree.

Assoc. Professor Nicholas Tonti-Filippini If you take the view, as the Church does, that an embryo is a is a human life, then destroying an embryo for research purposes is on a par with destroying you for research purposes or destroying me for research purposes.

Dr Maryanne Demasi So this is the sticking point. It’s really a question of ‘when does life begin?’ Is it at conception? Or is it when the foetus forms? Well, no one can agree.

Dr Maryanne Demasi When do Catholics believe that life begins?

Assoc. Professor Nicholas Tonti-Filippini Life begins at the formation of the first cell, that is normally when fertilisation when the sperm and the egg unite.

NARRATION Other faiths have a more pragmatic view. Many Muslim scholars believe that life begins when the soul enters the foetus at around 40 days into pregnancy.

Dr Jamila Hussain While destroying an embryo may be seen as something that was not desirable by itself, if it is in the interest of scientific research, and if it is at that very early stage, then it’s acceptable.

NARRATION
The Jewish community take a similar view. Many believe life begins after implantation when the organs develop.

Rabbi John Levi
Although you don’t deliberately destroy life, the cells which are in the laboratory are not going to develop into lives anyway. And I don’t think the same concern has to be directed to them that is directed towards a foetus. They’re different things.

Professor Bob Williamson
I think it’s a gradual development. When it becomes a foetus, when it becomes capable of living its own life at that point it deserves the full respect of a human being.

NARRATION
Eminent scientist Professor Bob Williamson says fundamentalists have always argued that it’s an embryo’s 'potential for life' that’s important. But we now know that even skin cells have this potential for life.

Professor Bob Williamson
So if every cell in your body has the potential to make an embryo, then obviously potential itself cannot be used as the main ethical argument. If that were true, every time we washed our hands, we'd be killing twenty thousand, forty thousand, sixty thousand potential individuals. You can't actually argue that way.

Assoc. Professor Nicholas Tonti-Filippini
There are some scientists around who try to use the science to make moral points. Bob Williamson does that. Claiming that a skin cell has the same capacity as an embryo is just deceitful.

NARRATION
So it comes down to this. Do you believe that a microscopic five day old embryo has the moral equivalence of a fully formed human life? Carrie Beetham doesn’t.

Carrie Beetham
I believe that we’re not meant to suffer like this and people are meant to help wherever they can.

NARRATION
Carrie suffers from a degenerative nerve disease called Friedreich's Ataxia or FA.

Carrie Beetham
It’s like a grieving process but instead of moving away from the tragedy it’s moving towards it and so my grief only gets stronger as I watch my body dying.

Steve Beetham
That day that the specialist told us that Carrie had FA was the day that everything changed.

NARRATION
At 33, there’s still no treatment or cure, but Carrie believes science can offer her only glimmer of hope.

Carrie Beetham
There is definitely hope. And most of it is coming from the science that's going on with stem cell research.
NARRATION
Raised a catholic, Carrie feels divided from the church on the issue of embryonic stem cell research. She’s a strong advocate.

Carrie Beetham
People that want, have the best intentions and try and do the best but they often make it worse for you and I think that’s what the Catholic church is doing. I understand their intentions may, are great, but to deny happiness to us it’s just immoral.

Bishop Anthony Fisher
The only way of getting embryonic stem cells is to kill embryos. And so at any stage, to kill that in order to take parts that you want for some other very good use possibly ah is, is not ethical.

Professor Bob Williamson
People who are fundamentalist will never agree to using those embryos for research and from what I understand and some of them have said this, they would rather see them thrown out, they would rather see them just dumped down the sink than used for research in order to help people with genetic and other diseases.

Dr Maryanne Demasi
What would the church like to see happen to spare embryos?

Assoc. Professor Nicholas Tonti-Filippini
The Church's view is that the embryos be taken out of storage and allowed to succumb.

Dr Maryanne Demasi Some would say it's unethical not to use the embryos if they’re just going to be thrown away?

Assoc. Professor Nicholas Tonti-Filippini
Whatever the long term consequences, the fact that you might be able to produce some good by doing a wrong thing doesn't make the wrong thing right.

Dr Maryanne Demasi But for the Beetham family who may benefit from those spare embryos, well, that’s a hard pill to swallow, even for these Catholics.

Kaye Beetham It’s up to the mother what’s going to happen to the embryo, and she, if she chooses to give it to science, that’s what I’m on about.

NARRATION So, the question remains, should embryonic stem cell research continue?

Bishop Anthony Fisher I think we should be defunding that. And interestingly now a lot of the big funders in the United States are moving away from funding the embryonic stem cell research and into the IPS labs.

NARRATION But scientists warn we’re still learning about IPS cells. Embryo research has revolutionised our understanding of stem cells and defunding that research would be premature.

Professor Bob Williamson if we discard the ability to look at embryonic stem cells, we will deprive our self of the ability to look at the one kind of cell that we know for sure can give us every kind of cell in the human body. If scientists are successful in developing new forms of treatment that really will help the Carrie Beethams, that really will help people with cystic fibrosis, how could one possibly argue against using this for the benefit of patients.

NARRATION At least for Carrie, continuing research with all types of stem cells gives her the greatest chance for a cure...

Carrie Beetham When I die or when I get to heaven or wherever, I’ll be asking why didn’t you send us a cure? And maybe the reply would be well we did...

yearshappy

Vocabulary preview

Match the word with its definition below:
, stem cell, sparked, IVF, Human embryos, paddling hope, moral, IPS cells, a hard pill to swallow, dubbed, surplus, polarise opinion, on a par with, pragmatic view, fertilisation, advocate
Definitions

1 Invitro fertilisation (fertilisation outside the body when normal conception is not achievable because of a women’s low fertility) After five days, this is followed by implantation in the womb.
2 Induced pluripotent stem cells (a few type of stem cell)
3 more concerned with practical results than with theories and principles
4 to give something a name
5 equal to or similar to
6 a human offspring in the early stages following conception up to the end of the eight week, after which it is classified as a foetus
7 the act or process of enabling reproduction
8 a cell that can give rise to other cells of the same type indefinitely or from which specialised cells such as blood cells develop
9 a strong supporter of something
10 something which is difficult to accept
11 strongly divided/ opposing beliefs/ opinions
12 to incite/ start something, often a debate about a controversial topic
13 relating to issues of right and wrong and to how individual people should behave
14 to promote an idea (that something is possible) or a belief
15 an excess amount

Questions related to the program

1 What is the new medical breakthrough mentioned?
2 Who discovered the new breakthrough?
3 How many years have IVF clinics been creating embryos to help infertile couples?
4 What has the creation of these all embryos resulted in?
5 List the 3 options Professor Robert Jansen mentions to deal with the surplus embryos.
6 According to the program the following religious groups, Catholics, Muslims and Jews, believe life begins at different times … Please list them.
7 Which disease does Carrie Beetham suffer from?
8 Is there any cure or treatment for this disease?
9 What does the Catholic Church believe should happen to the surplus stem cells?
10 Why does the Beetham family feel throwing away the embryo/stem cells is a ‘hard pill to swallow?’
11 What is Carrie’s  greatest chance for a cure?
12 What do you think pro-lifers believe in relation to stem cell research?

Extension tasks
1 In your opinion what should do with the thousands of surplus embryos in storage across Australia? Discuss in groups.
2 After watching the program, write a summary of the episode from your notes.

yearshappy

Collocations

Collocations are the way that words combine in a language to produce natural-sounding speech and writing. For example, in English you say tall person but high mountain. It would not be normal to say high person or tall mountain.
Tall person is an example of an ‘adjective + noun’ combination, but there are many other possible word combinations which we call collocations.

. verb + noun, gain experience
. noun + verb, unemployment goes up
. noun + noun, interest rate
. verb + adverb, rise sharply
. verb + preposition, safe from danger
. preposition + noun, in advance

Here are some examples in a text.
Today most psychologists agree not only that both nature and nurture play important roles but that they interact continuously to guide development. For example, we shall see in Chapter 12 that the development of many personality traits, such as sociability and emotional stability, appear to be influenced about equally by heredity and environment; similarly, we shall see in Chapter 15 that psychiatric illnesses can have both genetic and environmental determinants.
(Source: Atkinson, R.L.et al. Interaction between nature and nurture. Hildegard’s Introduction to Psychology, 13th edition, quoted in Slaght, J, Harben, P.Pallant, A. 2006. English for Academic Study: Reading and Writing Source Book. Reading: Garnet Education)
In this text you can see that the word role is used with the verb play and the adjective important. Knowing the words that collocations highlighted in the text above are:

, guide development      verb + noun
, personality traits        noun + noun
, psychiatric illness      adjective + noun
, nature and nurture       noun + and + noun (it has a fixed order; facts and figures, not figures and facts)      

You already know many collocations without realising it. For example, you will have learnt some of the following phrases in your earliest English lessons:
, turn on the light      verb + noun
, have breakfast      verb + noun
, ask a question     verb + noun
, a beautiful day      adjective + noun
, happy birthday     adjective + noun

In other words, you will learn many collocations without consciously studying them. However, you can consciously learn more collocations by looking carefully at texts or by using a dictionary.

Task 1 Learning from texts

Looking at the following text and answer the question that follow
Because babies cannot explain what they are doing or tell us what they are thinking, developmental psychologists have had to design some very ingenious procedures to study the capacities of young infants. The basic method is to introduce some change in the baby’s environment and observe his or her responses. For example, an investigator might present a tone or a flashing light and then see if there is a change in heart rate or if the baby turns its head or sucks more vigorously on a nipple. In some instances, the researcher will present two stimuli at the same time to determine if infants look longer at one than the other. It they do, it indicates that they can tell the stimuli apart and may indicate that they prefer one to the other.
(Source: Atkinson, R.L.et al. Interaction between nature and nurture. Hildegard’s Introduction to Psychology, 13th edition, quoted in Slaght, J, Harben, P.Pallant, A. 2006. English for Academic Study: Reading and Writing Source Book. Reading: Garnet Education)

1 What verbs are used before the following nouns?
_______ procedures, ______change, _________ responses, _______ stimuli
2 What adjectives are used with these nouns?
_______psychologists, _______procedures, ________infants, ________method
3 verb present and noun present: the stress on the verb present falls on the second syllable, unlike the noun present, where the stress is on the first syllable.

yearshappy

Task 2 Using a dictionary to learn collocations

By studying the text in Exercise above, you can be fairly confident that the following phrases are good collocations
, design ingenious procedures
, observe someone’s responses
, introduce a change
, young infants

However, you may not know what other words you could use with the nouns above. For example, what other verbs could you use with procedures? One way of finding out is by using your monolingual dictionary. Some dictionaries give you specific information about collocations.

Example:
, fundamental problem, major problem, real problem, serious problem
, to face problems, to solve a problem, to create a problem, to pose a problem

With this information you can be fairly confident that the following phrases would be correct.
, post a serious problem, face a major problem

In other cases the information may not be given explicitly in your dictionary, but by looking at the example sentences in the dictionary you can identify collocations.

Look at the following example sentences and answer the questions that follow.
1 They are putting pressure on him to accept the job.
2 There is great pressure on the UN to take action.
3 The government is coming under pressure to hold a public enquiry into the matter.
4 I have no doubts at all about her ability to do the job.
5 Some people have expressed serious doubts over the government’s economic policy.
6 There are still some doubts about his suitability for a senior position.
7 I am delighted to have the opportunity to present my ideas to such a distinguished audience.
8 There are now more opportunities for Eastern Europeans to find work in Western Europe.
9 I’d like to take this opportunity to thank you for your help in this matter.

Questions:
A, What verbs are used with the nouns pressure, doubts, opportunities?
B, When pressure, doubts, opportunities are followed by a preposition and noun, what are the prepositions?
C, When pressure and opportunities are followed by a verb phrase, what form does the verb take – ‘to + infinitive’ or ‘verb + ~ ing’?

Complete these sentences with a word in each gap. All the words you need are in your answers to the previous exercise.
1.        All he needs is an opportunity __ show his ability.
2.        Career opportunities __ young people have improved in the last 20 years.
3.        There __ several opportunities for experienced programmers and software designers.
4.        He always __ pressure on the sales team to achieve their targets.
5.        The pressure __ professionals in many walks of life is increasing day by day.
6.        But there _ no doubt that sensible investment will produce a good return.
7.        My financial advisor is sure this is the best possible investment but I _ my doubts.


Task 3 Verb + Noun + Preposition

What prepositions would you need after the nouns in these sentences?
1.        We’re having a lot of trouble __ the new software.
2.        There is a widening gap _ rich and poor countries.
3.        Tariffs on agricultural products have a major impact _ farmers in the developing world.
4.        There is a great deal of concern _ the continuing drought in parts of Africa.
5.        Another dry winter could have a serious effect _ this year’s harvest.
6.        Some people fail to see a connection _ subsidies to farmers in the West and poverty in the developing world.
7.        We need to do business _ the people directly producing the goods.


Task 4 Adjective + Noun

Look at these example sentences and underline the adjectives that are used with the highlighted nouns.
1.        The main purpose of this meeting is to set sales targets for next year.
2.        His sole purpose in attending the meeting was to gather information.
3.        Everyone was there for a particular purpose.
4.        There is a growing demand for organic food.
5.        In the past five years there has been a huge demand for exotic fruit in the UK.
6.        Recent studies show that the costs of importing food over long distances far outweigh the benefits.
7.        The advice she gave was entirely of a practical nature.
8.        It is human nature to want to be successful.
9.        There is growing public concern about the high cost of public transport.
10.        This issue will be discussed in greater detail in the next section.


Task 5 adverb + verb, adverb + adjective

Underline the adverbs in these sentences and then answer the questions that follow.
1.        If we manage natural resources more effectively, the quality of human life could be greatly improved.
2.        Regular exercise can significantly reduce your risk of suffering a heart attack.
3.        A balanced diet is especially important.
4.        The maximum permitted daily dose is clearly stated in the label.
5.        Some patients experience a recurrence of the symptoms.
6.        A knowledge of one or more foreign languages would be particularly useful for this position.
7.        It is becoming increasingly difficult to find people with adequate linguistic skills.
8.        Online shopping is a relatively recent phenomenon.
9.        The problem was probably caused by a computer virus.
10.        Such viruses can spread rapidly and affect millions of computers in minutes.
11.        She strongly disagreed with the decision to replace all the hardware.
12.        Using this system is comparatively easy and the basics can be learned in just a few hours.

Questions:
Which adverbs are used with verbs and what verbs are they used with?
Which adverbs are used with adjectives and which adjectives are they used with?

ggtjll

   

收藏，慢慢学习。

yearshappy

An overview of English Verb Tenses

           (Simple tenses)
1        Simple present – In general, the simple present expresses events or situations that exist always, usually, habitually; they exist now, have existed in the past, and probably will exist in the future.
2        Simple past – At one particular time in the past, this happened. It began and ended in the past.
3        Simple future - At one particular time in the future, this will happen.
It snows in Alaska. I watch television every day.
It snowed yesterday. I watched television last night.
It will snow tomorrow. I will watch television tonight.

(The progressive tenses – Form, be + ing (present participle); Meaning, the progressive tenses give the idea that an action is in progress during a particular time. The tenses say that an action begins before, is in progress during, and continues after another time or action. They are also called the continuous tenses.)
4        Present progressive – He is sleeping right now. (He went to sleep at 10:00 tonight. It is now 11:00 and he is still asleep. His sleep began in the past, is in progress at the present time, and probably will continue.)
5        Past progressive – He was sleeping when I arrived. (He went to sleep at 10:00 last night. I arrived at 11:00. He was still asleep. His sleep began before and was in progress at a particular time in the past. It probably continued. )
6        Future progressive – He will be sleeping when we arrive. (He will go to sleep at 10:00 tomorrow night. We will arrive at 11:00. The action of sleeping will begin before we arrive and it will be in progress at a particular time in the future. Probably his sleep will continue. )

(The perfect tenses – Form, Have + ed (past participle); meaning, the perfect tenses all give the idea that one thing happens before another time or event.)
7        Present perfect – I have already eaten. (I finished eating sometime before now. The exact time is not important.)
8        Past perfect – I had already eaten when they arrived. (First I finished eating. Later they arrived. My eating was completely finished before another time in the past.)
9        Future perfect – I will already have eaten when they arrive. (First I will finish eating. Later they will arrive. My eating will be completely finished before another time in the future.)

(The perfect progressive tenses – Form, have + been + ing; meaning, The perfect progressive tenses give the idea that one event is in progress immediately before, up to, until another time or event. The tenses are used to express the duration of the first event.)
10        Present perfect progressive – I have been working for the company for one year. (Event in progress: studying. When? Before now, up to now. How long? For two hours.)
11        Past perfect progressive – I had been working for the company for one year before my friend came. (Event in progress: studying. When? Before another event in the past. How long? For two hours.)
12        Future perfect progressive – I will have been working for one year by the time you come. (Event in progress: studying. When? Before another event in the future. How long? For two hours.)

Summary examples of verb tenses
1.        The world is round. I study every day. – simple present
2.        I studied last night. – simple past
3.        I will study tomorrow. – simple future
4.        I am studying right now. – present progressive
5.        I was studying when they came. – past progressive
6.        I will be studying when you come. – future progressive
7.        I have already studied Chapter One. – present perfect
8.        I had already studied Chapter One before I began to study Chapter Two. – past perfect
9.        I will already have studied Chapter Four before I study Chapter Five. – future perfect
10.        I have been studying for two hours. – present perfect progressive
11.        I had been studying for two hours before my friends came. – past perfect progressive
12.        I will have been studying for two hours by the time you arrive. – future perfect progressive


Choose an appropriate tense of the verb in brackets – present / past / present perfect / present perfect continuous / future
Dear Maria,
I ________  (try) to write to you for over a week now but I ____ so busy that I _____ (have) time. The children ______ (have) just to play at a friend’s house so while I _____ (have) a free moment, I ____ (think) I _____(write) you a quick note to let you know how we _____ (be).
The move to Brisbane _________ (go) very smoothly and we ______ (stay) with John’s sister and her family while we ______ (look) for a house. It ____ (be) pretty difficult living in a house with so many people but they _____ (be) very tolerant. House prices _____ (be) higher than we ______ (expect) so we ______(spend) several weeks looking for something suitable.
Last Saturday, we finally ____ (find) what we ______(look for). A great big Queenslander with lots of rooms for the kids, bikes etc. we _____ (sign) a contract the same day and if all _____ (go) well, we _______ (move) in sometime next month.
You _______ (have to) come and stay when we ______ (settle) in.
Must run …….
Love to all,
Judith

maxxblue

咨询下LZ，我IELTS 6.5，不过是前2年的事，现在水平肯定下降很多了
现在去TAFE上哪个程度的英语课程合适呢？
我看了个English for further study的，18weeks，352刀+ additional fee 60刀 不知道贵不贵
新移民没住满2年是不是就不可以享受补贴

yearshappy

原帖由 maxxblue 于 17-4-2011 14:35 发表

                               
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咨询下LZ，我IELTS 6.5，不过是前2年的事，现在水平肯定下降很多了
现在去TAFE上哪个程度的英语课程合适呢？
我看了个English for further study的，18weeks，352刀+ additional fee 60刀 不知道贵不贵
新移民没住 ...

6.5 相当不错的雅思成绩了。
通常各TAFE都会要求申请者 interview ， 听你说说话，做些题，然后根据你的成绩安排级别。
我估计3级应该可以的， 发挥好了估计可以4级呢 ， 加油

18周有多少小时授课时呢，是FULL TIME学习的话，这个价格大概就这样了；
注册费我目前为止看到的有30和40澳元的。 还没看到过TAFE有60澳元的注册费呢。

maxxblue

18weeks的FT是每周22－23小时这样
我今天去Kogarah 的St.Geogre TAFE问了，要7月月份才开学，让我5月初再打电话安排interviw，还有那么久......
难道我在家自学