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Unit


Part I Listening & Speaking Activities Part II Reading & Language Activities Part III Extended Activities

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Brainstorming Listening Speaking

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Expressions for language
accent, dialect, pronunciation, syllable, intonation, tone, rhyme, stress, grammar, syntax, structure, context, vocabulary, phrase, word, lexicon, morpheme, prefix, suffix, slang, idiom, jargon

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Expressions for assessing language behavior
appropriate (appropriateness), accurate (accuracy), proper, fluent (fluency), erroneous, meaningful, logical, nonsense, make no sense, comprehensible, readable, to the point, redundant, repetitive, wordy, concise, precise, formal, informal

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Expressions for using a language
express, read, scan, listen to, translate, interpret, summarize, paraphrase, outline (vt.)

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Expressions for types of language use
poetry, sonnets, fiction, nonfiction, novel, story, news reports, document, script, lyrics, summary, essay, composition, dissertation/ thesis, autobiography, biography, note, memo speech, conversations, dialogue, monologue, lecture, interview, presentation

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Expressions for types of language users
writer/author, reader, translator, interpreter, poet, scriptwriter, playwright, copywriter, reporter, journalist

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Expressions for learning a language:
rote learning, review, preview, revise, make notes, repeat, communication, interaction, input, intake, output, language aptitude, learning strategies

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Listen to a story (approximately 300 words long) twice and retell immediately after you’ve heard it.
Yes / No

Information Points 1. Pat Jones when 22 2. decided to travel around the world and see many places when young 3. after finish college at home in Britain, 4. first visit Latin America 5. find a job secondary school in Bolivia as English teacher 6. spoke Spanish able to communicate even students not know English 7. A sentence read stuck in mind: dream in a foreign language you then master it 8. repeat it to students, hoping she dream in Spanish they in English 9. Tim, worst student, explain in Spanish for not doing homework

Information Points (Con’t) 10. gone to bed early sleep badly 11. Pat angry explanation nothing to do with homework 12. dream all night in English 13. surprised since a bad student 14. jealous not in Spanish yet 15. encourage Tim to ask for the dream 16. all people spoke English 17. signs, newspapers, magazines, TV programs in English 18. Wonderful, what did they say to you? 19. I’m sorry, that’s why I slept badly 20. No idea what they said; nightmare

Yes /No

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Listen and answer the following questions: 1. Why is Li studying a foreign language?
--Li felt from his middle school days that he had a talent for language, both the mother tongue and English. But later he questioned his decision and language aptitude. Despite his doubts he has become more interested in and fascinated by learning a new language.

2. What is his attitude toward learning vocabulary, grammar, pronunciation?
-- He doesn’t think they are difficult.

3. What, according to Li, is the most difficult aspect in learning English? And why?
--He finds what stands in his way when learning English is the special use of certain words, i.e. idioms. They are not easy to understand although they consist of familiar words; and there is a huge body of idioms for learners to master.

4. How does Li define the term “idiom”? --An idiom is an expression whose meaning cannot be derived from the meaning of the individual words in the expression. 5. How did he misunderstand a British student the other day? -- Li was told that the British student watched a football match and got a kick out of it. Li thought he was hit by the ball or kicked out of the stadium by a football player. Actually the British student meant he had got a lot of fun from watching the match. 6. Which area of language is Li going to study in the future? --Li is interested in cultural studies, which he thinks is a neglected but very important area, because he believes that it is mainly the cultural aspects of language rather than the other linguistic aspects that determines successful communication.

kick the bucket [euphemism -- die] ? be the top dog / wear the pants e.g. Mr. Brown has been our top dog for 25 years, but he's retiring. Three of our senior executives are fighting for his job and nobody knows who'll end up as new top dog. The old man still owns the shop and comes to work. But his son wears the pants now. ? mad money e.g. The other day we ran out of gas sixty miles from home. I had forgotten my wallet. But we were lucky - my wife remembered she had her mad money, so we were able to buy gas to get back home. ? be on thin ice e.g. Young man, unless you start turning in your assignments on time and pull up your test scores, I have to tell you that you are on thin ice in this class. Right now you're very close to failing.
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a fat cat e.g. I hate to see fat cats showing off all their money, but I would sure love to be one myself. But I guess my only chance of being a fat cat is to win ten million dollars in the lottery. poker face e.g. I never know whether my boss likes my work or not -- he is a real poker face! rain check e.g. I'd love to go out with you, Ben. I'm sorry I'm busy tonight, but I'd like a rain check. have a heart e.g. Charlie, I know I've owed you the hundred bucks for a long time. But, have a heart: give me a little more time because I really don't have it right now. cross my heart e.g. "Billy, cross my heart, it wasn't me who broke your bicycle.“ rub elbows with … e.g. If you travel across America by bus, you rub elbows with all sorts of people. You'll meet older retired people, young students and others who ride the bus because it's cheaper than flying.“

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Choose several questions from the following list and interview your partner about them:

1. When did you start learning English? 2. Do you enjoy English learning? 3. Do you think you have a talent for learning a language? 4. Why did you choose English as your major at college? 5. What is the most difficult aspect in learning English? Why? How do you intend to deal with it? 6. How do you manage to remember new words? 7. Do you think it is helpful to recite passages? 8. What do you think is the best way to improve your pronunciation? 9. What do you read out of class? 10. What would you choose if you have a chance of learning another foreign language? Why?

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Task 1: Conversation/ play A conversation/ short play about misunderstanding caused by the misuse of language in communication (e.g. idioms, pronunciation) Task 2: Conversation / Play A conversation / short play about misunderstanding caused by the use of different dialects of English (e.g. American English vs. British English) Task 3: Mini-lecture A short lecture introducing several interesting idioms and their stories.

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Task 4: Story telling A story based on the picture on page 60. Task 5: Play --- China English? A short play about difficulties in explaining to foreigners those objects or ideas characteristic of Chinese culture (e.g.旗袍,皮蛋,蚂蚁上树等). You could also briefly present your view on the proper way that such things should be expressed in English. Task 6: Debate --- The younger the better? A debate on the issue whether children can do better in learning a foreign language than adults.

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Pre-reading Tasks ? Read the Text ? Post-reading Tasks ? Words & Expressions ? Language Work (A, B, C)
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Pre-reading Task 1. Why do people learn a foreign language? (e.g. Chinese EFL learners) 2. What is the difference between learning a language and learning how to drive a car? 3. Why do people using the same language sometimes have trouble understanding each other?
Read the Text - Questions for skimming: 1. What aspects of language learning are discussed in the text? --Three important aspects of language learning:
(1) Learning a language is a life-long activity and cannot be done systematically with clear ultimate success; (2) Words, besides their core meanings, are often used creatively and have extended meanings; (3) There are variations and dialects within one language;

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2. How does the author put forward his points?
--By trying to clear up three related misconceptions about language learning.

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Read the Text – Questions for reading comprehension
--Language learning is a fixed unchanging process. It can be learned systematically (just like learning geometry and riding a bicycle)and with clear ultimate success.

1. What is the first misconception held by people?

2. What do people realize after learning a language?
-- they need to work very hard to succeed and they are not masters of their own mother tongue.

3. Why is studying a language an endless voyage?
-- Language is a complex affair with a variety of regional dialects and social styles; and it is also the product of the historical mingling of other languages (e.g. English as a hybrid)

4. How has the English language developed into its present form?
-- It was originally a form of ancient German. Later it collided with a special kind of old French and was subjected to several waves of Latin and a flood of Greek. Some other languages have also enriched the English language.

5. What is the second common misconception about language? --Words have fixed and clear-cut meanings. 6. What is the purpose of the two examples cited in the section? -- To show that words have extended uses in addition to their core meanings. E.g. “man” can be used to mean “a playing piece that we move in a game of chess” or used as a verb to mean “supply people needed in operational posts”. 7. What can be the effect of a slight “misuse” of words? -- It can give extra meanings which are legitimate extensions of the core meanings and it is part of the reason why language is so pleasurable and creative. What kind of person is compared to a cat? -- bad-tempered woman What is a cabbage man? --OFFENSIVE a person who has lost all their powers of thought or speech usually as the result of a serious accident or illness 8. What is the third misconception about language? -- Every language is equally used and understood by all its practitioners everywhere. 9. What is wrong with this misconception? -- The fact is that there are varieties within one language due to regional, social and cultural differences. 10. What is the lesson that you, as a language learner, can draw from this text?

Time

Event and Its influence on English

3000 B.C. – 1000 B.C.
55 BC– 410 AD 5th century

The Indo-Europeans lived in Britain, calling themselves “Celts”.
Julius Caesar and his army conquered Britain and the native Celtic language was influenced by Latin. The Angles and Saxons invaded Britain and the language of Angles and Saxons (Old English) came into contact with the Celtic language.

597 AD 750 AD – 1050 AD 1066 AD 16th century

Saint Augustine introduced Christianity into Britain and hundreds of Latin and Greek words entered Old English. The Vikings attacked Britain and their language Norse collided with English
The Norman Conquest brought a dual-language period in history (Old French as the official language) The Renaissance (The humanistic revival of classical art, architecture, literature, and learning that originated in Italy in the 14th century and later spread throughout Europe.); Many Latin and Greek words came into English

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Discussion
1. What if a language learner has these misconceptions mentioned in the text? 2. Have you ever had misconceptions of language and language learning? 3. Do you know any other common misconceptions among people about language and language learning? The young the learner the better he/she can learn a foreign language. Grammar rules should not be explicitly taught. Native speaking teachers can teach more effectively. Extroverted language learners can learn better. Second/Foreign language learners can never achieve native-like competence.

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Summary
A. Summarize the story By clearing up three misconceptions of language learning, the author intends to help the learners become aware of three aspects of language and language learning: (1) language is not a fixed unchanging thing and learning a language is a lifelong task; (2) words have extended meanings in addition to their core ones; (3) practitioners of the same language may not necessarily understand each other.

B. Summarize the paragraphs

Paragraph 1: The author agues that, contrary to the view that language could be learned systematically with clear ultimate success, learning a language is actually a lifelong activity. Paragraph 2: The author uses the English language as an example to show that every language is a complex affair, and learning a language is thus, metaphorically speaking, an endless voyage. Paragraph 3: The author discusses the second misconception that words have fixed and clear meanings, and points out that words, beside their core meanings, are also used creatively and have extended meanings. Paragraph 4: The author discusses the misconception that the speakers of a language speak exactly the same variety and have no problems understanding each other. Dialect users of the same language in fact may not necessarily understand each other
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Reproduce the text (p.64)
Third, endless Second language, equally voyage, misconception, fixed used complex unchanging, and understood words, affair, geometry, fixed, standard byclear, all, bicycle, form standard e.g. but man, systematically, regional forms legitimate UK dialects, understand ultimate extensions, social success, U.S., styles, core, similarity historical great, give up pleasure, dialect when mingling, genius users discover, arise, have English, slight experience problems, hybrid, misuse, makes Brooklyn ancient cat , cabbage realize: German, vs. Cockney, (1)French, workcolonel hard Latin, (2) vs. Greek, barely flower masters other boy

in question [(formal)under consideration, concerned, discussed] e.g. Lets us stick to the point in question. ? ultimate [final] e.g. Becoming president is his ultimate goal. ? subsequently [afterwards] ? embark on/upon [start to do] e.g. We're embarking on/upon a new project later this year. ? mingling [mixture, combination] ? hybrid [mixture of two very different things] ? collide with [come into (violent) contact with, encounter] e.g. It was predicted that a comet would collide with one of the planets.
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be subjected to [be caused to experience or suffer] [Word Study] e.g. All the new recruits were subjected to intense and rigorous training for the first three months. ? be in contact with [regularly meet or communicate with] e.g. Have you been in contact with anyone with the disease? have/make/lost contact with sb. ? legitimate [acceptable according to the law] ? arise [be created or caused by] e.g. an overwhelming sense of guilt arising from/out of my actions ? equivalent [sth. having the same value, purpose, qualities] e.g. There is no English equivalent for 'bon appetit' so we have adopted the French expression. ? to the extent that + clause [to a particular degree or stage, often causing particular results] e.g. Sales have fallen badly this year, to the extent that we will have to close some of our shops.
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1. subsequently ? 2. ultimately ? 3. equivalent ? 4. mingling ? 5. legitimate ? 6. literal ? 7. Identification ? 8. convey
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The government hopes to gain enough support for the project in question. The rescue party embarked on freeing the boy trapped in the hollow tree. The expedition travelling in outer-space has been in contact with the scientists on the earth. I have had a variety of experiences with glue. But glue and I simply are not meant for each other. Dad and I differ completely and don’t see much of each other. After all, I still love him, for he is my father. With restrictive bindings applied to my knees, I was clumsy to the extent that I could only hobble along. The carpenter could only find bits and pieces to do in the basement. It often happens in many families that the value system of the older generation collides with that of the younger generation.

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1. a. All the new recruits were subjected to intense and rigorous training in the first three months. b. Years ago, black children were subjected to racial discrimination in many schools. c. The land on either side of the Yellow River was often subjected to floods. 2. a. If people don’t know him well, they would think that he is somewhat difficult to get along with. b. Though he had made a lot of preparation for the exam, he still felt somewhat nervous. c. She is considered a somewhat fussy girl since she’s serious about everything and makes exaggerating comments.

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3. a. The little girl is too young to convey her idea coherently. b. Profound gratitude and affection toward his first English teacher was conveyed in the speaker’s speech. c. Her smiles explicitly conveyed her satisfaction with her daughter’s performance. 4. a. He claims that he can offer me a job, but I don’t believe him. b. Now some young people claim that life is just about enjoying oneself. c. Hitler claimed that he would represent the will of German people. 5. a. The customer complained that she had had a problem with the new shoes. b. They have serious problems communicating with each other due to their different family background. c. Without Braille, blind people would have great problems reading and writing.

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If one holds these conceptions, one will very likely be disappointed with the result of the learning and may eventually give up the study. If one is afraid of taking language learning a lifelong task, one will not succeed. Learning a language requires both hard work and perseverance. If one thinks all the English words are created by native speakers, one underestimates the complexity of the English language and will not be well prepared for the hard work of learning English vocabulary. If one thinks so, one would find it difficult to understand creative use of language and consequently fail to appreciate much of the pleasure that language offers. If a dictionary becomes the straight-jacket of one’s language use, figures of speech (such as simile and metaphor) will largely disappear.

Dictation ? Read More ? Grammar Work ? Translation ? Cultural Information
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All languages change constantly. //When speakers of a single language are divided into different groups by region or social status, // the dialect of each group develops into its own way. //At some point, these groups will no longer be able to understand each other. //And one language may split into several languages// which are different but clearly related. // We have historical evidence of such a change in the case of Latin. //After the fall of the Roman Empire in the fifth century AD, //the various Latin-speaking groups in Europe lost touch with each other, //and Latin developed into the “romance” languages, //so named for their Roman source, //including Portuguese, Spanish, French, Italian and Romanian. //Today, these are distinct languages. //A Romanian speaker will not understand a French speaker. //But the historical connection will be seen in their vocabulary. //For example, the word “fish” looks quite similar in form in Latin, Italian, French and Romanian.//

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Questions for reading comprehension: 1. Why did the ancient Greeks and Romans make up wondrous tales of gods and goddesses? -- In order to explain those mysteries of nature, they made up the fanciful tales of powerful creatures called gods and goddesses. 2. Who ruled the world for many years? Who overthrew them? Who ruled the sea and the dead? --The Titans (Uranus (Heaven) and Gaea (Earth)); Jupiter; Neptune尼普顿; Pluto普路托 3. How, according to the ancient Greeks and Romans, were thunderbolts formed? --Vulcan (god of the forge) fashioned them and Jupiter hurled them across the sky in the midst of storms. 4. What did the Greek myths describe Apollo? -- god of sun who drove his golden chariot through the sky every day, bringing light and heat to the world.

5. As described in the Greek myths, why did the earth once become barren? -- Pluto abducted Persephone (daughter of Zeus and Demeter, goddess of agriculture and fertility) so Demeter was so angry that she allowed barrenness and famine to spread over the earth. 6. What is the influence of ancient myths on our culture and language ? -- many common words daily used come from those myths. 7. What does “atlas” mean? What is the story behind the word? -- a book of maps; Atlas阿特拉斯 was condemned to hold the world on his shoulders. 8. Which word did we get from the goddess Ceres? What was she responsible for? -- cereals; goddess watching over the grains 9. What does “tantalise” mean? Where does it come from? What did Greek mythology tell us? -- Tantalus was punished by being kept from drinking and food, always in a state of hunger and thirst. 10. What does the sentence mean “They are fighting a titanic struggle”?

Greek Myth Zeus Hera Poseidon Hades Aphrodite Ares Artemis Athena Hermes Hephaestus Apollo

Roles Supreme god Wife of Zeus, principal goddess, protector of marriage Brother of Zeus, God of the sea Brother of Zeus, God of the underworld Daughter of Zeus and Dione, Goddess of love and beauty Son of Zeus and Hera, God of War Daughter of Zeus and Leto, twin sister of Apollo, Goddess of hunting and the Moon Goddess of wisdom and skill, guardian of Athens God of commerce and cunning and invention and theft, also the messenger of gods God of fire and metalworking Son of Zeus and Leto, God of light, prophecy and poetry and music and healing

Roman Myth Jupiter Juno Neptune Pluto Venus Mars Diana Minerva Mercury

Vulcan
Apollo

[1] Achilles’ heel —one’s small but fatal weakness [2] a Trojan horse —sth. or sb. that is deceiving and attacks and weakens sth secretly from within [3] narcissism —too great love for one’s own ability or physical appearance (from Narcissus, a beautiful young man who fell in love with his own reflection) [4] psyche —soul; spirit (from Psyche, goddess of the soul) [5] play Cupid for sb —act as match-maker for sb [6] be hit by Cupid’s arrows —fall in love with sb

[7] an Iliad of woes —a succession of miseries Illiad- a Greek epic poem (attributed to Homer) describing the siege of Troy [8] siren —an apparatus for making a loud and long warning sound: police sirens; fire sirens, etc. (from Sirens whose sweet singing charmed sailors and caused the wreck of their ships) [9] Pandora’s box —a large number of problems or evils Pandora- the first woman; created by Hephaestus on orders from Zeus who presented her to Epimetheus (brother of Prometheus)along with a box filled with evils [10] Oedipus complex —(in Freudian psychology) an unconscious sexual desire by a young boy for his mother combined with hatred of his father

fashion [FORMAL make (an object or a work of art)] e.g. Stone Age settlers fashioned necklaces from sheep’s teeth. ? abate [FORMAL (of something bad or undesirable) becomes much less strong or severe] e.g. The storms had abated by the time they rounded Cape Horn. ? in an attempt to do …, … e.g. They closed the road in an attempt to reduce traffic in the city. ? overthrow [remove sb. from power by force] ? thereupon [happening immediately after something else has happened]
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give sb. credit for (a good quality) [believe that sb. has it] e.g. Brat had more ability than the media give him for. ? condemn sb. to do sth. [punish sb by asking him/her to do sth.] e.g. They were condemned to spend the rest of their lives in prison. ? tell of e.g. He told us of his extraordinary childhood. ? entrust sth to sb. [make sb. responsible for looking after sth.] e.g. The parents wanted to entrust their kid to the best surgeon. ? recede [move away] e.g. As she receded he waved goodbye. Just as I started to think that I was never going to get well, the illness began to recede. ? echo e.g. The sound of footsteps echoed round the hall. The ideas of Plato have echoed through the ages.
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a. Conditionals A. Real conditionals B. Unreal conditionals

1. Even if it rained in torrents tomorrow, I wouldn’t stay there all day long. 2. She would be prepared to come the party provided/providing that she could bring her daughter. 3. I won’t tell your parents about it on condition that you apologize for your rudeness. 4. Fred will be at school next week providing/provided that he has recovered from his cold.

5. If we don’t want to be late, we’d better call a taxi now.
6. Detergents can’t harm a fabric provided/providing that it is properly dissolved. 7. Supposing / Suppose all the doors were locked, how would you get into the house? 8. Supposing/Suppose you were left on a deserted island, what would you do first then?

Subordinate If I, we, she, he…+ did …/were… I, we, she, he…+ had done…

Main Clause I, we, she, he …+ would (should) do…. I, we, she, he …+ would (should) have done…

Contrary to present past future

I, we, she, he …+ did/were I, we, she, he …+ would (should) to/should do… do …

e.g. If I were ten years younger, I would consider entering the marathon. If I had met Johnson yesterday, I would have told him about it. If you should come tonight, you would see Rachel.

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Omission of “If” e.g. Were she younger, she would do it. Had he known her address, he would have gone to see her. Should it rain, the crops would be saved. Were they to go home for holiday, I would go with them. Mixed If-conditional clause e.g. If they had studied hard, they could do it easily now. If he had not taken my advice, he wouldn’t do it much better like this. If it had rained last night, it would be very cold today. More cases e.g. It’s (high) time that we went to bed. He behaves as if he owned the place. He talks about Rome as though he had been there himself. I’d rather you told me the truth. But for your help, we couldn’t have succeeded in the experiment. If only the alarm clock had rung. I carry a spare wheel in case I have/ should have a puncture. It is suggested that we (should) hold a meeting next week. (suggested, ordered, proposed, required, demanded, requested, insisted, etc. ) It is necessary that he (should) come to our meeting tomorrow. (important, necessary, natural, strange, etc) It is a pity that Ross (should) leave for China soon and miss the party tonight. (a pity, a shame, no wonder, etc. )

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a. Learn how to SAY whispered/murmured gently/softly whispered/murmured gently/softly muttered angrily/bitterly/irritably/furiously screamed hysterically stuttered nervously yelped painfully b. give sb. a talking-to --- scold sb. talk shop --- talk about work all the time talk behind one’s back --- say bad things about sb. when he/she is not there talk down to sb. --- talk to sb. as if you were superior small talk --- social talk about ordinary or unimportant matters a talking point ---a subject on every one’s lips

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1. Did James have dinner with you on the night in question? 2. The coach was satisfied with the ultimate victory of the match.

3. To remove the language (linguistic) barriers in communication among peoples in the world, many linguists have embarked on the study of a new universal language (a new lingua franca).
4. The advent (emergence) of joint-venture enterprises has increased our opportunities to have contact with people overseas. 5. The mother asked him to gather up the bits and pieces of his belongings from the desk and put them in the drawers.

6. Their quarrel/argument arose out of a small joke.
7. The photo is too blurred for me to identify the girl in it. 8. If someone claims to have the ability to talk to ghosts, would you believe it?

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You are allowed 35 minutes to write an essay about 200 words on the following topic. Euthanasia, a mercy killing, has become a heated topic recently. What’s your attitude towards it? Give your reasons to support your opinion.


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