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Reading Activity
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Writing Skill
根据英语语法，由两个或两个以上同一层次语法单位组成的结构，其中前项和后项所指相同，句法功能也相同，这种结构叫做同位结构。组成同位结构的语法单位叫做同位成分，后一同位成分通常叫做前一同位成分的同位语。名词，名词短语或从句都可以作同位语，对前一个名词或代词作进一步解释或说明。同位语可分为两种：即限定性与非限定性。限定性同位语和它前面的同位成分关系密切，行成一个整体，这种同位语就直接放在它所修饰的名词或代词后面。而非限定性同位语只是对前面的同位成分提供补充信息，起着非限定定语的作用，此种同位语与它所修饰的名词或代词之间用逗号或破折号分开。例如：
1. We students are working very hard. （限定性同位语）
2. This is Miss Green, a middle school teacher. （非限定性同位语）
3. He is now faced with an important decision — a decision that
can affect his entire future.
(非限定性同位语)
4. The fact that he is wrong is obvious. （限定性同位语）
值得注意的是：非限定性同位语在语义上起着非限定性定语从句的作用，也可以把它变成一个独立的句子。例如：
1. My brother, a proud and independent man, refused all help
that was offered to him. (相当
于 My brother, who is a proud and independent man, refused
all help that was offered
to him.)
2. The day was Friday, the second of May. (相当于The day was Friday,
which was the second
of May或The day was Friday. It was the second of May.)
(Now, you know the grammatical features of appositives. Let’s
do the following exercise)
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Guided Writing
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Part I
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Key
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1. This is Mr. Black,
director of our hospital.
2. “Leave it to me,” said Peter, the man on duty.
3. Qinghai Lake, the largest inland body of salt
water in China, lies
3195 meters above sea level.
4. The whole plan was completed within three months,
half the
usual time.
5. He read all kinds of books, ancient and modern,
Chinese and
foreign.
6. The fear that he might not be able to accomplish
the work
disturbed him greatly.
7. My suggestion that we stick to our original
plan was finally
accepted.
8. This theory was advanced by Li Siguang, a famous
Chinese
geologist.
9. Formerly a worker himself, he is now an engineer.
10. A mother of three children, she has now entered
college again
for further education.
11. We expressed hope that Mr. and Mrs. Morrison
would come
and visit China again.
12. I’ve come from Mr. Lin with a message that
he won’t be able
to see you this afternoon.
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Combination: The Appositive（同位语）
Reread the last paragraph of the text of this unit, paying
attention to the parts of the sentences after the dash（破折号）.
They are called “ appositives” in grammar. An appositive is
usually a noun, a noun phrase or clause added to another noun
or pronoun as an explanation. The appositive may directly follow
the noun or pronoun it modifies（修饰） or be separated from it
by a comma（逗号） or a dash, depending on their relationship.
Write out a complete sentence with each pair of separated
ideas given below after the models:
Models:
1. Man still has a lot to learn about the most powerful and
complex part of his body.
That part is the brain.
—Man still has a lot to learn about the most powerful and
complex part of his body—the brain.
2. Then we three began to get things ready for the trip. The
three of us are John, Helen and myself.
—Then we three, John, Helen and myself, began to get things
ready for the trip.
1. This is Mr. Black. He is director of our hospital.
2. “Leave it to me,” said Peter. Peter was the man on duty.
3. Qinghai Lake is the largest inland body of salt water
in China. It lies 3195 meters
above sea level.
4. The whole plan was completed within three months. That
is half the usual time.
5. He read all kinds of books. They were ancient and modern,
Chinese and foreign.
6. He feared that he might not be able to finish the work.
The fear disturbed him
greatly.
7. I suggested that we stick to our original（最初的）plan. My
suggestion was finally
accepted.
8. This theory was advanced by Li Siguang. Li was a famous
Chinese geologist（地
质学家）.
9. He was formerly（以前）a worker himself. He is now an engineer.
10. She is a mother of three children. She has now entered
a college again for
further education.
11. We expressed a hope. That hope was that Mr. Morrison
would come and visit
China again.
12. I’ve come from Mr. Lin with a message. It says that
he won’t be able to see you
this afternoon
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Part II
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Key
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| If scientists can discover how
the brain works we will be able to make better
use of our minds. For example, some children learn
to speak, read and write earlier than the others.
How this happens still remains a mystery for scientists.
If they find out the real cause in their brain
research, we can improve our teaching methods
. Another example is people’s ability to remember
things. If we know how our brain accepts, organizes
and stores information, then we may have fewer
problems in learning new things. The efficiency
of study will be greatly increased.
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Paragraph writing
Directions: Give two examples to illustrate the statement that
if scientists can discover how the brain works we will be able
to make better use of our minds. Use six to eight sentences
to complete the composition. A review of paragraph five, six
and seven may help you express yourself
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