【正文】 用、整合和調(diào)節(jié)，而才學(xué)是審視、思考、探究、形成理論、批判和想象。 例如： adjust a radio (dial) 調(diào)準收音機的選臺指針 adjust color on a TV 調(diào)整電視的色彩 adjust one’s tie in a mirror 照鏡子整理領(lǐng)帶 adjust a telescope to one’s eyes 調(diào)節(jié)望遠鏡使之適合眼睛觀看 adjust a clock 調(diào)準時鐘 3) adapt作及物動詞時，還有“（改裝）使適合；改編”之意，其同義詞是modify，不是adjust。 He adapted his old car engine to the boat. 他把他的舊汽車上的引擎用到那只船上。 例如： Cycling is highly beneficial to health and the environment. 騎自行車對身體和環(huán)境都大有裨益。 Usages sb/sth. do/is sth. , then perhaps … 用于表述“在特定條件下可能發(fā)生的事情”。 3. While sth./sb is/does …, sb/sth. else is/dos …用于表述“人與人之間或事與事之間的反差”。 Life is like a big swing, dangling between the depths of happiness and sadness. b. 生活沒有目標猶如航行沒有指南針(pass)。 Marriage is like a beleaguered fortress: those who are without want to get in, and those within want to get out. 2. How to write a college essay: An essay normally has three main parts: Introduction, body and conclusion. Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be an opinion, an attitude or a stand about the topic. Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, parison and contrast, classification, argumentation, etc. Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end of the conclusion, the writer’s final thoughts on the topic may be added such as a predication, a suggestion, or a warning. Writing practice Directions: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow. Topic: Grammar, a headache to me Introduction: Thesis statement: English Grammar is a big headache to me. Body: Example: The difference between used to and be used to Conclusion: I’m allergic to learning English grammar. More topics: ? Learning English through imitation / repetition ? Learning English with / without grammar IV. Structure Analysis: Main idea of section A: this text is a narrative that talks about the author’s personal experience in giving an effective English lesson to his son. He claims that students can learn better if they are properly taught. Part I (Paras. 15) This part introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. Part II () This part contains two major sections to support the author’s point of view. The first section claims that students should not be blamed for their language deficiency due to two major reasons:1) they are misled by the language environment。 Note The heavens means the sky: here search the heavens for the right words implies the student tried hard to find suitable words to describe what she saw and experienced when traveling in Europe. civilization of Greece and the glory of Roman architecture were captured in condensed nonstatement. () Meaning: The civilization of Greece and the glory of Roman architecture were just described in one word rather than a plete statement because of her inability to choose appropriate words to express herself 。s language inability was much more intense than her excitement. 5. Surely students should be able to distinguish between their/there/they39。re on the obvious difference between plimentary and plementary distinguish: recognize the differences between things 區(qū)別；辨別 A formal education with emphasis on history literature and culture helps a person learn how to distinguish right from wrong著重于歷史、文學(xué)和文化的正規(guī)教育能幫助一個人學(xué)習(xí)如何明辨是非。 ★distinctive: a. easy to recognize because of being different from other people or things of the same type與眾不同的；特殊的；特別的 The distinctive design of a product provides a powerful petitive advantage over other products. 一個獨特的產(chǎn)品設(shè)計具有比其他產(chǎn)品更強有力的競爭優(yōu)勢。s no good reason to criticize our students. Which is unfair to them. 8. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. (para. 7) Meaning: In addition, the young teachers obviously know little about these important structures of language since they also didn’t have the chance to deal with them in their prior learning experiences. moreover: ad. (fml.) in additionused to introduce information that adds to or supports what has previously been said 而且；再者；此外 Moreover, they bee more concerned about their health as they grow older. 此外，隨著年齡的增長，他們更加關(guān)注自己的健康。s flying so unsteady.‖ (para . 8 ) Meaning: The opportunity to teach him English came when we were both on a car heading for our trip. On seeing a bird flying unsteadily, he mented that the bird was flying unsteady. jerk: n. [C] a sudden quick movement 猛的一動；猝然一動 The old bus started with a jerk, so the passengers shook a sudden. 那輛舊的公共汽車猛地一動，車上的乘客都突然搖晃了一下。 10. Curious about my correction he asked me what an adverb was. Slowly, I said, ―it39。 for example, Dad drives the truck. Drive is the verb because it39。 12. Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a wellconditioned car (para. 11) Meaning: Maybe, you should regard language as a road map and a very precious property you have. You should often look at the road map (review grammar) and make small changes to your car engine (improve vocabulary). Meaning beyond words: The road map and the car are used metaphorically to mean that grammar and vocabulary are powerful devices that will enable you to freely explore in the language world. 13. Equipped