Unit_7

Unit7

PART II FOCUS

Coordination

A.

Basic coordinate formula

Suggested answer to the exercise

Coordination = Item A + and/but + Item B

B.

Coordination at different grammatical levels

Suggested answer to the exercise

a. words

b. phrases

c. clauses

d. sentences

Reference for the Classroom Activities

Ask student to work on their own and expand the sentences in the same way as the

example.

C.

Coordination with different types of coordinators

a.

single coordinators

Suggested answers to the exercise

a. and/or

b. or

c. but

d. and/or

e. and/ or

f. or

and indicates that the two items are similar.

but

indicates

that

the

two

items

are

different,

and

that

there

is

a

transition

between

them.

or indicates that the two items are both possible, but do not take place simultaneously.

b.

Paired coordinators

The following is a list of paired coordinators that are commonly used.

Some other paired coordinators

neither

…

nor, whether

…

or, not

…

but, not(only)

…

but also

…

Suggested answers to the questions

1.

Paired coordinators can better emphasize the idea that the two items

are closely

related.

2.

Paired coordinators can make sentences more formal, so they often used in formal

situations.

c.

serial coordination

In serial

coordination, we use commas

to

link the items,

and put

the coordinator in

front of the last item to indicate their relationship. Therefore, its formula may be:

Coordination in series = Item A, Item B, Item C,

…

, Coordinator +Last Item

Note: there should be a comma before the coordinator.

Reference for the Classroom Activities

1. a. and

b. and

c. and, or

d. or

e. or

f. and

2.

a.

Without

a

coordinator,

“

the

elusiveness

of

the

enemy,

the

widespread

use

of

drugs,

the

American

soldier

’

s

sense

of

outrage

”

creates

a

quick

pace,

thus

emphasizing the difference.

b.

Without

a

coordinators

in

the

first

part,

“

no

pattern,

no

meaning,

no

larger

significance

”

shows a kind of frustration, or even indignation. By repeating the

coordinator in the second half, the writer may wish to indicate that his frustration

and indignation have been gradually replaced by fatigue and resign.

3.

a.

In

this

city

that

school

is

the

only

one

without

compulsory

courses

or

nor

various exams./ In this city that school is the only one with neither compulsory

courses nor various exams.

b.

For

the

first

time

he

saw

his

father

not

as

a

giant

of

his

childhood,

but

as

a

lonely and helpless man.

c.

The

monitor’

s

duty

is

to

organize

and

coordinate

class

activities,

and

bridge

students and teachers.

d.

Whether

measured

in

terms

of

money

spent

or

in

terms

of

people

involved,

education has become the largest industry in China./

Either in terms of money spent or

in terms of people involved, education has

become the largest industry in China./

Both in terms of money spent and in terms of people involved, education has

become the largest industry in China.

Coordination at the sentence level

Reference for the Classroom Activities

1.

a. The sun is rising higher and higher, and the travelers are feeling hotter and

hotter.

b.

The

exam

is

going

to

end

in

five

minutes,

yet

Judy

still

has

two

essay

questions left.

c.

The

boy

wants

to

major

in

philosophy,

but

his

parents

want

into

to

be

a

doctor in the future.

d. I had planed to go to Hangzhou during the National Day holiday, but I was

frightened back home by the large crowds of people at the railway station.

e. I will not read this letter, nor will I read any letter he writes me.

2.

a. and

b. but

c. but/ yet

d. Either

…

or

Functions of coordinate sentences

Suggested answers to the questions

1.

Yes, they express the same idea.

2.

In the sentence a, the two ideas are isolated, but in sentence b, they are related:

Jane

’

s frequent visit to the shop are a logical consequence of her attitude to it.

3.

Sentence b indicates a closer relationship between the two ideas.

4.

The two ideas in Sentence b are equally important.

Reference for the Classroom Activities

1.

Students

’

answers may wary, and the following is just for reference.

a.

I

have

learned

English

for

over

ten

years,

but

I’

ve

never

talked

to

a

foreigner.

b.

I know the house is too expensive, and

I’

m not really considering buying

it.

c.

My teacher had warned that

I might not be able to pass that test,

yet

I

still had a try.

d.

Almost all of us worked hard before the exam, and

we were all awarded

very high marks.

e.

He saved the boss

’

s life,

so he is the only who can enter the boss

’

s office