英语阅读理解中的语法应用英语阅读理解中的语法应用.ppt

GRAMMAR FOR READING Geoff Barton * LITERACY FOR LEARNING LITERACY FOR LEARNING LITERACY FOR LEARNING LITERACY FOR LEARNING LITERACY FOR LEARNING LITERACY FOR LEARNING LITERACY FOR LEARNING LITERACY FOR LEARNING LITERACY FOR LEARNING Multiple Narrative Fun In thirty-five feet of water, the great fish swam slowly, its tail waving just enough to maintain motion. It saw nothing, for the water was murky with motes of vegetation. The fish had been moving parallel to the shoreline. Now it turned, banking slightly, and followed the bottom gradually upward. The fish perceived more light in the water, but still it saw nothing. The boy was resting, his arms dangling down, his feet and ankles dipping in and out of the water with each small swell. His head was turned towards shore, and he noticed that he had been carried out beyond what his mother would consider safe. He could see her lying on her towel, and the man and child playing in the wavewash. He was not afraid, for the water was calm and he wasn’t really very far from shore – only forty yards or so. But he wanted to get closer; otherwise his mother might sit up, spy him, and order him out of the water. He eased himself back a little bit so he could use his feet to help propel himself. He began to kick and paddle towards shore. His arms displaced water almost silently, but his kicking feet made erratic splashes and left swirls of bubbles in his wake. The fish did not hear the sound, but rather registered the sharp and jerky impulses emitted by the kicks. They were signals, faint but true, and the fish locked on them, homing. It rose, slowly at first, then gaining speed as the signals grew stronger. The boy stopped for a moment to rest. The signals ceased. The fish slowed, turning its head from side to side, trying to recover them. The boy lay perfectly still, and the fish passed beneath him, skimming the sandy bottom. Again it turned. The boy resumed paddling. He kicked only every third or fourth stroke; kicking was mor