hedge in discourse
语言学discourse-analysis课件
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2.2 Topic and comment 话题和述题
• Topic话题: what the utterance is about. • Comment述题: what is said about the topic.
• Topic is the element of a sentence that functions as the center of attention.
• written
spoken
• Used interchangeably now
语言学discourse-analysis
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1 Discourse and Discourse Analysis
• Discourse analysis • Discourse linguistics/ discourse studies/ text analysis
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2.1 Given and new information
• Forms of N/G information: • New-information carriers usually receive more stress, and they are
commonly more elaborated, e.g. with a full noun phrase, relative clause or adjectival modifier(s).
• Kent returned my car last night after borrowing it for the day. One of the wheels was about to fall off and the dashboard was missing.
《英语教学法》名词解释
《英语教学法》名词解释<P3>◆Structural view (结构主义语言理论）The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).◆Functional view（功能主义语言理论）The functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.◆Interactional view（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.◆Constructivist theory (建构主义理论)-------John DeweyThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.◆Socio-constructivist theory (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.<P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canale and SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (策略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learners’language competence.Errors result from lack of knowledge in the target language.◆MistakesA mistake refers to a performance error that is either a randomguess or a slip of tongue, and it is a failure performance to a known system.Mistakes result from carelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised. In other words, listening comprehension involves “ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
大学英语教学中模糊限制语的语用功能一、引言模糊限制语（Hedges）是...
大学英语教学中模糊限制语的语用功能一、引言模糊限制语（Hedges）是模糊语言的重要组成部分，在英语交际中恰当使用模糊限制语不仅不会影响我们对话语的理解，反而能增强语言表达的灵活性，提高语言的表达效果，使交际顺利进行，实现交际目的。
因此，对大学英语教学中出现的模糊限制语进行研究，分析模糊限制语在英语教学中的语用功能，颇有意义。
二、模糊限制语及其功能1972年美国语言学家拉科夫（GeorgeLakoff）在《语义标准和概念逻辑的研究》（AstudyinMeaningCriteriaandtheLogicofFuzzyConcepts）中提出了模糊限制语的概念，将模糊限制语定义为一些“把事情弄得模模糊糊的词语”。
我国最早的模糊限制语研究要追溯到20世纪70年代末，1979年伍铁平在《模糊限制语初探》中简单介绍了模糊限制语及其分类和语用功能，之后其他学者也认识到了世界中存在的各种模糊现象。
在某种程度上，模糊限制语表面上的模糊却显示了语言的客观性和严谨性，从而提高语言的可信度。
模糊限制语具有丰富的语用功能，在人们的日常交际中，为了使语言表达更委婉礼貌、客观得体、灵活有效，人们并不总是直接表述，而是通过言外之意来达到此效果。
这与语用学中的会话含义理论、合作原则、礼貌原则等有着密切的联系。
美国哲学家Grice总结指出，人们在言语交际中为保证交际顺利进行，达到成功的交际目的，交际双方之间存在着一种默契，共（二）营造轻松课堂同遵守一些原则，这即是合作原则。
在言语交际中，人们有时会使英语教学涉及人际间的互动，也就是师生之间的互动。
在教用模糊限制语，表面上看似乎没有遵守这些准则，实际上，说话人学中，恰当使用模糊限制语，改善师生间的语言表达，有利于活跃违背了其中的一个准则恰恰是为了更好地遵守另一个准则。
课堂气氛和英语教学的成功。
在教学过程中，为了避免武断或争锋礼貌原则是英国学者利奇（Leech），在格赖斯（Grice）提出相对的情绪，模糊限制语的使用就可以使得话语缓和、得体，考虑的合作原则的基础之上提出来的，并将这一原则划为六条准则:策到受话人的情绪和感受，其效果会大不相同。
2025年教师资格证考试《英语学科知识与教学能力》(高级中学)模拟试卷
2025年教师资格证考试《英语学科知识与教学能力》(高级中学)模拟试卷1.【单项选择题】Chomsky believes that a grammar must _______all the grammat（江南博哥）ical sentences in a language.A. makeB. useC. generateD. understand正确答案：C参考解析：题目问的是关于乔姆斯基的转换生成语法观点。
乔姆斯基认为人类学习和使用语言不是靠机械模仿和记忆，而是不断理解和掌握语言规则，举一反三地创造性地运用的过程。
2.【单项选择题】Don't defend him anymore. It's obvious thathe_______destroyed the fence of the garden even without an apology.A. accidentallyB. carelesslyC. deliberatelyD. automatically正确答案：C参考解析：考查副词辨析。
accidentally“意外地，偶然地”；carelessly “粗心地，大意地”；deliberately“故意地”；automatically“自动地”。
句意：不要再为他辩护了，很明显，他是故意弄坏花园篱笆的，甚至也没有道歉。
3.【单项选择题】Which of the following italicized parts is a subject clause?A. We are quite certain that we will get there in time.B. He has to face the fact that there will be no pay rise this year.C. She said that she had seen the man earlier that morning.D. It's sheer luck that the miners are still alive after ten days.正确答案：D参考解析：A项是表语从句，是一个主系表的结构，B项是同位语从句，that引导的同位语从句补充说明先行词的内容，C项是宾语从句，that引导的宾语从句做谓语动词said的宾语；只有D项是主语从句，it是形式主语，真正的主语是后面的that从句部分。
英语学术论文中的立场副词研究论文
英语学术论文中的立场副词研究论文人们在交际中总要表明他们的立场,如态度、情感或价值判断。
实现立场表达的手段很多,立场副词是最常用的实现立场表达的手段之一。
国外已有很多针对英语本族语者立场表达的研究,国内此类研究尚不多见,针对中外作者学术论文中立场副词使用的对比研究则更为少见。
以下是店铺为大家精心准备的：英语学术论文中的立场副词研究相关论文，内容仅供参考，欢迎阅读!英语学术论文中的立场副词研究全文如下：摘要：近年来，立场表达法引起了国内外研究者的普遍关注。
在以往研究的基础上，本文着重探讨英语学术论文中立场副词的使用情况。
本研究主要基于Biber等(1999)对立场的分类，将立场副词分为认知立场副词、态度立场副词和方式立场副词，并通过举例具体分析立场副词的使用特点和作用。
本研究对实际学术论文的写作和教学具有一定关键词：学术论文;认知立场副词;态度立场副词;方式立场副词1 . 引言传统观念认为学术论文是对外部客观现实的报道，传达的是“客观硬事实(cold ha rd facts)”(Bernhardt， 1985： 163)。
然而大量研究成果表明学术论文具有丰富的人际性，学术论文并不总是以客观的、不涉及个人态度及情感的方式传递信息的，而是作者参与其中，与读者互动协商并取得感情认同的过程(Swales，1990; Hyland，2005)。
学术论文的人际性是由立场、评价、参与标签下的模糊语、增强语、代词、引用等语言资源实现的(Hyland， 2000);其中立场(stance)作为最常见的实现手段，是学术论文人际性和交互性的重要保证，越来越成为国内外学者研究的热点(Thompson， 2001)。
立场是指作者对于命题内容的态度、情感、价值判断、责任的词汇或句法的表达(Biber & Finegan， 1989： 93)，一般通过立场标记语实现。
立场标记语是标识作者态度立场的词汇，包括一个或者多个英文单词，如important、in fact、according to等(徐宏亮，2011)。
Hedges
Hedge ,this term was first appeared in the groundbreaking research paper of Lakoff . The article name is “hedge: a study in meaning criteria and the logic of fuzz concepts” . Lakoff defined it as that the Hedge whose job it is to make things fuzzier or less fuzzier. In the mid 1980s ,China’s English specialists discussed about Hedge’s some function preliminary. Hedge has its unique semantic features and rich pragmatic function ,this is can not be replaced by any other words . Having a comprehensive research of Hedge not only to promote the further research of semantics and pragmatics,but also have a practical value to proper use of hedges in effective business communication.Hedhe’s classificationThere are all kinds of ways to compose the the hedge English. For exmaple,some words of adjectives, adverbs, the person phrases,ang the modal verbs and so on.. All this words can work as hedge or play hedge’s role. Hedge’s object is different the way of using is also different. From the perspective of pragmatic, Hedge can be divided into two categories .one kind of Hedges is to give a certain degree of correction or have a general range to the content of words’ structure, or have a vague constraint to the words itself, this kind of Heges called approximators, And another kind of words not have a limit to the word’s content ,while show the relationship between the content and the speaker. That it to say have a fuzzy to the speaker. This kind of Hedge called shields.APPROXIMATORSApproximators influence the true meaning of discourse, it can change or even cancel the original meaning of words. This kind of hedges can be divided into two types: adaptors and rounder. AdaptorsThis kind of Hedges make the words close to the right meaning and speak the not very sure words correctly and decently so as to avoid arbitrary. Such as: a little bit, almost, kind of, entirely, quite, more or less, quite, sort of, to some extent and so on.For example:From the above axample, we can see that peoplerounderWhen describe some person or something, people often use this kind of hedges. This kind of hedges don’t need to consider how to close between the language and the reality, but only consider the range . The reason is that people often give the concrete number. Such as: about, around, approximately, roughtly, over, something, perhaps, nearly and so on.For example:People don’t want to make the date fixed, That’s why the speaker used this kind of hedges, lest to have a big gap with the reality. This kind of hedges can give listener a certain rang about numberso that he can understand things in this rang.ShieldsDifferent to the approximators ,shields doesn’t change the real condition or real meaning. If we plus some words in the example cited before with “I guess”, “Ithink” or “I hold”, the sentence will not change its scalecondition. This hedges equivalent to added a description to suggest the content is speaker or others’opinin.shieldes also make up by two parts: Plausibility Shields and Attribution Shields.Plausibility ShieldsIt used to show that the speaker have a direct guess to something or said it hold some kind of attitude. It includes: “I guess”, “I suppose”, “probably”, “I could tell”, “I wonder”, “it’s hard to say”, “I assume”, “I afraid”,ect.For example:From the above example, we can found that some modal verbwith speculation and some words with hesitate could be make up plausibility shields directly. It means that speaker’s felling of estimate and not very sure. This kind of hedges show that people have less confidence or can not give a affirmation to something’s degree of truth. So people added “as far as I am consider”something like this word befor the peple statement some events. In order to make sure ease the tone of speaker, it imply that speaker’s estimate and previous observations are not quite sure. Attribution ShieldsWhat the Attribution Shields want to express is not the speaker’s view or speculation, but other’s opinion quoted by speaker, which express the speker’s attitude indirectly. This kind of hedges mainly has: according to, It’s said that…, someone says, as I known etc.For example:Above example we listed shows that Attribution Shields express spesker’s attitude by some language with well-found. Sometimes these basis express it clearly, and sometimes they do not need to explain specifically, however, no matter which way we chose , it dose not belong to speaker’s opinion. When people use the Attribution Shields as his basis in the discourse, to some extent, he do agree with this basis, but it can not see how much what dose he believe from the language .owing to citing an these basis, it makes the speaker’s word more objective and authority.。
#hedging模糊限制语
A. Plausible shields (直接缓和语）： The plausible shield involves something related
to doubt or lack of certainty; it refers to the speaker’s subjective inference or judgment. Plausible shields are the expressions as: I think, probably, as far as I can tell, seem, wonder, hard to say, I believe, I suppose, I’m afraid, etc..
From (1b) and (1c) we see the two types of hedges mentioned above. Sort of and the like in (1b) are Approximators, which belong to truth-conditional semantics; while I think and others (such as I guess, according to sb’s opinion, etc.) are Shields, belonging to non-truth-conditional pragmatics.
e. He may come tomorrow.
B. Attributing shields（间接缓和语） The attributing shield attributes the speaker’s
belief to someone other than the speaker himself.
英语学习——GRE串讲词汇讲义(反义词做题原则总结)
090516a.m.GRE单词讲义Section 1GRE串讲词汇讲义（反义词做题原则总结）1*拆开take apart sunder连接link= connect= yoke (yokel天真纯朴的人【反】sophistication老于世故的人) suture v.缝合【反】avulse 撕裂*推翻overturn= overthrow= subvert (substitute代替品convent n.皈依者（被别人转变）)*#上升ascend v. orient a.#下降go down= descend= plummet突然下降(n.木工使用铅锤)*突然#v. 说出blurt: utter 移动jolt= dart= flit: move 转弯swerve: turn 阻止check #n. gust: wind cloudburst: rainfall flare: light*scend(climb) ascend descend condescend(【类】（动作心理表现动作）arrogant) transcend crescendo(【类】~: sound= acceleration: tempo)2*laconic a.简短的：speech= austere: design*轻浮#a. blithe= flirtatious(flirt v.调情)= frivolous= flippant= facetious(factious内讧的) #faction 内讧(【反】union)fraction 分数infraction 违反#n. levity= lever (levy: tax)*严肃a. serious= grave= staid= sober= (sobriety n. 自制) somber= earnest*flagrant 臭名昭著的：fragrant 香的*说话（长短）#简短的laconic= succinct= pithy= terse= concise#冗长的wordy= verbose= prolixcircumlocution 惯用语(【反】straightforward 【类】（正面特征）redundant )#locution elocution n.演说术interlocution n.对话superfluous 多余的(superficial)#话多（贬义）garrulous= loquacious glib(油嘴滑舌地说【反】profound有深度地说gild （假）v.镀金n.粉饰)#健谈（褒）voluble= talkative#寡言taciturn= reticent3*长篇抨击性演讲diatribe= tirade= harangue(正面特征：1长2骂人critical abuse) screed n.长演讲*一般性演讲discourse= address= speak= lecture sermon讲经布道*演讲术elocution= oratory*oration演讲orator演讲者rostrum讲台*颂词(praise) eulogy= tribute (criticism denounce attribute v.归因于retribution惩罚)= panegyric(n.上任【反】valediction告别词【类】farewell)= encomium= accolade= ode(颂诗【类】poem)4*empt(买)peremptory a.不容反驳（专横的）exempt v.免除(【类】（消除关系）liability责任requirement)#liability责任；债务【反】asset; 倾向【反】dislike aversion (unversed a.不精通的) preempt v. 优先买(precedence优先权) redemption 赎contempt轻视#嘲笑ridicule= sneer= jeer= deride*轻率a. reckless= rash n. temerity= audacity*仔细n. circumspection 谨慎a. careful:< meticulous(【类】（程度）interested: agog)<<#吹毛求疵fastidious= finicky= captious= carping= faultfindingsedulous a.勤奋的=仔细的【反】careless5*威胁threaten menace= browbeat= deter(v.阻止deter推迟;遵从)= daunt= cow(cowed被恐吓的，胆小的)*畏缩cower= cringe(【类】v.拍马屁：servile a. 奴性的fringe(edge)【反】center infringe v.违反n. infraction )= recoil= flinch【类】（动作及其心理）：dread= fear 特例wince n.畏缩:painorient v. 使确定，明确make sure hasten v.加速defile v.弄脏【类】n.山间小路：narrow 6*倾向learning= propensity= tendency= disposition= predisposition(n.易患病体质（阅读）)= inclination= proclivity (acclivity n.上坡declivity n.下坡)= bent (talent)= liability= predilection= penchant= orientation*disclaim=deny discompose 使不安declaim高谈阔论decompose 分解【类】（正面特征）:bacteria*position disposition倾向deposition n.证据(truthful deposition【反】伪证)；沉积物【反】侵蚀exposition博览会supposition 推测【反】certainty opposition 反对【反】proposition 主张opponent (oppose)【反】proponent (propose) composition 作品7*激起grate= agitate= aggravate= exasperate= gall= inflame= nettle(nestle)= provoke= peeve= pique (n. piquant +AW【反】pungent -AW)= irritate (irrigate灌溉irritant【反】balm= salve= sop (sip sob))= rile= roil (v. 搅浑【反】clarify澄清)*平息soothe= defuse= allay (alley n.小巷alloy n.合金ally(【反】enemy antagonism war) rally n.召集（【反】dismiss）)= mollify (moll= soften mollusk n.软体动物emollient n.润肤剂【类】：soothe)= conciliate= propitiate(【反】arose hostility 【类】(结果)imperturbable 镇定)= mitigate= assuage= appease= pacify= placate(【类】（对立句子）implacable 难平息的：appease )= calm= settle= subdue= solace (assuage insolate暴晒insulate 隔离isolate)8*尾valediction (farewell) coda = finale尾声(【类】~:symphony【反】overture= prelude前奏) peroration演讲尾(speech) epilogue戏剧尾(play) dessert (【反】appetizer)*头appetizer debut(【反】farewell performance) preface序言(prefatory前沿的【反】conclusive结尾的) preamble= prologue (play) overture= prelude#lude prelude preclude预防allude(【类】~:refer= intimate（a. v.暗中传达）:communicate) collude偷偷计划delude骗elude v.无法理解(【例】sth. eludes me【类】（缺乏）) interlude 中场休息(concert) seclude v.隐退occlude v.阻塞*一个人monarch(【类】（种属）~:queen) monologue (monocle单片眼镜)= soliloquy(play) aria solo(opera)*【类】（组成关系）repertoire全部剧目(play);常备剧目(performance) school(fish) flock(bird) herd(cattle) pack(wolf) colony(bacteria) mosaic(tile glass ceramic) montage(image（pixel）) ballet(dancer) cast(actor: trope剧团) v.选角色=面试:applicant constellation(star) chord(note) clientele(customer) faculty(teacher)#无序rabble: peoplehodgepodge: itemsmolecule: atomcrowd: people#有序array数组: numbermatrix: numbercrystal: atomsqueue: peopleformation: soldiermedley串烧(song) archipelago: island=mountain: range zigzag(turn) jigsaw puzzle(piece) parquetry(wood)【类】（位置）~:floor=fresco 壁画:wall patchwork拼缝物(cloth) starring roll领衔主演9*使就职inaugurate(【类】~:official=matriculate: student)= induct= install= instate constitute v.任命crown delegate委任，委派(relegate降级)*不要职位abdicate: throne (（废法律，放弃）【反】assume) resign辞职resigned逆来顺受的depose免职；作证（阅读态度题必错）usurp篡位(【反】abdicate) tenure任期tyrant=derelict玩忽职守的人【反】dutiful pillar of society*dic abdicate dictate benediction malediction诅咒(male=bad) interdiction valediction10*主客体反义词delegate【反】assume responsibilityteach【反】studylend【反】borrow*勤(careful) assiduous= sedulous= diligent= industrious*同意(n. v.) assent= consent(dissent不同意) accede v.同意acquiesce默许subscribe同意*cur concur同时发生coincide v.一致occur incur招惹（麻烦）inter v.埋葬bury disinter 掘出11*衰弱debilitate(bili=ability)= emaciate= flag(【类】~:country=trade mark: company)= enervate(e=out ner=energy) sap v.衰弱n.精力vigor#虚弱sapless= infirm= feeble= moribund垂死的= morbid= wan病态的= pallid脸苍白= anemic贫血的blighted枯萎的effete变老*增强#健康invigorate v.鼓舞rubicund脸红润&健康a. sound(rational)= sturdy= stalwart= hale&气inhale吸气exhale呼气sap(vigor) salutary a.有益健康的sane a.心智健全的wax(wane) glaze上釉(pottery) varnish上清漆gild镀金(metal) tarnish(silver) rust(iron) galvanize电镀;激励fledge长羽毛(bird)*减少#抛光polish= burnish= furbish(metal)etch(glass) molt=shed(掉眼泪)脱毛【反】fledge【类】hair（动宾关系）bird slough(snake) strip= denude= doff脱衣服(don穿衣服)*strive v.努力thrive v.茂盛生长60多个熟词僻义A*assume【反】delegateB*balloon v.猛涨【反】decrease slowly*bait v.折磨afflict【反】disarm平息*brook【反】refuse to tolerate 【类】river*buck v.反对【反】assentC*check【反】prompt【类】check: stop= jolt: move*control n.试验对照组【反】group experimented on*court v.追求【反】snub v.冷落courteous献殷勤的，有礼貌的*cow【反】embolden*cowed【反】undaunted(unversed)*crab v.挑剔*carp v.吹毛求疵D*damp v.1泼冷水=dampen【反】ardor热情2阻尼【类】（消除）vibrationE*entrance n.【反】egressv.使着迷【反】bore bore v.钻孔【类】~:drillF*fast v.斋戒: eat= interlude: concert*fell n.兽皮v.砍伐timber*file n.锉刀【类】filings锉屑: metal= sawdust/ shaving: wood*flag【类】~: trade mark【反】wax*foil v.阻止【反】implement 贯彻n.薄金属片【类】（薄与一般）~:metal= veneer: wood*fold n.羊圈【类】（位置关系）羊v.折叠【类】（结果关系）~: crease= bore: hole*founder v.1顽败【反】succeed2沉没【反】stay aloft*flounder v.困难前行*frequent v.时常拜访【反】shun闪G*goad v.激励> direct 【反】curb rein 阻止*gorge n.峡谷【类】~: river= dune(迪奥香水): wind*grouse n.松鸡v.抱怨complain【反】rejoice*gull n.海鸥v.骗delude gullibility傻了吧唧的【类】（正面特征）credulity轻信090516p.m.guy n.支索【类】（支撑关系）~: pylon索塔=buttress: wallH*hack n.1老马2雇佣文人【类】（种属关系）~: writer= mercenary: soldiermercenary a.唯利是图的【类】~: money= vindictive: revenge v.乱砍【类】~：carve*hamper v.阻碍n.篮子basket【类】~: laundry= mailbox: mail*harbor v.包庇【反】evict驱逐*hold n.船舱【类】(door)~: hatch= membrane: pore*hedge n.树篱【类】~: prune= hair: trimn.保护措施【类】~: lossv.躲避（问题）*hew v.砍【例】hew to遵从conform*humor v.迁就【反】纵容，溺爱*husband v.节约【反】squander*latitude v.自由【反】restraint strict limitationaltitude n.高platitude n.陈词滥调M*milk v.榨取>: extract*mint n.大量【反】modicumv.铸币【类】~: coin= strike: medal*minute a.小【反】ganzuan*minuet n.小步舞曲*minutes n.会议记录: meeting (agenda)log: shipdairy: personlyric n.抒情诗spectacle n.眼镜lyrics n.歌词spectacles n.风景*mold= die n.模子shapen.霉菌N*nice a.精确preciseP*pan v.严厉批评【类】~: harsh严厉的【反】rave盛赞*pen n.母天鹅【类】~: swan= ewe: sheep*pine n.【类】~: needlev. long forv.使憔悴invigorate*pluck v.弹拨hap竖琴n.勇气：quit(反面)*plumb a.垂直【反】horizontalv.测水深【类】~: depth= assess: valueassess v.检查scrutinize深入检查【反】examine superficially *purchase n.支点：slippage*rail v.猛烈批评：vehemence n.猛烈S*scale n.天平：weightn.音阶【类】~: tune= spectrum光谱: colorn.鱼鳞: fishn.比例尺*shadow v.尾随：follow偷偷shadowy a.模模糊糊【反】overt a.明显的covert a.明确的*shoulder n.肩膀【类】~: epaulet= finger: ringn.路肩（马路牙子）【类】~: road/ way= margin: page *signal a.明显的remarkable【反】unremarkable*skirt v.躲【反】seek/ face*slight a.轻微的【反】grievousa.少【反】massivev.冷漠【反】respect*smart:<brilliant程度v.刺痛【反】soothe*stock a.普通common【反】unique*stomach: digestv. 容忍【反】refuse to tolerate*strength n.浓度=concentration delude稀释T*table【反】consider*tender 1a.敏感的【反】insensitive2a.柔弱【反】hardy3v.提出【反】withdraw*transport v.使狂喜*toy v.玩弄W*wax 打蜡月盈增强Section2(类比关系总结)1*单位calorie(heat) decibel(sound) gallon/ pint/ quart(liquid/ volume) light-year(distance) lumen(light) volt(electricity) watt(power) acre(land/area) ream(paper) cord(wood) inch(length) v.慢慢前进(【类】~: move/ advance) =crawl: proceed*慢dwindle(diminish) drawl慢说(brawl争吵) lope慢跑*ped脚impede v.阻止peddle v.沿街叫卖pedestalpedestrian n.行人 a.有想象力的imaginative*pod脚podium讲台podiatrist足病医生tripod(camera)#tri tripod trio trident三叉戟#dent牙trident dentist denture: tooth2*画画easel n.画架brush【类】~: painter= chisel: sculptor雕刻家(marble) canvas画布【类】（支撑）(easel) palette调色板(color) limn v.清晰描绘【类】~: line= enunciate: word stipple点画(dot) daub= doodle v.涂鸦artless a.自然地【类】ramble乱写fresco= mural 壁画: wall petroglyph(rock) portrait(person) seascape(ocean) caricature n.漫画1扭曲distort 2exaggerration illustrator插图家cartographer(record)vaudeville曲苑杂坛3*小## hill(mountain) creek= brook= rivulet(river) pebble(rock) peddle v.沿街叫卖cavity(hole) grove(woods（tree）) hint= inking(suggestion indication) nuance(distinction) trinket (jewelry) gadget(tool) figurine(statuary) vignette(drawing) anecdote1逗amuse2小saga n.传奇skit(play) foible= lapse= peccadillo(error offense fallacy) glitch(flaw故障) miff= tiff= skirmish= spat= squabble(quarrel) sip(drink) nibble(eat) mince(stride) quibble(object) cabal(association)4*悲哀#挽歌dirge= elegy（正面）sorrow grief（种属）song poem#哀悼v. bemoan= bewail= lament= deplore(implore恳求)#恶搞parody= spoof(【类】（特殊与一般）a light humorous parody)= travesty#证据testimonial= testimony= deposition(n.沉积物) perjury伪证（假）5*无暇的impeccable= flawless= spotless*瑕疵flaw= blemish*天真的a. ingenuous(ingenious聪明的)= guileless= naive= simple= artless= unsophisticated n. yokel*骗guile n. beguile v. gullible= credulous dupe n.易上当的人v.骗duplicity n.骗6*短暂transient= transitory= ephemeral= evanescent= fleeting= interim*持久lasting= enduring= permanent= perpetual= persistent7*胆小a. timorous= timid= pusillanimous= trepid= gutless= spineless= nerveless= chinless= 胆小鬼n. recreant= craven= coward*大胆a. heroic= dauntless= undaunted= gallant= stouthearted= intrepid= bold= valiant= valorous= mettlesome(mettle n.斗志)= plucky(pluck n.勇气)*善变的volatile a.易挥发的(evaporate) versatile a.1多才多艺的2善变的waving a.动摇的capricious(【反】resolute)= whimsical a.善变的(behavior) fickle= inconstant感情善变mercurial(mood) mercury水银erratic a.【类】（对立句子题）predict labile a.(liability n.1债务2倾向) protean a. metamorphous a.变态的【类】tadpole: frog= caterpillar:butterfly8*说#清楚地说articulate(clear talk)= enunciate(【类】~: word= limn: line)#不清楚地说mumble(【反】resound)= murmur(indistinct不清)= slur(blur看不清)= mutter #含糊其辞地说(lie) equivocate= prevaricate= palter#乱说babble(sense)= wafflebelabor(mention) drawl慢说elaborate详述【类】（缺乏）sketchy parrot v.学舌【类】（缺乏）originality新颖pontificate自命不凡地说bluster气势汹汹地说（傲）blurt(utter) #口吃stutter= stammer(halting)【类】~: talk= limp: walkdrone单调地说(monotonous粗略) hiss轻声说(sibilant)= whisper chuckle轻声笑*反对#小反对quibble= cavil#吹毛求疵的人quibbler= nitpickerpersecute v.害人prosecute v.控告censure v.严厉批评9*吝啬#吝啬鬼miser= niggard(sluggard laggard)= skinflint hoard v.囤积skimp v.吝啬#吝啬的miserly= tightfisted= stingy= parsimonious= penurious(penury n.赤贫perjury n.伪证)（jury abjure v.放弃（【反】affirm）adjure= conjure v.恳求）#证据testimony= testimonial= deposition*慷慨a. generous= munificent= liberal#liberal deliberate liberate#literal literate alliteration压头韵#挥霍a. improvident= extravagant= dissolute= profligate= prodigalv. squander dissipate(v.驱烟)【反】husband#挥霍的人spendthrift= wastrel(VAGABOND)(irresponsibility)solvent a.有偿债能力的(budget bankrupt)10*发酵v. ferment 酵母yeast【类】（功能）decompose （种属）bacteria*变纯winnow(grain)= purify(dross)= filter= refine(oil)(refinery(【类】（位置）petroleum ) mill(grain) #文雅的refined = polished =urbane snobbish a.附庸风雅的) distill蒸馏distillate n.蒸馏物polish*掺杂adulterate(alloy n.合金) adulate v.极尽谄媚pure（全部消除）purity（部分消除）purist（反面特征）(language) stickler一丝不苟的人martinet n.对纪律严格要求的人(discipline)11*抛光polish= burnish= furbish=gloss= buff furnish v.装备glossy a.有光泽的gloss n.简短的解释(【类】~: explanation= cameo客串: appearance)*臭的a. stinking= fetid= noisome= rancid 香的redolent(fragrant) piquant(+AW) pungent ( –AW)= acrid tangy(+AW) bland unscentedn. stench= malodor perfume odor= scent味儿olfaction味觉= gustationgestation怀孕12*抱怨v. gripe= grumble= grouch grouse n.松鸡n. malcontent不满的人discontent n.不满disaffected不满的affected unaffected不自然的13*刺耳的grating= piercing= raspy= strident= cacophonous (sound)*悦耳的dulcet= euphonious= mellifluous【类】~: sound= ambrosial: food14*装饰物illumination装饰性图案(manuscript手稿) molding(furniture) frieze石膏线baseboard地脚线*plicate implicate使关联explicate详细解释complicate使复杂*卷入（不好）entangle= enmesh= involve*tangle disentangle解脱untangle拆开；解决090517a.m.15*密码#破解decipher= break【类】（动宾关系）hieroglyph象形文字（被破解对象）#密码code=cipherencode v.加密cryptic a.秘密的(cryp)*倔强的，顽固的unmanageable= unruly= intractable= incorrigible(难控制的)= intransigent= refractory= recalcitrant= pertinacious= tenacious= obdurate= mulish= ossified=headstrong== wrongheaded(【类】willful advise)= willful*head figurehead傀儡【类】（正面特征）nominal名存实亡的levelheaded冷静的【反】foolishheadlong轻率地【反】深思熟虑的16*溶解solution溶液soluble solvent n.溶剂a.1可溶解的2有偿付能力的insolvent a.没有偿付能力的dissolve resolve(1解决2做决定) resolution坚定a. resolute【反】waving17*merc(business) merchandise n.商品commercial<: advertisementmercenary: hack(n.雇佣文人v.乱砍: carve)【类】（保护）greenhouse: plant= incubator早产婴儿保育箱: infant18*菌#发霉的moldy= fusty= musty#陈腐的banal= trite= timeworn= threadbare= stereotyped#陈词滥调cliché= platitude= bromide#霉菌mold= mildew= fungus bacteria（无培养基意思）germ microbe colony菌群medium培养基【类】~: microbe= soil: plant host宿主#mold mold= die: shape molding装饰物#无菌的sterile(贫瘠的)= aseptic septic腐烂的【反】pristine干净的antiseptic n.防腐剂aseptic#肮脏的squalid(道德坏的)= foul= filthy= frowsy= sordid= seamy(道德坏的)【反】pristine/cleanfulminate>: criticize= adulate: flatterskirmish: insignificant= duel: formalbox: fight= d ebate: arguelawyer: court= gladiator: arenapebble: rock= creek: river= minnow: fishSection512*tool(1人物及使用工具2功能) abacus(calculate) balance= scale(weigh) sextant(navigate导航) clasp n.扣环(fasten) lathe= die= mold(shape) drill(bore n.军训: recruit: soldier) awl(pierce) mortar臼pestle杵(hash/grind捣碎) hammer(搭配carpenter anvil) vat染缸(dye) scythe镰刀(reaper) axe(wood cutter) scalpel手术刀(surgeon) whetstone磨刀石(sharpen)=flint stone reel n.卷轴(wind缠绕) scissor(tailor) saw(carpenter) tong钳子(grasp) stylus n.铁笔(engrave mark) lamp(illustrate) shield盾(impact n.碰撞)【类】~: motto= tombstone: epitaph tackle滑轮(hoist v.提起) purchase(slippage) ballast压仓物(stable) splint(limb) sling吊带三角巾(support) girder大梁【类】~: skyscraper= skeleton: body truss托架(support) bolster垫子(support) buttress1扶墙(wall)2支持【反】challenge strut支柱(wing机翼) guy1支索(pylon)2v.趾高气扬地走bracket(shelf) splint木屑(wood)固定夹板【类】~: mobility= lubricant: friction2007年6月Section 1【类】8.（工具及功能）tongs: grasp= reel: wind= scissors: cut= whetstone: sharpenwire v.配线snarl打结(knot)9.（单位unit）kilometer: distance= pound: weight= watt: powerhue= colorpitch音调10.（突然）plummet: fall= swerve: turncoax v.诱骗repel v.击退11.（预先安排）itinerary: journey= outline: plot/essay= sketch: paintingblueprint: drawing（种属）template模板12.（不愉悦的感觉）discordant: sound= malodorous: scentconstricted狭窄的13.（同义）赞美v. laud : n. approbation= commiserate: sympathypetition v.请求deny克己solicitude关心14.（正面特征）apologist: defend= patron: support= leader: guide15.（位置）cell: confinement= rostrum: orationconciliation平息proscenium舞台前部improvisation即兴创作【类】intersection: road= confluence: stream16.（被）exemplar: emulate= goal: attain获得maintain维持represent扮演，描绘façade n.（物体的）正面policy保单【反】28.nullification无效(nullify使无效) validationcompensation弥补intercession调停29.instill灌输removeencroach蚕食truncate截短length30.inept proficientinordinate无度的pensive深思的（忧郁）31.resonant洪亮的muffled(muffler围巾neck)peripheral外围的lurid耀眼的dazzling(lucid明晰的)32.thwart阻止= foil(薄金属片) enablecollude串通straiten【反】bend33.adulation ridiculesomber阴森的, 昏暗的, 阴天的, 忧郁的state of denial【反】affirmation34.tedious interestingconspicuous显眼的intricate复杂的prominent卓越的35.accolade denunciationblunder其实我也是农民incisive一针见血的36.inert慢动fast movingbalanced= objective客观的extraneous无关的37.collude（1偷偷2在一起together）act independently38.friable resistant to pulverizingIntractable倔强类比单词总结*metal ~: chase雕镂= cloth: embroider~: forger铁匠铺= grain: miller~: foil= wood: veneer~: weld= rope: splice= fabric: weave~: filing= wood: sawdust~: dross= grain: chaff*graph cartographer: map= lexicographer: dictionarycalligraphy: scribble= sonnet: doggerelchoreography: dance= plot: storydemography: population= pathology(path=suffering): diseasebiography: nonfiction= sonnet: poemautobiography: reminisce回忆= eulogy: praisepetrography: rock= mural: walllist: bibliography= painting: portraitlist: discography唱片分类目录= tool: hoe锄头*student ~: expel= attorney: disbar~: matriculation= official: inauguration/install= king: crown~: honors= contestant: trophy= soldier: medal*pleasure ~<: bliss= dislike<: loathing憎恶~: ecstasy= surprise: astonishmenthedonist享乐主义者: ~= recluse隐士: privacy=narcissistic自恋的: selfsmile: ~=pout撅嘴/scroll/frown: dislike光（声）pitch音高: sound= color: light（猴哥1506）cacophony: sound= glare: lightdecibel: sound= lumen: soundgust: wind= flare: lightopacity n.不透明: light= impermeability(无法理解): fluidphotograph: light= recording: soundreflection: light= echo: soundsiren: heard= light: seensiren: sound= beacon: lighttrade agrarian: farming= mercantile: ~impresario: entertainment= broker: ~jog: exercise= barter: tradeflag: country= trade mark: company2007年6月Section 2【类】8.（给评价）reporter: journalism报道= commentator: interpretationbroker: tradeingenuity聪明9（事物及其功能）mill: grind= scissors: cuttune v.调音10.（保存）pantry食品室: comestibles(food)= vault: valuables11.（同义）edible: eat= potable: drink= audible: hear(portable可手提的)tangible可摸的insipid乏味toxic有毒的12.（组成）chord: note= grove: treestem茎13.（反义）submerge: buoyant= bend: rigidthaw v.解冻thermal热的repel击退【类】(feeling) effervescent【反】冷漠14.（同义）haughty a.: superciliousness傲慢= indecisive(非决定性的): obscurity模糊punctilious a.仔细的unctuousness假热心callous无情conciliatory安抚amenability顺从15.（正面特征）pedant: learning= martinet: disciplineillusionist魔术师dilettante: commitment献身【类】（反面特征）renegade叛徒16．（正面特征）diatribe: abuse= burlesque: mockery= satire: ridicule encomium颂词prologue: novelcitation引用【反】28.frequent shun/stay away frommake amends for弥补take offence at因……生气29.caliberated a.1被校准的2标准化的unstandardizedreduplicated复制的unverified未被证实的30.calcify硬化（钙化）(ossify硬化（骨化）) become malleable可塑的sever v.分开31.harbor v.提供住处fail to shelterexcoriate指责infringe违反fringe【反】center32.effervesce兴奋be flat33.condensed压缩，使变少unabridgedinexplicit不确定ponderous重34.iridescent五颜六色的monochromatic单色inflammable易燃的【反】nonflammablevaluable invaluable +AWconvoluted旋绕的,费解的reflexive反身代词ornate华丽的35.profuse a.1大量的2浪费的stintingstinking恶臭的stunt: growth= obstruct: progress36.temper v.缓和aggravate激disperse驱散37.gall激appeasecondone宽恕revere 尊敬capitulate（有条件的）投降recapitulate总结38.husband squanderovertake赶超Section 526学科#统计demography(population) metrology气象学(weather（withstand抵挡）) pathology(disease) petrography1岩画2岩相学(rock) homiletics说教术(sermon讲经布道) logic(reasoning/argument) epistemology认识论(knowledge) aesthetics(beauty) anesthetics麻醉师ethics伦理学(behavior) horticulture园艺学(flower) forestry(tree) podiatrist(feet) dermatologist(skin) psychologist(motivation) ecologist(fungi) herpetologist爬虫学者(chameleon变色龙) ichthyologist(fish/salmon（salmon: roe= chicken: egg）) spelunker洞穴探险者【类】~: craven= diver: ocean astronomer observatory天文台conservatory(musician) theology(seminary theologian)13喷出geyser(water) volcano(lava（lave熔岩渣）) insulin胰岛素(pancreas) bile(liver) gum(rubber plant) resin树汁(tree) resilient a.1恢复能力强的2有弹性的【反】inelastic16牙molar臼齿(tooth) fang毒牙denture tooth轮齿(gear)= thread: screw masticate v.嚼enamel珐琅质:tooth= bark: tree（皮）ivory象牙=(钢琴的白键) tusk incisor板牙类比单词总结假denture: toothtoupee: hairsophism: reasoningcounterfeit假钞: moneybackdrop: vistaplacebo: painkillerfulsome: compliment恭维bravado: couragechimera: authenticmask: face090517p.m.Section 3最新模拟题一Section 1Analogy8.（位置）wallet: money= suitcase: clothing= envelope: letter（并列）bank vaultbalance收支平衡*位置arsenal= armory(munitions军需品weapon)#衣箱wardrobe= closet= suitcase(bookcase)archive(manuscript record file archivist（管理员curator: art= ranger: forest）document) #管子aqueduct(water) pipeline(gas) vessel(blood)船只artery: plaque n.（1牌匾）2动脉粥样物= channel: silt淤泥#食品larder食品柜(food provision预备食品) pantry食品室#ary(场所) pantry aviary(bird) apiary(bee)vault(valuables) tank(oil) arena(gladiator) courtroom field=court(lawyer)(referee （whistle）=judge（gavel）) podium(conductor)= rostrum(orator)philatelist集邮爱好者: stamp= numismatist: coin mint v.铸币n.大量【反】modicum少量9．（动宾）instrumentalist: symphony= dancer: ballet*音乐instrumentalist musician orchestra: conductor= ship: pilot= actor: director symphony(phony=sound) euphony(eu=好)cacophony: sound= glare: lightcompose v.使镇静composed= calm composure n.镇静self-composed perturb(disturb) imperturbablediscompose v.使不安decompose concerto n.协奏曲concerted协调的(concert v.齐心协力【反】act independently) disconcert v.使不安10.（缺乏）plateau n.1高原2稳定状态: change= respite(rest): activitylull使入睡lullaby*缺乏plateau(change) respite(despite)间歇(activity labor) interim中场休息(concert) fast斋戒(eat) albino白化病(pigment色素) prairie(平原tree)reprieve缓刑(a formal temporary suspension of execution)（punishment execution）moratorium延期偿付(a suspension of activity)(activity)11.（连接）isthmus地峡: land= strait: water*困境straits= plight= quandary= predicament= quagmire= swamp mire v.陷入困境extricate救出intricate a.复杂的12.（消除）embargo贸易禁运: commerce= quarantine隔离: contactabstention弃权节欲abstinence= continence 争论v. contend n. contentionlockout停工port港口strike: medal= mint: coinSection 515防止关系hedge1树篱2保护措施(loss) quarantine(contact) embargo(commerce) safeguard(accident) lubricate(abrasion) seal(leakage) （功能glue）disguise(recognition /identification)mask camouflage(detection)（目的deception）>mimicry levee(flood) cordon警戒线(crowd) rampart堡垒(invasion)<barrier preservative防腐剂anchor(drift) cencorship1监察机构/制度(不良communication/information):sanitation(disease)（心理生理）protocol礼节(blunder其实我也是个农民) bumper(damage) padding缓冲器(damage) earplug(noise) shield(impact冲击) sanitation consensus意见一致(faction 党派之争)最新模拟题一Section 1Analogy13.（同义）dilatory拖拖拉拉: procrastinate= malcontent: complainrecalcitrant顽固的*拖拖拉拉的dilatory(dilate扩大dilute稀释)= tardy= sluggish procrastinate v.拖拉*爽快的prompt= alacrity n.14.（反面特征）nominal(titular): significance= disjunctive: unity15.（偷）plagiarism剽窃: ideas= rusting: cattlelibel n.诽谤*偷偷plagiarism(ideas) rustle(cattle) pilfer(steal)<:take abscond= slink(leave/depart) shadow= stalk尾随(follow) intimate= allude(refer) smuggle(convey运) wiretap= eavesdrop窃听pry刺探(observe/watch) hoard= secrete(分泌) (store) lurk潜伏wait infiltrate(enter)(filt=filter) insinuate(say)(sinuous弯曲的)#串通1plan2together plot= conspire= intrigue= collude(cohabit)= connivecollaborate勾结cooperate【反】stonewall16.*精明a. politic= tactfultactless a.不老练（贬）tacit a.心照不宣的(taciturn) euphemism委婉语offend *隐士hermit= recluse*隐退v. withdraw(撤销)#隔离sequester= seclude malinger装病逃避的人separate/segregate【反】aggregate/congregate【反】#不合群的withdraw= aloof gregarious群居的(greg群体) associate结交humanity人类solitude a.Antonym28.*严厉的stringent= draconian= inclement= rigorous*松的lax松懈的(贬) lenient宽松的（褒）*严厉的人martinet purist stickler一丝不苟的人*收缩astringent收缩剂contract= pucker v.收缩*难以理解的elusive= inscrutable(scrutinize仔细的检查)= unfathomable(fathom v.1测水深: depth2了解) opaque(不透明的)*透明的(可理解的)transparent= translucent= pellucid lucid elucidate阐明comprehend=understand intelligible可理解的(intelligent) limpid清澈的murky模糊地turbid a.浑浊的turbulent a.乱的*客观/偏见#客观的impartial= objective(n.目标objection objectionable另人厌恶的)= disinterested= detached= impersonal= unbiased#偏见的biased= factionalpartisan n.党派成员a.过分忠诚的zealot(fervor狂热) bigot(biased)类比单词总结*number expand: volume= proliferate: ~numberless: enumerate= vast大量的: measurecountless/myriad: ~= interminable无限的: durationprotract延长: length= throng: ~*soldier mercenary: ~= hack: writer~: recruit= professional: rookieconscript强行征兵: ~= subpoena传讯: witnessformation: ~= matrix/array: number~: medal= athlete: trophy~: country= body guard: persondecoration勋章: ~= bonus奖金: employee~: order= executor遗嘱执行人: will遗嘱*people queue: ~= colonnade: pillar= chain: link~: rabble= items: hodgepodgemisanthrope: ~= xenophobe: strangerscrowd: ~= school: fish*volume ~合订本: issue一期= stanza诗节: linecollapse : ~= attenuate: thicknessexpand: ~= proliferate迅速增加: numberleaven发酵: ~= distill蒸馏: purity*bird nest: ~= web/net: spider~: snare网= fish: seine网aviary: ~= arboretum: treeeaglet: ~= fawn小羊(v.拍马屁): mammal~: feathers= fish: scalesmolt: ~= slough: snakeplumage一把羽毛: ~= foliage: bush*fish minnow: ~= minuscule: lettercatch: ~= harvest: grainnet: ~= antenna: signal最新模拟题一Section 1Antonym29.*短暂interim= ephemeral= evanescent= transient= transitory31*屈服capitulate(recapitulate=summarize总结) compromise yield(n.产量) succumb(suc= sub在下面cumb躺着) succumb to sth.屈从于…= subject to sth.(阅读) *抵抗resist oppose32*stit(stand) destitute a. restitute1恢复2赔偿constitute制定任命构成reconstitute 水化【反】dehydrate= desiccate33 repute名= reputation= distinction refute反驳distinction差别nuance小差别34 tame a.1驯服的2缺活力的【反】racyerratic善变的35 indurate硬化= calcify= ossify【反】softenimmure交换immune免疫36 prolixity n.冗长prolix冗长的【反】succinctness37*不成熟的callow#刚开始的inchoate= insipient【反】1fully developed/formulated/established2explicit a.明确的，确定的3full-blown完全形成的full-bodied有强烈味道的38*易碎的friable= fragile= brittle crumble v.弄碎crumb面包渣(bread) pulverizeSection 2Analogy8 spore n.孢子rag= scrap碎片9 script剧本(manuscript手稿): drama= score乐谱: music10 *诚实的truthful= veracious*假的fallacious= mendacious*喧闹的blatant(显眼的) obstreperous(难以驾驭的control) clamorous(clam=claim=shout)= vociferous(voci=sound fer带来)= boisterous#claim acclaim称赞declaim高谈阔论declaim否认proclaim宣布exclaim惊呼reclaim开垦*刺耳的strident= grating(sound)*神秘的arcane= runic= mysterious11*没经验a. unversedn. fledgling= neophyte= novice= tyro= rookie(professional) recruit(soldier)apprenticeseasoned老练的13*gress(run) digress(digression= aside n.跑题的话) progress regress aggressive(积极进取的) transgress犯规egress n.出口ingress n.入口*cur(run) excursive(跑题的)= discursive cursory草率的cursive n.草书precursor先驱incursion(invasion) excursion*fug(run) centrifuge离心机fugitive逃跑的subterfuge n.诡计refugee(#避难所refuge=asylum=harbor(v.包庇)=sanctuary )14*浮夸的a. pretentious自命不凡的pompous= grandiloquent= magniloquent bombastic bombast n.浮夸的言辞（正面特征）*模仿impersonate= imitate mock= mimic嘲弄性模仿（特殊与一般）mimicry拟态< camouflage mime哑剧: gesture= parody: style*傲慢pontificate自命不凡地说bluster(loud)气势汹汹地说strut趾高气昂地走(n.支柱)wing机翼(buttress wall) swagger趾高气昂地走*走waddle鸭子走duck slither蛇走snake stride【反】mince flounder困难地前行founder v.1顽败2沉没#蹒跚而行v. stumble= stagger= lurch= lumber(反面特征grace) slumber v.睡觉plod沉重地行走【反】欢呼雀跃*person impersonal客观的impersonate模仿personable有个人魅力的【反】unattractive personage名人(celebrity)15*affected disaffected不满的affected做作的unaffected不自然的*叛徒rebel(v.)= insurgent resurgent复兴renegade(neg否定)= quisling= traitor= mutineer= apostate*忠诚allegiance= faith anarchist（正面特征）rebel16*下降attenuate(减轻)(force thickness) extenuate减轻(seriousness) moderate(intensity)。
英语交际教学法与任务型教学法对比分析
英语交际教学法与任务型教学法对比分析作者：王弋来源：《亚太教育》2015年第31期摘要：交际型教学法和任务型教学法在英语教学中得到了长期、广泛的运用，但是许多英语教师以及即将成为英语老师的英语教育专业的大学生并没有完全认识这两种教学法的全貌。
由于很多人只认识到了其中的一个层面，将两种教学法混淆在一起，不能将两者进行区分。
为了更好的了解并运用这两种教学法，有必要将这两种教学法进行重新定义，对两种教学法的异同加以分析，并由此引发教育工作者针对如何提高教学质量这一问题进一步深入思考的建议。
关键词：英语教学；交际型教学法；任务型教学法；异同中图分类号：G642 文献标志码：A 文章编号：2095-9214（2015）11-0109-02一、引言为了解决我国大多数学生被动学习英语从而导致“聋哑英语”这一普遍现象，国家教育部采取了许多措施来增强学生英语学习的主动性和积极性。
依照2000年《高等学校英语专业英语教学大纲》①的明确要求，“课堂教学应以学生为主，教师为主导，改变过去以教师为中心的教学模式，注重培养学生的学习能力和研究能力。
在教学中要多开展以任务为中心的，形式多样的教学活动。
”现如今英语教学中的任务型教学法和交际型教学法这两种语言教学方法获得了众多国内语言学家和语言老师的青睐。
在英语教学法这门专业课程中，交际教学法与任务型教学法是老师传授给学生的两种不可或缺的教学法，被广泛运用于语言课堂教学。
然而，在教学实践中，很多英语教学法专业的学生经常混淆这两种教学法的概念，因不清楚两种教学法之间的差别而造成很多学生在其制作的教案中都提到了任务型教学法，但在实际教学实践过程中仅仅运用了交际型而非任务型教学法。
因而，本文旨在对CLT与TBLT这两种教学法的概念，关系，区分以及应用进行进一步的研究，以期给英语教学实践提供一定的帮助。
二、交际教学法（CLT）和任务型教学法（TBLT）的概念与关系（一）交际教学法（CLT）的概念交际教学法（Communicative language teaching）又被称为意念法（Notional approach）以及功能法（Functional approach）。
王蔷英语教法
要考
要考 本学期不考 自学，要考 自学，要考 要考 要考 要考
第二版 第一版
Unit 9 Unit 10 Unit 8 Unit 9
内容
Teaching Listening Teaching Speaking Teaching Speaking Teaching Writing
要考 要考 18 Unit 14
Learner Differences and Learner Training
Using and Creating Resources Evaluating and Adapting Textbooks
3、本课程的评估方法
• 登录BBS（本课程的“交流园地”） 占5%； • 学习中心打分占5%； • 网上作业（不计时、但有递交期限）占 20%; • 期末考试占70%。 • 如果总评不及格，需重修。
Morphological/Lexical system (morphemes & words)
Bottom
Phonological system (Phonemes )
The functional view
(The functional-notional view)
The functional view sees language as a linguistic system and as a means for doing things.
The Process-oriented theories concern how the mind processes new information.
e.g. • habit formation, • induction, • making inference, • hypothesis testing, • generalization
The One Against the Many 课文原文
The One against the ManyIn an epoch dominated by the aspirations of new states for national development, it is instructive to recall that the United States itself began as an underdeveloped country. Every country, of course, has its distinctive development problems and must solve them according to its own traditions, capacities, and values. The American experience was unique in a number of ways. The country was blessed by notable advantages—above all, by the fact that population and resources was obviously not the only factor in American development. Had that been so, the Indians, for whom the ratio was even more favorable, would have developed the country long before the first settlers arrived from over the seas. What mattered equally was the spirit in which these settlers approached the economic and social challenges offered by the environment. Several elements seemed fundamental to the philosophy which facilitated the rapid social and economic development of the American continent. One factor was the deep faith in education. The belief that investment in people is the most essential way for a society to devote its resources existed from the earliest days of the American colonies. It arose originally from a philosophical rather than an economic commitment—from a faith in the dignity of man and from the resulting belief that it is the responsibility of society to offer man the opportunity to develop his highest potentialities. But, at the same time, it also helped produce the conditions essential to successful modernization. Modern industrial society must be above all a literate society. Economic historians attribute two-third of the growth in American output over the centuries of American development to increases on productivity. And increases in productivity, of course, come directly from the size of national investment in education and in research. J. K. Galbraith had rightly observed that “a dollar or a rupee invested in the intellectual improvement of human beings will regularly bring a greater increase in national income than a dollar or a rupee devoted to railways, dams, machine tools, or other tangible capital goods.”These words accurately report the American national experience. Another factor in the process of American development has been the commitment to self-government and representative institutions. We have found no better way than democracy to fulfill man’s talents and release his energies. A related factor had been the conviction of the importance of personal freedom and personal initiative—the feeling that the individual is the source of creativity. Another has been the understanding of the role of cooperative activity, public as well as voluntary. But fundamental to all of these, and perhaps the single most important explanation of the comparative speed of American development, had been the national rejection of dogmatic preconceptions about the nature of the social and economic order. America has had the good fortune not to be an ideological society. By ideology I mean a body of systematic and rigid dogma by which people seek to understand the world—and to preserve or transform in. the conflict between ideology and empiricism has, of course, been old in human history. In the record of this conflict, ideology has attracted some of the strongest intelligences mankind has produced—those whom Sir Isaiah Berlin, termed the “hedgehogs”, who knows one big thing, as against the “foxes”, who know many small things. Nor can one suggest that Americans have been consistently immune to the ideological temptation—to thetemptation, that is, to define national goals in an ordered, comprehensive, and permanent way. After all, the American mind was conditioned by one of the noblest and most formidable structures of analysis ever devised, Calvinist theology, and any intellect so shaped was bound to have certain vulnerability to secular ideology ever after. There have been hedgehogs throughout American history who have attempted to endow America with an all-inclusive creed, to translate Americanism into a set of binding propositions, and to construe the national tradition in terms of one or another ultimate law. Yet most of the time Americans have foxily mistrusted abstract rationalism and rigid a priori doctrine. Our national faith has been not in propositions but in processes. In its finest hours, the Unite States has, so to speak, risen above ideology. It has not permitted dogma to falsify reality, imprison experience, or narrow the spectrum of choice. This skepticism about ideology has been a primary source of the social inventiveness which has marked so much of development. The most vital American social thought has been empirical, practical, pragmatic. America, in consequence, has been at its most characteristic a nation of innovation and experiment. Pragmatism is no more wholly devoid of abstractions than ideology is wholly devoid of experience. The dividing line comes when abstractions and experience collide and one must give way to the other. At this point the pragmatist rejects abstractions and, the ideologist rejects experience. The early history of the republic illustrates the difference. The American Revolution was a pragmatic effort conducted in terms of certain general values. The colonists fought for independence in terms of British ideals of civil freedom and representative government; they rebelled against British rule essentially for British reasons. The ideals of American independence found expression in the classical documents which accompanied the birth of the nation: the Declaration of Independence, the Constitution and the Bill of Rights. But it is important here to insist on the distinction between ideals and ideology. Ideals refer to the long-run goals of a nation and the spirit in which these goals are pursued. Ideology is something different, more systematic, more detailed, more comprehensive, more dogmatic. The case of one of the Founding Fathers, Thomas Jefferson, emphasizes the distinction. Jefferson was an expounder both of ideals and of ideology. As an expounder of ideals, he remains a vivid and fertile figure—alive, not only for Americans but, I believe, for all those interested in human dignity and human liberty. As an ideologist, however, Jefferson is today remote—a figure not of present concern but of historical curiosity. As an ideologist, he believe, for example, that agriculture was the only basis of a good society; that the small freehold system was the only foundation for freedom; that the honest and virtuous cultivator was the only reliable citizen for a democratic state; that an economy based on agriculture was self-regulating and, therefore, required a minimum of government; that that government was best which governed least; and that the great enemies of a free state were, on the one hand, urbanization, industry, banking, a landless working class, and on the other hand, a strong national government with power to give direction to national development. This was Jefferson’s ideology, and had the United States responded to it, we would be today a feeble and impotent nation. By responding to Jefferson’s ideals rather than to his ideology, the United States has become a strongmodern state. Fortunately, Jefferson himself preferred his ideals to his ideology. In case of conflict he chose what helped people rather than what conformed to principle. Indeed, the whole ideological enterprise contradicted Jefferson’s temper, which was basically flexible and experimental. The true Jefferson is not the ideological Jefferson but the Jefferson who said that one generation could not commit the next to its view of public policy or human destiny. What is wrong with faith in ideology? The trouble is this. An ideology is not a picture of actuality; it is a model derived from actuality, a model designed to isolate certain salient features ofactuality which the model builder, the ideologist, regards as of crucial importance. An ideology, in other words, is an abstraction from reality. There is nothing wrong with abstraction or models per se. In fact, we could not conduct discourse without them. There is nothing wrong with them—so long, that is, as people remember they are only models. The ideological fallacy is to forger that ideology is an abstraction from reality and to regard it as reality itself. The besetting sin of the ideologist, in short, is to confuse his own tidy models with the vast, turbulent, unpredictable, and untidy reality which is the stuff of human experience. And this confusion has at least two bad results—it commits those who believe in ideology to a fatalistic view of history, and it misleads them about concrete choices of public policy. Consider for a moment the ideologist’s view of history. The ideologist contends that the mysteries of history can be understood in terms of a clear-cut, absolute, social creed which explains the past and forecasts the future. Ideology thus presupposes a closed universe whose history is determined, whose principles are fixed, whose values and objectives are deducible from a central body of social dogma and often whose central dogma is confided to the custody of an infallible priesthood. In the old philosophic debates between the one and the many, the ideologist stands with the one. It is his belief that the world as a whole can be understood from a single viewpoint that everything in the abundant and streaming life of man is reducible to a single abstract system of interpretation. The American tradition has found this view of human history repugnant and false. This tradition sees the world as many, not as one. These empirical instincts, the preference for fact over logic, for deed over dogma, have found their most brilliant expression in the writings of William James and in the approach to philosophical problems which James called “radical empiricism”. Against the belief in the all-encompassing power of a single explanation, against the commitment to the absolutism of ideology, against the notion that all answers to political and social problems can be found in the back of some sacred book, against the deterministic interpretation of history, against the closed universe, James stood for what he called the unfinished universe—a universe marked by growth, variety, ambiguity, mystery, and contingency—a universe where free men may find partial truths, but where no mortal man will ever get an absolute grip on Absolute Truth, a universe where social progress depends not on capitulation to a single, all-consuming body of doctrine, but on the uncoerced intercourse of unconstrained minds. Thus ideology and pragmatism differ radically in their views of history. They differ just as radically in their approach to issues of public policy. The ideologist, by mistaking models for reality, always misleads as to the possibilities and consequences of publicdecision. The history of the twentieth century is a record of the manifold ways in which humanity has been betrayed by ideology. Let us take an example from contemporary history. It is evident now, for example, that the choice between private and public means, that choice which has obsessed so much recent political and economic discussion in underdeveloped countries, is not a matter of religious principle. It is not a moral issue to be decided on absolutist grounds, either by those on the right who regard the use of public means as wicked and sinful, or by those on the left who regard the use of private means wicked and sinful. It is simply a practical question as to which means can best achieve the desired end. It is a problem to be answered not by theology but by experience and experiment. Indeed, I would suggest that we might well banish some overloaded words from intellectual discourse. They belong to the vocabulary of demagoguery, not to the vocabulary of analysis. So, with the invention of the mixed society, pragmatism has triumphed over absolutism. As a consequence, the world is coming to understand that the mixed economy offered the instrumentalities through which one can unite social control with individual freedom. But ideology is a drug; no matter how much it is exposed by experience, the craving for it still persists. That craving will, no doubt, always persists, so long as there is human hunger for an all-embracing, all-explanatory system, so long indeed as political philosophy is shaped by the compulsion to return to the womb. The oldest philosophical problem, we have noted, is the relationship between the one and the one and the many. Surely the basic conflict of our times is precisely the conflict between those who would reduce the world to one and those who see the world as many—between those who believe that the world is evolving in a single direction, along a single predestined line, toward a single predestined conclusion, and those who think that humanity in the future, as in the past, will continue to evolve in divers directions, toward diverse conclusions, according to the diverse traditions, values, and purposes of divers peoples. It is a choice, in short, between dogmatism and pragmatism, between the theological society and the experimental society. Ideologists are afraid of the free flow of ideas, even of deviant ideas within their own ideology. They are convinced they have a monopoly on the Truth. Therefore they always feel that they are only saving the world when they slaughter the heretics. Their objective remains that of making the world over in the image of their dogmatic ideology. The goal is a monolithic world, organized on the principle of infallibility—but the only certainty in an absolute system is the certainty of absolute abuse. The goal of free men is quite different. Free men know many truths, but the doubt whether any mortal man knows the Truth. Their religious and their intellectual heritage join in leading them to suspect fellow men who lay claim to infallibility. They believe that there is no greater delusion than for man to mistake himself for God. They accept the limitations of the human intellect and the infirmity of the human spirit. The distinctive human triumph, in their judgment, lies in the capacity to understand the frailty of human striving but to strive nonetheless.。
英语词汇积累
hypocritical英音：[,hipə'kritikəl]美音：[,hɪpə'krɪtɪk!]伪善的,虚伪的aspirate英音：['æspəreit]美音：['æspə,ret]【语】送气发音,吐气aspire英音：[əs'paiə]美音：[ə'spaɪr] vi. 热望,向往;怀有大志[to/after][+to-v] gale英音：[geil]美音：[gel] 强风(尤指八级风)tile英音：[tail]美音：[taɪl]瓦;瓷砖;墙砖;地砖toil英音：[tɔil]美音：[tɔɪl]辛苦,劳累[U]toll英音：[təul]美音：[tol] (路,桥等的)通行费hut英音：[hʌt]美音：[hʌt] (简陋的)小屋allophone英音：['æləfəun]美音：['ælə,fon]音位变体phoneme英音：['fəuni:m]美音：['fonim]【语】音素;音位phonemic英音：[fəu'ni:mik]美音：[fo'nimɪk]音素的;音位的phonetic transcriptions 语音转写phonemic transcriptions 音位转写phonological ruls音系规则phonological processes 音系过程nasalize英音：['neizəlaiz]美音：['nez!,aɪz]使鼻音化nasalization英音：[neizlə'zeiʃən]美音：[nez!ə'zeʃən]鼻音化mink英音：[miŋk]美音：[mɪŋk]【动】鼬(尤指水貂)[C]tap英音：[tæp]美音：[tæp]轻拍,轻叩,轻敲tan英音：[tæn]美音：[tæn]使晒成棕褐色velarize英音：['vi:ləraiz]美音：['vilə,raɪz]语】使软颚音化assimilation英音：[ə'simi'leiʃən]美音：[ə,sɪm!'eʃən]【生理】同化作用regressive英音：[ri'gresiv]美音：[rɪ'grɛsɪv]后退的;逆行的;退化的brick英音：[brik]美音：[brɪk]砖;砖块sentimental美音：[,sɛntə'mɛnt!]感伤的;多愁善感的contemplative英音：['kɔntempleitiv]沉思的;冥想的peasant英音：['pezənt]美音：['pɛznt]农夫,小耕农sling英音：[sliŋ]投石器,投石环索;弹弓outrageous英音：[aut'reidʒəs]蛮横的，无礼的consummation英音：[,kɔnsə'meiʃən]完成;实现perchance英音：[pə'tʃɑ:ns]美音：[pɚ'tʃæns]偶然，或许calamity英音：[kə'læmiti]美音：[kə'læmətɪ]灾难;大祸;大灾害contumely英音：['kɔntjumili]美音：['kɑntjuməlɪ]无礼;傲慢;侮辱;谩骂pang英音：[pæŋ]美音：[pæŋ] (精神上)一阵极度的痛苦despise英音：[di'spaiz]鄙视;看不起insolence英音：['insələns]美音：['ɪnsələns]傲慢;无礼;厚颜[U] spurn英音：[spə:n]美音：[spɝn]轻蔑地拒绝;摒弃,唾弃quietus英音：[kwai'i:təs] (债务等的)解除;清偿;停付利息时期fardel英音：['fɑ:dl]负担grunt英音：[grʌnt]美音：[grʌnt]咕哝着表示;咕哝着说dread英音：[dred]惧怕;担心[conscience英音：['kɔnʃəns]良心;道义心;善恶观念coward英音：['kauəd]懦夫,胆怯者[C]hue英音：[hju:]颜色,色彩;色调,色泽,色度pith英音：[piθ]精髓;要旨;核心nymph英音：[nimf]【希神】【罗神】居于山林水泽的仙女,女神orison英音：['ɔ:rizən] (常复数)【书】祈祷heir英音：[ɛə]继承人;嗣子devoutly英音：[di'vautli]虔诚地;虔敬地;衷心地oppressor英音：[ə'presə]压迫者;压制者sweat英音：[swet]汗,汗水[current英音：['kə:rənt]流动,水流,气流enterprise英音：['entəpraiz]冒险精神;进取心,事业心; 企业,公司stagy英音：['steidʒi]戏剧性的，做作的imaginary美音：[ɪ'mædʒə,nɛrɪ]想像中的;虚构的;幻想的meditation英音：[,medi'teiʃən]沉思,默想;冥想contentment英音：[kən'tentmənt]满足,知足;满意swell英音：[swel]提高(音调,声音等)beard英音：[biəd]下巴上的)胡须,山羊胡secluded英音：[si'klu:did]隐蔽的,僻静的out-of-the-way偏僻的Semi-detached半独立式别墅Detached house独立别墅preclude英音：[pri'klu:d]阻止,妨碍[(+from)] disproportionately英音：[,disprə'pɔ:ʃənitli]不成比例地;太大或太小;不相称地puppy英音：['pʌpi]小狗,幼犬torment英音：['tɔ:ment]使痛苦,折磨;烦扰titillate英音：['titileit]使觉得痒，使……兴奋dilapidated英音：[di'læpideitid]美音：[də'læpə,detɪd]快要倒塌的;损坏的,破烂的run-down失修的;破败的;衰败的farmhouse农舍;农家devoice英音：[di:'vɔis]【语】使(有声之音)变为无声之音ebb英音：[eb]落潮,退潮testify英音：['testifai]美音：['tɛstə,faɪ]证实；表明,证明exhaustion英音：[ig'zɔ:stʃən]耗尽;枯竭;精疲力竭regime英音：[rei'ʒi:m]美音：[rɪ'ʒim政权；制度bastion英音：['bæstiən]美音：['bæstʃən]堡垒dependability英音：[di,pendə'biliti]美音：[dɪ,pɛndə'bɪlətɪ]可信任;可靠性bourgeois英音：[buə'ʒwɑ:]美音：[bur'ʒwɑ]资产阶级的parable英音：['pærəbl]寓言necessity英音：[ni'sesiti]美音：[nə'sɛsətɪ]需要,必要性invitation英音：[,invi'teiʃən]美音：[,ɪnvə'teʃən]邀请[malaise英音：[mæ'leiz]美音：[mæ'lez]不舒服;抑郁；心神不安ascendant英音：[ə'sendənt]美音：[ə'sɛndənt]上升的；优势的bourgeoisie英音：[,bu:ʒwɑ:'zi:]美音：[,burʒwɑ'zi]资产阶级welfare state福利国家Quebec英音：[kwi'bek]美音：[kwɪ'bɛk]魁北克（加拿大）Freud英音：[frɔid]美音：[frɔɪd]弗洛伊德(1856-1939,奥地利心理分析学家及精神病学家)hardly more than不足，不到nerve英音：[nə:v]勇敢,胆量;沉着,镇定make head or tail of理解might as well不妨；也可以celery英音：['seləri]芹菜;(可供食用的)芹菜茎sensation英音：[sen'seiʃən]感觉,知觉spinal英音：['spainəl]【解】脊骨的;脊髓的come to one's senses醒悟过来tranquillizer英音：['træŋkwilaizə]美音：['træŋkwɪ,laɪzɚ]镇静剂brick wall砖墙bang英音：[bæŋ]猛击,猛撞;撞伤[stile英音：[stail]专供人跨越栅栏或围墙的)梯磴broom英音：[bru:m]扫帚;长柄刷[hasten英音：['heisn]赶快,催促opium英音：['əupjəm]鸦片command英音：[kə'mɑ:nd]俯瞰,俯临very英音：['veri]正是;恰好是solemnize英音：['sɔləmnaiz]隆重地庆祝;庄重举行exalt英音：[ig'zɔ:lt]使喜悦,使得意,使激动valley英音：['væli]山谷;溪谷Alpine英音：['ælpain]阿尔卑斯山的interspace英音：['intə,speis]两物体间的空间;空隙;间隙meadow英音：['medəu]草地,牧草地hedge英音：[hedʒ]树篱;篱笆churchyard毗连教堂的院落(通常用作墓地tranquilly英音：['træŋkwili]安静地;平静地theology英音：[θi'ɔlədʒi]神学obsolete英音：['ɔbsə,li:t]过时的,老式的bereft英音：[bi'reft被剥夺的；缺少的thee英音：[ði:]【古】(thou的宾格)你,汝thy英音：[ðai]【古】你的(thou的所有格)hath英音：[hæθ]【古】=hasdost英音：[dʌst] (【古】do的第二人称单数现在式(主词为thou)) doth英音：[dʌθ]美音：[dʌθ]【古】【诗】=doesbate英音：[beit]减少;缓和abate英音：[ə'beit]减少,减弱,减轻diminish英音：[di'miniʃ]减少,减小,缩减blemish英音：['blemiʃ]瑕疵;污点;缺点masquerade英音：[,mæskə'reid]假面舞会;化装舞会genial英音：['dʒi:njəl]和蔼的,亲切的;友好的genuine英音：['dʒenjuin]真的;非伪造的;名副其实的gout英音：[gaut]【医】痛风Christ英音：[kraist]基督elegy英音：['elidʒi]美音：['ɛlədʒɪ]哀歌,挽歌pamphlet英音：['pæmflit]小册子censorship英音：['sensəʃip]审查(制度),检查(制度) nuptial英音：['nʌpʃəl]婚姻的,结婚的;婚礼的serpent英音：['sə:pənt]蛇(尤指大蛇、毒蛇)Satan撒旦;魔鬼despot英音：['despɔt]专制君主,暴君monarch英音：['mɔnək]君主Adam's apple喉结orb英音：[ɔ:b]【诗】眼睛;眼球alliteration英音：[ə,litə'reiʃən]【语】头韵(法) vanity英音：['væniti]美音：['vænətɪ]自负;虚荣(心Vanity Fair名利场jot英音：[dʒɔt]一点儿,极少lion英音：['laiən]狮子cage英音：[keidʒ]鸟笼,兽笼anteater英音：['ænt,i:tə]食蚁兽cushion英音：['kuʃən]垫子;坐垫;靠垫repose英音：[ri'pəuz]使休息;使依靠;使静卧[O][(+on)] Abraham Lincoln亚伯拉罕林肯Pennsylvania英音：[,pensil'veinjə]美国宾夕法尼亚州draft英音：[dræft]【美】征(兵);征集[(+into)]soldier陆军)兵,士兵Ohio俄亥俄州（美国州名）arrest英音：[ə'rest]逮捕;拘留rioter英音：['raiətə]暴徒,暴民military service兵役deserter英音：[di'zə:tə]背弃者,擅离职守者;逃兵persevere英音：[,pə:si'viə]美音：[,pɝsə'vɪr]坚持不懈;不屈不挠[(+at/in/with)]burglar英音：['bə:glə]夜贼,破门盗窃者burglarize英音：['bə:gləraiz]【美】破门盗窃;撬窃antecedent英音：[,æntə'si:dənt]在前的,在先的[(+to)]purchase英音：['pə:tʃəs]买,购买curvature英音：['kə:vətʃə]弯曲withhold英音：[wið'həuld]抑制;阻挡coherence英音：[kəu'hiərəns]统一;连贯性cohesion英音：[kəu'hi:ʒən]结合;凝聚;团结力;附着antonym英音：['æntə,nim]反义词[C]persuasion英音：[pə'sweiʒən]说服，说服力pedagogy英音：['pedə,gɔgi]教育学;教学法receptive英音：[ri'septiv]善于接受的;能容纳的productive英音：[prə'dʌktiv生产性的command英音：[kə'mɑ:nd]美音：[kə'mænd]命令discourse英音：['diskɔ:s]谈话,交谈,会话[compensate英音：['kɔmpenseit]补偿,赔偿;酬报[(+for)]script英音：[skript]手迹;笔迹,手写体pollution英音：[pə'lu:ʃən]污染assignment英音：[ə'sainmənt]分派的)任务;工作temperate英音：['tempərit]温和的,不极端的solution英音：[sə'lu:ʃən]解答;解决(办法);解释[axe英音：[æks]斧, (经费的)大削减carpenter英音：['kɑ:pintə]木工,木匠carpentry英音：['kɑ:pintri]木匠业;木工;木作品hay英音：[hei]做饲料用的)干草make hay利用机会去赚钱annotation英音：[,ænəu'teiʃən]注解,注释pass your wind放屁”sheer nonsense一派胡言entitlement英音：[in'taitlmənt]权益；权利、praise英音：[preiz]赞扬,称赞Hemingway英音：['hemiŋwei]海明威(1899-1961,美国小说家) merit英音：['merit]值得,应受philosopher英音：[fi'lɔsəfə]哲学家freshman 大一学生sophomore英音：['sɔfəmɔ:] (大学,高中的)二年级学生junior student大三学生senior student大四学生，高年级学生onset英音：['ɔnset]开始coda英音：['kəudə]乐章结尾部;完结部;终曲nucleus英音：['nju:kliəs]原子核pronunciation英音：[prə,nʌnsi'eiʃən]发音;发音法;读法R.P.=Received Pronunciation (英语)标准发音received英音：[ri'si:vd]被承认的;被认为标准的G.A．=General American通用美国英语 (通用于除纽约、南方和新英格兰以外的美国大部分地区)integral英音：['intigrəl]美音：['ɪntəgrəl]构成整体所必需的,不可缺的communal英音：['kɔmjunəl]全体公用的,共享的formidable英音：['fɔ:midəbəl]难以克服的,难对付的；可怕的,令人畏惧的blackbird英音：['blæk,bə:d]【鸟】【美】燕八哥;【英】画眉(斑鸫属的鸟)[C] epiphenomenon英音：[,epifi'nɔminən]副现象charge英音：[tʃɑ:dʒ]冲锋,向前冲[(+at)]pigeon英音：['pidʒin]鸽子premise英音：['premis]假定,假设;前提premier英音：['premjə]美音：['primɪɚ]首相,总理premiere英音：['premiɛə]初次上演bound英音：[baund]跳跃straggle英音：['strægl]in twos and threes三三两两straggle英音：['strægl] vi. 散落;四散;零星地出现(或离开)strew英音：[stru:]铺盖;点缀[(+with)]assault英音：[ə'sɔ:lt]攻击,袭击;谴责,抨击litter英音：['litə]使充满[H][(+with)]wrapper英音：['ræpə]包裹布;包装纸;书皮;封套auditorium英音：[,ɔ:di'tɔ:riəm]听众席;观众席olden英音：['əuldən]古时的,往昔的armour盔甲elderly英音：['eldəli]年长的;上了年纪的dame英音：[deim]年长妇女adept英音：[ə'dept]能手,内行；熟练的,内行的[(+in/at)]subordinate英音：[sə'bɔ:dənit]部下,部属;下级职员detract from英音：[di'træktfrəm]减损;降低pastry英音：['peistri]酥皮点心(如馅饼,水果派haggle英音：['hægl]争论;论价,讨价还价volcanology英音：[,vɔlkən'ɔlədʒi]火山学procure英音：[prə'kjuə]努力)取得,获得;采办;为...获得out of stock无现货的,无库存的student s_2010economic integration经济一体化economic globalization经济全球化 (指世界范围内经济突破国界和地区界限向全球扩展的过程)pan英音：[pæn]盆地,洼地pearl英音：[pə:l]珍珠delta英音：['deltə] (河口的)三角洲human-oriented以人为本buyer采购员Canton Fair广州交易会Chinese Export Commodities Fair中国出口商品交易会industry know-how行业专业知识Ministry of Commerce商业部pilot trade fairs试点展会Taiwan Strait台湾海峡The Palace Museum北京故宫enthrone英音：[in'θrəun]使(国王、主教等)登位;立...为王building complex建筑群wooden structure木结构terra-cotta英音：[,terə'kɔtə]赤土陶器,陶俑warrior英音：['wɔ:riɚ]武士,斗士,战士,勇士terra-cotta warriors and horses兵马俑definition英音：[,defi'niʃən]美音：[,dɛfə'nɪʃən]下定义;定义;释义mausoleum英音：[,mɔ:sə'li:əm]陵墓unearth英音：['ʌn'ə:θ] (从地下)发掘,掘出The first Qin E mperor’s Mausoleum始皇陵grotto英音：['grɔtəu]石窟cave英音：[keiv]洞穴,洞窟mural英音：['mjuərəl]壁画;壁饰cultural relics文化遗产revenue英音：['revinju:]美音：['rɛvə,nju]收入,收益[consumption英音：[kən'sʌmpʃən]消耗量;消费量Peking man北京人pine英音：[pain]松树[strangely-shaped pines奇松grotesque英音：[grəu'tesk]奇形怪状的;古怪的;怪诞的grotesque rock formations怪石five great mountains五岳mysterious英音：[mis'tiəriəs]神秘的;不可思议的appeal英音：[ə'pi:l]有吸引力,迎合爱好opponent英音：[ə'pəunənt]对手;敌手,反对者character英音：['kæriktə]性状，特性，特征seas of clouds云海hot springs温泉tourist destination旅游胜地cemetery英音：['semiteri]美音：['sɛmə,tɛrɪ]墓地Confucius英音：[kən'fju:ʃjəs]美音：[kən'fjuʃəs]孔子The Spring and Autumn Period春秋时代mansion英音：['mænʃən]宅第,官邸,公馆Potala Palace布达拉宫Tibetan king吐蕃王Songtsan Gambo松赞干布Princess Wencheng文成公主cream英音：[kri:m]精华;最精彩的部分essence英音：['esns]精髓,精华Lhasa拉萨(西藏之首府)paradise英音：['pærədais]天堂heaven英音：['hevn]天国，天堂incomparably英音：[in'kɔmpərəbli]无比地;无敌地exquisite英音：['ekskwizit]精美的;精致的;制作精良的fascinating英音：['fæsineitiŋ]迷人的;极美的;极好的Eden《圣经》中亚当和夏娃最初居住的)伊甸园in heaven(本义)在天堂on earth世界上,人世间matchless英音：['mætʃlis]无敌的;无与伦比的unequaled英音：['ʌn'i:kwəld]无与伦比的;无双的;不等同geographer英音：[dʒi'ɔgrəfə]地理学家explorer英音：[iks'plɔ:rə]探险家;勘探者masterpiece英音：['mɑ:stəpi:s]美音：['mæstɚ,pis]杰作,名作travelog英音：['trævəlɔg]美音：['trævə,lɔg] (使用幻灯片、电影等的)旅行见闻讲座;旅行记录片;观感Marco Polo马可·波罗legendary英音：['ledʒəndəri]美音：['lɛdʒənd,ɛrɪ]传说的;传奇的National Tourism Administration国家旅游局tortuous英音：['tɔ:tjuəs] (道路等)迂回曲折的thicket英音：['θikit]灌木丛;杂木林pagoda英音：[pə'gəudə] (东方寺院的)塔;(公园等的)凉亭exorcise英音：['eksɔ:saiz] (以祈祷或符咒)驱除(恶魔)canyon英音：['kænjən] (既长又深,谷底常有溪流的)峡谷marvelous英音：['mɑ:viləs]美音：['mɑrvələs]令人惊叹的;非凡的;不可思议的plank英音：[plæŋk]板(条);厚板cliff英音：[klif]尤指海边的)悬崖,峭壁epenthesis英音：[e'penθisis]美音：[ɛp'ɛnθɪsɪs]语】增音;插入字母cupboard英音：['kʌbəd]食橱;碗柜wardrobe英音：['wɔ:drəub]衣橱,衣柜,藏衣室divan英音：[di'væn]美音：[dɪ'væn]长沙发椅,沙发床stool英音：[stu:l]凳子；搁脚凳hammock英音：['hæmək]吊床，吊带quilt英音：[kwilt]被(子);被褥bunk英音：[bʌŋk]车、船等倚壁而设常有上、下铺的)架式床铺,铺位mattress英音：['mætris]美音：['mætrɪs]褥垫,床垫sibilant英音：['siblənt]【语】发丝音辅音syntactic英音：[sin'tæktik]按照句法的;句法的aerobic英音：[ɛə'rɔbik]增氧健身运动的decipher英音：[di'saifə]解释,译解orchard英音：['ɔ:tʃəd]果树园,果树林Patrick英音：['pætrik] (男子名)帕特里克patron英音：['peitrən] (英国国教中)有圣职授与权的人saint英音：[seint]教会正式承认的)圣徒ordination英音：[,ɔ:di'neiʃən]美音：[,ɔrdn'eʃən]圣职之任命eradicate英音：[i'rædikeit]美音：[ɪ'rædɪ,ket]连根拔除,根绝;消灭veneration英音：[,venə'reiʃən]美音：[,vɛnə'reʃən]尊敬showcase英音：['ʃəukeis]陈列、展示Dublin都柏林(爱尔兰首都)trickery英音：['trikəri]欺骗;奸计cantankerous英音：[kæn'tæŋkərəs]美音：[kæn'tæŋkərəs]脾气坏的，好争吵的Christianity英音：[,kristi'æniti]美音：[,krɪstʃɪ'ænətɪ]基督教bonfire英音：['bɔn,faiə]篝火,营火Celtic英音：['keltik]凯尔特族的;凯尔特语的circa英音：['sə:kə]拉】大约于,大概是在...(用于日期、数字前)pub英音：[pʌb]【英】酒吧Lent(基督教)四旬斋,大斋期(指复活节前的四十天)waive英音：[weiv]美音：[wev]放弃;撤回；搁置;推迟Chicago英音：[ʃi'kɑ:gəu]芝加哥(美国城市名)dye英音：[dai]染,把...染上颜色reveller英音：['rev!ə]美音：['rɛvlɚ纵酒狂欢者;寻欢作乐的人bacon英音：['beikən]熏猪肉;咸猪肉cabbage英音：['kæbidʒ]甘蓝菜,卷心菜shamrock；seamroy英音：['ʃæmrɔk]三叶草leprechaun；lobaircin英音：['leprəkɔ:n]爱尔兰传说的)小妖精cranky英音：['kræŋki]胡思乱想的;好奇的folklore英音：['fəuklɔ:]美音：['fok,lor]民间传说,民俗;民俗学fellow英音：['feləu]【口】男人;家伙;人paganism英音：['peigənizəm]信奉异教;不信教fiddle英音：['fidl]口】小提琴whistle英音：['hwisl]口哨;警笛;汽笛;哨子corned beef(尤指罐装的)咸牛肉script英音：[skript]手迹;笔迹,手写体word formation构词法discourse英音：['diskɔ:s]谈话,交谈,会话[communicative competence交际能力Information gap信息沟；信息差距Language Exchange找语伴improvisation英音：[,imprəvai'zeiʃən]即兴创作;即兴演说rationale英音：[,ræʃə'nɑ:l]美音：[,ræʃə'næl]基本理由contextualize英音：[kɔn'tekstju:əlaiz]美音：[kən'tɛkstʃuəlaɪz]把(字词、意念等)放在上下文中考虑protocol英音：['prəutəkɔl]议定书;协议;草案blade英音：[bleid]叶片,叶身alveolar英音：[æl'viələ]语】齿槽音,齿龈音vocal tract声道vocal cords声带cavity英音：['kæviti]美音：['kævətɪ] (身体的)腔trachea英音：['treikiə]气管pharynx英音：['færiŋks]【解】咽头larynx英音：['læriŋks]【解】喉lionize英音：['laiənaiz]捧(某人)为名人excise英音：[ek'saiz]货物税;国内消费税vinegar英音：['vinigə]醋militia英音：[mi'liʃə]民兵部队,义勇军;国民军underachiever英音：[,ʌndərə'tʃi:və]成绩未达应有水平的学生;表现未达理想的学生boulder英音：['bəuldə]卵石,大圆石;巨砾dissolution英音：[,disə'lu:ʃən]终止;死亡crumble英音：['krʌmbl]粉碎,弄碎syllabus英音：['siləbəs]教学大纲,课程大纲methodology英音：[,meθə'dɔlədʒi]方法学，方法论selection英音：[si'lekʃən]选择;选拔sturdy英音：['stə:di]不屈的，顽强的patronage英音：['pætrənidʒ]惠顾,光顾;(总称)顾客preclude英音：[pri'klu:d]排除;防止,杜绝dash英音：[dæʃ]闯劲,锐气flair英音：[flɛə]天资;(特别的)才能colloquial英音：[kə'ləukwiəl]美音：[kə'lokwɪəl]用于口语的;口语体的safe英音：[seif]保险箱embarrass英音：[im'bærəs]使窘;使不好意思,使局促不安museum英音：[mju:'ziəm]博物馆civilize英音：['sivilaiz]使文明；教育Christianity英音：[,kristi'æniti]基督教myth英音：[miθ]神话tax code税法emerging英音：[i'mə:dʒiŋ] (用作定语)新兴的ally英音：[ə'lai]同盟国;同盟者explicit英音：[iks'plisit]详尽的;清楚的;明确的automatize英音：[ɔ'tɑmətaiz] (使)自动化authentic英音：[ɔ:'θentik]可信的,真实的,可靠的solve英音：[sɔlv]解决;解释;阐明preclude英音：[pri'klu:d]排除;防止,杜绝accuracy英音：['ækjurəsi]正确(性);准确(性)[ complexity英音：[kəm'pleksiti]复杂(性),错综(性scatter英音：['skætə]撒;撒于...上;散布[(+on/over/with)] feminity英音：[fe'miniti]妇女特质;温柔；(集合名词)妇女manly英音：['mænli]有男子气概的swallow英音：['swɔləu]燕子perch英音：[pə:tʃ]使飞落,使暂栖[creak英音：[kri:k]发出咯吱咯吱声hinge英音：[hindʒ]铰链working party=working group工作小组;事务委员会Monroe英音：[mən'rəu]门罗(美国第五任总统)doctrine英音：['dɔktrin]学说,原理；主义,信条;政策Monroe Doctrine门罗主义;类似门罗主义之策略colonization英音：[,kɔləni'zeiʃən]殖民地的开拓,殖民;殖民地化entreat英音：[in'tri:t]【书】恳求;乞求;请求refined英音：[ri'faind]精炼的,精致的intense pain剧烈的疼痛time and motion study【经】时间与动作研究(指一种对工作程序的研究方法)；工业操作效率的研究分析progressive thinker进步的思想家downcast英音：['daunkæst]垂头丧气的,萎靡不振的wield英音：[wi:ld]行使(权力);施加(影响)distress英音：[di'stres]使悲痛,使苦恼,使忧伤intervention英音：[,intə'venʃən]插入;介入railing英音：['reiliŋ]栏杆,扶手;栅栏,围栏tease英音：[ti:z]戏弄,逗弄;取笑;欺负allegiance英音：[ə'li:dʒəns] (对国家,事业,个人等的)忠诚,忠贞;拥戴ocean-going远洋航行的vessel英音：['vesl]飞船,飞机(尤指水上飞机)lay claim to对...提出权利要求enclosed space围蔽空间wheedle英音：['hwi:dl]以甜言蜜语诱惑;用甜言蜜语欺骗arrogant英音：['ærəgənt]傲慢的;自大的;自负的exuberant英音：[ig'zju:bərənt]丰富的;充溢的;繁茂的wet blanket让大家都扫兴的家伙blanket英音：['blæŋkit]毛毯,毯子countless英音：['kauntlis]数不尽的,无数的barbarity英音：[bɑ:'bæriti]美音：[bɑr'bærətɪ]野蛮;残暴,暴行quarrelsome英音：['kwɔ:rəlsəm]喜欢争吵的;动辄吵架的zoology英音：[zəu'ɔlədʒi]美音：[zo'ɑlədʒɪ]动物学breeze英音：[bri:z]微风,和风gladiator英音：['glædieitə]美音：['glædɪ,etɚ]论争者【史】斗剑者valour英音：['vælə]美音：['vælɚ]英勇faith英音：[feiθ]美音：[feθ]信念;信任,完全信赖[faint英音：[feint]美音：[fent]懦弱的;(行动等)软弱无力的fainthearted英音：['feint'hɑ:tid]美音：['fent'hɑrtɪd]懦弱的;无精神的cowardice英音：['kauədis]美音：['kauɚdɪs]胆小,卑怯,懦弱amiable英音：['eimjəbl]美音：['emɪəb!]和蔼可亲的;厚道的cross英音：[krɔ:s]美音：[krɔs]发怒的,脾气坏的lenient英音：['li:njənt]美音：['linjənt]宽大的;仁慈的;温和的partiality英音：[,pɑ:ʃi'æliti]美音：[,pɑrʃɪ'ælətɪ]偏心,偏袒impartiality英音：['im,pɑ:ʃi'æliti]美音：[,ɪmpɑrʃɪ'ælətɪ]公平conflict英音：['kɔnflikt]矛盾,冲突[(+with)]concur英音：[kən'kə:]美音：[kən'kɝ]同意,一致[(+with)];赞成[(+in)]positively英音：['pɔzətivli]美音：['pɑzətɪvlɪ]明确地,坚决地,断然questionably英音：['kwestʃənəbli]美音：['kwɛstʃənəblɪ]可疑地;不清楚地;不可靠地positive英音：['pɔzitiv]美音：['pɑzətɪv]确定的;确实的hilarious英音：[hi'lɛəriəs]美音：[hɪ'lɛrɪəs]极可笑的tardily英音：['tɑ:dili]美音：['tɑrdɪlɪ]缓慢地；迟;晚;拖延地promptly英音：[prɔmptli]敏捷地;迅速地;立即地gloomily英音：['glu:mili]美音：['gluməlɪ]阴暗地;阴沉地miserable英音：['mizərəbl]痛苦的;不幸的retribution英音：[,retri'bju:ʃən]报应;惩罚mourner英音：['mɔ:nə]美音：['mornɚ]悲伤者;哀悼者;送葬者uplift英音：[ʌp'lift]振奋;鼓舞faithlessness英音：['feiθlisnis]不忠;不贞subject英音：['sʌbdʒikt] (君主国)国民,臣民convict英音：[kən'vikt]证明...有罪;判...有罪,判决acquit英音：[ə'kwit]宣告...无罪,无罪释放vibrate英音：['vaibreit]使颤动;使振动;使震动voiced英音：[vɔist]【语】浊音的glottal stop【语】声门闭锁音resultant英音：[ri'zʌltənt]作为结果的articulation英音：[ɑ:,tikju'leiʃən] (清楚的)发音;发出的(辅)音;发音动作bilabial英音：[bai'leibiəl]美音：[baɪ'lebɪəl]双唇音alveolar英音：[æl'viələ]【语】齿槽音,齿龈音allophone英音：['æləfəun]音位变体phoneme英音：['fəuni:m]【语】音素;音位monophthong英音：['mɔnəfθɔŋ]美音：['mɑnəf,θɔŋ] diphthong英音：['difθɔ:ŋ]【语】双元音,复合元音triphthong英音：['trifθɔŋ]美音：['trɪf,θɔŋ]【语】三合元音glide英音：[glaid]滑动,滑行glottis英音：['glɔtis]【解】声门lax英音：[læks]元音)松弛的onset英音：['ɔnset]开始coda英音：['kəudə]美音：['kodə]音节尾pharynx英音：['færiŋks]【解】咽头morpheme英音：['mɔ:fi:m]【语】语素,词素(语言中最小的字义单位) plosive英音：['pləusiv]【语】破裂音(的)stop英音：[stɔp]【语】塞音acoustic英音：[ə'ku:stik]声学的auditory英音：['ɔ:ditəri]听到的Received Pronunciation (英语的)标准发音distinctive feature区别性特征design feature识别特征binary英音：['bainəri]二元的;二进位的;由二部分构成的at large未被捕获的wander about漫游；闲逛in the balance悬而未决flutter英音：['flʌtə]颤动;(激动得)发抖off the record非公开的;不留记录的;非正式的be out of one's depth力所不及,超出某人的理解能力.inside out把里面翻到外面，彻底be all ears全神贯注地听at sixes and sevens乱七八糟calling英音：['kɔ:liŋ]职业;天职line英音：[lain]行业;擅长;兴趣in the wind将要发生on edge意为“紧张、不耐烦，急切”。
英语学科教学与设计(山东联盟)知到章节答案智慧树2023年潍坊学院
英语学科教学与设计（山东联盟）知到章节测试答案智慧树2023年最新潍坊学院第一章测试1. Which of the following is NOT the quality of a good language teacher?参考答案:Good educational background2.Whether someone can become a good foreign language teacher does notsolely depend on his/ her command of the language.参考答案:对3.Xi jinping says a good teacher should have four havings.This means youshould have the ideal and belief, ethic devotion, professional qualities ,kindness and love.参考答案:对4. In your first lesson as a teacher, you should make the students fall in lovewith English and you at the first sight.参考答案:对5.The sentence of " As soon as I arrive there, I’ll telephone you." can bechanged into "On arriving there, I’ll telephone you. "They have the samemeaning.参考答案:对第二章测试1.The lead-in of the lesson should be like a dragon head, which makes abrilliant appearance to attract students.参考答案:对2.Do not end the lesson in a hurry. If there is no enough time left, the teahercan turn the content into a thinking question. If there is enough time left, you can give students a question to discuss or ask the students to preview thenext section.参考答案:对3. The structural view of language sees language as a linguistic system made upof various subsystems.参考答案:对4. Generally, a language system includes three aspects: pronunciation,grammar and vocabulary.参考答案:对5. The influential result of the behaviourism is the audio-lingual method.参考答案:对第三章测试1.The principles of teaching English includes interest, simpleness, enoughinput, repetition, imitation and communication, etc.参考答案:对2.The teacher's passion can calls the students to learn English but passion isnot sensational and sometime the teacher should control the passion inteaching.参考答案:对3. A teacher should not standing behind the table too long in teaching.参考答案:对4.It's a good idea to concentrate on practicing the students’ listening for sometime.参考答案:对5.Body language refers to various forms of non-verbal communication,wherein a person may reveal clues as to some unspoken intention or feeling through their physical behavior. These behaviors can include body postures, gestures, facial expressions, and eye movements.参考答案:对第四章测试1.Hedge’s five main components of communicative competence (2000)includes: linguistic competence， pragmatic competence, discoursecompetence, strategic competence and fluency.参考答案:对2.There are three phases in a task-based lesson: Pre-task phase ，While -taskphase .and Post-task phase.参考答案:对3.The questions from low to high are knowledge questioning，understandingquestioning, applying questioning, analyzing questioning, evaluatingquestioning, and creating questioning，etc.参考答案:对4.There are some principles for making PPT：Purpose， Practicability，Scientificity，Appropriateness ，Artistry and Simpleness, etc.参考答案:对5.There are many modes of teaching English. The mode of PPP is very common.PPP refers to Presentation, Practice and Production.参考答案:对第五章测试1.The National English curriculum aims education for all students and stressesquality-oriented education.参考答案:对2.小学英语课设计理念一是要深入解读文本，将对文本的解读转化为学生的学习活动，实践英语学习活动观；二是要站在儿童的视角，定位学习目标，落实核心素养。
小学上册第三次英语第1单元真题
小学上册英语第1单元真题英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.What do we call the process by which plants lose water?A. EvaporationB. TranspirationC. CondensationD. Photosynthesis2.What is the sound a cat makes?A. BarkB. MeowC. RoarD. QuackB3.I dream of becoming a ________.4.The chemical formula for sodium citrate is _____.5.Which planet is known for having a big red spot?A. MarsB. VenusC. JupiterD. SaturnC6.The ______ is known for her volunteer work.7.The snow is ______ on the ground. (falling)8.The __________ (历史的争议) spark debates among scholars.9.We are going to ___ a hike. (take)10.What color is a banana?A. RedB. YellowC. BlueD. GreenB Yellow11.The chemical symbol for nickel is ______.12. A ____ enjoys swimming and can often be seen in lakes.13.My ________ (玩具名称) can spin around quickly.14.We have ______ at the picnic. (sandwiches)15.Hedgehogs curl into a ________________ (球) when scared.16. A ____(biosphere) is a global sum of all ecosystems.17.The ancient Maya are known for their advances in _______ and mathematics.18.I enjoy helping my ____.19.hill) is a raised area of land, smaller than a mountain. The ____20.The sloth's slow movements help it avoid ________________ (天敌).21.What is the term for the highest part of a mountain?A. BaseB. SummitC. SlopeD. ValleyB22.Recognizing the importance of plants in our lives can lead to better ______. (认识到植物在我们生活中的重要性可以促进更好的环境保护。
hedge名词解释杨忠语言学
hedge名词解释杨忠语言学Hedge（名词）是指一种由词语、短语或句子组成的修饰性语言结构，用于减少陈述句的强度或保留解释的余地。
它可以用来表达迟疑、推测、条件、可能性、不确定性等含糊不清的语气或态度。
英文解释：Hedge (noun) refers to a modifier linguistic structure composed of words, phrases, or sentences, used to reduce the intensity of a statement or to leave room for interpretation. It can be used to express hesitation, speculation, conditions, possibilities, uncertainties, or ambiguous tones or attitudes.双语例句：1. I think, maybe, it could be possible that he will come to the party.（我认为，也许，他有可能会来参加派对。
）2. We might need to consider some changes in the plan.（我们或许需要考虑一些方案的改变。
）3. She seems to be somewhat upset about the news.（她似乎对这个消息有点不高兴。
）4. I'm not entirely sure, but it could potentially rain tomorrow.（我并不完全确定，但明天有可能会下雨。
）5. It's possible that the package got lost in transit.（很可能是包裹在运送过程中丢失了。
）6. He probably won't finish the project on time.（他很可能无法按时完成这个项目。
叙事学词典
叙述学词典杰拉德·普林斯1、absent narrator 不在场的叙述者《白象般的群山》；最大限度的隐形叙述者2、act 行为3、actant 行动者4、actant model 行动者模式主体SUBJECT（寻找客体）、客体OBJECT（被主体寻找）、发送者SENDER （要求去寻找客体的主体）、受体RECEIVER（被主体解救的客体）、帮助者HELPER（属于主体的）、对手OPPONENT（属于客体的）。
格雷马斯5、actorial narrative type 行动者叙述类型内聚焦（同故事、异故事叙述）；作者叙述；中性叙述6、addresser 讲述者addressee 听者（叙事受众）7、alternation 交替（序列的交互穿插）8、anachrony 时间误置回溯、倒述、闪回；预期、预叙、超前叙述9、anticlimax 反高潮10、authorial discourse 作者话语（显露叙述者或作者痕迹及其至尊权威的叙述话语）11、authority 权威性12、author’s intrusion 作者介入13、causality 因果关系；因果谬误14、coda 尾声叙述结束15、conflict 冲突（命运、归宿、社会、自然环境、外部冲突、内在冲突）16、consonance和谐（叙述者与所叙述的人物意识之间的融合）17、deep structure 深层结构surface structure表层结构18、diachronic analysis 历时性分析synchronic analysis 共时性分析19、direct discourse直接引语；indirect discourse间接引语20、discourse 话语“怎么”叙述，涉及叙述行为情境与事件表述的秩序；控制表述的视点；叙述速度；评论21、disnarrated 否定叙述叙述中明确考虑并涉及未发生的22、dissonance 不和谐23、distance 距离叙述者、人物、被叙的情境与事件和受述者之间的（隐喻性）空间。
英语教学论课程作业习题集
英语教学论课程作业习题集英语教学论作业习题集Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when andhow it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finitenumber of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3） Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4） Socio-constructivist theoryVygotsky (前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」 ) and scaffolding 「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teac her’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a furtherdevelopment of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude,motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class sothat they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy.7) The plan, with the te acher’s comments and corrections, provides a useful, time-saving reference when the teacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / shewould like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility—means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students.Of course, things should not be too easy either. Doing things that are beyond or below the students’coping ability will diminish their motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The t eacher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s model refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicativetasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few wordsas possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students.The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged ratherthan direct teacher correction to avoid damaging student s’ self esteem and confidence. Also, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which do n ot convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh,ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method: is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling;2) Spotting the differences;3) Describing and drawing;4) Playing a game;5) Using word series;6) Word bingo;7) Word association;8) Finding synonyms and antonyms;9) Using word categories;10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they aregoing to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: most of the listen ing in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions.2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.3)Interactive model: listening involves both bottom-upprocessing (recognizing sounds of words, phrases or structures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities: listening for the gist; listening for specific information; no specific responses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information;Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach: The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning.3. What types of activities can we use in teaching reading?Pre-reading Stage: The aims of the pre-reading stage is to arou sing the students’ interest in the topic or type of text; motivating students to read the text by providing a purpose for reading; preparing the students for the content of the text.The activities for the pre-reading stage:1)predicting2)setting the scene。
人际功能的拓展_评价系统述评
语言学界用了不同的术语来表示作者的观点
和态度 。 〔10〕 Lyon ( 1977 ) 使 用 connotation, Labov
(1984)〗使用 intensity, Chafe和 N ichols ( 1986 )使
用 evidentiality, Ochs和 Schiefflen ( 1989)使用 af2
如 : I expected the despair of watching my partner and manager die w retchedly, slow ly, bitterly. (同上 , 本 句中最后三个副词体现消极评价 ) 。表示性质的
形容词 ( names of quality)当然包含评价的因素 ,如 brave famous等作为修饰语时 。但是评价理论 不是从单个词汇的角度来分析作者的态度 ,语篇的 评价意义是累加的 ,有时即使没有明显的词汇因 素 ,其它的语言手段完全可以创造出评价意义 ,它 呈韵律式分布于整个语篇 。
接的也有间接的 。澳大利亚语言学家马丁 ( James
R. M artin)认为系统功能语法对于人际功能的研
价词汇 ’( evaluative lexis)评价语言使用者的意识 形态 ”〔2〕。本文主要探讨评价理论的理论基础 ,以
究不全面 ,因此他提出评价理论以丰富人际功能 。 及该理论对于系统功能语法中人际功能的突破和
《英语教学法》名词解释
《英语教学法》名词解释之马矢奏春创作<P3>◆Structural view(结构主义语言理论）The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).◆Functional view（功能主义语言理论）The functional view not only sees language as a linguistic system but alsoa means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.◆Interactional view（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up andmaintainsocial relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages,stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language isnot a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.◆Constructivist theory (建构主义理论)-------John Dewey The constructivist theory believes thatlearning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.◆Socio-constructivist theory (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social contextbased on the concept of “Zone of Proximal Development” (ZPD) and scaffolding. <P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canaleand SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (战略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learner s’ language competence.Errorsresult fromlack of knowledge in the target language.◆MistakesA mistake refers to a performance error that is either a random guess or a slip of tongue, and it isa failure performance to a known system.Mistakes result fromcarelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge toconstruct meaning are emphasised. In other words, listening comprehension involves “ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
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Rosch’s class membership
• • • • animal:dog, cat, pig, chick, duck,tiger.. dog: poodle, chihuahua, hunter,puppy furniture: chair, desk, bed, sofa, cupboard.. chair: armchair, rocking chair,message chair, etc.
Case 2: Rounders
• In the second type of approximators, there is no necessary problem in the match between language and perceived reality. • Precise numbers do exist, but are not relevant. What one intends to convey is a range of items.
Shields
• Shields do not affect the truth condition of the propositions associated with them. • The purpose of employing shields is that the speaker intends to indicate that s/he is not fully and personally committed in the usual or unmarked way to the information s/he conveyed.
Hedges
Approximators
• Approximators are hedges that affect the propositional content but not the speaker commitment. For instance, sort of, kind of, somewhat, etc. • Approximators are used to make some adaptation to some extent of the propositional meaning so as to make the interpretation more close to the fact or used to give a range or limit the meaning to a certain scope.
Attribution Shields
• Attribution Shields,which simply attributes the issue in question to someone other than the speaker,and the speaker’s own degree of commitment is only indirectly inferable.Like It's said that, as is well known, the possibility would be, someone says that, according to sb and so on. • According to Dr. Smith, there was a dramatic response after medication.
Approximators and truth conditions
• 1. A robin is a bird. (T) A chicken is a bird. (T?) A bat is a bird. (F) A cow is a bird. (F) • 2. A robin is sort of a bird. (F) A chicken is sort of a bird. (T) A bat is sort of a bird. (T?) A cow is sort of a bird. (F) • 3. In a manner of speaking, a robin is a bird. (F) In a manner of speaking, a chicken is a bird. (F?) In a manner of speaking, a bat is sort of a bird. (T) In a manner of speaking, a cow is sort of a bird. (F) • The addition of an approximator to some proposition P1 results in the formation of a proposition P2, where P1≠P2
Two different types of approximators
• 1. This matter was a somewhat difficult one to decide. --- What about his ears? Is he still draining fluid? --- Uh…it’s more just sort of crusted than---uh not…really draining. • 2. His weight was approximately three point two kilograms, which is essentially what his birth weight was. Um… the baby’s blood pressure was also about uh something between forty and fifty palpable.
Definition
• A word or phrase whose meaning implicitly involves fuzziness, and whose job is to make things fuzzier . (G. Lakoff 1972:195) • Eg. 1. His feet were blue. • 2. His feet were sort of blue. • 3. I think his feet were blue. • 4. Technically speaking, his feet were blue. • Their functions on one hand change the truth value of the sentence and on the other hand make things fuzzy and people's utterance euphemistic and decent.
Hedge in Discourse
模糊限制语
What's the function?
• He is a slightly stupid person. (adverb) • There might just be a few insignificant problems we need to address. (adjective) • The party was somewhat spoiled by the return of the parents. (adverb) • I'm not an expert but you might want to try restarting your computer. (clause) • As you probably know, smoking is harmful to your health.
Case 1: adaptors
• Adaptors are used to make some adaptation to some extent of the propositional meaning so as to make the interpretation more close to the fact. They are most frequently occur in the description of symptoms. • Such as kind of, sort of, a little bit, some，somewhat, almost, to some extent, more or less, quite，really， entirely ,and so on. • The car hit him on his left side and, as described by his parents, he sort of grazed off the car and fell to the ground he didn’t--- he wasn’t really thrown. • --- What would the family like you to do? --- I don’t think the family quite realizes, entirely.
Case 2: Rounders
• This subclass of approximators is used to give a range or limit the meaning to a certain scope, like about, around, approximately，roughly，essentially， over something between X and Y and so on. • The building is about something between fifty and sixty meters high.
Shields can be divided into the following two kinds:
Plausiblity shields & Attributioelds