Lecture 1

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lecture 1

lecture 1

• (4)有时候中文字面的意思表达不充分,部分信息被省 略了或被隐藏起来了。翻译时要加以拓展。例如,特区是 个窗口,是技术的窗口,管理的窗口,知识的窗口,也是 对外政策的窗口。有人把它翻译为:The special zone is a window. It is a widow for introducing technology, management and knowledge. It is also a window for foreign policy. 这样的翻译外国人是无法理解的,我们必 须把那些被省略了或被隐藏起来的信息都翻译出来:The special economic zones are a window opening onto the outside world. They are a window through which to bring in from abroad sophisticated technology, advanced managerial expertise and up-to-date know-hows. They are also a window through which to disseminate China’s foreign policies.

上述各种能力和意识的培养,可以通过不同的 具体途径来实现。
• (1)深刻认识翻译的重要性。翻译的对与错、好 与坏有时会产生绝然不同的效果。例如,把海南 岛的“天涯海角”翻译成了“the End of the World(世界末日)”(应为Land’s End / End of the Earth)。再如某航空公司广告中的承诺 “一小时内免费送机票上门”被译成了“We give you tickets free of charge within one hour.(一小 时内送免费机票上门。)”(应为We offer free delivery of your air tickets within one hour after your booking confirmation.)。

lecture 1

lecture 1

1、关于应用文本的范围
应用类文本可分为法规或成文法类应用文本 (Texts of Rules and Regulations,TRR)和对 外宣传类应用文本(Practical Texts for Foreign Recipients,PTFR)两大类,前者包括法律、合 同、政策条文等文本,后者指宣传介绍或公告类 文本及商务文本,包括各级政府新闻发布会的信 息通报、我国政治经济、文化教育等发展状况的 对外介绍、投资指南、旅游指南、城市/乡镇/企 业/公司介绍、各种大型国际性活动宣传、企业 产品/服务广告宣传、商务函电、商务单证表格 等。
4.化冗为简(形式与内容的和谐或形神结合所产生的美 感): 我们所讲的微笑,是发自内心的诚挚和善良的笑容,而 不是讨好别人的媚笑,也不是存心不良的奸笑或皮笑肉 不笑,更不是带有杀机的笑里藏刀。(“多一点微笑”) V1) What we refer to here is a sincere and goodnatured smile that comes from the bottom of one’s heart. We do not mean a smile specially put on to please others, or a false one harboring a sinister design, much less a grin with murderous intent behind. 改译:What we refer to here is a sincere and goodnatured smile, instead of a flattering one. We do not mean a sinister-harbored grin, much less a daggerhidden one.

lecture 1 翻译标准

lecture 1 翻译标准

g. 我认为他不够格。 I don’t think he is qualified. h. 人们来五台山,目的可不都是一样。 People do not come to Wutai Mountain with one and the same purpose.
3) 译文应体现英语遣词造句的特点,同时 又应因文体而有变化。 a. 名词使用频率高,特别是含有动作性质 的抽象名词等,可以既包含丰富的信息又 十分简洁。 b. 被动形式使用率高,表现能力强。 c. 语法要求严,一般来说句子较长。 d. 介词、非谓语动词、形容词和独立结构 非常活跃。
教心理学的老师觉察到这件事, 就假冒一个男生的名义,给她 写了封匿名的求爱信,这封信 的末尾是:一个希望得到您的 青睐的极其善良的男同胞。就 这么一封信,也就一举改造了 一个人。
Having detected what was happening, her psychology teacher got an idea. In the name of a boy, he wrote an anonymous letter of love which ended with “a kind gentleman awaiting your favor.” The letter brought about transformation.
A Course in Chinese – English Translation
李洋
II. 汉英翻译的原则
汉语译成地道英语的难度, 出现各种各样的缺失:“中 国式”英语(解决办法,阅 读大量原作,观察、揣摩、 总结并模仿英语的特点、规 律和表达方法)。
1.遵循三条原则:
1) 译文必须符合英语的语法:三种轴心 结构: a. 主-系-表结构 (S+V+P) 例: a) 人类在地球上已存在多久了? How long has man been on earth? b) 牛奶变酸了。 Milk turns sour.

托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白:下面听一段艺术史课程的片段。

【托福听力资料】托福TPO11 听力文本——Lecture 1

【托福听力资料】托福TPO11 听力文本——Lecture 1

【托福听力资料】托福TPO11 听力文本——Lecture 1众所周知,托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料,那么在以下内容中我们就为大家带来托福TPO听力练习的文本,希望能为大家的备考带来帮助。

TPO11Lecture 1TPO11 Lecture 1 BiologyNarrator:Listen to part of a lecture in a Biology Class. The class has been learning about birds.Professor:Ok, today we are going to continue our discussion of the parentingbehaviors of birds. And we are going to start by talking about what are known asdistraction displays.Now if you are a bird and there is a predator around.What are you going to do? Well, for one thing you are going to try to attract as little attention as possible, right? Because if the predator doesn’t know you are there, it is not going to try to eat you. But sometimes certain species of birds do the exact opposite. When a predator approaches, they do their best to attract theattention of that predator.Now why would they do that? Well, they do that to draw the predator away from their nest, away from their eggs or their young birds. And the behaviors that the birds engage in to distract predators are called distraction displays.And there are a number of different kinds of distraction displays.Most of the time, when birds are engaging in distraction displays, they aregoing to be pretending either that they have an injury or that they’re ill orthat they’re exhausted. You know something that’ll make the predator think: Ah…here is an easy meal.One pretty common distraction display is what’s called the broken-wingdisplay. And in a broken-wing display, the bird spreads and drags a wings or its tail, and while it does that, it slowly moves away from the nests. So it really looks like a bird with a broken wing. And these broken-wing displays can be pretty convincing.Another version of this kind of distraction display is where the birdcreates the impression of a mouse or some other small animals that’s running along the ground. A good example of that kind of display is created by a bird called the purple sandpiper.Now what’s the purple sandpiper does is when a predator approaches, itdrags its wings but not to give the impression that its wing is broken but to create the illusion that it has a second pair of legs. And then it raises its feathers, so it looks like it’s got a coat of fur. And then it runs along the ground swerving left and right, you know like it’s running around little rocks and sticks. And as it goes along, it makes this little squealing noise. So froma distance it really looks and sounds like a little animal running along theground trying to get away. Again to the predator, it looks like an easymeal.Now what’s interesting is that birds have different levels of performanceof these distraction displays. They don’t give their top performance, their prime time performance every time. What they do is they save their bestperformances, their most conspicuous and most risky displays for the time just before the baby birds become able to take care of themselves. And they time it that way because that’s when they’ll have made the greatest investment in parenting their young. So they are not going to put on their best performancejust after they laid their eggs, because they haven’t invested that much time orenergy in parenting yet. The top performances are going to come later.Now you have some birds that are quiet mature, are quite capable almost as soon as they hatch. In that case, the parent will put on the most conspicuous distraction displays just before the babies hatch, because once the babies are hatched, they can pretty much take care of themselves. And then you have others birds that are helpless when they hatch. In that case, the parent will save its best performances until just before the babies get their feathers.希望这些对你的托福备考有帮助,预祝大家托福考试能取得理想成绩。

Lecture_1_Introduction

Lecture_1_Introduction
– – – – What do the people believe in? What do they value most in life? What motivates them? Why do they behave the way they do?
Life in the United States
Life in the United States
The Size of the US
– Imagine that you drove from New York to Los Angeles, stopping only for gas, to eat, and sleep. It would take you four or five days – It takes two days to drive from New York to Florida
Population by Ethnicity
White 71% Black 13% Hispanic 10% Asian 4% Native American 2%
A Nation of Immigration
Immigration is the act of coming to a foreign country to live. The act of leaving one's country to settle in another is called emigration. Immigrants who flee their country because of persecution(迫害), war, or such disasters as famines or epidemics are known as refugees or displaced persons.

Lecture_1

Lecture_1
4
Chapter 2 Properties of materials §2.1 Mechanical property §2.2 Electrical property §2.3 Thermal property §2.4 Magnetic property §2.5 Optical property
§ 1.1 Concept and classification 1. Definition 定义 Functional materials:with excellent
electric, magnetic, thermal, sonic, mechanical, chemical and biochemical properties, can be transferred from each other and used as non-structural materials.
36
1. 1 Nano metallic materials
Size: < 100nm Types: 纳米晶稀土永磁材料: 纳米晶稀土永磁材料 2000年,日本三荣化成株式会社 铁粉附着钕,磁场中烧结+真空烧结 制得各向异性磁体 各向异性磁体
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磁性液体:铁磁流体,具有磁性及 具有磁性及 磁性液体 流动性(我国,钢铁研究总院) 流动性 由纳米级得脆性颗粒分散在载液中 形成稳定的胶体,在重力、离心力 在重力、 在重力 及强磁场作用下不分离。 及强磁场作用下不分离 1963年美国宇航局:解决太空服头 盔转动密封问题
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1. Functionally metallic materials
Some are developed and widely applied: 形状记忆合金:军事、汽车 Some are less developed but with potential opportunities: 超导合金材料、减振合金材料

托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo51lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:So,continuing with crop domestication,and corn—or,um, maize,as it's often called.Obviously it's one of the world's most important cropstoday.It's such a big part of the diet in so many countries,and it's got so many different uses,that it's hard to imagine a world without it.But because it doesn't grow naturally,without human cultivation,and because there's no obvious wild relative of maize…uh,well,for the longest time,researchers weren’t able to find any clear link between maize and other living plants.And that's made it hard for them to trace the history of maize.Now,scientific theories about the origins of maize first started coming out in the 1930s.One involved a plant called teosinte.Teosinte is a tall grass that grows wild in certain parts of Mexico and Guatemala.When researchers first started looking at wild teosinte plants,they thought there was a chance that the two plants—um, maize and teosinte—were related.The young wild teosinte plant looks a lot like the corn plant,and the plants continue to resemble each other—at least superficially—even when they're developed.But when the scientists examined the fruits of the two plants,it was a different story. When you look at ripe corn,you see row upon row of juicy kernels…um,all those tiny little yellow squares that people eat.Fully grown teosinte,on the other hand, has a skinny stalk that holds only a dozen or so kernels behind a hard,um,almost stonelike casing.In fact,based on the appearance of its fruit,teosinte was initially considered to be a closer relative to rice than to maize.But there was one geneticist,named George Beadle,who didn't give up so easily on the idea that teosinte might be…well…the“parent”of corn.While still a student in the1930s,Beadle actually found that the two plants had very similar chromosomes—very similar genetic information.In fact,he was even able to make fertile hybrids between the two plants.In hybridization,you remember,the genes of two species of plants are mixed to produce a new,third plant—a hybrid.And if this offspring—this hybrid—is fertile,then that suggests that the two species are closely related genetically.This new,hybrid plant looked like an intermediate,right between maize and teosinte.So,Beadle concluded that maize must've been developed over many years,uh,that it is a domesticated form of teosinte.Many experts in thescientific community,however,remained unconvinced by his conclusions.They believed that,with so many apparent differences between the two plants,it would have been unlikely that ancient—that prehistoric peoples could’ve domesticated maize from teosinte.I mean,when you think about it,these people lived in small groups,and they had to be on the move constantly as the seasons changed.So for them to selectively breed,to have the patience to be able to pick out just the right plants…and gradually—over generations—separate out the durable,nutritious maize plant from the brittle teosinte that easily broke apart…it's a pretty impressive feat,and you can easily see why so many experts would have been skeptical.But,as it turns out,Beadle found even more evidence for his theory when he continued his experiments,producing new hybrids,to investigate the genetic relationship between teosinte and maize.Through these successive experiments,he calculated that only about five specific genes were responsible for the main differences between teosinte and maize—the plants were otherwise surprisingly similar genetically.And more recently,botanists have used modern DNA testing to scan plant samples collected from throughout the Western Hemisphere.This has allowed them to pinpoint where the domestication of maize most likely took place—and their research took them to a particular river valley in southern Mexico.They've also been able to estimate that the domestication of maize most likely occurred about9,000 years ago.And subsequent archaeological digs have confirmed this estimate.In one site,archaeologists uncovered a set of tools that were nearly9,000years old.And these tools were covered with a dusty residue…a residue of maize,as it turns out…thus making them the oldest physical evidence of maize that we've found so far.题目1.What is the lecture mainly about?A.A research study that compares wild and domesticated plantsB.Problems with a commonly held hypothesis about the origin of teosinteC.Reasons why wild plants are usually unsuitable for agricultureD.The process used to identify the ancestor of a modern crop2.What evidence seemed to indicate that maize and teosinte are not related?A.Young teosinte plants do not physically resemble young maize plants.B.Preliminary DNA evidence indicated that teosinte was related to rice.C.Maize and teosinte usually grow in significantly different climates.D.Maize and teosinte have very different types of kernels.3.Why does the professor discuss hybrids?A.To explain how a geneticist confirmed that maize was widely grown9,000years agoB.To indicate the earliest method used by geneticists to identify plant originsC.To explain a method used to demonstrate a link between two plant speciesD.To describe how geneticists distinguish between wild plants and domesticated plants4.What was most researchers'initial view of George Beadle's theory about teosinte?A.They accepted it but questioned the evidence cited.B.They rejected it because of conflicting archaeological evidence.C.They questioned it because it implies that ancient farmers were sophisticatedplant breeders.D.They questioned it because genetic research was viewed with skepticism at that time.5.What did Beadle conclude about maize and teosinte?A.Both plants lack particular genes that are common in most domesticated plants.B.Both plants have particular genes that enable them to adapt to varying climates.C.Only a small number of genes are responsible for the differences between the two plants.D.The genetic composition of both plants is very similar to that of rice.6.According to the professor,why was the discovery of stone tools important?A.It proved that teosinte was simultaneously domesticated in multiple locations.B.It helped to confirm the period in which maize was first domesticated.C.It suggested that maize required farming techniques that were more complex than experts had previously assumed.D.It provided evidence that maize plants were used for more purposes than experts had previously assumed.答案D D C C C B译文旁白:请听一段植物学讲座的节选。

Lecture 1-绪论

Lecture 1-绪论

loose or minor sentences (松散句), contracted sentences (紧缩句), elliptical sentences, run-on sentences (流水句), and composite sentences (并列句). English sentence building is featured by an “architecture style” (楼房建筑 法) with extensive use of longer or subordinate structures, while Chinese is marked by a “chronicle style” (流水记事法) with frequent use of shorter or composite structures.

2. Compact vs. Diffusive
English is rigid in S-V concord, requiring a complete formal cohesion. Chinese has flexible sentence structures through semantic coherence.

他的讲话并无前后矛盾之处。 There is no inconsistency in what he said. There is nothing inconsistent in what he said 她闪亮的眼睛说明她非常激动。 Her sparkling eyes betrayed her great excitement. The sparkle of her eyes betrayed her great excitement.

托福听力TPO1原文 Lecture 1

托福听力TPO1原文 Lecture 1

托福听力TPO1原文Lecture 1下面就让小编来为大家介绍一下托福听力TPO1原文中Lecture 1的文本内容吧,大家要好好把握,这些都是非常有价值的材料,希望能够给准备托福听力的同学带来帮助。

TPO 1 Lecture 1Contemporary artListen to part of a lecture in a contemporary art class.ProfessorOk, I’m going to begin this lecture by giving you your next assignment. Remember I said that at some point during this semester I wanted you to attend an exhibit at the Fairy Street Gallery and then write about it? Well, the exhibit that I want you to attend is coming up. It’s already started in fact, but it’ll be at the gallery for the next month, which should give you plenty of time to complete this assignment.The name of the artist exhibiting there is Rose Frantzen. Frantzen’s work may be unfamiliar to you since she’s a relatively young artist. But she’s got a very unusual style, compared to some of the artists we’ve looked at this term. But anyway, Frantzen’s style is what she herself calls Realistic Impressionism. So you’ve probably studied both of these movements separately, separate movements, Realism and Impressionism, in some of your art history courses. So who can just sum these up?StudentWell, Impressionism started in the late 19th century. Um…the basic impressionist style was very different from earlier styles. It didn’t depict scenes or models exactly as they looked. Um… Impressionist painters tended to apply paint really thickly, and in big brushstrokes, so the texture of the canvas was rough.ProfessorGood. What else? What were the subjects?StudentWell, a lot of impressionist artists painted everyday scenes, like people on the streets and in cafes, uh, lots of nature scenes, especially landscapes.ProfessorGood. So when you go to the exhibit, I really want you to take a close look at a certain painting. It’s a farm scene. And you will see it right as you enter the gallery. The reason I think this painting is so important is that it stresses the impressionist aspect of Frantzen’s style. It’s an outdoor scene, an everyday scene. It’s kind of bleak, but you can really see those broad brushstrokes and the blurry lines. The colors aren’t quite realistic. The sky is kind of, well an unnatural pinkish yellow. And the fence in the foregroundis blue, but somehow the overall scene gives an impression of a cold, bleak winter day on a farm. So that’s the impressionist side of her work.Oh, and speaking about farms, that reminds me. One interesting thing I read about Franzten is that when she first moved back to Iowa after living abroad, she often visited this place in her town called the Sales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there, and she later on would visit other places like dance halls, was to observe people and the ways that they moved. She really found that this helped her work---that it gave her an understanding of body movements and actions, how humans move, and stand still, what their postures were like, too.So, what about Realism? What are the elements of Realism we should be looking for in Frantzen’s work?StudentUm… real honest depictions of subject matter, pretty unidealized stuff, and pretty everyday subject matter, too.ProfessorGood. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice that the woman’s face is so realistic looking that it’s almost like a photograph. The woman’s nose is a little less than perfect and her hair is kind of messed up. This is realism. But then, the background of the painting, this woman with the pumpkins is wrapped in a blanket of broad thick brushstrokes, and, it’s all kinds of zigzagging brushstrokes and lines, kind of chaotic almost when you look at it close. And there are vibrant colors. There’s lots of orange, with little hints of an electric blue peeking out.I find Frantzen to be a very accessible artist. I mean, some artists, to appreciate them, you have to know their life story. But here’s a little bit about Rose Frantzen’s life anyway. She attended art school, but was told by one of her instructors that she was not good at illustration, that she should go into advertising instead. So she took advertising classes and fine arts classes too, until she was convinced by the head of an advertising agency that her work was really good, that she could be an artist. But of course, it’s not as easy as that, and so Frantzen had to paint other people’s portraits at places like art fairs just to make money to buy paint for her more serious art work. No matter what, she never stopped painting. And now, Frantzen is doing extremely well. And her work is being shown all over the country. So I think most of us would be discouraged if we had to face challenges and difficulties like that. But what’s important is that you keep at it that you don’t give up. That’s what is really important to remember.《当代艺术》独白:听一段节选自当代艺术课堂的讲座。

托福听力tpo41 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo41 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo41lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文FEMALE PROFESSOR:Many organisms have developed the ability to survive in harsh environmental conditions—extreme heat or cold,or,very dry conditions....Like, plants in the desert—your textbook doesn’t have much about the specifics on desert plants,but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.So with desert plants,there are basically three different adaptive strategies.And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.So,first off,there are succulent plants.There are many different species of succulent plants,but they all can absorb and store a lot of water.Obviously,opportunities to get water in the desert are few and far between.Generally,rains are light and short,so the rain doesn’t seep too far down into the soil…and there's a limited window of time for any plant to get the water before it evaporates.But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil,though the soil has to be saturated,since succulents aren't good at absorbing water from soil that’s only a little moist.Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare.Succulent plants can store water in their leaves,in their stems,or in their roots.And to keep that moisture from evaporating in the hot desert sun,most succulent plants have a waxy outer layer that makes them almost waterproof when their stomates are closed.They also preserve water by minimizing their surface area—the more of the plantthat’s out in the sun,the more potential there is to lose stored-up water—and that means that most succulent plants have few,if any,leaves.Now besides succulent plants,there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way.You know how bears mostly sleep through the winter?They can survive without eating because their metabolism slows down.Well,drought-tolerant plants also go into a dormant state when resources—in their case,water—runs short.A drought-tolerant plant can actually dry out without dying.I said before that most desert rains are light and brief,but occasionally there's a heavy one.Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots.Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates.Drought-tolerant plants can even absorb water from relatively dry soil because of their deep roots,in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this—annual plants.An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants.In desert conditions,annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter.Of course,these plants could face a serious problem if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.But they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds an annual plant puts out will grow the following year.Some seeds remain dormant in the ground for several years.It's a type of insurance that protects the annual plants from a season of poor growing conditions,of unfavorable weather.题目1.What is the lecture mainly about?A.The growth rates of plants in different geographical regionsB.Different ways that plants have adapted to desert environmentsC.The different mechanisms that plant roots use to absorb waterD.Different kinds of succulent plants2.What are two features of succulent plants that help them survive in deserts?[Click on2answers.]A.Succulent plants store water in their leaves and stems.B.Succulent plants become dormant until the next rainfall.C.Succulent plants have short stems.D.Succulent plants have few leaves.3.Why does the professor mention bears?A.To remind students of information from a previous lectureB.To point out a feature common to all desert plantsC.To reinforce a point about drought-tolerant plantsD.To help students understand the concept of adaptation4.What is one ability that drought-tolerant plants have that succulent plants do not have?A.The ability to absorb water from dry soilB.The ability to absorb water through their leavesC.The ability to prevent moisture from being lost through their leavesD.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?A.Annual plants have an extensive root system that can absorb water from far away.B.Annual plants produce seeds all year long.C.Seeds of annual plants can store water for a long time.D.Seeds of annual plants can survive in the ground for a long time without water.5.Listen again to part of the lecture.Then,answer the question.(PROFESSOR)The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this.Why does the professor say this: (PROFESSOR)Yes,there are plants that do this.A.To correct a previous statementB.To acknowledge a potentially surprising factC.To anticipate the types of questions that students might have about the topicD.To make sure that students are paying attention答案B ADC AD B译文教授:许多生物已经发展了在恶劣环境中生存的能力:酷热、严寒,或者非常干燥的环境。

Lecture 1(introduction)

Lecture 1(introduction)

(2) Factors concerned with cultural background: The way of life of Celts, Anglo-Saxons and Normans; The blend of different cultures of the tribes.
(3) Factors related to religious background: the spread and establishment of Christianity
8. The Victorian Period ⅰ Critic Realism Dickens, Thackeray ii Women Novelists: The Bronte Sisters
9. The Twentieth-Century English Literature ⅰ Modernism (1900-1950)
Assessment
General performance (class participation,class attendance…) 30% Term paper (1000-1500 words)70%
Teaching schedule
(18 weeks, 2 classes/1 week): Introduction (2) Part I and Part II (2) Part III (2) Part Ⅳ (4) Part V (4) Part Ⅵ (6) Part Ⅶ (8) Part Ⅷ (4) Part Ⅸ (2)
Q5: What benefits do we get from this course?
A good command of the target language; General knowledge of the culture , literature and history of the country; A profound mind and an insight for English literature

lecture 1

lecture 1

Ps: 这种共性也会随着人类历史演变,民族文化五彩斑斓而变 化纷呈。不同文化环境的人对自然和社会认识的角度不一,深 浅也不同,这种语言特性使得汉语中的某些词语在英语中只能
找到部分相应的词语,甚至出现词语空缺,即在英语中无对
应的成分。
i.e.红茶-black tea 红眼病-pink eye/to be greeneyed 媒人-go-between 白酒-liquor/spirits
·蕴含意义:connotative meaning 词语内含的情感、联想和
文化意义,体现各个民族的思维方式和社会文化,即使是同 一指称,在不同语言里其蕴含意义也有天壤之别。
i.e.醋罐子 -vinegar (jealousy) 凤凰-phoenix 龙-dragon
Ps:汉语指称较为笼统,英语却有明确的区分 i.e.税:duty (关税) tax(税、税额) tariff(进出口税额)
词语翻译的几种基本方法
·直译(literal translation)
在不违背英语文化传统的前提下,在英译文本中完全保留汉语 词语的指称意义,使其内容和形式都与原文本相符的方法。
1. 组织、机构、公司名称
海关总署:General Customs administration 世界卫生组织:World Health Organization 中国商品检验局:Commodity Inspection Bureau of the
4.政治、财经专用词汇
中国共产党:The Communist Party of China (CPC) 中国工商银行: Industrial and Commercial Bank of China
(ICBC) 中国建设银行:China Construction Bank (CCB) 中国农业银行:Agricultural Bank of China 中国人民银行:The People’s Bank of China 中国银行:The Bank of China 国有商业银行:Commercial State Bank 所得税:income tax 假冒伪劣产品:fake and poor quality commodities

托福听力tpo43 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo43 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo43lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (19)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:It's autumn,and as you know,in most parts of the United States the leaves on the trees are changing color from green…to yellow,orange,and lots of other colors.So this'll be a great time to talk about how and why some of these leaves turn one color in particular—and that's bright red.Well,before we discuss why leaves turn red,first let's,um—look,I know this is very old material,but just to play it safe—let's first go over why leaves are usually green.It’s chlorophyll, right?Leaves get their green color from chlorophyll—the chemical that's responsible for photosynthesis.The chlorophyll in the leaves collects energy from the Sun,in the form of sunlight,and it converts this energy into sugar,which is food for the plant. It's chlorophyll that makes leaves green most of the time.Now,the classic explanation for why leaves change color is this.In autumn,the leaves start preparing for the winter and stop synthesizing new chlorophyll.Since chlorophyll is sensitive to sunlight and to cold temperatures—both of which you get in autumn—the existing chlorophyll in the leaves breaks down.And since it's not being replaced by the new chlorophyll,the green color of the leaves gradually fades away.As this happens,the other pigments present in the leaf become visible.According to the classic theory,this is true for the red pigment as well.It was there in the leaf all along but it was hidden by the green chlorophyll.OK, so that's the classic explanation,and it's partially right.Why do I say“partially”?Well,it's probably true for pigments like yellow or orange,but it doesn't seem to hold for the red pigment.Let's back up a bit.Just what produces this red color in leaves?It's a red pigment called anthocyanin.Here's where the classic explanation doesn't seem to apply to red.What's interestingis that during the summer,there was very little if any anthocyanin in the leaves,but in the weeks before a tree is about to drop its leaves,the production of anthocyanins increases significantly.In other words,unlike those other pigments,anthocyanins are not just unmasked by the breakdown of chlorophyll in autumn;they're actually created at this time.So that raises a question.Why would a tree produce more anthocyanin just before dropping its leaves?Why does the tree spend so much of its resources doing this just before the leaves fall off?On the surface,this doesn't make sense.It'd be like spending money to,I don't know,to have your old car repainted when you know the car's not going to last more than a couple of months.All this extra anthocyanin in the autumn seems like a waste.But remember,nature is very economical with its resources,so that means anthocyanin must be serving some function that's important for the tree.Today there are some theories about what that function might be.One of them involves predatory insects;another involves fungi.You know,the more I read about these theories and the related research,it always created more questions for me than answers.So I was really glad to learn about a totally different theory…a new one.It seemed to come with research and data that give a full explanation.So here it is.Remember I said the chlorophyll breaks down?Well,in autumn,a whole lot of other chemical constituents of the leaf break down as well.I don't mean they're totally destroyed,'cause actually they break down into other,different chemicals that the tree can reabsorb from the leaves and reuse later.Now,this reabsorption process is very important for the tree,and—here's the key—it's sensitive to light,meaning that too much exposure to sunlight can interfere with this process.So where does anthocyanin fit in here?Well,anthocyanin's more stable than chlorophyll.It's not harmed as easily by the Sun or the cold.So it's still working long after the chlorophyll breaks down.But what doesit do?The theory is that anthocyanin protects the reabsorption process from the sunlight. For example,if you look closely at a red leaf on a tree,you'll notice that most of the red pigment is on the upper side of the leaf,the side facing the Sun.This new theory suggests that what the anthocyanin is doing there on top is shielding the rest of the leaf from the sunlight…and more importantly,allowing those important chemicals to be reabsorbed by the tree.题目1.What is the main purpose of the lecture?A.To explain how the red pigment in leaves breaks downB.To show that leaf color varies based on the tree speciesC.To introduce a theory about why leaves turn a particular colorD.To explain how chlorophyll protects trees in autumn2.What does the professor imply when she explains why leaves are green?A.She wants to correct a common misconception about the topic.B.She thinks the students are probably already familiar with the material.C.She believes the process is too complicated to discuss in depth.D.She knows that students are often confused about the functions of chlorophyll3.What does the professor mean when she says that the classic theory is partially right?A.It describes what happens in the summer but not what happens in autumnB.It describes what happens in tree leaves but not what happens in leaves of other plantsC.It explains how pigments are synthesized but not how they break down.D.It explains some cases of color change in tree leaves but not all cases.4.Why does the professor mention painting a car?A.To question why a large amount of anthocyanin is produced just before leaves fallB.To explain why most leaves turn red instead of other colorsC.To remind students how cooler temperatures affect the color of leavesD.To show how anthocyanin absorbs sunlight to produce food for trees5.The professor mentions theories about why leaves turn red that involve predatory insects and fungi.What is her opinion about those theories?A.They are based on careful research.B.They do not completely explain the phenomenon.C.They have not received enough attention.D.They have been proved to be incorrect.6.According to the professor,why does anthocyanin appear on the upper side of some leaves?A.To help chlorophyll absorb the sunlightB.To maximize the leaf's utilization of sunlightC.To accelerate the breakdown of chlorophyllD.To protect an important process from the sunlight答案C BD A B D译文旁白:请听一部分植物学的讲座。

【托福听力备考】TPO12听力文本——Lecture 1

【托福听力备考】TPO12听力文本——Lecture 1

【托福听力备考】TPO12听力文本——Lecture 1众所周知,托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料,那么在以下内容中我们就为大家带来托福TPO听力练习的文本,希望能为大家的备考带来帮助。

TPO12 Lecture 1 BiologyNarrator:Listen to part of a lecture in a Biology Class.ProfessorAs we learn more about the DNA in human cells and how it controls thegrowth and development of cells, then maybe we can explain a very importantobservation, that when we try to grow most human cells in a laboratory, theyseem programmed to divide only a certain number of times before they die.Now this differs with the type of cell. Some cells, like nerve cells, onlydivide seven to nine times in their total life. Others, like skin cells, willdivide many, many more times. But finally the cells stop renewing themselves andthey die. And in the cells of the human body itself, in the cells of everyorgan, of almost every type of tissue in the body, the same thing will happeneventually.OK, you know that all of a person’s genetic information is contained onvery long pieces of DNA called Chromosomes. 46 of them are in the human cells,that’s 23 pairs of these Chromosomes of various lengths and sizes.Now if you’ll look at this rough drawing of one of them, one Chromosomeabout to divide into two. You see that it sort of looks like, well actually it’smuch more complex than this, but it reminds us a couple of springs linkedtogether, two coiled up pieces of DNA. And if you stretch them out you will find they contain certain genes, certain sequences of DNA that help determine how the cells of the body will develop. When researchers look really carefully at the DNA in Chromosomes though, they were amazed, we all were, to find that only afraction of it, maybe 20-30%, converts into meaningful genetic information. It’sincredible; at least it was to me. But if you took away all the DNA that codes for genes, you still have maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the word junk is used sort of tongue-in-cheek.The assumption is that even if this DNA doesn’t make up any of the genes, it must serve some other purpose. Anyway, if we examine these ends of these coils of DNA, we will find a sequence of DNA at each end of every humanChromosome, called a telomere.Now a telomere is a highly repetitious and genetically meaningless sequenceof DNA, what we were calling JUNK DNA. But it does have an important purpose; itis sort of like the plastic tip on each end of a shoelace. It may not help you tie your shoe but that little plastic tip keeps the rest of the shoelace, the shoe string from unraveling into weak and useless threads. Well, the telomeres at the ends of Chromosomes seem to do about the same thing--- protect the genes, the genetically functional parts of the Chromosome, from being damaged. Every time the Chromosome divides, every time one cell divides into two. Pieces of theends of the Chromosome, the telomeres, get broken off. So after each division,the telomeres get shorter and one of the things that may happen after a while isthat pieces of the genes themselves get broken off the Chromosomes. So the Chromosome is now losing important genetic information and is no longerfunctional. But as long as the telomeres are a certain length, they keep this from happening. So it seems that, when the, by looking at the length of the telomeres on specific Chromosomes, we can actually predict pretty much how long certain cells can successfully go on dividing.Now, there are some cells that just seem to keep on dividing regardless, which may not always be a good thing if it gets out of control.But when we analyze these cells chemically, we find something veryinteresting, a chemical in them, an enzyme called telomerase. As bits of the telomere break off from the end of the Chromosome, this chemical, thistelomerase can rebuild it, can help reassemble the protective DNA, the telomere that the Chromosome has lost. Someday we may be able to take any cell and keep it alive functioning and reproducing itself essentially forever through the use of telomerase. And in the future we may have virtually immortal nerve cells and immortal skin cells or whatever, because this chemical, telomerase, can keep the telomeres on the ends of Chromosomes from getting any shorter.希望这些对你的托福备考有帮助,预祝大家托福考试能取得理想成绩。

托福听力tpo53 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo53 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo53lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (5)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a film studies class.MALE PROFESSOR:Nowadays,we take sound in films for granted—I mean,you stillmight see black and white films occasionally,but you hardly ever see silent films anymore.So it's interesting to note that the use of recorded sound was originally controversial FEMALE STUDENT:What about all the sounds you hear in some silent movies?Like, you know a loud sound when somebody falls down or something?MALE PROFESSOR:OK,you're talking about a soundtrack added much later,which has,over time,become part of the film we know.But this recorded track didn't exist then.And it's not that most people didn't want sound in films;it's just that the technology wasn't available yet.Don't forget that instead of recorded sound there was often live music that accompanied movies in those days—like a piano player or a larger orchestra in the movie theater.Also,think of the stage,the live theater—it has used wonderful sound effects for a long time and,if wanted,these could be produced during the viewing of a film.You know,the rolling of drums for thunder or whatever.But that wasn't as common.Oh,and another thing that they might have in movie theaters in the early days was a group of live actors reading the parts to go along with the film.Or—and this seems a particularly bad idea to us now—one person narrating the action…an early example of a long tradition of movie producers—the ones concerned mostly about making money—not having much confidence in their audience,thinking that people somehow couldn’t follow the events otherwise.So,it finally became possible to play recorded sound as part of the film in the1920s. Trouble was,it wasn't always used to very good effect.First,it was,you know, amazing to see somebody's mouth move at the same time you hear the words…or hear a door close when you see it closing on-screen.But that luster wears off,of course,and if you're a director,a filmmaker,what's the next step?FEMALE STUDENT:Well,use sound to enhance the movie,right?Bring something more to it that wasn't possible…MALE PROFESSOR:Yes,that's exactly what directors who were more interested in cinema as art,not commerce,were thinking.But they also predicted that there would be a problem that sound would be misused, and,boy,was it ever…Because the commercial types,the producers and so on were thinking,OK,now that sound is possible,let's talk as much as possible and forget about the fact that we're making a movie,that we have this powerful visual medium.So,many of the films of the twenties were basically straight adaptations of successful shows from the stage,theater.The name they used for sound films then was"talking films,"and that was on the mark,since,well,all they pretty much did was talk.And talk.So,the remedy?Well,what was proposed by a number of filmmakers and theorists was the creative,expressive use of sound—what they generally called nonsynchronous sound.OK,synchronous sound means basically that what we hear is what we see. Everything on the soundtrack is seen on the screen.And everything was recorded simultaneously,which,well,since the sound technicians working on films often had experience with live radio,that made sense to them.Recording the sound separately and adding it in afterward—well that idea was less obvious.Anyway,synchronous sound means the source of the sound is the image on the screen.Nonsynchronous sound then,is…FEMALE STUDENT:The sound doesn't match the picture?MALE PROFESSOR:Right.Now we can look at this in various ways,but let's take it as literally as possible.Music—unless we see the radio or the orchestra—that's nonsynchronous.If the camera shot is of the listener rather than the speaker,that's nonsynchronous.If wehear,say,background sounds that aren't on the screen—that's nonsynchronous.So,that doesn't seem so radical,does it?But,again,those early producers didn't think their audiences could keep up with this.FEMALE STUDENT:Excuse me,but did you say earlier that some filmmakers actually advocated not using sound at all?MALE PROFESSOR:Well,yes,but that was a bit of an exaggeration,I guess.What I meant to say was that some filmmakers thought that the way the film sound was actually used was setting the art of filmmaking back.But everyone agreed that sound solved some very difficult issues,and offered potentially exciting tools.题目1.What is the lecture mainly about?A.The influence of theater on early sound filmsB.Conflicting views on uses of sound during the early days of sound filmsC.The great progress in cinema after the development of soundD.Viewer reactions to early sound films2.According to the professor,what types of sound were used in silent film theaters? [Click on3answers]A.Live music performed in the theaterB.Sound effects created in the theaterC.Recorded sound tracks played with the filmD.Live narration during the filmE.Musical entertainment offered before the film3.What is the professor's attitude toward early movie producers?A.He is critical of their influence on films.B.He thinks they had little influence on films.C.He thinks they understood what audiences wanted.D.He acknowledges that they made progress possible.4.According to the professor,what was characteristic of sound films in the1920s?A.Dialogues between characters were kept to a minimum.B.Many films were closely based on theater plays.C.Musical sound tracks were added to most films.D.Sounds were recorded separately and added to films later.5.What is an example of synchronous sound in a film?A.A character hearing a train that is not visibleB.A past conversation being replayed in a character's mindC.A character playing guitar and singing on screenD.A song playing at the end of a film as credits appear on the screen答案B ABD A B C译文Narrator:请听一段电影研究讲座的节选。

LECTURE 1 单词记忆法教材

LECTURE 1 单词记忆法教材

图示
Part 2 偏旁部P首a法rt(1音形义法)
1、 morose 郁闷 记忆方法:mo(没有)+rose(玫瑰)=没有玫瑰,
情人节没有玫瑰,当然很郁闷! 2、prose 散文、单调的 记忆方法: p(扑)+rose(玫瑰)=扑在玫瑰上写情书, 这种感觉下写的文字一般都比较悠扬,即散文的味道。
3、plight 困境 记忆方法: p(扑)+light(光)=把光都给扑灭了,困境来了!
(法国人把他丢进壕沟里,而我把他扭伤了。) 3、s—蛇。Sway蛇一样的走路方式——摇摆
Part 9 字母读Pa音rt联1想法
4、ee—眼睛;L—大高个子;g—哥哥;m—妹妹。 loom高高个子大大眼睛的妹妹(难找啊)——若隐若现的; bloom不若隐若现了——————遍地开花的 gloom哥哥想找高高个子大大眼睛的妹妹找不到————郁闷 groom屋里等候的哥哥—————— 新郎
前面加b,含义不变, 前面加鬼,真恐怖, 前面加t才,修剪整齐。
Part 10 读音拼Pa音rt口1诀法
oil 油 toil/moil 辛苦(两个词含义一样) foil 锡纸、挫败 boil 沸腾,blood boil 热血沸腾 记忆方法:toil音似“淘油”,当然很辛苦了! foil即:f(非常)+oil,非常油,就要用锡纸擦,擦来擦去真麻烦, 干点活都能弄的满桌子是油,伤心了,挫败了。 所以记住一个口诀: toil and moil,(辛辛苦苦)
e.g. peer at sb. peeping Tom 偷窥狂 多像两个眼睛眯成一条缝
4、gaze(凝视)——gape(吃惊的看)
Part 9 字母读Pa音rt联1想法
1、i—爱—isolate——爱得如此晚(那么大了还没谈恋爱)——孤立。 2、T—他、w—我。French—法国、trench—壕沟 、wrench—扭伤。
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Lecture 1The Literature of the Colonial AmericaⅠT eaching ContentLiterature of the Colonial AmericaⅡTime Allotment2 periodsⅢT eaching Objectives and Requirements1 Make the students know clear about American Puritanism and its influence onAmerican Literature.2 Help the students to know about the main literary form, content and theme inColonial America and the representative writers of this period.ⅣKey Points and Difficult Points in Teaching1 American Puritanism2 Anne BradstreetⅤT eaching Methods and MeansLecture; Discussion;ⅥT eaching Process1 Literature of the Colonial America (1607-1765)1.1 Historical Background●In 1492, Christopher Columbus found the new continent called America.● There were many immigrants: Spanish (they built the first town on the newcontinent); Dutch (they built New York city at the beginning stage); French (today still lots of people‘s mother tongue is French in North America); English (they first settled in Jamestown and Virginia in 1607)● In1620, th e famous ―May Flower‖ shipped 102 Puritans to Plymouth.(Q: transportation is not convenient, why some many immigrants left their hometown and came to such a remote place as America?)(A:Economic reasons: to seek fortune; Religious reasons: reformation and religious conflicts in Europe, persecution of Protestants, to seek a paradise of their own)1.2 Puritan Thought●Puritans=Calvinists◆Puritans believed most doctrines preached by John Calvin, a theologian, sothey were also called Calvinists.◆Puritans wanted to ―purify the church‖to its original state, because theythought the church was corrupted and had too many rituals.◆To be a Puritan: taking religion as the most important thing; living forglorifying God; believing predestination(命运天定), original sin(原罪,人生下来就是有罪的,因为人类的祖先亚当和夏娃是有罪的), totaldepravity(人类是完全堕落的,所以人要处处小心自己的行为,要尽可能做到最好以取悦上帝), limited atonement(有限救赎,只有被上帝选中的人才能得到上帝的拯救)◆Life style of Puritans: pious, austere of taste, diligent and thrift, rigid senseof morality, self-reliant (John Milton is a typical Puritan.)● American Puritan◆On the one hand, American Puritans were all idealist as their Europeanbrothers. They came to the new continent with the dream that they wouldbuilt the new land to an Eden on earth.◆On the other hand, American Puritans were more practical maybe because ofthe severe conditions they faced.●American Puritanism(清教主义)◆Puritanism is the practices and beliefs of the Puritans. The Puritans wereoriginally members of a division of the Protestant Church, who came intoexistence in the reigns of Queen Elizabeth and King James I. The first settlerswho became the founding fathers of the American nation were quite a few ofthem Puritans. They came to America out of various reasons, but it should beremembered that they were a group of serious, religious people, advocatinghighly religious and moral principles.◆As the word itself hints, Puritans wanted to purify their religious beliefs andpractices. They felt that the Church of England was too close to the Churchof Rome in doctrine form of worship, and organization of authority.◆The American Puritans, like their brothers back in England, were idealists,believing that the church should be restored to complete ―purity‖. Theyaccepted the doctrine of predestination, original sin and total depravity, andlimited atonement through a special infusion of grace from God. But in thegrim struggle for survival that followed immediately after their arrival inAmerica, they became more and more practical, as indeed they had to be.◆Puritans‘lives were extremely disciplined and hard. Puritans tended tosuspect joy and laughter as symptoms of sin: a Puritan woman was oncethreatened with banishment for smiling in church. They drove out of theirsettlements all those opinions that seemed dangerous to them, and history hascriticized their actions. Yet in the persecution of what they considered error,the Puritans were no worse than many other movements in history. As aculture heritage, Puritanism did have a profound influence on the earlyAmerican mind.◆American Puritanism also had a enduring influence on American literature. Ithad become, to some extent, so much a state of mind, so much a part of thenational cultural atmosphere, rather than a set of tenets.● Influence of American Puritanism on literature◆Basis of American literature: the dream of building an Eden of Garden onearth (Early American literature were mainly optimistic because theybelieved that God sent them to the new continent to fulfill the sacred task sothey would overcome all the difficulties they met at last. GraduallyAmericans found that their dreams would not be successful, so lots ofpessimistic literary works were produced.)◆Symbolism(象征主义): lots of American writers liked to employ symbolismin their works. (typical way of Puritans who thought that all the simpleobjects existing in the world connoted deep meaning.) Symbolism meansusing symbols in literary works. The symbol means something represents orstands for abstract deep meaning.◆Style: simple, fresh and direct (just as the style of the Authorized Version ofHoly Bible)1.3 Colonial Literature● General features◆Humble origins: diaries, histories, letters etc.◆In content: serving either God or colonial expansion or both◆In form: imitating English literary traditions● Captain John Smith: the first American Writer, A Description of New England● William Bradford: The History of Plymouth Plantation (P16-17)● John Winthrop: The History of New England, A Model of Christian Charity●Edward Taylor: the best of the puritan poets; a meditative poet; most of his worktreated religious themes, with poems based directly on the Psalms●Roger Williams: one of the greatest Puritan dissenters; begins with the history ofreligious toleration in America, and the history of the separation of church and state.●Anne Bradstreet: first American woman poet; a Puritan poet; once called ―TenthMuse‖; her first collection of poems, ―The Tenth Muse Lately Sprung Up in America‖ not containing any of her best known poems was the first book written by a woman to be published in the United States; her poems mainly about religious experience, family life and early settlers‘ lives; her work also serves as a document of the struggles of a Puritan wife against the hardships of New England colonial life, and in some way is a testament to plight of the women of the age;her most famous poems—‖Contemplations‖Anne Bradstreet (ca. 1612 –September 16, 1672) was the first American female writer as well as the first American female poet to have her works published.Bradstreet was born as Anne Dudley in Northampton, England. She was the daughter of Thomas Dudley and Dorothy Dudley, Earl of Lincoln, and she grew up in cultured circumstances. At the age of sixteen she married Simon Bradstreet. Both Anne's father and Anne's husband were later to serve as governors of the Massachusetts Bay Company. Anne and Simon, along with Anne's parents, immigrated to America aboard the Arbella during the "Great Migration" in 1630.[1]Bradstreet was an unusually well-educated woman for her time, which allowed her to expressherself through writing. She wrote about politics, history, medicine, and theology. Her personal library of books was said to have numbered over 800, many of which were destroyed when her home burned down on July 10, 1666. This event itself inspired a poem entitled "Upon the Burning of Our House July 10th, 1666", wherein Bradstreet strives to reconcile her faith in an all-powerful God with the tragedy that has befallen her.Much of Bradstreet's poetry is based on observation of the world around her, focusing heavily on domestic and religious themes. Long considered primarily of historical interest, she won critical acceptance in the 20th century as a writer of enduring verse, particularly for her sequence of religious poems "Contemplations", which was written for her family and not published until the mid-19th century. Bradstreet's work was deeply influenced by poet Guillaume du Bartas, who was favored by 17th-century readers.In 1647 Bradstreet's brother-in-law, Rev. John Woodbridge, sailed to England, carrying her manuscript of poetry (possibly without her knowledge). Anne's first work was published in London as "The Tenth Muse Lately Sprung Up in America".[1] The purpose of the publication appears to have been an attempt by devout Puritan men (i.e. Thomas Dudley, Simon Bradstreet, John Woodbridge) to show that a godly and educated woman could elevate the position held by a wife and mother, without necessarily placing her in competition with men.In 1678 her self-revised "Several Poems Compiled with Great V ariety of Wit and Learning" was posthumously published in America, including one of her most famous poems, To My Dear and Loving Husband.Bradstreet died in 1672, in Andover, Massachusetts. While the precise location of her grave is uncertain, she may have been buried next to her husband in "the Old Burying Point" in Salem, Massachusetts, or in "the Old Burying Ground" on Academy Road in North Andover, Massachusetts.Anne Bradstreet is one of the most important figures in the history of American Literature. She is considered by many to be the first American poet, and her first collection of poems, "The Tenth Muse Lately Sprung Up in America, By a Gentlewoman of Those Parts", doesn't contain any of her best known poems, it was the first book written by a woman to be published in the United States. Mrs. Bradstreet's work also serves as a document of the struggles of a Puritan wife against the hardships of New England colonial life, and in some way is a testament to plight of the women of the age. Anne's life was a constant struggle, from her difficult adaptation to the rigors of the new land, to her constant battle with illness.It is clear to see that Anne's faith was exemplary, and so was her love for children and her husband, Governor Simon Bradstreet. Anne's poems were written mainly during the long periods of loneliness while Simon was away on political errands. Anne, who was a well educated woman, also spent much time with her children, reading to them and teaching them as her father had taught her when she was young. While it is rather easy for us to view Puritan ideology in a bad light because of its attitude towards women and strict moral code, her indifference to material wealth, her humility and her spirituality, regardless of religion, made her into a positive, inspirational role model for any of us.Another one of Anne's most important qualities was her strong intuition, although only subtly hinted at in her work, probably for fear of reprisal from the deeply religious Puritan community, one cannot help but feel her constant fascination with the human mind, and spirit, and inner guidance.Her style is deceptively simple, yet speaks of a woman of high intelligence and ideals who was very much in love, and had unconditional faith. While it was difficult for women to air their views in the 17th Century, Anne Bradstreet did so with ease, as her rich vocabulary and polyvalent knowledge brought a lyrical, yet logical quality to her work which made it pleasant for anyone to read.To my dear and loving HusbandIf ever two were one,then surely we.If ever man were loved by wife, then thee;If ever wife was happy in a man,Compare with me,ye women,if you can.I prize thy love more than whole mines of goldOr all the riches that East doth hold.My love is such that rivers cannot quench,Nor ought but love from thee,give recompense.Thy love is such I can no way repay,The heavens reward thee manifold,I pray.Then while we live,in love let‘s so persevereThat when we live no more,we may live ever.This is a love poem wrote by Anne Bradstreet. She dictated by her emotion which was such great love for her husband, that she wished their love will be honored even after their death, and said ― If ever two were one, then surely we, if ever man were loved by wife, then thee:‖ Usually in the earlier writers, majority of the poems, describing the love, were wrote by masculine. So the existing of Anne became extraordinarily occasion that a woman proving the love to her husband.When she said ―if ever wife was happy in a man, compare with me, ye woman, if you can.‖ she is clearly in love with her husband and declares her love for him through out this passage. She feels this desire for him and his love for her is like no other in the world. She challenges any woman, who may claim they too have experienced this same kind of love.She was thankfully valued their love, ―I prize thy love more than whole mines of gold or all the riches that the East doth hold.‖ a nd explains how their love is never changing even through difficult times. She describes his love as her sole satisfaction that ‗quenches‘and said in the passage ―My love is such that rivers cannot quench, Nor ought but love from thee, give recompense‖ he r soul and she prays to the heavens that their infinite love will go on after their death.In this passage, ―Thy love is such I can no way repay, The heavens reward thee manifold, I pray.‖ She saying even if this love was a debt or a something obligate wou ld be harder for no way to pay back.The last phrase of the poem, ―Then while we live, in love let's so persevere That when we live no more, we may live ever.‖ determine the value of love when the y are alive, then if they are passed away.。

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