lecture 4

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lecture-4-英语词汇记忆与语法

Lecture Four
Tense
Comments on writing
But in the past many years, children had another kind of lifestyle, they had several brothers and sisters. And their parents needed to take care of several children at the same time, so they couldn’t be looked after well like the children who live in the modern time, but they had fine childhoods what they thought of.
When I was a child, I always wear my mother clothes are done, or my brother wearing a small, not clothes. About one year to get a new clothes until my high school age in 1983.
pronoun
我你他她它我们你们他们
主格
I you he she it we you they
宾格
me you him her it us you them
形容词性所有格
my your his her its our your their
名词性所有格
mine yours his hers its ours yours theirs
The postman is always putting your letters into my letter-box. (不满情绪)；

lecture-4-翻译讲解-如何写地道的句子市公开课获奖课件省名师示范课获奖课件

LOGO
一、怎样翻译"地道旳"句子
认清英汉两种语言旳差别英语属于“形合”语言,而汉语属于“意合”语言。所谓“形合”,是
经过语言“形式”来体现意义,主要涉及语言形式(词、词组和句子) 旳变化以及连接手段旳使用等等。例如, 英语中词旳变化有单数和复数, 动词旳变化有不定式、动名词和分词, 形容词和副词有原级、比较级和最高级等; 句子旳变化有简朴句,并列句和主从句。连接手段有连词(涉及并列连词和隶属连词)和介词等,它们将单词连成词组, 将词组连成句子,将简朴句连成并列句和从句等。能够说,语言形式与意义旳统一是"形合" 语言旳基本特征。
柯灵散文《旳抒情》
LOGO
参照译文： ①书是我旳恩师。②贫穷剥夺了我童年旳幸福，把我关在学校大门旳外面，
是课本敞开它宽厚旳胸脯，接纳了我，给我以慷慨旳哺育。③没有书，就没有我旳今日④——可能我旱就委身于沟壑。⑤书是我旳良友。⑥它给我一把金钥匙，诱导我打开浅短旳视界，愚昧旳头脑、闭塞旳心灵，它从不吝惜对我帮助。⑦书是我青春期旳恋人，中年旳知己，暮年旳伴侣，有了它，我就不再愁寂寞，不再怕人情冷暖，世态炎凉。⑧它使我成为精神世界旳富翁。 Books are my beloved teachers. Poverty deprived me of my childhood happiness and school education, while books embraced me liberally and nurtured me generously. It is to them that I owe what I am today. Without them, I would probably have ended up in abject misery long ago. Books are my good friends, which have offered me a golden key to broadening my horizons and ridding myself of stupidity and ignorance. They spare no efforts to help me. Books are my sweethearts in my youth, my bosom friends in my middle age, and my companions in my declining years. They make me never feel lonely, nor fear social snobbery or fickleness of the world. It is no more than them that have made me rich in the inner world.

【托福听力备考】TPO16 听力文本——Lecture 4

【托福听力备考】TPO16 听力文本——Lecture 4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。

TPO 16 Lecture 4 art historyNarrator:Listen to part of a lecture in an art history class.ProfessorOK, now um, a sort of paradigmatic art form of the Middle Ages was stainedglass art. Stained glass of course is simply glass that has been colored and cutinto pieces and re-assembled to form a picture or a decorative design. To trulyexperience the beauty of this decorative glass you should see it with lightpassing through it, especially sunlight, which is why stained glass is usuallyused for windows. But of course it has other uses, especially nowadays.Um, anyway the art of making stained glass windows developed in Europe, urn,during the Middle Ages and was closely related to church building. In the early1100s a church building method was developed that reduced the stress on thewalls so more space could be used for window openings allowing for large andquite elaborate window designs.Back then, the artists made their own glass, but first they came up with thedesign. Paper was scarce and expensive, so typically they drew the design onto awhite tabletop. They’d draw the principal outline but also outline the shape ofeach piece of glass to be used and indicate its color.Now in the window itself the pieces of glass would be held together by strips of lead. So in the drawing the artists would also indicate the location of the lead strips. Then you could put a big piece of glass on the tabletop and see the design right through it and use it to guide the cutting of the glass into smaller pieces.Student：And the lead that was just to hold the pieces of glass together? Professor：Well, lead is strong and flexible so it’s ideal for joining pieces of glasses cut in different shapes and sizes. But up to the 15th century the lead strips also helped create the design. They were worked into the window as part of the composition. They were used to outline figures to show boundaries just like you might use solid lines in a pencil drawing.Student：How did they get the color’? I mean how did they color the glass? Professor：Well up until the 16th century stained glass was colored during the glass making process itself. You got specific colors by adding metallic compounds to the other glass making ingredients.So if you wanted red you added copper, if you wanted green you added iron. You just added these compounds to the other ingredients that the glass was made of.Student：So each piece of glass is just one color?Professor：Yes, at least up until the 16th century. Then they started... um.. .you started to get painted glass. Painted glass windows are still referred toas stained glass but the colors were actually painted directly onto clear glass after the glass was made. So um ... with this kind of stained glass, you could paint a piece of glass with more than one color.Student：And with painted glass they still used the lead strips?ProfessorYes, with really large windows it took more than one piece of glass, so you still needed lead strips to hold the pieces together. But the painters actually tried to hide them. So it was different from before when the lead strips were part of the design. And it is different, because with painted glass the idea of light corning through to create the magical effect wasn’t the focus any more. The paintwork was.And painted glass windows became very popular. In the 19th century, people started using them in private houses and public buildings. Unfortunately, many of the original stained glass windows were thought to be old fashioned and they were actually destroyed, replaced by painted glass.Student：They actually broke them? That showed good judgment, real foresight, didn’t it?ProfessorYes, if only they had known. Uh, and it’s not just that old stained glass is really valuable today, we lost possibly great artwork. But luckily there was a revival of the early techniques in the mid-I 800s and artists went back to creating colored glass and using the lead strips in their designs. The effectsare much more beautiful.In the 19th century, Louis Tiffany came up with methods to create beautiful effects without having to paint the glass. He layered pieces of glass and used thin copper strips instead of lead, which let him make these really intricateflowery designs for stained glass, which he used in lampshades. You’ve heard ofTiffany lampshades, right? These of course took advantage of the new innovation of electric lighting. Electric light bulbs don’t give quite the same effect as sunlight streaming through stained glass, but it’s close. So layered glass, Tiffany glass, became very popular and still is today.So let’s look at some examples of different types of stained glass from each era.。

Lecture4_视频基础

彩色幅载波（MHz）
色度带宽（MHz）声音载波（MHz）
3.58
1.3(I)，0.6(Q) 4.5
4.43
1.3(U)，1.3(V) 6.5
4.25
>1.0(U)，>1.0(V) 6.5
YUV、YIQ与YCrCb颜色空间
视频信号的类型
分量视频
高质量视频系统分别使用三路信号来表示红、绿、蓝三种图像分量。这种视频被称为分量视频。分量视频使用三根信号线连接视频设备（ BNC或RCA连接器）传送信号。计算机系统一般使用分量视频，包含RGB的分量信号；电视系统的分量视频使用的是亮度-色差信号。对于分色系统，由于分量视频的三个信道之间没有任何色度、亮度干扰，所以颜色再现能力最好。但需要更高的带宽和良好的同步机制。
视频信号的类型
S-Video
作为折中方案，S-Video使用的是两条信号线传送视频信号，一条传送亮度信号，一条传送混合的色度信号。这样的方案使得颜色信息与关键的亮度信息之间的干扰变小。 S-Video的视频信号连接设备使用称为S端子的四芯连接器。 S-Video的视频其颜色再现质量介于分量视频和复合视频之间。

分量数字化：先从复合彩色电视图像中分离出彩色分量，然后数字化。

数字化标准

ITU-RBT.601 (1980s) 该标准规定了 • 彩色电视图像转换成数字图像时使用的采样频率， • RGB和YCbCr(或者写成YCBCR)两个彩色空间之间的转换关系等。
场频ff：每秒钟扫描多少场；

帧频fF：每秒扫描多少帧
PAL

PAL制电视的扫描特性
• 625行(扫描线)/帧，25帧/秒(40 ms/帧) • 高宽比(aspect ratio)：4:3 • 隔行扫描，2场/帧，312.5行/场 • 颜色模型：YUV

lecture_4 美国文学史课件

The best poetic effect is visual and concert. Thus an imagist’s image represents a moment of revealed truth, truth revealed by a physical object and seen as such.
•1912---1914: Pound took over and championed the poetry.
• 1914---1917: Amy Lowell took over from Pound and pushed the movement in to the period of “Amygism” as Pound called it.
It offered a new way of writing which was valid not only for the Imagist poets but for modern poetry as a whole.
❖ The movement was a training school in whirned their first lessons in poetic art.
Lecture 4 Literature in 1920s 1920s American Literature
I. Background: 1. Economic Boom : “Dollar Decade” carefree prosperity pursuit of pleasure Social labor movement almost
precision new rhythms free choice of subject matter

lecture 4

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一价定律的数学表达： Pi=S· Pi* 其中，Pi、Pi*分别表示本国和外国第i种商品的价格水平，S为直接标价法下的均衡汇率。一价定律表明，一种商品的价格在国内和国外的价格应该是一致的，否则会导致商品套购活动，拉平差价。案例演示例：美国：100斤大米=25美元；中国：100斤大米=200元人民币。求人民币对美元的汇率。答： S=外币购买力/本币购买力=（100/25）/（100/200）=8.00 则：$1=￥8.00或$100=￥800这就是人民币对美元的汇率。
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购买力平价的主要内容

绝对购买力平价理论

理论要点
汇率取决于两种货币的购买力。汇率最终由本国价格水平和外国价格水平的比率决定。1/P表示单位货币的购买力外币购买力 1/Pt* Pt S= = = 本币购买力 1/Pt Pt* （直接标价法的汇率水平）
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Purchasing power parity theory

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英国《经济学家》杂志的“巨无霸汉堡指数”
/show/9WBZRsojGjbWe2qq.ht ml
“汉堡经济报告”的基础是购买力平价理论。这份报告研究的商品是麦当劳的汉堡，约120个国家的麦当劳都提供这种汉堡。
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Exchange Rates in the Longasing power parity 相对购买力平价理论
Relative purchasing power parity postulates
that the change in the exchange rate is equal to the difference in the change in the price levels (rates of inflation) of the two countries.

lecture 4

• In a moment she reappeared再（出）现 to hurl 猛地投掷my change and the ticket on the counter with such force most of it fell on the floor at my feet. • 过了一会儿,她又回来了,将零钱和车票往柜台上重重地一甩,大部分都洒落在我脚边. • The Harrow custom of calling the roll is different from that of Eton.哈罗和伊顿的点名习惯是不同的。 • On August 16, 1983, they started for the South to seek their fortune. • “Contrary, then,” answered another, in deep but softened tones. “And now, kiss me, for minding so well.” “好，相反的，”另一個回答，是深沉而柔和的聲調。“現在，親親我，因爲我記得這麽好。” 《呼啸山庄》
•
ቤተ መጻሕፍቲ ባይዱ• •
You describe this policy as rigid and inflexible, when in fact it has been extremely flexible. 你把这项政策说成是僵硬的、不灵活的,当你把这项政策说成是僵硬的、不灵活的当实际上它已经相当灵活了。实际上它已经相当灵活了。你把这项政策说成是僵硬的、你把这项政策说成是僵硬的、不灵活实际上它已经相当灵活了。的 ,( 当 ) 实际上它已经相当灵活了。
• 1.The Chinese Communist Party was founded in 1921. • 在 1921 年中国共产党成立。 • 1921 年中国共产党成立。 • 2.On December 20，1999,China resumed the ， exercise of sovereignty over Macao. • 在 1999 年 12 月 20 日, 中国恢复对澳门行使主权。中国恢复对澳门行使主权。 • 1999 年 12 月 20 日,中国恢复对澳门行使主权。中国恢复对澳门行使主权。中国恢复对澳门行使主权 • 3.Smoking is prohibited in public places. • 在公共场所不准吸烟。 • 公共场所不准吸烟。 • 4.Now riots break up in all parts of that country. • 在该国目前到处爆发骚乱。 • 该国目前到处爆发骚乱。

lecture 4 汉英语言类型对比与翻译(动态与静态)

III. 汉英动态与静态取向对比
• The computer is a far more careful and industrious inspector than human beings. • 【原译】计算机比人检查的更细心、更勤快。 • 【试译】机检比人检要细致、勤快得多。 • 3. 名词优势加上介词优势，使英语的静态倾向更加显著。英语介词具有丰富多样的词汇意义，常常表达汉语中要用动词表达的概念，例如， • （1） He has someone behind him. • 【原译】有人给他撑腰。 • 【试译】他有人撑腰。（他有后台。） • （2） The smell of wild flowers came to us on the light breeze that was blowing. • 【原译】野花的芬芳乘着轻风向我们扑来。 • 【试译】和着微风，野花香扑鼻而来。
II. Main Concepts
• Nominalization • In linguistics, nominalization is the use of a word which is not a noun (e.g. a verb, an adjective or an adverb) as a noun, or as the head of a noun phrase, with or without morphological transformation. • The term can also refer specifically to the process of producing a noun from another part of speech via the addition of derivational affixes. • Two types of nominalization are found in English. One type requires the addition of a derivational suffix to create a noun. For example, in the sentence “Combine the two chemicals,” “combine” acts as a verb. This can be turned into a noun via the addition of -ation, as in “The experiment involved the combination of the two chemicals.”

Lecture4_离子交换

(1)强碱型：常见阴离子的亲和力顺序为： F-＜OH-＜CH3COO-＜HCOO-＜C1-＜NO2-＜CN＜Br-＜C2O42-＜NO3-＜HSO42-＜I-＜CrO42-＜ SO42-＜柠檬酸根离子
(2)弱碱型: F-＜C1-＜Br-＜I-＜CH3COO-＜Mo052-＜P043-＜ AsO43-＜NO3-＜酒石酸根离子<CrO42-＜SO42-＜ OH-
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为H＋型。 • 阴离于交换树脂可用l mol/L氢氧化钠处理，将其
转化成OH－型。
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四、离子交换分离法的应用
1. 电解质与非电解质的分离：如：牛奶中重金属离子的分离富集。
2. 水的净化——去离子水的制备。
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3. 微量组分的分离富集
例：矿石中痕量铂、钯的测定。（1）矿石溶解（2）加入较浓的HCl，Pt(Ⅳ)，Pd(Ⅱ)转化为 PtCl62-或PdCl42-阴离子（3）试液通过装有Cl－强碱性阴离子交换树脂微型交换柱（4）PtCl62-或PdCl42-被交换于树脂上（5）取出树脂 → 高温灰化→王水浸取残渣→ 定容（6）分光光度法测定Pt(Ⅳ)，Pd(Ⅱ)。
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3. 洗涤过程
• 洗涤过程：将离子交换树脂柱上的残留试液（包括未与树脂发生交换作用的物质）及被树脂交换出的离子洗去的过程。
• 洗涤剂：不含试样的、其它成分及酸度与试样溶液相同的“空白”试液或水。
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4. 洗脱过程
• 洗脱(淋洗)过程：将交换到树脂上的离子，用洗脱剂(或淋洗剂)置换下来的过程，是交换过程的逆过程。
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• 主要的有机离子交换剂： 1. 凝胶树脂 2. 大孔树脂 3. 阳离子交换树脂 4. 阴离子交换树脂 5. 螯合离子交换树脂 6. 氧化还原离子交换树脂

英语专业语法书Lecture 4 Noun and Noun__ Phrase

Lecture 4Noun and Noun PhraseAs has been pointed out, the noun phrase is a phrase with a noun as its head. It is the noun head that determines the way the noun phrase is organized.4.1 Classification of nounsNouns can be classified according to word formation, lexical meaning and grammatical form.I) Simple, compound and derivative nounsAccording to word formation, nouns can be divided into simple, compound and derivative nouns. A simple noun is a noun that contains only one free morpheme (eg: man, chair, land, faith). A compound noun is a noun that is composed of two or more morphemes (mostly free morphemes) (eg: armchair, farmland, seaside, roommate). A derivative noun is a noun that comes from a verb, an adjective or a simple noun with affix (eg: arrangement, greatness, patriotism).2) Proper and common nounsAccording to lexical meaning, nouns fall into two major categories: proper nouns and common nouns. A proper noun is a name used for a particular person, place or thing, and spelt with a capital letter, (eg: Anderson, Britain, New York Times). A common noun is a noun common to a class of people, things or abstract ideas. Common nouns can be further classified into individual, co1lective, material, and abstract nouns (eg: boy, tiger, family, team, water, air, honesty, glory).3) Count and noncount nounsAccording to grammatical form, nouns can be divided into two classes: count nouns and noncount nouns. A count noun (or countable noun) is a noun that has a plural and which can collocate with numbers and with such determiners as a(n), many, few, these, those, several, etc (eg: a car, two cars, many cars, several cars),. A noncount noun (or uncountable noun) is a noun that cannot go with theabove-mentioned words (eg: bread, furniture, merchandise) .4.2 Number forms of: nounsNUMBER is a grammatical category that indicates the change in the form of nouns and verbs, depending on whether one or more than one is talked about. Some English nouns have singular and plural forms, and some have not.1) Number forms of individual nounsIndividual nouns are all countable and therefore have singular and plural forms. The singular form of an individual noun, which shares the same form as the base of the word, can take such determiners as a (n) and one (eg: a / one desk, an / one article,. The plural form of an individual noun can be regular or irregular. The regular plural is formed by adding -s or -es to the base (eg: days, houses, donkeys, tomatoes, boxes,churches, brushes, classes, babies, countries, loaves, wives, etc.), while the irregular plural is not formed in the above way but by other means such as by changing the internal vowel or by changing the ending of the noun (eg: tooth--teeth, man--men, mouse-mice, child-children, ox-oxen).2) Number forms of collective nounsSome collective nouns are countable, some are not. Countable collective nouns behave just like individual nouns. An uncountable collective noun has no plural form. If we want to count the number, we will have to use a kind of individual noun related semantically to the collective (eg: a piece of furniture, two articles of equipment). There is also a kind of collective noun which can be used either in the singular or in the plural sense. When viewed as a single unit the collective is singular in meaning and is to be followed by a singu1ar verb. When, on the other hand, the noun is used to refer to the individuals that form the collective, it is plural in meaning and should be followed by a plural verb.3) Number forms of material nounsMaterial nouns are generally uncountable and have no plural forms. But there are some such items that can be used either uncountably or countably. When used to mean the material itself, they are uncountable, but when used in other senses, for example, two coffees in the sense of "two cupfuls of coffee", they are countable, behaving just like individual nouns. There are also material nouns that can take plural endings, for example, sands / waters in the sense of "large expanse of sand or water" and foods / fruits in the sense of "a variety of food or fruit"; these nouns, though ending in' -s, remain uncountable.4) Number forms of abstract nounsAbstract nouns are mostly uncountable. They cannot take such determiners as a(n) / one or plural forms. But there are a few abstract nouns (eg : "a victory", "two victories" ) that are countable like individual nouns. There are also abstract nouns that have plural endings but which are uncountable. We can say, for instance, "He is in financia1 difficulties", but not "*He is in several difficulties." In the case of some abstract nouns, the mere addition of a plural ending has the effect of changing the meaning of the base. For instance, the word experience in "We meet once a year to exchange our teaching experience" is used in the sense of "经验", while the plural form experiences means "经历" in "We told each other our experiences in foreign countries". Some abstract noncount nouns have semantically related individual nouns as their countable equivalents. This is clear when we use photos or photographs instead of photography to express the idea of "taking a lot of pictures".5) Number forms of proper nounsProper nouns are unique in reference and therefore have no- plural forms, except for such proper names as the United States, the Philipines, the Netherlands, etc which are themselves plural in form. When a proper noun takes a plural ending, it takes onsome characteristics of a common noun, eg:Have you invited the Browns?There are two Miss Smiths / Misses Smith in our class.4.3 PartitivesPartitives, also called unit nouns, are commonly used to denote a part of a whole or the quantity of an undifferentiated mass. Both count and noncount nouns can enter partitive constructions. With plural count nouns, partitive constructions can denote the idea of "a group", "a pack", etc. With noncount nouns, such constructions can achieve countability. Partitives fall into the following categories:1) General partitivesWith noncount nouns the expression of quantity can be achieved by means of certain general partitives, particularly piece, bit, article, and item, followed by an of-phrase, eg:a piece of advicea bit of troublean item of newsan article of furnitureseveral pieces of bread three items of news2) Partitives related to the shape of thingsThere are partitives that are semantically related to the shape of things and whose power of collocation is, therefore, quite limited, eg:a cake of soapa bar of chocolatetwo ears of comten head of cattle / cabbage3) Partitives related to volumeA third class of partitives are those that are semantically related to volume, and all of which are common nouns. They can freely collocate with related noncount nouns, eg:a bottle of ink / oiltwo bowls of rice several pails of watera glass of beer4) Partitives related to the state of actionThe use of these partitives is limited to certain set phrases, eg:a fit of anger / coughing / laughter / fevera peal of applause / laughter / thundera flash of hope / light / lightninga display of courage / force / power / skill / fireworks5) Partitives denoting pairs, groups, flocks, etcThese partitives commonly occur with plural count nouns, eg:a pair of shoes / scissors / trousersa flock of birds / chickens / sheep / goatsa herd of elephants / cattlea swarm of pees / flies / animals / peoplea troupe of actorsa gang of hooligans / criminals a pack of lies / cards / thieves a bench of judges keys to the exercisesEx. 4A1.description2.arrangement3.attendance4.peculiarity5.expectation6.argument7.dependence 8.originality9.exaggeration10.measurement11.purity12.persistence13.extension14.statement15.gel1erosity16.entrance17.loneliness18.forgetfulness19.happiness20.seriousness名词一、名词概述名词表示人、事物、地点或抽象概念等的名称。

lecture4资料

一、必要性/重要性+指定观点The Importance of Extracurricular Activities (2000) Extracurricular activities to the all-round development of college students are what water to life. They can exert positive influence on college students in various facets. Therefore, it is no exaggeration to say that the importance of extracurricular activities can’t be overemphasized. (43words)二、理想+现实对比+引出指定观点The Importance of Extracurricular Activities (2000)Most of us hold it to be self-evident: that college life should be diversified and colorful; that extracurricular activity plays an essential role in it.（同学们的期待）But the reality does not meet our expectations. The variety and number of extracurricular activity are far from being enough(问题所在）. One of the reasons which lead to such situation is that we haven’t paid enough attention to the importance of it. （引出观点：问题的原因）三、缺乏主题导致社会问题+指定观点The Importance of Keeping a Good Mood (2003) Modern people are said to endure a lot of pressure, from education, career or family. There are often tragic stories in the newspaper about people who went insane or committed suicide. (没有保持好心情所引发的社会问题）Those tragedies once again indicate how important it is to keep a good mood. （引出指定观点）可用于写作开头和结尾的几条常见的英文谚语。

【托福听力备考】TPO10听力文本——Lecture 4

【托福听力备考】TPO10听力文本——Lecture 4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。

TPO10 Lecture 4 PsychologyNarrator：Listen to part of a lecture in a Psychology Class.ProfessorOK. If I ask about the earliest thing you can remember, I’ll bet for most ofyou, your earliest memory would be from about age 3, right? Well, that’s truefor most adults. We can’t remember anything that happened before the age of 3.And this phenomenon is so widespread and well-documented it has a name. It iscalled childhood amnesia and was first documented in 1893.As I said, this phenomenon refers to adults not being able to rememberchildhood incidents. It’s not children trying to remember events from last monthor last year. Of course it follows that if you can’t remember an incident as achild, you probably won’t remember it as an adult. OK?So …so... so why is this? What are the reasons for childhood amnesia?Well, once a popular explanation was that childhood memories are repressed... uh, the memories are disturbing so that as adults we keep them buried, andso we can’t recall them. And this is based on…well, well, it’s not based on, on,on… the kind of solid research and lab testing we want to talk about today. Solet’s put that explanation aside and concentrate on just two. OK?It...it could be that as children we do form memories of things prior to age 3, but forget them as we get grow older, that’s one explanation. Another possibility is that children younger than three ck some cognitive capacity for memory. And that idea, that children are unable to form memories, that’s been the dominant belief in psychology for the past hundred years. And this idea is very much tied to two things, the theories of Jean Piaget and also to language development in children.So Piaget’s theory of cognitive development. Piaget suggested that because they don’t have language, children younger than 18 to 24 months live in the here and now, that is they lack the mean to symbolically represent objects and events, that are not physically present. Everybody get that? Piaget proposed that young children don’t have a way to represent things that aren’t right in front of them. That’s what language does, right? Words represent things, ideas.Once language starts to develop from about age 2, they do have a system for symbolic representation and can talk about things which aren’t in their immediate environment including the past. Of course he didn’t claim that infants don’t have any sort of memory, it’s acknowledged that they can recognize some stimuli, like faces. And for many years this model was very much in favor in psychology, even though memory tests were never performed on young children. Well, finally in the 1980s, a study was done. And this study showed that veryyoung children under the age of 2 do have the capacity for recall. Now, if the children can’ t talk, how was recall tested? Well, that is a good question, since the capacity for recall has always been linked with the ability to talk.So the researchers set up an experiment using imitation-based tasks. Adults used props, uh, toys or other objects to demonstrate an action that had 2 steps. The children were asked to imitate the steps immediately and then again after delays of one or more month. And even after a delay, the children could…could recall or replicate the action, the objects used, the steps involved and the order of the steps. Even children as young as 9 months!Now, tests showed that there was a faster rate of forgetting among the youngest children, but most importantly it showed that the development of recall did not depend on language development. And that was an importance finding!I guess I should add that the findings don’t say that there was no connection...no connection between the development of language and memory. There’s some of evidence that being able to talk about an event does lead to having a stronger memory of that event. But that does not seem to be the real issue here.So, back to our question about the cause of childhood amnesia, well, there is something called the rate of forgetting. And childhood amnesia may reflect a high rate of forgetting, in other words, children under the age of 3 do form memories and do so without language. But they forget the memories at a fastrate, probably faster than adults do. Researchers have set a standard….sort ofan expected rate of forgetting, but that expected rate was set based on the tests done on adults. So what is the rate of forgetting for children under theage of 3? We expect it to be high, but the tests to prove this really haven’tbeen done yet.。

【托福听力资料】托福TPO18 听力文本——Lecture 4

【托福听力资料】托福TPO18 听力文本——Lecture 4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。

TPO 18 Lecture 4 BiologyA：Well, it’s finally looking like spring is arriving. The last of thewinter snow would be melting away in a few days. So before we close today, I thought I’d mention a biological event that’s a part of the transition from winter to spring, something you can go outside and watch if you have some patience. There is a small creature that lives in this area; you’ve probably seen it. It’s the North American wood frog. Now the wood frog’s not that easy tosspot since it stays pretty to close to the ground, under leaves and things and it blends in really well with its background as you can see. But they are worth the effort because they do something very unusual, something you might not have even thought possible. OK North American wood frogs live over a very broad territory or range. They’re found all over the northeastern United States and all through Canada and Alaska, even inside the Arctic Circle. No other frog is able to live that far and north. But wherever they live, once the weather starts to turn cold and the temperature starts to drop below freezing, as soon as the frog even touches an ice crystal or a bit of frozen ground, well, it begins to freeze. Yeah...yes to me. You look a little bit taken aback.B: Wait, you mean it’s still alive but it freezes, solid?A: Well, almost. Ice forms in all the spaces outside the cells but neverwithin a cell.B: But… then how does its heart beat?A: It doesn’t.B: But…then how could it…….A: You are gonna do such a thing? Well, that first touch of ice apparently triggers a biological response inside the frog. That first of all starts drawing water away from the center of its body, so the middle part of the frog, its internal organs, its heart, lungs, liver, these start getting drier and drier while the water that’s being pulled away is forming a puddle around the organsjust underneath the skin. And then that puddle of water starts to freeze. OK, upto known, the frog’s heart is still beating, right? Slower and slower but…and inthose last few hours before it freezes, it distributes glucose, a blood sugar throughout its body, its circulatory system, sort of acts like an anantifreeze.B: A solution of antifreeze like you put in your car in the winter?A: Well, you tell me. In frogs, the extra glucose makes it harder for the winter inside the cells to freeze. So the cells stay just slightly wet, enough so that they can survive the winter. Then after that, the heart stops beating altogether. So is that the same?B: I don’t really know, but how long dose it stay that way?A: Well, it could be days or months, all winter in fact but umm, see theheart really doesn’t need to do any pumping now because the blood is frozen too.B: I just, I guess I just don’t see how it isn’t, you know, clinically dead.A: Well, that’s the amazing thing and how it revives is pretty amazing too.After months without a heartbeat, spring time came around again, the earth starts to warm up and suddenly one day, ping, a pulse, followed by another one, then another until maybe ten, twelve hours later, the animal is fullyrecovered.B: And does the thawing process have some kind of trigger as well?A: Well, we are not sure actually, the clearer thing is even though the sun is warning the frog up on the outside, its inside thaw out first, the heart and brain and everything. But somehow it all just happens that way every spring.B: But after they thaw does it affect them like their lifespan?A: Well, hmm, we really don’t know a lot about how long a wood frognormally lives, probably just a few years but there is no evidence itslongevity. It does have some other impacts though. In studies, we found that when it comes to reproduction, freezing diminishes the mating performance ofmales. After they’ve been frozen and thawed of course, they don’t seem quite asvocal. They move slower and they seem to have a harder time recognizing apotential mate. So if the male frog could manage not to go through this freezing cycle, he’d probably have more success in mating.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 4 翻译与文体

语态，而儿童文学作品以及神话故事则多用简单句。不同文体的语篇结构也不同。如叙事文体一般以时间顺序组句成篇，而描写性文体通常以空间顺序为主线，论说文则主要以逻辑关系来组句谋篇。（李运兴，2003：79）由此可见，要想成为一个好的译者，不仅要准确传达原文的基本信息，还要传达其文体风格和语言特色。译者须在着手翻译时要熟悉原文的文体特征及其语言特色，为忠实地再现原文文体特征奠定基础。二、什么是文体？程永生（2003：355）指出，文体和体裁（genre）是一个较为复杂的问题。汉语的文体与英语的style极易混淆；另外，文体与品种或
根据《辞海》1980年版，体裁的定义是：1）中国古代文学中，指诗文的文风辞藻。2）文学的体裁，又称“样式”。指文学作品中的类别，如诗、小说、散文、戏剧等。在每一种文学体裁中，按作品体制长短大小长短大小划分，小说又长短大小有长篇小说、中篇小说，戏剧有多幕剧、独幕剧等；按作品内容性质内容、性质内容性质划分，诗中有叙事诗、抒情诗等，戏剧中有悲剧、喜剧、正剧等，散文中有随笔、小品、杂文、报告文学等。文学体裁是随着历史发展而不断丰富发展的。英语genre指得是：1）kind, category or sort, especially of literary or artistic work.(种类、类型、类别，尤指文学作品和艺术作品。) 2）a category of painting in which domestic scenes or incidents from everyday life are depicted.
译文2——8月2日询盘收悉。贵方要求我方报出实盘：500打各种尺码、各种颜色的天坛牌丝绸男衬衫，9月装船，欧登赛交货。（同上）再看下面的法律语篇翻译： 3. Article XIV Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.