Lecture_Note_13

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How-to-take-Lecture-Notes（最新整理）

How to Take Lecture Notes(/T ake-Lecture-Notes)Taking lecture notes is a major part of studying and it is important that your notes are thorough and accurate. Here's how to get the most out of a lecture and have amazing notes to show for it.Steps1. Prepare for the lecture so that you will be more likely to predict the organization of the lecture. Check the course outline to see if the lecturer has listed the topic or key ideas in the upcoming lecture. If so, convert this information into questions, or structure your notebook according to the headings provided in the outline.2. If an outline or handout is given out at thebeginning of class, skim it quickly. Underline or highlight topics, new vocabulary, key questions and/or main ideas.3. Ideally, you will come to class having read the assigned material. Attending the lecture with the information fresh in your mind will undoubtedly help you follow the presentation with greater ease and less confusion.4. Sit as near to the front of the room as possible to eliminate distractions. You may even want to come five or ten minutes early to get a good seat and have time to set up your pen and notebook or laptop.5. Have a proper attitude. Listening well is a matter of paying close attention. Be prepared to be open-minded about what the lecturer may be saying, even though you may disagree with it.6. Have extra pencils sharpened and ready, or extra lead for mechanical pencils in case a pencil breaks during the lecture. Bring a pen as well, and a (big) eraser.7. Write down the title of the lecture, and the date. Keeping your notes organized will pay off when it comes time to study.8. If you miss a lecture, make sure to write it down in your notes as well, so that you will not forget. This way you ensure that you will get the notes from a friend or colleague instead of missing out on the material entirely.1. Listen carefully to the introduction (if there is one). By knowing this outline, you will be better prepared to anticipate what notes you will need to take. Decipher this outline by listening for:a. A topic for each section.b. Supporting points or examples for the topic.2. Copy what's written on the whiteboard, or overhead projector, especially the outline. To make sure that you get everything, get in the habit of skipping words like "the" and "a" and make use of shorthand and abbreviations. Summarize your notes in your own words, not the instructor's. Remember: your goal is to understand what the professor is saying, not to try to record exactly everything he or she says.3. Recognize main ideas by signal words that indicate something important is to follow. See the tip on signals below.4. Jot down details or examples that support the main ideas. Take down examples and sketches which the lecturer presents. Indicate examples with "e.g." Give specialattention to details not covered in the textbook.5. Come up with symbols for words used often that you can remember easily.6. Take detailed notes if possible.7. Draw diagrams for concepts you can't remember easily or don't understand.8. If there is a summary at the end of the lecture, pay close attention to it. You can use it to check the organization of your notes. If your notes seem disorganized, copy down the main points that are covered in the summary. It will help in revising your notes later.9. At the end of the lecture, ask questions about points that you did not understand.10. If (s)he begins to get off topic by telling a story...write it down anyway. Stories help people remember. The story might be related to what you are learning, and may even be on the test.11. If it becomes apparent that he or she is trying to stress or emphasize something, be sure to get it down.12. Obviously, the teacher/professor will not write down everything he/she says. Listen for key points and important details that are not written down.13. When students ask questions, write down the questions and the teacher/professor's answers. This additional information might answer questions you have as well.1. Revise your notes as quickly as possible,preferably immediately after the lecture, since at that time you will still remember a good deal of the lecture. Also it is a good idea to reread your notes within 24 hours of the lecture. It may be a good idea to rewrite or type your notes to make them clearer and more organized.2. Revise it with a class mate or two. Two students see and hear more than one. Your notes will have different gaps than that of your class mates.3. Review the lecture notes (again) before the next lecture.Tips1. Mark ideas which the lecture emphasizes with a highlighter, arrow or some special symbol.2. If the teacher has given a clear outline of the topic eg "Today we'll learn about 10 typesof leaves..", use numbers 1,2,...10 for the main points (types of leaves), and letters of the alphabet a, b, c etc for examples of each type.3. Use 'mind maps' if you've learnt how to draw them.4. Incorporate different colors of ink, diagrams, drawings of your own. Make your notes your notes. Take advantage of how you learn (visually, aurally [by ear], or actively) and write/draw your notes according to that style.5. Watch for signal words. Your instructor is not going to send up a rocket when he/she states an important new idea or gives an example, but she will use signals to telegraph what she is doing. Every good speaker does it, and you should expect to receive these signals.For example, she may introduce an example with "for example" as done here. Other common signals:"There are three reasons why...." (Here they come!)"First...Second... Third...." (There they are!) "And most important,...." (A main idea!) "A major development...." (A main idea again!)He/She may signal support material with: "On the other hand....""Pay close attention to this""On the contrary...." "Similarly....""In contrast....""Also....""For example....""For instance...."He may signal conclusion or summary with:"Therefore....""In conclusion....""As a result....""Finally....""In summary....""From this we see...."He/She may signal very loudly with: "Now this is important....""Remember that....""The important idea is that....""The basic concept here is...."6. Do NOT try to write down every word of the lecture. It is better to listen attentively, understand the topic /point being explained, and jot down the notes in point form - but not so brief that they don't make sense to you later!7. You may use a certain software to help you take notes such as PerfectNotes software, Live Scribe Smart Pen and Microsoft OneNote.Warnings1. Do not perform manual activities which will detract from taking notes. Do not doodle or play with your pen. These activities break eye contact and concentration; they are alsodistracting to others. Therefore, if you learn best while doodling or tapping your foot, sit near people who do the same or who don't keep glaring in your direction.2. If you are gathering together your personal belongings when you should be listening, you're bound to miss an important point--perhaps an announcement about the next exam--or, at the least, insult the teacher.3. Some professors may not want you to record their lectures, in case they end up shared or posted online without the professor getting credit or financial compensation for their expertise. It could even be illegal to make a recording without their permission! Ask permission before using recording devices, and delete your recordings as soon as the final exam is over.4. Remember that you are there to analyze and process, not: to record. Pieces of electronics can record better than you, but they do not get an academic degree ordiploma. Make sure you keep processing and analyzing despite having a recorder at hand.5. It should be noted that the statement on doodling is not entirely accurate. Doodling has been known to improve memory, so doodling during parts of lectures which do not require note making may actually be beneficial as opposed to distracting. So take this persons' advice with caution.。

讲座记录本导师审查意见

讲座记录本导师审查意见English Response:1. Overall Impression:The lecture notebook is well-organized and provides a comprehensive overview of the lecture. The notes are clear and concise, and they capture the key points of the lecture effectively. The notebook also includes helpful diagrams and examples to illustrate the concepts discussed in the lecture.2. Strengths of the Notebook:Clear and concise notes.Comprehensive coverage of the lecture material.Well-organized structure.Inclusion of helpful diagrams and examples.Use of a variety of note-taking techniques.3. Areas for Improvement:Could include more detailed notes on some of the more complex topics.Could include more practice questions or exercises to test understanding.Could include a summary of the lecture at the end of the notebook.4. Overall Evaluation:The lecture notebook is a valuable resource for students who want to review the lecture material and prepare for exams. The notebook is well-organized and provides a comprehensive overview of the lecture. However, it could be improved by including more detailed notes onsome of the more complex topics and by including more practice questions or exercises to test understanding.Chinese Response:1. 总体印象：演讲笔记组织得当且全面概述了演讲内容。

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。

2020年新人教版高中英语必修一教案全套

2020 年新人教版高中英语必修一教案全套《Welcome Unit》单元教案Welcome Unit Period 1 Listening and Thinking课题Period 1 Listening and Thinking 单元Welcome Unit During this period, the class will focus on listening and thinking.教材Students are expected to get insight into the first day of school.分析The teachers would inspire students to learn how to make introductions and greeti教学1.Learn and master the key words and phrases.目标2.Train thsetudents’ ability to pronunciation and listening.与核3.Enable the students know more about vowels.心素4.Encourage students to learn more about introductions and greetings.养1.Master the usage of key words and phrases.重点2.Improve the students’ listening and s p i e l a i k t i y n.g ab1.Let students pay attention to the pronunciation of vowels.难点2.Make the students know about how to communicate on the first meet.1教学过程教学教师活动学生活动设计意图环节Daily routineStep Warm up - A ctivate1 Teacher greets the whole class as usual. students andremind them toconcentrate. Step Preview c heck Students - C heck the2 Teacher asks students the meaning of wordsa,nswer the teaching situationphrases and knowledge points learnt last l q e u s e s s o t n i.o n sloudlytogether. Lead-in of last lesson quickly.- Help students consolidate the knowledge points.Step 3SayingTeacher shows the pictures to lead the topic.A thousand-mile journey begins with the first step.—Laozi- U se picturesto catch students’attention.- E xpand theirhorizons andspark theirinterest.1.Do you think so?2.What’s your first step?Afteracknowledging3.Do you think the first step is very theimportant?Video: Lost On The First Day Of HighSchoolinformation andthe meaning ofthe new words,answer theStep 4What did the girl experience on the f irs q t uestions. day?What was her feeling?How do you feel on the first day of s chool? Why so?New wordsTeacher explains the meaning of the newwords, and asks students to translate the meaning - Teach themeaning of newwords.of the whole sentence.Step 5exchangeexchange programmeexchange studentslecturesexfemale-malenationnationalitycampusThey wanted to design a machine that was bothattractive and practical.designerHe wrote a very formal letter of apology to Douglas.informal Let’splayTeacher choses students to answer thequestions.1.She lives on (= within themain university area).2.One evening the company arranged adinner after the play.3.We may be able to a course tosuit your particular needs.4.Have you come to at theschool?5.It was a story that touched the- F amiliarizethe new words- Clear the tackle oflistening practice.heart.6.He used to me about getting too much sun.keys:1.campus2. formal3. design4. register5. nation’s6. lectureStep 6Pair workDiscuss the questions in groups.Match the pictures with the s entences.Discuss withtheir patternerand voice their- FamiliarizeStudents with keywords.- M akeA My name is Amy. I'd like to have a s t u o d p e i n n t i o n s I D card,please.B Hi, I'm Max Jackson. I'm an exchangestudent from the UK.C Hello, everyone! Welcome to our school!Describe what the people in the pictures a re doing.Listening & Speaking students use core words and phrases. - Exercise students’ expression and speaking skills.Step Listening practice Listen to the - F amiliarize7 Teacher shows the questions. Then teachemraterials plays thelistening material and asks s t u d c e a n r t e s f u t l o l y and students with key words.answer. do the - E xerciseAmy is getting her student ID card. List l e i n stening to Conversation 1 and complete the table. e xercises. Keys: students’ speaking skills.1. 1701432.Amy Jones3.the USA4.1/One5.amyj16@Max meets Amy in the dining hall. Listen t o Conversation 2 and tick Max's favorite subject and Amy's favorite subject.Keys:1.maths2.chemistryAmy is talking to Ms Li, a school a dviser, about which courses to choose.Listen to Conversation 3 and answer the questions.1.What does Amy want to be in thefuture?A An engineer B. A designer. C A writer.2.What course will Amy probably choose?A EnglishB. IT.Keys:1. BC Art.2. CStep 8People speak insituations.IntroductionsMy name is ...a more polite way in forma S l tudentslisten totips.the- Help students learntips in listeningpractice.- M akeI'm ...This is ...Have you met ...? Doyou know ...?May I introduce ...?I'd like you to meet ...I don't believe you know ...GreetingsHi/Hello! Goodmorning!What's up?How's it going?How are things going? How are you?How are you doing? Nice/Glad to meet you.ResponsesHi/Hey!Morning!Not much.Great!I'm fine, and you? Very well, thank you. How about you?Nice/Glad to meet you, too.Break the ice“Break the ice” is a common English expression. It means “to get comfortable with someone.”students masterthe listening skill better. - Better finish the testing task.After the first greeting, the best way to break the ice is to ask for very basic information. This gives you a reason for starting the conversation.Here are some examples:How are you?Where are you from?What are you doing here? or What brings you here?Are you having a good time?Prepare some basic answers about yourself now, sothat you can introduce yourself with confidence and perfect English in the moment.Keep your answers short and simple so youless timehave less time to make mis—ta a k n e d s tolose so e m one’s attention!E.g.Where are you from?What do you do?What are you doing here?How was your trip?Are you having a good time?What do you think of the weather?Even when questions are specific, you can have a general response prepared. Say something generally positive, then add in more detail.Adding the detail keeps the conversationStep interesting. Then you can ask a question.Discussion Use what - V oice their9Teacher shows the topic and gives studentthsey have opinions.examples to discuss. learnt from the - P ractice theirWork in groups. Choose one of the interview tohelp you andteam spirit.- P ractice theirsituations and make a conversation. Try t o d i u s s c e u s s in thinking skill andthe introductions and greetings b elow.A boy meets a girl during a break. groups. imagination.- P ractice their speaking andAn exchange student is talking to a teacher on campus.A boy and a girl are at the airport to meet a visiting groupof teachers and students from England.listening.StepRole play your conversations or thingshappened on the first day of school!Pronunciation Students do - I mprove the10the exercises.students’Listen and repeat. Notice the pronunciation of the vowels (A, E, I, O, U). Then add a w ord to each group. pronunciation skill./ei/ /x/ grade escape m ap /i:/ /e/ these Chinesecampus met forget/ai/ /I/ w rite /au/ ID/ h ope alive quizalone froglisten coffee/ju:/ ht/use future up discussStep 11 Video: VOWEL SOUNDS Learn therelatedknowledgepoint.- Help studentsunderstand andmaster relatedknowledge points.Step Language points Listen to the - Help s tudents 12 Teacher explains the language points andkey knowledge know about themakes some exercise.1.exchange n.交换；交流vt.交换；交流；交易；兑换I’m an exchange student from the Uk.points carefullyand take exercise.knowledge pointsdeeper.- Let studentsknow how to usethese words andphrases.exchange studen互t派留学生exchange programmes交流项目exchange teacher互s 派教师exchange message交换信息an exchange of glanc交es换眼神an exchange of informati交on换信息in exchange f o用r …交换exchange blows互殴，打起来God offers to exchange what He has for what we have.上帝愿意用他所拥有的来交换我们所拥有的。

note的意思用法总结

note的意思用法总结note你知道是什么吗?那么它的用法是怎样的呢?今天给大家带来了note的用法,希望能够帮助到大家，一起来学习吧。

note的意思n. 笔记,便笺,音符,钞票vt. 注意,记录,对…加注释,指出变形：过去式: noted; 现在分词：noting; 过去分词：noted;note用法note可以用作名词note的基本意思是“笔记,摘记”,指用来记录平时一些需要记住的事情的短小记录; 也可指为了通知某人某事而写下的“短小信笺”。

“记笔记”可以说make a note (of),也可说take notes (of),后者更常见。

note也可指提醒人们对某事加以重视,即“注意”。

note引申可指“照会”“评注,注释”“暗示,含义”“做注释”等。

note还可作“纸币”解, in notes指“以纸币的形式”,介词in不可用其他介词代替,且notes须用复数形式。

note后常可接介词短语、动词不定式或分词短语作定语。

note用作名词的用法例句Students should take notes during the lectures.学生们上课应该做笔记。

Seeing nobody at home, he decided to leave a note.看到没人在家,他决定留下一个便条。

Id like to break this 50 dollars note.我想把这张50美元的纸币换开。

note可以用作动词note用作动词时指“将某事写在纸上”,以便于以后查找,即“记录”; 还可指被某人或某物所吸引而把精力投入在其中,即“注意”。

note多用作及物动词,后接名词、代词、带疑问词的动词不定式或that/wh-从句作宾语,还可接以形容词或不带to的动词不定式充当补足语的复合宾语。

可用于被动结构。

note用作动词的用法例句I failed to note that he had left.我没有注意到他已经走了。

托福Lecture场景讲义

1.艺术类讲座Arts：绘画，雕塑* Cubism 立体派；立体主义* Fauvism野兽派* Abstractism 抽象派* Pop Art 波普艺术；流行艺术Brush 画笔；毛笔Genuine 真品Fake 赝品Aesthetic 美学Gallery 美术馆Brushstroke 绘画技巧color 颜料dye 染料Pigment 颜料figure画像canvas帆布frame[电影] 画面easel 画架sketch. 素描Oil painting油画；油画艺术portrait 肖像；半身雕塑像style 风格；字体painting 绘画；着色perspective远景portray 描绘impressionism印象派，印象主义statue雕像，塑像sculpture 雕塑；雕刻carve. 雕刻bust半身像relief浮雕retouch 润饰；修整部分restore恢复；还原refine精炼，提纯watercolor 水彩画；水彩颜料pastel粉蜡笔；粉蜡笔画Charcoal drawing素描mural壁画fresco壁画engraving. 雕刻；雕刻术；雕刻品Landscape painting风景画，山水画still life静物；静物写生caricature 漫画original原作copy. 副本；摹仿reproduction复制品replica 复制品✧音乐accompaniment 伴奏conservatory音乐学校band乐队solo 独奏；独唱duet 二重奏；二重唱trio三重唱concerto 协奏曲symphony交响乐Folk music民俗音乐time节拍Rock and roll摇滚乐Pop music流行音乐harmony 协调；调和concert. 音乐会play剧本opera. 歌剧Hillbilly music乡村音乐Country music乡村音乐serenade小夜曲volume音量chord. 弦；和弦Sheet music散页乐谱；活页乐谱arrangement整理；准备Chamber music室内音乐orchestra. 管弦乐队note音符2.生命科学类life science植物flora 植物区系botany植物学plant植物root 根stem干；茎stalk茎，秆leaf叶子flower花fruit. 水果；产物seed 种子shoot发芽bud 萌芽；蓓蕾petal 花瓣pollen花粉pollinate对...授粉trunk 树干；躯干branch树枝，分枝twig 小枝；嫩枝；末梢bark 树皮shrub. 灌木；灌木丛nectar 花蜜fern 蕨；蕨类植物photosynthesis光合作用Aquatic plant水生植物canopy天篷foliage植物；叶子wither 枯萎；凋谢bush灌木；矮树丛herb 香草，药草symbiosis共生blossom. 花；开花期perennial多年生植物annual一年生植物动物&微生物Whale鲸Fossil化石remainsHippopotamus----Hippo河马Carnivore食肉动物Herbivore食草动物Omnivore杂食动物marsupial有袋动物amphibian两栖动物reptile爬行动物Mammal哺乳动物vertebratecold-blooded animalwarm-blooded animal Metabolism新陈代谢queen蜂王drone 雄蜂worker bees工蜂Colony种群Hive蜂巢Mate 配偶Nectar花蜜Pollen花粉gills鳃SQUID鱿鱼；乌贼sac囊convergent evolution趋同进化Octopus章鱼Imitation 拟态Chromatophores 色素细胞sepia乌贼墨Distraction display 迷惑表演Displacement activity 换位行为Hatch 孵化Migration 飞行中的空气动力学Aerodynamics 空气动力学动物听觉器官及机理Echolocation蝙蝠Eardrum青蛙auditory canal鸟Film蝗虫Symbiosis共生Mutualism互利共生Commensalism偏利共生Parasitism寄生Klepto-parasitism偷窃寄生Cell 细胞prokaryotic cell 原核细胞eukaryotic cell 真核细胞Protozoa 原生动物Unicellular organism 单细胞生物multicellular organism 多细胞生物nucleoid 拟核Mitochondrion 线粒体Chlorophyll 叶绿素Anthocyanin 花青素cell wall 细胞壁Cytoderm 细胞壁DNA（deoxyribonucleic acid）脱氧核糖核酸Gene基因Chromosome 染色体Mitosis 有丝分裂Amitosiss 无丝分裂bacteria & germ 细菌fungus 真菌filaments 菌丝chitin 甲壳素Enzyme酶Penicillin 抗生素Virus 病毒amino acid 氨基酸scavenger 食腐动物insect昆虫pest害虫fauna. 动物群hunting 打猎foraging觅食力behavior行为genus属species物种predator 捕食者prey.捕食；被捕食的动物game 猎物habitat栖息地nest巢hibernate冬眠attack 攻击Defend防御mate配偶offspring后代，子孙descendant后裔；子孙larva 幼体，幼虫gene基因kingdom领域phylum 门class种类order 命令family家族extinction 灭绝camouflage伪装，掩饰marinelife陆地生物reproduce生殖multiply繁殖breed繁殖hatch 孵化nutrition营养品muscle 肌肉；力量nerve神经Bone骨头protein蛋白质fur毛皮feather羽毛hide兽皮adaptation. 适应endangered濒临灭绝的remains遗骸feed 饲料respire 呼吸digest消化；吸收migrate随季节而移居plankton 浮游生物heredity遗传inherit遗传而得anatomy 解剖mutation突变cold-blooded animal冷血动物warm-blooded animal温血动物metabolism新陈代谢microbe细菌，微生物organism有机体；微生物bacteria细菌germ胚芽virus 病毒3.自然科学类physical science天文学* Black Hole “黑洞”* emission nebula 发射星云* reflection nebula 反射星云* Interstellar cloud 星际云* dark nebula 暗星云* Mercury 水星* Venus 金星* Earth 地球* Mars 火星* Jupiter 木星* Saturn 土星* Uranus 天王星* Neptune 海王星Observatory天文台universe宇宙space太空cosmos宇宙Celestial body天体Heavenly body天体dwarf侏儒，矮子constellation 星座galaxy银河The Milky Way银河Solar system太阳系Cluster星团corona日冕chromospheres色球层photosphere光球，光球层vacuum真空eclipse日蚀，月蚀Solar radiation太阳辐射planet 行星asteroid/planetoid小行星meteoroid流星体Meteor流星Comet彗星Meteorite陨星；流星rotate旋转地理学* Volcano 火山* active volcano 活火山* dormant volcano 休眠火山* Extinct Volcano 死火山* Drought 旱灾* Rainstorm 暴雨* Flood 洪水* debris flow 泥石流* Ozone Layer 臭氧层* aurora 极光* solar wind太阳风* magnetosphere 磁层* wetlands 湿地Horizon地平线continent大陆，洲terrestrial陆地生物landscape地形vegetation植被Rainforest雨林swamp沼泽；湿地tundra苔原；冻原；冻土地带mesa台地hill小山；丘陵lagoon泻湖；环礁湖；咸水湖basin盆地valley 山谷gorge峡谷latitude纬度Longitude经度equator赤道Tropic of Cancer北回归线Tropic of Capricorn南回归线The tropics热带地区The temperate zone温带The frigid zone寒带Hemisphere半球pole极点Polar circle极圈The Arctic北极区The Antarctic 南极地区The primemeridian南极地区The Arctic circle北极圈The Antarctic circle南极圈frost 冰冻，严寒Atmosphere大气层spell轮替Climate气候Temperature气温precipitation降水；冰雹moisture湿度；潮湿humidity湿度；湿气dry干涸arid干旱的semiarid半干旱的monsoon 季风Weather天气subterranean地底下territory版图terrain地形，地势Mountain range山脉dune沙丘summit顶峰Peak顶峰ridge山脉Plateau高原Plain平原highland丘陵地带reef矿脉Tide潮汐torrent激流isle岛islet小岛archipelago 群岛cliff悬崖hillside山坡，山腹marsh沼泽；湿地canyon. 峡谷crack. 裂缝fissure裂缝；裂沟crevasse裂缝cave 洞穴，窑洞cavern洞穴delta 三角洲Island岛屿peninsula半岛channel海峡bay海湾Strait海峡savanna热带草原prairie大草原；牧场grassland. 草原；牧草地steppe大草原oasis 绿洲zone地带desert沙漠Offshore海岸melt 熔化Jungle热带丛林irrigate灌溉gulf海湾elevation海拔altitude海拔Time zone时区subterranean地下的coast海岸watershed流域Upper reaches上游Lower reaches下游deposit沉淀物Spring泉水fountain喷泉Iceberg冰山glacier冰河，冰川waterfall瀑布lithosphere岩石圈ore矿；矿石geyser喷泉plate金属板tectonics构造地质学Continentaldrift大陆漂移学说avalanche雪崩mudslide塌方；山崩地质学crust地壳Core地核mantle地幔Rock岩石mineral矿物aquifer蓄水层layer层sediment沉积；沉淀物fossil化石stratum地层fault断层fold折痕Dating techniques年代测定技术Earthquake地震seismicwaves地震波epicenter震中magnitude震aftershock余震volcano火山erode腐蚀，侵蚀sedimentaryrock沉积岩limestone石灰岩granite花岗岩Eruption爆发magma岩浆lava火山岩浆Ash火山灰chamber房间crater火山口Activevolcano活火山dormantvolcano休眠火山extinctvolcano死火山bedrock基岩tsunami海啸landslide山崩mudslide泥流avalanche雪崩化学Erode--ErosionRotDecay Decomposition RustLimestone石灰石Silicon硅CrystalCopperLead铅Mercury水银Nickle镍Sodium钠Calcium钙Oxygen氧气Nitrogen氮Gasoline Petroleum Hydrocarbon PlasticMolecule Particle Solution—solubility DissolveBlend Compound物理学Dimension维度Vibration震动Electron电子Neutron中子Nucleus原子核Proton质子Atom原子Ion离子Distillation蒸馏Density密度Friction摩擦Magnet磁体Spectrum光谱Conductor道题Optics光学的Emit发出Eject喷射Thaw融化Shrink缩水Ultra red telescopes 红外望远镜electromagnetic wave 电磁波radio wave无线电波（即赫兹波）ultrasonic wave 超声波radiation decay 衰变radiation 辐射half-life 半衰期spectroscopy 光谱学考古学* Relative dating 相对年龄测定* Absolute dating 绝对测年法* Radiocarbon dating放射性碳定年法* Radiometric Dating同位素年龄测定* radiocarbon dating 放射性碳定年法* Radiometric Dating 同位素年龄测定* Excavate 发掘* Paleolithic [,pelɪo‘lɪθɪk] 旧石器时代* Mesolithic [ˌmiːzə(ʊ)ˈlɪθɪk] 中石器时代* Neolithic [ˌniəˈlɪθɪk] 新石器时代* Chronological 年代的* Remnant 遗迹* Pottery 陶* Ceramics 陶* Antique 古老的* Artifact 手工艺品能源学* tidal energy* barrage* dam* Solar energy* Silicon* pollution环境科学* Ecosystem* Poisonous* Pollute—pollutant—pollution* Contaminate* Waste* Habitat* balance4社会科学类讲座social science美国历史Early HistoryChristopher ColumbusAmerigo VespucciFrance VS Great BritainMay Flower (Pilgrims, peasant, prisoners, losers&Dios)Washington (cerasus, sakura, William Wallace)Boston Tea Party (Tea Act issued by British Parliament, East India Company, Boston Harbor, iconic event, December 16, 1773)American RevolutionAmerican Revolutionary War(the original 13 colonies, France, the French Revolution)the Declaration of Independence(July 4th, 1776)StatementStatue of LibertyCopperBronzeBrassPatinastudioWestward MovementAmerican Civil WarIndustrialization VS slavery plantation economyImport VS ExportTariffslaverylabornegroraw materialNegroAbraham LincolnSecessionUnited States of America Confederate States of America Emancipation Proclamation Gettysburg Address AssassinationModern daysWorld War ⅠGreat Depression（financial crisis）The Roosevelt New Deal 罗斯福新政Relief 救济Recovery 复兴Reform 改革World War ⅡPearl Harbor经济管理4MsMarket市场Media 媒体Money钱Message信息4PsProduct 产品Price 价格Place 渠道Promotion 促销7Psproduct 产品price 价格place 渠道promotion 促销People 人Process 过程Physical evidence有形展示Porter‘s Five Forces：Supplier powerBuyer powerRivalryBarriers to enterThreat of substituteSWOT analysis：StrengthsWeaknessesOpportunitiesThreatsSMART：SpecificMeasurableAttainableRelevantTime-boundService Management：IntangibilityPerishabilityInseparabilityVariabilityService FailureService RecoveryService DesignService StandardSatisfied---pleasantExperience EconomyDinning Experience---exceed expectation---customer loyalty ZOT商业贸易InboundOutboundTariffBalanceSurplusDeficitTrade & CommerceImport & ExportTollFortuneDepressionBid Merchandise Inflation Consume ContractMerge Acquisition PatronageDebtRevenueProfit Shopping mall Outlet Department store Supermarket Warehouse Convenience store On-line store政治Confederate Senate Congress Diplomatic Domestic Privilege Democracy Territory Election Dominate Colonizestrike。

英汉互译lecturenote2(仅供参考)解析

Lecture note 21、直译（literal translation）VS意译（free translation）直译：是既保持原文内容、又保持原文形式的翻译方法或翻译文字。

直译不等于硬译或死译，也叫逐字翻译——就是以词为单位进行考虑的，力求目的语的每个词都能与原语的每个词对等。

直译不仅能保持原作的特点,而且还可使读者逐步接受原作的文学风格，促进语言多样性，丰富目的语的语言形式，以利跨文化沟通与交流。

Eg:1.dark horse（黑马）brandy（白兰地）rifle（来福枪）carnation（康乃馨）litchi（荔枝）salon（沙龙）engine（引擎）gentlemen’s agreement（君子协议）one country，two systems（一国两制）2.to show one’s cards摊牌3.Soon got, soon gone.来得容易，去得快。

4.Speech is silver, silence is golden.雄辩是银，沉默是金。

5.There is no smoke without fire.无火不生烟6.The worst wheel of a cart creaks most.最坏的车轮最会嘎嘎响。

7.Out of sight, out of mind.眼不见，心不念。

8.来得易，去得疾。

Easy come, easy go.9.同一个世界，同一个梦想。

One world, one dream.10.She has many hot potatoes to handle every day.她每天都要处理很多棘手的问题。

11.Partly as a result of the recently increasing demand, whole sale tea prices havealmost doubled.部分由于日益增长的需求，批发茶的价格几乎翻了一番。

上学期高三英语期末试题带答案

上学期高三英语期末试题带答案习题虽然简单，但都是基础知识，只有基础知识打牢了，我们才能掌握“高级”知识，今天小编就给大家分享一下高三英语，喜欢的就要多学习哦高三英语上学期期末试题带答案I. Listening ComprehensionSection ADirections: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.1. A. Blue. B. Green. C. Yellow. D. Purple.2. A. 7:15. B. 7:45. C. 8:00. D. 8:15.3. A. In a restaurant. B. At the man’s house.C. In a supermarket.D. In the hospital.4. A. The CEO won’t be free at that time.B. The lecture hall isn’t big enough.C. The equipment in the lecture hall is out of order.D. The lecture hall is not reserved early enough.5. A. An athlete. B. A fitness instructor.C. A mechanic.D. A medical doctor.6. A. Take a deep breath. B. Take some aspirin.C. See a doctor.D. Drive to the hospital.7. A. The man shouldn’t order food in such awful weather.B. The delay of the delivery is caused by the awful weather.C. There is a problem with the policy of food delivery.D. The man should have his delivery fee returned.8. A. Having an outing. B. Ordering various drinks.C. Preparing for a party.D. Choosing suitable drinks.9. A. Thoughtful. B. Terrified. C. Apologetic. D. Annoyed.10. A. He f ollowed his grandmother’s steps of cooking.B. He has a great talent for cooking.C. He is a green hand in cooking.D. He improved the dish of his grandmother.Section BDirections: In Section B, you will hear two passages and a longer conversation, and you will be asked several questions on each of the passages and the conversation. The passages and the conversation will be read twice, but the question will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one is the best answer to the question you have heard.Questions 11 through 13 are based on the following lecture.11. A. Literature. B. Business. C. Cooking. D. History.12. A. Christopher Columbus. B. People in Mexico.C. Hernando Cortez.D. Daniel Peter.13. A. The development of chocolate. B. The introduction of Cortez.C. The contributions of Columbus.D. The usage of cocoa beans.Questions 14 through 16 are based on the following passage.14. A. Les Misréables. B. Red.C. My Week with Marilyn.D. The Theory of Everything.15. A. He rose to fame overnight.B. He has been a household name.C. He was recommended by Prince Harry.D. He first appeared in a stage play in 2004.16. A. His small brown spots on the face.B. His graduation from famous schools.C. His remarkable gift for performing on stage.D. His involvement in various styles of performance.Questions 17 through 20 are based on the following conversation.17. A. A chef tends to work at entry level jobs.B. A chef works in a non-professional setting.C. A chef has the ability to create the recipe.D. A chef is as professional as a cook.18. A. He received the training in the culinary (烹饪) school.B. He stuck to the traditional recipe without any change.C. He had a natural skill in cooking the cuisine.D. His latest book was on the list of NYT bestseller list.19. A. Make some easy dishes like chopping vegetables.B. Cook with the accurate measurement and no spice.C. Make an efficient and delicate cooking.D. Cook with creativity and passion.20. A. Working as a chef. B. Dos and don’ts about a chef.C. Tips for cooking.D. Recommendation of a bestseller.II. Grammar and VocabularySection ADirections: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.Is Climate Change Consuming Your Favorite Foods?Due to climate change, the worl d’s endangered lists are nolonger just for animals. We may not only need to adapt ourselves to living in a warmer world but a (21) _________ (tasty) one as well.As the increased amount of carbon dioxide in the air linked to global warming (22) _________ (continue) to affect weather, we often forget that they are also impacting the quantity, the quality, and the growing locations of our food. Some foods have already felt the impact while (23) _________ may even become scarce within the next 30 years.Whether or not you try to limit yourself (24) _________ one cup of coffee a day, the effects of climate change on the world's coffee-growing regions may leave you little choice.Rising temperatures and unpredictable rainfall patterns are reported to have been threatening coffee plantations in South America, Africa, Asia, and Hawaii. The result? Significant cuts in coffee yield.According to organizations like Australia's Climate Institute, half of the present coffee-producing areas (25) _________ (estimate) not to be suitable by the year 2050, if current climate patterns continue.With temperatures continuously rising, oceans are absorbing some of the heat and undergoing warming of their own, (26) _________ (cause) a decline in fish population, including in lobsters that are cold-blooded creatures, and in salmons (鲑鱼) (27) _________ eggs find it hard to survive in higher water temperatures. Warmer waters also encourage some poisonous marine bacteria to grow and lead to illness in humans whenever (28) _________ (take) with raw seafood, like oysters.And how about that satisfying “crack” which you get when you are eating crabs and lobsters? It could be silenced (29) _________ shellfish have been struggling to build their calciumcarbonate (碳酸钙) shells, which is a result of ocean acidification.Even worse is the possibility (30) _________ we will have no seafood to enjoy at all. In a 2006 Dalhousie University study, scientists predicted that if over-fishing and rising temperature trends continued at their present rate, the world's seafood stocks would run out by the year 2050.Section BDirections: Fill in each blanks with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need.A. partneredB. evolutionC. formerlyD. advanceE. tailoredF. pursueG. transformingH. voluntarilyI. balancingJ. equalK. loyaltyWorkforce of the FutureThe workplace is changing rapidly. Rather than the standard working day of nine to five, employees are working more flexibly to meet their busy home lives. Advances in technology are ___31___ the very nature of the tasks and skills required in the workplace.To gain a full perspective of how the workplace is set to change over the next decade, employee benefits provider Unum UK ___32___ with The Future Laboratory to survey 3,000 workers across several industries. They also interviewed industry experts and business leaders on topics from artificial intelligence and robotics to the increase of flexible working and an ageing workforce.The result outlines some of the employment changes that businesses can expect to see over the next decade and predicts the ___33___ of two worker cultures which will dominate the workforce. They are the obligated and the self-fulfilled workers.“Obligated workers” refer to people with dependents and the sandwich generation, ___34___ raising children with caring for elderly parents. Therefore, they value a career ___35___ to life stages and events and financial security. Joel Defries, 33, father of one kid an d partner at London Vodka said, “A flexible employer will allow me to have a long paternity leave (陪产假) and to value my family just as much as I value my job.”Self-fulfilled workers are committed to life-long learning and acquiring new skills rather than ___36___ to an employer. They actively look for personal development and want employee benefits that help them ___37___ both their personal and professional ambitions. They treat personal commitments and pursuits as ___38___ to professional commitments. Elly Kemp, 31, ___39___ a full-time employee, now working part-time in a caféand also assisting with her grandmother’s care said, “My approach to work allows me the freedom to ___40___ my career at my own pace. I want my work to be fluid so I can change it w hen I want and do whatever makes me happy at the time.”III. Reading ComprehensionSection ADirections: For each blank in the following passage there are four words or phrases marked A,B,C and D. Fill in each blank with the word or phrase that best fits the context.Early decision — you apply to one school, and admission is binding (有法律约束力的) — seems like a great choice for nervous applicants. Schools ___41___ a higher percentage of early-decision applicants, which arguably means that you have a better chan ce of being enrolled. And if you do, you’re done with the whole painful process by December. But most students and parents don’t realize that schools have hidden ___42___ foroffering early decision.Early decision, since it’s binding, allows schools to fi ll their classes with qualified students; it allows ___43___ committees to select the students that are in particular demand for their college and know those students will come. It also gives schools a higher yield rate (优秀学生率), which is often used as one of the ways to ___44___ college selectivity and popularity.The problem is that this process effectively ___45___ the window of time students have to make one of the most important decisions of their lives up to that point. Under ___46___ admissions, seniors have to choose which school to attend until May 1; early decision effectively steals six months from them, months that could be used to visit more schools, do more research, speak to current students and alumni (校友) and make a more ___47___ decision.For any given student in America, whatever their levels are, there are a number of schools that are a great ___48___. When students become too fixed on a particular school early in the admissions process, that fixation can lead to ___49___ severe disappointm ent if they don’t get in or, if they do, it is likely that they are now bound to go to a school that, given time for further ___50___, may not actually be right for them.Early decision offers a genuine admissions edge. That advantage goes largely to students who already have ___51___ advantages. The students who use early decision tend to be those who have received higher-quality college guidance, usually a result of coming from a more advantaged background. ___52___, there’s an argument against early deci sion, as students from lower-income families are far less likely to have the admissions know-how (招生诀窍) to ___53___ figure out the often confusingearly deadlines.Students who have done their research and are confident that there’s one school they would b e thrilled to get into should, under the current system, probably ___54___ under early decision. For students who haven’t yet done enough research, or who are still constantly changing their minds on favorite schools, the early-decision system needlessly and prematurely ___55___ the field of possibility just at a time when students should be opening themselves to a whole range of thrilling options.41. A. let in B. turn down C. make up D. give away42. A. dangers B. costs C. assumptions D. purposes43. A. admissions B. joint C. inquiry D. investigative44. A. detail B. measure C. achieve D. represent45. A. neglects B. provides C. shortens D. marks46. A. future B. regular C. random D. compulsory47. A. informed B. honoured C. imposed D. complicated48. A. fit B. aid C. hit D. net49. A. therefore B. otherwise C. however D. furthermore50. A. comment B. enhancement C. implication D. reflection51. A. mutual B. favourite C. numerous D. temporary52. A. In other words B. In this regard C. In particular D. In brief53. A. hesitantly B. relatively C. deliberately D. efficiently54. A. consult B. volunteer C. adjust D. apply55. A. occupies B. encloses C. narrows D. exploresSection BDirections: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in thepassage you have just read.(A)One recent night, while I was leafing through its pages of an old journal, my eyes met a quote by the British writer Graham Greene that I had marked. “A prejudice had something in common with an ideal.” In other words, ideals —general descriptions of people’s expectations of themselves and others — can often lead us to unreasonable ideas. It got me thinking about how we often allow ourselves to generalize about groups of people. We like to stereotype people by the color of their skin, the year of their birth or any other related factors.I grew up in a multi-racial corner of America. The different groups were often subject to narrow stereotypes: Jewish people were “greedy,” Mexicans were “poorly educated,” and Asians were “good at math.” These labels were taught to us from a young age. They wormed their way into our belief systems, harming how we came to see others. It made me sad growing up to see people repeat these stereotypes as if they were true. The rush-to-judgment of people breeds a culture of discrimination (歧视).You can also see these over-generalized description being made against today’s Chinese people. Whether it be a lack of interest or worry among millennials (千禧一代) being described as “monkish,” or “dad-fashion (复古作风)” which has given the “greasy middle-aged men” tag, stereotypes always seem to gain a foothold in the consciousness of our society. But these generalizations do real harm as these myths may become part of the wider population.It’s about time that we, as a society, walked away from generalizations and stereotypes. I leave you with the words ofMartin Luther King Jr. from his famous “I Have a Dream” speech: “I look to a day when people will not be judged by the color of their skin, but by the content of their character.” By reserving judgment and really getting to know the individual, you might just find your irrational ideas have no foundation.56. According to the passage, how do people tend to judge others?A. By describing people’s personalities.B. By truly getting to know those around.C. By observing their noticeable features.D. By following Martin Luther King’s speech.57. According to the author, a culture of discrimination appears because ________.A. people live in places of various racesB. people are born with unreasonable ideasC. prejudices slightly influence people’s be lief systemD. people usually make judgments without thinking twice58. Examples of “millennials” and “dad-fashion” are mentioned in Paragraph 3 to reveal ________.A. generalizations have unfavourable position in societyB. generalizations have a negative influence on our societyC. generalizations are found peculiar to the middle-aged ChineseD. generalizations make today’s Chinese people lack interest or worry59. The passage is mainly concerned with ________.A. the common prejudiceB. people’s expectat ion of themselvesC. the groundless worriesD. the famous speech of Martin Luther King(B)When you cross deep water driving too fast, you risk splashing water up into the air box and having it get sucked into the internal engine, which is more common than you think. There are a few steps you should take to clear the water out before you try to start it:1. First, drain the fuel tank, fuel lines and the oil. While it's draining, put a fan on the wiring and dry it out. Remove and clean the carburetor (化油器).2. Take the plugs out of the engine and turn it over to force any water out. Water will come out with the oil. Add oil to the engine and turn it over again, without the plug in. Let it sit for a while, then observe the oil to tell if there's any water in it (it will look like a white milky substance if there is water mixed with the oil). If it's there, drain it again and start over until there is little or no white showing in the oil.3. Now re-install the spark plug, add gas, then try to start the engine. You should have a can of ether (乙醚) handy just in case it's stubborn, but don't use too much. If it starts, let it run for a few minutes without making it work faster.4. After it runs for several minutes, shut it off, drain the oil and change the filter(过滤网). Run it again for a few minutes then shut it off and checks again for milky colored oil. If you have none, you should be good to go.5. If you cannot start the engine, you may have already ruined it and you will probably need to seek a professional to repair it, or, more likely, you'll have to replace it.60. According to the passage, a driver turns the engine over after oil is added to it so that he can _______.A. drain the oil and change the filter without any difficultyB. re-install the spark plug and get ready to start the car againC. make a milky substance which is the mixture of water and oilD. see whether there is any water in the engine by checking the oil61. The underlined word “stubborn” in paragraph 4 may probably means ________.A. reluctant to changeB. hard to switch onC. insufficient to burnD. unable to take in62. This passage may be most helpful to ________.A. a policeman who knows much about car accidentsB. a secretary who has just driven across a small pondC. a driver who is incapable of fixing the car by himselfD. a teacher who is to carry out her routine car maintenance(C)One of the features of a successful business is its ability to employ creativity to constantly push into new territory. Without growth and innovation, businesses eventually fade away. Those with staying power, however, have mastered an often-overlooked factor that allows them to focus on the future clearly: empathy (共情). While that may surprise many, I am certain that the ability to connect with and relate to others —empathy in its purest form — is the force that moves businesses forward.Though the concept of empathy might go against the modern concept of a traditional workplace — competitive, the reality is that for business leaders to experience success, they need to not just see or hear the activity around them, but also relate to the people they serve.Some may think they want the results from doggedly (顽强地) pursuing their goals without much thought for other people. This attitude works for some, but at some point — often sooner rather than later — everyone needs to rely on their relationships and established personal and professional connections. These relationships are the product of taking an honest and dedicated interest in others and their businesses. Successful people do not operate alone; each of us needs the support of others to achieve positive results that push us toward our goals. True empathy combines understanding both the emotional and the logical rationale(根据) that goes into every decision.Effectively understanding empathy involves viewing it as each person’s connection to the people and marketplace that surround them. A biological principle known as co-evolution explains that the adaptation of an organism is caused by the change of a related object. Similarly, businesses and their leaders participate in co-evolution-type relationships. Business success depends on empathetic leaders who are able to adapt, build on the strengths around them, and relate to their environment. When businesses fail, it is often because leaders have stopped focusing on understanding their environment and instead stay separated in their own operations. Successful business leaders are receptive to disturbance and aware of what is going on in their organizations both internally and externally.To develop an effective workforce, we must be willing to give in and meet people where they are. This can be frustrating and uncomfortable, particularly when you feel like your position makes more sense or offers a better solution. A critical part of developing empathy, however, is learning to understand, respect and implement another individual’s point of view rather than forcing your own.63. In the author’s opinion, if a company wants to achieve success, it must ________.A. frequently develop in new areasB. always stay pure and powerfulC. concentrate on its future developmentD. value much thought for others64. It can be inferred from the passage that _________.A. empathy generally depends on logical reasonsB. supports from others help to achieve ambitionsC. competition rarely exists in traditional workplacesD. striving for goals on one’s own is the key to success65. Which of the following examples can best illustrate the co-evolution principle?A. Th e boss is too occupied to realize that his employees’ income is below the average.B. The head of the news agency offers little bonus to the journalists who work extra hours.C. The principal promises flexible working hours after the school moves to the countryside.D. The factory director insists on increasing the output despite the declining market demand.66. What can be the best title of this passage?A. Empathy and Business SuccessB. The Formation of EmpathyC. Empathy and AggressivenessD. The Importance of EmpathySection CDirections: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.A. BAT wanted to take action.B. Those who gave more tended to gain less.C. The data are ridiculous, and no one is really paying attention.D. By nature, educators are taught to give care and support others — not themselves.E. Although respected for its own sake, teaching is under suspicion i n today’s world.F. After all, self-care, good mental health, positive well-being is one of the single best things you can do for yourself.We need to do more to help the teachers who are exhausted and stressedTeaching should not be one of the most stressful jobs in the US. But it is. “The only other profession that comes close to us for stress is nursing —and we still have the numbers… by a lot. ______67______”“Nobody realizes how horrific working conditions are for teachers throughout the country,” Bri ce-Hyde says, an experienced teacher in New York who is part of the national group Badass Teachers Association (BAT).______68______ So they did a national study of teacher working conditions around issues like stress, work-life balance, respect, and more. The results are both surprising — and not. If you’ve been seeing the stories about teacher walkouts and pay inequality, you probably aren’t all that shocked to see these things like: 61 percent of educators find work “always” or “often” stressful; 27 percent of educators said they’ve been threatened or bullied; 86 percent of educators feel disrespected by US Secretary of Education Betsy DeVos.Teachers are stressed out, and turnover is high. No wonderwe’re seeing more stories about the importance of self-care, classroom burnout, and mental health days for teachers. Yet, self-care doesn’t seem to come easily for people, and this is definitely true for teachers. ______69______We think it’s time to change that, though. So in honor of World Mental Health Day, we are working to change the dialogue about teacher mental health. Below are some of the top challenges people give for not seeking therapy, or even basic self-care, along with possible solutions and workarounds for each one.We hope you share this article widely, giving support and love to your fellow educators. ______70______ And it’s pretty much guaranteed to help you do what you set out to in the first place — be a good teacher.IV. Summary WritingDirections: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.Online Pharmacy (药店): A Foreseeable TrendOnline pharmacies may replace corner drugstores in the future, which would be of benefit to all of us. Sadly, current Federal Drug Administration (FDA) restrictions prevent many Americans from gaining access to the medicines they require online. Fortunately, online pharmacies offer these drugs and provide patients with more treatment options at lower prices. Those calling for the restrictions are wrong. Online pharmacies are crucial to numerous people.While some drugs sold online aren’t FDA-approved, customers shouldn’t be prevented from buying them. Many of the herbal remedy (草药) online pharmacies offer have been usedfor hundreds of years, especially in Asian countries, and they have strong safety records. Other medicines may come from foreign countries, but they aren’t harming the people who use them in their own countries. Take depression pills as an example. It has been used safely for many years in France and other European countries, yet it’s just now being tested in the U.S.Nowadays, just getting in to see a doctor seems to take forever, not to mention the time and money to get tests done and await the results. Thanks to the Internet, customers now know more about available medicines than ever before and are therefore able to take them without having to consult a doctor. The Internet, after all, is filled with information about all kinds of drugs. Much of it has even been written by doctors and pharmaceutical companies themselves.Another issue to consider is money. Health care costs in America are rising every year, and pharmaceutical companies are making billions. Online pharmacies typically sell their drugs at lower prices than hospital pharmacies and corner drugstores. Consumers shouldn’t be blamed for seeking cheaper alternatives and refusing to line the pockets of already wealthy companies and stores.V. TranslationDirections: Translate the following sentences into English, using the words given in the brackets.72. 这场因无视规则引发的事故值得我们深思。

新世纪综合教程2英语专业 unit 9 课后答案 lecture notes

Unit 9 What Is HappinessSection One Pre-reading ActivitiesII. Cultural information1. QuoteHappiness lies not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort.— Franklin Roosevelt2. The Pursuit of HappinessThe Pursuit of Happiness is a 2006 American biographical film directed by Gabriele Muccino about the on-and-off-homeless salesman-turned stockbroker Chris Gardner. The screenplay by Steven Conrad is based on the best-selling memoir of the same name written by Chris Gardner with Quincy Troupe. The film was released on December 15, 2006, by Columbia Pictures.Chris Gardner is a bright and talented, but marginally employed salesman. Struggling to make ends meet, Gardner finds himself and his five-year-old son evicted from their San Francisco apartment with nowhere to go. When Gardner lands an internship at a prestigious stock brokerage firm, he and his son endure many hardships, including living in shelters, in pursuit of his dream of a better life for the two of them.Section Two Global ReadingI Text analysis1.What‘s the author‘s answer to the question ―What is happiness‖?According to the author, happiness lies in the idea of becoming, in the meaningful pursuit of what is life-engaging and life-revealing.2.What‘s the author‘s purpose of writing?To attempt a definition of happiness by setting some extremes to the idea and then working in toward the middle.II Structural analysisSection Three Detailed ReadingText IWhat Is Happiness?John Ciardi(abridged)1The right to pursue happiness is issued to Americans with their birth certificates, but no one seems quite sure which way it runs. It may be we are issued a hunting license but offered no game.1Jonathan Swift seemed to think so when he attacked the idea of happiness as “the possession of being well-deceived,” the felicity of being “a fool among knaves.” For Swift saw society as Vanity Fair, the land of false goals.2It is, of course, un-American to think in terms of fools and knaves.2 We do, however, seem to be dedicated to the idea of buying our way to happiness. We shall all have made it to Heaven when we possess enough.33And at the same time the forces of American commercialism are hugely dedicated to making us deliberately unhappy. Advertising is one of our major industries, and advertising exists not to satisfy desires but to create them — and to create them faster than any man’s budget can satisfy them. For that matter, our whole economy is based on a dedicated insatiability. We are taught that to possess is to be happy, and then we are made to want.We are even told it is our duty to want. It was only a few years ago, to cite a single example, that car dealers across the country were flying banners that read "You Auto Buy Now."They were calling upon Americans, as an act approaching patriotism, to buy at once, with money they did not have, automobiles they did not really need, and which they would be required to grow tired of by the time the next year’s models were released.4Or look at any of the women’s magazines. There, as Bernard DeVoto once pointed out, advertising begins as poetry in the front pages and ends as pharmacopoeia and therapy in the back pages. The poetry of the front matter is the dream of perfect beauty. This is the baby skin that must be hers. These, the flawless teeth. This, the perfumed breath she must exhale. This, the sixteen-year-old figure she must display at forty, at fifty, at sixty, and forever.5Once past the vaguely uplifting fiction and feature articles, the reader finds the other face of the dream in the back matter. This is the harness into which Mother must strap herself in order to display that perfect figure. These, the chin straps she must sleep in. This is the salve that restores all, this is her laxative, these are the tablets that melt away fat,these are the hormones of perpetual youth, these are the stockings that hide varicose veins.6Obviously no half-sane person can be completely persuaded4 either by such poetry or by such pharmacopoeia and orthopedics. Yet someone is obviously trying to buy the dream as offered and spending billions every year in the attempt. Clearly the happiness-market is not running out of customers, but what are they trying to buy?7The idea "happiness," to be sure, will not sit still for easy definitions: the best one can do is to try to set some extremes to the idea and then work in toward the middle.5 To think of happiness as acquisitive and competitive will do to set the materialistic extreme.6To think of it as the idea one senses in, say, a holy man of India will do to set the spiritual extreme. That holy man’s ideal of happiness is in needing nothing from outside himself. In wanting nothing, he lacks nothing. He sits immobile, rapt in contemplation, free even of his own body.7Or nearly free of it. If devout admirers bring him food, he eats it; if not, he starves indifferently. Why be concerned? What is physical is an illusion to him.Contemplation is his joy and he achieves it through a fantastically demanding discipline, the accomplishment of which is itself a joy within him.88But, perhaps because I am Western, I doubt such catatonic happiness, as I doubt the dreams of the happiness-market. What is certain is that his way of happiness would be torture to almost any Western man. Yet these extremes will still serve to frame the area within which all of us must find some sort of balance. Thoreau —a creature of both Eastern and Western thought — had his own firm sense of that balance. His aim was to save on the low levels in order to spend on the high.99Possession for its own sake or in competition with the rest of the neighborhood would have been Thoreau’s idea of the low levels. The active discipline of heightening one’s perception of what is enduring in nature would have been his idea of the high.10 What he saved from the low was time and effort he could spend on the high. Thoreau certainly disapproved of starvation, but he would put into feeding himself only as much effort as would keep him functioning for more important efforts.10Happiness is never more than partial.11There are no pure states of mankind.Whatever else happiness may be, it is neither in having nor in being, but in becoming.12 What the Founding Fathers declared for us as an inherent right, we should do well to remember, was not happiness but the pursuit of happiness. What they might have underlined, could they have foreseen the happiness-market, is the cardinal fact that happiness is in the pursuit itself, in the meaningful pursuit of what is life-engaging and life-revealing,13 which is to say, in the idea of becoming. A nation is not measured by what it possesses or wants to possess, but by what it wants to become.Paragraphs 1-2Questions1. What does the author mean when he says ―The right to pursue happiness is issued to Americans with their birth certificates‖? (Paragraph 1)Here the author alludes to the well-known statement in the Declaration of Independence of the United States of America: ―We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among theseare Life, Liberty, and the pursuit of Happiness.‖ The sentence means that everyone is born with the right to pursue happiness.2. What do the quoted expressions from Swift mean? (Paragraph 1)Both expressions ―the possession of being well deceived‖ and ―a fool among knaves‖ are used by Swift to describe a conception of happiness, i.e., a state of being deceived. The word ―possession‖ here means ―a state o f being completely under the influence of an idea or emotion‖and in this particular expression ―the state of being deceived.‖―A fool among knaves‖ refers toa person who is easily deceived without realizing it.3. Why does the author say, ―It is, of course, un-American to think in terms of fools and knaves‖? (Paragraph 2)Because most Americans take it for granted that pursuing happiness, or buying their way to it is in accordance with American national character.Words and Expressions1. pursue vt. try to achieve somethinge.g. He urges all sides in the conflict to pursue peace.We are working together to pursue a common goal.Derivation:pursuit n.Collocation:in the pursuit ofe.g. She showed steadiness and courage in the pursuit of her aims.2. issue vt. to provide sb. with the things they need for a particular actione.g. The police in Britain are not usually issued with guns.Visitors are issued with identity cards to wear inside the factory.Collocation:issue sth. (to sb.) 将某物发给、供给或分配给某人使用e.g. The office will be issuing permits on Tuesday and Thursday mornings.Derivation:issue n.Sentences1. It may be we are issued a hunting license but offered no game. (Paragraph 1)Explanation: It may be we are given the right of pursuing happiness but we don‘t know where it is, because maybe there is no happiness as such at all. Note ―game‖ origin ally refers to a wild animal or bird hunted for sport. Here it is a metaphor for what is being pursued, i.e. happiness. It is roughly equivalent to ―false goals‖ at the end of this paragraph.Paraphrase:It may be that you have received the license for hunting but you don‘t have the chance to hunt.Translation: 它可能就像：授予了你打猎的许可证却不给你提供打猎的机会。

数据库系统课件 Lecture13.Hash-Based-Indexes

Delete in Extendible Hashing
If removal of data entry makes a bucket empty, the bucket can be merged with its `split image’.
If each directory element points to same bucket as its split image, we can halve the directory.
Extendible and Linear Hashing: Dynamic techniques to fix this problem.
Extendible Hashing
Situation: Bucket (primary page) becomes full. Why not re-organize file by doubling the number of buckets?
Static Hashing (Contd.)
Buckets contain data entries. Hash function works on search key field of
record r. Must distribute values over range 0 ...
M-1.
Trick lies in how hash function is adjusted!
Points to Note
20 = binary 10100. Last 2bits (00) tell us r belongs in A or A2. Last 3bits needed to tell which. Global depth of directory: Max # of bits needed to tell which bucket an entry belongs to. Local depth of a bucket: # of bits used to determine if an entry belongs to this bucket.

lecture的意思用法大全

lecture的意思用法大全lecture有演讲,训斥，教训的意思。

那你们想知道lecture的用法吗?今日我给大家带来了lecture的用法,盼望能够关心到大家，一起来学习吧。

lecture的意思n. 演讲,训斥，教训vi. 作演讲vt. 给…作演讲,教训(通常是长篇大论的)变形：过去式: lectured; 现在分词：lecturing; 过去分词：lectured;lecture用法lecture可以用作名词lecture主要指教育性或学术性“演讲”,引申可指“冗长的训斥或责备”。

lecture是可数名词,其后接介词on或about ,意为“关于…的演讲”“就…做演讲”“因…训斥或责备某人”。

lecture作“讲演,讲课”解时,是不及物动词。

说“讲授某课程”时常与介词on连用,说“在某地讲演”时常与介词at〔in〕连用。

lecture用作名词的用法例句She ran over her notes before giving the lecture.她讲课前把讲稿匆忙看了一遍。

His lecture covered various aspects of language.他的讲课涉及到语言诸方面的问题。

They could not follow the lecture.他们听不懂这次演讲。

lecture可以用作动词lecture作“讲演,讲课”解时,是不及物动词。

说“讲授某课程”时常与介词on连用,说“在某地讲演”时常与介词at〔in〕连用。

lecture也可用作及物动词,意思是“向…讲演,给…讲课”,接名词或代词作宾语。

lecture还可作“责怪”“教训”“训斥”解,用作及物动词,接名词或代词作宾语。

“因…而受到训斥”可说lecture sb for n./v -ing。

lecture用作动词的用法例句It was a shame for me to be lectured in front of the whole class.当着整个班级的面被训斥了一顿，真让我感到羞辱。

lecture_notes_ch1-4

1IntroductionThis chapter introduces the concept of a game and encourages the reader to begin thinking about the formal analysis of strategic situations.The chapter contains a short history of game theory,followed by a description of“non-cooperative theory”(which the book emphasizes),a discussion of the notion of contract and the related use of“cooperative theory,”and comments on the science and art of applied theoretical work.The chapter explains that the word“game”should be associated with any well-deﬁned strategic situation,not just adversarial contests.Finally,the format and style of the book are described.Lecture NotesThe non-administrative segment of aﬁrst lecture in game theory may run as follows.•Deﬁnition of a strategic situation.•Examples(have students suggest some):chess,poker,and other parlor games;tennis,football,and other sports;ﬁrm competition,international trade,inter-national relations,ﬁrm/employee relations,and other standard economic exam-ples;biological competition;elections;and so on.•Competition and cooperation are both strategic topics.Game theory is a generalmethodology for studying strategic settings(which may have elements of bothcompetition and cooperation).•The elements of a formal game representation.•A few simple examples of the extensive form representation(point out the basiccomponents).Examples and Experiments1.Clap game.Ask the students to stand and then,if they comply,ask them toclap.(This is a silly game.)Show them how to diagram the strategic situationas an extensive form tree.The game starts with your decision about whether toask them to stand.If you ask them to stand,then they(modeled as one player)have to choose between standing and staying in their seats.If they stand,thenyou decide between saying nothing and asking them to clap.If you ask them toclap,then they have to decided whether to clap.Write the outcomes at terminalnodes in descriptive terms such as“professor happy,students confused.”Thenshow how these outcomes can be converted into payoﬀnumbers.13Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson1INTRODUCTION142.Auction the textbook.Many students will probably not have purchased thetextbook by theﬁrst class meeting.These students may be interested in pur-chasing the book from you,especially if they can get a good deal.However,quite a few students will not know the price of the book.Without announcingthe bookstore’s price,hold a sealed-bid,ﬁrst-price auction(using real money).This is a common-value auction with incomplete information.The winning bidmay exceed the bookstore’s price,giving you an opportunity to talk about the“winner’s curse”and to establish a fund to pay students in future classroomexperiments.Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson2The Extensive FormThis chapter introduces the basic components of the extensive form in a non-technical way.Students who learn about the extensive form at the beginning of a course are much better able to grasp the concept of a strategy than are students who are taught the normal formﬁrst.Since strategy is perhaps the most important concept in game theory,a good understanding of this concept makes a dramatic diﬀerence in each student’s ability to progress.The chapter avoids the technical details of the extensive form representation in favor of emphasizing the basic components of games.The technical details are covered in Chapter14.Lecture NotesThe following may serve as an outline for a lecture.•Basic components of the extensive form:nodes,branches.Nodes are wherethings happen.Branches are individual actions taken by the players.•Example of a game tree.•Types of nodes:initial,terminal,decision.•Build trees by expanding,never converging back on themselves.At any placein a tree,you should always know exactly how you got there.Thus,the treesummarizes the strategic possibilities.•Player and action labels.Try not to use the same label for diﬀerent places wheredecisions are made.•Information sets.Start by describing the tree as a diagram that an externalobserver creates to map out the possible sequences of decisions.Assume theexternal observer sees all of the players’actions.Then describe what it meansfor a player to not know what another player did.This is captured by dashedlines indicating that a player cannot distinguish between two or more nodes.•We assume that the players know the game tree,but that a given player maynot know where he is in the game when he must make any particular decision.•An information set is a place where a decision is made.•How to describe simultaneous moves.•Outcomes and how payoﬀnumbers represent preferences.15Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson2THE EXTENSIVE FORM16Examples and ExperimentsSeveral examples should be used to explain the components of an extensive form.In addition to some standard economic examples(such asﬁrm entry into an industry and entrant/incumbent competition),here are a few I routinely use:1.Three-card poker.In this game,there is a dealer(player1)and two potentialbetters(players2and3).There are three cards in the deck:a high card,amiddle card,and a low card.At the beginning of the game,the dealer looks atthe cards and gives one to each of the other players.Note that the dealer candecide which of the cards goes to player2and which of the cards goes to player3.(There is no move by Nature in this game.The book does not deal with movesof Nature until Part IV.You can discuss moves of Nature at this point,but itis not necessary.)Player2does not observe the card dealt to player3,nor doesplayer3observe the card dealt to player2.After the dealer’s move,player2observes his card and then decides whether to bet or to fold.After player2’sdecision,player3observes his own card and also whether player2folded orbet.Then player3must decide whether to fold or bet.After player3’s move,the game ends.Payoﬀs indicate that each player prefers winning to folding andfolding to losing.Assume the dealer is indiﬀerent between all of the outcomes(or specify some other preference ordering).2.Let’s Make a Deal game.This is the three-door guessing game that was madefamous by Monty Hall and the television game show Let’s Make a Deal.Thegame is played by Monty(player1)and a contestant(player2),and it runs asfollows.First,Monty secretly places a prize(say,$1000)behind one of threedoors.Call the doors a,b,and c.(You might write Monty’s actionsas a ,b ,and c ,to diﬀerentiate them from those of the contestant.)Then,without observing Monty’s choice,the contestant selects oneof the doors(by saying“a,”“b,”or“c”).After this,Monty must open one of the doors,but he is not allowedto open the door that is in front of the prize,nor is he allowed to openthe door that the contestant selected.Note that Monty does not havea choice if the contestant chooses a diﬀerent door than Monty chosefor the prize.The contestant observes which door Monty opens.Notethat she will see no prize behind this door.The contestant then has the option of switching to the other unopeneddoor(S for“switch”)or staying with the door she originally selected(D for“don’t switch”).Finally,the remaining doors are opened and the contestant wins theprize if it is behind the door she chose.The contestant obtains a Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson2THE EXTENSIVE FORM17 payoﬀ1if she wins,zero otherwise.Monty is indiﬀerent between allof the outcomes.For a bonus question,you can challenge the students to draw the extensive formrepresentation of the Let’s Make a Deal game or the Three-Card Poker game.Students who submit a correct extensive form can be given points for the classcompetition.The Let’s Make a Deal extensive form is pictured on the nextpage.Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson2THE EXTENSIVE FORM18Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson3Strategies and the Normal FormAs noted already,introducing the extensive form representation at the beginning ofa course helps the students appreciate the notion of a strategy.A student that doesnot understand the concept of a“complete contingent plan”will fail to grasp the sophisticated logic of dynamic rationality that is so critical to much of game theory.Chapter3starts with the formal deﬁnition of strategy,illustrated with some examples.The critical point is that strategies are more than just“plans.”A strategy prescribes an action at every information set,even those that would not be reached because of actions taken at other information sets.Chapter3proceeds to the construction of the normal-form representation,starting with the observation that each strategy proﬁle leads to a single terminal node(an outcome)via a path through the tree.This leads to the deﬁnition of a payoﬀfunction.The chapter then deﬁnes the normal form representation as comprising a set of players, strategy spaces for the players,and payoﬀfunctions.The matrix form,for two-player,ﬁnite games,is illustrated.The chapter then brieﬂy describes seven classic normal form games.The chapter concludes with a few comments on the comparison between the normal and extensive forms.Lecture NotesThe following may serve as an outline for a lecture.•Formal deﬁnition of strategy.•Examples of strategies.•Notation:strategy space S i,individual strategy s i∈S i.Example:S i={H,L}and s i=H.•Refer to Appendix A for more on sets.•Strategy proﬁle:s∈S,where S=S1×S2×···×S n(product set).•Notation:i and−i,s=(s i,s−i).•Discuss howﬁnite and inﬁnite strategy spaces can be described.•Why we need to keep track of a complete contingent plan:(1)It allows theanalysis of games from any information set,(2)it facilitates exploring how aplayer responds to his belief about what the other players will do,and(3)itprescribes a contingency plan if a player makes a mistake.•Describe how a strategy implies a path through the tree,leading to a terminalnode and payoﬀvector.•Examples of strategies and implied payoﬀs.19Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson3STRATEGIES AND THE NORMAL FORM20•Deﬁnition of payoﬀfunction,u i:S→R,u i(s).Refer to Appendix A for moreon functions.•Example:a matrix representation of players,strategies,and payoﬀs.(Use anyabstract game,such as the centipede game.)•Formal deﬁnition of the normal form.•Note:The matrix representation is possible only for two-player,ﬁnite games.Otherwise,the game must be described by sets and equations.•The classic normal form games and some stories.Note the diﬀerent strategicissues represented:conﬂict,competition,coordination,cooperation.•Comparing the normal and extensive forms(translating one to the other).Examples and Experiments1.Ultimatum-oﬀer bargaining game.Have students give instructions to others asto how to play the game.Those who play the role of“responder”will have tospecify under what conditions to accept and under what conditions to reject theother player’s oﬀer.This helps solidify that a strategy is a complete contingentplan.2.The centipede game(like the one in Figure3.1(b)if the textbook).As with thebargaining game,have some students write their strategies on paper and givethe strategies to other students,who will then play the game as their agents.Discuss mistakes as a reason for specifying a complete contingent plan.Thendiscuss how strategy speciﬁcations helps us develop a theory about why playersmake particular decisions(looking ahead to what they would do at variousinformation sets).3.Any of the classic normal forms.4.The Princess Bride poison scene.Show the“poison”scene(and the few minutesleading to it)from the Rob Reiner movie The Princess Bride.In this scene,protagonist Wesley matches wits with the evil Vizzini.There are two gobletsﬁlled with wine.Away from Vizzini’s view,Wesley puts poison into one ofthe goblets.Then Wesley sets the goblets on a table,one goblet near himselfand the other near Vizzini.Vizzini must choose from which goblet to drink.Wesley must drink from the other goblet.Several variations of this game can bediagrammed for the students,ﬁrst in the extensive form and then in the normalform.Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson3STRATEGIES AND THE NORMAL FORM215.A3×3dominance-solvable game,such as the following.The payoﬀs are in dollars.It is very useful to have the students play a gamesuch as this before you lecture on dominance and best response.This will helpthem to begin thinking about rationality,and their behavior will serve as areference point for formal analysis.Have the students write their strategiesand their names on slips of paper.Collect the slips and randomly select aplayer1and a player2.Pay these two students according to their strategyproﬁle.Calculate the class distribution over the strategies,which you can lateruse when introducing dominance and iterated dominance.6.Repeated Prisoners’Dilemma.Describe the k-period,repeated prisoners’dilemma.For a bonus question,ask the students to compute the number of strategies forplayer1when k=3.Challenge the students toﬁnd a mathematical expressionfor the number of strategies as a function of k.Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel Watson4Beliefs,Mixed Strategies,and Expected PayoﬀsThis chapter describes how a belief that a player has about another player’s behavior is represented as a probability distribution.It then covers the idea of a mixed strat-egy,which is a similar probability distribution.The appropriate notation is deﬁned.The chapter deﬁnes expected payoﬀand gives some examples of how to compute it.At the end of the chapter,there are a few comments about cardinal versus ordinal utility(although it is not put in this language)and about how payoﬀnumbers reﬂect preferences over uncertain outcomes.Risk preferences are discussed in Chapter25.Lecture NotesThe following may serve as an outline for a lecture.•Example of belief in words:“Player1might say‘I think player2is very likelyto play strategy L.’”•Translate into probability numbers.•Other examples of probabilities.•Notation:µj∈∆S j,µj(s j)∈[0,1], s j∈S jµj(s j)=1.•Examples and alternative ways of denoting a probability distribution:for S j={L,R}andµj∈∆{L,R}deﬁned byµj(L)=1/3andµj(R)=2/3,we canwriteµj=(1/3,2/3).•Mixed strategy.Notation:σi∈∆S i.•Refer to Appendix A for more on probability distributions.•Deﬁnition of expected value.Deﬁnition of expected payoﬀ.•Examples:computing expected payoﬀs.•Brieﬂy discuss how payoﬀnumbers represent preferences over random outcomes,risk.Defer elaboration until later.22Instructors' Manual for Strategy:Copyright 2002, 2008 by Joel WatsonBELIEFS AND EXPECTED PAYOFFS23 Examples and Experiments1.Let’s Make a Deal game again.For the class competition,you can ask thefollowing two bonus questions:(a)Suppose that,at each of his information sets,Monty randomizes by choosing his actions with equal probability.Is it optimal for the contestant to select“switch”or“don’t switch”when she has this choice?Why?(b)Are there conditions(a strategy for Monty)under which it is optimal for the contestant to make the other choice?2.Randomization in sports.Many sports provide good examples of randomizedstrategies.Baseball pitchers may desire to randomize over their pitches,and batters may have probabilistic beliefs about which pitch will be thrown to them.Tennis serve and return play is another good example.11See Walker,M.,and Wooders J.“Minimax Play at Wimbledon,”American Economic Review 91(2001):1521-1538.Instructors' Manual for Strategy: An Introduction to Game Theory Copyright 2002, 2008 by Joel Watson For instructors only; do not distribute.。

研究生英语阅读教程提高级-课后习题

Lesson 2The story about the Brothers Grimm may evoke warm memories of story time in the comforting arms of a parent.1.recal.....B.creat.....C.releas.....D.collect2.One of the secrets of successful travel lies in always turning adversity to youradvantage.3.unfamiliarit..B.exploratio...C.pleasur.... D.difficulties.4.The claws of bears may be used to climb trees , rip open nests and beehives, orcatch prey.5.clear B.tea. C.throw ...D.dig6.The analysts are dissecting intrusions and other attacks that have breached theircomputer systems.7.intercepting B.fighting C.analyzing .D.discussing8.He spent whole days in his room, headphones on lest he disturb anyone.9.unless B.when C.s.that .D.i.case10.As the unemployment lines lengthened and factories closed, there was talk ofapocalypse.11.emergency B.uncertainty C.disaster D.reduction12.The odor of the hospital was so unforgiving that every so often she would bringthe cloud of white flowers to her nose.13.unexpected B.unique C.impressive D.terrible14.Critics argue that the lavish park itself is incongruous in a country where aroundhalf the population lives below the poverty line.15.inappropriate B.creative C.unnecessary D.enjoyable16.Many believed optimistically the news would soothe markets, but it seems to havehad the opposite effect.17.push B.mislead C.calm D.discourage18.A stoical person tends to show admirable patience and endurance in the face ofadversity without getting upset.confident B.uncomplaining C.unconventional D.reliableADBCD CDACBLesson 41.During the lecture all the audience listened to China’s first astronaut with raptadmiration.2.obscure B.obvious C.obliged D.obsessed3.Most of her colleagues didn’t like her because she was adept at the fine art ofirritating people.4.ambitious B.annoying C.skillful D.scornful5.In the schools today we need, more than ever, the training of deft hands, quickeyes and ears, and above all the broader, deeper, higher culture of gifted minds and pure hearts.6.skillful B.clever C.delicate D.elegant7.At last the judge decided to give the custody of the child to his father.8.supervision B.catering C.raising D.fostering9.Denver residents continued to dig out from what was called the worst blizzard innearly a century.10.catastrophe B.disaster C.snowstorm ndslide11.After all, the candidate was endorsed by the governor’s board and many of thelocal party members.12.ignored B.rejected C.sponsored D.supported13.His expression gave temporary meaning to a set of features but it was nondescript.14.unclear B.distinctive C.implied D.ambiguous15.She came home spouting off about the subjects she was taught at school andbasked in her teacher’s praise.16.prided B.enjoyed C.criticized D.narrated17.It was evident that the administrative officials did not believe the excuse that heheld forth for the delayed delivery.18.lied B.told C.emphasized piled19.When Frank heard that the war had started, it did n’t sink in for a long time untilhis father was drafted into the army.b.understood. B.b.accepted C.b.taken D.b.illustratedBADBB DABCD11.Plant.wil.los.thei._____whe.the.ar.heavil.trimmed.A.voyageB.vitalityC.vogueD.virgin12.I.wa.generall.concede.tha.th.ne.resul.o.th.inciden.wa.calculate.t.mak.Eisenhowe.ma.enoug.t.forc.hi.t._____re-election.A.ru.forpet.inC.appl.t.D.lin.u.with13.Mic.entere.th.V ocationa.Hig.School.and.i.orde.t.ge.t.kno.he.ne.classmates.sh.____ _.party.A.castunchedC.flungD.threw14.Alic.Moor.refuse.t.lear.wha.the.required.Sh.couldn’.se.th.necessit.o._____fo.thos. tha.woul.onl.appea.i.th.examinations.A.agonizedB.crammingC.clashingD.creeping15.Th.listener.wer._____b.hi.magi.eloquenc.an.read.t.stan.b.hi.i.hi.boldes.flights.A.agonizedB.thrilledC.disturbedD.interfered16.W.remaine.unti.ou.shi.wa.repaired.an.afte.that.w.se.sai.fo.England.ou._____por.bei n.London.A.doomedB.denotedC.despairedD.destined17.Seed.o.variou.types---whea.grains.beans.an.nuts---for.th.bul.o.huma.food.Bu.no.al. seed.ar._____t.eithe.human.o.insects.man.contai.toxins.A.palatableB.primitiveC.peculiarD.permanent18.Continuin.violenc.coul._____th.progres.toward.reform.A.hol.onB.hol.upC.hol.downD.hol.off19..bil.passe._____b.bot.house.i.Augus.require.state.t.se.u.system.fo.withholdin.chil.s uppor.payment.fro.th.wage.an.stat.ta.refund.o.thos.persons.A.anonymouslyB.autonomouslyC.unanimouslyD.enormously20.Afte.abou.a.hou.al.th.participant._____wit.th.regulation.an.eac.other.A.warme.upB.mad.upC.mixe.upD.woun.upBADBB DABCDLesson 6Another common use of the tag question is in small talk when the Speaker is trying to ____conversation: “Sure is hot here, isn’t it?”A.illicitB.elicitC.solicitD.explicit2.unc.o.it.subscriptio.servic.ye.again.afte.runnin.int.seriou.pr oblem.i.it.talk.wit.othe.firms.S.her.i.Napster’.______.Stil.no.ready.A.refrainB.renownC.restraintD.retention3..wor.o..dru.t.fina.approva.o.th.dru.b.th.Foo..Dru.Administratio.i..lon .an._____processA.hilariousB.notoriousC.industriousborious4.Whe..wa..child..alway.refuse.t.writ.thank-yo.note.fo.birthda.present.fro..farawa.relativ e.M.mothe.woul._____m.an.say.“Paul.yo.mus.lear.t.b.polite.”A.glideB.slideC.abid..D.chide5.A(n._____memor.ma.b..goo.thing.bu.th.abilit.t.forge.i.th.tru.toke.o.greatness.A.attentiveB.inattentiveC.retentiveD.irretentive6.There’.stil..grea.dea.o.____o.th.weapon.o.mas.destruction.whic.despit.wha.Preside n.Bus.an.Prim.Ministe.Blai.say.hav.no.ye.bee.found.A.evidenceB.skepticismC.knowledgeD.consensus7.Eve.thoug.exercis.ha.man.positiv.benefits.to.muc.ca.b.harmful.Teen.wh.exercis.___ __ar.a.ris.fo.bot.physica.an.psychologica.problems.parativelypetitivelypulsivelyprehensively8.Som.o.th.maid.wer.quie.an.affectionate.Bu.other.wer.____.drivin.th.youn.wome.craz plainin.t.the.al.th.time.A.querulousB.fabulousC.pretentiousD.conscientious9.Ther.i.nothin.mor.fascinat.tha.observin.citizen.o.man.differen.nationalities___.an.ex changin.greeting.i.a.internationa.airport.A.singlingB.dinglingC.jinglingD.mingling10.Whe.Dalla.polic.notifie.th.hospita.tha.Presiden.Kenned.ha.bee.shot.a.first.th.youn. neurosurgeo.though.i.wa.._____.A.blandB.flankC.prankD.frankBADDC BCADCLesson 71.Upon hearing these critical remarks, he was in a complete state of bewildermentand did not know what to do next.2.astonishment B.frustration C.depression D.perplexity3.For many women, the harrowing prospect of giving evidence in a rape case can betoo much to bear.4.promising B.embarrassing C.haunting D.upsetting5.The company’s disappointing sales figures are an ominous sigh of worse thing tocome.6.disgraceful B.disgusting C.scandalous D.threatening7.He said that people are too obsessed with utopian visions that will never come,instead of thinking of the quality of life now.8.promising B.unrealistic C.unbelievable D.unprecedented9.We eliminated the possibility that it could have been an accident because it was sowell timed.10.elicited B.despised C.removed D.elevated11.Things would never change if people weren’t prepared to experiment with newteaching methods.12.endeavor B.campaign C.swerve D.try13.The national interest is more important than the sectional and personal interests ofindividual politicians.14.segregated B.factional C.inviolable D.dismantled15.Despite differences in background and outlook, their partnership was based onmutual respect, trust and understanding.16.unilateral B.reciprocal C.obligatory D.optional17.Desirous of knowing something about the operations, I stood and watched thespectacle with great interest.18.Desperat.for B.Desirabl.of C.Detache.from D.Deprive.of19.He spoke eloquently with the self-effacing humor that has endeared him to theAmerican press.elegantly B.persuasively C.arrogantly D.expressivelyDDDBC ABBADLesson 91.When she arose to speak in their assemblies, her commanding figure and dignifiedmanners _____every trifler into silence.2.rushed B.hushed C.cashed D.pushed3.In many of his paintings of towns, harbors, and rivers, Marquet showed aparticular gift for simplification that seized _____upon the essentials in the scene before him.4.unexpectedly B.unavoidably C.unerringly D.unbelievably5.The ole gentleman was so much immersed in business, that he was unable to ____much attention upon me.6.bestow B.bewilder C.beware D.betray7.The most famous ____whiteface clown is Felix Adler, who performed in the earlyand mid-20th century.8.picturesque B.unique C.technique D.grotesque9.By the 1st century B.C., Roman power was growing and Greek influence hadbegun to ____.10.wane B.waver C.weave D.warp11.To starboard, at Hurghada, behind ____ranks of coral reefs, lay the importantMarine Biological Station of the University of Egypt.12.severe B.serried C.seduced D.sentimentalA.A.first.th.downtur.wa.confine.t.industrie.mos.sensitiv.t.hig.interes.rates.Bu.____,th.los.o.incom.i.thes.area.ha..rippl.effec.throughou.th.economy.13.inexorabl. B.intensively C.inevitably D.infinitely14.The puppet theater combines three elements: the puppets; the chanters who singand ____for the puppets; and the players of the three-stringed instrument.15.decline B.reclaim C.declaim D.proclaim16.This is your daily life; to me it is like a scene from a play, over which one sighs tosee the curtain fall --- all ____, all light, all happiness.17.enchantment B.engagement C.enlargement D.enduranceA.“I.wa.reall.rura.whe.w.move.here,.say.Stanley.“Bu.thes.newcomer.ar.____th.rura.atmosphere.justifying B.citifying C.ratifying D.simplifyingBCADA BACABLesson 111.Th.supporter.o.G.food.sa.tha.i.shoul.b.possibl.t.mak.food.tha.ar.les.likel.t.trigge. allergies.A.preventB.reduceC.causeD.transfer2.Th.relationshi.betwee.me.an.thei.car.woul.terminat.i.th.even.o.irreparabl.mechanica. breakdow.(equivalen.t.th.deat.o..spouse).A.endB.declineC.failD.proceedbinatio.o.miscommunication.ignor.warning.an.genera.hubri.virtuall.guarantee.disaster.A.misunderstandingB.misconductC.angerD.arrogance4.Despit.a.occasiona.glimme.o.hope.thi.campaig.ha.no.produce.an.results.A.proofB.indicationC.releaseD.consequence5.Thes.kid.ha.bee.furthe.insulate.b.thei.wealth.familie.fro.realit.wit.th.privileg.tha.mo ne.coul.buy.A.protectedB.awokenC.coveredD.isolated6..foun.mysel.constantl.ponderin.th.question:.Ho.coul.anyon.d.thes.things?”A.arguingB.answeringC.repeatingD.considering7.Interactiv.technolog.augment.traditiona.method.wit.ne.an.yet-to-b.invente.collaborat io.tool.rangin.fro.e-mai.t.We.log.t.digita.vide.t.peer-to-pee.systems.municationB.entertainmentC.cooperationD.improvement8.Fo.peopl.wh.fee.to.intimidate.o.sh.t.as.question.durin.class.th.Interne.create..“saf.environment.t.spea.thei.mind.Online.nobod.know.wh.yo.are.A.frightenedB.frustratedC.depressedD.disappointed9.O.thi.da.afte.Septembe.11.mos.plane.wer.stil.grounded.th.skie.wer.eeril.quiet.A.particularlyB.unusuallyC.mysteriouslyD.pleasantly10.Considere.b.man.archaeologist.t.b.th.firs.huma.civilization.Sume.ha.yielde.man.hug.ston.carvings.Deciphered.the.describe.“gods.wh.cam.fro.anothe.plane.i.flyin.machines.A.InspiredB.InterpretedC.ImprovedD.Implanted CADBD DCACB。

古扎拉蒂计量经济学第四版讲义Ch...

古扎拉蒂计量经济学第四版讲义Ch...第⼗章⾃回归和分布滞后模型Lecture Note 13 – Dynamic Econometric Models: Autoregressive and Distributed-Lag Models1. Some conceptsRegression models that take into account time lags are known as dynamic or lagged regression models .There are two types of lagged models: distributed-lag models and autoregressive models . In the former, the current and lagged values of regressors are explanatory variables. In the latter, the lagged value(s) of the regressand appears as explanatory variables.2. The role of “lag” or “time” in economics什么是lag ：In economics the dependence of a variable y (the dependent variable) on another variable(s) x (the explanatory variable) is rarely instantaneous. Very often, y responds to x with a lapse of time. Such a lapse of time is called a lag .The reasons for lag:1. Psychological reasons.2. Technological reasons.3. Institutional reasons.3. Estimation of distributed-lag models假定含有⼀个解释变量及其滞后（这只是⼀种简化，当然可以推⼴到⼏个解释变量及其各⾃滞后）的分布滞后模型如下：01122t t t t t y x x x αβββε??=+++++ 17.3.1这⾥没有定义滞后长度，即，how far back into the past we want to go ，这样的模型称为infinite (lag) model 。

Lesson13

7. At this point, I’m going to segue from talking about the biography of Qin Shi Huang to the archaeology part of my lecture. 8. It seems that as soon as the Emperor gained power, he became preoccupied with death, and with constructing a magnificent House of Eternity for his afterlife. 9. The entire area of the tomb covers approximately 56.25 square kilometers. 10. It is even believed that mercury was pumped through the tomb to create the image of flowing rivers in the tomb area. 11. Without a doubt, the most striking features of the Emperor’s House of Eternity are the terra-cotta warriors and horses found in the tomb area. 12. Chinese officials say that the tomb mound of the first Chinese emperor will not be excavated until preservation techniques have advanced significantly.

专业英语八级听力-试卷195_真题(含答案与解析)-交互

专业英语八级（听力）-试卷195(总分120, 做题时间90分钟)1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to themini-lecture, **plete the gap-filling task on ANSWER SHEET ONE andwrite NO MORE THAN THREE WORDS for each gap. Make sure the word(s)you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY secondsto preview the gap-filling task.What Are the Functions of Art?I. Context of functions— ArtistWhere and when His or her【T1】_____【T1】______— Viewer What makes sense to youII. Physical functions— to perform some【T2】_____【T2】______— Examples: 【T3】_____【T3】______ Japanese rakubowl 【T4】_____【T4】______ Crafts and industrial designIII. Social functions— Address aspects of collective life e.g. publicart in 1930s in Germany and allied countries—【T5】_____【T5】______ not merely to entertain to【T6】_____【T6】______ to improveour collective existence— Artistic forms that have social functions Political artA【T7】_____ Dada teacup: to protest World War I【T7】______ Art that depicts【T8】_____ conditions【T8】______Realistsand photographers SatireTo ridicule and to【T9】_____【T9】______To stop what is happening Fascination with grotesqueIV.【T10】_____【T10】______— To Artists To【T11】_____【T11】______ Tofeel gratified Provide a(n)【T12】_____【T12】______ Toentertain To be meaningless Exert control of time or season Exert control of acquisition of food Bring order Create chaos Therapeutic 【T13】_____ service【T13】______ Maintainingourselves as a(n)【T14】_____【T14】______— To Viewers What have been described【T15】_____viewers as well【T15】______SSS_FILL1.【T1】分值: 2答案:正确答案：thoughts解析：空格待填的内容对应的是讲座中出现的一个例子。

note的意思用法总结

note的意思用法总结note你知道是什么吗?那么它的用法是怎样的呢?今天给大家带来了note的用法,希望能够帮助到大家，一起来学习吧。

“记笔记”可以说make a note (of),也可说take notes (of),后者更常见。

note也可指提醒人们对某事加以重视,即“注意”。

note引申可指“照会”“评注,注释”“暗示,含义”“做注释”等。

note还可作“纸币”解, in notes指“以纸币的形式”,介词in不可用其他介词代替,且notes须用复数形式。

note后常可接介词短语、动词不定式或分词短语作定语。

note用作名词的用法例句Students should take notes during the lectures.学生们上课应该做笔记。

Seeing nobody at home, he decided to leave a note.看到没人在家,他决定留下一个便条。

Id like to break this 50 dollars note.我想把这张50美元的纸币换开。

note可以用作动词note用作动词时指“将某事写在纸上”,以便于以后查找,即“记录”; 还可指被某人或某物所吸引而把精力投入在其中,即“注意”。

note多用作及物动词,后接名词、代词、带疑问词的动词不定式或that/wh-从句作宾语,还可接以形容词或不带to的动词不定式充当补足语的复合宾语。

可用于被动结构。

note用作动词的用法例句I failed to note that he had left.我没有注意到他已经走了。

专业英语八级(听力)模拟试卷13(题后含答案及解析)

专业英语八级（听力）模拟试卷13(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Effective Note-taking Good morning, everyone! Today I’d like to continue our series of talks about study skills in university. This morning I’m going to discuss how to take notes effectively. As we all know, note-taking is difficult since spoken language is more diffuse than written language and its organization is not immediately apparent. In addition, spoken language is quickly gone, which makes analysis difficult. So it can be seen that to achieve such a complex task as note-taking, a high level of ability in many separate skills is required. Now let’s discuss these skills in details. Before taking notes, prepare yourself mentally. Be sure of your purpose and the speaker’s purpose. Review your notes and other background material if available because increased knowledge results in increased interest. Besides, a clear sense of purpose on your part will make the speaker’s content more relevant. Be ready to understand and remember. Anticipate what is to come, and later evaluate how well you were able to do this. While taking notes, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern. This puts the non-native speaker of English under a particularly severe strain. Often he may not be able to recognize words in speech which he understands straightaway in print. He’ll also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meanings from the context, he won’t always be able to do this successfully. He must not allow failure of this kind to discourage him, however. It is often possible to understand much of a lecture by concentrating solely on those points which are most important. But how does the student decide what is important? It is, in fact, the second skill I want to talk about today. Probably the most important piece of information in a lecture is the title itself. If this is printed beforehand, the student should study it carefully and make sure he is in no doubt about its meaning. Whatever happens he should make sure that he writes it down accurately and completely. A title often implies many of the major points that will later be covered in the lecture itself. Be alert to the speaker’s emphasis through tone, gesture, repetition and illustration on the board. A good lecturer, of course, often signals what is important or unimportant. He may give direct signals or indirect signals. Manylecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. It is worth remembering that most lecturers also give indirect signals to indicate what is important. They either pause or speak slowly or speak loudly or use a greater range of intonation, or they employ a combination of these devices, when they say something important. Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with short or infrequent pauses when they are saying something which is incidental. It is, of course, helpful for the student to be aware of this and for him to focus his attention accordingly. Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. In order to write at speed, try to develop a suitable system of mechanics: jot down words or phrases, not entire sentences; develop some system of shorthand and be consistent in its use; leave out small service words; use contractions, abbreviations and symbols. Most students find it helpful to abbreviate. They also try to select only those words which give maximum information. These are usually nouns, but sometimes verbs or adjectives. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If a student chooses the wrong moment to write, he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it is a safe time to write. “Moreover”, “furthermore”, “also”, etc., are examples of this. Connectives such as “however”, “on the other hand”or “nevertheless”usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen. After taking notes, review and reword them as soon as possible. Don’t just recopy or type without thought. Reminiscing may provide forgotten material later. Rewrite incomplete parts in greater detail. Fill in gaps as you remember points heard but not recorded. Arrange with another student to compare notes. Sharpen your note-taking technique by looking at other students’ notes. How are they better than your own? How are your notes superior? Compare the information in your notes with your own experience. Don’t swallow everything uncritically. Don’t reject what seems strange or incorrect. Check it out. Be willing to hold some seeming inconsistencies in your mind over a period of time. Make meaningful associations. Memorize that which must be memorized. OK. In today’s lecture, we’ve discussed several skills that can help one in taking notes effectively. In our next lecture, we’ll explore how to read effectively.Effective Note-takingThe difficulty of taking notes: Note-taking requires a high level of ability dueto the【B1】______ of spoken language.【B1】______I. Before taking notes:A. Be sure of the【B2】______ of yours and the speaker’s.【B2】______B. Review relevant background materials if available.II. While taking notes:A. Understand the new words by【B3】______ the meanings from the context.【B3】______B. Study carefully the【B4】______, which usually implies【B4】______the most important information.C. Catch the speaker’s【B5】______ through tone, gesture, repetition and【B5】______illustration on the board.D. Pay attention to the speaker’sindirect signals to indicate what is important,like changes in speed, volume or【B6】______.【B6】______E. While writing down the main points, develop a system of mechanics: jotting down words or phrases; using shorthand, abbreviations and symbols;leaving out【B7】______ words.【B7】______F. While selecting words to write down, pick those having the【B8】______【B8】______information, like nouns, verbs or adjectives, and those indicatingthe proceeding direction of the lecture, like【B9】______.【B9】______III. After taking notes:A. Review and reword them as soon as possible.B.【B10】______ notes with others to learn from them.【B10】______ 1．【B1】正确答案：diffusion解析：讲座的主题为“how to take notes effectively(如何有效地记笔记)”。