After-class Exercises for Chapter 2 Phonology (1)

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Lecture 10汉译英谓语的处理

Lecture 10汉译英谓语的处理

Lecture 10

汉译英中谓语的处理
Lecture 9
After-class exercises
• 8、这时寂静无声。 • silent / silence • 参考译文:It is very quiet at the moment. • 9、屋里有一位客人。 • 参考译文:There is a guest in the room.
• 2、这儿将修建更多的居民大楼。 • There will build more apartment buildings. • Many more apartment buildings will be constructed here. • 参考译文:More apartment buildings will be built here.
Lecture 10
汉译英中谓语的处理
• ―You mean me? Well, yes, I think I could make people dance to my tune. But today it’s another story. It’s not me but others who have changed. People’s moods change everyday.‖
Lecture 9
After-class exercises
• 11、只有慎之又慎,才能避免犯不必要的 错误。 • The more cautions you pay, the less mistakes you will make. • Only if we being very careful, can we get rid of some errors. • 参考译文:Being very careful, you (we) can avoid making unnecessary mistakes.

After-class Exercises for Chapter 4 Syntax

After-class Exercises for Chapter 4 Syntax

After-class Exercisesfor Chapter 4 SyntaxI. Directions: Read each of the following statements carefully. Decide which one of the four choices best completes the statement and put the letter A, B, C, or D in the brackets.1. The sentence that has a NP an d a VP can be shown in a __________ formula “S→NP VP”.A. hierarchicalB. linearC. tree diagramD. vertical2. The two clauses in __________ sentence are structurally equal parts of the sentence.A. simpleB. completeC. complexD. coordinate3. A__________ in the embedded clause refers to the introductory word that introduces the embedded clause.A. coordinatorB. particleC. prepositionD. subordinator4. The rules that group words and phrases to form grammatical sentences are called __________ rules.A. recursiveB. structuralC. doubleD. combinational5. In the phrase structure rule “S→NP VP”, the arrow can be read as __________.A. is equal toB. consists ofC. hasD. generates6. When we move a noun phrase from the object position to the subject position in passive transformation in English, we are ___________ the noun to the left.A. rewritingB. postposingC. maintainingD. preposing7. When we move the adverbial phrase “every day”in the sentence “Every day, we study English.” to the end of the sentence, we are now __________ the phrase to the right.A. rewritingB. preposingC. postposingD. maintaining8. Transformational Generative Grammar was introduced by __________ in 1957.A. L. BloomfieldB. F. SaussureC. N. ChomskyD. M. A. K. Halliday9. The level of syntactic representation that exists after movement takes place is commonly termed as the __________.A. phrase structureB. deep structureC. surface structureD. syntactic structure10. The level of syntactic representation that exists before movement takes place is commonly termed as the __________.A. phrase structureB. surface structureC. syntactic structureD. deep structure11. Syntactic movement is dictated by rule traditionally called __________ .A. phase structure rulesB. syntactic rulesC. lexical rulesD. transformational rules12. Universal Grammar (U.G.) is a model of grammar that has been proposed and developed since _________.A. 1970sB. 1980sC. 1990sD. 1960s13. The theory of __________ accounts for the fact that noun phrases appear only in subject and object positions.A. Case ConditionB. Adjacent ConditionC. parameterD. Adjacent parameters14. It is the __________ on Case assignment that states that a Case assignor and a Case recipient should stay adjacent to each other.A. Case ConditionB. parameterC. Adjacent ConditionD. Adjacent Parameter.15. Natural languages are viewed to vary according to ___________ set on U.G. principles to particular values.A. Adjacent ConditionB. parametersC. Case ConditionD. Case requirementlI. Directions: Judge whether each of the following statements is true or false. Put a T for true or F for false in the brackets in front of each statement. If you thinka statement is false, you are required to give the correct version.1. The main concerns of syntax are the study of how sentences are structured.2. Sentences are not formed by randomly combining lexical items, but by following a set of syntactic rules that arrange linguistic elements in a particular order.3. Sentences as sequences of words in a simple, linear, additive fashion.4. The relationship between the embedded clause and its matrix clause is one of a part to the whole.5. Syntactic categories refer to sentences and clauses only.6. The categories that cannot be substituted for one another are of the same syntactic categories.7. “The student” in the sentence “The student liked the linguistic lecture,” and “The linguistic lecture” in the sentence “The linguistic lecture liked the student” belong to the same syntactic category.8. Lexical categories are generally known as parts of speech, and a language has major and minor lexical categories of a finite set.9. Major lexical categories are closed categories because the number of lexical items in these categories is fixed and no new members are allowed for.10. Strictly speaking, the statement that the subject usually precedes the verb and the direct object usually follows the verb is true in terms of both structural and logical concepts.11. A logical subject may have different positions in a sentence.12. Phrase structure rules can generate an infinite number of sentences, and sentences with infinite length, due to their recursive properties.13. In deep structure level, the phrase “my small child’s cot”can be analyzed in at least threedifferent ways.14. In Chomsky’s theory, transformations are thought to be able to modify deep structures in various ways in order to produce surface structures.15. Under the Case Condition principle, when the Move a rule operates to change a sentence from the active voice to the passive voice, it can move a noun phase to any Case receiving position.III. Directions: Define the following terms.sentence (P61)finite verb (P61)hierarchical structure (P66)grammatical relation (P73-74)recursiveness (P78-79)X-bar theory (P81)universal grammar (P85)IV. Answer the following questions.1. Why do we say tree diagrams are more advantageous and informative than linear structure in analyzing the constituent relationship among linguistic elements? Support your statement with examples. (P68-69)2. What are the major lexical categories and the minor lexical categories? And what is the difference between them? (P72-73)Keys to After-class ExercisesI.1-5 B D D D B 6-10 D C C C D 11-15 D B A C BII.错误的为3 5 6 9 10 15,其余正确。

语言学简明教程Chapter_2

语言学简明教程Chapter_2

Vocal tract
Pharyngeal cavity
Glottis/Throat
Pharynx, velum
Oral cavity mouth
Nasal cavity nose
12
13
The process of sound production
trachea
airstream
larynx
18


Place of articulation
bilabial: / p, b, m/ labiodental: / f, v/



dental: / θ, ð / alveolar: / t, d, l, n, s, z / palatal : / j, ∫, з / velar: / k, g, ŋ / palatal-alveolar: / t ∫, d з / glottal: [h]

7
Henry Sweet, in his Handbook of phonetics made a distinction between narrow and broad transcription. Compare : broad and narrow transcription
words: pit broad transcription: /pit/ narrow transcription: /phit/ feel /fi:l/ /fi:ł/ later /’leitə/ /’leiDə/
(vocal cords)
voiceless velum voiced glottal stop
oral cavity
nasal cavity

《跨境电商基础(英)》-课程教学大纲

《跨境电商基础(英)》-课程教学大纲

《跨境电商基础》(英)课程教学大纲一、课程基本信息课程代码: 16060702课程名称: 跨境电商基础(英)英文名称: Fundamentals to Cross-border Ecommerce课程类别: 专业选修课学时: 32学分: 2适用对象: 商务英语专业、英语专业(国际商务管理方向)考核方式: 考查、开卷案例分析或产品调研报告先修课程: 国际商法(英)、当代商学概论(英)二、课程简介跨境电商作为推动经济一体化, 贸易全球化的重要途径具有非常重要的战略意义。

高校担负着培养跨境电商人才的责任, 高校培养的人才不仅应当具备知识和技能, 还应当具备良好的思想, 品德和社会公德和职业道德, 应当具备与全世界交流的大国自信。

《跨境电商基础(英)》这门课程是基于互联网和电子商务背景, 涉及到外贸必须的外语和外贸技巧和能力, 同时这些专业能力和技巧采用讲述辅以典型实战案例, 采用案例分析、情景演练和互动模式, 学生在教师引导下进行网上操作和亲身体验, 力求学习课堂与工作岗位实现无缝对接。

本课程开办的目的是使即将进入外贸职业岗位的毕业生了解跨境电商的基本概念、趋势, 针对岗位的能力和素质需求, 切实掌握跨境电商找客户、让客户找上门、将客户询盘最大限度地转化为订单, 同时通过主流商务平台了解收费平台的使用, 学会在网商外贸过程中进行国际在线支付, 以及提高风险意义和风险控制能力等跨境电商方法和技巧, 缩短毕业生进入相关职业岗位的“不适期”。

As an important way to promote economic integration and trade globalization, the course of Cross-Border E-Commerce has strategic significance.Colleges and universities bear the responsibility of cultivating cross-border e-commerce talents.The talents should not only obtain knowledge and skills, but also empower themselves with morals, social ethics, professional ethics, and possess the confidence of a big country to communicate with the world.This course, Fundamentals to Cross-border Ecommerce (English) is based on the Internet and e-commerce background.It involves the foreign language and foreign trade skills and abilities necessary for foreign trade.At the same time, these professional abilities and skills are supplemented by typical practical cases and case studies.Situational exercises and interactive modes, students conduct online operations and personal experience under the guidance, and strive to achieve seamless integration between classrooms and future jobs.The purpose of this course is to enable the seniors who are about to enter foreign trade careers to understand the basic concepts and trends of cross-border e-commerce, to meet the ability and quality needs of the relative posts, to effectively grasp the concept and process of cross-border e-commerce to find customers actively, to be found by the potential business partners by some passive marketing, mainly via the mainstream cross-border electronic commercial platforms.Then to maximize the possibility to transform customers’inquiries and requirements into real orders is another vital concern.The use of toll platforms is understood through the mainstream business platform.International online payment is taught in the process of foreign trade of online merchants, and cross-border e-commerce methods and techniques such as improving risk significance and risk control capabilities are shortened.Graduates enter the “discomfort period”of relevant professional positions. Course assessment is based on the weighted average of class participation 40% and final term case analysis 60%.Marks for class participation will be determined by five parts --- students’in-class group presentation, group case discussion, and individual in-class question-answering, written assignment and class attendance.三、课程性质与教学目的《跨境电商基础(英)》是外国语学院为商务英语专业以及英语专业(国际商务管理方向)学生开设的专业选修课。

英语作文:课外活动 After-class Activities

英语作文:课外活动 After-class Activities

英语作文:课外活动 After-class Activities Nowadays, after-class activities are becoming increasingly popular among students. After-class activities can help students to develop their special talents and interests, which can not be done in classes.For example, students can join music classes to learn how to play a musical instrument, such as the piano or guitar. This can help them to develop their musical talent and also improve their emotional intelligence. Students can also join art classes to learn how to draw and paint. This can help them to develop their creativity and imagination.Moreover, after-class activities can also help students to learn more about the world and the society. For instance, they can join debate clubs to learn how to express their opinions and defend their points of view. They can also join volunteer activities to help those in need, which can help them to understand the importance of helping others.To sum up, after-class activities can help students to develop their special talents and interests, and also help them to learn more about the world and the society. Therefore, I believe that after-class activities are beneficial for students.。

Chapter 2 Exercises

Chapter 2  Exercises

Chapter 2 The Sources of the English V ocabulary1.Describe that the English is of a mixed character.The English language is of a mixed character. It is because, on the one hand, English is shares with West Germanic languages many common words and similar grammatical structures; on the other, more than half of the English vocabulary is derived from Latin and French. Besides, English has accepted words from other languages of the world in the course of its historical development.plete the following statements by adding an appropriate word to eachblank.1.⑴The English language is divided into 3 periods.⑵The period from 450 to 1150 is called the Anglo-Saxon or Old English period. It is known as the period of full inflections.⑶The period from 1150 to 1500 is known as the Middle English period. We call it the period of leveled inflections.⑷The period from 1500 to the present day is called the Modern English period. It is described as the period of lost inflections.⑸The Old English word st n is the same as the Modern English word stone, but the vowel is different.⑹The vocabulary of Old English consisted mainly of Anglo-Saxon words. But when the Norman Conquest in 1066 brought French to England, much of the English vocabulary was replaced by words borrowed from French and Latin.⑺The Old English word mann appeared in 725. It originally meant …humanbeing, person‟. Later, in 1000, it had another sense, namely …adult male human being‟.⑻The word wif was found in Old English in 800. It had two senses: one is … woman‟, the other is …wife‟.⑼Old English grammar differs from Modern English grammar in declensions and conjugations, because Old English was a highly inflected language. It had a complete system of declensions with four cases and conjugations.3.What is an analytic language?An analytic language is one which indicates the relation of words in a sentence by means of word order, prepositions or auxiliary verbs, rather than by inflections.4.What is a synthetic language?A synthetic language is one which shows the relation of words in a sentence largely by means of inflections.5.Is Modern English a synthetic language? Why?Modern English is not a synthetic language. Rather, it is an analytic language, because for example, in Modern English, a noun used as a subject or object does not have different forms. There remain today only two case forms: the nominative case and the possessive case: man, man‟s. in addition, Modern English depends upon word order to show the relation of words in a sentence. Different word orders may result in different meanings.6.Why do we say that the nineteenth century and twentieth century are aperiod of rapid expansion for the English language?The nineteenth and twentieth centuries are a period of expansion of the English vocabulary in the history of the English language. In this period many changes have taken place. Especially thegreat development of science and technology is reflected in the English vocabulary. Besides, the great changes in industry, in political and social lives, in sports and amusements all have contributed a great deal to the English vocabulary.7.Describe four groups of loan-words in English.There are four groups of loan-words in English. They are:⑴Aliens are words borrowed from a foreign language without any change of the foreign soundand spelling. They are usually considered as foreign words. The words “chauffer”, “fiancé” and “résumé” are examples of this kind.⑵Denizens are words taken from a foreign language with a transformation of the foreign sound and spelling into native forms. They are not foreign words, but have been naturalized into nativesound and spelling. Many Scandinavian words are denizens, such as “give”, “take”, “egg”.⑶Translation-loans are words borrowed from foreign languages by means of translation. Thecompound “black humor” is a translation-loan from French “humor moir”.⑷Semantic borrowings are words that have acquired a new meaning under the influence of other languages. The Old English word “gift” meant “the price of a wife”, while the Scandinavian word “gipt” meant “gift, present”. So the word “gift” has acquired a new meaning under the influence of the Scandinavian language.8.What are the classical elements in the English vocabulary?The Latin element together with the Greek element are called the classical elements in the English vocabulary.9.Why is the influence of the classical elements upon English, especially uponModern English very great? Give your reasons.The influence of the classical elements upon English, especially upon Modern English is verygreat. It is because many scientific and technical words in the English vocabulary come from the Latin and Greek elements. Therefore, the classical elements are the main source of scientific vocabulary in English.10.In this book The Romance of Words Ernest W eekly wrote: “The bulk of ourliterary language is Latin, and consists of words either borrowed directly or taken from …learned‟French forms. The everyday vocabulary of the less educated is of Old English, commonly called Anglo-Saxon.”What is your point of view on this passage?This passage represents the views of some English linguists who overlook the importance of native words in the English vocabulary. In spite of large-scale borrowings, it is the native words that form the basic stock of Modern English vocabulary. The basic word-stock is the core and foundation of the English vocabulary. Without the basic word-stock there would be no English vocabulary. So we should attach importance to native words as well as the loan-words in the language. Loan-words are inseparable from native words in the English vocabulary.。

我的课余生活 My After-class Life_英语作文

我的课余生活 My After-class Life_英语作文

我的课余生活My After-class LifeSince I went to college, I feel so excited about the new chapter of my life. I have imagined the campus life for so many years. Now I finally come to this stage. I have much time after class, so I need to learn to deal with it. After two years’ struggling, I find the right way to spend my time. 自从我上了大学,我对生活的新篇章非常兴奋。

我对这样的校园生活已经想象了好多年了,现在终于到了这个阶段。

课后我有很多时间,所以我得学会处理。

经过两年的挣扎,我找到了消磨时间的方法。

The first thing for every college student is to learn major knowledge. In China, so many students think college time is used to play instead of study, so they skip class. This is a big mistake. College is the stage for students to master practical skills, which decides what kind of job they will work on. So I study very hard from Monday to Friday. I don’t want to miss the important knowledge.对每个大学生来说,第一件事就是学习专业知识。

商务英语Chapter 2参考译文及答案

商务英语Chapter 2参考译文及答案

商务英语Chapter 2参考译文及答案In this chapter, we will provide a reference translation and answers for the exercises in Chapter 2 of your business English textbook. The translation and answers are presented in a clear and organized manner, ensuring a smooth reading experience. Please note that the following text does not contain any links or headings, as per your request.Translation:Text 1:Good morning, ladies and gentlemen. My name is John Smith, and I am the sales manager of XYZ Corporation. I would like to take this opportunity to introduce our new product line to all of you. Our company has been working tirelessly to develop innovative products that meet the needs of our customers, and I am proud to say that this new line is a result of those efforts. We believe that these products will greatly benefit your businesses, and we are excited to showcase them today. Thank you for your attention.Answer to exercise 1:John Smith introduces the new product line of XYZ Corporation and expresses his belief that the products will be beneficial for all attendees.Answer to exercise 2:The purpose of this talk is to provide information about the new product line of XYZ Corporation and generate interest among the audience.Text 2:Dear Mr. Johnson, I am writing to confirm the details of our upcoming meeting on Friday, September 15 at 2:00 PM. The meeting will be held in Conference Room A on the 9th floor of our office building. The agenda for the meeting includes a discussion on the new marketing strategy for our product launch and an update on the current sales figures. I kindly request that you come prepared with any relevant materials or data for these discussions. Please let me know if you have any questions or concerns. Thank you, and I look forward to meeting with you.Answer to exercise 1:The email confirms the date, time, and location of the upcoming meeting, as well as the agenda topics.Answer to exercise 2:The purpose of this email is to provide the necessary information about the meeting and request the recipient to come prepared with relevant materials.Text 3:To whom it may concern, I am writing to inquire about the availabilityof your products for wholesale purchase. I represent a retail company that specializes in home appliances, and we are interested in carrying your brand. Could you please provide me with information on the minimum order quantity, pricing, and any applicable discounts? Additionally, I would like to know if there are any exclusive distributorship opportunities in our area. Thank you for your attention to this matter, and I look forward to your prompt response. Best regards, Emily JohnsonAnswer to exercise 1:The email inquires about the availability of the products for wholesale purchase and asks for information on pricing, order quantity, and distributorship opportunities.Answer to exercise 2:The purpose of this email is to gather information about the availability of products for wholesale purchase and explore potential business opportunities with the company.。

金融英语_刘文国第二版课后练习Exercises 03

金融英语_刘文国第二版课后练习Exercises 03

Answers for Chapter TwoI.Answer the following questions in English:1. All sorts of things have been used as money at different times in different places, such as amber, beads, cowries, drums, eggs, feathers, gongs, hoes, ivory, jade, kettles, leather, mats, nails, oxen, pigs, quartz, rice, salt, thimbles, vodka, wampum and yarns. They are widely used for making payments and accounting for debts and credits.2. Money functions as a medium of exchange, a standard of value and a store of wealth.3. In the system of barter, one exchanges goods and services for other goods and services rather than using money. The main disadvantages of the barter system are: double coincidence of wants to be found (Both buyer and seller need each other's goods.), indivisible quantities; rates of exchange to be agreed upon.4. Two types of money are commodity money and fiat money.5. A modern bank is an institution that deals in money and its substitutes and provides other financial services.6. Banks create money in the economy by making loans. When a bank getsa deposit of $100, assuming a reserve requirement of 10 percent, the bank can then lend out $90. That $90 goes back into the economy, purchasing goods or services, and usually ends up deposited in another bank. That bank can then lend out $81 of that $90 deposit, and that $81 goes into the economy to purchase goods or services and ultimately is deposited into another bank that proceeds to lend out a percentage of it.7.If you go to the bank and demand your money, you'll get it.8. If everyone goes to the bank at the same time and demands their money(a run on the bank), there might be problem.9. The interest rate a bank charges its borrowers depends on both the number of people who want to borrow and the amount of money the bank has available to lend.10. Banks make money on the interest they charge on loans because that interest is higher than the interest they pay on depositors' accounts.II.Fill in each blank with a word or expression from the following box:1.in exchange for, save2.Separating, involved, plays3.a medium of exchange4.means5.serves as6.mediumⅢ. Translate the following sentences into English:1.There are two forms of money: commodity money and fiat money. The first money is commodity money.2.Money serves three major functions: medium of exchange, standard of value and store of wealth.3.The traditional businesses of banks are accepting deposits and extending loans. The main profits of banks come from the interest differences, fees income and investment profits.4.The interest rate is the price of capital and it is influenced by the supply and demand in the capital market.5.The funds rate is the interest rate that banks charge each other for short-term loans to meet their legal reserve requirements. 6.Banks create money in the economy by making loans. The amount of money that banks can lend is directly affected by the reserve requirement set by the Federal Reserve.Ⅳ.Translate the following passage into Chinese:1.到2004年9月美国商业银行的数量为7660家,这一点不同与其他国家。

Supplementary Exercises for English Lexicology (Chapter 2)

Supplementary Exercises for English Lexicology (Chapter 2)

Chapter 2: The Development of the English Vocabulary▪Choose the best answer that would complete the statement among the four alternatives.1.The Indo-European language family accordingly fall into ____ principle groups,which can be grouped into an Eastern set and Western set.A. eightB. sixC. fiveD. several2.In the Eastern set, ____ and ____ are each the only modern language respectively.A. Italic, GermanicB. Albanian, ArmenianC. Celtic, HellenicD. Balto-Slavic, Indo-Iranian3.All these languages have some influence on English to a greater or lesser extentbecause each has ____ the English vocabulary.A. borrowed words fromB. enlarged words toC. decreased words toD. lent words into4.Indo-Iranian comprises the modern languages except ____ .A. PersianB. BengaliC. Hindi, RomanyD. Polish5.In the growth of present-day English vocabulary, there are three main sources ofnew words, the rapid development of modern science and technology, social, economic and political changes and the influence of ____ .A. the educational systemB. other cultures and languagesC. the government systemD. the society changes6.The most important way of vocabulary development in present-day English is____ .A. borrowingB. semantic changeC. creation of new wordsD. all the above7.Old English vocabulary was essentially with a number of borrowings from Latinand Scandinavian.A. ItalicB. GermanicC. CelticD. Hellenic8.Old English has a vocabulary of about ____ words.A. 30,000 to 40,000B. 50,000 to 60,000C. 70,000 to 80,000D. 80,000 to 90,0009.Besides French words, English also absorbed as many as 2,5000 words of ____ inthe Middle English period.A. Dutch originB. Danish originC. Latin originD. Greek origin▪Complete the following statements with proper expressions according to the textbook.1.The language used between 450 and 1150 is called ____ English.2.Words of old English were full of ____ .3.Old English has a vocabulary of about ____ to ____ words.4.Old English was a highly ____ language just like modern German.5.The first peoples known to inhabit the British Isles were ____. Their languageswere ____ .6.Old English was influenced by Latin, ____ and Danish.7.By the end of the ____ century, English gradually came back into the schools, thelaw courts, and government and regained social status.8.Between 1250 and 1500 about ____ words of French origin poured into English.____ percent of them are still in sue today.9.Modern English vocabulary grow through three major channels: ____ , semanticchange and ____ .10.____ refers to the formation of new words by using roots, affixes and otherelements.11.____ means an old form which taken on a new meaning to meet the new need.12.____ is the most important way of vocabulary expansion on modern times.13.Reviving archaic or ____ words also contributes to the growth of Englishvocabulary though quite insignificant.14.The language used in the English between 450 and 1150 is ____ .▪Decide whether the following statements are true or false.1.Modern English began with the Renaissance.2.Considering the changes in vocabulary, modern English can be divided into twostates.3.During the Renaissance, enormous numbers of Latin words became part ofEnglish vocabulary.4.Modern English is a synthetic language.5.Borrowing remained the most important channel of vocabulary expansion in latemodern English.▪Define the following terms.1.Old English:▪Question and answer.1.Why do we say “English is a heavy borrower”? Please justify it.。

新生代英语高级教程2Unit2_电子教案

新生代英语高级教程2Unit2_电子教案

教案课程名称新生代英语高级教程 2 课时班级专业教师系部教研室教材《新生代英语高级教程2》1教学计划教学Unit2“It’sfasterandmoreexpensive.单元单元主题ComputersShowTime“It’sfasterandmoreexpensive. ”Reading教Screentime,allthetime!ChatTime学HowdoIprint?内Writing容InstructionsforacomputerGrammarComparativeandsuperlativeadverbsMyStoryUsingtechnology ”课时8 安排教学目标Warm-up Togetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmanner教学活动建议Tellstudentsthatthefocusofthisuni tisoncomputersandsocialmedia. Askstudentstothinkaboutwhatfactors theywouldconsiderifchoosingacomput erforthemselves.Getacoupleofstuden tstosharetheirthoughts. Readtherubricaloudandgivestudentsse veralminutestocompletethematchingt ask.Thengetstudentstosharetheirrea sonswithapartner.2VocabularyBuilder AandBToteachstudentsnewvocabularyrelatedtocomputersCToimprovestudentslisteningandcomprehensionskillsNominateacoupleofstudentstoreportbackontheirchoicesandreasons.Havestudentslistenandrepeatthewordsandtheexpression,teachingthedefinitionforeachone.Youcanchecktheircomprehensionbyaskingquestions,suchas:Whichwordmeansaportablecomputer?(laptop)Whatisthepartofthecomputerwetypeon?(keyboard)Whatisthepartofthecomputerthesoundcomesoutof?(speakers)Oncestudentsseemcomfortablewiththenewwordsandtheexpression,havethemcompleteExerciseBandthenswitchbooks.Gothroughtheanswers,callingondifferentstudentseachtime.Correctanyerrors.Ifyouwantto,youcanstarteachclasswithashortspellingtest,whichworksquitewellasawarm-up.Givestudentsseveralminutestoskimtheconversation.Elicitwhatthetwofriends’aretalkingabout(computers).Askstudent s:WhatkindofcomputerdoesKevinhave?WhatkindofcomputerdoesJennywant?Allowstudentstocheckthemeaningofanyunfamiliarlanguage.Playtheaudio,twiceifnecessary.Pausetheaudiosothatstudentshavetimetofillintheblanks.Allowstudentstochecktheiranswerswithapartnerbeforenominatingacoupleofconfidentstudentstoperformtheconversationinfrontoftheclass.D Toimprovestudentsspeakingandcomprehensionskil lsAskstudentstolookatthediagram.Readtherubricandcheckthatstudents’understandthetask.Organizestudentsintopairs.Challengethemtoseewhocanbethefastesttocompletethediagram.Collectanswersaroundtheclass,wrid.As tinganynewlanguageontheblackboar3ShowTime AToteachstudentsspeakingskillsthroughtheuseofpicturesB,CandDToimprovestudentslisteningcomprehensionthroughtheuseofvideoReading A,BandCToimprovestudentsreadingcomprehensionstudentsgiveyoutheiranswers,elicitthecorrectpronunciation.Tellstudentstolookatthepicturesandasksomebasiccomprehensionquestions,suchas:Whoarethesepeople?Wherearethey?Whataretheydoing?Askstudentstoguesswhathappenedinthisvideoandtomatchthepicturestothesentencesaccordingtotheirownunderstanding.Havestudentswatchthevideoinitsentirety.Askthemtochecktheiranswerswithapartner.ForExerciseB,askstudentstoreadthrougheachstatementandtowritethe’correctword.ForExerciseC,playthevideoagain.HaveapairofstudentsreadouttheconversationwithonestudentplayingtheroleofMr.SanchezandtheotherasMrs.Sanchez.Foranextensionactivity,studentscanrole-playdescribingtheircomputers,usingthewordsandexpressionslearnedinthisunit.ForExerciseD,havestudentsreadthrougheachsentenceandthenputtheeventsinorder.ChecktheanswersforExercisesB,C,andD.Studentscanexchangebooksandlistenasyougothroughtheanswers.ExerciseAReadthetext ’sheadingaloudtostudents ’andelicitwhat“screentime”means.(Itmea nsthetimespentstaringatacomputerorphonescreen.)Askstudentstolookatthepictureswhichelicitwhatmightbehappeningineachstory.Getstudentstoreadthetext,referr ingtoWORDS&EXPRESSIONStohelpthe mwithunfamiliarlanguage.Askthemwhethertheirpredictionsaboutthepictureswerecorrect.4D,EandF Toreviewtheuseful wordsandexpressionsAskstudentstoreadthestatementsandtodecidewhethertheyaretrueorfalse.Checkanswersaroundtheclass,askingstudentstocorrectthefalsestatements. ExerciseBReadtherubricaloud,stressingthefactthatstudentscanuseamaximumofthreewords.Askstudentstoreadthetextagainandcompletethesentences.Allowstudentstochecktheiranswerswithapartner.Nominateacoupleofstudentstoreadthesentences.ExerciseCGetstudentstoanswerthequestions,allowingthemtorefertothetextagainifnecessary.Checkanswersaroundtheclass. ExerciseDGetstudentstomatchthewordstoformcollocationsfromthetext.Checkanswersaroundtheclass,elicitingthemeaningofeachcollocation.Askstudentstocompletethesentences.Fastfinishersshouldwriteexamplesentencescontainingthecollocationsandthenblankthecollocationsout.Theywillreadthesentencesaloudtoapartner,whoshouldlistenandsupplythecorrectcollocations. ExerciseEReadtherubricaloud.Dothefirstexampleasaclass,beforegivingstudentsseveralminutestocompletetherestoftheactivitybythemselves.Collectanswersaroundtheclass.Personalizethenewlanguagebyaskingstudentsquestions,suchas:Howdoyouknowwhensomeoneislove-struck?WhatkindofprogramwillhaveyoionontheInternetrecently? ugluedtotheTV?Whathascausedasensat5BeyondtheText Toimprovestudentscriticallythinkingabilityandencourag ethemtolearnalesson fromthetext ExerciseFOrganizestudentsintopairs.Challengethemtoseewhocanbethefirstpairtocompletethecrossword.Goovertheanswersasaclass.ExerciseAReadtherubricandJackson ’spostaloud’tostudents.GetstudentstoreadPatrick’scomment.Askthemtodecidewhetherornottheyagreewithitandgetacoupleofstudentstosharetheirthoughts.AskstudentstowriteareplytoPatrick ’s comment.Youmayelicitpolitewaysofagreeinganddisagreeingwithanonlinecommentbeforeaskingstudentstoworkontheirreplies.Getacoupleofstudentstosharetheirreplieswiththerestoftheclass.AskstudentstothinkoftheircommentstoJackson’spost,suchas:Isthissomethingyou’veheardaboutbefore?Whatdoyouthinkcouldbedonetostopemployeesdoingthiskindofthing?What ’syour opinionofpeoplewhodothis?Afterdiscussion,getstudentstowritetheircommentsinthecorrespondingbox.Nominateacoupleofstudentstoreadtheircommentstotherestoftheclass.ExerciseBReadtherubricaloudtostudentsandmakesuretheyunderstandthetask.Elicitthemeaningoftheexpression“grayarea”It.(meanssomethingwhichcannotbeplacedclearlyintothecategoriesgiven.)Whenstudentshavecategorizedthebehaviors,givethemseveralminutestosharetheirthoughtswithapartner.Conductclassfeedback,makingsurethatstudentsgivereasonsfortheirchoices.Generawriteanynewlanguageontheblackboard. teasmuchdiscussionaspossibleand6ChatTime Toimprovestudentslistening,speaking,writingandactingskillsthroughtheuseofconversationWriting Toimprovestudentswritingskillsandlearntowriteinstructionsforacomputer Exercises’A&BForExerciseA,explaintostudentsthattheywillhearaconversationinwhichtwopeoplediscussatechnicalproblem.Introducethekeywordsforthisconversation.Tellstudentstolistencarefullyandtowritedownwhattheyhearintheblanks.Ifnecessary,pausetheaudiosothatstudentshavetimetowrite.HavestudentspracticetalkingaboutcomputersusingthequestionsinExerciseB.HavestudentsreadthroughLANGUAGENOTE,whichteachestheidiom“fingerscrossed”.Askstudentstotellyouaboutanyluckyexperiencestheyhavehadrecently.ExerciseCReadtherubricaloudanddirectstudents ’attentiontoUsefullanguage.Elicitsomedifferentwaysofaskingforhelp,suchas:Canyougivemeahand?Doyouhaveaminute?Ineedabitofhelp.Makesurestudentsknowhowtothanksomeonefortheirhelp,andhowtoacknowledgeadvice,suchas:Thankssomuchforyourhelp!Igive’thatllago.Whydidn’tIthinkofthat?Thankyou!Monitorasstudentsrole-playtheirconversations,offeringsupportwherenecessary.Chooseaconfidentpairtoperformtheirconversationtotherestoftheclass.Exercise’ATellstudentsthattheyareg oingtopracticewritingins tructions. Elicitwhatishappeningineachpi cture.Givestudentsseveralminutestoputthepicturesinthecorrectorder.Checkanswersasaclass. ExerciseBReadtherubricaloudandmakesure7studentsunderstandthattherearetwopartsinthisexercise.Monitorasstudentscompletethetask,offeringsupportwherenecessary.Checkanswersaroundtheclass.Elicitwhatmakestheseinstructionsclearandeasytofollow.(Theyareshortandconcise,andtheverbcomesatthebeginningofeachinstruction.)ExerciseCReadthewordsandexpressionsintheboxesandcheckthatstudentsunderstandtheirmeanings.Getstudentstocompletethetask.Allowthemtochecktheiranswerswithapartnerbeforereadingthelistaroundtheclass.Fastfinisherscanbechallengedtothinkoffivemoredosanddon ’tsforcomputerusage.ExerciseDElicitsomeofthelanguagestudentswillneedbeforetheystartwriting.Askstudents:WhatdoIneedtodoifIwanttoswitchoffalaptopcorrectly?Elicitwhatstudentsneedtobearinmindwhenwritinginstructions,suchas:Theinstructionsneedtobeclearandconcise,andtheimperativeformoftheverbshouldgoatthebeginningofeachsentence.Circulateasstudentswritetheirinstructions,offeringsupportwherenecessary.Choosesomeclearsetsofinstructionsandshowthemtotheclass.8Grammar Toteachstudentshowtousecomparativeandsuperlativeadverbs ExerciseAStartbyexplainingthatweusecomparativewhencomparingtwothingsandsuperlativewhenwewanttocomparethreeormorethings.Writeasentenceofeachontheblackboard.Forexample,youlookattheheightofstudentsinyourclassandthenmakesentences,suchas:JohnnyistallerthanPeter.Simonisthetallestintheclass.Makesuretoemphasizethatweuse“than”withthecomparativeand“the”withthesuperlative.Teachthespellingrulesforeach.Ifyouwanttopracticemore,youcanbringpicturesofobjectsorrealobjectstoclassandhavestudentscomparethem.Oncestudentsseemcomfortablewiththegrammar,havethemcompletetheexerciseandthenswitchbookstocorrecttheirmistakes.ExerciseBBeginbyelicitingthedifferencebetweenthecomparativeandsuperlativeforms.Askstudentstoskimtheletter.Askgeneralquestionstochecktheircomprehension,suchas:WhatisFangdoingnextyear?WhyisSophiawritingtoher?Completethefirstblanktogetherasaclass.Thengetstudentstocompletetherestoftheletterchoosingthecomparativeorsuperlativeformofthewords.Readthecompletedletteraroundtheclass.9MyStory Toimprovestudentslisteningcomprehensionandspeakingabilitythroughtheuseofvideo Exercises’A&BTellstudentsthattheywillseeavideoinwhichrealpeopletalkabouthowtheyusetechnology.PlaythevideoandhavestudentscompletethetrueorfalsestatementsinExerciseA.Insomecases,youmayneedtopausethevideotohelpstudents.Havestudentstellyoutheanswers,correctinganymistakes.PlaythevideoagainandhavestudentsanswerthequestionsinExerciseB,pausingthevideoifnecessary.Checkstudents’answers,correctinganymistakes.ExerciseCReadthequestionsaloud.Givestudentsseveralminutestothinkabouthowthey ’ll answereachquestionandtotakesomenotes.Organizestudentsintopairstoaskeachotherquestionsandtosharetheiranswers.Nominateafewstudentstoreportbackontheirpartners ’answers.课后学习设计作业FinishalltheexercisesinUnit2.Readthetextinthisunitagainandtrytosummariseitscontent.Writeinstructionsforacomputer.课后总结与反思10补充教学资源VocabularyBuilder参考译文凯文:嗨,珍妮。

高级英语第一册Unit2Hiroshima课后练习答案

高级英语第一册Unit2Hiroshima课后练习答案

01
In the aftermath of
Following the sequences of a specific event "In the aftermath of
the boxing, the city was in complete chaos."
02
Bear witness to
Provide evidence or testing about "The survivors of the bonding
It highlights the deterioration caused by the Bomb and the long term effects on the city and its people
Detail information search and inference judgment
Broken stones, bricks, and other debris "The city was reduced to rule after the exploration."
The emission and promotion of energy in the form of waves or particles "The radiation from the Bomb caused widespread health problems."
The Bomb was dropped on Hiroshima on August 6, 1945, during World War II
输标02入题
The exploration destroyed many of the city and killed tens of thousands of people immediately

After-class Exercises for Chapter 3 Morphology

After-class Exercises for Chapter 3 Morphology

After-class Exercisesfor Chapter 3 MorphologyI. Directions: Read each of the following statements carefully. Decide which one of the four choices best completes the statement and put the letter A, B, C, or D in the brackets.1. The morpheme “vision” in the common word “television” is a(n) __________.A. bound morphemeB. bound formC. inflectional morphemeD. free morpheme2. There are different types of affixes or morphemes. The affix “-ed” in the word “learned” is known as a(n) __________.A. derivational morphemeB. free morphemeC. inflectional morphemeD. free form3. The words that contain only one morpheme are called __________.A. bound morphemesB. affixesC. free morphemesD. roots4. The stress of the compound noun “armchair” fa lls on __________.A. the second syllableB. the first syllableC. both the first and second syllablesD. either the first or the second syllable5. The word “hydroplant” is a two-morpheme cluster that contains __________.A. two rootsB. a root and a suffixC. a root and a free morphemeD. a prefix and a root6. The part of speech of the compound word “highway” is determined by its __________.A. first elementB. stressC. second elementD. meaning.7. The word “bo y ish” contains two __________.A. phonemesB. morphsC. morphemesD. allomorphs8. Inflectional __________ studies inflections.A. derivationB. inflectionC. phonologyD. morphology9. __________ morphemes are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.A. FreeB. BoundC. RootD. Affix10. There are rules that govern which affix can be added to what type of __________ to form a new word.A. rootB. affixC. stemD. wordlI. Directions: Judge whether each of the following statements is true or false. Put a T for true or F for false in the brackets in front of each statement. If you thinka statement is false, you are required to give the correct version.1. In English, nouns, verbs, adjectives, adverbs and conjunctions make up the largest part of the vocabulary. They are open classes.2. Such endings as “-ed” and “-ing” are called derivational morphemes because new grammatical forms are derived by adding them to existing words.3. A compound is the combination of only two words.4. The word “microphone” consists of two morphemes, of which “micro-” is a root, and “phone” is an affix.5. The word “carelessness” is a three-morpheme word formed by a free morpheme “care” + affix “-less” + affix “-ness”.6. The meaning of a compound is often idiomatic, not always being the sum total of the meanings of its components.7. The compound word “bookstore” is the place where books are sold. This indicates that the meaning of a compound is the sum total of the meanings of its components.8. Only words of the same parts of speech can be combined to form compounds.9. The part of speech of the compound is always determined by the part of speech of the second element, without exception.10. A compound can be written as one word with or without a hyphen between its components, or as two separate words. It is simply a matter of convention.III. Directions: Define the following terms.1. morphology (P48)2. morpheme (P49)3. stem (P53)4. derivational affixes (P52-53)5. root (P51)6. Inflectional affixes (P52)IV. Answer the following questions.1. Prefixes occur at the beginning of a word, and modify the meaning of a stem, but usually do not change the part of speech of the original word. Do you think it is true? Support your answer with examples. (P53)2. What are the main features of the English compounds? (P56-57)Keys to After-class ExercisesI.1-5 D C C B C 6-10 C C D B CII.错误的为1 2 3 4 7 8 9,其余正确。

新一代大学英语综合教程2 教师用书-U6

新一代大学英语综合教程2 教师用书-U6
For teachers with only two sessions of class, iProduce could be done after class. Ss could upload their essays online and do peer-review.
62
iPrepare
Additional alowing is a six-period teaching plan. Teachers with only four periods could adjust their plan based on the time allotment. The tips may be helpful.
The T could start the class with some warming-up questions as listed below, to check if the Ss have already watched the video clip and got an idea of the learning objectives in this unit. 1 Need for learning
write about the impact of technology on traditional reading and writing
• Discussion & Viewing (iExplores 1 & 2) • Reading (iExplores 1 & 2) • Identifying and synthesizing information (iExplores 1 & 2) • Building your language (iExplores 1 & 2) • Unit project (iProduce)

美国文化教案

美国文化教案

Part Two: USAUnit One: GeographyI. Objectives•In this chapter we will look at some general features of America and set the scene for the more detailed examination of particular aspects of life there which are dealt with in later chapters.II. Focal Questions•What is the full name of the American state?•What are the physiographic features of America?•What are the natural resources in America?III. Procedures•Presentation by Students – Focal questions•Lectures by the teacher•Class discussion – Exploitation Activities•On class exercises•Assignment for the next chapterIV. Teaching hours:3 hoursV. ContentsIntroduction to US①The Land Area●The total land area of the USA is 9,372,615 square kilometers●the fourth largest country in the world②The Capital●Washington, D.C. is the capital of the United States of America.●Named after the first U.S. president, George Washington.●It is the heart of a dynamic metropolitan region.③The National Flag , Emblem and Anthem●The flag of the United States of America consists of 13 equal horizontal stripes ofred (top and bottom) alternating with white, with a blue rectangle (长方形) in the canton bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars.●The bald eagle was chosen on June 20, 1782 as the emblem (徽章) of the UnitedStates of America.●“The Star-Spangled Banner” was recognized for official use by the Navy in 1889and the President in 1916, and was made the national anthem (国歌) by a congressional resolution on March 3, 1931, which was signed by President Herbert Hoover.④National Flower, Stone and Bird●September 23, 1986, the House of Representatives passed a joint resolutionnaming the rose as the “national floral emblem” of the United States.●The national stone of the United States is blue sapphire (蓝宝石).●The national bird of the United States is the bald eagle.1)Physiographic Features①Geographic Divisions●The eastern United States is broad, flat coastal plain.●The Great Plains lie west of the Mississippi River and east of the RockyMountains.●In the west of the Rocky Mountains lies the Intermontane Plateaus (高原).●The Intermontane Plateaus come to an end at the Cascade Range and the SierraNevada.●Alaska contains some of the most dramatic and untapped scenery in the country.②Rivers in the US●The Missouri River is 4,090km long and its tributaries cover an area of about1,502,200 sq km.●The Mississippi River flows about 3,730km which drains all the central area of theUSA and has a wide delta (三角洲), and many tributaries. The river was named by the Indians the Mississippi, meaning “Father of Waters”, or the “Old Man River”.●The Ohio River, 1,579km long and its tributaries is about 490,603 sq km.●The Colorado River flows 2,330km which drains an area of 629,100 sq km●The Rio Grande River runs about 3,034km which forms the border between Texasand Mexico.●The Columbia River, about 2,000km long, rises in British Columbia on the westernslope of the Rocky Mountains.●The Potomac River is famous not only because Washington D.C. is located on itsbank but also because it is the dividing line between the South and the North.●The Hudson River is famous because New York stands at its estuary.③Lakes in the US●The most important lakes in America are the Great Lakes which include five biglakes: Lake Superior, Lake Michigan, Lake Huron, Lake Erie, and Lake Ontario.●Only Lake Michigan is wholly in the United States; the other four are shared withCanada.●The Great Lakes cover more than 764,000 sq km.●The Great Salt Lake is the largest inland salt lake in North America.●The Great Salt Lake is several times more saline (咸的) than seawater whichcontains about 4.4 billion tons of minerals.④Mountains in the US●The Rocky Mountains is a chain of mountains in the west of North America,running from the border of the USA and Mexico up to Canada. Several peaks are 4,000m high.●T he Appalachian Mountains’ highest peak is Mountain Mitchell, 2,038m..2)Climate and Natural Disasters①Climate●Taking the country as a whole, the climate of the United States can be classifiedas temperate with some mild subtropical zones (亚热带) and the southern Florida and Hawaii being tropical.●The climate of New England is relatively cold.●The climate of the Middle Atlantic States region is generally pleasant. There arefour definite seasons.●The South enjoys a warm climate and abundant rainfall. Some states in thisregion are sometimes harassed by the disaster of hurricanes (飓风).●Since the Great Plains stretch from the Canadian border to Texas, the climate inthis region varies widely.●The climate of the Midwest is temperate. This is a largely open country, and thewind blows freely, often bringing sudden and extreme changes in temperature.Midwest summers are sometimes very hot; winters are sometimes extremely cold.●The states west of the Rocky Mountains have sharply different climatic conditions.The part of Washington near the Pacific Ocean has the largest rainfall in the country. But after crossing these mountains, very little rain falls and deserts appear.②Natural Disasters●More recently, the western U.S. experienced widespread drought from 1999 to2004, and signs of a major, long-term drought across the Great Plains have developed.●The United States also experiences the most frequent and powerful tornadoes(龙卷风) in the world.●Another natural disaster are hurricanes, which can hit anywhere along the GulfCoast or the Atlantic Coast as well as Hawaii in the Pacific Ocean. Hurricane season runs from June 1 to November 30, with a peak from mid-August through early October.●The Great Mississippi Flood happened in 1927.●The Great Flood happened in 1993.●The American Northwest sees the highest concentration of active volcanoes inthe United States. There are several active volcanoes located in the islands of Hawaii.3)Natural Resources●The United States is a land rich in natural resources, such as coal, copper (铜),lead, molybdenum (钼), phosphates (磷酸盐), uranium (铀), bauxite (矾土), gold, iron, mercury, nickel (镍), potash (碳酸钾), silver, tungsten (钨), zinc, petroleum, natural gas, timber (木材), are especially plentiful in the country.●America has a large deposit of iron ore (铁矿石).●Coal is another major natural resource found in large quantities in the U. S. whichcan last for hundreds of years.●America, very rich in oil, was once the largest oil producing country in the world.●Other basic metals and minerals mined on a large scale in America include zinc,copper, silver, and phosphate rock.●America enjoys abundant water resources.●America also has plenty of fertile soil.Unit Two:HistoryI. Objectives•In this chapter we mainly concentrate on the history of United States, which dates from 1607 to the present. Teachers should try to make students familiar with some outstanding figures and historic events that have great impacts on the whole country, even the whole world.II. Focal Questions•How was the New World discovered? Why was it important?•Why was the Declaration of Independence important?•What was the significance of the Civil War?•Why was the prosperity in 1920s false?•Search for more materials and state briefly the relations between the United States and China from 1990 to the present.III. Procedures•Presentation by Students – Focal questions•Lectures by the teacher•Class discussion – Exploitation Activities•Assignment for the next chapterIV. Teaching hours: 4 hoursV. Contents1. Colonial period (1607-1776)The period of colonization is from the first settlement of English colonists to the independence of America.1) American IndiansThe earliest inhabitants in North and South Americas were the American Indians, who had lived and labored there for thousands of years before Christopher Columbus, an Italian navigator, discovered the New World in 1492.The American Indians were divided into hundreds of tribes, enormously varied in physical appearance, language and civilization. Some tribes made their living by hunting, others by fishing, farming or gathering rye seeds. Later, the sea covered the land bridge from Asia to America and separated the two Americas from the rest of the world. The Indians and the people of the rest of the world knew little about each other until the New World was discovered in 1492.2) Discovery of AmericaBy the end of 15th century, the modern European world was to be formed. In the mid 15th century, a great number of long ocean voyages took place. History will always remember two names —Christopher Columbus and Amerigo Vespucci. It was they who discovered and identified the new continents.3) Colonization of North AmericaThe New World was a great and rich land. North and South Americas together made up an area almost as large as Africa and Europe combined.The ruling class of Europe fell upon this rich land greedily. Only 50 years after Columbus’ first voyage, the Spanish and Portuguese had overrun the vast land of what is now called Latin America. For about 100 years after Columbus’ crossing of the Atlantic, only explorers and traders visited North America. But at the beginning of 17th century, European settlers began to arrive. Portugal set up colonies in Brazil, while Spain explored and colonized much of South America and Mexico.The settling of present United States and Canada by the English and French went moreslowly, though quite cruelly. During the reign of Queen ElizabethⅠ(1588-1603), the English in growing numbers realized that the New World was their best place to make their fortunes, and to worship and live according to their beliefs.In April 1607, three ships with 104 English settlers arrived off the Virginia coast. They built the first successful settlement called Jamestown. In 1620 the first group of Puritans arrived from England. In order to escape from religious persecution at home, a group of Puritans set sail for America on a ship called the Mayflower.Later more Puritans arrived in the nearby areas of Massachusetts. By 1679 they set up four New England colonies: Massachusetts, Rhode Island, Connecticut, and New Hampshire. The colonies of New York, New Jersey, Maryland, Pennsylvania, and Delaware were called the Middle Colonies.By the mid 18th century North America had been actually divided out among the European colonists. Most of the east coast, south of the St. Lawrence River, north of Florida and stretching inland as far as the Appalachians in the west were in the hands of the British.4)Thirteen coloniesBy the time when Georgia was set up, the 13 colonies had had a population of 629,000. By 1750 it increased to 1,171,000. In terms of their political administration, the 13 colonies could be divided into three types: the proprietary colonies, which belonged to a person or a group of persons; the Royal colonies, those controlled directly by the King of England and the English Government; and self-governing colonies, which were ruled by the colonists living in them. Most of the proprietary colonies soon became Royal ones. Only Connecticut and Rhode Island were self-governing colonies.Society in the 13 British colonies was like a pyramid, the top of which was made up of foreign merchants and landlords, and the base refugees from Europe, black slaves from Africa and the American Indians. The Africans were out-and-out slaves, who were sold like animals. As for the Indians, they would not put up with slavery. If any Indian was enslaved, his fellow tribe members would fight to free him. So the colonists soon gave up the attempt to use them as slave labor. Instead they seized the land of the Indians and drove them away or killed them. Slaves, indentured servants and workers who found themselves unable to bear their conditions used to run away to the frontier where they cleared the forests and opened up farms of their own. Uprisings or rebellions often took place against the Royal Government of the colonies.2. War of independence1) Britain’s policy t oward American colonies1763 Royal Order, forbidding the colonists to buy any more land from the Indians in the west beyond a certain line, and vesting in the Crown the sole power to hold and dispose of such lands.1764 Sugar Act, imposing import duties on non-English goods to the American colonies in order to raise more money for supporting British Government in the colonies.1764 Currency Act, forbidding the colonies to issue paper money.1765 Stamp Act, taxing numerous articles and transactions in America to help pay the costs of British Government in the colonies.1765 Quartering Act, requiring colonists to help house and feed British regular troops stationed in the colonies.1766 Declaratory Act, asserting the supremacy of the British Parliament in making laws for the colonies.1767 Customs Collecting Act, establishing British commissioners in the colonies to collect customs and other duties.1767 Revenue Act, laying taxes on lead, paint and other articles imported into the colonies.1767 Tea Act, regulating importation of tea in British dominions in America in favor of the British East India Company.2) Unity of the coloniesThe contradiction between England and her 13 colonies became more acute, and the colonies began to unite.In September 1774, 55 representatives from all the colonies except Georgia held a meeting in Philadelphia to talk about their troubles with their mother country. The meeting was called the First Continental Congress. At the meeting the majority of representatives still thought they could settle their quarrel with the British by peaceful means. They agreed to refuse to buy British goods, hoping in this way to force the British Government to give in to their demands. They also agreed to raise a volunteer army to protect the colonies if Britain used force to break the boycott.3) The outbreak of war and the Declaration of IndependenceIt was here in Lexington that the first shot in the American War of Independence was fired.Immediately after this, in May 1775, the Second Continental Congress was held with representatives from all the 13 colonies.At the beginning of 1776, Thomas Paine, an American patriot published a pamphlet entitled Common Sense. Finally a committee, composed of Thomas Jefferson, Benjamin Franklin, John Adams and some other members, was appointed to draw up a Declaration of Independence. After three weeks of discussion, the committee prepared the famous document which was formally adopted on July 4, 1776, a day which has been celebrated each year as Independence Day or National Day in US.4)Progress of the warThe War of Independence started in 1775 and ended in 1783, lasting about eight years.The war did not go well for Americans at first who suffered repeated setback. It was under such unfavorable circumstances that George Washington, with his intelligence and determination, won a great victory in the battle of Trenton.The victory at Saratoga was the turning point of the war. But then the American army was still not strong enough to beat the British; it won some battles but lost others. Finally in 1781, the Americans, with the help of the French navy, won a decisive victory at Yorktown in Virginia.5) The significance of the warThe American War of Independence was of great historical importance and influence. A new republic emerged, which marked a new beginning of American history. It told the world that a just cause would sooner or later win while the evil cause would certainly lose. The victory of the American people also greatly encouraged the people in the colonies ruled by the Spanish andpromoted the national liberation struggle of the other colonies in the world.5)The Constitutional ConventionBefore and during the Independent War, US had not been named yet, but near the end of the war, a committee was appointed to draw up a constitution which was to stipulate how US should be governed. It resulted in the Articles of the Confederation and in 1781 it was accepted by all the states. Thus US were officially founded.But the Articles of the Confederation gave too little power to the central government, so a series of attempts to organize a movement to outline and press reforms culminated in the Congress calling the Philadelphia Convention in 1787.After many heated debates and countless compromises, the delegates found a satisfactory solution. Congress should be made up of two houses, a House of Representatives and a Senate. The big states had more members in the House of Representatives than the small ones, but all states had the same number in the Senate. Finally, the Constitution took its shape and won its ratification in 1788.The appearance of the American Constitution was a great event in American history. It established the federal system which was the first in the world at that time, making the birth of US possible.3. Westward expansion era1) The new government and Louisiana PurchaseAfter the Constitution was ratified by the states, the nation began to organize her first Federal Government. As had been expected, Washington was elected the first President of US by a unanimous vote which has never happened again in this country.Washington’s Administration achieved much success. His vice president John Adams succeeded him in presidency. Adams was a member of the Federalist Party. However, the Federalists became divided after Adams sent a peace mission to France despite ongoing disputes with that nation. Thomas Jefferson, a Democratic-Republican, defeated Adams for the presidency in the 1800 election.The most glorious achievement of Jefferson as President was the Louisiana Purchase. The Louisiana Purchase, in 1803, gave western farmers use of the important Mississippi River waterway, removed the French presence from the western border of US, provided US farmers with vast expanses of land, and furthered American leaders’vision of creating a “Great Nation”. 2) The war against England (1812-1814)Britain was not reconciled to the loss of their 13 colonies. British warships were often placed outside American harbors to keep a watch on shipping that came and went. Congress, therefore, had to declare war against British in June, 1812.The war continued for about three years without decisive victory for either side. Then both sides agreed to negotiate a peace settlement and signed the Peace Treaty of Ghent on the Christmas Eve of 1814. The War of 1812 had been called the Second War of Independence, which not only greatly influenced the American history, but also promoted the development of economy. It was only after this war that US completely got rid of the British control and began a new period of rapid development from a semi-colonial economy to an independent and self-reliant capitalist economy.3) American expansion①The territorial expansionIn 1845, US annexed the Mexican territory of Texas after the US settlers there had first formed an “independent government” with Washington’s support. Further US provocations on the border resulted in the Mexican-US War (1846-1848). In consequence of the Mexican War, US added to itself a territory of approximately 2,446,000 square kilometers, embracing the present state of Texas, California, Arizona, Nevada, Utah, New Mexico, Colorado, and part of Wyoming.In the same year, US forced England to cede the Oregon region, which includes the present states of Oregon, Washington, Idaho, and part of Montana and Wyoming.In 1867, US purchased from Czarist Russia the territory of Alaska and the off-lying Aleutian Islands for $ 7.2 million. This territory is twice as large as the original 13 colonies.By the middle of 19th century, the national territory of US had reached over nine million sq km, about 10 times the size of the total area of the original 13 colonies.②The economic expansionAfter the War of Independence the American national economy was growing rapidly. Its industrial revolution began in 1807 with its textile industry. New equipment and technology were introduced from Europe, and modern industries were established. Its total value of the industrial production in 1860 was increased by about 10 times that of 1810.In the 1820s there came a flood of new immigrants from Europe to US because labor was needed with the rapid development of industry in America and most European countries were ina very bad state.③Economic antagonism between North and SouthIn the north, the capitalist economy developed rapidly and industrial production advanced at an amazing speed. The output value of manufacture increased almost three times from 1840 to 1869. Coal and iron production were greatly increased. Transportation was also improved. Many canals were dug and thousands of miles of railways were built. All this stimulated the further development of industry. By 1860, American industry had ranked fourth in the world.The South was agricultural and had a large number of plantations, which were making huge profits out of tobacco and cotton with slave labor. The South insisted that slavery be kept, and furthermore, that more states in the Union be turned into slave states. Meanwhile the South exported each year plenty of cotton to England and Europe and imported a large quantity of manufactured goods from abroad. So the southerners wished to have a low tariff, as a high tariff would raise the prices of imported goods. On the contrary, the North had a different view. The northern industrialists wanted a high tariff to protect the industries in the North.4. The American civil war1) Causes of the warBy 1860, there were nearly four million slaves residing in US, nearly eight times as many from 1790; within the same period, cotton production in US boomed from less than 1,000 tons to nearly one million tons per year. There were some slave rebellions, including by Gabriel Prosser (1800), Denmark Vesey (1822), and Nat Turner (1831), but they all failed and led totighter slave oversight in the South. White abolitionist John Brown tried and failed to free a group of black slaves in Harpers Ferry, Virginia and was therefore executed for his actions. Harriet Beecher Stowe, daughter of Minister Lyman Beecher, published her novel Uncle Tom’s Cabin in 1852 in response to the passage of the Fugitive Slave Act. The novel intended to express her views of the cruelty of slavery and nearly 300,000 copies were sold during its first year of publication. Numerous slaves also escaped their masters through the Underground Railroad, a term defining secret routes where abolitionists confidentially transported runaway slaves to “free state” territory; its most famous leader was Harriet Tubman.2) Progress of the warThe Civil War began when Confederate General Pierre Beauregard opened fire upon Fort Sumter, in the Confederate State of South Carolina. The war lasted four years from 1861 to 1865.In material resources, the North enjoyed a decided advantage. Strong as the North was, the South also had advantages, most of them military.There were two main arenas of war, the Eastern Arena and the Western Arena. The basic battleground for the Eastern Arena was Virginia. The Western Arena included the areas west to the Appalachian Range and the Mississippi River area.In order to change the situation and win the war, several measures were taken by Lincoln’s Administration in 1862: (1) in May 1862, Congress passed the Homestead Act; (2) on September 22, 1862, Lincoln issued the Emancipation Proclamation; (3) black slaves were allowed to serve in the Union Army from August 1862.3) The significance of the warThe Civil War is of great significance in American history, which preserved the Union and solved the agrarian problem.The Civil War, in fact, was a struggle of life and death between two social systems, between the progressive and the backward, between the one that could push history forward and the one that would drag history to the old times.The Civil War also extended its far-reaching influence to the European revolutions.5. The US imperialism and WWI1) Formation of US imperialism①IndustrializationThe period from the Civil War to the beginning of the 20th century was a period of rapid industrial growth and urban development. Towards the end of 19th century US had already become a highly developed capitalist country and reached the stage of imperialism.②Concentration of capitalThe rapid concentration of capital was also accelerated after the Civil War. The small and medium enterprises were swallowed up by the bigger ones. Big monopolies first appeared in the heavy industries.③Working-class movementA rising working-class movement accompanied the growth of monopoly capital. The first labor organization came into being in the 1870s. Strikes often took place in the industrial cities in those days.The Pennsylvania railway workers’ strike of 1877 was the first large-scale struggle of its kindin the American history. On May 1, 1886, hundreds of thousands of workers went on simultaneous strikes in Chicago, Washington, New York and other large cities. They fought for an eight-hour working day, higher wages and better working conditions. Two days later, the police opened fire on the strikers at Chicago’s Haymarket, inflicting many casualties.④Overseas expansionWith the emergence of industrial America came the emergence of imperial US and US as a world power. The growing industrial might of the nation was reflected clearly in the US mad policy of aggression and expansion abroad.●US-Spanish warThe US-Spanish War broke out in April, 1898, lasted for only 70 days and ended with US as the victor. A peace treaty was signed in December 1898 in Paris. As a result of the war, Spain was forced to cede her former colonies Cuba, Puerto Rico, Guam and the Philippines to US; US agreed to pay 20 million dollars for them in an attempt to put a good face on its foreign expansion. Cuba remained a US “protectorate”for some years, while the Philippines were not granted its independence until after the end of WWI. US seized Hawaii from Spain after the US-Spanish War.●Theodore Roosevelt’s policyBy the early years of 20th century, Theodore Roosevelt who became President in 1901 carried out the aggressive policy in a most faithful and open manner. Wielding the Big Stick in the name of Monroe Doctrine, he carried out the policy in Latin America and brought most of the Caribbean countries under US control. During Theodore Roosevelt’s Administration, he got the control of Panama Canal. In Sino-American relations, Theodore Roosevelt pushed the so-called Open Door Policy which demanded that all the imperialist powers should enjoy equal chance in China as freely as other aggressors. In 1900, America joined the Eight-Power Alliance to suppress the anti-imperialist Boxers Movement of the Chinese people. They forced the Qing Government to sign another unequal treaty in 1901 and to pay a large sum of money by way of indemnity. America got from the spoils its dividend of the 24 million dollars. In 1906, US put down the Cuban uprising. All those showed that US was exercising a policy of domination.2)America in WWIWWI took place primarily in Europe between 1914 and 1918. It came as an inevitable explosion of the major contradictions racking the capitalist world. The war was waged between two groups of imperialist powers, Allies and the Central European Power. The Allies or the Entente consisted of England, France, Russia, US and other countries. The central European Powers consisted of Germany, Austria Hungary, and later Turkey and Bulgaria. The basic causes of the war lay in the political, economic and colonial rivalries of the great powers, stretching back into the late 19th century.①American diplomacy of neutralitySince the beginning of WWI in 1914, US, under President Woodrow Wilson, had maintained strict neutrality. Even in May 1915, when a German submarine sank the British ocean liner Lusitania, killing 128 US citizens out of total 1,200 dead, US, though in uproar, remained neutral. In 1916, Wilson was reelected after running largely on a platform of antiwar, pro-neutrality rhetoric.②America’s entrance into the warThere might be a number of factors which contributed to America’s entrance into the war.。

大学英语教程2(南方版)读写译 UNIT 4GENERATION GAP课后练习题

大学英语教程2(南方版)读写译 UNIT 4GENERATION GAP课后练习题

buying one.
A) consist B) resign
C) resist
D) resolve
2
Book Two Unit 4
3. The driver stopped to __D__ a
hitch-hiker.
A)
pick out
B) pick on
C) pick off
D) pick up
Book Two Unit 4
Book Two Unit 4
9. We must __C___ that
experiment is controlled as
rightly as possible.
A) assure
B) secure
C) ensure
D) issue
10. He made such a __D___ contribution to the University that they are naming one of the new building after him. A) genuine B) minimum C) modest D) generous
1. She was __B___ with the idea that she was being watched. A) obtained B) obsessed C) objected D) operated
2. It’s no use looking through the
keyhole. I couldn’t __C___
4. I know the children have been
playing here: there are toys

《现代语言学》考试题型和复习范围

《现代语言学》考试题型和复习范围

《现代语言学》考试题型和复习范围Time of Duration: 90 minutes开卷(仅可带教材)教材版本:何兆熊、梅德明主编,《现代语言学》,北京:外语教学与研究出版社,1999(全国高等教育自学考试指定教材英语专业本科段)Scope for Examination: From Chapter 1 to Chapter 10 of Textbook(可参照课本320-363页“考试大纲”中的有关知识点复习)I. Directions:Read each of the following statements carefully. Decide which one of the four choices best completes the statement and put the letter A, B, C, or D in the brackets on the answer sheet. (1.5%×30=45%)注意复习与课本十章有关的After-class Exercises中的相应练习题。

II. Directions:Judge whether each of the following statements is true or false. Put a T for true or F for false in the brackets on the answer sheet. (1%×15=15%)注意复习与课本十章有关的After-class Exercises中的相应练习题。

III. Directions:Define the following terms. (4%×5=20%)注意复习与课本十章有关的After-class Exercises中的相应练习题。

IV. Directions:Answer the following questions. (10%×2= 20%)注意复习与课本十章有关的After-class Exercises中的相应练习题。

Exercises_Chapter_2

Exercises_Chapter_2

{a,
b, c, d } :
Ω = {a, b, c, d } × {a, b, c, d } .
(a) Make a 4 × 4 table in which you write the probabilities of the outcomes. (b) Describe the event “c is one of the chosen possibilities” and determine its probability. 2.14. Consider the Monty Hall “experiment” described in Section 1.3. The door behind which the car is parked we label a, the other two b and c. As the sample space we choose a product space
Exercises for Chapter 2
2.1. Let A and B be two events in a sample space for which P ( A ) = 2 3 , P ( B ) = 1 6 , and
P ( A B ) = 1 9 . What is P ( A B ) ?
P (C D ) = 0.2 . What is P C C D ?
2.4. We consider events A, B, and C, which can occur in some experiment. Is it true that the probability that only A occurs (and not B or C) is equal to

英语作文初二四单元afterclass

英语作文初二四单元afterclass

英语作文初二四单元afterclass全文共3篇示例,供读者参考篇1After Class Activities in Unit FourIn Unit Four of our English class, we have learned a lot of new vocabulary and grammar. To consolidate what we have learned and have some fun after class, our teacher has organized a series of activities for us. These activities not only help us improve our English skills but also strengthen our relationships with classmates.One of the activities we have done is vocabulary games. Our teacher divided us into groups and gave us a list of new vocabulary words. We then had to come up with creative ways to use these words in sentences or stories. It was a great way to practice using the new words in context and also to challenge ourselves to think outside the box.Another activity we enjoyed was role-playing exercises. We were given different scenarios and had to act them out with a partner. This not only helped us practice our speaking and listening skills but also allowed us to have fun and be creative.We had scenarios like ordering food in a restaurant, asking for directions, and even negotiating with a shopkeeper. It was a great way to apply what we had learned in class to real-life situations.We also had a spelling bee competition, where we had to spell out words from the unit correctly. This helped us improve our spelling and pronunciation skills while also fostering a sense of healthy competition among us. We cheered each other on and congratulated the winners, creating a positive and supportive learning environment.In addition to these structured activities, our teacher also encourages us to practice our English outside of the classroom. We have language exchange partners from other schools who we can communicate with through emails or video calls. This has been a great way to improve our speaking and listening skills and also learn about different cultures and perspectives.Overall, the after-class activities in Unit Four have been a fantastic way to enhance our English learning experience. They have not only helped us review and practice what we have learned in class but also fostered a sense of camaraderie and cooperation among us. We look forward to more fun and engaging activities in the future units!篇2After Class ActivitiesAfter class activities are an important part of a student's life, especially for middle school students. These activities not only provide a break from the monotony of school work but also help in developing various skills and talents. In this article, we will explore the different types of after class activities that are popular among middle school students and the benefits that they offer.One of the most popular after class activities is sports. Many middle school students participate in various sports such as basketball, football, volleyball, and swimming. Sports not only help in improving physical fitness but also teach important life skills such as teamwork, discipline, and perseverance. Playing sports also helps in relieving stress and improving mood, which can be beneficial for students who may feel overwhelmed with school work.Another popular after class activity is music and dance. Many middle school students participate in music clubs, bands, or dance groups. Learning to play a musical instrument or dance not only helps in developing creativity but also improvesmemory and concentration. Music and dance can also be a great way to express emotions and relieve stress. Being part of a music or dance group also helps in building confidence and social skills.Some students prefer to participate in academic clubs or competitions after class. This includes activities such as debate clubs, science fairs, math competitions, and spelling bees. These activities help in improving critical thinking skills,problem-solving abilities, and knowledge in various subjects. Participating in academic clubs can also boost a student's confidence and self-esteem. Winning competitions can be a great achievement and can motivate students to work harder in their studies.Apart from sports, music, dance, and academic clubs, there are also other after class activities that middle school students can participate in such as art and craft classes, drama clubs, scouting, and community service projects. These activities help in developing creativity, leadership skills, and empathy. Students who participate in these activities often find a sense of purpose and satisfaction in serving others and giving back to the community.In conclusion, after class activities play an important role in the overall development of middle school students. These activities not only provide a break from academic work but also help in developing various skills and talents. Whether it is sports, music, academic clubs, or community service projects, there is something for every student to explore and excel in. It is important for students to balance their academic work with after class activities to lead a well-rounded and fulfilling life.篇3After School Activities at Junior High SchoolAfter a long day of classes at junior high school, many students look forward to participating in after school activities. These activities provide students with the opportunity to socialize with their classmates, develop new skills, and relax after a day of studying. At our school, there are a wide variety of options for students to choose from, ranging from sports teams to academic clubs to artistic pursuits.One popular after school activity at our school is the soccer team. The team practices several times a week and competes in games against other schools. Joining the soccer team is a great way for students to stay active and build teamwork skills. Manystudents also enjoy participating in the school's art club, where they can express their creativity through drawing, painting, and other artistic activities. The art club meets once a week and often collaborates on projects to decorate the school.For students who are interested in academics, there are also several options for after school activities. The math club meets regularly to work on challenging problems and prepare for math competitions. The science club conducts experiments and learns about different scientific concepts. These clubs offer students the opportunity to delve deeper into subjects that they are passionate about and to connect with other students who share their interests.In addition to these structured activities, many students choose to spend their afternoons studying in the school library or working on homework in the computer lab. These quiet spaces provide a productive environment for students to focus on their assignments and seek help from teachers when needed. Students who are struggling in a particular subject can also attend tutoring sessions after school to receive extra support.Overall, after school activities play an important role in the lives of junior high school students. They offer students the chance to pursue their interests, make new friends, and developimportant skills. Whether it's playing sports, creating art, or studying for a math competition, there is something for everyone to enjoy after the final bell rings. So, the next time you find yourself with some free time after school, consider joining an activity and expanding your horizons. You never know what new passions you might discover!。

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After-class Exercisesfor Chapter 2 Phonology (1)I. Directions: Read each of the following statements carefully. Decide which one of the four choices best completes the statement and put the letter A, B, C, or D in the brackets.1. The study of how people use their speech organs to produce speech sounds is of great interest to those working in the area of __________.A. phonologyB. articulatory phoneticsC. auditory phoneticsD. acoustic phonetics2. Acoustic phoneticians try to describe the _________ properties of the stream of sounds whicha speaker issues.A. oralB. mentalC. physicalD. recorded3. Of all the speech organs, the __________ is or are the most flexible.A. mouthB. lipsC. tongueD. vocal cords4. Voicing as a quality of speech sounds is caused by the vibration of __________ .A. the lipsB. the vocal cordsC. the glottisD. the uvula5. Vibration of the vocal cords results in a quality of speech sounds called voicing, which is a feature of __________.A. all consonantsB. all consonants and some vowelsC. vowels onlyD. all vowels and some consonants6. __________ transcription is the one required and used by the phoneticians in their study of speech sounds.A. BroadB. DetailedC. WideD. Narrow7. In terms of the place of articulation, the following sounds [t], [d], [s], [z], [n] share the feature __________.A. palatalB. alveolarC. bilabialD. dental8. The consonant [f] in English can be correctly described as having the following phonetic features: __________.A. voiceless bilabial stopB. voiceless labiodental fricativeC. voiced bilabial stopD. voiced labiodental fricative9. The vowel [u:] in English has all the following features EXCEPT __________.A. longB. roundedC. closedD. central10. All the back vowels in English are pronounced with rounded lips except __________.A. []B. [u:]C. []D. []11. The following four vowels are all close vowels, but only __________ has the features of “front” and “short”.A. [i:]B. [i]C. [u:]D. []12. __________are produced by moving from one vowel position to another through intervening positions.A. VowelsB. ConsonantsC. DiphthongsD. Lax vowelsII. Directions: Judge whether each of the following statements is true or false. Put a T for true or F for false in the brackets in front of each statement. If you think a statement is false, you are required to give the correct version.1. Phonetics is concerned with the speech sounds which distinguish meaning.2. Of the three branches of phonetics, acoustic phonetics is the longest established, and until recently the most highly developed.3. The greatest source of modification of the air stream is found in the oral cavity.4. All the English nasal consonants are voiced.5. The orthographic representation of speech sounds with diacritics is normally not used in dictionaries and teaching textbooks.6. Although the [l] sound is represented by the same symbol in the two combinations of [li:f] and [fi:l], it is actually pronounced differently.7. When the soft palate is lowered, the air cannot escape through the nose and a nasal sound cannot be made.8. The three voiceless stops /p/, /t/, /k/ are aspirated when preceded by /s/ and followed by a vowel.9. The classification of English consonants involves both manner of articulation and place of articulation.10. When the obstruction created by the speech organs is total or complete, the speech sound produced with the obstruction audibly released and the air passing out again is called a fricative.11. The English stops include [p], [b], [t], [d], [k], [g], [f], [v].12. In producing a vowel, the air stream coming from the lungs meets with no obstruction whatsoever while in the production of a consonant it is obstructed in one way or another.13. With no exception all the front vowels in English are unrounded.14. With no exception all the back vowels in English are rounded.15. In English, the long vowels are all tense vowels because when we pronounce a long vowel such as /i:/, the larynx is in a state of tension.III. Directions: Define the following terms.voicing (P18)broad transcription (P21)vowel (P23)fricative (P23-24)IV. Answer the following questions.1. How are the English consonants classified? (P23-25)2. What criteria are used to classify the English vowels? (P27-29)Keys to After-class ExercisesI.1-5 B C C B D 6-10 D B B D A 11-12 B CII.错误的为1 2 7 8 10 11 14,其余正确。

III、IV略。

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