Famous Quotations about education
关于选择的英文名言
关于选择的英⽂名⾔1.关于选择的英⽂名句1) I love you not because of who you are, but because of who I am when I am with you. 我爱你，不是因为你是⼀个怎样的⼈，⽽是因为我喜欢与你在⼀起时的感觉。
2) No man or woman is worth your tears, and the one who is, won't make you cry. 没有⼈值得你流泪，值得让你这么做的⼈不会让你哭泣。
3) The worst way to miss someone is to be sitting right beside them knowing you can't have them. 失去某⼈，最糟糕的莫过于，他近在⾝旁，却犹如远在天边。
4) Never frown, even when you are sad, because you never know who is falling in love with your smile. 纵然伤⼼，也不要愁眉不展，因为你不知是谁会爱上你的笑容。
5) To the world you may be one person, but to one person you may be the world.对于世界⽽⾔，你是⼀个⼈；但是对于某个⼈，你是他的整个世界。
6) Don't waste your time on a man/woman, who isn't willing to waste their time on you. 不要为那些不愿在你⾝上花费时间的⼈⽽浪费你的时间。
7) Just because someone doesn't love you the way you want them to, doesn't mean they don't love you with all they have. 爱你的⼈如果没有按你所希望的⽅式来爱你，那并不代表他们没有全⼼全意地爱你。
新视野大学英语读写教程第四册unit 1 The tail of fame
• Those who gain fame most often gain it as a result of exploiting their talent for singing, dancing, painting, or writing, etc. They develop a style that agents market aggressively to hasten popularity, and their ride on the express elevator to the top is a blur. Most would be hard-pressed to tell you how they even got there. Artists cannot remain idle, though.
worship vt.
崇拜；敬重；仰慕 • He worshipped his wife. • 他很崇拜妻子。
spur vt.
鼓励；刺激 • My trainer spurred me to keep up a pace of four miles an hour. • 我的教练鼓励我保持每小时4英里的节奏。
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Topics
1. who is the man with a good fame you admire? give an example ,and tell me why.
Topic
2.If you are a famous singer , what do you feel when you are interviewed in the public.
plot n.
（小说、电影、戏剧等的）情节 • The film has a very simple plot. • 这部电影的情节非常简单。
实用英语翻译4 Basic Translation Skill_Conversion
他抽烟抽得很凶。 He is a heavy smoker.
他倒是不抽烟，但他的爸爸却一支接一支地抽（ 是个老烟枪）。 He is no smoker, but his father is a chainsmoker.
More es…
另外，有些英语中名词尽管本身并不具有很强 的动作意味，但为了汉语表达的通顺自然，也 可以将其转译为汉语中的动词： Give me liberty or give me death. 不自由，毋宁死。 He is an enemy to reform. 他反对改革。
3 形容词转译成动词（adj.---v.）
Students should be respectful to their teachers. 学生应该尊重老师。 I am doubtful of his sincerity. 我怀疑他的诚意。
（英文中表情感、知觉等心理状态的形容词，如 sure, thankful, aware等，在系动词be、look、 become、seem…等之后，往往可以转译为中文 动词。）
一、汉语动词转换成英语名词
动词变名词或名词短语，可以减少主谓结构的数 量和提升文体档次，多用于政论，描述，科技文 章中。 中国成功地爆炸了第一颗原子弹，在全世界引起 了巨大的反响。 China’s successful explosion of its first atom bomb caused tremendous repercussions throughout the world.
Some of my students are good writers. 我有些学生文章写得很好。
英语中一些带有词缀“er”或“or”的名词有时不一 定表示职业或者身份，却可以表示某种动作的执行 者，带有较强的动作意味，因此可以转译成动词。
文献的引用于格式解读
黑龙江:黑龙江人民出版社。引用格式 用第几章第几页表示， 比如第3章在书的第98页: Ch3，P98
当引文多于50个字, 诗2行以上的内容, 另起一 行, 左边缩进8个字符, 而且不需要引号(很多时 候要求小一个字号)。例如：
In most fields, paraphrasing (summarizing or changing the original words to your own words) is preferred above direct quotations. Paraphrase others’ words whenever possible unless there is a specific reason to use a direct quote.
当我们要在一个学术期刊杂志上发表文章 时, 应该参考那个期刊上已经发表的论文,仔细研究 参考引用的格式,因为通常每个期刊都有自己特 定的文献参考引用格式。
中国国内期刊的文献引用标准也很多，有的严 格参考国外（美国）的标准，有的在参考国外文 献引用标准的基础上规定自己的格式。英文期刊 的参考文献格式也不尽相同。毕业论文写作参看 教务处毕业论文平台样本格式。
直接引述或间接引述Quote or Paraphrase?
当提及或利用他人资料时，我们可以直接引述 (quote),也可以用自己的话重新表达这些信息 (paraphrase), 到底什么时候应该直接引述，什么时 候应该间接引述，虽然没有严格的规定，但是可以 依照下面的几个规律帮助做出更恰当的决定：
如何断定是不是common knowledge?
名人名章作文及批注摘抄
名人名章作文及批注摘抄英文回答：Famous Quotations Essay and Annotations Excerpt.There are countless famous quotations from renowned individuals that have left a lasting impact on society. These quotes often serve as sources of inspiration, motivation, and wisdom for people from all walks of life. In this essay, I will discuss the significance of famous quotations and provide some notable examples, along with annotations to explain their meanings.One of the most famous quotations is by Mahatma Gandhi, who said, "Be the change that you wish to see in the world." This powerful statement encourages individuals to take responsibility for creating positive change in the world, rather than waiting for others to do so. It serves as a reminder that each person has the ability to make a difference through their actions and choices.Another influential quote is from Martin Luther King Jr., who famously said, "I have a dream." This iconic phrase from his historic speech emphasizes the importance of hope, vision, and the pursuit of equality. It continues to inspire people to strive for a better and more just society.In addition, Albert Einstein's quote, "Imagination is more important than knowledge," challenges the traditional notion of intelligence and knowledge. It highlights the value of creativity, innovation, and thinking outside the box. This quote encourages individuals to embrace their imagination and explore new possibilities.Furthermore, Maya Angelou's quote, "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel," emphasizes the significance of empathy, kindness, and the impact of human interactions. It reminds individuals of the lasting impression they can leave on others through their words and actions.These famous quotations serve as timeless reminders of the power of words and ideas. They continue to resonate with people across generations and cultures, offering guidance and inspiration in times of need.Annotations:Mahatma Gandhi's quote emphasizes the importance of personal accountability and proactive change.Martin Luther King Jr.'s quote highlights the significance of hope, vision, and the pursuit of equality.Albert Einstein's quote challenges the traditional concept of intelligence and knowledge, promoting the value of imagination and creativity.Maya Angelou's quote underscores the lasting impact of human interactions and the significance of empathy and kindness.中文回答：名人名章作文及批注摘抄。
Famous Quotations
Ｂ ｎ ｍ ｎＦａｋｉ ， ｍ ｒ ａ ｒｓ ｅ ｔ ｅｊ ｉ ｒ ｌ Ａ ｅ ｃ ｎｐｅｉ ｎ ａ ｎ ｎ ｉ ｄ
你热 爱生命 吗 ？那 么 ， 别浪 费时间 ， 因为生命 是 由时间组
成的。 美 国总统 富兰克林 ．Ｂ ．
Ｌａ Ｒｏ ｈ ｆｒ ａ ｌ ｃ ｅ ｏ ｃ ｕ ｄ，Ｆｒ ｎ 的 ； 其所 以做 不成 ， 与其 说是 条 件 不 够 ， 如说 是 由于决 心不 够 。 不
法 国作 家 罗切 夫考 尔德．Ｌ ．
Ｉ ｎ ｖ ｒｗ ｌ ｒ ｉ ｏ ｅ 。 ｔ ｅ ｅ ｉ ａｎ ｒｓ ｓ ｌ ｅ ｎ ｔｔ ａ ｅ ｍｏ ｅ ｒ ｓ ｓ ｎ ｗｅ ｗａ ｏ ｈ ｖ ｒ ｏ ｅ
２ ． ０１ １— ２ １
Ｊ Ｂ ｒ ｙ ｒ ，Ａｍｅ ｃ ｎ ａ ｔｒ ． ａ ｒ ｍｏ ｅ ｉ ｒ ａ ｃｏ
只要 一个 人还有 所 追 求 ， 就 没 有 老 。直 到 后悔 取 代 了 他 梦想 ， 一个 人才 算老 。
美 国演 员 巴里穆 尔．Ｊ ．
Ｄｏ ｎ ｔ ｏ ｎ ｅ ｕ ｓ ｏ ，ｆ ｒ ｏ ｅ ｒ ｐ ｌｅ，ｇ ｖ ｐ ｔ ｅ ｐ ｒ ｓ ｈａ ｏ ｅ ｉｅ ｕ ｈ ｕ ｐｏ ｅ ｔ ｔｙ ｕ ｒ － ｓ ｌｅ ｏ ｅ ｅ ｔ ｏ ｖ ｄ ｔ ｆ ｃ ． Ｗ ｉ ｉｍ ｈ ｋ ｓ ｅ ｒ ｌ ａ Ｓ ａ ｅ ｐ ａ ｅ，Ｂｒｔｓ ａ ｔ ｔ ｌ ｉ ｉｈ ｄｒ ｍａ ｉ ｓ
７ ・ ０
・
在这 个世 界上 ， 得成 功 的人 是 那些 努 力 寻 找他 们 想 要 取 的机会 的人 ， 如果 找不 到机会 ， 他们就 去创造 机会 。
英 国剧 作 家 萧伯纳．Ｇ ．
Famous Quotations(2)
Ｒ． Ｈ． Ｓｏ ｄ ｒ ｔｄ ａ ｄ．Ａｍｅ ｉａ ｏ ｔ ｒ ｎｐ ｅ ｃ
做 一切 事都应尽 力而 为 ， 半途 而废永 远不 行 。
美国诗 人 斯托 达德．Ｒ ．Ｈ．
Ｆｅ ｔ ｉ ｇ ｒ ｍｐ ｓｉ ｌ ｎ ｔ ｅ ｅｖ ｓ；ａ ｄ ｉ ｉ ｆ ｎ ｆｒ ｗ ｈ ｎ ｓ ａ ｅ ｉ ｏ ｓｂ ｅ ｉ ｈ ｍｓ ｌ ｅ ｎ ｔ ｓ ｏ ｔ ｏ ｅ
。
冬天来 了 ， 春天还 会远吗 ？ 英 国诗人 雪莱．Ｐ ． ．Ｂ
Ｉ ｏ Ｉ ｄ ｇ Ｐ ｈ ｇ１ ｆＹ ｕ ｗ。ｌ ｏ ｕ ｉｌ ｌ
，
ｔｅ ｓ 。 ｒ。 ｅ ｓ 。ｎ ｔ ｅ ｌ ｎ ｕｅＹ ｕ ｗｎｌｇ ！Ｄ 。 ｔ １ １
ｙ“ ｌ 。
。 ｅ ｌｆ ；ｄ ｎ ｔｓ ａ 。 ｒ ｅｙ ｓ 。 ｒｉ ｄ ａ 。 。 。 ｅ ｔｙ ｕ ｓ ｌｅ ｎ 。 ｈ ｒ ｐ 。 ｌ ｔｅ ｅ ｐｅ
Ａ ｉ ｃ ｎ ｆｉ ｍａ ｙ ｔｍｅ ，ｂｕ ｅ ｉ ｏ ａｌ ｒ ｎ ｉ ｈ ｍａｌ ａ ａ ｌ ｎ ｉ ｓ ｔｈ ｓ ｎ ｔａ ｆｉｕ ｅ ｕ ｔｌ ｅ ｂ ｇ ｎ ｏ ｂａ ｏ ｂ ｄ ｌｅ． ｅ ｉ ｓｔ ｌｍｅ ｓ ｍｅ ｏ ｙ ｅ ｓ
ｗａ ｔｏ ｉ ，ｒ ｔ ｅ ａ ｆｍｅ ｎ ，ｔ ａ ｎ ｆ ｉ ｏ ｓ ｃ ｅ ｄ ｎ ｆｗ ｌ ａｈ ｒｔ ｎ ｏ ａ ｓ ｈ ｔｍａ ａ ｌ ｔ ｕ ｃ ｅ ． ｌ ｈ ｓ
Ｌ ｃ ｅｏ ｃ ｕｄ，Ｆ ｅ ｃ ｉｅ ａ Ｒｏ ｈ ｆｒ ａ ｌ ｒ ｎ ｈ ｗｒｔｒ
人生应该 树 立 目标 ， 否则你 的精力 会 白白浪费
。
美国法学 家 彼 得斯 ．Ｒ 。
Ｉ ｎｅ ｏｆ ｓ ｃ ｎ ｓ ｒ ｇ ｂ ａ ｅ ｉ ｄ ｆｗｉ ｔｒｅ ｒｅ ｌ ａ ｐ ｉ ｅ ｆｒｂ ｈ ｎ ７ ｎ
大学英语PPT课件Book3Unit3
Richard Layard Gallup Poll Other Famous Opinion Polls or Companies
How to Achieve Happiness
Satisfaction With Life Scale Research in Happiness How to Reclaim Happiness Tips to Achieve Happiness
How to Achieve Happiness
Satisfaction With Life Scale Research in Happiness How to Reclaim Happiness Tips to Achieve Happiness
_M_a_n_y__E_n_g_li_s_h_la_n_g_u_a_g_e__te_r_m__s_r_e_fe_r_t_o_v_a_r_io_u_s_f_o_r_m_s_o_f
Research in Happiness
How to Reclaim Happiness
Tips to Achieve Happiness
Warm-up Activities
Compound Dictation Listening Comprehension Quotations and Interpretations
Blood flow decreased in fourteen of the twenty people after they watched Saving Private Ryan. The decrease was an average of 35%.
Warm-up Activities
新视野大学英语读写教程4第一单元原文
unit1PreviewA person’s reputation is one of the most important things he possesses and it deserves protecting. The key to building a good name is to be consistent. You will not win the favor or the people around you overnight.In fact, it will take many years of efforts before you establish your proper place in society. Once you have earned a good name,be careful to maintain it through civility , integrity an humility.SECTION APre-reading ActivitiesFirst ListeningListen to a passage about Oscar Wilde and quotations from him.Second ListeningListen to a passage again and answer the following questions according to what you hear. The last question is open-ended and may have different answers.1, For what was Oscar Wilde famous?2, What does the quote “Men become old,but they never become good”mean?3, Here is another quote from Wilde:”Life is never fair...And perhaps it is a good thing for most of us that it is not.”How do you understand this quote?The Tail of FamePara.1 An artist who seeks fame is like a dog chasing his own tail who, when he captures it, does not know what else to do but to continue chasing it. The cruelty of success is that it often leads those who seek such success to participate in their own destruction.Para.2 “Don’t quit your day job!” is advice frequently given by understandably pessimistic family members and friends to a budding artist who is trying hard to succeed. The conquest of fame is difficult at best, and many end up emotionally if not financially bankrupt. Still, impure motives such as the desire for worshipping fans and praise from peers may spur the artist on. The lure of drowning in fame’s imperial glory is not easily resisted.Para.3 Those who gain fame most often gain it as a result of exploiting their talent for singing, dancing, painting, orwriting, etc. They develop a style that agents market aggressively to hasten popularity, and their ride on the express elevator to the top is a blur. Most would be hard-pressed to tell you how they even got there. Artists cannot remain idle, though. When the performer, painter or writer becomes bored, their work begins to show a lack of continuity in its appeal and it becomes difficult to sustain the attention of the public. After their enthusiasm has dissolved, the public simply moves on to the next flavor of the month. Artists who do attempt to remain current by making even minute changes to their style of writing, dancing or singing, run a significant risk of losing the audience’s favor. The public simply discounts styles other than those for which the artist has become famous.Para.4 Famous authors’ styles—a Tennessee Williams play or a plot by Ernest Hemingway or a poem by Robert Frost or T.S. Eliot—are easily recognizable. The same is true of painters like Monet, Renoir, or Dali and moviemakers like Hitchcock, Fellini, Spielberg, Chen Kaige or Zhang Yimou. Their distinct styles marked a significant change in form from others and gained them fame and fortune. However, they paid for it bygiving up the freedom to express themselves with other styles or forms.Para.5 Fame’s spotlight can be hotter than a tropical jungle—a fraud is quickly exposed, and the pressure of so much attention is too much for most to endure. It takes you out of yourself: You must be what the public thinks you are, not what you really are or could be. The performer, like the politician, must often please his or her audiences by saying things he or she does not mean or fully believe.Para.6 One drop of fame will likely contaminate the entire well of a man’s soul, and so an artist who remains true to himself or herself is particularly amazing. You would be hard-pressed to underline many names of those who have not compromised and still succeeded in the fame game. An example, the famous Irish writer Oscar Wilde, known for his uncompromising behavior, both social and sexual, to which the public objected, paid heavily for remaining true to himself. The mother of a young man Oscar was intimate with accused him at a banquet in front of his friends and fans of sexually influencing her son. Extremely angered by her remarks, he suedthe young man’s mother, asserting that she had damaged his “good” name. He should have hired a better attorney, though. The judge did not second Wilde’s call to have the woman pay for damaging his name, and instead fined Wilde. He ended up in jail after refusing to pay, and even worse, was permanently expelled from the wider circle of public favor. When things were at their worst, he found that no one was willing to risk his or her name in his defense. His price for remaining true to himself was to be left alone when he needed his fans the most.Para.7 Curiously enough, it is those who fail that reap the greatest reward: freedom! They enjoy the freedom to express themselves in unique and original ways without fear of losing the support of fans. Failed artists may find comfort in knowing that many great artists never found fame until well after they had passed away or in knowing that they did not sell out. They may justify their failure by convincing themselves their genius is too sophisticated for contemporary audiences.Para.8 Single-minded artists who continue their quest for fame even after failure might also like to know that failure has motivated some famous people to work even harder to succeed.Thomas Wolfe, the American novelist, had his first novel Look Homeward, Angel rejected 39 times before it was finally published. Beethoven overcame his father, who did not believe that he had any potential as a musician, to become the greatest musician in the world. And Pestalozzi, the famous Swiss educator in the 19th century, failed at every job he ever had until he came upon the idea of teaching children and developing the fundamental theories to produce a new form of education. Thomas Edison was thrown out of school in the fourth grade, because he seemed to his teacher to be quite dull. Unfortunately for most people, however, failure is the end of their struggle, not the beginning.Para.9 I say to those who desperately seek fame and fortune: good luck. But alas, you may find that it was not what you wanted. The dog who catches his tail discovers that it is only a tail. The person who achieves success often discovers that it does more harm than good. So instead of trying so hard to achieve success, try to be happy with who you are and what you do. Try to do work that you can be proud of. Maybe you won’t be famo us in your own lifetime, but you may create better art.。
21世纪大学新英语读写译教程 第三册 课文翻译 课件 ppt Unit4
3. Who are the most famous people in your eyes and what makes them famous?
Unit 4 Famous People
21世纪大学新英语读写译教程 3
Lead-in
B. Listening Practice Listen to the passage about elements of success. Pre-listening Task
What do you think are the elements ofments and then report to the class.
Unit 4 Famous People
21世纪大学新英语读写译教程 3
2. By learning this unit, students will be able to grasp the main idea and structure of the texts, master the key language points, new words, grammatical structures and translation skills. And students will also be able to improve their oral communication skills and reading competence through performing the relevant tasks.
Luck and opportunity also play an important role in success. You can improve your luck by making as many strong personal contacts as you can and sharing what you have to increase their “luck” and “opportunities.”
英语作文中名人名言关于玫瑰凋谢
英语作文中名人名言关于玫瑰凋谢全文共3篇示例，供读者参考篇1Title: Famous Quotes about the Withering of Roses in English EssaysRoses are one of the most popular flowers in the world, known for their beauty, fragrance, and symbolism. However, just like any other living thing, roses eventually wither and fade away. In English essays, writers often use famous quotes about the withering of roses to explore themes of impermanence, mortality, and the passage of time. In this article, we will explore some of these famous quotes and how they are used in English essays.1. "A rose must remain with the sun and the rain or its lovely promise won't come true." - Ray EvansThis quote by Ray Evans highlights the idea that for a rose to reach its full potential and bloom beautifully, it must endure both the sunny days and rainy days. In English essays, this quote is often used to symbolize the challenges and hardships that people must face in life in order to grow and achieve their goals. It can also be interpreted as a reminder that in order toappreciate the beauty of the rose in full bloom, one must also acknowledge its inevitable withering.2. "The rose is a flower of love. The world has acclaimed it for centuries. Pink roses are for love hopeful and expectant. White roses are for love dead or forsaken, but the red roses, ah the red roses are for love triumphant." - UnknownThis quote beautifully illustrates the different meanings and symbolism behind the different colors of roses. In English essays, this quote is often used to explore the complex emotions of love and loss, and how they are reflected in the symbolism of roses. The withering of roses can be seen as a metaphor for the fading of love or the passing of time, making this quote a powerful addition to essays that explore themes of love and longing.3. "Gather ye rosebuds while ye may, old Time is still a-flying: And this same flower that smiles today, tomorrow will be dying." - Robert HerrickThis quote by Robert Herrick emphasizes the fleeting nature of life and the inevitability of death. In English essays, this quote is often used to reflect on the passage of time and the importance of seizing the moment. The withering of roses can be seen as a reminder of our own mortality and the need to appreciate the beauty and transient nature of life. This quote isoften used in essays that explore themes of carpe diem and the impermanence of beauty.4. "The rose speaks of love silently, in a language known only to the heart." - UnknownThis quote beautifully captures the essence of the rose as a symbol of love and beauty. In English essays, this quote is often used to explore the power of love and the way it transcends words and language. The withering of roses can be seen as a metaphor for the silent language of love that exists between two individuals, making this quote a poignant addition to essays that explore themes of love, loss, and longing.In conclusion, the withering of roses is a powerful symbol that is often used in English essays to explore themes of impermanence, mortality, and the passage of time. By incorporating famous quotes about the withering of roses, writers can add depth and meaning to their essays, inviting readers to reflect on the beauty and fragility of life.篇2Title: Famous Quotations about Fading Roses in English CompositionsIntroduction:Roses, often considered the epitome of beauty and romance, have served as a rich source of inspiration for poets, writers, and artists throughout history. However, the fleeting nature of their bloom, and the inevitable process of their petals fading away, also holds profound symbolic significance. In English compositions, numerous famous quotations about the fading of roses have been incorporated to convey themes of transience, impermanence, and the passage of time. In this essay, we will explore some of these notable quotes and their deeper meanings.Body:1. "Gather ye rosebuds while ye may, Old Time is still a-flying; And this same flower that smiles today, Tomorrow will be dying." - Robert HerrickThis famous line from Robert Herrick's poem "To the Virgins, to Make Much of Time" serves as a poignant reminder of the fleeting nature of beauty and youth. By comparing the roses to the passing of time, Herrick emphasizes the importance of seizing the moment and appreciating the ephemeral beauty of life.2. "The rose that lives its little hour/ Is prized beyond the sculptured flower." - Bryant H. McGillThis quote by Bryant H. McGill highlights the inherent value of impermanence and how the transient nature of roses can make them even more precious and cherished. It speaks to the idea that beauty is not defined by longevity, but by the intensity and fleetingness of its presence.3. "The rose is a rose from the time it is a seed to the time it dies. Within it, at all times, it contains its whole potential. It seems to be constantly in the process of change: Yet at each state, at each moment, it is perfectly all right as it is." - Paulo CoelhoPaulo Coelho's quote offers a different perspective on the fading of roses, suggesting that even as they wither and lose their petals, they still retain their inherent beauty and potential. This sentiment echoes the idea of embracing the imperfections and ephemeral nature of life, finding beauty in every stage of existence.4. "The red rose whispers of passion, and the white rose breathes of love; O, the red rose is a falcon, and the white rose is a dove." - John Boyle O'ReillyIn this quote by John Boyle O'Reilly, the symbolism of red and white roses is used to convey deeper emotions and sentiments. While the red rose represents passion and intensity,the white rose symbolizes purity and innocence. By juxtaposing these two types of roses, O'Reilly captures the complexity of human emotions and relationships, and how they can evolve and change over time.Conclusion:In conclusion, the concept of roses fading away in English compositions is a powerful metaphor for the transience and impermanence of life. Through famous quotations by renowned writers and poets, themes of beauty, impermanence, and the passage of time are explored in a profound andthought-provoking manner. By contemplating the fading of roses, we are reminded to appreciate the present moment, embrace change and imperfection, and find beauty in the fleeting nature of existence.篇3Title: Famous Quotes About Roses Withering in English EssaysRoses, often considered the queen of flowers, symbolize love, beauty, and fragrance. However, just as all beautiful things must come to an end, roses too eventually wither and fade away. Throughout literature, famous personalities have reflected uponthe transient nature of roses and how they represent the fragility of life and love. In this essay, we will explore some of the most poignant quotes about roses withering and the deeper meanings they hold.One of the most famous quotes about roses withering comes from William Shakespeare's play Romeo and Juliet. In Act 2, Scene 2, Juliet expresses her fears about the fleeting nature of love by saying, "What's in a name? That which we call a rose by any other name would smell as sweet." This quote highlights how love can transcend physical appearances and names, much like a rose that may wither but its fragrance lingers on.Another renowned figure who mused about roses withering was Oscar Wilde. In his play Lady Windermere's Fan, Wilde writes, "A red rose is not selfish, because it fades and dies in a day; but the love of a woman is immortal." With this quote, Wilde contrasts the ephemeral beauty of a rose with the enduring nature of true love, suggesting that while roses may wither, love remains eternal.The celebrated poet Robert Frost also pondered the concept of roses withering in his poem A Late Walk. Frost writes, "The rose is a rose, / And was always a rose. / But the theory now goes / That the apple's a rose, / And the pear is, and so's / The plum, Isuppose." This quote highlights how the essence of a rose remains unchanged even as it withers, much like the enduring beauty of a person's soul despite the effects of time.In conclusion, the quotes discussed above reveal the profound insights and reflections of famous personalities on the theme of roses withering. Through their words, we are reminded of the transient nature of life and love, and the importance of cherishing moments of beauty and fragrance before they fade away. Just as a rose may wither, its essence and beauty continue to inspire and endure, leaving a lasting impact on those who appreciate its fleeting beauty.。
基于孔子名言的中国传统价值观大学英语作文
基于孔子名言的中国传统价值观大学英语作文全文共3篇示例，供读者参考篇1Based on Confucius' famous saying "Do not do to others what you do not want done to yourself", traditional Chinese values are deeply rooted in respect, harmony, and moral integrity. These values have been passed down through generations and continue to shape the behavior and mindset of Chinese people today.Respect is a core value in Chinese culture. From a young age, children are taught to respect their elders, teachers, and authority figures. This emphasis on respect is reflected in the way people interact with each other in everyday life. Politeness, humility, and deference are qualities that are highly valued in Chinese society. By treating others with respect, individuals are able to maintain harmonious relationships and avoid conflicts.Harmony is another key value in Chinese culture. The concept of harmony is deeply ingrained in Chinese philosophy and is emphasized in various aspects of life, including relationships, work, and social interactions. In Chinese society,the emphasis is placed on maintaining balance and avoiding confrontation. By prioritizing harmony, individuals are able to work together towards common goals and achieve mutual understanding.Moral integrity is also highly valued in traditional Chinese culture. Confucius believed that moral virtues such as honesty, kindness, and compassion were essential for maintaining a harmonious society. These values continue to be important in modern Chinese society, where individuals are expected to uphold high moral standards and act in a way that benefits the greater good. By practicing moral integrity, individuals are able to earn the respect and admiration of others and contribute to the well-being of society as a whole.In conclusion, traditional Chinese values based on Confucius' teachings continue to play a significant role in shaping the behavior and mindset of Chinese people today. By upholding principles of respect, harmony, and moral integrity, individuals are able to navigate the complexities of modern society while staying true to their cultural heritage. As the world becomes increasingly interconnected, these values serve as a guiding light, helping individuals build strong relationships, maintain a senseof balance, and uphold moral virtues in their interactions with others.篇2Title: Traditional Chinese Values Based on Confucius' QuotationsIntroduction:Chinese traditional values have been deeply influenced by the teachings of Confucius, a great philosopher and educator in ancient China. Confucius' teachings have laid the foundation for the moral and ethical principles that have guided Chinese society for thousands of years. In this essay, we will explore some of the key values in Chinese culture that are derived from Confucius' quotations.Respect for Elders (孝道):One of the fundamental values in Chinese culture is filial piety, which is the virtue of respecting and honoring one's parents and ancestors. Confucius emphasized the importance of filial piety, stating that "Love your parents as you would yourself; respect your elders as you would your own teachers." This value is deeply ingrained in Chinese society, where children are taughtfrom a young age to show reverence and obedience to their parents and elders.Harmony and Balance (和谐):Confucius also promoted the idea of harmony and balance in all aspects of life. He believed that individuals should strive to maintain harmonious relationships with others, as well as with nature and the universe. One of his famous quotations is "Do not do to others what you do not want done to yourself." This principle of reciprocity emphasizes the importance of treating others with kindness and respect in order to create a harmonious society.Education and Self-improvement (修身):Another key value in Chinese culture is the pursuit of knowledge and self-improvement. Confucius believed that education was essential for moral development and personal growth. He famously said, "Education breeds confidence. Confidence breeds hope. Hope breeds peace." This quotation highlights the significance of learning and self-cultivation in becoming a virtuous and well-rounded individual.Rituals and Etiquette (礼):Confucius also emphasized the importance of rituals and etiquette in establishing social order and harmony. He believed that observing traditional rituals and practicing proper etiquette were essential for maintaining moral integrity and upholding social norms. One of his teachings is "When we see men of worth, we should think of equalling them; when we see men of a contrary character, we should turn inwards and examine ourselves." This quotation encourages individuals to reflect on their own behavior and strive to embody the virtues of those they admire.Conclusion:In conclusion, the traditional values in Chinese culture are deeply rooted in the teachings of Confucius. His quotations on respect, harmony, education, and etiquette have shaped the moral and ethical principles that continue to guide Chinese society today. By embracing these values, individuals can cultivate their moral character, build harmonious relationships, and contribute to a more peaceful and prosperous society. As Confucius said, "The man who moves a mountain begins by carrying away small stones." This quotation reminds us that personal growth and social change begin with small steps towards self-improvement and moral virtue.篇3Traditional Chinese values, based on the teachings of Confucius, have played a significant role in shaping Chinese culture and society for thousands of years. Confucius, a renowned philosopher and educator in ancient China, emphasized the importance of moral values, family, respect, and education. His teachings have been passed down through generations and continue to influence the values and beliefs of the Chinese people today.One of the key teachings of Confucius is the importance of filial piety, or respect for one's parents and ancestors. Confucius believed that filial piety was the foundation of a harmonious society and that children should honor and obey their parents. This value is deeply ingrained in Chinese culture, as children are taught from a young age to respect and care for their parents and elders.Another important value in Confucianism is the concept of "ren," which can be translated as benevolence or compassion. Confucius believed that people should treat others with kindness and empathy, and that by practicing ren, individuals could create a more harmonious and peaceful society. This value is reflectedin Chinese customs such as helping those in need, showing generosity, and caring for the less fortunate.Confucius also emphasized the importance of education and self-improvement. He believed that education was the key to personal growth and social advancement, and that individuals should strive to cultivate their virtues and talents. This value is evident in the Chinese emphasis on academic achievement and the importance of lifelong learning.In addition to these values, Confucianism also promotes the importance of rituals, propriety, and social harmony. Confucius believed that by following proper etiquette and behaving in a dignified manner, individuals could maintain order and stability in society. These values are reflected in Chinese customs such as bowing as a sign of respect, giving and receiving gifts with two hands, and observing traditional ceremonies and festivals.Overall, the teachings of Confucius have had a profound impact on Chinese culture and society, shaping the values and beliefs of the Chinese people for centuries. These traditional values continue to influence modern Chinese society, as individuals strive to uphold principles such as filial piety, benevolence, education, and social harmony in their daily lives. By embracing these values, the Chinese people have created arich cultural heritage that is admired and respected around the world.In conclusion, the traditional Chinese values based on the teachings of Confucius have been a guiding light for the Chinese people for thousands of years. These values emphasize the importance of moral virtues, respect for family and elders, education, and social harmony. By upholding these values, the Chinese people have built a strong and enduring culture that continues to thrive to this day.。
be famous about句子
be famous about句子
1、If you know of other famous misquotes, be sure to tell us about it in the comments.
如果你知道其他著名的错误引语，请务必留言告诉我们。
2、Travel doesn't have to be about rushing around, trying to see as many famous sights as you possibly can.
旅游并不只是四处奔波，尽可能地看到更多著名景点。
3、Rumors would be spread about the mystery man: he was
a world famous musician, a prisoner from San Quentin, an escaped mental patient.
而有关这名神秘男子的谣言将会被散布：他是一位世界著名的音乐家，一名圣昆丁(San Quentin)监狱的囚犯，一名逃出来的精神病人。
4、His broad themes can be summed up in two famous quotations about Italy.
他的主要主题可以用两个有关意大利的名言来概括。
5、The rich and famous would get their buttons pushed all day long, while the lonely would fantasize about how great that would be.
富人和名人会让他们的按钮整天按个不停，而形单影只的人只能靠想象体验那些美好的感觉。
曾国藩的经典名言英语作文
曾国藩的经典名言英语作文Title: The Classic Quotations of Zeng Guofan: Insights into Leadership and Philosophy。
Zeng Guofan, a prominent statesman and military leader in the Qing Dynasty, left behind a legacy not only in Chinese history but also through his profound words of wisdom. His classic quotations resonate with timeless insights into leadership, governance, and personal philosophy. In this essay, we delve into some of Zeng Guofan's most renowned quotations and explore their significance in today's world.One of Zeng Guofan's most famous quotes is "行胜于言," which translates to "Actions speak louder than words." This succinct expression encapsulates the essence of effective leadership. In a world where rhetoric often overshadows action, Zeng Guofan reminds us of the importance oftangible results. Leaders must not merely talk about their intentions but demonstrate their commitment throughconcrete actions. Whether in politics, business, or personal endeavors, this principle remains relevant, emphasizing the value of integrity and follow-through.Another notable quote attributed to Zeng Guofan is "胜人者有力，自胜者强悍," meaning "He who conquers others is strong, but he who conquers himself is mighty." This introspective insight highlights the significance of self-mastery and inner strength. While achieving victory over external adversaries may demonstrate prowess, true greatness lies in mastering one's own desires, impulses, and shortcomings. In a society often preoccupied with outward success, Zeng Guofan's words prompt us toprioritize self-improvement and moral integrity.Zeng Guofan also emphasized the importance of perseverance and resilience in the face of challenges. His quote "骑驴找驴" advises us to persevere in our pursuit of goals, even when faced with setbacks or obstacles. This metaphorical expression, which translates to "Searching for a lost donkey while riding on its back," underscores the need for perseverance and diligence in problem-solving.Instead of being discouraged by difficulties, Zeng Guofan encourages us to maintain a determined spirit and continue our efforts until we achieve success.In addition to leadership and perseverance, Zeng Guofan's quotations also offer insights into the nature of learning and knowledge. His quote "学而不思则罔，思而不学则殆" stresses the importance of both learning and critical thinking. Translated as "To learn without thinking is futile; to think without learning is perilous," this admonition reminds us that true understanding requires a balance between acquiring knowledge and engaging in reflective analysis. In an age characterized by an abundance of information, Zeng Guofan's words serve as a timely reminder of the value of intellectual discernment.Furthermore, Zeng Guofan's quotations reflect his deep reverence for traditional Chinese culture and values. His quote "立身以立学为先，立学以读书为本" underscores the significance of education and scholarship in personal development. By prioritizing learning and cultivation, individuals can build a solid foundation for moralcharacter and social contribution. This emphasis on the intrinsic connection between education and moral integrity resonates with contemporary discussions on the role of education in fostering ethical leadership and civic responsibility.In conclusion, the classic quotations of Zeng Guofan continue to inspire and enlighten us with their timeless wisdom. From leadership and perseverance to learning and moral integrity, his words offer profound insights into the principles of success and virtue. As we navigate the complexities of the modern world, we can draw upon Zeng Guofan's teachings to guide our actions and aspirations, striving for excellence in both our personal and professional lives.。
辜向东教授综合英语教案四册教案(综合)
Teaching Planning Of Book IVLesson One Thinking as a HobbyBy William GoldingI. Teaching Objectives:In this unit, the students willa)Describe pictures and depict their symbolized meaningb)Summarize the characteristics of the three grades of thinkingc)Analyze and appreciate the textd)Identify the writing devices of Irony, Hyperbole, Metaphor, Metonymy and Synecdoche II. Main Contents and Time Distribution:a) Background information leading-in (30 minutes)b) text appreciation in the aspect of general analysis of the text structure, theme, plot andprotagonist. (140 minutes)c) paraphrasing (35 minutes)d) Writing devices (20 minutes)e) Follow-up exercises (45 minutes)III. Main Focus and PointsText theme; information introduction; writing techniques; Oral practiceIV. Extensive Study:Read more about the text BSelective reading written by the authorV. Teaching Methods:a) Student-centered and task-based teaching methodsb) Reflective study and autonomous learningVI. Reference:Websites about William Golding and his Lord of the Flies (1954)VII. Exercises and Practicea) Finish the exercises in the textbookb) Further discuss in the website -- Moodle.VIII. Further thinking:1. Wh at does the author mean when he say ―… I dropped my hobby and turnedprofessional‖?2. Why is the author much more conclusive and informative about grade-three andgrade-two thinking than about grade-one? What do you think grade-one thinking is? Have you got any indication from the essay?3. Give examples of Golding’s wit. Does his sense of humor and the use of some writingdevices help him achieve his purpose in this essay? Give some examplesDoes that mean that American Presidents do not try hard to please ordinary people?Does that also mean that they never fight some business interests? How does the author try to reconcile these conflicting views?Is the American president ― of the people, by the people, and for the people‖ or ― of big business, by big business, and for big business‖ ?XI．Teaching ProcedureI. Warm-up Activity1. T ask：What do we know about three grades of thinking?Purpose: a brief description of the three grades of thinking with student’s own illustration.Procedure:1)Students’ illustration with examples●Grade I●Grade II●Grade III2)story telling: sharing with your partner an anecdote or true story about your school life.3)Famous quotations on thinking presented by teachers on the PPT.2. T ask: first text readingPurpose: get key words and phrasesProcedure:1)Students are encouraged to find core or clue words or phrases2)Two persons act as a pair to tell the rough clue of each paragraph and then form a coherentand logic storyII. Text Appreciation:1. T ask: second Text reading－Thinking as a HobbyPurpose: To understand the text’s theme and structureProcedure:1)Read through the text, and divide the text into several parts, and then give a concludingphrases or words for each part.2)Generalize the theme of the text.3)Try to list the important information of each part on a piece of paper, and then comparewhat you have done with your partners’.2. T ask: Discussing class activitiesPurpose: To reflect on class activitiesProcedure:1)How the lesson was divided and what basic activities were done.2)What do you feel you have got from the activities?3)Do there any points need more work?3. T ask: Discussing TextPurpose: To further understand the text and learn to read between linesProcedure:The following questions will be presented to the class:1)What do the three statuettes symbolize? What effect do the boy’s descriptionshave?2)How did the author describe the following figures to demonstrate his analyses ofdifferent grades of thinking?3)How did the author describe the following figures to demonstrate his analyses ofdifferent grades of thinking?4)Why does the author begin by describing the three statuettes in his schoolheadmaster’s office? How is it related to the rest of the article?5)What kind of a child was the author? What does the author mean when he says thathe was one those delinquent children utterly disintegrated?6)What does the author think of grade-three ― thinkers‖?7)What definition does the author give to grade-two thinking?The students will be given time to discuss and answer the questions.The teacher will give feedback.4. T ask: learning writing techniquesPurpose: To learn Irony and LitotesProcedure:1)Teacher guide the students to find the genre of writing of the text.2)Give examples of Irony, Hyperbole, Metaphor, Metonymy and Synecdoche3)Ask the students to tell what’s the meaning by using them.5. T ask: paraphrase difficult sentencesPurpose: understanding intensively some sentencesProcedure:1)students point out difficult sentences and some volunteers could help to explain in English.2)Teacher gives feedback3)Teacher should point out about 10 difficult sentences and then explain either by the teacheror students.III. Follow-up1. T ask: writing two compositionsPurpose: practice writing skillsProcedure:Essay writing: write an essay in about 200 words on the topic “What kind of Thinker Am I?”Online Essay writing: Analyze the thoughts you have on a recent issue, and explain why those thoughts result from “Grade-one”, “Grade-two”or “Grade-three”thinking.2.T ask: class quizPurpose: To check students understanding of the textProcedure:1)Teacher assistants will make a set of exam paper for this unit before class.2)The class will do the quiz in class time.3)The class will check the quiz.Lesson Two Waiting for the policeI. Teaching Objectives:In this lesson, you wille)understand the text.f)appreciate the style of the little mystery story written by J.Jefferson Farjeon.g)appreciate the skillfully described characters in the story .h)appreciate the story-developing way for a story with suspense.II. Main Contents and Time Distribution:a) Concept map (30 minutes)b) Main idea and detail information of the text (90 minutes)c) Sentence and Structures (45 minutes)d) Writing devices (60 minutes)e) Follow-up exercises (45 minutes)III. Main Focus and PointsText theme; information change; writing techniques; oral practiceIV. Extensive Study:Read more about the text –1) Introduction about the author2) Short story ―The Story About the Detective”V. Teaching Methods:a) Student-centered and task-based teaching methodsb) Reflective study and autonomous learningVI. Reference:Websites about J. Jefferson Farjeon.Teacher’s bookVII. Exercises and Practicea) Finish the exercises in the textbookb) Further discuss in the website --MoodleVIII. Further thinking:Do you like the story?Do you think there is any moral in the story ?Do you believe that true literature must contain some significant message for the readers? IX．Teaching Procedure1. T ask :Text analysisPurpose: help students understand the textProcedure:1) Setting and structure analysisSetting: This story is set in a boarding house where life, especially evening life, is notoriously dull for the odd collection of people who live there. But one of the guests manages to think of something which does stir up quite a bit of interest.Structure:Part I (Paragraphs. 1—11)an idle discussion about where Mr. Wainwright hasgone ,serving to introduce the characters who live in theboarding-house.Part II (Paragraphs. 12—33)Mr. Penbury announces that Mr. Wainwright is dead.Part III (Paragraphs. 34—88)Mr. Penbury directs a general rehearsal of their alibis whilewaiting for the police.Part IV (Paragraphs. 89—91)A suspense ending2) Language points analysis3) Writing skills analysis:Mystery fiction is a distinct sub genre of detective fiction that entails the occurrence of an unknown event which requires the protagonist to make known (or solve). It is similar to the whodunit in that the clues may often be given to the reader by subtle means. Though it is often confused with detective fiction, it does not require a crime to have occurred or the involvement of law enforcement.It often involves a suspense or a surprising ending as the climax in order to draw the reader’s attention.The author skillfully mixed humorous elements in his story, which helps to make the characterization and the plot more vivid and interesting.2. T ask ：Personalities of the different charactersPurpose: Let students know how to describe a person’s personalityProcedure: 1) Ask students to orally describe the different personalities of the characters in the text, and look for the supporting details in the text.2) Ask students to contribute as many words and phrases as possible to the classabout people’s personalities.3) Ask students to describe themselves with the words they learned.4) Ask some students to describe one of their classmates with the words theylearned but do not tell class his or her name , ask other students to guess .3. T ask : Story-tellingPurpose: Let students know how to tell a story vividly and creatively in order to draw other people’s attentionProcedure :1) Five or six students form a group2) Each member tells his or her own experiences or stories happened on otherpeople to the group, especially those with a sense of suspense.3) Each group chooses the most exciting, interesting or terrifying story to tell tothe class.4) Students vote for the best story-teller.4. T ask :To be humorousPurpose: Let students appreciate the humorous writing skill of the textProcedure: 1. Read the examples from the text and try to analyze the humorous effects2 Discuss the good points of being humorous and how to be humorous in life.3 Each student tells a humorous story in the group4. V ote for the most humorous student in the class5. T ask :Role-playingPurpose: Let students be familiar with the text.Understand the text deeplyArouse the students’ interests of speaking EnglishProcedure: 1. Adapt the text into a play2. Several students form a group and role-play the characters.6. T ask :Y ou can also be a detectivePurpose: Practice oral EnglishPractice writing skillsProcedure: 1) The result is given here to the students and they are asked to reconstruct the causes. Think up a logical (if far-fetches ) explanation that fits all the facts.Result : One of the school classrooms was found to be locked. The sound of a mangroaning was heard from within it. When it was broken into, it was discovered thatfurniture had been smashed . There were two dead mice near the strong smell of burntrubber in the air.2) Five students form a group and have a deep discussion about the possible reasons3) Each group makes a story4) Share the story in the class.5) Choose the best mystery story7. T ask : Class quizPurpose: To check students’ understanding of the textProcedure:4)Student assistant will make a set of exam paper for this unit before class.5)The class will do the quiz in class time.6)The class will check the quiz.Lesson Three Why Historians DisagreeI. Teaching Objectives:In this lesson , students willa)understand the theme and structure of the text.b)understand the stylistic feature of expository writing and the methods adopted forparagraph development in the expository writing.II. Main Contents and Time Distribution:a) Concept map (30 minutes)b) Main idea and detail information of the text (90 minutes)c) Sentence and Structures (45 minutes)d) Writing devices (60 minutes)e) Follow-up exercises (45 minutes)III. Main Focus and PointsText theme; information change; writing techniques; oral practiceIV. Extensive Study:Read more about the textOn looking Back written by George GissingV. Teaching Methods:a) Student-centered and task-based teaching methodsb) Reflective study and autonomous learningVI. Reference:Websites about Conflict and ConsensusTeacher’s bookVII. Exercises and Practicea) Finish the exercises in the textbookb) Further discussion in the website -- Moodle.VIII. Further thinking:What’s your understanding about the sentence ― Anyone can make history. Only a great man can write it‖ said by Oscar Wilde(1854-1900)?IX．Teaching Procedure1. T ask: My experience of learning historyPurpose: lead in the topicProcedure: 1)Let students recall the way they study history2) Find out the problems2. T ask：Famous sayings about historyPurpose: Understand different people’s attitudes toward historyProcedure: 1) Ask students to collect the famous sayings about history2) Share the collections in the class3) Ask students to make some comments on some of the sayings3. T ask :Text analysisPurpose: Help students understand the textProcedure: 1) Theme and structure analysisTheme: In this essay the two authors discuss the definition of history, the role of the historians and the reasons why historians disagree.Structure:Paragraphs 1-3 How the students of history major study history and what confusethem.Paragraphs 4-10 Historians may view the same historical event from differentperspectives.Paragraphs 11-13 The authors summarize the reasons why historians disagree andthe disagreement is everlasting2) Language points analysis3) Writing skills analysisMethods adopted for paragraph development in the expository writinga) Illustration—the use of example to illustrate a point, helping to clarify a writer’sthought by making the general specific, and the abstract concrete; andalso adding interest and help to persuade or convince the reader;division and classificationb) Division— separate things into parts (glasses— frame, lens);Classification—organize things which share certain qualities (courses—obligatoryand optional);c) Comparison and contrast (the subject-by-subject pattern, the point-by-pointpattern);d) Analogy—shows the similarities between two different class;e) Cause and effect;f) Definition;4. T ask:Compare the different language features of Lesson Two and Lesson 3Purpose: Further understanding the different language features of different articles. Procedure: 1) Ask students to choose the typical sentences from the two lessons.2) Make a comparison3) Draw a conclusion of the stylistic feature of expository writing:a) Long sentencesb) Formal wordsc) Impersonal structures5. T ask: Further discussionPurpose: To understand the textProcedure: 1) Students will be presented with the following questions:a). Of the three possible definitions of history the authors have listed in the text,which do you think is the most accurate? Why?b) Do historians ever agree in their interpretation of a historical event? Can youthink of a few examples on which the historians sharply disagree?c). When two historians disagree, does it always mean that one historian is rightand the other is wrong? Why not?d) Is it safe to say that historians can differ, but they can never be wrong?e) Will the disagreement among historians eventually come to an end one day?Why and why not? Do you accept the view that this disagreement is what lendsexcitement to the study of history?f) Do you think that history is a science? If your answer is yes, would you say thatit is a science just like physics and mathematics?2) Students will be given time to discuss the questions.3) Feedback from the teacher6. T ask: Jigsaw reading and reportingPurpose: To improve students’ fast- reading and information-sharing skillsProcedure:1) The class will be divided into A, B , C groups2)Each group will read a part of the passage about a famous historical people for about 2minutes.3)Each student will keep the information about the historical people in their mind.4)Three students(one A, one B, one C) will form a new group.5)The new group members share the information of the historical people they have read.6)All the students know the whole passage of the person.7)Ask some of the students to make report in the class.7. T ask: Class quizPurpose: To check students’ understanding of the textProcedure:1) The student assistant will make a set of exam paper for this unit before class.2) The class will do the quiz in class time.3) The class will check the quiz.Lesson Four A Drink in the PassageI. Teaching Objectives:In this unit, you willa)Understand the textb)Appreciate the writing techniques adopted by the authorII. Main Contents and Time Distribution:a) Concept map (30 minutes)b) Main idea and detail information of the text (90 minutes)c) Sentence and Structures (45 minutes)d) Writing devices (60 minutes)e) Follow-up exercises (45 minutes)III. Main Focus and PointsText theme; information change; writing techniques; Oral practiceIV. Extensive Study:Read more about the textTwo short stories written by Alan Paton Ha’penny and The Divided House V. Teaching Methods:a) Student-centered and task-based teaching methodsb) Reflective study and autonomous learningVI. Reference:Websites about Cry, the beloved countryTeacher’s bookVII. Exercises and Practicea) Finish the exercises in the textbookb) Further discuss in the website -- Moodle.VIII. Further thinking:What do you think about the racism in the human history?IX. Teaching Procedure1. T ask: . What do you know about South Africa?Purpose: Lead in the textProcedure:1) Students will be presented with the questions likea). What do you know about the situation in South Africa at the time the story was written?b) Have you ever heard of the ―apartheid‖? What do you know about it?c) What dramatic changes have taken place in this country since the time this story was written?d) Has racism been a serious problem in human history? Is the problem resolved?2) Ask students to choose some questions to answer3) The teacher will provide some background information for the students.2. T ask：Text-analysisPurpose: Understand the textProcedure1) The setting , plot, protagonist of the storyPlot: a well-educated black finds himself cordially invited to split a bottle with a white man in the pa ssage of the latter’s ap artment buildingSetting:social setting: Apartheid South Africa in 1960story setting: in the passageProtagonists: ―I‖—the black sculptor2) The theme of the story: The story tells us how racial prejudice can prevent us reaching,touching and connecting with each other. This invisible wall existsbetween the white and the black and hampers their free communicationand full understanding. It is not just a wall imposed by apartheid laws,but a wall deeply rooted in their hearts.3) Structure of the text:Part 1 (Paragraphs. 1-6 ) about:Against what background and from whom the storycomesPart 2 (Paragraphs. 7-76) about:How the story goes4) Writing techniques of the text:a) What is point of view?Point of view signifies the way a story gets told—the mode (or modes) established by an author by means of which the reader is presented with the characters, dialogue, actions, setting, and events which constitute the narrative in a work of fiction.What’s first point of viewThis narrative mode limits the matter of the narrative to what the first-person narrator knows, experiences, infers, or can find out by talking to other characters. We distinguish between the narrative ―I‖ who is only a fortuitous witness and auditor of the matters he r elates (Marlow in Heart of Darkness); or who is a participant, but only a minor or peripheral one, in the story (Nick in F. Scott Fitzgerald’s The Great Gatsby); or who is himself or herself the central character in the story (Charlotte Bronte’s Jane Eyre).b ) What is flashback?Flashbacks are interpolated narratives or scenes (often justified, or naturalized, as a memory, a reverie, or a confession by one of the characters) which represent events that happened before the time at which the work opened. A rthur Miller’s Death of a Salesman(1949) and Ingmar Bergman’s film Wild Strawberries make persistent and skillful use of this device.c) Figurative speech:simile& alliterationmetaphorsimile3. T ask：Let’s imaginePurpose : Cultivate students’ imaginationPractice oral EnglishProcedure :1) Pair -work :One student acts as the black man, the other the white man. Had the black mantold his true name to the white man, what would have happened?2) exchange the role3) Suppose you were the author, after hearing Simela ne’s story, what would you li ke to say tohim?4) Exchange the role.4. T ask: Further discussionPurpose: To understand the textProcedure:1) Students will be presented with the following questions:a) Do you think their discussion about what language they should use was idle talk?b) Did the white man want to touch and hug Simelane? Why didn’t he if he really felt thatway?c) The sculptor also felt like hugging his white friend, didn’t he? Why didn’t he do that?d) Why did Simelane’s wife weep when she heard the story that night?2) Students will be given time to discuss the questions.3) Feedback from the teacher5. T ask: Speech-listeningPurpose: To have a better understanding of the background of the textTo appreciate the speechProcedure: 1) Let students listen to the speech I have a dream2) Fill in the blanks3) Ask them to recite some parts.6. T ask Cass quizPurpose: To check students’ understanding of the textProcedure:1) The student assistant will make a set of exam paper for this unit before class.2) The class will do the quiz in class time.3) The class will check the quiz.Lesson Five Man of the Moment I. Teaching Objectives:In this lesson , you willa) Understand the playb) Get familiar with the basic elements of playb) Appreciate the writing techniques adopted by the authorc) Get familiar with the famous playwright.II. Main Contents and Time Distribution:a) Concept map (30 minutes)b) Main idea and detail information of the text (90 minutes)c) Sentence and Structures (45 minutes)d) Writing devices (60 minutes)e) Follow-up exercises (45 minutes)III. Main Focus and PointsText theme; information change; writing techniques; oral practiceIV. Extensive Study:Read more about the text.Act 1 of Man of the MomentV. Teaching Methods:a) Student-centered and task-based teaching methodsb) Reflective study and autonomous learningVI. Reference:Websites about Alan A yckbourn (.)Teacher’s bookVII. Exercises and Practicea) Finish the exercises in the textbookb) Further discuss in the website -- Moodle.VIII. Further thinking:What do you think of the totally differently fate of Douglas and V ic?IX．Teaching Procedure1. T ask: . What do you know about Alan-A yckbournPurpose: Lead in the text ,get familiar with the author.Procedure: 1) Ask students to search the information about Alan-A yckbourn before class2) Ask students to contribute as much information as they can about the author tothe class.3) Ask students to use three sentences to summarize the author in their eyes.2. T ask：Text-analysisPurpose: Understand the textProcedure:1 The theme of the playMan of the Moment is a play about, among other things, representation, truth, reality, hyper reality and hyper consumerism, above all, a meditation on fame and morality.2) The plot, scene, protagonists of the playPlot: seventeen years after the bank raid, the ex-bank robber and the hero are brought together again to see how different fate has affected their lives.Scene: in Vic’s Spanish villaProtagonists: Vic (the ex-convict) & Douglas (the hero)3) the conflicts and the climate of the playConflicts: Major conflict: V ic VS DouglasMinor conflicts: Vic VS TrudyV ic VS SharonClimax Sharon killed Vic in the swimming pool, bringing every conflict to a close.4) Language points analysis5)Writing techniques of the play: sarcasmSarcasm is a form of irony that is widely used in English especially when people are being humorous. Generally the sarcastic speaker or writer means the exact opposite ofthe word they use, often intending to be rude or to laugh at the person the wordsare addressed to.3. T ask: Let’s imaginePurpose Practice oral EnglishArouse students’ interests.Procedure:1) Ask students to imagine what would have happened if V ic were able to haul himself out ofthe water.2)Divide the class into several groups and each group has a discussion.3)Act it out in the class4. T ask: Role-playingPurpose Practice spoken English(how to get information and how to tell things clearly ) Procedure:1) Two students together, one role-plays the policeman, one Trudy2) The policeman comes to investigate the death of Vic and Trudy tells the police what has happened.3) The policeman should ask as many difficult questions as possible ,Trudy should give as much information as possible5. T ask: Question-discussingPurpose To have a better understanding of the textProcedure:1) Students will be presented with the following questionsa) How to understand the title ―Man of the Moment‖?b) What is the wider social problem the author tries to reveal besides personal issues?c) What does the play intend to tell us: goodness is forgotten, but badness will live forever?Or vice versa?2) Students will be given time to discuss the questions.3) Feedback from the teacher.6.. T ask: Class quizPurpose: To check students’ understanding of the textProcedure:1) Student assistant will make a set of exam paper for this unit before class.2) The class will do the quiz in class time.3) The class will check the quiz.Lesson Six Groundless BeliefsI. Teaching Objectives:In this lesson, you willa) understand the textb) understand the writing devices used in the textII. Main Contents and Time Distribution:a) Concept map (30 minutes)b) Main idea and detail information of the text (90 minutes)c) Sentence and Structures (45 minutes)d) Writing devices (60 minutes)e) Follow-up exercises (45 minutes)III. Main Focus and PointsText theme; information change; writing techniques; oral practiceIV. Extensive Study:Read more about the textlogic for the millionsV. Teaching Methods:a) Student-centered and task-based teaching methodsb) Reflective study and autonomous learningVI. Reference:Websites about logic for the millionsTeacher’s bookVII. Exercises and Practicea) Finish the exercises in the textbookb) Further discussion in the website -- Moodle.VIII. Further thinking:What do you think is the appropriate way of thinking ?IX．Teaching Procedure1. Task : Warm-up questionsPurpose: Lead in the textProcedure1) Try to work out a list of different religious beliefs in the world.2) What are the main features of them?3) Talk about one example of believing something groundless in your childhood memories..2. T ask：Text-analysisPurpose: Understand the textProcedure:1) The theme of the textThe article is meant to serve as a suggestive example of a curious, inquiring mind at work. It encourages us to find out how we came by our beliefs and manage to be bold enough to test our beliefs.2)The structure of the textPart 1 (Paragraph 1) The author’s proposition of the general practice of thinkingPart 2 (Paragraphs. 2—21) The author’s analysis of five non-rational factors in thedetermination of people’s opinionsPart 3 (Paragraphs 22—25) The author’s encouragement on clear, fresh and rational。
左宗棠名言名句大全
左宗棠名言名句大全(中英文版)英文文档：The Collection of Zuozongtang"s Famous QuotationsZuozongtang, a famous Chinese statesman, military strategist, and educator during the Qing Dynasty, has left us with numerous memorable quotations that continue to inspire people today.Here is a compilation of some of his most famous sayings:1."Education is the foundation of all progress."- "教育是进步的基础。
"2."Knowledge is power."- "知识就是力量。
"3."Honesty is the best policy."- "诚实为上策。
"4."Hard work is the key to success."- "勤奋是成功的关键。
"5."Patriotism is the soul of a nation."- "爱国主义是国家之魂。
"6."Integrity is more important than life."- " integrity is more important than life."7."One must have a strong will to overcome difficulties."- "一个人必须有坚强的意志去克服困难。
海伦凯海伦凯勒的名言英文版
海伦凯海伦凯勒的名⾔英⽂版1. 海伦凯勒的英语名⾔100Although the world is full of suffering, it is full also of the overcoming of it. Helen Keller- More quotations on: [Suffering] Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved. Helen Keller- More quotations on: [Character] [Suffering] College isn't the place to go for ideas. Helen Keller- More quotations on: [Education] [Ideas] Everything has its wonders, even darkness and silence, and I learn whatever state I am in, therin to be content Helen Keller I do not want the peace which passeth understanding, I want the understanding which bringeth peace. Helen Keller Life is either a daring adventure or nothing. Security does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than exposure. Helen Keller- More quotations on: [Security] Literature is my Utopia. Here I am not disenfranchised. No barrier of the senses shuts me out from the sweet, gracious discourses of my book friends. They talk to me without embarrassment or awkwardness. Helen Keller Many persons have a wrong idea of what constitutes true happiness. It is not attained through self-gratification but through fidelity to a worthy purpose. Helen Keller- More quotations on: [Happiness] Many persons have the wrong idea of what constitutes true happiness. It is not attained through self-gratification but through fidelity to a worthy purpose. Helen Keller Never bend your head. Hold it high. Look the world straight in the eye. Helen Keller No pessimist ever discovered the secret of the stars or sailed an uncharted land, or opened a new doorway for the human spirit. Helen Keller- More quotations on: [Discovery] One can never consent to creep when one feels an impulse to soar. Helen Keller People do not like to think. If one thinks, one must reach conclusions. Conclusions are not always pleasant. Helen Keller Self-pity is our worst enemy and if we yield to it, we can never do anything good in the world. Helen Keller Smell is a potent wizard that transports you across thousand of miles and all the years you have lived. Helen Keller The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller There is no king who has not had a slave among his ancestors, and no slave who has not had a king among his. Helen Keller We could never learn to be brave and patient, if there were only joy in the world. Helen Keller- More quotations on: [Patience] [Joy] When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has been opened for us. Helen Keller When we do the best that we can, we never know what miracle is wrought in our life, or in the life of another. Helen Keller The highest result of education is tolerance. Helen Keller, 'Optimism,' 1903- More quotations on: [Tolerance] Science may have found a cure for most evils; but it has found no remedy for the worst of them all - the apathy of human beings. Helen Keller, My Religion, 1927 Security is mostly a superstition. It does not exist in nature。
柏拉图名言英文原版
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Famous QuotationsFind quotations about the following topic:love , life, inspiration , wisdom, romance, hope, relationship, happiness, knowledge, books, poetry, humor, hope(dreams), friendshipYou can search the following two recommended websites to help you.Famous quotations about educationcation is the key to unlock the golden door of freedom. --- George Washington Carver2.I have never let my schooling interfere with my education. ― Mark TwainEducation is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.---Oscar Wilde3. Education is a progressive discovery of our own ignorance.----Will Durant4.To read without reflecting is like eating without digesting.----Edmund Burke5.When I am king they shall not have bread and shelter only, but also teachings out of books, for a full belly is little worth where the mind is starved. ― Mark Twain, The Prince and the Pauper6.A learned fool is more a fool than an ignorant fool.”― Molière7.You can never be overdressed or overeducated. ---- Oscar Wilde8.You educate a man; you educate a man. You educate a woman; you educate a generation.----Brigham Young9. Children must be taught how to think, not what to think.― Margaret Mead10.You are always a student, never a master. You have to keep moving forward. ---Conrad Hall11. Education: the path from cocky ignorance to miserable uncertainty. ----Mark TwainThe task of the modern educator is not to cut down jungles, but to irrigate deserts---- C.S. Lewis12.I am not a teacher, but an awakener. -----Robert Frost13.A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special. ----Nelson Mandela14.A child miseducated is a child lost.----John F. Kennedy15.Poor is the pupil who does not surpass his master. ----Leonardo da VinciIn the first place, God made idiots. That was for practice. Then he made school boards.cation is learning what you didn't even know you didn't know. ----Daniel J. Boorstin17.I cannot live without books.---Thomas Jefferson18.I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly. -----Michel de Montaigne19.Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilised by education: they grow there, firm as weeds among stones.------ Charlotte Brontë, Jane Eyre20.The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. -----Martin Luther King, Jr.21.It is a miracle that curiosity survives formal education.------Albert Einstein22. A man who has never gone to school may steal from a freight car; but if he has a university education, he may steal the whole railroad.-----Theodore Roosevelt23.The foundation of every state is the education of its youth. ------Diogenes24.If I were again beginning my studies, I would follow the advice of Plato and start with mathematics.------Galileo Galileication is what survives when what has been learned has been forgotten.----B. F. Skinnercation is the most powerful weapon which you can use to change the world.--Nelson Mandela27. Education is not preparation for life; education is life itself.----John Dewey28. The roots of education are bitter, but the fruit is sweet.-----Aristotle29. Education is the movement from darkness to light. -------Allan Bloom30. The only person who is educated is the one who has learned how to learn and change. --Carl Rogers31. The great aim of education is not knowledge but action.-----Herbert Spencer32. The whole purpose of education is to turn mirrors into windows.----Sydney J. Harris33. The only fence against the world is a thorough knowledge of it.----John Locke34. Education is not the filling of a pail, but the lighting of a fire.----William Butler Yeats35. The purpose of education is to replace an empty mind with an open one.----Malcolm Forbes36. Live as if you were to die tomorrow. Learn as if you were to live forever. --- Mahatma Gandhi37.Without education, we are in a horrible and deadly danger of taking educated people seriously. ---G.K. Chesterton38. I am a part of everything that I have read.-----Theodore Roosevelt39. My mother said I must always be intolerant of ignorance but understanding of illiteracy. That some people, unable to go to school, were more educated and more intelligent than college professors ----Maya Angelou40. It is better to learn late than never.---Publilius Syrus41. Good teaching is one-fourth preparation and three-fourths pure theatre.----Gail Godwin42. Give a girl an education and introduce her properly into the world, and ten to one but she has the means of settling well, without further expense to anybody. ― Jane Austen43. Education without values, as useful as it is, seems rather to make man a more clever devil. -- C.S. Lewis44. Education consists mainly of what we have unlearned. --- Mark Twain, Notebook45. There is no school equal to a decent home and no teacher equal to a virtuous parent. --Mahatma Gandhi46. The highest activity a human being can attain is learning for understanding, because to understand is to be free. ---Baruch Spinoza47. All I have learned, I learned from books. ---Abraham Lincoln48.If you think education is expensive, try ignorance. ― Derek Bok49. Liberty without Learning is always in peril and Learning without Liberty is always in vain.---John F. Kennedy50. He that loves reading has everything within his reach. ----William Godwin51. What sculpture is to a block of marble, education is to the soul.---Joseph Addison52. Any man who reads too much and uses his own brain too little falls into lazy habits of thinking.Albert Einstein53.Cultivation to the mind is as necessary as food to the body.Marcus Tullius Cicerocation is the transmission of civilization.---Will Durant55.You can educate yourself right out of a relationship with God.---Tammy Faye Bakker。