The Spinoza conversations between Lessings and Jacobi0001
浙江省温州市2024届高三一模英语试题(含答案)
温州市普通高中2024届高三第一次适应性考试英语试题卷2023.11 本试题卷粉选择题和非选择题两部分。
全卷共12页，选择题部分1至9页，非选择题部分10至12页。
满分150分，考试时间120分钟。
注意事项：1. 答卷前，考生务必将自己的姓名、准考证号用黑色字迹的签字笔或钢笔分别填写在试题卷和答题卷规定的位置上。
2.答题时，请按照答题卷上”注意事项”的要求，在答题卷相应的位置上规范作答，在本试题卷上的作答一律无效。
选择题部分第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卷上。
第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例：How much is the shirt?A. £19. 15.B. £9. 18.C. £9. 15.答案是C。
1.What is the woman going to do?A. Study abroad.B. Vacation in Britain.C. Visit her friends.2.Where is Anne Lee?A. In a shop.B. At a train station.C. In a parking lot.3.Why are the speakers in China?A. To do some sightseeing.B. To open an office.C. To research markets.4.Who may win the talent show according to the speakers?A. The keyboardist.B. The pianist.C. The ballet dancer.5.What does the woman say about her bankcard?A. She lost her old card.B. She updated its information.C. She was issued with a new card.第二节（共15小题；每小题1. 5分，满分22. 5分）听下面5段对话或独白。
课件4：Using Language
(1) 埋头工作 deep in work (2) 沉思着 deep in thought
(3) 债台高筑 deep in debt (4) 专心读书 deep in one’s book(s)
2. Show her in, Mrs Pearce. 皮尔斯太太, 领她进来。 show in 带或领……进来 show sb. in 领某人进来, 其反义词为: show sb. out 领某人出去
3. I can’t. I dursn’t. It ain’t natural and it’d kill me.
I cannot. I daren’t. It isn’t natural and it would kill me.
Listening and speaking 1 Before you listen to Act Two, Scene 2, discuss in groups of four what you need to do to change Eliza into a lady. Make a list and then think about how you will make each change. Then prepare to present your ideas to the class.
e.g. He showed me into a bedroom. 他把我领进一间卧室。 He showed me out. 他把我领了出去。
show构成的短语有:
show sb. around 领某人参观某地
show off
炫耀
show up
出现, 来到某处; 揭露;显得好看
3.Eliza comes into the room shyly following Mrs. Pearce. 伊莉莎害羞的跟着皮尔斯太太进来了 。 following…现在分词短语做伴随状语, 与主语为主 动关系，用现在分词。
2024-2025学年度高一英语下学期期末考试卷(含答案)
2024-2025学年度高一英语下学期期末考试卷（含答案）（命题学校：xx省实验中学命题人、校对人： xx）第一部分：听力(共两节，满分30分)第一节 (共5小题;每题1.5分,满分 7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What does the man say about Jack?A. He's humorous.B. He's responsible.C. He's serious.2. What is the probable relationship between the speakers?A. Cousins.B. Classmates.C. Uncle and niece.3. What are the speakers mainly talking about?A. What to have for lunch.B. Where to buy some vegetables.C. Who will cook a meal.4. Where are probably the speakers?A. In the car shop.B. In the toy shop.C. In the clothing shop.5. What does the man usually do in his spare time?A. Play chess with his grandfather.B. Play video games.C. Do some exercise.第二节 (共15小题; 每题1.5分, 满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
我在早稻田大学教《论语》
我在早稻田大学开设了一门通识教育课程—“《论语》精读”。
我和学生们一起细读《论语》原文，主要的阅读参考书包括宋代大儒朱熹的《四书章句集注》和《朱子语类》、明末大儒王夫之的《四书训义》，以及民国学者钱穆撰写的《论语新解》。
在这门课上，我会要求学生手抄半部《论语》，希望学生逐字理解《论语》，并增强对《论语》的实体感受。
此外，我要求学生任选《论语》中的一条原文进行详细讲解（包括翻译成英语或日语），并完成一篇读书报告（在夏目漱石的《心》和曹雪芹的《红楼梦》中任选一本）。
这门课受到了学生的认可，选课人数从第一年的20人提升到了第三年的60人，六个学期一共有200多人修过“《论语》精读”课。
I set up a general education course called “In-depth Study of The Analects ,”where my students and I engage in close examination of the original text ofThe Analects , with the main references being Collected Commentaries on TheFour Books and Conversations between Zhu Xi and His Disciples written byZhu Xi, the renowned Song scholar, Interpretation of the Four Books by WangFuzhi, the famous Ming intellect, and New Interpretation of The Analects byQian Mu, a scholar in the period of the Republic of China. In this course, Irequire students to transcribe half of The Analects by hand, in the hope thatthey will gain a better understanding of the text and establish a more tangiblebond with the Chinese classics in this process. Additionally, students areasked to select a passage from The Analects for detailed analysis (includingtranslation from Chinese into English or Japanese), as well as to submit a bookreview of either Kokoro by Natsume Soseki or Dream of the Red Chamber byCao Xueqin. This course has received very positive feedback, with enrollmentincreasing from 20 in the first year to 60 in the third year. In total, there areover 200 students who have taken the course over a span of six semesters.我在早稻田大学教《论语》Teaching The Analects at Waseda University———作者：左雯敏 Zuo Wenmin翻译：汤敏 Tang Min20208开设“《论语》精读”课主要有以下三方面的考虑。
笛卡尔与伯曼的谈话
Conversation with Burman
René Descartes
we would call ‘prejudices’. Descartes uses it here in that broader meaning. synthetic: See analytic:. vivid: This translates the Latin clarus (or clara for feminine nouns). The adjectives clarus and distinctus have usually been lazily translated into English as ‘clear’ and ‘distinct’ in that order, but this is demonstrably wrong. Clarus can mean ‘clear’ in our sense, and when Descartes uses it outside the clarus et distinctus phrase—for example in [5] and [34] on page 12—it seems usually to be in that sense. But in that phrase he uses clarus in its other meaning—the more common one in Latin—of ‘bright’ or ‘vivid’ or the like, as in clara lux = ‘broad daylight’. If in the phrase clarus et distinctus Descartes meant clarus in its lesser meaning of ‘clear’, then what is there left for ‘distinctus’ to mean? The only place where Descartes explains the two terms separately is his Principles of Philosophy 1:45–6, and his explanation completely condemns the lazy translation. He writes: ‘I call a perception claram when it is present and accessible to the attentive mind—just as we say that
现代大学英语精读5
现代大学英语精读5.txt这是一个禁忌相继崩溃的时代，没人拦得着你，只有你自己拦着自己，你的禁忌越多成就就越少。
自卑有多种档次，最高档次的自卑表现为吹嘘自己干什么都是天才。
英语专业精读授课教案（第五册）Lesson One Where Do We Go from HereTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:I. Background information:The 1960s were turbulent times for the United States. The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time. The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v. Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955. Martin Luther King jr. (1929-1968), as a key leader of the movement, played a significant and irreplaceable role. His name is associated with the march on Washington in 1963 and his famous speech “ I have a dream”, delivered in front of the Lincoln Memorial. He was awarded Nobel Peace Prize in 1964. this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal. Thus his analysis of riots and revolution in the united states in his speech is sound and convincing. On the night of April4. 1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Part II. Details studies of the textPart III. Structure of the text:Part i. Para. 1—2 Martin Luther King link the theme of the speech with the question of "Where we are now". That is, in order to know where we go from here we must first recognize where we are now. Without knowing our present situation, how can we design a policy for the future?Part ii Para. 3--5 This is a transitional paragraph to call for all the African-American must “rise up with an affirmation of his own Olympian manhood”.Part iii (Para. 6--9) In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power. Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv (Paras.10--15) This part deals with economic security for the Negro Americans. The speaker advocates guaranteed annual income which he thinks is possible and achievable. He also deals on the advantages of this security.Part v (paras. 16—20) In this part, Martin reaffirms his commitment to nonviolence. He explains why he thinks violence is no solution to racial discrimination. He refutes the idea of Black revolution.Part vi (para 21—25) In this part, Dr. King raises a fundamental question—the restructuring of the whole of American society. He points out that the problem of racism. The problem of economic exploitation and the problem of war are tied together. They are the triple evils of the society.Part vii. (para 26—28) This part serves as the concluding remark for the speech: we shall overcome.Lesson Two Two KindsTeaching aims: 1. fully understand the article2. present their viewpoint on generation gapTeaching difficulties: how to identify the development of a storyTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:The Joy Luck Club, from which “Two Kinds” is taken, explores conflicts between twogenerations and two different cultures. Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters. Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories. They call their gatherings the Joy Luck Club. While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters. Only after they have grown up and become more mature do they realize that the legacy left by their mothers is an important part of their lives, too. The noivel stayed on the best-selling book list of The New York Times for 9 months. A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II. Detailed Study of the TextPart III. The Structure of the text:Part i (paras.1—3) the beginning part of the story provides the reader with some background information. It tells about the mother and her hopes for her daughter. This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsuccessful attempt to change her daughter into a Chinese Shirley Temple. In the beginning the child was as excited as the mother about becoming a prodigy. At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20) in this part we learn that the mother was trying very hard to train her daughter to be a genius. As the tests got more and more difficult, the daughter lost heart. She decided that she would not let her mother change her. This change of attitudes would lead to the gradual development of the conflict.Part iv (paras 21—28) while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head. With the new plan introduced, the ocnflict would develop further.Part v (paras 29—46) it tells about how the girl was made to learn the piano under the instructions of Old Chong. The relationship between mother and daughter was getting more and more tense.Part vi (para.47—60) Jing-mei was to perform in a talent show held in the church. Jing-mei started all right and soon made a mess of her performance. Undoubtedly this was a heavy blow to her mother. The crisis of the story is about to come.Part vii (para 61—76) the girl assumed that her failure at the show meant she would never have to play the paino. Yet two days later her mother urged her to practice as usual. She refused and the mother insisted. They had the most fierce quarrel they had ever had. This is the crisis or climax of the story.Part viii( 77—93) this concluding part is narrated from a different point of view. Now the daughter had grown up form a little girl to a mature woman.Part IV. Discussion about generation gap.Part V. Complete the exercises of the text.A report about generation gapLesson ThreeGoods Move. People Move. Ideas Move. And Cultures Change.Teaching aims: 1. fully understand the article2. How to develop an argumentTeaching difficulties: how to develop an argumentTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial issue in terms of content, implication and consequence. Since the early 1990s, globalization has developed rapidly and brought great changes to the world. However, groups of people for various reasons oppose globalization and point to the negative effects of globalization. So when we face an article of such an important and sensitive issue, we are apt to ask:What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?Part II. Detailed study of the textPart III. Structure of the textPart i (para 1—3) Globalization is a reality but it is not something complietly new. What is new is the speed and scope of changes.Part ii (para 4—6) this part deals with different views on globalization.Part iii (para 7—9) three points are made in this part:a. Westernization is not a straight road to hell, or to paradise either.b. Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c. Teenagers are one of the powerful engines of merging global cultures.Part iv (para 10—13) this part tells of the author’s experience with Amanda Freeman.Part v (para 14—19) in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24) this part describes the cultural trends in Shanghai.Part viii( para25—28) the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix (para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x (para35—36)the main idea is there will not be a uniform world culture in the future; the cultures will coexist and transform each other.Part xii(37—39) the author again used an example in Shanghai to illustrate the transformation of culture.Part IV. Complete the exercises in the textbookPart V. collect their viewpoints about attitude towards globalizaion.Lesson FourProfessions for WomenTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to understand the poetic and symbolic sentences in the articleTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy. She is known for her experimentation and innovation in novel writing. In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness. In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II. Detailed study of the textPart III. General analysis of the textPara 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own professional experiences. So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer. She uses a figure of speech “killing the Angel in the House” in describing her determination to get rid of the conventional role of women in her writing.Para 4. after the Angel was dead, the question which remains to be answered is “what is a woman?” it is a transitional link between the quthor’s first and second experience.Paragraph 5. In this paragraph the author talks about her second experience in her profession of literature. As a novelist, she wished to remain "as unconscious as possible" so that nothing might disturb or disquiet the imagination. But she was facedwith the conflict between her own approach to art and the conventional approach expected of her by male critics. She believed that sex-consciousness was a great hindrance to women's writing. To illustrate this point, she employs a second figure of speech, "the image of a fisherman lying sunk in dreams on the verge of a deep lake."Para 6. This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first. Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7. In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV. Complete the exercise of the textPart V. a report on the professional women in ChinaLesson FiveLove Is a FallacyTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in:This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that "love is a fallacy"--"it is inconsistent with logic."Part II. Detailed study of the textPart III. Question on Appreciation:1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?2.why was the narrator interested in Polly Espy? What kind of girl was she.3. How did the narrator's first date with Polly Espy go?4. How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5. Why did the narrator teach Polly Espy logic? Did he succeed?6. Did the narrator love Polly Espy? How did he try to "acquaint her with his feeling"?7. How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than the narrator had previously thought. How does this contrast contribute to the humor of the piece?Part IV complete the exercise in the textLesson SixLife Beyond EarthTeaching aims: 1. fully understand the article2. learn to analyze the textTeaching difficulties: how to learn to analyze the text and understand the implication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. General introduction:The author deals with recent developments in the search for alien organisms. Hediscusses various arguments about alien civilization. He does not think that such belief and search is irrational or even crazy. He writes that most people with such belief “operate from the same instinct, which is to know the truth about the universe”. At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life. Yet he does not stop there. He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better. Life on Earth is his greater concern.Part II. Detailed study of the text:Part III. Organization of the piece:1. Analysis of the text:(1) Paras. 1--2 the emergence of life(2) Para. 3 (transition) What else is alive out(3) Paras. 4--10 search for life(4) Paras. 11--23 search for intelligence(5) Paras. 24--42 Mars.(6) Paras. 43--45 Dyson's argument(7) Paras. 46--52 conclusion2. Questions to discuss:1) What do you think of the opening paragraph? Does the author begin the article ina forceful way?2)What role does this paragraph play? What is meant by "the enveloping nebula of uncertainties"? What is the contrast involved as imroduced by "despite"?3) What new idea is introduced in Paras. 17--19?4) Comment on the first sentence in Paragraph 21.5) Comment on the role of Paragraph 35.6) What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?Lesson SevenInvisible ManTeaching aims: 1. fully understand the article2. grasp the implied meaning of some sentencesTeaching difficulties: how to identify the implied meaning in the sentenceTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background Information:1. about the author2. about the articlePart II. Detailed study of the textPart III. Analysis of the text:Para 1. From this opening paragraph we readers can learn a number of important things:(l) By saying "It goes a long way back, some twenty years," the author tells us that the story took place in the past.(2) The "I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story. As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3) Words like "I was looking for myself" and "I am nobody but myself" point out the central theme of the novel--searching for self-identity.Para. 2 This paragraph tells us a bit about the historical background against place. It also introduces a new character--the narrator's grandfather. On his deathbed, he said something that alarmed and puzzled the whole family.Para 3 This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him. As the old man said these words ironically, the boy couldn't understand him. Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4 It tells us about the setting of the battle royal. The narrator was to give his speech at a smoker in a leading hotel in the town. The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town. Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para. 5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were "wolfing down the buffet food, drinking beer and whisky and smoking black cigars," and the other black boys who were to take part, who were "tough guys".Para 6 to 9 The main body of the battle royal incident is from Paragraph 4 to paragraph 9. It can be further divided into 4 subsections: the naked white girl's dance; the fight itself; the grabbing for the prize money; the narrator's speech. Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras. 10--28 They form the second subsection of the battle royal incident violent and brutal fight itself. Pay attention to the use of specific words narration realistic and vivid.Paras. 29--46 They describe how the white men further humiliated the black boys even after the battle royal was over. Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug. This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident. In this part the narrator finally got his chance to deliver his well-prepared speech. However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para. 91—94 They bring the story to a final end. The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV. Complete the exercise in the textPart V. Do some translation work.Lesson EightThe Merely Very GoodTeaching aims: 1. fully understand the article2. grasp the development of the textTeaching difficulties: how to analyze the development of the article and the implied meaning for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Information on the author:Jeremy Bernstein(1929- ): professor of physics and writer. After getting his Ph. D. in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation. He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science. He moves as comfortably among sentences and paragraphs as among equations.Part II. Detailed study of the text:Part III. Questions about the article1. Oppenteimer is called “ Father of the Atomic Bomb” and had been in charge of the Los Alamas nuclear laboratory for many years. Yet the author considers him as merely very good. Do you think the author is right and fair in relegating Oppenheimer to the merely very good?2. Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?3. How does the author manage to bring the people he wants to compare into the article?Oppenheimer’s anecdote: Oppenheimer and dirac meetingGottingen, talking about poetry and physicsHis decision to go to the conferenceSpender’s being at the conference—Spender’s obsession with Auden—great versus merely very good.4.How does the author develop the article?He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing. This technique of montage is used largely in cinema.For example:The 1981 conference and the author’s indecision—(flashback to 1925—1927) earlier life of Oppenheimer and his relations with Dirac—(back to 1981) the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981) meeting with Spender—(bringing the scene to 1996) concluding remarks.Lesson NineThe Way to Rainy MountainTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. About the AuthorN. Scott Momaday was born in Lawton, Oklahoma in 1934. Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations. His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century. Their only chance of survival was to adapt themselves to new circumstances. Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II. Detailed study of the textPart III. The analysis of the textPara 1. the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2. the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3. it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4. it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5. the author returns to his grandmother again. Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6. The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7. this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8. in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9. the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10. for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe. Also for the first time, the author shifts the focus of depicting the lanscape to describing a person —his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty. This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child. We can see the author accepts change and loss as facts of life. He neither denies nor defies them. Imagination helps him strike a balance between them. So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it. As a child Momaday took part in those events. By re-creating those scenes, he reminds himself of who he is.Part IV. Complete the exercise of the text。
2014年职称英语完形填空阅读理解字典版理工类
（理工类）14年完形填空第一篇Captain Cook Arrow Legend(库克船长弓箭的传说)It was a great legend while it lasted, but DNA testing has finally ended a two-century-old story of the Hawaiian arrow carved from the bone of British explorer Captain James Cook who died in the Sandwich Islands in 1779.―There is no Cook in the Australian Museum,‖ museum collection manager Jude Philip said not long ago in announcing the DNA evidence that the arrow was not made of Cook’s bone. But that will not stop the museum from continuing to display the arrow in its exhibition, ―Uncovered: Treasures of the Australian Museum,‖ which does include a feather cape presented to Cook by Hawaiian King Kalani’opu’u in 1778.Cook was one of Britain’s great explorers and is credited with discovering the ―Great So uth Land,‖now Australia, in 1770. He was clubbed to death in the Sandwich Islands, now Hawaii.The legend of Cook’s arrow began in 1824 when Hawaiian King Kamehameha on his deathbed gave the arrow to William Adams, a London surgeon and relative of Cook’s wife, saying it was made of Cook’s bone after the fatal fight with islanders.In the 1890s the arrow was given to the Australian Museum and the legend continued until it came face-to-face with science.DNA testing by laboratories in Australia and New Zealand revealed the arrow was not made of Cook’s bone but was more likely made of animal bone, said Philp.However, Cook’s fans refuse to give up hope that one Cook legend will prove true and that part of his remains will still be uncovered, as they say there is evidence not all of Cook’s body was buried at sea in 1779. ―On this occasion technology has won,‖ said Cliff Thornton, president of the Captain Cook Society, in a statement from Britain. ―But I am sure that one of these days …one of the Cook legends will prove to be true and it will happen one day.‖Avalanche and Its Safety(雪崩和安全问题) An avalanche is a sudden and rapid flow of snow, often mixed with air and water, down a mountainside. Avalanches are among the biggest dangers in the mountains for both life and property.All avalanches are caused by an over-burden of material, typically snowpack, that is too massive and unstable for the slope that supports it. Determining the critical load, the amount of over-burden which is likely to cause an avalanche, is a complex task involving the evaluation of a numberof factors.Terrain slopes flatter than 25 degrees or steeper than 60 degrees typically have a low risk of avalanche. Snow does not gather significantly on steep slopes; also, snow doesnot flow easily on flat slopes. Human-triggered avalanches have the greatest incidence when the snow’s angle of rest is between 35 and 45 degrees; the critical angle, the angle at which the human incidence of avalanches is greatest, is 38 degrees. The rule of thumb is : A slope that is flat enough to hold snow but steep enough to ski has the potential to generate an avalanche, regardless of the angle. Additionally, avalanche risk increases with use; that is , the more a slope is disturbed by skiers, thd more likely it is that an avalanche will occur.Due to the complexity of the subject, winter travelling in the backcountry is never 100% safe. Good avalanche safety is a continuous process, including route selection and examination of the snowpack, weather conditions, and human factors. Several well-known good habits can also reduce the risk. If local authorities issue avalanche risk reports, they should be considered and all warnings should be paid attention to. Never follow in the tracks of others without your own evaluations; snow conditions are almost certain to have changed since they were made. Observe the terrain and note obvious avalanche paths where plants are missing or damaged. Avoid traveling below others who might trigger an avalanche.Giant Structures(巨型建筑)It is an impossible task to select the most amazing wonders of the modern world since every year more wonderful constructions appear.Here are three giant structures which are worthy of our admiration although they may have been surpassed by some more recent wonders.The Petronas Twin Tower The petronas Towers were the tallest buildings in the world when they were completed in 1999.With a height of 452 metres;the tall twin owers,like two thin pencils,dominate the city of Kuala Lumpur.At the 41 flool,the towers are linked by a bridge,symbolizing a gateway to the city.The American architect Cesar Pelli designed the skyscrapers.Constructed of high-strength concrete,the building provides around 1800 square metres of office space on every floor.And it has a shopping centre and a concert hall at the base.Other features of this impressive building include double-deckder lifts, and glass and steel sunshades.The Millau BridgeThe Millau Bridge was opened in 2004 in the Tarn Valley, in southern France. At the time it was built, it was the world’s highest bridge, reaching over 340m at the highest point. The bridge is described as one of the most amazingly beautiful bridge in the world. It was built to relieve Millau’s congestion problems. The congestion was then caused by traffic passing from Paris to Barcelona inSpain. The bridge was built to withstand the most extreme seismic and climatic conditions. Besides, it is guaranteed for 120 years!The Itaipu DamThe Itaipu hydroelectric power plant is one of the largest constructions of its kind in the world. It consists of a series of dams across the River Parana, which forms a natural border between Brazil and Paraguay. Started in 1975 and taking 16 years to complete, the construction was carried out as a joint project between the two countries. The dam is well-known for both its electricity output and its size. In 1995 it produced 78% of Paraguay’s and 25% of Brazil’s energy needs. In its construction, the amount of iron and steel used was equivalent to over 300 Eiffel Towers. It is a truly amazing wonder of engineering.Animal’s “Sixth Sense”(动物的”第六感”)A tsunami was triggered by an earthquake in the Indian Ocean in December, 2004. It killed tens of thousands of people in Asia and East Africa. Wild animals, however, seem to have escaped that terrible tsunami. This phenomenon adds weight to notions that they possess a ―sixth sense‖ for disasters, experts said.Sri Lankan wildlife officials have said the giant waves that killed over 24000 people along the Indian Ocean island’s coast cle arly missed wild beasts, with no dead animals found.―No elephants are dead, not even a dead rabbit. I think animals can sense disaster. They have a sixth sense. They know when things are happening,‖ H.D. Ratnayake, deputy director of Sri Lanka’s Wildlife Department, said about one month after the tsunami attack. The waves washed floodwaters up to 2 miles inland at Yala National Park in the ravaged southeast, Sri Lanka’s biggest wildlife reserve and home to hundreds of wild elephants and several leopards.―There has been a lot of apparent evidence about dogs barking or birds migrating before volcanic eruptions or earthquakes. But it has not been proven,‖ said Matthew van lierop, an animal behavior specialist at Johannesburg Zoo.―There have been no specific studies because you can’t really test it in a lab or field setting,‖ he told Reuters. Other authorities concurred with this assessment.―Wildlife seem to be able to pick up certain phenomenon, especially birds… there are many reports of birds detecting impending disasters,‖ said Clive Walker, who has written several books on African wildlife.Animals certainly rely on the known senses such as smell or hearing to avoid danger such as predators.The notion of an animal ―sixth sense‖ – or some other mythical power –is an enduringone which the evidence on Sri Lanka’s ravaged coast is likely to add to.The Romans saw owls as omens of impending disaster and many ancient cultures viewed elephants as sacred animals endowed with special powers or attributes.Singing Alarms Could Save the Blind(警报器救盲人)If you cannot see, you may not be able to find your way out of a burning building – and that could be fatal. A company in Leeds could change all that with directional sound alarms capalbe of guiding you to the exit.Sound Alert, a company run by the University of Leeds, is installing the alarms in a residential home for blind people in Sommerset and a resource centre for the blind in Cumbria. The alarms produce a wide range of frequencies that enable the brain to determine where the sound is coming from.Deborah Withington of Sound Alert says that the alarms use most of the frequencies that can be heard by humans. ―It is a burst of white noise that people say sounds like static on the radio,‖ she says. ―Its life-saving potential is great.‖She conducted an experiment in which people were filmed by thermal-imaging cameras trying to find their way out of a large smoke-filled room. It took them nearly four minutes to find the door without a sound alarm, but only 15 seconds with one.Withington studies how the brain processes sounds at the university. She says that the source of a wide band of frequencies can be pinpointed more easily than the source of a narrow band. Alarms based on the same concept have already been installed on emergency vehicles.The alarms will also include rising or falling frequencies to indicate whether people should go up or down stairs. They were developed with the aid of a large grant from British Nuclear Fuels.Car Thieves Could Be Stopped Remotely(远程制止偷车贼)Speeding off in a stolen car, the thief thinks he has got a great catch. But he is in a nasty surprise. The car is fitted with a remote immobilizer, and a radio signal from a control center miles away will ensure that once the thief switches the engine off, he will not be able to start it again.For now, such devices are only available for fleets of trucks and specialist vehicles used on construction sites. But remote immobilization technology could soon start to trickle down to ordinary cars, and should be available to ordinary cars in the UK in two months.The idea goes like this. A control box fitted to the car incorporates a miniature cellphone, a microprocessor and memory, and a GPS satellite positioning receiver. If the car isstolen, a coded cellphone signal will tell the unit to block the vehicle’s engine management system and prevent the engine being restarted.There are even plans for immobilizers that shut down vehicles on the move, though there are fears over the safety implications of such a system.In the UK, an array of technical fixes is already making life harder for car thieves. ―The pattern of vehicles crime has changed,‖ says Martyn Rand all of Thatcham, a security research organization based in Berkshire that is funded in part by the motor insurance industry.He says it would only take him a few minutes to teach a novice how to steal a car, using a bare minimum of tools. But only if the car is more than 10 years old.Modern cars are a far tougher proposition, as their engine management computer will not allow them to start unless they receive a unique ID code beamed out by the ignition key. In the UK, technologies like this have helped achieve a 31 per cent drop in vehicle-related crime since 1997.But determined criminals are still managing to find other ways to steal cars. Often by getting hold of the owner’s keys in a burglary. In 2000, 12 per cent of vehicles stolen in the UK were taken by using the owner’s keys, which doubles the previous year’s figure.Remote-controlled immobilization system would put a major new obstacle in the criminal’s way by making such thefts pointless.A group that includes Thatcham, the police, insurance companies and security technology firms have developed standards for a system that could go on the market sooner than the customer expects.An Intelligent Car(智能汽车)Driving needs sharp eyes, keen ears, quick brain, and coordination between hands and the brain. Many human drivers have all these and can control a fast-moving car. But how does an intelligent car control itself?There is a virtual driver in the smart car. This virtual driver has ―eyes‖, ―brains‖, ―hands‖ and ―feet‖, too. The minicameras on each side of the car are his ―eyes‖, which observe the road conditions ahead of it. They watch the traffic to the car’s left and right. There is also a highly automatic driving system in the car. It is the built-in computer, which is the virtual driver’s―brain‖. His ―brain‖ calculates the speeds of other moving cars near it and analyzes their positions. Basing on this information, it chooses the right path for the intelligent car, and gives instructions to the ―hands‖and ―feet‖ to act accordingly. In this way, the virtual driver controls his car.What is the virtual driver’s best advantage? He reacts quickly. The minicameras are sending images continuously to the ―brain.‖ Itcompletes the processing of the images within 100 milliseconds. However, the world’s best driver at least needs one second to react. Besides, when he takes action, he needs one more second.The virtual driver is really wonderful. He can reduce the accident rate considerably on expressways. In this case, can we let him have the wheel at any time and in amy place? Experts warn that we cannot do that just yet. His ability to recognize things is still limited . He can now only drive an intelligent car on expressways.Why India Needs Its Dying Vultures(印度为什么需要濒临灭亡的秃鹰)The vultures in question may look ugly and threatening, but the sudden sharp decline in three species of India’s vultures is producing alarm rather than celebration. and it presents the world with a new kind of environmental problem. The dramatic decline in vulture numbers is causing widespread disruption to people living in the Same areas as the birds. It is also causing serious public health problems across the Indian sub-continent．While4their reputation and appearance may be unpleasant to many Indians. vultures have long played a very important role in keeping towns and villages all over India clean. It is because they feed on dead cows. In India. cows are sacred animals and are traditionally left in the open when they die in their thousands upon thousands every year.The disappearance of the vultures has led to an explosion in the numbers of wild dogs feeding on the remains of these dead animals. There are fears that rabies may increase as a result．And this terrifying disease may ultimately affect humans in the region, since wild dogs are its main carriers．Rabies could also spread to other animal species, causing an even greater problem in the future．The need for action is urgent, so an emergency project has been launched to find a solution to this serious vulture problem. Scientists are trying to identify the disease causing the birds deaths and, if possible, develop a cure.Large-scale vulture deaths were first noticed at the end of the 1980s in India. A population survey at that time showed that the three species of vultures had. Declined by over 90 percent. All three species are now listed as―critically endangered‖. As most vulture lay only single eggs and take about five years to reach maturity, reversing their population decline will be a long and difficult exercise.Wonder Webs(奇妙的网)Spider webs are more than homes, and they are ingenious traps. And the world’s best web spinner may be the Golden Orb Weaver spider. The female Orb Weaver spins a web of fibers thin enough to be invisible to insect prey, yet tough enough to snare a flying birdwithout breaking.The secret of the web’s strength? A type of super-resilient silk called dragline. When the female spider is ready to weave the web’s spokes and frame, she uses her legs to draw the airy thread out through a hollow nozzle in her belly. Dragline is not sticky, so the spider can race back and forth along it to spin the web’s trademark spiral.Unlike some spiders that weave a new web every day, a Golden Orb Weaver reuses her handiwork until it falls apart, sometimes not for two years. The silky thread is five times stronger than steel by weight and absorbs the force of an impact three times better than Kevlar, a high-strength human-made material used in bullet-proof vests. And thanks to its high tensile strength, or the ability to resist breaking under the pulling force called tension, a single strand can stretch up to 40 percent longer than its original length and snap back as well as new. No human-made fiber even comes close.It is no wonder manufacturers are clamoring for spider silk. In the consumer pipeline: high-performance fabrics for athletes and stockings that never run. Think parachute cords and suspension bridge cables. A steady supply of spider silk would be worth billions of dollars – but how to produce it? Harvesting silk on spider farms does not work because the territorial arthropods have a tendency to devour their neighbors.Now, scientists at the biotechnology company Nexia are spinning artificial silk modeled after Golden Orb dragline. The first step: extract silk-making genes from the spiders. Next, implant the genes into goat egg cells. The nanny goats that grow from the eggs secrete dragline silk proteins in their milk. ―The young goats pass on the silk-making gene without any help from us,‖ says Nexia president Jeffrey Turner. Nexia is still perfecting the spinning process, but they hope artificial spider silk will soon be snagging customers as fast as the real thing snags bugs. Chicken Soup for the Soul:Comfort Food Fights Lneliness（心灵鸡汤：爽心食品排解孤独感）Mashed potatoes, macaroni and cheese, may be bad for your arteries，but according to a study in Psychological Science, they’re good for your heart and emotions．The study focu ses on ―comfort food‖ and how it makes people feel．"For me personally,food has always played a big role in my family,‖ says Jordan Troisi, a graduate student at the University of Buffalo, and lead author on the study．The study came out of the research program of his co—author Shira Gabriel．It has looked at non-human things that may affect human emotions．Some people reduce loneliness by bonding with their favorite TV show, buildingvirtual relationships with a pop song singer or looking at pictures of loved ones．Troisi and Gabriel wondered if comfort food could have the same effect by making people think of their nearest and dearest.In one experiment, in order to make participants feel lonely, the researchers had them write for six minutes about a fight with someone close to them．Others were given an emotionally neutral writing assignment. Then, some people in each group wrote about the experience of eating a comfort food and others wrote about eating a new food．Finally,the researchers had participants complete questions about their levels of loneliness．Writing about a fight with a close person made people feel lonely．But people who were generally secure in their relationships would feel less lonely by writing about a comfort food．"We have found that comfort foods are consistently associated with those close to us．"says Troisi．"Thinking about or consuming these foods later then serves as a reminder of those close others．"In their essays on comfort food, many people wrote about the experience of eating food with family and friends.In another experiment, eating chicken soup in the lab made people think more about relationships, but only if they considered chicken soup to be a comfort food．This was a question they had been asked long before the experiment, along with many other questions, so they wouldn’t remember it.Throughout everyone’s daily lives they experience stress, often associated with our connections with others," Troisi says．"Comfort food Can be an easy remedy for loneliness．Climate Change Poses Major Risks for Unprepared Cities （气候变化给不备城市带来重大风险）A new examination of urban policies has been carried out recently by Patricia Romero Lankao．She is a sociologist specializing in climate change and urban development．She warns that many of the world’s fast-growing urban areas，especially in developing countries．will likely suffer from the impacts of changing climate．Her work also concludes that most cities are failing to reduce emissions of carbon dioxide and other greenhouse gases．These gases are known to affect the atmosphere．‖Climate change is a deeply local issue and poses profound threats to the growing cities of the world,‖ says Romero Lankao. ‖But too few cities are developing effective strategies to protect their residents."Cities are major sources of greenhouse gases．And urban populations are likely to be among those most severely affected by future climate change. Lankao’s findings highlight ways in which city-residents are particularly vulnerable, andsuggest policy interventions that could offer immediate and longer-term benefits．The locations and dense construction patterns of cities often place their populations at greater risk for natural disasters. Potential threats associated with climate include storm surges and prolonged hot weather. Storm surges can flood coastal areas and prolonged hot weather can heat heavily paved cities more than surrounding areas．The impacts of such natural events can be more serious in an urban environment．For example，a prolonged heat wave can increase existing levels of air pollution，causing widespread health problems．Poorer neighborhoods that may lack basic facilities such as drinking water or a dependable network of roads，are especially vulnerable to natural disasters．Many residents in poorer countries live in substandard housing without access to reliable drinking water，roads and basic services.Local governments, therefore,should take measures to protect their residents.‖Unfortunately，they tend to move towards rhetoric rather than meaningful responses, Romero Lankao writes, ‖ They don’t impose construction standards that could reduce heating and air conditioning needs. They don't emphasize mass transit and reduce automobile use. In fact, many local governments are taking a hands—off approach.‖ Thus, she urges them to change their idle policies and to take strong steps to prevent the harmful effects of climate change on cities..Free Statins With Fast Food Could Neutralize Heart Risk (快餐加免费降胆固醇药物可以降低罹患心脏病的风险)Fast food outlets could provide statin drugs free of charge so that customers can reduce the heart disease dangers of fatty food, researchers at Imperial College London suggest in a new study．Statins reduce the amount of unhealth y ‖LDL‖ cholesterol in the blood. A wealth of trial data has proven them to be highly effective at lowering a person’s heart attack risk .In a paper published in the American Journal of Cardiology，Dr Darrel Francis and colleagues calculate that the reduction in heart attack risk offered by a statin is enough to offset the increase in heart attack risk from eating a cheeseburger and drinking a milkshake．Dr Francis，from the National Heart and Lung Institute at Imperial College London，who is the senior author of the study, said:‖Statins don’t cut out a11 of the unhealthy effects of cheeseburgers and French fries．It’s better to avoid fatty food altogether．But we’ve worked out that in terms of your possibility of having a heart attack. Taking a statin can reduce your risk to more orless the same degree as a fast food meal increases it.‖ ―It’s ironic that people are free to take as many unhealthv condiments in fast food outlets as they like, but statins, which are beneficial to heart health, have to be prescribed. It makes sense to make risk-reducing statins available just as easily as the unhealthy condiments that are provided free of charge．It would cost less than 5 pence per customer一not much different to a sachet of sugar.‖ Dr Francis said．When people engage in risky behaviours like driving or smoking, they’re encouraged to take measures that lower their risk, 1ike wearing a seatbelt or choosing cigarettes with filters. Taking a statin is a rational way of lowering some of the risks of eating a fatty meal．Better Solar Energy Systems: More Heat, More Light （更有效的太阳能系统：更多热量，更强灯光）Solar photovoltaic thermal energy systems, or PVTs, generate both heat and electricity, but until now they haven’t been very good at the heat-generating part compared to a stand-alone solar thermal collector. That’s because they operate at low temperatures to cool crystalline silicon solar cells, which lets the silicon generate more electricity but isn’t a very efficient way to gather heat.That’s a problem of economics. Good solar hot-water systems can harvest much more energy than a solar-electric system at a substantially lower cost. And it’s also a space problem: photovoltaic cells can take up all the space on the roof, leaving little room for thermal applications.In a pair of studies, Joshua Pearce, an associate professor of materials science and engineering, has devised a solution in the form of a better PVT made with a different kind of silicon. His research collaborators are Kunal Girotra from Thin Silicon in California and Michael Pathak and Stephen Harrison from Queen’s University, Canada.Most solar panels are made with crystalline silicon, but you can also make solar cells out of amorphous silicon, commonly known as thin-film silicon. They don’t create as much electricity, but they are lighter, flexible, and cheaper. And, because they require much less silicon, they have a greener footprint. Unfortunately, thin-film silicon solar cells are vulnerable to some bad-news physics in the form of the Staebler-Wronski effect.―That means that their efficiency drops when you expose them to light—pretty much the worst possible effect for a solar cell,‖ Pearce explains, which is one of the reasons thin-film solar panels make up only a small fraction of the market.However, Pearce and his team found a way to engineer around the Staebler-Wronski effect by incorporating thin-film silicon in anew type of PVT. You don’t h ave to cool down thin-film silicon to make it work. In fact, Pearce’s group discovered that by heating it to solar-thermal operating temperatures, near the boiling point of water, they could make thicker cells that largely overcame the Staebler-Wronski effect. When they applied the thin-film silicon directly to a solar thermal energy collector, they also found that by baking the cell once a day, they boosted the solar cell’s electrical efficiency by over 10 percent.Sharks Perform a Service for Earth's Waters（鲨鱼有益于地球水系）It is hard to get people to think of sharks as anything but a deadly enemy1. They are thought to attack people frequently. But these fish2 perform a valuable service for earth's waters and for human beings. Yet business and sport fishing3 are threatening their existence Some sharks are at risk of disappearing from EarthWarm weather may influence both fish and shark activity. Many fish swim near coastal areas because of their warm waters. Experts say sharks may follow the fish into the same areas, where people also swim. In fact, most sharks do not purposely charge at or bite humans. They are thought to mistake a person for a sea animal, such as a seal or sea lion. That is why people should not swim in the ocean when the sun goes down or comes up. Those are the times when sharks are looking for food. Experts also say that bright colors and shiny jewelry may cause sharks to attack.A shark has an extremely good sense of smell4' It can find small amounts of substances in water, such as blood, body liquids and chemicals produced by animals. These powerful senses help sharks fred their food. Sharks eat fish, any other sharks, and plants that live in the ocean.Medical researchers want to learn more about the shark's body defense, and immune systems against disease. Researchers know that sharks recover quickly from injuries. They study the shark in hopes of finding a way to fight human disease.Sharks are important for the world's oceans They eat injured and diseased fish. Their hunting activities mean that the numbers of other fish in ocean waters do not become too great This protects the plants and other forms of life that exist in the oceans. “Liquefaction” Key to Much of Japanese Earthquake Damage （“液化”是日本地震破坏的关键）The massive subduction zone1 earthquake in Japan caused a significant level of soil "liquefaction" that has surprised researchers with its widespread severity, a new analysis shows."We've seen localized3 examples of soil。
语言学应用于翻译
Classification of meaning
• • • •
Meaning is broken down into : linguistic meaning(语言意义), referential meaning(指称意义), Emotive (or connotative )meaning(情感或 内涵意义).
Introduction
Eugene A. Nida (born November 11, 1914) has been a pioneer in the fields of translation theory and linguistics. His most notable and most controversial contribution to translation theory is Dynamic Equivalence, also known as Functional Equivalence. This approach to translation aims to reproduce the intention of the original text in the translation, rather than reproducing the actual words of the original.
• • • • The origin of Nida’s approach The aim of Nida’s research Classification of meaning Techniques to determine referential and emotive meaning
The origin of Nida’s approach
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AN INTERNATIONAL FORUM FOR INTERDISCIPLINARY STUDIE
on German Literature
GEQMAN LITEQATUQE, AQT (0 TtIOUGtIT
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The Spinoza conversations between Lessing and Jacobi: text with excerpts from the ensulIlg controversy !lIliroduced by Gerard Vallee; translated by G. Vallee, J.B. Lawson, and e.G. Chapple. p. cm. Translated excerpts from: Die Hauptschriften wm Pantheismusstreit zwischen Jacobi und Mendelssohn! hrsg. und mit einer historisch- kritischclI Einlcitung verschen von H. Scholz, 191h. Bibliography: p. Includes index. I. Lessing, (;otthold Ephraim, 1729·1781 ~Philosophy. 2. Lessing, Gotthold Ephraim, 1729·l781-Religion. ~. Spinoza, Benedictus de, 1632-1 h77Inllucncc. 4. Pantheism··-lIistory-18th centurv. I. Jacobi. Friedrich Hcinridl 174~.. 18l9. II. Mendelssohn, Moses, 1729-178(,. Ill. Vallee, Gerard 1933' IV. Scholz, Heinrich, 1884-1956. V. Title. ' -. PT2415.H~8 1988 832'.&--<.Ic 19 8821091 CIp ISBN 0-8191--7015--1 (alk. paper) ISBN 0-819170Ih-X (pbk.: alk. paper)
Michael S. Batts (Vancouver) Dagmar Barnouw (Austin) Klaus L. Berghahn (Madison) Gisela Brude-Firnau (Waterloo) Eckehart Catholy (Toronto) Donald Daviau (Riverside) Gerhard Diinnhaupt (Ann Arbor) Hans Eichner Toronto) Richard Exner (Santa Barbara) Sander Gilman (Cornel!) Reinhold Grimm (Madison) Ruth Gross (Rochester) Cyrus Hamlin (Yale)
Published by University Press of America Lanham, London, New York
Die Hallptschriften zwn Pantheisl1l11sstreit zwischen Jacobi lllld Mendelssohn [1916] [The Main Writings Relative to the Pantheism Debate Between Jacobi and Mendelssohn], presented and introduced by H. Scholz, remains the best collection of documents pertaining to the controversy which shook the self-confidence of the German Enlightenment at the end of the 18th century. I am presenting here in translation significant sections of this documentation, including Jacobi's famous account of his conversations with the late Lessing. The selection of passages has been governed by my estimation of what contributes best to the understanding of the issues at stake, and of what is most instructive as to the understanding of Lessing and the unfolding of the controversy. The Introduction aims at providing the context of the debate and takes into account recent studies of "Lessing's Spinozism", with the hope that it does not merely repeat well-known analyses but also offers a perspective able to manifest anew the fruitfulness for the present of a not so old debate. The reader will be able to test the validity of that perspective against the translated texts which so well display the character of the participants. For many reasons, some more obvious than others, I soon abandoned the idea of offering a translation of all the documents assembled by Scholz, especially of Jacobi's extensive footnotes and long excursus. The obvious reason resides in the fact that the hundreds of hours required for such an enterprise were simply not at my disposal. A further reason is found in my fear of hiding the forest for the trees. For my area of interest is defined by the question of Lessing's "Spinozism" and that, only to the extent that such a question is relevant to the understanding of Lessing's own work. While this initially constituted Jacobi's interest as well, the course of the pantheism controversy led him more and more to switch his focus and to devote himself to more general problems such as the nature of philosophizing, the dangers of rationalism, the pitfalls of nascent idealism. Given my own area of interest, I
THE SPINOZA CONVERSATIONS BETWEEN LESSING AND JACOBI
Text with Excerpt frorn the Ensuing Controversy
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Henry Hatfield(Harvardl Erich Heller (Evanston) Walter Hinderer (Princeton) Anthony Riley (Kingston) Thomas P. Saine (Irvine) Egon Schwarz (St. Louis) Walter H. Sokel (Charlottesville) Guy Stern (Detroit) Frank Trommler (Philadelphia) Ulrich Weisstein (Bloomington) Heinz Wetzel (Toronto) Wolfgang Wittkowski (Albany)