2章文稿2-2(071)

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chapter 2 讲稿

Chapter 2 Chaucer · The Pre-Elizabethan Period · More Geoffrey Chaucer (1340-1400)I.LifeChaucer was the “father of English poetry” and ranks with Shakespeare as the most popular and most influential poet today. He could speak most of the important languages of the day and was widely read. He once served as a diplomat, a soldier, a knight and a civil servant. This colorful experience with life and people paved the way for his writing career. He died in 1400 and was buried in Westminster Abbey, thus founding the “Poets’ Corner.”II.Chaucer’s Literary CareerChaucer was the first most significant poet in English literary history to write in Middle English.Chaucer’s Works:“Troilus and Criseyde”《特洛勒斯和克里希德》:Chaucer’s longest complete poem (about 8000 lines); it is based upon Boccaccio’s poem Filostrato. It marked a new step in the author’s progress to maturity and is distinguished for its profound characterization and truthful description of human relations.“The Book of the Duchess”“The Parliament of Fowls”《百鸟会议》“The House of Fame”《声誉殿堂》III.“The Canterbury Tales”:Chaucer’s masterpiece; a collection of 24 stories strung together with a simple plan. A.Outline of the Story:On a spring evening, the poet, moved by the passion for wandering, drops himself at the Tabard Inn in Southward at the south end of London Bridge. Here he meets nine and twenty other pilgrims ready for a journey of 60 miles on horseback to Canterbury. Chaucer joins this company. Each of the travelers has to tell two stories going and two returning. And the best story-teller shall be treated with a fine supper at the end.B.The Prologue and the Tales:The Prologue provides a framework for the tales. It contains a group of vivid sketches of typical medieval figures. The tales of the Knight, the Pardoner, the Nun’s Priest and the Wife of Bath, together with the Prologue, are generally regarded as the best of the whole collection.C.Feature of Chaucer’s narration:a.Its enormous sense of humor, its loyalty to reality and its infinite sense ofhumanity.b.Chaucer sticks to his policy of honesty and stays true to life of 14th century.c.Chaucer’s gallery of portraits of the people is ambitious.D.Social Significances:It is a microcosm of the society at large in itself. Taking the stand of the rising bourgeoisie, Chaucer affirms men and women’s right to pursue their happiness on earth and opposes the dogma of asceticism preached by the church. As a forerunner ofhumanism, he praised man’s energy, intellect, quick wit and love of life. His tales expose and satirize the evils of the time, as the degeneration of the noble and so on. E.Chaucer’s language:Chaucer’s language, now called Middle English, is vivid and exact. He introduced from France the rhymed stanza of various types, especially the rhymed couplet of 5 accents in iambic meter of English poetry, instead of the old Anglo-Saxon alliterative verse.ReadingThe Canterbury TalesThe General Prologue(An Excerpt)Whan that April with his showres sooteThe droghte of March hath perced to the roote,And bathed every veyne in swich licourOf which vertu engendred is the flour;When in April the sweet showers fallAnd pierce the drought of March to the root,and allThe veins are bathed in liquor of such powerAs brings about the engendering of the flower,Questions:After reading critics of the author of the textbook (from page19 to page 24), can you tell about how does the author organize his critical essay and from which perspectives?Old England in TransitionThe century and a half following the death of Chaucer was full of great changes.A. The Reformation was a natural corollary of the popular disaffection with the growing corrupt practices of the Catholic Church and the desire on the part of the more enlightened religious minds for reform and improvement.B. Humanism as a movement came into existence. People ceased to look upon themselves as living only for God and a future world. They admired for human beauty and human achievement. Humanism reflected the new outlook of the rising bourgeois class.C. The technology of printing helped to preserve Greek and Latin literature. Thomas More (1478-1535)I.LifeThomas More was born in a middle class family. A scholar by nature, he became a lawyer. He was the spokesman of London merchants, and in this way he was brought into close touch with national affairs, and finally was drawn into the service of theCrown. In 1529 he became Lord Chancellor of England under Henry VIII. As a middle-class man, he felt the need to push forward out of the confines of feudal society, to consolidate a strong and, he hoped, an enlightened national government. But as a humanist, he was disgusted with the plunderers measures and the corrupt life of Henry VIII. In 1532 he had to resign because of his opposition to Henry’s divorce from Queen Catherine and to his church policy. And in 1534 he was beheaded on a false charge of treason.II.“Utopia”A.“Utopia”is More’s masterpiece, written in the form of a conversation betweenMore and Hythloday, a returned voyager. It is divided into two books. The first book contains a long discussion on the social conditions of England. In the second book is the described in detail an ideal communist society, Utopia. The word “Utopia” comes form two Greek words meaning “no place” and adopted by More as the name of his ideal commonwealth. The book contains every aspects of life and the society, such as social relations, travel, slavery, military affairs.B.ContributionsUtopia offers the best ideal social system possible that could be offered at the time. It outlines the ideal set of basics governing human institutions and regulating human life. Utopia system represents a substantial improvement over the existing system of England.C.More’s Limitations:a.Though a great thinker More was no revolutionary in the sense of wishing toarouse the people or to start any revolutionary movement among the exploited classes.b.More, living in a world based on handicraft production, was faced with the veryreal problem of social productivity.c.Living in the Middle Ages, More could see what was wrong and what was needed,but he could never find at that time the means by which socialism could be realized.d.The Utopian society is clearly male-dominated and there is no clear recognition ofthe female sex.Question:Can you express your Utopia?。

综合英语教程2课文文本-2

综合英语教程2课文文本-22 FootballTry to speak moreConversation (A: a football coach, B: a football player)ConversationA Sam, I want to talk with you about this match on Saturday.B What position shall I be playing, Mr. Harris? You know, John and Dick both have trouble in their legs. Neither of them can play, perhaps. May I play John's or Dick's position?A But I was thinking..., you know, the game is a bit distance this time. It is in London. So I am concerned about your family. It may be very difficult for you to...B There is no problem here, Mr. Harris. I mean distance is no problem for me.A But the London team is a bit strong. Besides, we have lost the last three games. I am under a lot of pressure. We are thinking of trying some new blood this time.B Oh, no! You know, I not only practise very hard, but also play very well in games.A Let's be frank, Sam. We know that you played as hard as anyone on the team, but both you and Dick fouled a lot recently. Well, if you and Dick can be dropped this time, we may give both of you another chance sometime...B Oh, no... Let me put it straight, Mr. Harris. ... You either have me play the forward or lose the game, to be frank with you.A Well, the decision has already been made, hope you understand... I'm sorry, Sam.What are they for?Actual Words Spokena I was uneasy about leaving her alone at home.b We are all concerned about the bad news.c I'm very nervous about having an operation.d She was in a bit of flap.e I'm worried about getting lost. That city is so big.f I'm afraid I'll miss the train.g I think I have the wedding day jitters.TextFootballFootball is a very old game. The ancient Romans, Chinese, and Mexicans all played games where men kicked a ball. For the Romans it was a war game, in which two teams of soldiers would use whatever force was necessary to get the ball across either of two defended lines. The Roman Empire has long since vanished, but the violent pastime of the armies has continued — and can still be quite violent.In the Middle Ages, some kind of "football" was popular in Italy, France, England, and Scotland, but it was such a dangerousgame that kings actually banned it, and for 300 years it suffered greatly from official disapproval. Nevertheless, in 1613, the King of England permitted himself to be entertained in an English village with "music and a football match," and, a few years later, the English dictator Oliver Cromwell played football when he was at university.By the end of the 18th century, however, the game was in real danger of dying out in Western Europe. Curiously enough, it was the English "public" school that saved it from extinction. The rich young men at these schools (which were in fact private rather than public) had nowhere to hunt, fish, ride or otherwise use up their energies; all they could do outside school hours was kick a ball in the schools' open spaces. They played the game that they had often seen played on village greens, the game that kings had banned. Gradually each school began to evolve its own special style and rules.By the time of Queen Victoria, enthusiastic schoolboys were writing out rules for what had once been no more than violent military or village fun. They also took the game with them to the universities. But more rules were needed so that people who had played very different kinds of football at school could play together successfully at university. This was how the Football Association came into being. One public school, however, refused to co-operate. Its delegates objected to the new universal game. This school — Rugby — left the new association to play its own game with its own oval-shaped ball that could be carried as well as kicked. In this way, football and rugby were born and went their separate ways.In 1863, the Football Association approved a game that outlawed carrying and kept the ball at men's feet. The game stillhad a long way to go, however, before it would be the football watched by millions around the world on television during the World Cup. Whole teams would rush back and forward on the field with the ball kept close at their feet; there were no passes or long kicks, and some of the rules used in those days were still nearer rugby than football. By the early 1870s, however, the fast, exciting, and open game of modern Association football was beginning to appear. The goal became standard, with a hard crossbar instead of a long piece of tape, and the goalkeeper was the only person permitted to use hands to play. In the process, football changed irrevocably from a gentleman's weekend exercise to the greatest spectator sport in the history of the human race.。

《阿西莫夫短文两篇》优秀ppt课件

1、两篇短文各自要说明的内容是什么?
2．本文题目《被压扁的沙子》是否离题太远?换成《恐龙是怎样灭绝的》不好吗？
1、两篇短文各自要说明的内容是什么?
1、第一篇《恐龙无处不有》依据在南极发现恐龙化石的事实，佐证了大陆漂移假说；第二篇《被压扁的沙子》通过对“被压扁的沙子”的反思，证明外星撞击导致恐龙灭绝。
说明顺序
两篇文章都采用的都是逻辑顺序，重在说明事理，在短小的篇幅内，将抽象的科学知识层层剖析，既严谨又深入浅出地解释清楚。
说明方法
都采用了多种说明方法举例子、作比较、打比方、列数字、作诠释
说明语言
准确简练
浅显易懂
火山说：
如果地球突然经历了一个火山爆发期，许多火山大致同时爆发，那么也可能造成一个足以使生物大量灭绝的灾难。
2.这篇文章中作者的看法是什么？根据又是什么？
“造成恐龙灭绝的原因不是火山活动，
而应该是撞击。”
证据1：因为在恐龙灭绝的那个年代的岩石层中，发现了斯石英 ——压扁的沙子。证据2：斯石英只在被撞击后才形成，所以如果是火山爆发吞没了恐龙，就不会有“斯石英”存在。
1、在南极及其他大陆上都发现了恐龙化石，作者首先想到了什么？
1、恐龙化石无处不有
2、恐龙能在今天的南极地区生存吗？为什么？作者经过分析思考得出了什么结论？
2、不能。因为南极地区非常寒冷，而恐龙不适应寒冷的气候。恐龙的生活环境需要的温度是32度左右。是大陆在漂移，而不是恐龙在迁移，“恐龙无处不在”是支持“板块构造理论”的新的有力证据。
鸭嘴龙
霸王龙
恐龙无处不在
分析文章结构：
全文共15个自然段，共分三部分：
第一部分(1)：用一个科学观点引总出说明内容。分第二部分(2—14)：阐述说明内容。总第三部分(15)：总结说明内容，结束全文。

chapter2-2精品PPT课件

Fricative擦音: close approximation of two articulators so that the airstream is partially obstructed and turbulent airflow is produced. i.e. [ f, v,θ, ð, s, z, , ʃ, ʒ]
A vowel is produced without obstruction of the air.
What is [b]/[p]
William Jones
琼斯·威廉(Jones William 1746-1794)英国法学家、语言文学家。从1783年开始一直住在印度加尔各答，并出任英国驻加尔各答最高法院法官。1784年，他在加尔各答组织了亚细亚研究会，出任会长。他最早把迦梨陀娑的名剧《沙恭达罗》译成英语，在英国各大剧院上演，轰动了当时的英国。
approaching each other.
Manners of articulation
Stop ( Plosive)塞音，爆破音: complete closure of the articulators involved so that the airstream cannot escape through the mouth. Oral stop such as [p, b, t, d, k, g] and nasal stop [m, n, ŋ].
the articulators may close off the oral tract for an instant or a relatively long period;
they may narrow the space considerably; or they may simply modify the shape of the tract by

人教版必修2课件第2章章末小结

场景记忆法小妙招
超级记忆法--身体法 1. 头--神经系统
2. 眼睛--循环系统 3. 鼻子--呼吸系统 4. 嘴巴--内分泌系统 5. 手--运动系统 6. 胸口--消化系统 7. 肚子--泌尿系统 8. 腿--生殖系统
超级记忆法-记忆方法
TIP1：在使用身体记忆法时，可以与前面提到过的五感法结合起来，比如产生一些听觉、视觉、触觉、嗅觉、味觉，记忆印象会更加深刻； TIP2：采用一些怪诞夸张的方法，比如上面例子中腿上面生长出了很多植物，正常在我们常识中不可能发生的事情，会让我们印象更深。
思维导图& 超级记忆法& 费曼学习法
1
外脑- 体系优化
知识体系& 笔记体系
内外脑高效学习模型
超级记忆法
超级记忆法-记忆规律
记忆前
选择记忆的黄金时段
前摄抑制：可以理解为先进入大脑的信息抑制了后进入大脑的信息
后摄抑制：可以理解为因为接受了新的内容，而把前面看过的忘记了
超级记忆法-记忆规律
TIP1：我们可以选择记忆的黄金时段——睡前和醒后！ TIP2：可以在每天睡觉之前复习今天或之前学过的知识，由于不受后摄抑制的影响，更容易储存记忆信息，由短时记忆转变为长时记忆。
章末小结| 知识达标——用课标之要求自检所学知识
课标要求1 阐明细胞的减数分裂并模拟分裂过程中染色体的变化
[知识回顾] 1．减数分裂发生的场所、概念是什么？
2．减数分裂过程是怎样的？各时期有何特点？
3．观察蝗虫精母细胞减数分裂固定装片。
4．减数分裂过程中染色体数目和 DNA 含量的变化情况是怎样的？(用坐标曲线图表示)
目录/contents
1. 什么是学习力 2. 高效学习模型 3. 超级记忆法 4. 费曼学习法

第6讲——第2章37页PPT

– aP1, ai=0或1，i=1…P-1，使得序列以(2P_1) bit 的最长周期循环（注意，不是2P-1）
– 初始状态x1x2…xp00…0
2.5.2生成M序列的结构
• 时间连续、幅度为实数的M序列：
M (t) a ,a 当 ,当 t t [k[ k t,t(,k (k 1)1 ) t)t且 )且 xkxk 01
• 白噪声过程（实际不存在） • 白噪声序列：
– 持续激励 – D最优信号 – 工程考虑（变化太频繁，幅度变化剧
烈，不易控制）
2.5.1 研究M序列的必要性
• M序列 – 具有近似于白噪声的性质（自相关函数和谱密度） – 工程上易于实现和被接受 • 净扰动小 • 幅度（变化大小）、时拍（变化频繁度）、周期易控制 • 实现简单
2.5.3生成M序列的条件
• 特征多项式可以唯一地表征一个Ｍ序列
– x i a 1 x i - 1 a 2 x i - 2 L a P x i - P F(s)
– 令 G(s) xi si代表上述结构生成的M
序列，在一定i0初值条件下 G ( s ) 1
F (s)
• 可以用F(s)来描述生成M序列的ai所必需满足的条件（不是所有的F(s)都可以生成M序列）
2.5.4 生成M序列的步骤
• 选择M序列的参数：阶次P(周期NP), 幅度 a，时钟节拍t
• 按表2.11选择合适的特征多项式 • 给定序列的初值x0x1…xP-1 (CPCP-1…C1 ) • 按照M序列的生成结构（寄存器）生成M
F (s)sn 1sn2Ls0
– (n1, n2, n3,…)最终确定了等于1的系数ai
F ( s ) 1 a 1 s a 2 s 2 L a p s p ,a P 1

浙江省瑞安阁巷中学七年级语文上册《短文两篇》课件人教新课标版

今日诗
今日复今日，今日何其少！今日又不为，此事何时了。人生百年几今日，今日不为真可惜！若言姑待明朝至，明朝又有明朝事。为君聊赋今日诗，努力请从今日始。
• 明日复明日，明日诗明日何其多！我生待明日，万事成蹉跎。世人皆被明日累，春去秋来老将至。朝看水去流，暮看日西坠，百年明日能几何？请君听我明日歌。不要虚度年华。
作业：仿照下列例子,你也写两句生命就要像蝉一样,即使短暂,也要固执地等待.
生命就要像贝壳一样,即使卑微,也要一丝不苟.
欣赏
“三日诗”
昨日诗
• 昨日兮昨日，昨日何其好！昨日过去了，今日徒懊恼。世人但知悔昨日，不觉今日又过了。水去日日流，花落日日少，成事立业在今日，莫待明朝悔今朝。
• 抑：写蝉的聒噪声使人们心烦，这是一抑。其次写看到一只病蝉，写它的微小和病弱，又是一抑。 • 扬：蝉的生活历程显示了生命的意义。不管生命如何短暂,必须好好地活着
• 4．“斜阳里，想起秋风颜色，就宽恕了那烦人的聒聒”，你怎么理解这句话？
秋风来了，果实成熟了，本应是收获的季节，但对那在地下埋了17年，苦苦等了17年的蝉来说，却意味着生命的结束。虽然生命短暂，但蝉执着地等待，想到这些，“我”以往对它的不敬全都消散了。
青春席慕蓉
蝉
小思
贝壳
席慕容
散文
•
现代的散文指除诗歌、戏剧、小说以外的文学作品，包括杂文、小品文、随笔、游记、传记、见闻录、回忆录、报告文学等。
特
点
• 1、形散而神不散。 • 2、意境深邃，注重表现作者的生活感受 • 3、抒情性强，情感真挚。 • 4、语言优美凝练，富于文采。

雅思阅读第071套P2-The_Brains_Business

雅思阅读第071套P2-The_Brains_Business 雅思阅读第071套P2-The Brains BusinessReading Passage 2You should spend about 20 minutes on Questions 14 - 26, which are based on Reading Passage 2 below.The Brains BusinessA. For those of a certain age and educational background, it is hard to think of higher education without thinking of ancient institutions. Some universities are of a venerable age - the University of bologna was founded in 1088, the University of Oxford in 1096 - and many of them have a strong sense of tradition. The truly old ones make the most of their pedigrees, and those of a more recent vintage work hard to create an aura of antiquity. Yet these tradition-loving (or -creating) institutions are currently enduring a thunderstorm of changes so fundamental that some say the very idea of the university is being challenged. Universities are experimenting with new ways of funding (most notably through student fees), forging partnerships with private companies and engaging in mergers and acquisitions. Such changes ate tugging at the ivy's toots.B. This is happening for four reasons. The first is the democratisation of higher educa-tion - “massification". in the language of the educational profession. In the rich world, massification has been going on for some time. The proportion of adults with higher educational qualifications in developed countries almost doubled between l975 and 2000. From 22% to 41%. Most of the rich countries are still struggling to digest this huge growth in numbers. Now massification is spreading to thedeveloping world. China doubled its student population in the late 1990s, and India is trying to follow suit.C. The second reason is the rise of the knowledge economy. The world is in the grips of a “soft revolution” in which knowledge is replacing physical resources as the main driver of economic growth. Between 1985 and 1997, the contribution of knowledge-based industries to total value added increased from 51% to 59% in Germany and from 45% to 51% in Britain. The best companies are now devoting at least a third of their investment to knowledge-intensive intangibles such as R&D, licensing, and marketing. Universities are among the most important engines of the knowledge economy. Not only do they produce the brain workers who man it, they also provide much of its backbone, from laboratories to libraries to computer networks.D. The third factor is globalisation.. The death of distance is transforming academia just as radically as it is transforming business. The number of people from developed countries studying abroad has doubled over the past twenty years, to 1.9 million; universities are opening campuses all around the world; and a growing number of countries are trying to turn higher education into an export industry. The fourth is competition. Traditional universities are being forced to compete for students and research grants, and private companies are trying to break into a sector which they regard as “the new health care”. The World Bank calculates that global spending on higher education amounts to $300 billion a year, or 1 % of global economic output. There are more than 80 million students worldwide, and 3.5 million people are employed to teach them or look after them.E. All this sounds as though a golden age for universities has arrived. However, inside academia, particularly in Europe, it. doesnot feel like it. Academics complain and administrators are locked in bad-tempered exchanges with the politicians who fund them. What has gone wrong? The biggest problem is the role of the state. If more and more governments are embracing massification, few of them are willing to draw the appropriate conclusion from their enthusiasm: that they should either provide the requisite hinds (as the Scandinavian countries do) or allow universities to charge realistic fees. Many governments have tried to square the circle through lighter management, but management cannot make up for lack of resources.F. What, if anything can be done? Techno-utopians believe that higher education is ripe for revolution. The university, they say, is a hopelessly antiquated institution, wedded in outdated practices such as tenure and lectures, and incapable of serving a new world of mass audiences and just-in-time information. “Thirty wars from now the big university campuses will be relics," says Peter Drucker, a veteran management guru. "I consider the American research university of the past 40 years to be a failure." Fortunately, in his view, help is on the way in the form of Internet tuition and for-profit universities. Cultural conservatives, on the other hand, believe that the best way forward is backward. They think it is foolish to waste higher education on people who would rather study "Seinfeld" than Socrates, and disingenuous to contuse the pursuit of truth with the pursuit of profit.SECTION 2: QUESTIONS 14-26Questions 14-17The text has 7 paragraphs (A - F).Which paragraph does each of the following headings best fit?14 ___________Education for the masses15 ___________Future possibilities16 ___________Globalisation and competition17 ___________Funding problemQuestions 18-22According to the text, FIVE of the following statements are true.Write the corresponding letters in answer boxes 18 to 22 in any order.ASome universities are joining with each other.BThere are not enough graduates in developed countries.CMost companies in developed countries devote a third of their profits to research and development.DThe number of people from developed countries studying outside their home countries has doubled in the last two decades.EScandinavian governments provide enough money for their universities.FThe largest university in the world is in Turkey.GItalian students must have a five-minute interview with a professor before being accepted into university.HPeter Drucker foresees the end of university campuses. Questions 23-2623According to the information given in the text, choose the correct answer or answers from the choices given.Universities are responding to changes byAconstructing new buildings in old styles so they appear old and traditional.Bintroducing new subjects for study.Ccharging students higher fees.24The knowledge economy isAon the rise most of all in Germany.Bnot fully appreciated in Britain.Cheavily reliant on universities.25Current problems at universities, especially in Europe, includeAmanagers arguing with governments.Bproblems with funding.Cpoor management.26Possible solutions put forward by reformists and conservatives includeAgreater use of technology.Bemploying management gurus to teach.Cteaching fewer students.。

My wood 第二段演示文稿终极版

National Flag of Northern Ireland
• St Patrick’s Cross (consisting of two diagonal red stripes crossing on a white background) • St Patrick’s Day (17 March, the national day of Northern Ireland; St Patrick is the patron saint of Ireland)
• 古代中东以色列王国的国王，故事讲述的是亚哈的自私和贪心。亚哈王因为拿伯的葡萄园靠近他的王宫，因而要求拿伯把葡萄园让给他，充作他的菜园。他愿意出银把它买下，或是用更好的葡萄园和拿伯对换。现在看来是买卖交易，但是根据当时旧约的律法；“地不可永卖，因为地是我的；你们在我面前是客旅是寄居的。”当时拿伯认为土地是神赐的，他很满足自己的土地，拒绝了亚哈王的要求。
• Canute (995?-1035) was King of England, Norway, and Denmark. During his life time, he led a number of expeditions to assert his rights and conquer new lands. • 克努特（995—1035年），来自丹麦的英格兰国王（1014—1035年在位），丹麦国王（1018—1035年在位），挪威国王（1028— 1035年在位）。1027年，进攻苏格兰， 1028年，征服挪威。 • /news-118-6636.html
This is his funniest and most insightful paragraph, which begs the question: Can a person really own anything at all, especially a plot of something as alive and boundless as nature itself?

Book 2 Unit 2 Say Yes

9. He squeezed to see how deep the wound was. (Para. 18)
Wound is a Pun here, referring to both the cut and injury to feelings.
e.g. What do lawyers do after they die?
8. “Yes, different,” he snapped, angry with her resorting to this trick of repeating his words so that they sounded hypocritical. (Para. 16) snap – spoke abruptly and sharply angry with her... – adjective phrase as subject complement this trick of repeating his words – appositive structure linked by “of” resort to – to use sth. for help, because you cannot find any other way of acting e.g. I had to resort to violence to get my money back. You have to solve the problem without resorting to others‟ help.
I felt cornered at the party when he bore me to death about his difficult childhood.
11. Let‟s not move too fast on this. (Para. 35) Don‟t let us rush to a decision. I have to think carefully before I give you an answer. 12. He had no choice but to demonstrate his indifference to her. (Para. 41)