Week 4 Supplementary Reading Durkheim
新交际英语综合教程2电子版
新交际英语综合教程2电子版1、Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning English Song Teach Your Children About Education Warm-up Questions Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Readi2、ng Unit 1 Ways of Learningit ays of Learning English Song T each Your Children Teach Your Children Questions and Answers Introductory Remarks Crosby, Stills and Nash Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learn3、ing About Education A Survey A Practical Experiment Education in the West Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning “Ways of learning”is the topic of this unit. It is also the topic of the song you are4、about to listen to, called Teach Your Children sung by Crosby, Stills and Nash. Introductory Remarks Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning 2 Supplementary ReadingAfter ReadingDetailed ReadingGlobal R5、eading Detailed Reading Before Reading Unit 1 Ways of Learningitays of Learning Teach Your Children Directions: Listen to the song and fill in the blanks with what you hear. You, who are Must that you can live by. And so, become yourself, Because is just a goodbye. Teach your children well, Their f6、athers hell did slowly go by. And feed them The one they picks, the one youll know by. on the road_ , have a code_ the past_ on your dreams_ , Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Dont you ever ask7、them why, if they told you, you will cry, So just look at them and sigh and know they love you. And you, of tender years, Cant that your elders grew by. And so please help them with your youth, They before they can die. Teach your parents well, Their childrens hell will slowly go by. And feed them T8、he one they picks, the one youll know by. know the fears_ seek the truth_ on your dreams_ , Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Dont you ever ask them why, if they told you, you will cry, So just l9、ook at them and sigh and know they love you. Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning AnswersQuestions and Answers 1. What is a code that you can live by? A set of rules to guide you on the road of lif10、e. 2. Is the song only about how parents should teach their children? No. The first part of the song is about how parents can teach their children through sharing with them their dreams. And in the second part, we are told that children also have something to teach their parents help them with your11、youth. 3. Do you know anything about the singers? Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Nash 1 Crosby, Stills and Nash The musical partnership of David Crosby (b. Aug. 14, 1941), Stephen Stills (b. J12、an. 3, 1945), and Graham Nash (b. Feb. 2, 1942), was not only one of the most successful touring and recording acts of the late 1960s, 1970s, and early 1980s with the colorful, contrasting nature of the members characters and their connection to the political and cultural upheavals (动荡，剧变) of the13、time it was the only American-based band to approach the overall societal (社会的) impact of the Beatles. The resulting trio (三人组) was characterized by a unique vocal blend and a musical approach that ranged from folk to pop to hard rock. Supplementary ReadingAfter ReadingDetailed ReadingGlobal Read14、ing Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Nash 2 CSNs (initials of Crosby, Stills and Nash) debut album (首张唱片), released in 1969, was perfectly in tune (合拍) with the times, and the group was an instant hit. Song-list: Teach Your Children Southernman Ohio Woodst15、ock Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning A Survey Do you agree with the following statements? 1. 2. 3. 4. Play is the best way to learn. Children develop life skills best through formal programs. Ch16、ildren are naturally curious, inspired, motivated learners, but sometimes the enjoyment of learning can get lost in the pressure to “succeed”in formal education. Parents are the most important instructors to the children, so they should give as much guidance as possible. Supplementary ReadingAfter17、ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Experiment 1 Angela is given a hula hoop with instructions on how to use it. Jonathan is given a hula hoop but no instructions. What kind of outcomes do you expect? A Practical Experiment18、Two children are given hula hoops, a toy they are unfamiliar with. Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingDetailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Angela learns to keep the hula hoop in motion by moving her body in certain ways. Jonathan exp19、lores the hoop and discovers its big enough to step through. He then balances the hoop between two objects and practices kicking a ball through the hoop. How do you comment on these two outcomes? Experiment 2 A Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with. S20、upplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Both outcomes are good. Angela learns a useful play skill. Jonathan uses his hoop in a different, but equally playful way. Which one do you think is better in dev21、eloping the childrens creativity? Experiment 3 A Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with. Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Experiment 4 A Practical22、Experiment Two children are given hula hoops, a toy they are unfamiliar with. Angela, because she followed the directions given, will have a skill she can use anytime she wants to move her body in that specific way. The outcome is limited to having followed directions andmastered a particular skil23、l. Jonathan, on the other hand, had the experience of exploring and discovering an item he was unfamiliar with. He used what he learned about this circular-shaped object to solve a problem of his own and incorporated (结合) the hula hoop as an innovative solution to help Supplementary ReadingAfter Re24、adingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Experiment 5 him do something that he wanted to do kick a ball through a target. Jonathan learned he could use his own observation and exploration to learn about new objects. What conclusion25、can you draw from this experiment? Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning 1 Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based.26、Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centered, expecting students to discover things for themselves rather than relyin27、g on their teachers to tell them. An extreme version of thestudent-centered approach can be seen at Summerhill, a school in England established by the educationalist A. S. Neill. There Education in the West Supplementary ReadingAfter ReadingDetailed ReadingGlobal Reading Detailed Reading Before Rea28、ding Unit 1 Ways of Learningit ays of Learning 2 children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and foll29、ow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centered approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning. Supplementary ReadingAfter ReadingD30、etailed ReadingGlobal Reading Detailed Reading Before Reading Unit 1 Ways of Learningit ays of Learning Warm-up Questions 1. 2. 3. If you find a two-year-old boy is trying to put a key into a box, will you help him immediately? Can you recall how your parents taught you in your childhood? Did they l31、ike to teach you by holding your hand? Which way did you prefer when you were in trouble with one of your toys in your childhood, turning to your parents for help, or exploring by yourselves? Unit 1 Waysof Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBe32、fore Reading Scanning Part Division of the Text Further Understanding Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading Further Understanding Questions and Answers Multiple Choice Questions and Answers Unit 1 Ways of Learningit a33、ys of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading Scanning Scan Text A and decide whether the following statements are true or false. 1. Benjamin was worried that he couldnt put the key into the box. F Benjamin was not bothered at all. ( ) 2. In the Chines34、e staffs opinion, the parents should guide Benjamin to insert the key. T( ) Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading 3. The author and his wife didnt care whether Benjamin succeeded in inserting the key into the slot. T(35、) 4. For the Westerners, learning should take place by continual careful shaping and molding. F The Chinese think that learning should take place by continual careful shaping and molding. ( ) 5. Chinese teachers hold the opinion that skills should be acquired as early as possible, while American ed36、ucators think that creativity should be acquired early. T( ) Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading Text 1 Part Division of the Text Parts Para(s). Main Ideas 1 15 2 613 The text begins with an anecdote. The authors th37、oughts are mainly about different approaches to learning in China and the West. 3 14 The author winds up the text with a suggestion in the form of a question. Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading Answers 1 Questions38、and Answers 1. How does the author introduce the topic in Text A? In this text, the author introduces the topic by the key-slot anecdote (轶事). There are several ways to introduce a theme. 1. Stating the topic directly. 2. Posing a question. 3. Quoting a famous saying. 4. Relating an anecdote or an39、incident. Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading Answers 2 2. Sum up the contrast between the attitude of the couple and that of the hotel staff toward Benjamins efforts in inserting the key into the slot. The couple:40、let him explore and enjoy himself. The hotel staff: held his hand and taught him how to insert the key correctly. Contrast and comparisonA contrast brings out the differences between two or more things of the same kind, while a comparison the similarities between them. Unit 1 Ways of Learningit ays41、of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading Answers 1 Questions and Answers 1. Read the first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here.One-side-at-a-time method. Comparison and contrast can be42、organized in two major ways: 1. One-side-at-a-time method: examine one subject thoroughly and then start the other. 2.Point-by-point method: examine two subjects at the same time, discussing them point by point. Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed Re43、adingGlobal ReadingBefore Reading Answers 2 2. Sum up the contrast between Chinese and Western ways to learn to fulfill a task. The Chinese: show a child how to do something, or teach by holding his hand. The Westerners: teach a child to rely on himself for solutions to problems.3. Read from Para 144、1 to Para 13. Which method of comparison and contrast is used here? Point-by-point method. Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading Answers 3 4. The following are two types ofattitudes toward creativity and basic skills45、. Which one belongs to the Chinese and which one belongs to the Westerners? The Chinese. B) putting more emphasis on fostering creativity in young children, thinking that skills can be picked up later. A) giving priority to developing skills at an early age, believing that creativity can be promoted46、over time. The Westerners Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading There are many ways to conclude an essay. How does the author end this text? A) Restating the main points previously mentioned. B) Proposing a solution.47、C) Quoting from some book or person. D) Predicting future developments. Multiple Choice E) making a suggestion in the form of a question. Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading There are many ways to conclude an essay48、. How does the author end this text? A) Restating the main points previously mentioned. B) Proposing a solution. C) Quoting from some book or person. D) Predicting future developments. Multiple Choice E) making a suggestion in the form of a question. A Unit 1 Ways of Learningit ays of Learning Suppl49、ementary ReadingAfter ReadingDetailed ReadingGlobalReadingBefore Reading There are many ways to conclude an essay. How does the author end this text? A) Restating the main points previously mentioned. B) Proposing a solution. C) Quoting from some book or person. D) Predicting future developments. Multiple Choice E) making a suggestion in the form of a question. B Unit 1 Ways of Learningit ays of Learning Supplementary ReadingAfter ReadingDetailed ReadingGlobal ReadingBefore Reading T。
supplementary reading 2
• 5 Their standard products are reasonably priced, instantly available and taste the same whether bought in New York City or in Los Angeles.不 管是在纽约市还是在洛杉矶购买,它 们的产品都是定价公平合理、立等可 取并且味道完全一样。 • 句中 price用作动词,意为“给…定价 ”。
• 4) The nationwide chains of fast-food
restaurants are suitable for the American eatingpattern.遍及全国的 快餐连锁店正适合美国人的饮食方式 。 • are suitable for“对……合适”。 • 又如 I don't know what profession would be suitable for me. • 我不知道什么职业会适合我
• The nurse sat by the patient all night long.护士整夜守候在病 人身边。 • They had to work all day long, and have no time to talk. 他们]整天都得工作,没有时间 谈话。
•
2 When eating out in the US, we can ask for tea, milk, beer, and so on, if we preferthese to coffee. 在美国,出去吃饭时,如果不喜欢喝咖啡,就可以 要茶、牛奶、啤酒,等等。
• prefer.to..“喜欢…而不喜欢 ……”“喜欢……胜过……”词 。 • 又如: I prefer the city to the town. • 我喜欢城市,而不喜欢农村 • He prefers swimming to skating • 他喜欢游泳胜过滑冰
长喜老师专四阅读周计划-第二周星期三
星期3 WednesdaySuccess covers a multitude of blunders.成功由大量失望铸就。
学习内容题材词数建议时间错误统计做题备忘Text A 教育人物487 6分钟/5Text B 自然现象404 5.5分钟/4Text C 工业社会394 6分钟/6Text D 女性人物573 7.5分钟/5今日练习It is customary for adults to forget how hard and dull and long school is. The learning by memory of all the basic things one must know is most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if y ou don’t believ e that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a real teacher. Three real teachers in a lifetime are the very best of my luck. My first was a science and math teacher in high school, my second, a professor of creative writing at Stanford, and my third was my friend and partner, Ed Rickets.I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.My three teachers had these things in common: They all loved what they were doing. They did not tell. They catalyzed(催化，刺激) a burning desire to know. Under their influence, the horizon sprung wide and fear went away and the unknown became knowable. But most important of all, the truth, that dangerous stuff, became beautiful and very precious.I shall speak only of my first teacher because in addition to the other things, she brought discovery.She aroused us to shouting, book-waving discussion. She had the noisiest class in school and she di dn’t ev en seem to know it. We could never stick to the subject. Our speculation ranged the world. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.She was fired and perhaps rightly so, for failing to teach fundamentals. Such things must be learned. But she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. I could not do simple arithmetic but through her I sensed that abstract mathematics was very much like music. When she was relieved, sadness came over us but the light did not go out. She left her signature on us, the literature of the teacher who writes on minds. I have had many teachers who told me soon-forgotten backs but only three who crested in me a new thing, a new attitude and a new hunger. I suppose that to a large extent I am the unsigned manuscript of the high school teacher. What deathless power lies in the hands of such a person?I can tell my son who looks forward with horror to fifteen years of drudgery (繁重而乏味的工作) that somewhere in the dusty dark a magic may happen that will light up the years if he isvery lucky.1. According to the first paragraph, the author assumes that[A] an illiterate adult enjoy learning knowledge.[B] learning to read is a tough thing.[C] school life is easy and enjoyable.[D] adults often remember their dull school life.2. According to the passage, all of the following can make a teacher EXCEPT that[A] teachers are keen on their career.[B] teachers can enlighten students to conceive.[C] teachers should be also artists in other fields.[D] teachers inspire students to discover.3. According to the author, what’s the most important feature for a real teacher?[A] A teacher should make fun in the class.[B] A teacher should breathe curiosity into students.[C] A teacher should school basic things.[D] A teacher should be knowledgeable.4. Mentioning the first teac her’s influence, the author compared himself to[A] a captured firefly.[B] a musician.[C] light.[D] an unsigned manuscript.5. An appropriate title for the passage might be[A] What Makes a Real Teacher?[B] My First Real Teacher[C] Three teachers of Mine[D] A Teacher Who Inflames MeText BOn most shores you will notice that the sea level changes throughout the day. These ups and downs of the seas are called tides.Why should tides occur? Everything on t he Earth’s surface is attr acted towards the Earth by a force called gravity. The Moon and the Sun also have a gravitational pull of their own. As the Moon passes around the Earth it attracts the waters of the oceans on the side facing it, pulling them away from the Earth, and causing them to bulge. On the opposite side from this “tidal bulge”, there is another one because on that side, the land is closer to the Moon than the waters, and the land is pulled away from the seas, leaving a bulge behind. These two bulges remain in the same position in relation to the Moon, but the rotation of the Earth means that each of them appears to move around the Earth. These bulges are called high water, and the gaps between them are called low water.There are two other factors that help in the formation of the tides. You know that if you cause the water in your bath to rock, it may rise and fall against the side of the bath for some time. In the same way, once the tides have begun, the waters tend to continue to rock up and down and they are given an extra push by the attraction of the Moon. The Sun also tends to attract the Earth’s oceans towards itself, but because it is so much further away, the attraction is less important. At。
状元坊英语阅读周计划五下第四
状元坊英语阅读周计划五下第四For the fifth week of our English reading plan at the top scholar temple, we will be focusing on the theme of "Exploring World Cultures". This week's readings will take us on a journey through different countries and traditions, allowing us to learn about and appreciate the diversity of cultures around the world.Day 1: We will start our week by reading about thehistory and traditions of Japan. We will learn about the significance of cherry blossoms, traditional tea ceremonies, and the art of origami. Through these readings, we will gain a better understanding of Japanese culture and values.Day 2: Our journey continues to Mexico, where we will explore the vibrant and colorful traditions of Dia de los Muertos (Day of the Dead). We will learn about the meaningbehind this holiday, the customs associated with it, and howit is celebrated in different regions of Mexico.Day 3: Next, we will travel to India and immerseourselves in the rich cultural heritage of this country. Wewill learn about traditional Indian dance forms such as Bharatanatyam and Kathak, as well as the significance of festivals like Diwali and Holi. Through these readings, wewill gain insights into the diverse and dynamic culture of India.Day 4: Our journey takes us to Egypt, where we will delve into the ancient history and mythology of this fascinating civilization. We will learn about the pyramids, hieroglyphics, and the legendary pharaohs who ruled the land. Through these readings, we will uncover the mysteries of ancient Egypt andits enduring legacy.Day 5: We will conclude our week by exploring thecultural traditions of Indigenous peoples around the world.We will learn about their unique customs, languages, and spiritual beliefs, as well as the challenges they face in preserving their heritage. Through these readings, we will gain a deeper appreciation for the diversity and resilience of Indigenous cultures.By the end of this week, we will have expanded our knowledge and understanding of world cultures, fostering a sense of curiosity, empathy, and respect for the diverse ways of life that exist around the globe. Let's embark on this enriching journey together!。
大学英语精读四reading aloud and memorizing英译汉
大学英语精读四reading aloud and memorizing英译汉第一单元我跟大儿子一通上话，便咆哮道，“你如果再威胁那些孩子，我就对你不客气了!白痴!你应该给奖金，对装袋最多的工人每小时奖励一块。
”“可那要减少我们的利润啦，”他提醒道。
“那些孩子不帮你按时将所有的广告投送出去，你就什么利润也得不到。
如果他们不干，你们俩就得亲手搬走所有的广告。
而在把它们搬掉之前，你们吃不成，也睡不成。
”电话里出现了短暂的沉默，他在思考。
接着，他说，“爸爸，你刚才使我深受启迪，令我恍然大悟。
”“那就干吧!”“是，阁下!”第二单元有些人说，爱情驱使世界运转;另一些并不那么罗曼蒂克而更为注重实际的人则说，不是爱情，而是金钱。
但真实情况是，能量驱使世界运转。
能量是生态系统的货币，只有当食物转变为能量，能量再用来获取更多的食物以供生长、繁殖和生存，生命才成为可能。
所有生命都维系在这一循环上。
差不多众所周知，野生动物得以年复一年地生存下去，主要依靠在夏秋生长旺季尽量多吃，通常将多余的部分以脂肪的形式储存起来，然后到了冬天食物稀少的艰难时期，就用这些储备的脂肪来维持生命。
然而，很可能鲜为人知的是，即有储备的脂肪，野生动物在冬天消耗的能量比夏天要少。
第三单元由此可见，我认为地球是圆的，其根据是相当不牢靠的。
然而这却是一点极其基本的知识。
在别的大多数问题上，我只得更早地依赖专家的理论，且更少有办法检验他的结论了。
我们的知识，其绝大部分都停留在这一水平上。
它不是依靠推理或实验，而是依赖权威。
可是，不这样，又有什么别的法子呢?知识的范围如此广博，一旦越出其专业范围，专家也会变成一无所知。
对大多数人来说，如果要他们证明地球是圆的话，就连我上面概述的这些相当无力的论据，他们也不愿提供出来。
他们一开始就会说: 谁都知道地球是圆的。
要是再加追问，就会生气了。
在某种程度上讲，肖伯纳是说对了，如今是一个轻信的时代。
究其缘由，部分在于，我们现今必须掌握的知识实在太多了。
新视野大学英语第四册Unit3
An Author’s Speech — Overcoming Obstacles
Before Reading
Global Reading Detailed Reading
After Reading
Unit 3 Job Interview Supplementary Reading
Fill in the Blanks
Maraቤተ መጻሕፍቲ ባይዱhon
Before Reading
Global Reading Detailed Reading
After Reading
Unit 3 Job Interview Supplementary Reading
About the Author — Harvey B. Mackay
A Brief Introduction Detailed Reading
2. A Video Clip about Sir Roger’s Success
Detailed R1e.adWinghat did Bannister dream of?
For years, Bannister dreamed of being the first man to run a mile in less than 4 minutes.
Listen to the introduction to the song and fill in the following blanks.
Detailed Reading
The song you are about to hear was written by one of a group of four singers known as the Silhouettes. He wrote the song back in the _1_9_5_0_s , shortly after leaving the army. It is easy to _im__a_g_in_e_ that it may well _re_f_l_e_c_this own experience of suddenly finding himself having to look for a job. If the song is anything to go by, his wife was largely _u_n_sy_m__p_a_t_h_e_t_ic_, suspecting him of l_a_z_i_n_e_ss_
supplementary reading
Chapter One Human ResourceQuestion: What is the Definition of Human Resources?Answer: The number one glossary suggestion and question that people request is: “What is the definition of human resources?” William R. Tracey, in The Human Resources Glossar y defines Human Resources as: “The people that staff and operate an organization … as contrasted with the financial and material resources of an organization. The organizational function that deals with the people ...” Long a term used sarcastically by individuals in the line organization, because it relegates humans to the same category as financial and material resources, human resources will be replaced by more customer-friendly terms in the future.Chapter Two Market ResearchMarket research is the process of systematically gathering, recording and analyzing data and information about customers, competitors and the market. Its uses include to help create a business plan, launch a new product or service, fine tune existing products and services, and expand into new markets. Market research can be used to determine which portion of the population will purchase a product/service, based on variables like age, gender, location and income level.Chapter Three Product Life CycleProduct lifecycle management (PLM) is the process of managing the entire lifecycle of a product from its conception, through design and manufacture, to service and disposal.[1] PLM integrates people, data, processes and business systems and provides a product information backbone for companies and their extended enterprise Product Lifecycle Management (PLM) is more to do with managing descriptions and properties of a product through its development and useful life, mainly from a business/engineering point of view; whereas Product life cycle management (PLCM)is to do with the life of a product in the market with respect to business/commercial costs and sales measures.Chapter Four Electronic CommerceElectronic commerce, commonly known as e-commerce or eCommerce, consists of the buying and selling of products or services over electronic systems such as the Internet and other computer networks. The amount of trade conducted electronically has grown extraordinarily since the spread of the Internet. A wide variety of commerce is conducted in this way, spurring and drawing on innovations in electronic funds transfer, supply chain management, Internet marketing, online transaction processing, electronic data interchange (EDI), inventory management systems, and automated data collection systems. Modern electronic commerce typically uses the World Wide Web at least at some point in the transaction's lifecycle, although it can encompass a wider range of technologies such as e-mail as well.Chapter Five International Trade IEye contactIn the US, UK and much of northern Europe, strong, direct eye contact conveys confidence and sincerity. In South America it is a sign of trustworthiness. However, in some cultures such as the Japanese, prolonged eye contact is considered rude and is generally avoided.Personal space and touchIn Europe and North America, business people will usually leave a certain amount of distance between themselves when interacting. Touching only takes place between friends.In South America or the Middle East, business people are tactile and like to get up close.In Japan or China, it is not uncommon for people to leave a gap of four feet when conversing. Touching only takes place between close friends and family members. TimeWestern societies are very clock conscious.. Time is money and punctuality is crucial. This is also the case in countries such as Japan or China where being late would be taken as an insult.However, in South America, southern Europe and the Middle East, being on time fora meeting does not carry the same sense of urgency.Meeting and greetingMost international business people meet with a handshake.In some countries, this is not appropriate between genders. Some may view a weak handshake as sign of weakness whereas others would perceive a firm handshake as aggressive.How should people be addressed? Is it by first name, surname or title? Is small talk part of the proceedings or not?Gift givingIn Japan and China gift-giving is an integral part of business protocol. However in the US or UK, it has negative connotations.Where gifts are exchanged, should one give lavish gifts? Are they always reciprocated? Should they be wrapped? Are there numbers or colours that should be avoided?All the above in one way or another will impact cross cultural negotiation and can only be learnt through cross cultural training. Doing or saying the wrong thing at the wrong time, poor communication and cross cultural misunderstandings can all have harmful consequences.Cross cultural negotiation training builds its foundations upon understanding etiquettes and approaches to business abroad before focusing on cross cultural differences in negotiation styles and techniques.Chapter Six International Trade IIThe Chinese mainland registered a trade deficit of 77.56 billion U.S. dollars with Taiwan last year, according to the Ministry of Commerce (MOC) on Friday.Trade volume between the mainland and Taiwan reached 124.48 billion U.S. dollars, up 15.4 percent year on year, MOC statistics show.In 2007, the mainland's exports to Taiwan reached 23.46 billion U.S. dollars and imports from the island reached 101.02 billion U.S. dollars, up 13.1 percent and 16 percent respectively.During the same period, the mainland approved 3,299 projects with Taiwan investment and the actual use of Taiwan investment reached 1.77 billion U.S. dollars, down 12.1 percent and 20.4 percent respectively year on year.By the end of 2007, direct investment from Taiwan in the mainland , totaled 45.76 billion U.S. dollars since figures first began in 1988 with the opening up of trade between the mainland and Taiwan. The actual use of Taiwan's direct investment in the mainland accounted for six percent of all actually used direct investment from outside the Chinese mainland.Taiwan is the mainland's seventh largest trade partner, ninth largest export market and fifth largest import market.Chapter Seven Types of BusinessWhile buying a franchise affords numerous advantages over opening a solo business, the benefits to franchisors are even greater. Some things to expect are lessened risk when expanding your business. This is because you have no capital invested in your franchisee's units. You also have increased growth, stronger brand building, and limited contingent liability because as a franchisor you are not signing leases or taking out financing. In addition, you have less liability for the actions of franchisees' employees and events that take place in franchisees' units.Franchisees often contribute to an advertising fund, which is used to promote the company at the franchisor's discretion. Keep in mind that you will have to hold up to promises you make to franchisees about advertising. Because franchisees are vested inthe success of their business, you can expect better performance and structure, as well as count on long-term management instead of high turnover of non-owner managers. In addition to the advantages, there are legal obligations now required of you. Franchisors are required by the Federal Trade Commission (FTC) to present material information about their company to potential franchisees. This information includes your company's and all of its officers' litigation histories, financial information, and anything material about the company.Franchisors need to train franchisees how to operate the business and provide very detailed operating manuals. Franchisors generally provide some kind of support as well, from ongoing training to administrative and technical support. Franchisees rely on the franchisor for guidance based on the franchisor's proven system. Franchising is a mutually satisfying and lucrative arrangement if both parties meet their obligations.Chapter Eight TechnologyThe Internet can be a wonderful resource for kids. They can use it to research school reports, communicate with teachers and other kids, and play interactive games. Kids who are old enough to punch in a few letters on the keyboard can literally access the world.But that access can also pose hazards. For example, an 8-year-old might do an online search for "Lego." But with just one missed keystroke, the word "Legs" is entered instead, and the child may be directed to a slew of websites with a focus on legs — some of which may contain pornographic material.That's why it's important to be aware of what your kids see and hear on the Internet, who they meet, and what they share about themselves online.Just like any safety issue, it's wise to talk with your kids about your concerns, take advantage of resources to protect them, and keep a close eye on their activities.Chapter Nine PricingA well chosen price should do three things:•achieve the financial goals of the company (e.g., profitability)•fit the realities of the marketplace (Will customers buy at that price?)•support a product's positioning and be consistent with the other variables in the marketing mixo price is influenced by the type of distribution channel used, the type of promotions used, and the quality of the product▪price will usually need to be relatively high if manufacturing isexpensive, distribution is exclusive, and the product issupported by extensive advertising and promotional campaigns ▪ a low price can be a viable substitute for product quality,effective promotions, or an energetic selling effort bydistributorsFrom the marketer’s point of view, an efficient price is a price th at is very close to the maximum that customers are prepared to pay. In economic terms, it is a price that shifts most of the consumer surplus to the producer. A good pricing strategy would be the one which could balance between the price floor (the price below which the organization ends up in losses) and the price ceiling(the price beyond which the organization experiences a no demand situation).Chapter Ten LogisticsLogistics is the management of the flow of goods, information and other resources, including energy and people, between the point of origin and the point of consumption in order to meet the requirements of consumers (frequently, and originally, military organizations). Logistics involve the integration of information, transportation, inventory, warehousing, material-handling, and packaging. Logistics is a channel of the supply chain which adds the value of time and place utility.Chapter Eleven InsuranceGlobal insurance premiums grew by 8.0% in 2006 (or 5% in real terms) to reach $3.7 trillion due to improved profitability and a benign economic environment characterised by solid economic growth, moderate inflation and strong equity markets. Profitability improved in both life and non-life insurance in 2006 compared to the previous year. Life insurance premiums grew by 10.2% in 2006 as demand for annuity and pension products rose. Non-life insurance premiums grew by 5.0% due to growth in premium rates. Over the past decade, global insurance premiums rose by more than a half as annual growth fluctuated between 2% and 11%.Advanced economies account for the bulk of global insurance. With premium income of $1,485bn, Europe was the most important region, followed by North America ($1,258bn) and Asia ($801bn). The top four countries accounted for nearly two-thirds of premiums in 2006. The U.S. and Japan alone accounted for 43% of world insurance, much higher than their 7% share of the global population. Emerging markets accounted for over 85% of the world’s population but generated only around 10% of premiums. The volume of UK insurance business totalled $418bn in 2006 or 11.2% of global premiums.Chapter Twelve AdvertisementWith the dawn of the Internet came many new advertising opportunities. Popup, Flash, banner, Popunder, advergaming, and email advertisements (the last often being a form of spam) are now commonplace.The ability to record shows on digital video recorders (such as TiV o) allow users to record the programs for later viewing, enabling them to fast forward through commercials. Additionally, as more seasons of pre-recorded box sets are offered for sale of television programs; fewer people watch the shows on TV. However, the fact that these sets are sold, means the company will receive additional profits from the sales of these sets. To counter this effect, many advertisers have opted for product placement on TV shows like Survivor.Particularly since the rise of "entertaining" advertising, some people may like an advertisement enough to wish to watch it later or show a friend. In general, the advertising community has not yet made this easy, although some have used the Internet to widely distribute their ads to anyone willing to see or hear them.Another significant trend regarding future of advertising is the growing importance of the niche market using niche or targeted ads. Also brought about by the Internet and the theory of The Long Tail, advertisers will have an increasing ability to reach specific audiences. In the past, the most efficient way to deliver a message was to blanket the largest mass market audience possible. However, usage tracking, customer profiles and the growing popularity of niche content brought about by everything from blogs to social networking sites, provide advertisers with audiences that are smaller but much better defined, leading to ads that are more relevant to viewers and more effective for companies' marketing products. Among others, Comcast Spotlight is one such advertiser employing this method in their video on demand menus. These advertisements are targeted to a specific group and can be viewed by anyone wishing to find out more about a particular business or practice at any time, right from their home. This causes the viewer to become proactive and actually choose what advertisements they want to view.In freelance advertising, companies hold public competitions to create ads for their product, the best one of which is chosen for widespread distribution with a prize given to the winner(s). During the 2007 Super Bowl, PepsiCo held such a contest for the creation of a 30-second television ad for the Doritos brand of chips, offering a cash prize to the winner. Chevrolet held a similar competition for their Tahoe line of SUVs. This type of advertising, however, is still in its infancy. It may ultimately decrease the importance of advertising agencies by creating a niche for independent freelancers.Chapter Thirteen Marketing MixThe Marketing mix is generally accepted as the use and specification of the four p's describing the strategic position of a product in the marketplace. One version of theorigins of the marketing mix starts in 1948 when James Culliton said that a marketing decision should be a result of something similar to a recipe. This version continued in 1953 when Neil Borden, in his American Marketing Association presidential address, took the recipe idea one step further and coined the term 'Marketing-Mix'. A prominent marketer, E. Jerome McCarthy, proposed a 4 P classification in 1960, which would see wide popularity. The four Ps concept is explained in most marketing textbooks and classes.Chapter Fourteen BrandingWith the emergence of strong retailers the "own brand", a retailer's own branded product (or service), also emerged as a major factor in the marketplace. Where the retailer has a particularly strong identity (such as Marks & Spencer in the UK clothing sector) this "own brand" may be able to compete against even the strongest brand leaders, and may outperform those products that are not otherwise strongly branded. Concerns were raised that such "own brands" might displace all other brands (as they have done in Marks & Spencer outlets), but the evidence is that —at least in supermarkets and department stores — consumers generally expect to see on display something over 50 per cent (and preferably over 60 per cent) of brands other than those of the retailer. Indeed, even the strongest own brands in the UK rarely achieve better than third place in the overall market.This means that strong independent brands (such as Kellogg's and Heinz), which have maintained their marketing investments, are likely to continue their strong performance. More than 50 per cent of UK FMCG brand leaders have held their position for more than two decades, although it is arguable that those which have switched their budgets to "buy space" in the retailers may be more exposed.The strength of the retailers has, perhaps, been seen more in the pressure they have been able to exert on the owners of even the strongest brands (and in particular on the owners of the weaker third and fourth brands). Relationship marketing has been applied most often to meet the wishes of such large customers (and indeed has beendemanded by them as recognition of their buying power). Some of the more active marketers have now also switched to 'category marketing' - in which they take into account all the needs of a retailer in a product category rather than more narrowly focusing on their own brand.At the same time, probably as an outgrowth of consumerism, "generic" (that is, effectively unbranded) goods have also emerged. These made a positive virtue of saving the cost of almost all marketing activities; emphasizing the lack of advertising and, especially, the plain packaging (which was, however, often simply a vehicle for a different kind of image). It would appear that the penetration of such generic products peaked in the early 1980s, and most consumers still appear to be looking for the qualities that the conventional brand provides.Chapter Fifteen Customer ServiceCustomer service (also known as Client Service) is the provision of service to customers before, during and after a purchase.According to Turban et al. (2002), “Customer service is a series of activities designed to enhance the level of customer satisfaction –that is, the feeling that a product or service has met the customer expectation.”Its importance varies by product, industry and customer. As an example, an expert customer might require less pre-purchase service (i.e., advice) than a novice. In many cases, c ustomer service is more important if the purchase relates to a “service” as opposed to a “product".Customer service may be provided by a person (e.g., sales and service representative), or by automated means called self-service. Examples of self service are Internet sites. Customer service is normally an integral part of a company’s customer value proposition.Some have argued that the quality and level of customer service has decreased in recent years, and that this can be attributed to a lack of support or understanding at the executive and middle management levels of a corporation and/or a customer servicepolicy.。
supplementary reading unit 4
Unit fourText OneDirection: The following text is about the grammars of English. What’s your opinion of Grammar 1, Grammar 2 and Grammar 3? (M.E. Heatherington. How Language Works. Winthrop Publishers, 1980)The definitions of the word “grammar” take up three columns in the O.E.D., so it is clear that the word is used to indicate several different concepts. Probably the three most applicable usages for our purpose are what W. Nelson Francis calls “Grammar 1”, “Grammar 2”, and “Grammar 3”. Grammar 1 Francis describes as “the set of formal patterns in which the words of a language are arranged in order to convey larger meanings”; Grammar 2 refers to “the branch of linguistic science… concerned with description, analysis, and formulization of formal language patterns”; and Grammar 3 means “linguistic etiquette”. Since these three very different meanings of the word “grammar”are often used interchangeably and therefore confusingly, we shall here substitute different words for the separate meanings.To make the distinctions clear, we will say that Grammar 1 can usefully be called syntax, meaning the actual speech behavior by which people arrange words into sentences, and the resulting arrangement of words. Syntax, then, is what p0eople do to produce linguistic strings. Part of a linguist’s task is to describe and analyze this syntax. Francis speaks of such study and analysis as Grammar 2; we will identify it simply as grammar. Grammar for us, then, means the study of syntax. Finally, what Francis terms Grammar 3, linguistic etiquette –or the judgment about what is correct or incorrect, good or bad, syntactic behavior according to whether or not it follows “rules”—we shall call prescriptivism. Syntax (behavior) really is not the same as prescriptivism (judgment), nor is either of those identical with grammar (analysis). In this article, we shall be concerned with behavior—syntax—and its study, grammar.Grammars as ModelsLanguage changes constantly on at least three levels: sound, form, and lexical meaning. These changes may occur synchronically or diachronically or in both ways. In addition, the ways of analyzing those changes in the actual language have altered over the years. Linguists and grammarians have shifted from one method to another in their attempt to investigate, describe, and evaluate what is going on in language. Thus, it is no longer accurate to speak of “English grammar” (singular), for in fact, there now exist several analytical approaches and models. That is why the title of this article uses the plural form “grammars”, for three such systems of analysis are in wide use today: the Traditional model, the Structuralist model, and the Transformational-Generative model.Before we begin our survey of the most important principles in each of these analytic systems, however, it is important that we clarify what is required of a satisfactory grammar. Like any scientific theory or model that purports to explain a system (such as syntax), a grammar must meet five criteria or requirements: simplicity, completeness, mutual exclusion, consistency, and predictability.(i) A grammar must be simple, not so elaborate that the model begins to take over what it intends to represent. The so-called Law of Parsimony, also known as Occam’s Razor, is the principle here: The simplest explanation that takes account of all the data is the best one. We must beware of unnecessary elaboration.(ii) The categories within the model, the basic definitions, should be complete. Nothing thatacturally functions as part of the syntax should be omitted from the grammar, for a complete model or theory must matchup with the real-world behaviors that the model describes.(iii) The categories within the system should be mutually exclusive. One definition should not include two referents, and two definitions should not be applicable to the same referent. As much as possible, the aim should be one-to-one correlation of category and referent. In phonology, for example, the IPA and Trager-Smith symbols are mutually exclusively, for one symbol represents only one phoneme or one phonetic sound.(iv) The model must be internally consistent in its applications of categories and principles. Just as the same definition should not be made to apply to two different syntactic units, so also should a principle not be applied one way at one time and another at another time—at least, not without good and consistent reasons for the exceptions. For example, the plural morphophoneme [z] produces consistent morphophonetic variation according to the phonetic environment in which [z] occurs.(v) Finally, the model or theory must be usable when we need to predict how new data, such as sentences we have not heard before, are likely to fit into the system. A workable theory cannot just descrive what we already know; it must also be able to give reliable assessments of what we do not yet know. Without this feature of predictability, a grammatical model would have to be radically reorganized whenever the syntax changed, as it always does, however slowly.Each of the three4 grammatical models we will briefly describe here should be tested against these five criteria. The better each model meets the test, the better a grammar it will be. But language is intimately tied with the human brain, about which we do not know nearly as much as we would like. So all three of the theories are likely to be deficient in some respects, until we have more information about psycholinguistics and syntax.Text TwoDirection: The following text is about ambiguity and hierarchical structure in syntax. Do you think whether syntactical rules can be broken or not? Why? (V. Fromkin, R. Rodman and N. Hyams. An Introduction to Language(7th ed.). Mass: Thomson, 2003:121-123)Syntactic knowledge goes beyond being able to decide which strings are grammatical and which are not. It accounts for the multiple meanings, or ambiguity, of expressions like the one illustrated in the cartoon above. The humor of the cartoon depends on the ambiguity of the phrase synthetic buffalo hides, which can mean “buffalo hides that are synthetic”, or “hides of synthetic buffalo”.This example illustrates that within a phrase, certain words are grouped together. Sentences have hierarchical structure as well as word order. The words in the phrase synthetic buffalo hides can be grouped in two ways. When we group like this:Synthetic (buffalo hides)We get the first meaning. When we group like this:(synthetic buffalo)hidesWe get the second meaning.The rules of syntax allow both these groupings, which is why the expression is ambiguous. The following diagrams illustrate the two structure:Many sentences exhibit such ambiguities, often leading to humorous results. Consider the following two sentences, which appeared in classified ads:For sale: an antique desk suitable for lady with thick legs and large drawers.We will oil your sewing machine and adjust tension in your home for $10.00.In the first ad, the humorous reading comes from the grouping …(for lady with thick legs and large drawers ) as opposed to the intended …(for lady ) (with thick legs and large drawers ) where the legs and drawers belong to the desk. The second case is similar.Because these ambiguities are a result of different structures, they are instances of structural ambiguity .Contrast these sentences withThis will make you smart.The two interpretations of this sentence are due to the two meanings of smart —“clever ” or “burning sensation ”. Such lexical or word-meaning ambiguities, as opposed to structural ambiguities, will be discussed in Chapter 5.Syntactic knowledge also enables us to determine the grammatical relations in a sentence, such as subject and direct object , and how they are to be understood. Consider the following sentences:(1) Mary hired Bill.(2) Bill hired Mary.(3) Bill was hired by Mary.In (1) Mary is the subject and is understood to be the employer that did the hiring. Bill is the direct object and is understood to be the employee. In (2) Bill is the subject and Mary is the direct object, and as we would expect, the meaning changes so that we understand Bill to be Mary ’s employer. In (3) the grammatical relationships are the same as in (2), but we understand it to have the same meaning as (1), despite the structure differences between (1) and (3).Syntactic rules reveal the grammatical relations among the words of a sentence and tell us when structural differences result in meaning differences and then they do not. Moreover, the syntactic rules permit speakers to produce and understand a limitless number of sentences never produced or heard before –the creative aspect of language use.Thus, the syntactic rules in a grammar account for at least:(i) The grammaticality of sentence(ii) Word order(iii) Hierarchical organization of sentences(iv) Grammatical relations such as subject and object(v) Whether different structures have differing meanings or the same meaning(vi)The creative aspect of languageA major goal of linguistics is to show clearly and explicitly how syntactic rules account for this knowledge. A theory of grammar must provide a complete characterization of what speakersimplicitly know about their language.。
supplementary reading unit 2
Unit twoText OneDirection: The following text is about how to identify phonemes. Please read aloud the tongue-twisters in the text, and try to see how fast you can read them. (M. Yaguello. Language Through the Looking Glass. Oxford: Oxford University Press, 1998:52-54)Every human being is born with the same sound-producing (articulatory) ability. Everyone can utter a very wide range of sounds, as its clearly shown by the ―babbling‖of very young children. A baby can produce sounds which seem incredibly strange and outlandish to the people around it. Jakobson (1941) writes:In its babble, a child can articulate an overall number of sounds which never come together ina single language, not even in a whole family of language: consonants with vastly different pointsof articulation, palatal and rounded, sibilant and fricative; then there are clicks, complex vowels,diphthongs, etc.For a child, these sounds are above all expressive, playful. Plunged into a world of meaningless sounds, the child plays with its voice as though the latter were a toy or a musical instrument. The sounds are also phatic –the babble informs the child, as it were, of its presence. At this stage, the sounds do not have communicative value: The child cannot yet organize them into message. But then, as it learns its mother tongue—as it listens to the people around it—the baby gradually identifies some order within this sonic chaos, a system which effectively privileges certain sounds: the distinctive sounds (which convey but do not contain meaning) of the language: a language which the child, as yet, does not even realize it is learning.Strangely enough, the child will progressively lose the ability to articulate the sounds which do not belong in this system, losing a natural ability in favor of a cultural one. What is more surprising still is that the child, in the early stage of language acquisition, loses not only those sounds which are foreign to the language it is acquiring, but also a good number of those which belong to the system. The child recognizes the, but has to re-learn how to articulate them . Learning this distinctive value of the phonemes thus entails a temporary regression. Accordingly, from age 2 to 4, there is a gap between the child’s passive competence (its ability to recognize the distinctive sounds of its language) and its active competence (its ability to reproduce them). If your child, for example, calls a sheep a ―seep‖, it does not mean that the child cannot hear the difference and the worst thing one can do is to start imitating the child and indulging in ―baby talk‖. When the world of sound switches from being phonetic to being phonological, the child has to learn how to identify the often subtle boundaries between sounds inasmuch as they generate differences in meaning. The more two phonemes resemble each other, the more the child will find it difficult to keep them apart; to distinguish, for example, between truck and chuck, or sing and thing: a fact which explains why we resort, partly in a spirit of play, partly for pedagogic purposes, to the classic children’s tongue-twisters.She was a thistle sifter and sifted thistles through a thistle sieveThe sixth sheikh’s sixth sheep’s sickI can think of six thin things and of six thick things tooPeter Piper picked a peck of pickled peppersAround the rugged rocks the ragged rascal ranOr the following ditty:She sells sea-shells on the sea-shore.The shells she sells are sea-shells I am sure,For if she sells sea-shells on the sea-shoreThen I am sure she sells sea-shore shells.These examples bear out the fact that the opposition between neighboring phonemes[æ] as in shell and [s] as in sell or [θ]as in thin and [s] as in sin, is acquired with difficulty for young children (they usually pronounce tchuck or twuck for truck) and also for foreigners whose language contains a different kind of [r](the French) or no [r] at all.The young child is extremely sensitive to minimal pairs and loves playing with paronymic sequences which bring together and juxtapose a group of very similar words. This accounts for the success, at nursery school, of ditties such as:A flea and a fly in a flueWere imprisoned, as what could they do?Said the flea, ―let us fly‖Said the fly, ―let us flee‖So, they flew through a flaw in the flue.Or:Did you eever iver ever in your leaf life loafSee the deevil divil devil kiss his weef wife woaf?No, I neever niver never in my leaf life loafSaw the deevil divil devil kiss his weef wife woafWhile still young a child can acquire several foreign languages, in addition to its mother tongue, and is able to operate several different, co-existing phonological systems. As time passes, however, the child finds it increasingly difficult to hear and therefore to articulate the sounds which do not have a distinctive value in its own language.Text TwoDirection: The following text is about computers and phonology. Do you think that speech synthesis is possible? Why or why not? (E. Finegan. Language: Its Structure and Use (3rd ed.). New York: Harcourt Brace College Publishers, 1999:131-132)Several decades ago researchers thought it would be a matter of only a few years before computers would be able to recognize speech and to synthesize it. (You can think of this simply as being able to turn spoken language into print and print into spoken language.) Although there has been some progress on both fronts, the process has taken longer than most researchers anticipated. The reasons do not lie in any absence of sophistication in computers but rather in the complexity of the phonological processes that characterize human languages and in our inability to model in a computer just what speakers do when they produce spoken utterances and understand the utterances of others. For example, as we saw earlier in this chapter, natural speech occurs in a continuous stream and is not readily segmented without knowledge of the particular language involved. Just how human beings segment a continuous stream of spoken language into distinct words and recognize the sound segments in those words remains unclear.The synthesis of speech by machine has also proved challenging. To understand why, focus on a string of sounds such as would occur in a simple word like sand. It would seem to be a straightforward matter to put together a machine-generated form of [sænd]:just get the machine to produce first a voiceless alveolar fricative, then the vowel [æ], then the alveolar stop [d]. It seemssimple enough, but notice that when pronounce sand, its vowel quality differs markedly from the ―same‖ vowel in a word like hat. If a speech synthesizer produced the vowel of hat in the word sand, it would sound highly artificial. Likewise, if it produced the vowel of sand in the word hat, that too would seem very unnatural. You already know that the vowel of sand gets nasalized before the nasal stop that follows it. What happens in articulatory terms is that in anticipation of the following nasal consonant and as the vocal tract starts to move toward that nasal consonant, the vowel itself takes on nasal characteristics. Therein lies one challenge for speech synthesis—how to blend sounds into one another in the way that people do. Just as there is no separation between words in ordinary human speech, so there is no separation between sounds.But the situation is even more complex. We have seen that a sound is essentially a bundle of phonetic features. Thus, we could think of the phonological form of sand as being not just the four segments [sænd] but as the (partial list of) features given below to each segment: [s] [æ] [n] [d]voiceless voiced voiced voicedalveolar low-front alveolar alveolarfricative unrounded nasal stopThe phonetic characteristics of the segments of sand are more complicated than we have indicated, but the representation above will serve for our purposes. Consider that the articulation of the phonetic features in each segment does not start and end at the same time as the others. In other words, the voicelessness of [s] doesn’t abruptly end and the voicing of [æ] starts at exactly the same time as the fricative character of the consonant stops and the vowel character of [æ] begins. The mouth and the other features of the vocal tract move continuously in the production of even a simple word like sand (as you can feel by saying the word and concentrating on your tongue movement).If the aim of speech synthesis is to make artificial speech sound as natural as possible, a good deal more about the nature of phonetic realizations of underlying phonological forms will have been achieved.。
Unit4 皮格马利翁reading和usinglanguage
Unit4 皮格马利翁主要人物：伊菜扎·杜利特尔（伊）：穷苦的卖花姑娘，立志要改善自己的生活希金斯教授（希）：语音学专家，坚信一个人的英语水平决定这个人的社会地位皮克林上校（皮）：陆军军官，后来成了希金斯教授的朋友，并给他安排了一项任务第一幕决定性的会面1914年的某日晚上11点15分，在英国伦敦某剧场夕。
正下着倾盆大雨，四处响着出租车的鸣笛声。
有一位男士在躲雨，边听人们谈话边观察着人们的反应。
他一边观察，一边作记录。
附近一个穿着黑色衣裙围着羊毛围巾的卖花姑娘也在躲雨。
这时有位先生（先）从这儿路过，他迟疑了片刻。
伊：长官，过这边来呀，买我这个苦命的孩子一束花吧！先：对不起，我没有零钱，伊：长官，我可以给你找零钱呀。
先：（惊奇地）一个英镑你找得开吗？没有再小的钱了。
伊：（带有希望的神色）啊！好啦，从我这买一束吧。
拿这一束，只要三个便士o（举起一些已经枯萎的花）先：（不舒服地）现在别烦我，好姑娘。
（在他的口袋里找什么，这时语气好些了）等一等，这儿有几个零钱。
这点钱对你有用吗？雨下大了，不是吗？（说完就走了）伊：（对先生付的钱表现出失望的样子，但是有总比没有好）先生，谢谢了。
（看到有人在记什么，感到担心）嗨，我跟那位先生讲话，又没做错什么事。
我有权卖花吧，我有权嘛！我不是小偷，我是个老实姑娘，老老实实的！（开始哭起来）希：（友善地）好啦，好啦！谁伤害你了，傻姑娘？你把我当成什么人了？（递给她一条手帕）伊：我还以为你是一个便衣警察呢。
希：我像警察吗？伊：（仍在担心）那你为啥要把我说的话记下来呢？我怎么知道你是不是写对了呢？那你把你写的关于我的东西给我看看。
希：你看吧！（把写满字的纸递给她）伊：这是什么呀？不像规规矩矩的字，我看不懂。
（把纸退回给他）希：我懂。
（模仿伊的声音读）长官，过这边来呀，买我这个苦命孩子一束花吧！（改用自己的声音）好了吧，你呀，如果我没有弄错的话，你出生在里森格罗佛：伊：（困惑不解的）如果我是又怎样呢？跟你有什么关系呢？皮：（本来是一直望着这个姑娘的，这时跟希金斯说话了）太棒了！请问你是怎么知道的呢？希：对人的发音进行研究、分类，如此而已。
Unit3TextA课后题答案
• 3. The new computer language can be quite easily understood by anyone who can read the daily newspaper. Now, why is this an advantage?
• Go to the library to find all relevant (3) information about the company and, if you can, on the person who will interview you. Have material with you that the employer might ask for --samples (4) of your work, names and addresses of references (5), extra copies of your resume.
After Reading
Unit 3 Job Interview Supplementary Reading
• 3. • 1) grilled her about where she had been all
night • 2) beyond Cinderella’s wildest dreams that she
• Prior to an interview the employer has probably (9) seen your resume and perhaps talked with you on the phone. What employers look for in interviews is what you might call personal chemistry – how you look and act, whether you exhibit (10) self-confidence, how you would fit in with other members of the organization.
高中英语：Unit 4 Reading课件 人教必修4
Because they are interested in China. Maybe they are interested in Chinese culture or food.
Careful reading & details
We should not make approaches to those who are cruel
The approach to learning English well is reading a lot of English books and writing many compositions.
approach
n. [U] 靠近，接近 at the approach of 在…快到的时候 make approaches to sb 设法接近某人 n. [C] 方法，步骤 the approach to… 做某事的方法 n. [C] 通道，入口 vt & vi (距离，时间上)接近
Para.4~5
Different people have different physical ways to greet others. Learning about their customs can help avoid difficulties in communication.
Examples of learned or cultural “body language”.
The approach to the wooden house is cut off by the snowstorm.
Hurry up! The time is approaching when we should go to school.
Unit-3-Text-A-课后题答案
• 3. The new computer language can be quite easily understood by anyone who can read the daily newspaper. Now, why is this an advantage?
7. study 8. be enough
Before Reading
Global Reading Detailed Reading
After Reading
Unit 3 Job Interview Supplementary Reading
III. Usage
• 1. There is so much to say and it is hard to know where to begin. OK, I’ll talk about myself first.
• 4. I’m going to work out the outline and will let you know how it goes. By the way, I will see you in February, as I plan to attend your seminar in Shanghai.
7) measurable 8) prospective 9) preparations 10) sparkled 11) took a crack at 12) partner
Before Reading
全新版大学英语第二册Uni(3)幻灯片
1
2
3
4
5
Name A. Li Ka-Shing B. Ingvar Kamprad C. Samuel Moore Walton D. Kushal Pal Singh E. Warren Buffett
Identity
UUnniitt22 VVaalluueess
furnishing retail chain IKEA
efo. uao((nn15fd))tA--he((mreBC))eA--r((midec))ae;nr(i2cb)a-un(sDirn)e-et(acsis)l;me(r3aW)n-(aaAln-)-Md(bae)rn;tt(r4e)p-(rEe)n-(eau);r;
English Song — Money, Money,ey
Must be funny In the rich man’s DwetaoilerdldReading Money, money, money Always sunny In the rich man’s world Aha-ahaaa All the things I could do If I had a little money It’s a rich man’s world
It’s a rich man’s world
Before Reading
Global Reading Detailed Reading
After Reading
UUnniitt22 VVaalluueess Supplementary Reading
English Song — Money, Money, A man liMkeotnheayt is hard to find but I can’t get hi_mo_f_f