unit exercises for chapter 4 constructive views of learning
语言学教程各章节练习及答案
Exercises to Linguistics外语系黄永亮Chapter 1 Invitation to Linguistics1.Define the following terms:Langue: Langue refers to the abstract linguistic system shared by all the members ofa speech community.Parole:parole refers to the realization of langue in actual use.Prescriptive: Prescriptive and descriptive represent two different types of linguistic study. if the linguistic study aims to lay down rules for “correct andstandard”behaviour in using language, i.e. to tell people what they shouldday and what they should not say, it is said to be prescriptive.Descriptive: Prescriptive and descriptive represent two different types of linguistic study. If a linguistic study aims to describe and analyze the language peopleactually use, it is said to be descriptive;competence: Chomsky defines competence as the ideal user’s knowledge of the rules of his language.Performance: Chomsky defines performance the actual realization of this knowledge in linguistic communication.Synchronic: The description of a language at some point of time in history is a synchronic study;Diachronic: The description of a language as it changes through time is a diachronic study.Linguistics：Linguistics may be defined as the systematic (or scientific) study of language.language： Language is a form of human communication by means of a system of symbols principally transmitted by vocal sounds.”2.Does the traffic light system have duality, why?No. No discrete units on the first level that can be combined freely in the second level to form meaning. There is only simple one to one relationship between signs and meaning, namely, re-stop, green-go and yellow-get ready to go or stop.munication can take many forms, such as sign, speech, body language and facialexpression. Do body language and facial expression share or lack the distinctive properties of human language?Less arbitrary, lack duality, less creative, limited repertoire, emotional-oriented.4.Why is competence and performance an important distinction in linguistics?According to Chomsky, a language user’s underlying knowledge about the system of rules is called his linguistic competence. And performance refers to the actual enables a speaker to produce and understand an indefinite numbers of sentences and to recognize grammatical mistakes and ambiguities. A speaker’s competence is stable but his performance is often influenced by psychological and social factors. Thus, Chomsky proposed that linguists should focus on the study of competence, not performance. The distinction of the two terms “competence and performance”represents the orientation of linguistic study. So we can say competence and performance is an important distinction in linguistics.5.In what basic ways does modern linguistics differ from traditional grammar?Modern linguistics differs from traditional grammar in the following basic ways: Firstly, priority is given, as mentioned earlier, to spoken language. Secondly, focus is on synchronic study of language, rather than on diachronic study of language. Thirdly, modern linguistics is descriptive rather than prescriptive in nature. Linguists endeavor to state objectively the regularities of a language. They aim at finding out how a language is spoken: they do not attempt to tell people how it should be spoken. Fourthly, modern linguistics is theoretically rather than pedagogically oriented. Modern linguists strive to construct theories of language that can account for language in general. These features distinguished modern linguistics from traditional grammar. The two are complementary. Not contradictory. Knowledge of both is necessary for a language teacher: knowledge of the latter is necessary for a language learner.Chapter 2 Phonetics1. Give the description of the following sound segments in English1)[❆] voiced dental fricative2)[☞] voiceless alveolar fricative3)[☠] velar nasal4)[♎] voiced alveolar stop5)[☐] voiceless bilabial stop6)[ ] voiceless velar stop7)[●] (alveolar) lateral8)[♓] high front lax unrounded vowel9)[◆:] high back tense rounded vowel10)[ ] low back lax rounded vowel2. How is the description of consonants different from that of vowels?Consonants are described according to manner and place of articulation while vowels are described with four criteria: part of the tongue that is raised; extent to which the tongue rises in the direction of the palate; kind of opening made at the lips; position of soft palate.3. Which sound may be described asa voiced bilabial plosive [♌]a voiced labio-dental fricative [ ]a voiceless velar plosive [ ]4. Why might a photographer ask the person she is photographing to say cheese?The vowel of the word cheese [♓:] is produced with the lips spread, this resemblinga smile.5.Account for the difference in articulation in each of the following pairs of words:coast ghost; ghost boastboast most; ghost mist;The words coast and ghost are distinguished by the fact that the initial segment is voiceless in the case of the former and voiced in the case of the latter.The word ghost and boast are distinguished by the place of articulation of the initial segment, [♑] being velar while [♌] is bilabial.Boast and most are distinguished by the manner of articulation of the initial segment, [❍] being nasal.Most and mist are distinguished by the fact that the former has a rounded back vowel shile the latter has a spread front vowel.Chapter 3 Phonology1.Define the following termsPhonology: Phonology is concerned with the sound system of languages. It is concerned with which sounds a language uses and how the contribution of sounds to thetask of communication.Phone: A phone is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phonesPhoneme: Phoneme is the abstract element of sound, identified as being distinctive ina particular language.Allophone: Allophone refers any of the different forms of a phoneme is an allophone of it in English. Compare the words peak and speak, for instance. The /☐/ in peak is aspirated; phonetically transcribed as [☐♒] while the /☐/ in speak is unaspirated, phonetically [☐＝ ]. [☐,☐♒] are two different phones and are variants of the phoneme /☐/. Such variants of a phoneme are called Allophone of the same phoneme.Suprasegmental features:.The phonemic features that occur above the level of the segment are called Suprasegmental features. Suprasegmental features include: stress, tone and intonation.2.Transcribe the realization of the past tense morpheme for each of the following words:Waited waved wiped waded. account for the differences.[id] in “waited”and “waded”follows another alveolar plosive. [d] in “waved”follows voiced consonants.[t] in “wiped” follows voiceless consonants, there being voicing assimilation. 3. which of the following would be phonologically acceptable as English words?Thlite grawl dlesher shlink tritch sruck stwondle“grawl” and “tritch”4.Why can we not use the sequence [☠kl] in twinkle as an example of a consonant cluster?The sequence [☠kl] bridges two syllables.5.For each of the following pairs compare the position of the stress. Comment.Economy/economic wonder/wonderfulBeauty/beautiful acid/acidicIn adjectives ending in –ic the stress moves to the following syllable, in adjectives ending in –ful it does not.6.Explain why somebody might choose to stress the following utterances as indicated bythe bold type:a) John want ed to do this today. b) John wanted to do this today. c) John wantedto do this to day.The first utterance implies that John was unable to do what he wanted.The second implies that he was only able to do something else.The third implies that he was only able to do it some other day.Chapter 4 Morphology1.Define the following terms:Morpheme: the smallest unit of language in terms of relationship between expression and content, a unit that can not be divided into further small units without destroying or drastically altering the meaning, whether it is lexical or grammatical.Compound:Polymorphemic words which consist wholly of free morphemes, such as classroom, blackboard, snowwhite, etc.Allomorph: any of the different form of a morpheme. For example, in English the plural morpheme -‘s but it is pronounced differently in different environments as /s/ in cats, as /z/ in dogs and as /iz/ in classes. So /s/, /z/, and /iz/ are all allomorphs of the plural morpheme.Bound morpheme: an element of meaning which is structurally dependent on the word it is added to, e.g. the plural morpheme in “dogs”.Free morpheme: an element of meaning which takes the form of an independent word.plete the words with suitable negative prefixesa. ir removable g. in humanb. in formal h. ir relevantc. im practicable i. un evitabled. in sensible j. im mobilee. in tangible k. il legalf. il logical l. in discreet3. “Morpheme” is defined as the smallest unit in terms of relationshipbetween expression and content. Then is morpheme a grammatical conceptor a semantic one? What is its relation to phoneme?Since morpheme is defined as the smallest unit in terms of relationship between expression and content, it at the same time covers the grammatical and semantic aspect of linguistic unit. A morpheme may overlap with a phoneme, such as I, but usually not, as in pig, in which the morpheme is the whole word, i.e. and independent, free morpheme, but the phonemes are /p/, /i/ and /g/.4. Identify in the following sentence four bound morphemes. State the function ofeach and say whether each is derivational or inflectional.The teacher’s brother considered the project impossible.The –er and the –‘s of teacher’s are bound morphemes, the former being derivational, as it produces a lexeme that denotes the person who does an action, the latter being an inflectional morpheme, as it indicates possession.The –ed of considered is inflectional, indicating that the action took place in the past. The im- of impossible is derivational, producing a new lexeme that denotes the opposite of possible.Chapter 5 Syntax1.Define the following terms:Category: parts of speech and functions, such as the classification of words in terms of parts of speech, the identification of functions of words in term of subject,predicate, etc.Concord:also known as agreement, is the requirement that the forms of two or more wordsin a syntactic relationship should agree with each other in terms of somecategoriesSyntagmatic relation:. Syntagmatic relation is a relation between one item and others in a sequence, or between elements which are all present. Paradigmatic relation: a relation holding between elements replaceable with each other at a particular place in a structure, or between one element presentand the others absent.Deep structure: is defined as the abstract representation of the syntactic properties of a construction, i. e. the underlying level of structural relationsbetween its different constituentsSurface structure: is the final stage in the syntactic derivation of a construction, which closely corresponds to the structural organization of aconstruction people actually produce and receive.Theme: The Theme is the first constituent of the clause.Rheme: All the rest of the clause is simply labeled the Rheme.2.Why is it important to know the relations a sign has with others, such as syntaxgmaticand paradigmatic relations?As the relation between a signifier and signified is arbitrary, the value of a sign can not be determined by itself. To know the identity of a sign, the linguist will have to know the signs it is used together with and those it is substitutable for.The former relation is known as syntagmatic and the latter paradigmatic.3.In what ways is IC analysis better than traditional parsing?In traditional parsing, a sentence is mainly seen as a sequence of individual words, as if it has only a linear structure. IC analysis, however, emphasizes the hierarchical structure of a sentence, seeing it as consisting of word groups first.In this way the internal of structure of a sentence is shown more clearly, hence the reason of some ambiguities may be revealed.4.What are the problems in IC analysis?There are some technical problems caused by the binary division and discontinuous constituents. But the main problem is that there are structures whose ambiguities cannot be revealed by IC analysis, e.g. the love of God. In terms of both the treediagram and the label, there is only one structure, but the word God is in two different relations with love, i.e. either as subject or object.5.Clarify the ambiguity in the following sentence by tree diagrams:Old teachers and priests fear blackbirds.SNP VPAdj. NP V NOld fear blackbirds.N Conj. Nteachers and priestsSNP VPNP Conj. N V NAdj. N and priests fear blackbirds.Old teachersChapter 6 Semantics1. defining the following terms:semantics: The subject concerning the study of meaning is called semantics. More specifically, semantics is the study of the meaning of linguistics units,words and sentences in particular.Denotation: the core sense of a word or a phrase that relates it to phenomena in the real world.Connotation: a term in a contrast with denotation, meaning the properties of the entitya word denotes.Sense: the literal meaning of a word or an expression, independent of situational context.Reference: the use of language to express a proposition, i.e. to talk about things in context.Synonymy: is the technical name for the sameness relation.Antonymy: is the name for oppositeness relation:hyponymy: a relation between two words, in which the meaning of one word (the superordinate) is included in the meaning of another word (the hyponym) semantic component: a distinguishable element of meaning in a word with two values,e.g. [+human].2. Some people maintain that there are no true synonyms. If two words mean really thesame, one of them will definitely die out. An example often quoted is the disuse of the word “wireless”, which has been replaced by “radio”. Do you agree? In general what type of meaning we are talking about when we say two words aresynonymous with each other?It is true that there are no absolute synonyms. When we say two words are synonymous with each other, we usually mean they have the same conceptual meaning.3. For each of the following pairs of words, state the principal reason why they maynot be considered to be synonyms:man boy toilet loo determined stubbornpavement sidewalk walk runThe words man and boy are principally distinguished be age, the words walk and run by speed. The principal distinction between the words toilet and loo is one of social register. Determined and stubborn are largely distinguished by attitude—a person reluctant to give up is described as determined by those who sympathize and as stubborn by those who do not. The difference between the words pavement and sidewalkis a matter of geography, the former being used in Britain and the latter in America.Chapter 7 Pragmantics1. defining the following terms:Performative:an utterance by which a speaker does something does something,as apposed toa constative, by which makes a statement which may be true or false. Constative:an utterance by which a speaker expresses a proposition which may be true or false.Locutuonary act: the act of saying something; it’s an act of conveying literal meaning by means of syntax, lexicon, and phonology. Namely, the utterance of asentence with determinate sense and reference.Illocutuonary act: the act performed in saying something; its force is identical with the speaker’s intention.Perlocutionary act: the act performed by or resulting from saying something, it’s the consequence of, or the change brought about by the utterance. Cooperative principle:in making conversation, there is, as Grice holds, a general principle which all participants are expected to observe. He calls this guidingprinciple the Cooperative Principle, CP for short.. It runs as follows:"make your conversational contribution such as is required, at thestage at which it occurs, by the accepted purpose or direction of thetalk exchange in which you are engaged.”Conversational implicature: the extra meaning not contained in the literal utterances,understandable to the listener only when he shares the speaker’sknowledge or knows why and how he violates intentionally one ofthe four maxims of the Cooperative Principle (CP)2. Consider the following dialogue between a man and his daughter. Try to explain the illocutionary force in each of the utterances.[The daughter walks into the kitchen and takes so e popcorn.]Father: I thought you were practicing your violin.Daughter: I need to get the violin stand.Father: Is it under the popcorn?The illocutionary force of “I thought you were practicing your violin”is a criticism of the daughter for her not practicing the violin. That of the daughter’s answer is a defense for herself—I’m going to do that. And that of the father’s retort is a denial of the daughter’s excuse.3.If you ask somebody “Can you open the door?”he answered “Yes”but does not actuallydo it, what would be your reaction? Why? Try to see it in the light of speech act theory.I would be angry with him. “Can you open the door”is normally a request of the hearer to do it rather than a question about his ability. The fact that he answers “Yes” but does not actually do it shows that he declines my request.4. A is reading the newspaper. When B asks “What’s on television tonight?” he answers “Nothing.” What does A mean in normal situations? Think of two situations in which this interpretation of “Nothing” will be cancelled.Normally “Nothing” here means “Nothing interesting”. If A adds after “Nothing” “The workers are on strike today” or “There’s going to be a blackout tonight”, then the interpretation of “Nothing interesting’ will be cancelled.。
大学英语综合教程四Unit13答案
KEY TO EXERCISESText comprehensionI. Decide which of the following best states the author's purpose of writing.C.II. Judge, according to the text, whether the following statements are true or false.1. F. Refer to Paragraph 1. What the author means by "The season was wrong" is that in the winter of Pennsylvania, it was impossible to see bluebirds, as the state is located in the northeastern part of the United States.2. T. Refer to Paragraph 2.3. F. Refer to Paragraph 13. The man had a playful spirit without an evil purpose. He playeda trick on his children, only to amuse them and make their hard life lively.4. T. Refer to Paragraph 15.5. F. Refer to Paragraph 20. Though it is true that in the narrator's view the presence of his children had boosted the old man's spirits, she didn't ascribe her father's survival exclusively to it. The medical work and, more importantly, the latent influence of the bluebirds were not to be ignored. The old man had a special feeling for blue-birds. It is sensible to believe that his constant concern for the creatures must have worked in his winning of the battle. This can be seen from his display of great care for the birds once he returned home from the hospital.6. F. Refer to Paragraphs 27-28. The man pretended to have forgotten the name of the bird and asked the narrator about it. This was actually a reflection of his playful spirit deeply ingrained in him.III. Answer the following questions.1. Because her father was hospitalized for a heart attack. Since he had already experienced two attacks, the narrator was unsure whether the old man could survive this time.2. The fact that every human being has an instinct for life couldn't account for everything here. There are more reasons why the old man didn't want to stop fighting his disease. For one thing, he had a family. He loved them and they loved him. For another, he couldn't rest assured of the bluebirds for whom he had a special feeling. In a sense, he no longer treated the creatures as animals but as humans and even as his own children. These new children, to him, needed more help from him than his grown-up children, as can be seen from his extraordinary concern for them when he was released from hospital.3. Whatever job you do, you must put your heart into it.4. The man was fascinated by the species and learned their characteristics through careful and long-term observations. He acquired the knowledge of the renowned quality of the creatures, the number of broods a pair would have and the help of the earlier nestlings offered to feed the later ones. All this made the narrator realize that her father had become an expert on this species.5. First, they have the same number of children. The coal miner had six children to raise and Caruso's mate laid six eggs. Second, Caruso and his mate made herculean efforts to feed the nestlings just as the miner did to support his family , loading nine tons a day and going on to work once he was back home. What the bluebirds did probably reminded the old man and thenarrator of the hard life they had ever had. This may strengthen their affection for the creatures.6. What the old man gave to the bluebirds was not just nesting boxes but his constant care as well, though his emotional offering may be unintelligible to the creatures. What the birds gave back was nothing else but a promise of hope and triumph. The spiritual support from the creatures must have worked in his recovery from his severe heart attack.IV. Explain in your own words the following sentences taken from the text.1 . The sparkle in his eyes often betrayed his playful spirit when they met your eyes in conversation.2. Dad must have been encouraged by his children's presence at his bedside in his fight against the heart attack ...3. Dad could only move around in the rooms downstairs, unable to climb upstairs or go out-side.4. After the fight, she assumed again her arrogant posture while Caruso passionately went on with his pleasant courtship songs.5. Suddenly one extremely clear morning, when the sky was as blue as the color of Caruso's courting clothing ...Structure analysis of the textIn Part I (Paragraphs 1-7), the author tells us the background of her story, especially the importance of the small birds to her father. In Part Ⅱ (Paragraphs 8-19), she recalls the life of her father, his philosophy of life, his sacrifice for the family and children and then his love for the birds. In Part III (Paragraphs 20-30), she focuses on how her father treated the birds and how fee birds paid him back.Rhetorical features of the textThe author used the following endearments to describe the playful character of her father; eyes ... wise as an owl's, sparkle with devilment (Paragraph 9), sly grin, the devilment that returned to his eyes (Paragraph 28). And her father called the bluebirds rascals.More examples of endearment: A husband can call his wife "bitch" and the wife can call him "bastard" in some situations to express their love for each other in a playful way.Vocabulary exercisesI. Explain the underlined parts in the sentences below.1.shone brightly with mischief2. make; shape3. called for4. natural home5. forerunners; indicators6. lean and tough bodyⅡ. Fill in the blanks with the appropriate forms of the given words.1.drifting2. sparkled3. confinement4. fervently5. incubates6. fledged7. rapturous8. NestlingIII. Choose a word that best completes each of the following sentences.1. D2. B3. C4. B5. A6. DIV. Explain the meaning of the underlined word or phrase in each sentence.1.discontinuation2.construct3.economically4.wrong5. in an awkward position6. ProfessionalGrammar exercisesI. Note the position of the adjectives in the following sentences.Although most of the adjectives are both attributive and predicate adjectives, some could function as attributive only while some others could function as predicate only. Aloof and well here are predicative adjectives.Ⅱ. Make sentences with the adjectives given.Note that total and sole are attributive adjectives while adrift, asleep, faint and ill are predicative adjectives when the latter two refer to body conditions.III. . Explain the difference between the underlined parts in each pair.1. A. takes charge ofB. trustworthy2. A. temporary featureB. permanent feature3. A. worriedB. Related4. A. permanent featureB. temporary featureIV. Improve the following sentences.1. The sheriff was looking for a middle-aged woman driving a dark green Buick sedan with a little Scotch terrier beside her.2. To start a conversation, I asked her for a light while waiting for the train.3. Seymour lay in a hammock and watched the vultures circling steadily overhead.4. Filled with eagerness, curiosity, and excitement, Nancy carefully unwrapped the small package.5. We watched with the aid of powerful binoculars the gulls flying over the windswept waves and barren rocks.6. The pair of antique candlesticks shining brightly on the table attracted the admiring glances of many visitors.V. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences.1. An excellent speaker, he was never at a loss for a word.One of the most popular tourist sites in Italy, Pompeii had nearly two million visitors lastyear.2.Jim climbed slowly up the creaking steps, his courage slipping away at every step. Cartright sat there in silence, his right cheek twitching as usual.TranslationI. Translate the following sentences into English, using the words or phrases given in the brackets.1. In the old days women in Japan were more confined to the household.2. This is a dull interlude in a speech sparkling with witticism.3. While some basketball players like Michael Jordan were renowned for their magic skills, others were notorious for their scandals.4. We all marveled at the perfection of his medical skills.5. It is said that it took primitive men months or even years to fashion a single tool from stones.6. The students hovered round their teacher, hoping to hear the examination results.7. A strong sense of responsibility set him on taking over this hazardous task.8. Nobody's got anything against you at all. Get that idea out of your head.II. Translate the following passage into Chinese.我父亲住在加拿大西部的一间小木屋里。
九年级英语第四单元3a的知识点
九年级英语第四单元3a的知识点Unit 4: Grammar and Vocabulary DevelopmentIntroduction:In the ninth grade English curriculum, students are introduced to Unit 4, which focuses on grammar and vocabulary development. This unit aims to enhance students' understanding of various grammatical concepts and expands their vocabulary range. Through engaging activities and exercises, students will be able to develop their language skills further. Let us delve into some key knowledge points covered in this unit.Verb tense and usage:In this unit, students will delve into the complexity of verb tenses. They will explore the differences between past, present, and future tenses, as well as their various forms such as simple, continuous, and perfect tenses. Understanding the proper usage of verb tenses is crucial for effective communication. Through exercises and examples, students will learn how to correctly apply different tenses in their speaking and writing.Modal verbs:Modal verbs are another important aspect of the English language covered in this unit. Students will familiarize themselves with modal verbs such as can, could, may, might, shall, should, will, would, must, and ought to, and understand their different meanings and uses. Modal verbs add nuances to expressions and allow students to convey levels of possibility, ability, obligation, and permission. Practical exercises will help students gain confidence in using these verbs appropriately.Adjectives and adverbs:Expanding vocabulary is an integral part of language development. In Unit 4, students will encounter a variety of descriptive words and adverbs that enhance their ability to express themselves effectively. They will learn about comparative and superlative forms, enabling them to compare and contrast people, objects, or situations in both written and spoken forms. By engaging in descriptive activities, students will enhance their vocabulary range and ability to provide vivid descriptions.Word formation:Word formation plays a significant role in expanding vocabulary. In this unit, students will explore the different ways words are formed, such as affixation (adding prefixes and suffixes), compounding, and conversion. Familiarity with word formation rules aids students indeciphering the meaning of unfamiliar words and allows them to construct new words themselves. Through interactive exercises, students will practice word formation techniques, boosting their language skills.Collocations:Collocations refer to words that tend to occur together frequently. In Unit 4, students will learn about common collocations and the importance of using them to express ideas accurately. Recognizing and incorporating appropriate collocations into their writing and conversation strengthens students' overall language proficiency, making their expressions more natural and nuanced.Conclusion:Unit 4 of the ninth-grade English curriculum introduces students to essential grammar and vocabulary development. The knowledge acquired in this unit equips students with a solid foundation for effective communication in English. From verb tense usage to modal verbs, adjectives, adverbs, word formation, and collocations, students gain a deeper understanding of the intricacies of the English language. By actively engaging in various activities and exercises, students can apply their newfound knowledge and refine their language skills further.。
译林版九年级英语上册unit4知识点
译林版九年级英语上册unit4知识点Unit 4 Knowledge Points in Grade 9 English TextbookIntroduction:In the ninth grade English textbook published by the Yilin Press, Unit 4 covers several important knowledge points. This unit focuses on various topics such as food, nutrition, and health. In this article, we will explore these knowledge points in-depth and discuss their significance in students' language learning.Food and Nutrition:Food plays a vital role in our daily lives, providing us with the necessary nutrients for growth, energy, and overall well-being. Unit 4 introduces key vocabulary related to food and nutrition, such as "carbohydrates," "proteins," and "vitamins." By learning these terms, students develop a more comprehensive understanding of the importance of maintaining a balanced diet.Health and Lifestyle:Unit 4 also delves into the concept of health and lifestyle. It encourages students to reflect on their habits and make better choices regarding their well-being. The unit introduces vocabulary related toexercise, such as "aerobic," "flexibility," and "endurance." By incorporating these terms into their vocabulary, students can better express their opinions on health-related issues and engage in discussions about maintaining a healthy lifestyle.Dialogue Practice:To reinforce the vocabulary and grammar concepts learned throughout the unit, the Yilin Press textbook provides ample dialogue practice. These dialogues are aimed at improving students' listening and speaking skills, allowing them to apply what they have learned in real-life scenarios. By practicing these dialogues with classmates or teachers, students can enhance their fluency and confidence in using the English language.Reading Comprehension:Unit 4 includes various reading passages that expose students to a wide range of topics related to food, health, and nutrition. These passages not only build students' reading comprehension skills but also expand their general knowledge. Through reading, students learn about different eating habits, the benefits of organic farming, and the impact of fast food on our health. This exposure to diverse themes enhances their language learning experience and broadens their perspectives.Grammar Focus:Alongside vocabulary and reading comprehension, grammar is another crucial aspect covered in Unit 4. The Yilin Press textbook introduces grammar topics such as "passive voice," "reported speech," and "adjective clauses." Mastering these grammar points enables students to construct more complex and advanced sentences while expressing their ideas and opinions accurately.Writing Exercises:Unit 4 also provides practice exercises focused on improving students' writing skills. These exercises range from short paragraphs to longer compositions, allowing students to practice expressing their thoughts in a cohesive and coherent manner. The writing tasks often relate to the unit's theme, encouraging students to apply their knowledge of food, health, and nutrition in a practical context.Conclusion:Unit 4 of the ninth-grade English textbook by the Yilin Press is a comprehensive and engaging unit that covers essential knowledge points related to food, nutrition, health, and grammar. By exploring these topics, students not only enhance their language skills but also gain valuable insights into leading a healthy lifestyle. Through dialogue practice, reading comprehension, and writing exercises, studentsdevelop a well-rounded proficiency in English, setting a solid foundation for their future language learning endeavors.。
外研版高一英语必修四unit4语法课教案设计
Lesson plan for Great ScientistsTeachi ng Procedurese.The new hybrid rice has been developed by the Yuan Longping High-tech Agriculture Company of China.T:Now answer the following questions.1 .Which sentence is in the present simple(passive voice)?2 .Which sentences are in the past simple(passive voice)?3 .Which sentence refers to the future?4 .Which sentence is in the present perfect?3. Present the passive voice with four tenses on PPT the present simple, the past simple, the futuresimple, and the present perfect; then explain the usage of the sentences from the PPT one by one.4. Conclude the forms of the passive voice and show it on PPT. Let Ss learn to observe the sentences structures and distinguish the different tenses.The teacher guides the students to make a simple summary of the voice they have learned and form a clear concept of it.Stage 3 Practice (10mins)1. Ask Ss to do the exercise 1 and exercise 2 of different tenses about the passive voice. 厂 一Exercise 1 J 1.1 vxltfl monry ______ . Ihe lliedltv illA. was fnundB. find 吊 1 round Ik fonrid«rv cnnriiJ<nt ihiHenvironment _______ hy our furthervl'Jbrh tu induct pullulion.A. had been improved ' hr iniproi «dC?. k impiwcd 1). WHS improvrdXU nalliing _______ , Uiv(K?c3ns «111 turn inlo I LS J I deserts,A. doe\ B* h 刘d been done will 号 JuneExercise 2Fill in the blanks.Part oneLihui: Let's learn other scientists.Lihua: Cailun is a great inventor I'd like to talk.Lihui: Great,we all know that Papermaking _____________________ (invent) by him.Lihua:Yes,with the development of society, different types of paper _____________________ (develope) sofar.Lihui:Maybe in the future, new paper ________________ (create) and ________ (use) in other area.Part 2Tom:Do you know some famous scientists?Tina:Yes,Stephen Hawking,he _________________ (know) at home and abroad widely.Tom:for example?Tina:He ___________ (graduate) from Oxford University.In the 1960s,He (diagnose)with motor neurone disease.but he never gave up, his book A Briefbe +doneDesigning purposeHistory of Time(publish)in 1988.He is so outstanding and we(influence) by him.Tom:Right.we all believe his work(use) in other new field that(explore) by others scientists recently.Stage4 Production Discussion and making sentences in groups.(11 mins ) 1.Teacher show some pictures in the PPT, then ask Ss to discuss and describe the picture byusing the correct form of passive voice in groups. And some prompts are given besides the picture.T: I think you have learned passive voice by hearts. Now, we will make some sentences in passive voice inpassive voice.You know,we should learn not only their forms but also how to use them correctly. Ask Ss todiscuss the exercise in groups and finish it.Practice 1: Make sentences according to the pictures and given words.2.Write a short dialogue within sive sentences to describe the scientists with the right types of PV.Scientists are as follows:MadameCurie,Edison ect.3.Give some comments on the Ss' performance and then give a brief conclusion.Blackboard/PPT Design（板书 /媒体设计）Module 4 The Passive VoiceBe+done1.the present simple: am/is/are+done2.the past simple: was/were+done3.the future simple: will be+done4.the present perfect: have/has+been+done。
晚上在家我写作业英语
晚上在家我写作业英语Certainly! Here's a content generation for the title "晚上在家我写作业英语":Tonight, as the sun sets and the sky turns a deep shade of indigo, I find myself seated comfortably at my study desk, ready to tackle my English homework. The room is quiet, save for the occasional rustle of pages and the soft glow of my desk lamp casting a warm light on the pages of my workbook.My assignment for the evening is to complete a series of exercises that focus on verb tenses. I open my textbook tothe relevant chapter and start by reviewing the rules of past, present, and future tenses. Understanding these is crucialfor constructing sentences that are both grammaticallycorrect and contextually appropriate.I begin with the past tense exercises, carefully conjugating verbs in the simple past, past continuous, and past perfect forms. Each sentence I construct tells a small story, and I find myself immersed in the narratives of actions that have already taken place.Moving on to the present tense, I practice forming sentencesin the simple present, present continuous, and presentperfect tenses. This section is particularly important forexpressing habitual actions, current states, and actions that have occurred at an unspecified time in the past.Finally, I tackle the future tense, which is always a bit more challenging. I practice using "will" for predictions, "be going to" for planned actions, and "present continuous" for future arrangements. Imagining the future is always exciting, and it adds a layer of creativity to my homework.As I work through the exercises, I also take note of any new vocabulary that comes up. I jot down unfamiliar words in a small notebook, making a mental note to look up their meanings and usage later.After completing the exercises, I move on to reading comprehension. The passage for tonight is an engaging story about a young explorer who embarks on a journey to discover a hidden treasure. The language is rich and descriptive, and I find myself lost in the vivid imagery.I underline key phrases and new vocabulary, making sure to understand the context in which they are used. This helps me to not only answer the comprehension questions but also to enrich my own vocabulary and improve my reading skills.As the clock ticks closer to bedtime, I review my work, making sure there are no errors left unchecked. I feel a sense of accomplishment as I pack away my books, knowing that I've made progress in my English studies.Homework, while sometimes challenging, is an essential partof learning. It provides the opportunity to practice and reinforce the concepts taught in class, and tonight's session was no exception. With a contented sigh, I switch off the lamp and prepare for a good night's sleep, looking forward to the next day's lessons.。
大学英语综合教程4unitPPT课件
01
Unit Introduction
Unit Theme
Summary
Unit Theme Introduction
Detailed description
The theme of this unit is "Global Climate Change", which mainly explores the current situation, causes and impacts of global climate change, as well as individual and social response strategies.
Teaching objectives
Summary
Explanation of teaching objectives
Detailed description
The teaching objectives of this unit include: cultivating students' reading comprehension ability, enabling them to master vocabulary and expressions related to global climate change, understanding the scientific principles of global climate change, and improving their critical thinking ability and environmental awareness.
高二第二学期ExerciseforUnit4
高二第二学期ExerciseforUnit42005－2006学年度上学期高中学生学科素养训练高二英语同步测试（4）—Unit 4 A garden of poems第Ⅰ卷第二部分：英语知识运用(共两节，满分45分)第一节: 单项填空(共15小题；每小题1分，满分15分)从A、B、C、D四个选项中，选出能够填入空白处的最佳选项。
21. John Smith, a successful businessman, has a car.A. large German whiteB. large white GermanC. white large GermanD. German large white22. —Why wasn't the conference held on time?—For the of you.A. intentionB. absenceC. gloryD. lack23. The two sisters being very alike, I can’t tell them _____for the moment.A. asideB. offC. awayD. apart24. A well-written composition ___ good choice of words and clear organization among other things.A. calls onB. calls forC. calls upD. calls in25. all his friends agree, he was unusually warm-hearted, loving and generous.A. WhatB. ThatC. WhenD. As26. Music often us of events in the past.A. remembersB. remindsC. reflectsD. impresses27. The two sides held talks in a friendly yesterday afternoon.A. climateB. atmosphereC. situationD. environment28. Eating too much fat can heart disease and cause high blood pressure.A. relate toB. contribute toC. attend toD. devote to29. —I was surprised to see wild flowers in Alaska.—Many people think there is nothing there ice and snow.A. rather thanB. else thanC. other thanD. except than30. The road sign is easy to read; the words well.A. make outB. stand outC. work outD. turn out31. My father recommended that I my officer.A. didn’t disobeyB. not to disobeyC. not disobeyD. mustn’t disobey32. Paris is small in comparison London.A. withB. byC. toD. for33. Poetry in English also opens the door to new ways of expressing yourself in Chinese.A. Read; findB. Reading; findC. Reading; findingD. Read; finding34. You should try to get a good night’s sleep _________ much work you have to do.A. howeverB. no matterC. althoughD. whatever35. The set of stamps, once , will be very popular with stamp-collectors.A. to be printedB. printingC. to printD. printed第二节：完形填空（共20小题；每小题1.5分，满分30分）阅读下面短文，把握其大意，然后从36～55各题所给的四个选项（A、B、C和D）中，选出最佳选项。
(整理版高中英语)课课练Unit4GrammarandIntegratingskills
课课练Unit4：Grammar and Integrating skills课前预习:无师自通Ⅰ.用动词适当形式填空1.I got my friend_________ (translate) a letter for me.2.Sometimes parents make their children_________ (do) some housework.3.Could you help me _________ (repair) my bike?4.The thief was observed _________ (go) into the store.5.I heard the rain _________ (fall) on the roof.Ⅱ.语法选择题1.The next morning she found the man___________in bed,dead.答案:A提示:根据语法分析可知，待选局部在句中作宾补，补充说明宾语the man;再根据宾语the man对于动词lie来说应是主动关系，而且，lie这个动作与谓语动词found同时进行。
因此，该题应选A项。
2.(东北三校联考，33) Traditionally,the young are used to doing what they are told,but then their ideas would_______in their brain and not heard.A.be lockedB.be rootingC.be fastenedD.be tying答案:A提示:be locked in为固定搭配，而be rooted后要加in,be fastened后面要加to。
3.I can hardly imagine Peter_________across the Atlantic Ocean in five days.A.sailB.sailingC.to sailD.to have sailed答案:B提示:考查动词imagine后要求跟动名词，Peter是动名词的逻辑主语。
代数拓扑学习题(英文)
(b) X is the graph which is the suspension of n points and f is the suspension of a
cyclic permutation of the n points.
cylinder Mf is a CW complex. [The technique of cellular approximation described in §4.1 can be applied to show that the cellularity hypothesis can be dropped.]
3. Show that the n skeleton of the simplex ∆k has the homotopy type of a wedge
sum of
k n+1
n spheres.
Section 1.1.
1. If x0 and x1 are two points in the same path component of X , construct a bijection between the set of homotopy classes of paths from x0 to x1 and π1(X, x0) .
9. (a) Show that a finite CW complex, or more generally one with a finite 1 skeleton,
has finitely generated fundamental group.
(b) Show that a map f : X→Y with X compact and Y a CW complex cannot induce an
新职业英语 土建英语 Unit 4
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Unit 4 Constructing A Building
Reading A
设计师在建筑施工期间要时刻和施工单位
的人员保持密切的联系，这样他就可以随时评
估施工现场的条件、建筑材料和和工作的具体 情况，如果有必要，根据这些情况及时更改或 完善设计。
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Unit 4 Constructing A Building
Warming-up
Task 1 Read the diagram and translate the parties in construction project from English into Chinese.
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Unit 4 Constructing A Building
Reading A
The employees on a building site should be given training in work skills and health and
safety procedures. With the development of
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Unit 4 Constructing A Building
Reading A
The designer must be in close contact with
everything that is done during the construction
work so he can evaluate any changes in the site conditions, materials and work and, if necessary,
译林版九年级上册英语unit4知识点
译林版九年级上册英语unit4知识点Unit 4 Knowledge Points in Grade 9 English TextbookIntroduction:In the ninth grade English textbook, Unit 4 covers various important knowledge points that will enhance students' language skills and understanding. This unit emphasizes the topic of "How do you make a difference?" and focuses on communication, vocabulary, grammar, and reading comprehension. Let's explore some of the key points discussed in this unit.Communication Skills:One of the fundamental aspects of language learning is effective communication. In this unit, students will engage in activities that require them to express their thoughts, opinions, and emotions. They will practice using appropriate sentence structures and vocabulary to convey their ideas clearly. This helps develop their speaking and writing skills, allowing them to communicate effectively in different situations.Vocabulary:To improve students' vocabulary, Unit 4 introduces a wide range of words and phrases. These words are categorized into different themes such as education, environment, volunteering, and social issues. Students will learn how to use these words in context, expanding their vocabulary pool. Additionally, they will learn synonyms, antonyms, and idiomatic expressions related to the given topics, thereby enriching their language skills.Grammar:Unit 4 also focuses on reinforcing grammar rules and structures. Students will review and practice using tenses, articles, prepositions, and conjunctions correctly in sentences. They will learn how to construct complex sentences, which will improve their overall language fluency. Furthermore, students will be exposed to various sentence patterns and grammatical structures, allowing them to apply these rules in their own writing and speaking.Reading Comprehension:Reading is a vital skill in learning any language. Unit 4 provides students with interesting texts that address real-world issues and situations. By reading these texts, students will enhance their reading comprehension skills, develop critical thinking abilities, and broaden their knowledge of different cultures and perspectives. They will alsolearn how to extract important information, infer meanings, and make connections to the world around them.Language Functions:In this unit, students will focus on practicing specific language functions that are essential in daily communication. These language functions include expressing opinions, giving advice, making suggestions, and offering congratulations or condolences. By practicing these functions through various activities and exercises, students will become more confident in using English in different social contexts.Interactive Learning:Unit 4 incorporates interactive learning methods to engage students actively. There are group discussions, role-plays, debates, and presentations that encourage students to collaborate, express their ideas, and work together. These interactive activities help create a dynamic learning environment, enabling students to apply their knowledge practically.Conclusion:Unit 4 of the ninth-grade English textbook provides students with a comprehensive understanding of various language skills, includingcommunication, vocabulary, grammar, and reading comprehension. By focusing on real-world topics and incorporating interactive learning methods, students develop not only their language proficiency but also their critical thinking and problem-solving abilities. This unit equips them with the necessary tools to make a difference not just in their English language abilities but also in their lives as responsible global citizens.。
高中英语Unit 4 Discovering Useful Structures P41
• Do you have any hobbies or interests? • How long have you been learning/
约翰爱了玛莉整整十年 。
④ 在否定句中一般用现在完成时而不用现在 完成进行时。
I have not spoken English for two years. I have not been speaking English for two years.
He has never seen a man like him. He has never been seeing a man like him.
⑥ The company _i_s_l_a_u_n_c_h_in__g_/ _h_a_s_l_a_u_n_c_h_e_d_/_la_u__n_c_h_e_d_ (launch) an advertising campaign to promote its corporate image.
Production
② 表示暂时性的动作用完成进行时较好，表示长期 的持续状态的动作用完成时较好。
He has been staying with his uncle during the past two months. 最近两个月短他暂和性他动叔作叔在一起。
I have lived here all my life. 我一生都住在这里。
2. Steve started to play rugby at the age of eight. Now he has become a professional player. _S_t_e_v_e_h_a_s_b_e_e_n__p_l_a_y_in_g__r_u_g_b_y_s_i_n_c_e_t_h_e_a_g_e__o_f _e_ig_h_t_. _N_o_w__h_e__h_a_s_b_e_c_o_m__e_a__p_r_o_fe_s_s_io_n_a_l_p__la_y_e_r_. ________
初二英语冀教版1至5单元五篇作文
初二英语冀教版1至5单元五篇作文As an AI language model, I am currently engaged in generating a comprehensive document for you. Since you request a 700-word English essay on the topic of "English for Grade 8, Unit 1-5 from the Jiedao Edition of初二", I will provide a sample essay that covers the five units in a coherent and engaging manner. Please note that this is a fictional representation and not a real-life assignment.---。
Exploring English: A Journey Through Grade 8, Jiedao Edition。
Unit 1: Greetings and Introductions。
In the realm of language, the first step is always a warm welcome. Unit 1 of Grade 8 English, from the Jiedao Edition, introduces students to the fundamentals of communication. It begins with the art of saying hello, where we learn about various greetings and how to introduce ourselves in a polite manner. Students are encouraged to practice these phrases, understanding that a simple "Hello, my name is [Your Name]" is the first step in building relationships.Unit 2: Describing People and Places。
八下unit4英语满分作文
八下unit4英语满分作文In today's rapidly evolving world, the importance of English proficiency cannot be overstated. As a global language, English has become the primary means of communication in various spheres, from business and academia to international relations and cultural exchange. For students, mastering English, particularly in the context of their academic studies, is a crucial step towards unlocking a world of opportunities.The unit 4 curriculum in English language learning is a pivotal component in this journey of linguistic excellence. This unit delves into the intricacies of the English language, equipping students with the necessary skills and knowledge to navigate complex grammatical structures, enhance their vocabulary, and develop a deeper understanding of the nuances of written and spoken communication.At the heart of this unit lies the concept of the perfect tense, a grammatical construction that allows individuals to express actions or events that have been completed or have occurred at a specific point in time. Mastering the perfect tense is essential for students toconvey their ideas effectively, whether they are engaged in academic writing, formal presentations, or everyday conversations.One of the key aspects of the perfect tense is its ability to highlight the relevance of past actions to the present. By utilizing the perfect tense, students can seamlessly transition between different time frames, creating a cohesive narrative that resonates with their audience. This skill is particularly valuable in academic writing, where students are often required to analyze historical events, draw connections between past and present, and make informed predictions about the future.Moreover, the perfect tense also plays a crucial role in developing students' language proficiency. By consistently practicing the correct usage of the perfect tense, students can enhance their grammatical accuracy, improve their sentence structure, and ultimately, become more confident and articulate communicators.In the context of the unit 4 curriculum, students are often presented with a variety of exercises and activities designed to reinforce their understanding of the perfect tense. These may include grammar drills, sentence transformation exercises, and even creative writing prompts that challenge students to incorporate the perfect tense into their compositions.One such exercise might involve analyzing a passage of text and identifying the instances where the perfect tense has been employed. Students can then explore the nuances of these usages, discussing the specific contexts and the intended meanings conveyed by the perfect tense. This type of activity not only strengthens their grammatical knowledge but also fosters a deeper appreciation for the subtleties of the English language.Another key component of the unit 4 curriculum is the emphasis on vocabulary development. As students delve deeper into the perfect tense, they are often exposed to a rich tapestry of words and phrases that are closely associated with this grammatical construct. For instance, students may encounter adverbs like "already," "just," and "yet," which often accompany the perfect tense to provide additional temporal context.By actively engaging with these vocabulary items, students can expand their lexical repertoire and enhance their ability to express themselves with greater precision and nuance. This, in turn, can lead to more effective communication, both in academic settings and in real-world interactions.Furthermore, the unit 4 curriculum often incorporates opportunities for students to apply their knowledge of the perfect tense in practical, real-world scenarios. This may involve role-playingexercises, where students take on the personas of different characters and engage in dialogues that require the use of the perfect tense.Such activities not only reinforce the students' understanding of the grammatical concepts but also help them develop their communication skills in a more authentic and contextual manner. By practicing the perfect tense in simulated situations, students can gain confidence in their ability to use the language effectively, preparing them for the demands of the real world.In conclusion, the unit 4 curriculum in English language learning is a crucial component in the journey towards linguistic excellence. By mastering the perfect tense and its associated vocabulary, students can enhance their communicative abilities, improve their academic performance, and unlock a world of opportunities. Through a comprehensive and engaging approach to learning, this unit equips students with the necessary skills and knowledge to thrive in an increasingly globalized society, where the ability to communicate effectively in English is a highly valued asset.。
英语课件Chapter4Exercises
Chapter 41. The sentence structure is ________.A. only linearB. only hierarchicalC. complexD. both linear and hierarchical2. The syntactic rules of any language are ____ in number.A. largeB. smallC. finiteD.infinite3. The ________ rules are the rules that group words and phrases to form grammaticalsentences.A. lexicalB. morphologicalC. linguisticD.combinational4. A sentence is considered ____ when it does not conform to the grammaticalknowledge in the mind of native speakers.A. rightB. wrongC. grammaticalD.ungrammatical5. A __________ in the embedded clause refers to the introductory word thatintroduces the embedded clause.A. coordinatorB. particleC. prepositionD.subordinator6. Phrase structure rules have ____ properties.A. recursiveB. grammaticalC. socialD.functional7. Phrase structure rules allow us to better understand _____________.A. how words and phrases form sentences.B. what constitutes the grammaticality of strings of wordsC. how people produce and recognize possible sentencesD. all of the above.8. The head of the phrase “the city Rome” is __________.A. the cityB. RomeC. cityD. the city Rome9. The phrase “on the shelf” belongs to __________ construction.A. endocentricB. exocentricC. subordinateD. coordinate10. The sentence “They were wanted to remain quiet and not to expose themselves.”is a __________ sentence.A. simpleB. coordinateC. compoundD. complex11. Universally found in the grammars of all human languages, syntactic rules thatcomprise the system of internalized linguistic knowledge of a language speaker are known as linguistic competence.12. The syntactic rules of any language are finite in number, but there is no limitto the number of sentences native speakers of that language are able to produce and comprehend.13. In a complex sentence, the two clauses hold unequal status, one subordinating the other.14. Constituents that can be substituted for one another without loss ofgrammaticality belong to the same syntactic category.15. Minor lexical categories are open because these categories are not fixed andnew members are allowed for.16. In English syntactic analysis, four phrasal categories are commonly recognizedand discussed, namely, noun phrase, verb phrase, infinitive phrase, and auxiliary phrase.17. In English the subject usually precedes the verb and the direct object usuallyfollows the verb.18. What is actually internalized in the mind of a native speaker is a complete listof words and phrases rather than grammatical knowledge.19. A noun phrase must contain a noun, but other elements are optional.20. It is believed that phrase structure rules, with the insertion of the lexicon,generate sentences at the level of D-structure.21. A __________ is a structurally independent unit that usually comprises a numberof words to form a complete statement, question or command.22. A __________ may be a noun or a noun phrase in a sentence that usually precedesthe predicate.23. The part of a sentence which comprises a finite verb or a verb phrase and whichsays something about the subject is grammatically called __________.24. A __________ sentence contains two, or more, clauses, one of which isincorporated into the other.25. In the complex sentence, the incorporated or subordinate clause is normallycalled an __________ clause.26. Major lexical categories are __________ categories in the sense that new wordsare constantly added.27. Syntax 28. IC analysis29. What are endocentric construction and exocentric construction? （武汉大学，2004）30. Distinguish the two possible meanings of “more beautiful flowers” by meansof IC analysis.31. Draw a tree diagram according to the PS rules to show the deep structure of the sentence: The student wrote a letter yesterday.Answers:1~5 DCDDD 6~10 ADDBA11~15 TTTTF 16~20 FTFTT21. sentence 22. subject 23. predicate 24. complex 25. embedded 26. open27. Syntax: Syntax refers to the rules governing the way words are combined to formsentences in a language, or simply, the study of the formation of sentences.28. IC analysis: Immediate constituent analysis, IC analysis for short, refers tothe analysis of a sentence in terms of its immediate constituents –word groups (phrases), which are in turn analyzed into the immediate constituents of their own, and the process goes on until the ultimate sake of convenience.29. An endocentric construction is one whose distribution is functionally equivalent,or approaching equivalence, to one of its constituents, which serves as the center, or head, of the whole. A typical example is the three small children with children as its head. The exocentric construction, opposite to the first type, is defined negatively as a construction whose distribution is not functionally equivalent to any of its constituents. Prepositional phrasal like on the shelf are typical examples of this type.30. (1) more | beautiful flowers (2) more beautiful | flowers31.Det.NP V Adv.Det.N.The student wrote a letter yesterday.欢迎您的下载，资料仅供参考！。
unit4梯级演练强技提能人教新课标必修四
unit4梯级演练强技提能人教新课标必修四温馨提示:此套题为Word版～请按住Ctrl,滑动鼠标滚轴～调节合适的观看比例～答案解析附后。
关闭Word文档返回原板块。
梯级演练?强技提能?. 完成句子1. (2013?浙江高考)A good listener takes part in the conversation,______________ to keep the talk flowing.一个好的聆听者要参与交谈, 给出自己的想法、提出问题以使谈话顺畅进行。
2. (2013?北京高考)I took my driving license with me on holiday,______________ I wanted to hire a car.度假时我随身携带驾驶证以备租车之需。
3. (2012?四川高考)This is not my story, nor______________. My story plays out differently.这不是我的故事, 也不是全部的故事。
我的故事与这不同。
4. (2011?江苏高考)We’d bette r discuss everything______________before we work out the plan.我们最好在制订计划之前详细地讨论一切事情。
5. ______________, we saw a stone statue of about10metres in height.靠近城市中心时, 我们看见一座大约10米高的石雕。
6. People have always______________ exactly how life on earth began. 第 1 页共 6 页人们一直想知道地球上的生命是怎样开始的。
7. Stephen was chosen to______________ at the conference.Stephen被选出代表公司参加会议。
建筑英语练习答案0103
Construction EnglishUnit 1 IntroductionLesson 1 What is ConstructionLook and Learn（横向从左至右）a triangle shapea rectangular shapea pyramida cylindera circular shapea square shapea cubea hemisphereDialogueA. 1. How do you do? Nice to meet you.2. He combined triangles together to construct the main structure of the building.B. 1. Good morning, sir.Hello.Hi.2. How are you?How do you do?Nice to meet you.3. How do you do?How are you?How are you going?Reading （横向从左至右）a d e c f b金字塔新央视大楼斗兽场EgyptLesson 2 Different Types of ArchitectureLook and Learn民用建筑：residential buildings, a stadium农用建筑：a chicken farm, a greenhouse工业建筑：factory buildings特种建筑：a television towerDialogueA.(practice in pairs)B. 1. Yes2. No3. Yes4. NoReadingA. 1. a 2. f 3. c 4. e 5. b 6. dB. 1. their functions2. civil architecture3. highways, railways, bridges4. physical, commercial, residentialLesson 3 Basic Building Elements Look and LearnDialogueA. 1. He is going to make a further study abroad.2. He will study in Princeton University.B. 1. say goodbye2. leaving3. keep in touch4. you ’ve done for meReading parapet wall rainspout exterior wall windowawning door stairsfoundation dry area rail handle roofA. 1. e 2. a 3. b 4. f 5. c 6. dB. foundation / uppermost / distribute / subsystem / interface / waterproofed / multistory / verticalLesson 4 Various StructuresLook and Learn1.arch structure2. wire rope structure3. tube structure4. folded-plate structure5. space truss structure6. bearing wall structure7. shell structure8. framed structureDialogueA.practice in pairsB. 1. c 2. a 3. aReadingA. 1. has rigid joints made between vertical and horizontal members.2. are structural members made by assembling short and straight members into triangulatedpatterns.3. is a curved structural member spanning between two points to make it bear more loads.B. rigid elements 横向力flexible elements 刚性要素rigid joint 柔性要素lateral forces 钢接结构Learn More （横向从左至右）4 3 6 2 1 5Unit 2 Building MaterialsLesson 1 Common Building MaterialsLook and Learn （横向从左至右）natural soil; 天然土rammed earth; 夯实土common brick; 普通砖glazed brick; 瓷砖，釉面砖concrete; 混凝土reinforced concrete; 钢筋混凝土metal; 金属glass; 玻璃wood; 木材rubble; 毛石sand, ash and earth; 砂、灰土DialogueA. 1. Site Fire Safety.2. It was on fire last week.B. 1. Excuse me. What’s the time now?Is anyone sitting here?Haven’t we met somewhere?2. It is a lovely day, isn’t it?a nice daya beautiful day3. I’ve got to go. Goodbye.I am leaving.I have to go now.ReadingA. 1. c 2. a 3. f 4. d 5. e 6. bB. 1. can be shaped with simple tools and easily fastened with nails, screws and adhesives.2. is particularly suitable for use with heavy loads and over long spans.3. is strong, durable and expensive.4. is man-made and very strong in compression.Learn More1. flexible; rigid2. combustible; non-combustible3. permeable; impermeableLesson 2 ConcreteLook and Learn （横向从左至右）bitumen; gypsum; cement;lime; soluble glass; resinDialogueA. Practice in pairs.B. 1. No2. Yes3. No4. YesReadingA. 1. C 2. F 3. D 4. A 5. B 6. EB. aggregate / compact / condition / reinforce / withstand / mixture / conveniently / property Learn More（横向从左至右）荷兰(Holland) 英国(Britain)日本(Japan) 德国(Germany)Lesson 3 SteelLook and Learn1. d2. f3. e4. c5. b6. aDialogueA. 1. Because he is moving to a new apartment and invites Michael to attend hishouse-warming party.2. Because the rental of the apartment is very expensive.B. Practice in pairs.ReadingB. 1. a 2. b 3. bLesson 4 Materials with Special FunctionsLook and Learn1. ceramic fiber2. lightweight partition wall plate3. safety glass4. water-repellent and ventilate film5. ceiling absorber6. acoustic woolDialogueA.Practice in pairs.B. 1. No2. Yes3. No4. NoReadingA.B. gardener / process / innumerable / diameter / ensure / workable / respond / contractLearn MoreWork TogetherPractice in pairs.Application7. 审核各分项、分部工程质量，为下道工序做准备8. 参加系统联合试运转9. 组织竣工预验10. 监督总包整改11. 编写工程质量评估报告12. 参加竣工验收13. 签署竣工验收报告Unit 3 Architecture DesignsLesson 1 Building DrawingsLook and Learn1. T squares2. dividers3. a drawing pen4. triangles5. a French curve6. compassesDialogueA. 1. Because he was held up by the traffic jam.2. He wants Jane to help explain to Mr. Green.B. Practice in pairs.Readingpolystyrene boardlayer of concrete metal meshA. （横向从左至右）a b d e c fB. 1. d 2. c 3. bLesson 2 Measurement Look and Learn1. b2. d3. a4. c5. f6. eDialogueA.Marketing Department 价格趋势price trend 国际市场international market 营销部B. Practice in pairs.ReadingA. （横向从左至右）e f c d b aB. 1. a 2. c 3. aLesson 3 Urban Planning Look and Learnmedical care: hospital; dentist’s officeparks and recreation: park; playgroundlodging: hotel; motelresidential areas: house; computerDialogueA. Practice in pairs.B. 1. No2. No3. No4. YesReadingA.B. 1. 1 to 2 or 3 stories2. from 3to 4 stories up to 10 or 20 stories3. at 10 stories or moreProject 3Work TogetherPractice in pairs.ApplicationA.B.1. bath room / toilet2. sleeping room3. balcony4. study5. living room6. kitchen7. dining roomLesson 1 Building Site Look and LearnDialogueA. 1. Yes 2. No 3. No 4. YesB. 1. a little pale / tired2. sick / tired /3. some pills; take more exercises / smoke less4. quit smoking / smoke less / take more exercises /ReadingA.B.dragline excavator 动臂油缸caterpillar tracks 拉铲挖掘机boom cylinder 履带轮acde babLook and Learn1.welder2.electrician3.carpenter4.excavator driver5.bricklayer6.plastererDialogueA. 1.He is going to the Art Gallery.2. He should take Bus No. 18 at the People’s Theater, then get off at Palm Avenue and transfer to Bus No. 45. After that, there is only a few minutes’ walk to get to the Art Gallery.B. the National Museuma bus / taxithe busabout two blocks / straight down the road; the People’s Theater / Xinhua BookstoreReadingA. 1. c 2. d 3. e 4. f 5. b 6. aB. certificate / accommodation / participate / qualification / implement / commercial / lease / bureauLesson 3 Construction ToolsLook and Learn1.files and rasps2.hand saw3.hammer4.shovel5.nail cutters6.pry barDialogueA. 1. He applies for the vacancy of electrician.2. He should send it back by e-mail with his resume enclosed.B. 1. by someone2. tell something about yourself3. accommodation for the employers4. dormitoriesReadingA.B. bridge cranes 箱形梁jib cranes 钢绳steel wire rope 悬臂式起重机 box-girder beam 桥式起重机 Learn MoreProject 4Work TogetherPractice in pairs.ApplicationA.B. Picture 1Picture 2 (Answer can be varied)Unit 5 Water Supply and DrainageLesson 1 Water SupplyLook and Learn1. 90º elbow2. flexible coupling3. tee4. crosse d c b1 2 3 4 5 65. grooved flange6. capDialogueA. May I help you? / What can I do for you?envelopes / books / a watchthe envelopes / books / watchtwo boxes of paper clips and thumb tacks / a shirtB. 1. No2. No3. No4. NoReadingA. 1. a 2. f 3. d 4. g 5. c 6. b 7. h 8. eB. 1. d 2. a 3. aLesson 2 Drainage Look and Learn1.rainfall2.evaporation3.surface reservoir4.family sewage5.rainfall regulation pool6.factory sewage7.small runoff8.pipe9.river10.sewage plantDialogueA.1. Yes2.No3.No4.YesB. 1. Southwest Airline2. a morning flight to Beijing on October 2nd3. economy or first class seatsReadingA.B. municipal wastewater 市政污水系统municipal sewers 有机化合物biological methods 城市废水organic compounds 生物处理法Learn More。
exercise4
Exercises1.Create your own 2-input Verilog gates module called my-or, my-andand my-not from 2-input nand gates. Check the functionality of these gates with a stimulus module. 创建名为自己2 个输入语言门模块我-或，我-和我不从2 个输入nand 大门。
请检查功能的这些刺激模块的大门。
2.A 2-input xor gate can be built from my_and, my_or and my_notgates. Construct an xor module in Verilog that realizes the logicfunction, z = xy' + x'y. Inputs are x and y, and z is the output. Write a stimulus module that is ergodic for all combinations of x and y.2 个输入 xor 门可生成从 my_and、 my_or my_not 大门。
构建一个 xor 模块，在实现该逻辑函数的语言 z = xy’+ x'y。
输入为 x 和 y，z 是输出。
编写一个是遍历 x 的所有组合的刺激模块和 y 约3. A full subtractor has three 1-bit inputs x, y, and z (previous borrow)and two 1-bit outputs D (difference) and B (borrow). The logicequations for D and B are as follows:D = x.y'.z + x'.y.z' + x.y'.z' + x.y.z 'B = x'.y + x'.z +y.zWrite the full Verilog description for the full subtractor module, including I/O ports (Remember that + in logic equations corresponds to a logical oroperator (||) in dataflow). Instantiate the subtractor inside a stimulus module and test all eight possible combinations of x, y, and z .一个完整的subtractor 有三个1-bit 输入x、y，z （以前借) 和D (差异) 和B 的两个1-bit 输出(借）。
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Unit exercise for chapter 4
constructive views of learning
I Multiple-choice items
1. Irene knows how to count to ten. She counts the coins she has in her pocket (2 quarters, 5 dimes, and three nickels) and says, “I have ten cents”. From Piaget’s perspective, Irene is:
a. Accommodating the counting task to the fact that the different counts have different values.
b. Assimilating the counting task to the way she has counted things in the past.
c. Experiencing disequilibrium about how to count money.
d. Showing insufficient physiological maturation to perform the task correctly.
2 According to Piaget, the process of seeking balance between one's knowledge structures or beliefs and one's experiences.
a. Assimilation
b. Equilibration
c. Accommodation
d. Schemata
3. When new information consistent with one’s previous experiences and existing cognitive structures is fitted to existing schemata.
a. assimilation
b. accommodation
c. qualitative change
d. seriation
4. Which of the following situations best illustrates the process of assimilation?
a. A student adopts a new approach to a writing assignment after realizing that an approach learned earlier fails to work.
b. A child learns that she can be noisy when Grandma visits but she must be quiet and polite around Aunt Charlotte.
c. A student learns how to crack the security code for the school's computer.
d. A child attempts to ice skate by moving his/her legs in the same way that he/she does when they roller skat
e.
5. Vygotsky's concept of the Zone of Proximal Development has this implication for the classroom teacher.
a. Students should tend to gradually become more dependent on others for learning material.
b. Cooperative learning techniques are typically not appropriate or effective.
c. Instruction should focus just beyond the students' ability level.
d. Instructional items should focus on a singular degree of complexity.
6. The process of assimilation and accommodation both involve:
a. Concrete operational thought
b. Relating new information to prior knowledge.
c. Abstract thought processes such as inductive reasoning.
d. Oral communication skills.
7 Each of the following is an assumption of Piaget’s basic theory except
a. a Children construct their knowledge.
b. b Children are active and motivated learners.
c. c Children use a combination of assimilation and accommodation.
d. d Children think in virtually the same way at every ag
e.
8. Each of the following is an assumptio n of Vygotsky’s basic theory except
a. a Social and cultural environments offer little in the form of cognitive development.
b. b Formal and informal conversations with adults or older siblings helps to increase cognitive development.
c. c Complex mental processes begin as social activities.
d. d Children can perform more challenging cognitive tasks when assisted by more advanced individuals.。