Chapter-10-suggestopedia
英语国家概况：Chapter 10 Government(美国政府)
V . Foreign Policy 1. Neutrality 2. Containment and Intervention
Ⅰ. Constitution
ernment
CONTENTS
01
The Fcial system & state judicial system
Difference between federal court
and state court
Ⅲ. Political Parties
2022
Election
Ⅴ.Foreign Policy
Review Questions
foreign policy?
Thank you!
03 The Executive
3.1 Departments
3.2 Functions of The President
3.3 Qualifications of The President
3.4 White House
3.1 Departments
The executive branch consists of 15 departments and many independent agencies； Cabinet: major source of advice and assistance to the president President: the chief of the executive branch. First citizen & First Lady
T
III. Political Parties 1. Two-party system
Unit10ConnectionsLesson3AnneofGreenGables单词课件-
faucet ['fɔsit] n.水龙头 shiver ['ʃivə] n. &vi. 颤抖,哆嗦,发抖 bone [bəun] n.骨头，骨质物 sob [sɔb] n. vi. & vt.抽噎,啜泣,哭诉 pillow ['piləu] n.枕头 dive [daiv] vi.扑向,急冲进,跳水,潜水 frown [fraun] vi.皱眉 resolutely ['rezəlu:tli] adv.坚决地，坚定地
1. adopt /ə ˈdɒ pt/ vi.& vt. 收养，领养；采取某种方法 adoption n.收养，采用 adopted adj.收养的， 领养的 adopt a child 领养孩子 adopt a positive attitude 采用积极的态度
His _a_d_o_p_te_d__(adopt) son paid a visit to him frequently when he lived in the countryside.
1.His __a_do_p_t_e_d_(adopt) son paid a visit to him frequently when he lived in the countryside. 2.The two detectives stared at him __in__ amazement. 3.I __f_ro_z_e___(freeze) and listened carefully; someone was in my apartment. 4.The police have completed their __in_v_e_s_ti_g_at_io_n_s___ (investigate) into the accident. 5.To our __a_m_a_z_em__e_n_t __ , the boy should have completed such an __a_m_a_z_in_g_____ performance, at which we were so __a_m_a_z_e_d_____ that we all watched in _a_m_a_z_e_m_e_n_t___. (amaze)
《英语二》(课程代码：00015)课程考试大纲
目录I 课程性质与设置目的II课程内容与考核目标第一章TWO WORDS TO A VOID, TWO TO REMEMBER第二章THE FINE ART OF PUTTING THINGS OFF第三章WALLS AND BARRIERS第四章THE LADY，OR THE TIGER？PART I第五章THE LADY，OR THE TIGER？PART II第六章DULL WORK第七章BEAUTY第八章APPETITE第九章A RED LIGHT FOR SCOFFLAWS第十章STRAIGHT-A ILLITERACY第十一章ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVES TO OBLIVION第十二章GRANT AND LEE：A STUDY IN CONTRASTS第十三章EUPHEMISM第十四章THAT ASTOUNDING CREATOR--NATURE第十五章TEACHING AS MOUNTAINEERINGIII 有关说明与实施要求附录题型举例I 课程性质与设置目的本课程是高等教育自学考试英语教育（独立本科段）考试计划中的核心课程之一。
设置本课程的目的可以归纳为如下几方面：1．引导学生注意吸收语言材料、扩大文化知识，特别是有关英美的文化知识。
2．通过对文章的思想内容、篇章结构、语言技巧的分析，提高学生对文章的理解、分析及评述的能力。
3．继续打好语言基本功，培养熟练技巧，努力发展学生综合应用英语的能力。
4．本课程重点章节为第2章，第3章，第4章，第5章，第6章，第7章，第8章，第9章，第11章，第12章，第13章，次重点为第10章，第15章，一般章节第1章，第14章。
II 课程内容与考核目标（考核知识、考核要求）第一章TWO WORDS TO A VOID, TWO TO REMEMBER一．学习目的与要求To grasp:1.the background of the story;2.the background of the author;anization and development of the text (narrative);4.detailed study of the text;5.Description in Narration二．课程内容：TWO WORDS TO A VOID, TWO TO REMEMBER三．考核知识点：1. Words and phrases of this unit;2. Organization and development of the text (narrative);3. Description in Narration四．考核要求识记：Words and phrases of this unit1. the sudden flash of insight that leaves you a changed person: the quick and spontaneous understanding that makes you a changed person2. fallen through: failed3. checkered tablecloth: tablecloth marked by light and dark patches4. chewing the bitter cud of hindsight: thinking repeatedly about the painful realization of what had happened5. he still carried a full case load: he still carried a briefcase fully loaded with documents6. They are not identified, of course: Their names are not given7. we might begin to get somewhere: succeed8. There's a perverse streak in all of us: obstinately unreasonable quality9. I shook my head ruefully: regretfully10. substitute a phrase that supplies lift instead of creating drag: use a phrase that provides a feeling of encouragement instead of causing nuisance11. with an audible click: clearly/without any doubt12. I spotted a cruising cab and ran toward it: taxi moving leisurely about, looking for passengers13. Then I wait for that almost perceptible mental click: the clear signal suggested by the Old man that can almost be felt in the mind领会：1. The Organization and development of the text (narrative);2. Description in Narration简单应用:Sentence structure and rewriting综合应用:Paragraph translation from Chinese to English第二章THE FINE ART OF PUTTING THINGS OFF一．学习目的与要求To grasp:1. Some allusions and historical events mentioned in the text(some see notes to the text)—Punic Wars and Quintus Fabius Maximus, Hamlet, Faustian encounters, Jean Kerr, etc.2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal; (the use of formal style, formal words andphrases exaggeration to convey a gay and delightful tone);5. Level of Usage二．课程内容：THE FINE ART OF PUTTING THINGS OFF三．考核知识点：1.Words and phrases of this unit;2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal四．考核要求识记：Words and phrases of this unit1. exhorted: urged strongly2. the elegant earl never got around to marrying his son's mother: found time for3. a habit of keeping worthies like Dr. Johnson cooling their heels for hours: men of importance like Dr. Johnson waiting4. That.…attests to the fact that: proves5. one of the great Roman generals was dubbed "Cunctator": named humorously6. for putting off battle until the last possible vinum break: until an effective defense deservinga celebration with champagne was ensured7. Moses pleaded a speech defect to rationalize his reluctance to deliver Jehovah's edict toPharaoh: claimed that he had a speech defect, and that he had reasons for8. at an ungodly 6:30 p.m.: unreasonable9. to file for an extension of the income tax deadline: apply officially10.until the apocalyptic voice of Diners threatens doom from Denver: warning, suggests unavoidable destruction11.They postpone, as Faustian encounters, visits to barbershop: as if they will see devils12.Yet for all the trouble procrastination may incur: in spite of13.the art of postponement had been virtually a monopoly of the military, diplomacy and the law: found almost only in the field of14.to ruminate about the situation with Singapore Sling in hand: go over in mind repeatedly and slowly15.Blessedly, he had no nattering Telex to order machine guns and fresh troops: fortunately, noisy16.Even there is no will, there is a way: there is no will to delay, there is a way to do so.17.in the higher echelons of business: in the case of higher levels18.The data explosion fortifies those seeking excuses for inaction: encourages, doing nothing19.His point is will taken: accepted20.Bureaucratization, which flourished amid the growing burdens of government and the greater complexity of society, was designed to smother policymaker in blanks of legalism, compromise and reappraisal: Excessive silly rules, which developed very quickly as a result of the expanding administrative structure and the greater complexity of society, were made to restrict policymakers, who have to be engaged in endless paperwork, mediation and reconsideration21.Many languages are studded with phrases that refer to putting things off: filled22.There are all sorts of rationalizations: reasons23.a kind of subliminal way of sorting the important from the trivial: way outside one's conscious awareness24.It is something of a truism: an undoubted truth25.for that matter: as further concerns the thing mentioned26.So…is the creation of an entree: a small carefully prepared meat dish27.the design can mellow and marinate: ripen and mature28.pace Lord Chesterfield: with all due respect to领会：1. Some allusions and historical events mentioned in the text(some see notes to the text)—Punic Wars and Quintus Fabius Maximus, Hamlet, Faustian encounters, Jean Kerr, etc.2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal; (the use of formal style, formal words and phrasesexaggeration to convey a gay and delightful tone);简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第三章WALLS AND BARRIERS一．学习目的与要求To grasp:1.The Chief Personalities of Man2.Einstein’s Chief Personalities: Modesty, Simplicity, etc.3.Description Developed by Examples二．课程内容：WALLS AND BARRIERS三．考核知识点：1. Inductive analysis to help make his proposition logically sound.2. Comparison and contrasts3. Changes that have occurred in people’s notion of money, in the function of the bank, andaccordingly, in its architectural features — change in the form or design of architecture is the result of a change in people’s attitude.4. Organization and development of the text:Para.1& 2: beginning with quoting his fatherPara 3 & 4: a view of money in the past and now, architectural designs of banksPara 4: function of bankPara 6: classical and new criticism of architecturePara 7 & 9: attitude toward possible hositility from without in primitive and modernworldPara 8 &10: attitude toward privacy四．考核要求识记：Words and phrases of this unit1. to whom a good deal of modern architecture is unnerving: discouraging2. a tangible commodity: material3. that could be hefted: lifted for making out the weight4. to attract the custom of a sensible man: business patronage5. If a building's design made it appear impregnable: firm enough6. the institution was necessarily sound: in good condition7. the meaning of the heavy wall…dwelt in the prevailing attitude toward money, rather than in any aesthetic theory: was based on , on8. the most valuable elements are dash and a creative flair for the invention of large numbers: vigor and a creative ability9. the door to the vault, far from being secluded and guarded, is set out: not at all10.the older bank asserted its invulnerability: showed forcefully its freedom from harm11.it is hard to say where architecture ends and human assertion begins: expression of human attitudes12.walls are not simply walls but physical symbols of the barriers in men's minds: fears13.they could feel themselves to be in a delimited space: space with fixed limits14.the undeveloped technology of the period precluded the construction of more delicate walls: made impossible15.the fear of dissolution being the ultimate fear: death16.it has become questionable: not certain17.Men were dirty, prying, vile, and dangerous: nosy, evil18.the rooms faced not out, but in, toward a patio: inner roofless yard19.engaging in the intimate activities of a personal as against a public life: rather than20.The rich intricacies of the decorative arts of the period: complex details21….are as illustrative of this attitude as the walls themselves: illustrate as much22.by the conventions of law and social practice: agreements23.and the same goes for our homes: is true for24.Glass may accomplish this function: perform well25.people who still have qualms about eating…under conditions of high visibility: unpleasant feelings26.walls that will at least give them a sense of adequate screening: privacy due to separation27.the toilette taboo being still unbroken: forbidden practice28.To repeat, it is our changing conceptions of ourselves in relation to the world that determine: In a word, it is our attitudes toward29.The "open plan" and the unobstructed view are consistent with his faith in the eventual solution of all problems: view free from obstruction squarely express领会：1. Comparison and contrasts2. Changes that have occurred in people’s notion of money, in the function of the bank, andaccordingly, in its architectural features — change in the form or design of architecture is the result of a change in people’s attitude.3. Organization and development of the text.简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第四章THE LADY，OR THE TIGER？PART I一．学习目的与要求To grasp:1. General introduction of the story — about how justice is administered by a semi-barbaricking.2. Writing skills and style of the text;3. Literary genre: the short story二．课程内容：THE LADY，OR THE TIGER？PART I三．考核知识点：1.Words and phrases of this unit;2.The organization of the text3. Writing skills and style of the text;4. Literary genre: the short story四．考核要求：识记：Words and phrases of this unit1. somewhat polished and sharpened by the progressiveness of distant Latin neighbors: civilized2. whose ideas were still large, florid, and untrammeled, as became the half of him which was barbaric: sweeping, wild, and unrestrained, and so3. He was a man of exuberant fancy: wild and excessive4. he turned his varied fancies into facts: fancies of different kinds5. He was greatly given to self-communing: in the habit of discussing matters with himself6. his nature was bland and genial: gentle and cheerful7. some of his orbs got out of their orbits: subjects did something wrong8. to make the crooked straight, and crush down uneven places: to execute justice9. his barbarism had become semified: reduced to half of what it used to be10.the minds of his subjects were refined and cultured: improved and cultivated11.even the exuberant and barbaric fancy asserted itself: showed its power12.The vast amphitheater…was an agent of poetic justice: perfect13.he owed more allegiance to no tradition than pleased his fancy: stuck to no tradition except that which14.the fiercest and most cruel that could be procured: obtained with effort15.doleful iron bells were clanged: sad16.wended slowly their homeward way: moved over a distance17….should have merited so dire a fate: deserved so terrible18.the most suitable to his years and station: social rank19.to interfere with his great scheme of: to stop20. retribution and reward:, deserved punishment21.dancing maidens blowing joyous airs: tunes22.the wedding was promptly and cheerily solemnized: performed in a manner of formal religious ceremony23.the innocent man, preceded by children: headed24.strewing flowers on his path, led his bride to his home: scattering25.The decisions …were positively determinate: clear26.to witness a hilarious wedding: wedding causing wild laughter27.This element of uncertainty lent an interest to the occasion which it could not otherwise have attained: and this interest could not have been attained in other ways28.the thinking part of the community: those who did not follow the practice blindly in领会：1.Words and phrases of this unit;2.The organization of the text3. Writing skills and style of the text;4. Literary genre: the short story简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第五章THE LADY，OR THE TIGER？PART II一．学习目的与要求To grasp:1.Brief review of the background — Part I in Unit four, the semi-barbaric king and his way ofadministering justice.2.Structure of the text3.Psychological description of the princess;4.How does the author create the intensity of situation?5.The unconventional ending with a question and its effect.6.Literary genre: the short story二．课程内容：THE LADY，OR THE TIGER？PART II三．考核知识点：1.Words and phrases of this unit;2. Structure of the text3. Psychological description of the princess;4. How does the author create the intensity of situation?5. The unconventional ending with a question and its effect.6. Literary genre: the short story四．考核要求：识记：Words and phrases of this unit1. fervent and imperious as his own: strong and arrogant2. royal maiden was well satisfied with her lover: princess3. ardor that had enough of barbarism in it: eagerness4. waver in regard to his duty in the premises: falter to execute his power in his own territory5. deed with which the accused was charged had been done: romantic affair6. take an aesthetic pleasure in watching the course of events: enjoy watching with excitement7. admittance: right of entrance8. hum of admiration and anxiety: noise9. Possessed of more power: With10. possessed herself of the secret of the doors: managed to get11.the damsels of the court: unmarried young women of noble birth12. aspiring to one so far above him: desiring earnestly13. those whose souls are one: who understand each other very well14. lead us through devious mazes of passion: helps us get rid of the control of the confusing feelings and emotions of various kinds15.her soul was at a white heat beneath the combined fires of despair and jealousy: she suffered badly from the torture of despair and jealousy16.How often had she started in wild horror: been startled17.in the blessed regions: holy18. futurity: future time19.Her decision had been indicated in an instant: made clear20. anguished deliberation: agonizing self-debating21. presume to set myself up as the one person able to answer it: suppose to regard myself领会：1. Description of the princess, daughter of the semi-barbaric king;2. Her love with enough of barbarism for the young courtier of that fineness of blood and lowness of station3. Her combined fires of despair and jealousy;4. Her decision;5. Structure of the text6. The unconventional ending with a question and its effect.7. Literary genre: the short story简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第六章DULL WORK一．学习目的与要求To grasp:1.The organization of the text2. Classical Thetoric二．课程内容：DULL WORK三．考核知识点：1.Words and phrases of this unit;2.The organization of the text;3. Classical Thetoric四．考核要求：识记：Words and phrases of this unit1. assumption that: belief2. eventful lives: lives full of important events3. The opposite is nearer the truth: The fact that people who achieve much are often content with the routine uneventful lives they live4. an unalterable routine: a dull and regular5. transmute trivial impulses into momentous consequences: be inspired by seemingly unimportant sudden ideas for the success in great achievements6. what he can do with physiological pressures and hunger: his capacity to suffer illness and hunger7. vexation: discomfort8. seminal: highly original and influencing the development of future events9. equidistant from：equally distant10. insights: understandings11. inordinate humanness shows itself in the ability to make the trivial and common reach anenormous way: excessive human feature is embodied12. exhausts rather than stimulates: exhausts rather than stimulates creative power领会：1.The organization of the text2.Classical Thetoric简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第七章BEAUTY一．学习目的与要求To grasp:1.The organization of the text2.Definition二．课程内容：BEAUTY三．考核知识点：1. Words and phrases of this unit;2. The organization of the text;3. Definition四．考核要求：识记：Words and phrases of this unit1. what we have to call--lamely, enviously--whole persons: helplessly2. it was quite paradoxical: seemingly self-contradictory3.seductive: charming4. One of Socrates' main pedagogical acts was to be ugly: teaching5. we are more wary of the enchantments of beauty: careful about the different aspects of overall excellence6. We …split of--with the greatest facility--the "inside" from the "outside": very easily7. the central place of beauty in classical ideas of human excellence: ancient Greek and Roman8. Christianity set beauty adrift: out of control9. an alienated, arbitrary, …enchantment:, strange and capricious10. Associating beauty with women has put beauty even further on the defensive, morally: questionable in value11. Catholic countries…still retain some vestiges: traces12.of the pagan admiration for beauty:, ancient Greek and Roman13.to the detriment of the notion of beauty: which is harmful to领会：1. The organization of the text;2. Definition简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第八章APPETITE一．学习目的与要求To grasp:1.The organization of the text2.Sentence complexity and rhetorical effect3.Allusion: Oscar Wilde, Irish-born writer. Renowned as a wit in London literary circles, heachieved recognition with The Picture of Dorian Gray (1891), a novel. He also wrote plays of lively dialogue, such as The Importance of Being Earnest (1895), and poetry, including The Ballad of Reading Gaol (1898).4.Cultural tip: puritanical device and asceticism Puritan: A member of a group of EnglishProtestants who in the 16th and 17th centuries advocated strict religious discipline along with simplification of the ceremonies and creeds of the Church of England. It can also refer to someone who lives in accordance with Protestant precepts, especially one who regards pleasure or luxury as sinful.5. Definition Through Comparison and Example二．课程内容：APPETITE三．考核知识点：1. Words and phrases of the unit;2. The organization of the text3. Definition Through Comparison and Example四．考核要求：识记：Words and phrases of this unit1. Appetite is the keenness of living: strong desire to live on2. you are still curious to exist: eager3. you still have an edge on your longings: are still driven by strong desires4. taste its multitudinous flavours and juices: numerous5. I don't mean the lust for food: overwhelming desire6. any burning in the blood: any strong desire that you have7. who never got their heart's desire: were never satisfied8. I've always preferred wanting to having: being in the state of wanting something to having something9. the whole toffeeness of toffees: appeal for a child to eat toffees10.imperceptibly diminished: unaccountably11.a particular texture: structure of a substance12.deliberate fasting eating no food on purpose13.appetite is too precious to be bludgeoned into insensibility by satiation: destroyed by over-indulgence in what one likes14.I don't really want three square meals a day: good satisfying15.I want one huge, delicious, orgiastic, table-groaning blow-out: exciting, lavish meal heavyenough to cause the table to groan16.a way of anticipating a rare moment of indulgence: expecting领会：1.The organization of the text2.Sentence complexity and rhetorical effect3.Definition Through Comparison and Example简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第九章A RED LIGHT FOR SCOFFLAWS一．学习目的与要求：To grasp:1.The organization of the text2.This part concerns itself with legal English, so words often used in legal documents should bestudied thoroughly. ①Words denoting unlawfulness: illicit illegal lawless unofficial illegitimate criminal unauthorized unlicensed banned prohibited forbidden ②Words denoting people involved in lawsuit: culprit criminal sinner defendant accused offender plaintiff accuser prosecutor suitor ③words used in traffic laws: Double parking speeding speed limit red-light runner3.Evidence二．课程内容：A RED LIGHT FOR SCOFFLAWS三．考核知识点：1. Words and phrases of the unit;2. The organization of the text3. Evidence四．考核要求：识记：Words and phrases of this unit1. law and order: the condition of society in which given rules are respected and obeyed2. millions of Americans are taking increasing liberties with the legal codes: violating more frequently3. outlaw litter: unlawful strewing with rubbish4. illicit noise: noise too loud to be permitted5. motorized anarchy: disorder created by motorists6.a majority of Americans have blithely taken to committing: thoughtlessly been used to7.supposedly minor derelictions as a matter of course: negligence without feeling ashamed8.Scofflaws abounds: people who treat the law with contempt exist in large numbers9.the graffiti-prone: who are prone to cover walls with drawings or writings for fun10.Widespread flurries of ordinances: quantities of commands11.the beer-soaked hooliganism: the disorder of fighting or breaking things committed by excessive beer drinkers12.that plagues many parks: continually troubles13. pot smoker: marijuana addict14.to duck out of public sight to pass round a joint: escape from领会：1.The organization of the text2.Evidence简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十章STRAIGHT-A ILLITERACY一．学习目的与要求：To grasp:1.Author’s definition of STRAIGHT-A ILLITERACY.2.The ability to Understand humor in Western context reflects the degree of culturalassimilation over the years of English learning. Ask students to point out the humors effect of these phrases: reaching its terminal stage providentially protectedthe basic opposing argument.3. Casual analysis二．课程内容：STRAIGHT-A ILLITERACY三．考核知识点：1.Words and phrases of the unit;2.The organization of the text3.Author’s definition of STRAIGHT-A ILLITERACY.4.Casual analysis四．考核要求：识记：Words and phrases of this unit1. a straight-A student: a student who gets A's for all courses taken2. to give him equal time with his widely publicized counterparts: as much attention as paid to those well-known ordinary illiterate people3. a highly articulate student: student who can use language very easily and fluently4. he has been awarded a coveted fellowship: a long-admired sum of money for admittance5. I shall call him, allegorically, Mr. Bright: figuratively6. It…gradually destroys the critical faculties: functions of the mind7. to detect gibberish in his own writing: meaningless talk8. The ordinary illiterate--perhaps providentially protected from college: luckily prevented by their poor ability of learning from entering college9. he is awarded the opportunity to move, inexorably, toward his fellowship: inescapably10.to admire it as profundity: profound matters11. he must grapple with such journals as: try to deal with12.journals bulging with barbarous jargon: full of outrageously meaningless talk or writing13.the pleasure principle: the human instinct of seeking pleasure and avoiding pain14. dichotomize: divide into two part15. bifurcate things: divide into two branches领会：1.The organization of the text2.Author’s definition of STRAIGHT-A ILLITERACY.3.Casual analysis简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十一章ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVESTO OBLIVION一．学习目的与要求：To grasp:1.The organization of the text2.Discuss the impact of the development of science and technology on human history. Theyshould understand that the phrase history becomes now can be interpreted in another way.Associate this essay with Things: The Throw-away Society by Alvin Toffler.3.The rhetorical question二．课程内容：ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVES TO OBLIVION三．考核知识点：1. Words and phrases of the unit;2. The organization of the text;3. The rhetorical question四．考核要求：识记：Words and phrases of this unit1. on consigning manuscripts to floppy discs: putting manuscripts into the care of2. even the impoverished writers have turned to their Wangs: poor writers have begun to seek help from their Wangs3. We should deplore the disappearance of manuscripts: regret deeply4. Can this wobbly plastic reveal the hours: shaky5. beauty was born out of despair: the creation of beauty was the result of painstaking work, so much so that sometimes the writer lost hope6. blear-eyed wisdom was out of midnight oil: wisdom imbued in great works was the result of sleepless nights7. Manuscripts tells us what went on in a writer's soul, how he or she felt during the agony of creation: reveals to us the flow of the writer's thought, the strong passion poured into the hard work of creation8. Edna St. Vincent Millay may have burned the candle at both ends and wondered at its lovelylight: worked hard day and night for perfection and still not sure of it9. the copy with an occasional typo: printing error10.the bold handwriting has substituted a vivid verb for a flabby one: chosen a vivid verb to replace a weak one11.to switch a sentence or two around: to change the positions of a sentence or two12.The archives of a city are often musty collections of scribbled scraps of paper: collections of scribbled pieces of paper giving off odor suggestive of mould领会：1.The organization of the text2. The rhetorical question简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十二章GRANT AND LEE：A STUDY IN CONTRASTS一．学习目的与要求：To grasp:1.The organization of the text2.The collision of different values and traditions, which led to America Civil War much morethoroughly.parison and Contrast二．课程内容：GRANT AND LEE：A STUDY IN CONTRASTS三．考核知识点：1.Words and phrases of the unit;2.The organization of the text3.The collision of different values and traditions, which led to America Civil War much morethoroughly.parison and Contrast四．考核要求：识记：Words and phrases of this unit1. These men were bringing the Civil War to its virtual finish: finish in essence though not formally2. To be sure,: It is true that3.the fugitive Confederate government would struggle desperately: the escaping4. But in effect the war was all over: practically5. the little room…was the scene of one of the poignant, dramatic contrasts in American history: deeply moving6. Back of Robert E. Lee was the notion that: At the back of7. the…concept might somehow survive: in some way8. the age of chivalry: the qualities of knights and institutions and values of the mediaeval Europe9. the rather hazy belief: uncertain。
Suggestopedia暗示法_(1980s-1990s)
Principles and Description
• Double-Planedness: The learner learns not only from the effect of direct instruction but from the environment in which the instruction takes place. (the bright decor of the classroom, the musical background, the shape of the chairs, and the personality of the teacher are considered as important in instruction as the form of the instructional material itself.
Suggestopedia (1980s-1990s)
A short introduction
• • • • • • • • stimulates the whole person undoes blocks goes rapidly forward gives creative solutions encourages relaxation strengthens self-image talks to all the senses optimizes learning
Principles and Description
• Intonation, Rhythm, and Concert PseudoPassiveness • Varying the tone and rhythm of ented material helps both to avoid boredom through monotony of repetition and to dramatize, emotionalize, and give meaning to linguistic material. The musical background helps to induce a relaxed attitude which Lozanov refers to as concert pseudo-passiveness.
《新编简明英语语言学教程》第二版课后练习题答案
《新编简明英语语言学教程》第二版练习题参考答案Chapter 1 Introduction1. How do you interpret the following definition of linguistics: Linguistics is the scientific study of language.答：Linguistics is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure. In order to discover the nature and rules of the underlying language system, the linguists has to collect and observe language facts first, which are found to display some similarities, and generalizations are made about them; then he formulates some hypotheses about the language structure. The hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity. In linguistics, as in any other discipline, data and theory stand in a dialectical complementation, that is, a theory without the support of data can hardly claim validity, and data without being explained by some theory remain a muddled mass of things.2. What are the major branches of linguistics? What does each of them study?答：The major branches of linguistics are:(1) phonetics: it studies the sounds used in linguistic communication;(2) phonology: it studies how sounds are put together and used to convey meaning in communication;(3) morphology: it studies the way in which linguistic symbols representing sounds are arranged and combined to form words;(4) syntax: it studies the rules which govern how words are combined to form grammatically permissible sentences in languages;(5) semantics: it studies meaning conveyed by language;(6) pragmatics: it studies the meaning in the context of language use.3. In what basic ways does modern linguistics differ from traditional grammar?答：The general approach thus traditionally formed to the study of language over the years is roughly referred to as “traditional grammar.”Modern linguistics differs from traditional grammar in several basic ways.Firstly, linguistics is descriptive while traditional grammar is prescriptive.Second, modem linguistics regards the spoken language as primary, not the written. Traditional grammarians, on the other hand, tended to emphasize, maybe over-emphasize, the importance of the written word, partly because of its permanence.Then, modem linguistics differs from traditional grammar also in that it does not force languages into a Latin-based framework.4. Is modern linguistics mainly synchronic or diachronic? Why?答：In modem linguistics, a synchronic approach seems to enjoy priority over a diachronic one. Because people believed that unless the various states of a language in different historical periods are successfully studied, it would be difficult to describe the changes that have taken place in its historical development.5. For what reasons does modern linguistics give priority to speech rather than to writing? 答：Speech and writing are the two major media of linguistic communication. Modem linguistics regards the spoken language as the natural or the primary medium of human language for some obvious reasons. From the point of view of linguistic evolution, speech is prior to writing. The writing system of any language is always “invented”by its users to record speech when the need arises. Even in today's world there are still many languagesthat can only be spoken but not written. Then in everyday communication, speech plays a greater role than writing in terms of the amount of information conveyed. And also, speech is always the way in which every native speaker acquires his mother tongue, and writing is learned and taught later when he goes to school. For modern linguists, spoken language reveals many true features of human speech while written language is only the “revised”record of speech. Thus their data for investigation and analysis are mostly drawn from everyday speech, which they regard as authentic.6. How is Saussure's distinction between langue and parole similar to Chomsky's distinction between competence and performance?答：Saussure's distinction and Chomsky's are very similar, they differ at least in that Saussure took a sociological view of language and his notion of langue is a matter of social conventions, and Chomsky looks at language from a psychological point of view and to him competence is a property of the mind of each individual.7. What characteristics of language do you think should be included in a good, comprehensive definition of language?答：First of all, language is a system, i.e., elements of language are combined according to rules.Second, language is arbitrary in the sense that there is no intrinsic connection between a linguistic symbol and what the symbol stands for.Third, language is vocal because the primary medium for all languages is sound. Fourth, language is human-specific, i. e., it is very different from the communication systems other forms of life possess.8. What are the main features of human language that have been specified by C. Hockett toshow that it is essentially different from animal communication system?答：The main features of human language are termed design features. They include:1) ArbitrarinessLanguage is arbitrary. This means that there is no logical connection between meanings and sounds. A good example is the fact that different sounds are used to refer to the same object in different languages.2) ProductivityLanguage is productive or creative in that it makes possible the construction and interpretation of new signals by its users. This is why they can produce and understand an infinitely large number of sentences, including sentences they have never heard before.3) DualityLanguage consists of two sets of structures, or two levels. At the lower or the basic level there is a structure of sounds, which are meaningless by themselves. But the sounds of language can be grouped and regrouped into a large number of units of meaning, which are found at the higher level of the system.4) DisplacementLanguage can be used to refer to things which are present or not present, real or imagined matters in the past, present, or future, or in far-away places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker. This is what “displacement”means.5) Cultural transmissionWhile human capacity for language has a genetic basis, i.e., we were all born with the ability to acquire language, the details of any language system are not geneticallytransmitted, but instead have to be taught and learned.9. What are the major functions of language? Think of your own examples for illustration. 答：Three main functions are often recognized of language: the descriptive function, the expressive function, and the social function.The descriptive function is the function to convey factual information, which can be asserted or denied, and in some cases even verified. For example: “China is a large country with a long history.”The expressive function supplies information about the user’s feelings, preferences, prejudices, and values. For example: “I will never go window-shopping with her.”The social function serves to establish and maintain social relations between people. . For example: “We are your firm supporters.”Chapter 2 Speech Sounds1. What are the two major media of linguistic communication? Of the two, which one is primary and why?答：Speech and writing are the two major media of linguistic communication.Of the two media of language, speech is more primary than writing, for reasons, please refer to the answer to the fifth problem in the last chapter.2. What is voicing and how is it caused?答：V oicing is a quality of speech sounds and a feature of all vowels and some consonants in English. It is caused by the vibration of the vocal cords.3. Explain with examples how broad transcription and narrow transcription differ?答：The transcription with letter-symbols only is called broad transcription. This is thetranscription normally used in dictionaries and teaching textbooks for general purposes. The latter, i.e. the transcription with letter-symbols together with the diacritics is called narrow transcription. This is the transcription needed and used by the phoneticians in their study of speech sounds. With the help of the diacritics they can faithfully represent as much of the fine details as it is necessary for their purpose.In broad transcription, the symbol [l] is used for the sounds [l] in the four words leaf [li:f], feel [fi:l], build [bild], and health [helθ]. As a matter of fact, the sound [l] in all these four sound combinations differs slightly. The [l] in [li:f], occurring before a vowel, is called a dear [l], and no diacritic is needed to indicate it; the [1] in [fi:l] and [bild], occurring at the end of a word or before another consonant, is pronounced differently from the clear [1] as in “leaf”. It is called dark [?] and in narrow transcription the diacritic [?] is used to indicate it. Then in the sound combination [helθ], the sound [l] is followed by the English dental sound [θ], its pronunciation is somewhat affected by the dental sound that follows it. It is thus called a dental [l], and in narrow transcription the diacritic [、] is used to indicate it. It is transcribed as [helθ].Another example is the consonant [p]. We all know that [p] is pronounced differently in the two words pit and spit. In the word pit, the sound [p] is pronounced with a strong puff of air, but in spit the puff of air is withheld to some extent. In the case of pit, the [p] sound is said to be aspirated and in the case of spit, the [p] sound is unaspirated. This difference is not shown in broad transcription, but in narrow transcription, a small raised “h”is used to show aspiration, thus pit is transcribed as [ph?t] and spit is transcribed as [sp?t].4. How are the English consonants classified?答：English consonants can be classified in two ways: one is in terms of manner of articulation and the other is in terms of place of articulation. In terms of manner of articulation the English consonants can be classified into the following types: stops, fricatives, affricates, liquids, nasals and glides. In terms of place of articulation, it can be classified into following types: bilabial, labiodental, dental, alveolar, palatal, velar and glottal.5. What criteria are used to classify the English vowels?答：V owels may be distinguished as front, central, and back according to which part of the tongue is held highest. To further distinguish members of each group, we need to apply another criterion, i.e. the openness of the mouth. Accordingly, we classify the vowels into four groups: close vowels, semi-close vowels, semi-open vowels, and open vowels. A third criterion that is often used in the classification of vowels is the shape of the lips. In English, all the front vowels and the central vowels are unfounded vowels, i. e., without rounding the lips, and all the back vowels, with the exception of [a:], are rounded. It should be noted that some front vowels can be pronounced with rounded lips.6. A. Give the phonetic symbol for each of the following sound descriptions:1) voiced palatal affricate2) voiceless labiodental fricative3) voiced alveolar stop4) front, close, short5) back, semi-open, long6) voiceless bilabial stopB. Give the phonetic features of each of the following sounds:1) [ t ] 2) [ l ] 3) [?] 4) [w] 5) [?] 6) [?]答：A. (1) [?] (2) [ f ] (3) [d ] (4) [ ? ] (5) [ ?:] (6) [p]B. (1) voiceless alveolar stop (2) voiced alveolar liquid(3) voiceless palatal affricate (4) voiced bilabial glide(5) back, close, short (6) front, open7. How do phonetics and phonology differ in their focus of study? Who do you think will be more interested in the difference between, say, [l] and [?], [ph] and [p], a phonetician or a phonologist? Why?答：(1) Both phonology and phonetics are concerned with the same aspect of language ––the speech sounds. But while both are related to the study of sounds,, they differ in their approach and focus. Phonetics is of a general nature; it is interested in all the speech sounds used in all human languages: how they are produced, how they differ from each other, what phonetic features they possess, how they can be classified, etc. Phonology, on the other hand, aims to discover how speech sounds in a language form patterns and how these sounds are used to convey meaning in linguistic communication.(2) A phonologist will be more interested in it. Because one of the tasks of the phonologists is to find out rule that governs the distribution of [l] and [?], [ph] and [p].8. What is a phone? How is it different from a phoneme? How are allophones related to a phoneme?答：A phone is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. A phoneme is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context. The different phones which can represent a phoneme in different phonetic environments arecalled the allophones of that phoneme. For example, the phoneme /l/ in English can be realized as dark [?], clear [l], etc. which are allophones of the phoneme /l/.9. Explain with examples the sequential rule, the assimilation rule, and the deletion rule. 答：Rules that govern the combination of sounds in a particular language are called sequential rules.There are many such sequential rules in English. For example, if a word begins with a [l] or a [r], then the next sound must be a vowel. That is why [lbik] [lkbi] are impossible combinations in English. They have violated the restrictions on the sequencing of phonemes.The assimilation rule assimilates one sound to another by “copying”a feature of a sequential phoneme, thus making the two phones similar. Assimilation of neighbouring sounds is, for the most part, caused by articulatory or physiological processes. When we speak, we tend to increase the ease of articulation. This “sloppy”tendency may become regularized as rules of language.We all know that nasalization is not a phonological feature in English, i.e., it does not distinguish meaning. But this does not mean that vowels in English are never nasalized in actual pronunciation; in fact they are nasalized in certain phonetic contexts. For example, the [i:] sound is nasalized in words like bean, green, team, and scream. This is because in all these sound combinations the [i:] sound is followed by a nasal [n] or [m].The assimilation rule also accounts for the varying pronunciation of the alveolar nasal [n] in some sound combinations. The rule is that within a word, the nasal [n] assumes the same place of articulation as the consonant that follows it. We know that in English the prefix in- can be added to ma adjective to make the meaning of the word negative, e.g.discreet –indiscreet, correct –incorrect. But the [n] sound in the prefix in- is not always pronounced as an alveolar nasal. It is so in the word indiscreet because the consonant that follows it, i.e. [d], is an alveolar stop, but the [n] sound in the word incorrect is actually pronounced as a velar nasal, i.e. [?]; this is because the consonant that follows it is [k], which is a velar stop. So we can see that while pronouncing the sound [n], we are “copying”a feature of the consonant that follows it.Deletion rule tells us when a sound is to be deleted although it is orthographically represented. We have noticed that in the pronunciation of such words as sign, design, and paradigm, there is no [g] sound although it is represented in spelling by the letter g. But in their corresponding forms signature, designation, and paradigmatic, the [g] represented by the letter g is pronounced. The rule can be stated as: Delete a [g] when it occurs before a final nasal consonant. Given the rule, the phonemic representation of the stems in sign –signature, resign –resignation, phlegm –phlegmatic, paradigm –paradigmatic will include the phoneme /g/, which will be deleted according to the regular rule if no suffix is added.10. What are suprasegmental features? How do the major suprasegmental features of English function in conveying meaning?答：The phonemic features that occur above the level of the segments are called suprasegmental features. The main suprasegmental features include stress, intonation, and tone. The location of stress in English distinguishes meaning. There are two kinds of stress: word stress and sentence stress. For example, a shift of stress may change the part of speech of a word from a noun, to a verb although its spelling remains unchanged. Tones are pitch variations which can distinguish meaning just like phonemes.Intonation plays an important role in the conveyance of meaning in almost every language, especially in a language like English. When spoken in different tones, the same sequence of words may have different meanings.Chapter 3 Morphology1. Divide the following words into their separate morphemes by placing a “+”between each morpheme and the next:a. microfile e. telecommunicationb. bedraggled f. forefatherc. announcement g. psychophysicsd. predigestion h. mechanist答：a. micro + file b. be + draggle + edc. announce + mentd. pre + digest + ione. tele + communicate + ionf. fore + fatherg. psycho + physics h. mechan + ist2. Think of three morpheme suffixes, give their meaning, and specify the types of stem they may be suffixed to. Give at least two examples of each.Model: -orsuffix: -ormeaning: the person or thing performing the actionstem type: added to verbsexamples: actor, “one who acts in stage plays, motion pictures, etc.”translator, “one who translates”答：(1) suffix: -ablemeaning: something can be done or is possiblestem type: added to verbsexamples: acceptable, “can be accepted”respectable, “can be respected”(2) suffix: -lymeaning: functionalstem type: added to adjectivesexamples: freely. “adverbial form of ‘free’”quickly, “adverbial form of 'quick' ”.(3) suffix: -eemeaning: the person receiving the actionstem type: added to verbsexamples: employee, “one who works in a company”interviewee, “one who is interviewed”3. Think of three morpheme prefixes, give their meaning, and specify the types of stem they may be prefixed to. Give at least two examples of each.Model: a-prefix: a-meaning: “without; not”stem type: added to adjectivesexamples: asymmetric, “lacking symmetry”asexual, “without sex or sexorgans”答：(1) prefix: dis-meaning: showing an oppositestem type: added to verbs or nounsexamples : disapprove, “do not approve”dishonesty, “lack of honesty”.(2) prefix: anti-meaning: against, opposed tostem type: added to nouns or adjectivesexamples : antinuclear, “opposing the use of atomic weapons and power”antisocial, “opposed or harmful to the laws and customs of an organized community. ”(3) prefix: counter-meaning: the opposite ofstem type: added to nouns or adjectives.examples: counterproductive, “producing results opposite to those intended”counteract, “act against and reduce the force or effect of (sth.) ”4. The italicized part in each of the following sentences is an inflectional morpheme. Study each inflectional morpheme carefully and point out its grammatical meaning.Sue moves in high-society circles in London.A traffic warden asked John to move his car.The club has moved to Friday, February 22nd.The branches of the trees are moving back and forth.答：(1) the third person singular(2) the past tense(3) the present perfect(4) the present progressive5. Determine whether the words in each of the following groups are related to one another by processes of inflection or derivation.a) go, goes, going, goneb) discover, discovery, discoverer, discoverable, discoverabilityc) inventor, inventor’s, inventors, inventors’d) democracy, democrat, democratic, democratize答：(略)6. The following sentences contain both derivational and inflectional affixes. Underline all of the derivational affixes and circle the inflectional affixes.a) The farmer’s cows escaped.b) It was raining.c) Those socks are inexpensive.d) Jim needs the newer copy.e) The strongest rower continued.f) She quickly closed the book.g) The alphabetization went well.答：(略)Chapter 4 Syntax1. What is syntax?Syntax is a branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences.2. What is phrase structure rule?The grammatical mechanism that regulates the arrangement of elements (i.e. specifiers, heads, and complements) that make up a phrase is called a phrase structure rule.The phrase structural rule for NP, VP, AP, and PP can be written as follows:NP →(Det) N (PP) ...VP →(Qual) V (NP) ...AP →(Deg) A (PP) ...PP →(Deg) P (NP) ...The general phrasal structural rule ( X stands for the head N, V, A or P):The XP rule: XP →(specifier) X (complement)3. What is category? How to determine a word's category?Category refers to a group of linguistic items which fulfill the same or similar functions in a particular language such as a sentence, a noun phrase or a verb.To determine a word's category, three criteria are usually employed, namely meaning, inflection and distribution. A word's distributional facts together with information about its meaning and inflectional capabilities help identify its syntactic category.4. What is coordinate structure and what properties does it have?The structure formed by joining two or more elements of the same type with the help of a conjunction is called coordinate structures.Conjunction exhibits four important properties:1) There is no limit on the number of coordinated categories that can appear prior to the conjunction.2) A category at any level (a head or an entire XP) can be coordinated.3) Coordinated categories must be of the same type.4) The category type of the coordinate phrase is identical to the category type of the elements being conjoined.5. What elements does a phrase contain and what role does each element play?A phrase usually contains the following elements: head, specifier and complement. Sometimes it also contains another kind of element termed modifier.The role of each elementHead:Head is the word around which a phrase is formed.Specifier:Specifier has both special semantic and syntactic roles. Semantically, it helps to make more precise the meaning of the head. Syntactically, it typically marks a phrase boundary. Complement:Complements are themselves phrases and provide information about entities and locations whose existence is implied by the meaning of the head.Modifier:Modifiers specify optionally expressible properties of the heads.6. What is deep structure and what is surface structure?There are two levels of syntactic structure. The first, formed by the XP rule in accordancewith the head's subcategorization properties, is called deep structure (or D-structure). The second, corresponding to the final syntactic form of the sentence which results from appropriate transformations, is called surface structure (or S-structure).7. Indicate the category of each word in the following sentences. a) The old lady got off the bus carefully.Det A N V P Det N Advb) The car suddenly crashed onto the river bank.Det N Adv V P Det Nc) The blinding snowstorm might delay the opening of the schools.Det A N Aux V Det N P Det Nd) This cloth feels quite soft.Det N V Deg A（以下8-12题只作初步的的成分划分，未画树形图, 仅供参考）8. The following phrases include a head, a complement, and a specifier. Draw the appropriate tree structure for each.a) rich in mineralsXP(AP) →head (rich) A + complement (in minerals) PPb) often read detective storiesXP(VP) →specifier (often) Qual + head (read) V + complement (detective stories) NPc) the argument against the proposalsXP(NP) →specifier (the) Det + head (argument) N + complement (against the proposals) PPd) already above the windowXP(VP) →specifier (already) Deg + head (above) P + complement (the window) NP9. The following sentences contain modifiers of various types. For each sentence, first identify the modifier(s), then draw the tree structures.（划底线的为动词的修饰语，斜体的为名词的修饰语）a) A crippled passenger landed the airplane with extreme caution.b) A huge moon hung in the black sky.c) The man examined his car carefully yesterday.d) A wooden hut near the lake collapsed in the storm.10. The following sentences all contain conjoined categories. Draw a tree structure for each of the sentences. （划底线的为并列的范畴）a) Jim has washed the dirty shirts and pants.b) Helen put on her clothes and went out.c) Mary is fond of literature but tired of statistics.11. The following sentences all contain embedded clauses that function as complements ofa verb, an adjective, a preposition or a noun. Draw a tree structure for each sentence. （划底线的为补语从句）a) You know that I hate war.b) Gerry believes the fact that Anna flunked the English exam.c) Chris was happy that his father bought him a Rolls-Royce.d) The children argued over whether bats had wings.12. Each of the following sentences contains a relative clause. Draw the deep structure and the surface structure trees for each of these sentences. （划底线的为关系从句）a) The essay that he wrote was excellent.b) Herbert bought a house that she lovedc) The girl whom he adores majors in linguistics.13. The derivations of the following sentences involve the inversion transformation. Give the deep structure and the surface structure of each of these sentences.a) Would you come tomorrow? (surface structure)you would come tomorrow (deep structure)b) What did Helen bring to the party? (surface structure)Helen brought what to the party (deep structure)c) Who broke the window? (surface structure)who broke the window (deep structure)Chapter 5 Semantics1. What are the major views concerning the study of meaning?答：(1) The naming theory proposed by the ancient Greek scholar Plato. According to this theory, the linguistic forms or symbols, in other words, the words used in a language are simply labels of the objects they stand for. So words are just names or labels for things.(2) The conceptualist view has been held by some philosophers and linguists from ancient times. This view holds that there is no direct link between a linguistic form and what it refers to (i. e., between language and the real world); rather, in the interpretation of meaning they are linked through the mediation of concepts in the mind.(3) The contextualist view held that meaning should be studied in terms of situation, use, context ––elements closely linked with language behaviour. The representative ofthis approach was J.R. Firth, famous British linguist.(4) Behaviorists attempted to define the meaning of a language form as the “situation in which the speaker utters it and the response it calls forth in the hearer.”This theory, somewhat close to contextualism, is linked with psychological interest.2. What are the major types of synonyms in English?答：The major types of synonyms are dialectal synonyms, stylistic synonyms, emotive or evaluative synonyms, collocational synonyms, and semantically different synonyms.Examples（略）3. Explain with examples “homonymy”, “polysemy”, and “hyponymy”.答：(1) Homonymy refers to the phenomenon that words having different meanings have the same form, i.e., different words are identical in sound or spelling, or in both.When two words are identical in sound, they are homophones.When two words are identical in spelling, they are homographs.When two words are identical in both sound and spelling, they are complete homonyms (2) While different words may have the same or similar meaning, the same one word may have more than one meaning. This is what we call polysemy, and such a word is called a polysemic word. There are many polysemic words in English, The fact is the more commonly used a word is, the more likely it has acquired more than one meaning.(3) Hyponymy refers to the sense relation between a more general, more inclusive word and a more specific word. The word which is more general in meaning is called the superordinate, and the more specific words are called its hyponyms. Hyponyms of the same superordinate are co-hyponyms to each other. Hyponymy is a relation of inclusion; in terms of meaning, the superordinate includes all its hyponyms.。
高英第十单元
10.The Sad Young MenRod W. Horton and Herbert W. Edwards1 No aspect of life in the Twenties has been more commented upon and sensationally romanticized than the so-called Revolt of the Younger Generation. The slightest mention of the decade brings nostalgic recollections to the middle-aged and curious questionings by the young: memories of the deliciously illicit thrill of the first visit to a speakeasy, of the brave denunciation of Puritan morality, and of the fashionable experimentations in amour in the parked sedan on a country road; questions about the naughty, jazzy parties, the flask-toting "sheik," and the moral and stylistic vagaries of the "flapper" and the "drug-store cowboy." "Were young people really so wild?" present-day students ask their parents and teachers. "Was there really a Younger Generation problem?" The answers to such inquiries must of necessity be "yes" and "no"--"Yes" because the business of growing up is always accompanied by a Younger Generation Problem; "no" because what seemed so wild, irresponsible, and immoral in social behavior at the time can now be seen in perspective as being something considerably less sensational than the degenerauon of our jazzmad youth.2 Actually, the revolt of the young people was a logical outcome of conditions in the age: First of all, it must be remembered that the rebellion was not confined to the Unit- ed States, but affected the entire Western world as a result of the aftermath of the first serious war in a century. Second, in the United States it was reluctantly realized by some- subconsciously if not openly -- that our country was no longer isolated in either politics or tradition and that we had reached an international stature that would forever prevent us from retreating behind the artificial walls of a provincial morality or the geographical protection of our two bordering oceans.3 The rejection of Victorian gentility was, in any case, inevitable. The booming of American industry, with its gigantic, roaring factories, its corporate impersonality, and its largescale aggressiveness, no longer left any room for the code of polite behavior and well-bred morality fashioned in a quieter and less competitive age. War or no war, as the generations passed, it became increasingly difficult for our young people to accept standards of behavior that bore no relationship to the bustling business medium in which they were expected to battle for success. The war acted merely as a catalytic agent in this breakdown of the Victorian social structure, and by precipitating our young people into a pattern of mass murder it released their inhibited violent energies which, after the shooting was over, were turned in both Europe and America to the destruction of an obsolescent nineteenth-century society.4 Thus in a changing world youth was faced with the challenge of bringing our mores up to date. But at the same time it was tempted, inAmerica at least, to escape its responsibilities and retreat behind an air of naughty alcoholic sophistication and a pose of Bohemian immorality. The faddishness , the wild spending of money on transitory pleasures and momentary novelties , the hectic air of gaiety, the experimentation in sensation -- sex, drugs, alcohol, perversions -- were all part of the pattern of escape, an escape made possible by a general prosperity and a post-war fatigue with politics, economic restrictions, and international responsibilities. Prohibition afforded the young the additional opportunity of making their pleasures illicit , and the much-publicized orgies and defiant manifestoes of the intellectuals crowding into Greenwich Village gave them a pattern and a philosophic defense for their escapism. And like most escapist sprees, this one lasted until the money ran out, until the crash of the world economic structure at the end of the decade called the party to a halt and forced the revelers to sober up and face the problems of the new age.5 The rebellion started with World War I. The prolonged stalemate of 1915 -- 1916, the increasing insolence of Germany toward the United States, and our official reluctance to declare our status as a belligerent were intolerable to many of our idealistic citizens, and with typical American adventurousness enhanced somewhat by the strenuous jingoism of Theodore Roosevelt, our young men began to enlist under foreign flags. In the words of Joe Williams, in John Dos Passos' U. S. A., they "wanted to get into the fun before the whole thing turned belly up." For military service, in 1916-- 1917, was still a romantic occupation. The young men of college age in 1917 knew nothing of modern warfare. The strife of 1861 --1865 had popularly become, in motion picture and story, amagnolia-scented soap opera, while the one hundred-days' fracas with Spain in 1898 had dissolved into a one-sided victory at Manila and a cinematic charge up San Juan Hill. Furthermore, there were enough high school assembly orators proclaiming the character-forming force of the strenuous life to convince more than enough otherwise sensible boys that service in the European conflict would be of great personal value, in addition to being idealistic and exciting. Accordingly, they began to join the various armies in increasing numbers, the "intellectuals" in the ambulance corps, others in the infantry, merchant marine, or wherever else they could find a place. Those who were reluctant to serve in a foreign army talked excitedly about Preparedness, occasionally considered joining the National Guard, and rushed to enlist when we finally did enter the conflict. So tremendous was the storming of recruitment centers that harassed sergeants actually pleaded with volunteers to "go home and wait for the draft," but since no self-respecting person wanted to suffer the disgrace of being drafted, the enlistment craze continued unabated.6 Naturally, the spirit of carnival and the enthusiasm for high military adventure were soon dissipated once the eager young men hadreceived a good taste of twentieth- century warfare. To their lasting glory, they fought with distinction, but it was a much altered group of soldiers who returned from the battlefields in 1919. Especially was this true of the college contingent, whose idealism had led them to enlist early and who had generally seen a considerable amount of action. To them, it was bitter to return to a home town virtually untouched by the conflict, where citizens still talked with the naive Fourth-of-duly bombast they themselves had been guilty of two or three years earlier. It was even more bitter to find that their old jobs had been taken by the stay-at-homes, that business was suffering a recession that prevented the opening up of new jobs, and that veterans were considered problem children and less desirable than non-veterans for whatever business opportunities that did exist. Their very homes were often uncomfortable to them; they had outgrown town and families and had developed a sudden bewildering world-weariness which neither they nor their relatives could understand. Their energies had been whipped up and their naivete destroyed by the war and now, in sleepy Gopher Prairies all over the country, they were being asked to curb those energies and resume the pose of self-deceiving Victorian innocence that they now felt to be as outmoded as the notion that their fighting had "made the world safe for democracy." And, as if home town conditions were not enough, the returning veteran also had to face the sodden, Napoleonic cynicism of Versailles, the hypocritical do-goodism of Prohibition, and the smug patriotism of the war profiteers. Something in the tension-ridden youth of America had to "give" and, after a short period of bitter resentment, it "gave" in the form of a complete overthrow of genteel standards of behavior.7 Greenwich Village set the pattern. Since the Seven-ties a dwelling place for artists and writers who settled there because living was cheap, the village had long enjoyed a dubious reputation for Bohemianism and eccentricity. It had also harbored enough major writers, especially in the decade before World War I, to support its claim to being the intellectual center of the nation. After the war, it was only natural that hopeful young writers, their minds and pens inflamed against war, Babbittry, and "Puritanical" gentility , ,should flock to the traditional artistic center (where living was still cheap in 1919) to pour out their new-found creative strength, to tear down the old world, to flout the morality of their grandfathers, and to give all to art, love, and sensation.8 Soon they found their imitators among the non-intellectuals. As it became more and more fashionable throughout the country for young persons to defy the law and the conventions and to add their own little matchsticks to the conflagration of "flaming youth", it was Greenwich Village that fanned the flames. "Bohemian" living became a fad. Each town had its "fast" set which prided itself on its unconventionality , although in reality this self-conscious unconventionality was rapidly becoming a standardfeature of the country club class -- and its less affluent imitators --throughout the nation. Before long the movement had be-come officially recognized by the pulpit (which denounced it), by the movies and magazines (which made it attractively naughty while pretending to denounce it), and by advertising (which obliquely encouraged it by 'selling everything from cigarettes to automobiles with the implied promise that their owners would be rendered sexually irresistible). Younger brothers and sisters of the war generation, who had been playing with marbles and dolls during the battles of Belleau Wood and Chateau-Thierry, and who had suffered no real disillusionment or sense of loss, now began to imitate the manners of their elders and play with the toys of vulgar rebellion. Their parents were shocked, but before long they found themselves and their friends adopting the new gaiety. By the middle of the decade, the "wild party" had become as commonplace a factor in American life as the flapper, the Model T, or the Dutch Colonial home in Floral Heights.9 Meanwhile, the true intellectuals were far from flattered. What they had wanted was an America more sensitive to art and culture, less avid for material gain, and less susceptible to standardization. Instead, their ideas had been generally, ignored, , while their behavior had contributed to that standardization by furnishing a pattern of Bohemianism that had become as conventionalized as a Rotary luncheon. As a result, their dissatisfaction with their native country, already acute upon their return from the war, now became even more intolerable. Flaming diatribes poured from their pens denouncing the materialism and what they considered to be the cultural boobery of our society. An important book rather grandiosely entitled Civilization in the United States, w, ritt, en by, "th, irty intellectuals" under the editorship of J. Harold Stearns, was the rallying point of sensitive persons disgusted with America. The burden of the volume was that the best minds in the country were being ignored, that art was unappreciated, and that big business had corrupted everything. Journalism was a mere adjunct to moneymaking, politics were corrupt and filled with incompetents and crooks, and American family life so devoted to making money and keeping up with the Joneses that it had become joyless, patterned, hypocritical, and sexually inadequate. These defects would disappear if only creative art were allowed to show the way to better things, but since the country was blind and deaf to everything save the glint and ring of the dollar, there was little remedy for the sensitive mind but to emigrate to Europe where "they do things better." By the time Civilization in the United States was published (1921), most of its contributors had taken their own advice and were Wing abroad, and many more of the artistic and would-be artistic had followed suit.10 It was in their defiant, but generally short-lived, European expatriation that our leading writers of the Twenties learned to think of themselves, in the words of Gertrude Stein, as the "lost generation".In no sense a movement in itself, the "lost generation" attitude nevertheless acted as a common denominator of the writing of the times. The war and the cynical power politics of Versailles had convinced these young men and women that spirituality was dead; they felt as stunned as John Andrews, the defeated aesthete In Dos Passos' Three Soldiers, as rootless as Hemingway's wandering alcoholics in The Sun Also Rises. Besides Stein, Dos Passos, and Hemingway, there were Lewis Mumford, Ezra Pound, Sherwood Anderson, Matthew Josephson, d. Harold Stearns, T. S. Eliot, E. E. Cumminss, Malcolm Cowley, and many other novelists, dramatists, poets, and critics who tried to find their souls in the Antibes and on the Left Bank, who directed sad and bitter blasts at their native land and who, almost to a man, drifted back within a few years out of sheer homesickness, to take up residence on coastal islands and in New England farmhouses and to produce works ripened by the tempering of an older, more sophisticated society.11 For actually the "lost generation" was never lost. It was shocked, uprooted for a time, bitter, critical, rebellious, iconoclastic, experimental, often absurd, more often misdirected- but never "lost." A decade that produced, in addition to the writers listed above, such fisures as Eugene O'Neill, Edna St. Vincent Millay, F. Scott Fitzserald, William Faulkner, Sinclair Lewis, Stephen Vincent Benét, Hart Crane, Thomas Wolfe, and innumerableothers could never be written off as sterile ,even by itself in a moment of self-pity. The intellectuals of the Twenties, the "sad young men," as F. Scot Fitzserald called them, cursed their luck but didn't die; escaped but voluntarily returned; flayed the Babbitts but loved their country, and in so doing gave the nation the Iiveliest, freshest, most stimulating writing in its literary experience.(from Rhetoric and Literature by P. Joseph Canavan)第十课悲哀的青年一代罗德w霍顿，赫伯特w爱德华兹二十年代社会生活的各个方面中，被人们评论得最多、渲染得最厉害的，莫过于青年一代的叛逆之行了。
Linguistics_and_Language_Teaching
16
Input-based teaching
Direct method Natural approach Total physical response Communicative approach Community language learning (CLL) Suggestopedia Silent way
It is often understood as a language system
between the target language and the learner‘s native language.
7
Although language learning should generally be meaning-focused and communication-oriented, it is still necessary and beneficial to focus on form occasionally.
4
As Rod Ellis points out, ―whereas much of the earlier work focused on the linguistic and, in particular, the grammatical-properties of learner language and was psycholinguistic in orientation, later work has also attended to the pragmatic aspects of learner language and, increasingly, has adopted a sociolinguistic perspective.
英语教学术语
英语教学术语库Introduction to Online Courses导论adapt/adaptation 改编advancement 前进，进步aim 总目标，教学的基本目的alternative 可供选择的applied linguistics 应用语言学approach 教学路子，教学方针assessment 评估attitude 态度audio material 听力材料autonomy 自主，独立awareness 意识bank 语料库classroom management 课堂组织collaboration 合作mon core 语言共核mon sense 常识munication 交际municative skills 交际技能conceptualize 概念化constructivism 构建主义course content 课程内容cultivate independence 培养独立性custom-built 定制的demonstrate 示范design 设计domain 领域educational experiment 教育实验ELT=English Language Teaching 英语教学evaluation 评价explicit 显形的expertise 专业性，专业知识或技能exploration 探索facilitate 帮助，减少困难feedback 反馈fringe approach 边缘方法，非主流方法general proficiency 综合水平glossary 术语表implicit 隐性的individualized teaching 因材施教information access 得到信息的便利条件in-service training 在职培训insight 见解integrate 结合interest 兴趣intuition 本能issue 问题，议题justify 表明（某人/某事）是正当的learner-centered 以学生为中心的learning effect 学习效果language form 语言形式lesson planning 备课life enhancing 终生有益的linguistic petence 语言能力menu 菜单methodology 教学法methods 教学方法modular structure 由独立单元组成的，可供学生选修的模式motivation 动机multi-perspective 多视角的normal pattern 常规模式objective 具体教学目标operation 操作outside classroom activity 课外活动overlap 重叠pedagogical skill 教学技能policy making 决策practical training 实用的训练practicing teacher 在职教师pre-service training 职前培训principle 原则prior knowledge 已有知识privacy 私下process 过程processor 加工人/器product 产品professionalism 专业技能，职业特性qualification 资格，资历rationale 理论基础recycling 循环reflection 反思relaxing environment 轻松的环境research method 研究方法research projects 科研项目resource sharing 资源共享self-contained 独立的situated learning 有情景的学习skill-getting 获得技能skill-using 使用技能strategies 策略subject 科目Suggestopedia 暗示法supervise 监控，指导syllabus 大纲target language 目的语target user 用户teacher education 教师专业教育teacher training 教师（技能）培训teacher-trainer 培训者teaching aids 教具technical terms 术语technique 技术TEFL=Teaching English as a Foreign Language 英语作为外语的教学法testing 测试The Silent Way 沉默法trainee 受训者trend 倾向tutorial 指导课unknown area 未知领域user-friendly 便于使用的user-orientated 为使用者专门设计的visual material 视觉教材web site 网址web-based instruction 网络教学well-developed 发达的The Teaching of Phonetics语音教学1. allophonic : 音位变体的，语音变体的。
chapter_10平狄克 微观经济学 课件
Chapter 1
9
Average and Marginal Revenue
$ per unit of
7
output
6
5
4
Average Revenue (Demand)
3 2
Marginal
1 Revenue
0
1 2 3 4 5 6 7 Output
Chapter 1
10
Monopoly
■ Observations
1) To increase sales the price must f a l l
2) MR< P
3) Compared to perfect competition
◆ No change in price to change sales ◆ MR= P
Chapter 1
11
Monopoly
■ Monopolist’s Output Decision 1)Profits maximized at the output level
■ An Example
Chapter 1
17
Monopoly
The Monopolist’s Output Decision
■ An Example
By setting marginal revenue equal to marginal cost, i t can be verified that profit maximized at P = $30 and Q= 10. This can be seen graphically:
Chapter 1
13
Maximizing Profit When Marginal Revenue Equals Marginal Cost
大学英语精读4 课文_中英文对照
Text Book 4Unit 1TextTwo college-age boys, unaware that making money usually involves hard work, are tempted by an advertisement that promises them an easy way to earn a lot of money. The boys soon learn that if something seems too good to be true, it probably is. 一个大学男孩，不清楚赚钱需要付出艰苦的劳动，被一份许诺轻松赚大钱的广告吸引了。
男孩们很快就明白，如果事情看起来好得不像真的，那多半确实不是真的。
BIG BUCKS THE EASY WAY轻轻松松赚大钱John G. Hubbell"You ought to look into this," I suggested to our two college-age sons. "It might be a way to avoid the indignity of having to ask for money all the time." I handed them some magazines in a plastic bag someone had hung on our doorknob. “你们该看看这个，”我向我们的两个读大学的儿子建议道。
“你们若想避免因为老是向人讨钱而有失尊严的话，这兴许是一种办法。
”我将挂在我们门把手上的、装在一个塑料袋里的几本杂志拿给他们。
A message printed on the bag offered leisurely, lucrative work("Big Bucks the Easy Way!") of delivering more such bags. 塑料袋上印着一条信息说，需要招聘人投递这样的袋子，这活儿既轻松又赚钱。
Unit 1 Language and language learning
Piaget’s views and influence
Learning is a personal construction of knowledge to be learned based on the learner’s previous experience.
Representatives of Constructivism John Dewey
3.1.2 Cognitive theory
In contrast to behaviorism, cognitive psychology is concerned with the way in which the human mind thinks and learns. Cognitive psychologists are therefore interested in the mental processes that are involved in learning.
3. The monitor hypothesis (监控假说 监控假说) 监控假说
(Acquisition is more ‘important’ than learning. The main role of learning is a secondary one: to monitor what we say and write in the FL.)
Johnson’s book P93
5. The affective filter hypothesis (情感过滤假说 情感过滤假说) 情感过滤假说
(Learners need the right ‘affect’ for acquisition to take place.)
雅思阅读notes-剑10T2P...
雅思阅读notes-剑10T2P...affluent 富裕的，丰富的ingredient 元素，要素notable 著名的，显著的appraisal 评估，评价static 静⽌的，稳定的incidence 发⽣率prevalence 流⾏，盛⾏essence 本质，实质，精髓revolution ⾰命anthropological ⼈类学的anthropological sience ⼈类科学historian 历史学家strike at :to damage or harm someone or somethingwrestle with 解决，努⼒克服enigma 谜，不可思议的东西compare A to B 把A⽐作Ba combination lock 密码锁take off 起飞，飞速发展Netherlands 荷兰Holland 荷兰I'm convinced that ... 我相信criteria 标准，规范，criterion(单)sufficient ⾜够的，充分的cupboard 碗柜propose 提出，建议fuel 促进antiseptic 杀菌的，防腐的property 特性tannin 单宁酸hops 蛇⿇⼦：parts of dried flowers used for making beer,which give the beer a better tastesurban community 现代城市dysentery 痢疾flourish 兴旺，繁荣succumb 屈服，死亡eccentric 古怪的detective work : efforts to discover information, find out how something works, answer a difficult question etc. deduction 推理，推演scepticism 怀疑的态度，怀疑主义wary 审慎的，谨慎的favourable 赞同的appraisal 评价distinguished 著名的from....quarters. : from different groups of peopledig 探究，挖掘alight on... 偶然发现： to suddenly think of or notice something or someonein the space of 20 years 在⼆⼗年的时间⾥the infant mortality 婴⼉死亡率 child deathhalve 减半，分摊rural areas 乡村地区cause 原因virus 病毒malaria 疟疾wipe something out : to destroy, remove, or get rid of something completelysanitation 公共卫⽣widespread 普遍的，⼴泛的deduce 推断antibacterial 抗菌的agent 药剂malt 麦芽gin 杜松⼦酒preserve 维持，保持coincidence 巧合，⼀致extraordinary coincidence 巨⼤的巧合have a much looser grip on.... 对。
动物学11 第10章 节肢动物门10.2 课件
Chapter 10 Arthropoda节肢动物一、主要特征（一）发达坚厚的几丁质外骨骼（exo skeleton）1. 概念体壁具有一定的硬度，起着相当于骨骼的支撑作用，故称其为外骨骼。
它是由上皮细胞分泌，其功能是保护防止水分蒸发。
主要成分是几丁质（含N的多糖化合物）和蛋白质（节肢蛋白）。
上角质膜（上表皮）：epi cuticle外角质膜（外表皮）：exo cuticle内角质膜（内表皮）：endo cuticle2.分层一、主要特征一、主要特征3. 蜕皮（ecdysis）几丁质外骨骼与附着的肌肉一起运动，但其伸展性有一定限度，会限制身体的生长，因此，节肢动物有蜕皮现象，即生长到一定阶段可蜕去旧外骨骼，长出新外骨骼的现象。
甲壳动物可终生蜕皮，昆虫成熟后不再蜕皮。
蜕皮受激素控制。
一、主要特征（二）呼吸系统多样性1.体壁：低等的小型甲壳动物，如水蚤。
2.鳃：水生甲壳动物在足的基部，由体壁向外突起的薄膜状结构，充满毛细血管。
如虾、蟹等。
3.书鳃：由足基部体壁向外突起折叠成书页状，有血管分布。
为水生种类鲎的呼吸器官。
4.书肺：由体壁向内凹陷折叠成书页状，为陆生的节肢动物蜘蛛、蝎的呼吸器官。
一、主要特征5. 气管（trachea）由体壁内陷形成分支的管状结构，为陆生节肢动物昆虫、马陆、蜈蚣等的呼吸器官。
气管上无毛细血管分布,直接将氧气输送到呼吸组织,也可直接从组织中排出二氧化碳。
一、主要特征（三）具混合体腔和开管式循环系统1.混合体腔（mixocoel）体腔在发育早期形成中胚层的体腔囊，但不扩展为广阔的真体腔，而是退化为生殖管腔、排泄管腔和围心腔。
在以后的发育过程中，围心腔壁消失，体壁和消化道之间的初生体腔与围心腔的次生体腔混合，形成混合体腔。
混合体腔内充满血液，混合体腔也称作血体腔（haemo coel）。
一、主要特征2. 开管式循环系统心脏→动脉→血腔→心孔→心脏心脏能自主搏动，血流有一定方向.循环系统的复杂程度与呼吸系统的复杂程度有关：呼吸系统简单，循环系统复杂,如虾。
儿童英语读物《神奇树屋》第十册GhostTownatSundown
儿童英语读物《神奇树屋》第十册Ghost Town at Sundown 033 Player PianoOutside，the sad tune played on.“It’s coming from there，” said Annie.She crept toward a building that had a sign with the word HOTEL on it. Jack limped after her.矚慫润厲钐瘗睞枥庑赖賃軔朧。
Annie slowly pushed open a swinging door. They peeked inside.聞創沟燴鐺險爱氇谴净祸測樅。
The fading daylight lit a piano in the corner of the room. The keys were moving up and down. But no one was there!残骛楼諍锩瀨濟溆塹籟婭骒東。
“Yikes，” whispered Annie.“A ghost playing the piano!”酽锕极額閉镇桧猪訣锥顧荭钯。
Suddenly the keys were still. The air got very cold.彈贸摄尔霁毙攬砖卤庑诒尔肤。
“No. No way，” said Jack. “There’s no such thing as a ghost.”謀荞抟箧飆鐸怼类蒋薔點鉍杂。
“We saw one in ancient Egypt，” whispered Annie.“Yeah，but that was ancient Egypt，” said Jack. Even so，his heart raced.厦礴恳蹒骈時盡继價骚卺癩龔。
“I’ll look it up.” Jack pulled out the Wild West book. He found a picture of a piano. He read aloud：茕桢广鳓鯡选块网羈泪镀齐鈞。
Chapter 10 suggestopedia
Syllabus
A Suggestopedia course lasts thirty days and consists of ten units of study. Classes are held 4 hours a day, six days a week. The central focus of each unit is a dialogue consisting of 1,200 words or so, with an accompanying voca list and grammatical commentary. The dialogues are graded by lexis and grammar.
There is a pattern of work within each unit and a pattern of work for the whole course. Unit study is organized around 3 days. On the 1st day of a new unit, the teacher discusses the general content (not structure) of the dialogue. The learners then receive the printed dialogue with a native language translation in a parallel column. The teacher answer any questions of interest or concern about the dialogue. The dialogue then is read a second and third time to be discussed subsequently.
剑桥10阅读解析Test3
Passage1The Context, Meaning and Scope of Tourism1.难度分析：较简单2.文章标题：The Context, Meaning and Scope of Tourism 旅游业的意义3.文章话题：社会类4.词汇准备：第一段词性解释primitive a.原始的motivation n.刺激，鼓舞vital a.重要的civilisation n.文明economy n.经济第二段distinctly adv.明显地，显著地phenomenon n.现象advent n.出现connotation n.内涵，暗示revolution n.革命availability n.有益，可获得的东西commercial a.商业的第三段industrialised a.工业化的employment n.就业estimate v.估计investment n.投资excess n.超过profound a.深远的第四段obscure v.使...模糊diversity n.多样性fragmentation n.碎片accommodation n.住宿remain v.保持amorphous a.无形的，混乱的第五段exclusive a.专用的institionalised a.制度化的commodity n.商品income n.收入quote v.引用valid a.有效的domestic a.国内的5.题型分析：文章题型由三个题型组成：小标题配对题+判断题+句子填空，第一大题属于段落主旨题，后两题是细节题型。
6.题目解析：Questions 1-4 小标题配对题1.Paragraph B2.Paragraph C3.Paragraph D4.Paragraph E答案解析：1.选ii。
定位到第二段第一句话： Tourism in the mass form as we know it today is a distinctly twentieth-century phenomenon. 表明就我们所知，广义的旅游业是一个二十世纪的现象。
nate the great 30本 书名 -回复
nate the great 30本书名-回复Nate the Great: 30 BooksIntroduction:"Nate the Great" is a well-known children's book series written by Marjorie Weinman Sharmat and illustrated by Marc Simont. The series revolves around the adventures of Nate, a young detective, and his dog, Sludge. With a total of 30 books in the series, each title brings new mysteries and exciting cases for Nate to solve. This article will delve into the highlights of the series, providing an overview of the books, their main themes, and the impact they have had on young readers' imaginations.Book 1: "Nate the Great"The first book in the series introduces readers to Nate, a pint-sized detective with a big imagination. When his friend Ann's pet turtle goes missing, Nate steps in to solve the case. With his keen eye for detail and deductive reasoning, he follows clues and interviews suspects to ultimately find the turtle. This book sets the stage for the following adventures and establishes the core elements of theseries: Nate's clever thinking, quirky sense of humor, and unwavering determination.Books 2-4: Expanding the Detective's PortfolioAs the series progresses, Nate's detective skills continue to shine. In "Nate the Great Goes Undercover," he disguises himself to unravel the mystery of a lost painting. In "Nate the Great and the Halloween Hunt," Nate takes on the challenge of finding Oliver's missing cat on Halloween night. And in "Nate the Great and the Monster Mess," he uncovers the truth behind a monster sighting. With each book, Nate's reputation as a skilled detective grows, and readers are captivated by the thrilling mysteries he unravels.Books 5-10: Special Challenges and Unique CasesMoving forward, the series presents Nate with some intriguing challenges. In "Nate the Great and the Musical Note," Nate must find a missing music sheet before the performance begins. In "Nate the Great Saves the King of Sweden," Nate embarks on an international adventure when he receives a mysterious letter from Sweden. These books not only showcase Nate's problem-solvingabilities but also introduce young readers to different cultures and customs.Books 11-20: A Wider Circle of CharactersAs the series evolves, more characters come into play, enriching Nate's world. In "Nate the Great Talks Turkey," he assists Rosamond in finding her missing turkey. In "Nate the Great and the Mushy Valentine," he helps Oliver locate a missing valentine. Throughout these books, readers encounter Nate's friends and acquaintances, including Rosamond, Oliver, and Annie. The addition of these characters creates a sense of community and friendship, emphasizing the importance of teamwork and compassion.Books 21-30: Adventures and LessonsIn the final stretch of the series, Nate tackles even more exhilarating mysteries. In "Nate the Great and the Big Sniff," Nate uses his sense of smell to locate the source of a mysterious smell. In "Nate the Great and the Missing Birthday Snake," he unravels the mystery behind a missing birthday surprise. These books continue to engage young readers while imparting important life lessons, suchas the value of patience, perseverance, and critical thinking. Conclusion:The "Nate the Great" series, with its 30 books, has captivated young readers for decades. Through Nate's adventures, children learn problem-solving skills, develop their imagination, and embrace the joy of reading. Each book presents a new mystery, allowing children to hone their detective skills alongside Nate. From finding lost pets to uncovering hidden treasures, the series provides thrilling and engaging tales that keep children captivated from start to finish. Whether it's their first introduction to Nate or their 30th adventure, readers of all ages continue to be charmed by this clever and determined detective and his lovable sidekick, Sludge.。
现代大学英语精读1_第十课课后参考答案
Preview1 Listen to the recording of the text and Choose the statement that best reflects your understanding.1. D2. D3. D4. B Vocabulary1 Become familiar with the rule of word formation.1 Give the corresponding nouns for the following verbs.1. improvement2. endurance3. success4. allowance5. supply6. provision7. cultivation8. nourishment9. fulfillment10. attempt11. elimination12. refusal2 Give the corresponding verbs for the following nouns.1. garden2. fertilize3. mix4. liberate5. require6. fail7. endure8. alternate9. result10. satisfy3 Translate the following expressions. Point out which –ing form is a gerund and which a present participle.1.一家建筑公司〔gerund2.缺少一个环节〔present participle3.一个动人的故事〔presentparticiple4.阅读技能〔gerund5.一件泳衣〔gerund6.落日〔present participle7.起居〔gerund室8.睡美人〔present participle9.安眠药片〔gerund10.乏味的讲演/报告〔presentparticiple11.饮用水〔gerund12.流血的鼻子〔present participle13.藏身之处〔gerund14.太笼统/绝对的话〔presentparticiple15.狩猎的季节〔gerund16.最后的润色〔gerund17.指导原则〔present participle18.下个星期〔present participle19.颤抖的双腿〔present participle20.一张渔网〔gerund21.一根手杖〔gerund22.现有的制度〔present participle23.饮食习惯〔gerund24.〔比萨斜塔〔present participle25.一个有前途的学生〔presentparticiple26.正在增长的人口〔presentparticiple4 Compare the following expressions and translate them into Chinese.1.发展中国家；发达国家2.正在落下的树叶；落下的树叶3.正在沸腾的水；开水4.正在退败的战斗；一场败仗2 Complete thefollowing verb +collocations orexpressions. 1.have/get/show/produce/achieve 2.have/take/accept/show/bear/assume 3.discuss/debate/r aise/settle/confu se/avoid4.pursue/have/dev elop5.have/make/lose/ avoid6.face/lives/time/m oney/trouble 7.roots/chairs/hats/coats/gloves/shoes/bandages/make-up/doubts8. land9.enemies/rivals/opponents/suspects/errors10.oil/cars/cotton/re sults/a movie 11.care/time/money /experience/patie nce/courage 12. the dead/treasure/past/head13.plants/children/a nimals/relationsh ip14.meetings/appoin tments/time/place/books/flowers/business affairs 3 Fill in the blanks with the correct form of the expressions listed below.1. cut out, removed/cut out, from2. provides/supplies, with3. brought back4. ask, permission5. empty6. take, in, through trial and error7. read, into8. at great length, providing, with9. in some ways, at heart4 Fill in the blanks with the correct prepositions or adverbs.1. in2. up3. away4. way5. out6. up7. out8. up9. with5 Translate the following sentences into English.1. 如果他们拒绝归还这些小岛,他们两国的关系就不能完全正常化。
英语泛读教程unit10课文翻译
改革1.文艺复兴带到了欧洲精神和思想在中世纪完全不同于的一种方式。
另一种与中世纪的突破之际，改革者质疑教会，其政治影响力已经减弱，在中世纪晚期的权威。
到了14世纪，教会内的改革正在要求在欧洲的许多国家。
2.不满教会是特别强在神圣罗马帝国的德国各州。
虔诚的德国人声讨让主教买他们的立场的做法。
许多德国人憎恨神职人员的一些成员的世俗，缺乏虔诚，和贪婪。
3.谁成为对教会的抗议活动的领导者是德国和尚的人，马丁·路德（1483-15460）。
路德教会圣经研究在维滕贝格的大学。
他带领一个严格和虔诚的生活，但感到不安的罪恶的感觉，担心他将永远不会进入天国。
激烈的心理斗争之后，路德开始相信男人和女人只能由上帝的恩典，这将在基督里给予他们的信仰被保存。
他认为，虽然一个真正的基督徒将执行好作品，这些并没有带来拯救。
基督徒，路德认为，通过恩典和信心得到了救赎。
4.路德的信仰使他直接冲突与教会了人们如何能得到赦免的罪的问题。
教会教导说，大多数罪将被原谅，如果一个人供认了一名牧师，后悔的行动，并求上帝宽恕，并没有忏悔，如空腹或祈祷。
还是被赦免的罪另一种方式，不过，是要给予放纵。
一种放纵，有人认为，减少了一个人的灵魂将不得不花费在痛苦或惩罚之前灵魂达到天堂的时间。
路德的时代，宽容可以以换取教会货币的贡献来获得。
有些神职人员出售宽容主要是筹集资金，为教会或主教的一种方式。
5.宽容的销售受到广泛批评，并在1517年10月31日，路德质疑这种做法公开。
在上一维滕贝格教堂的门，他钉95这些，或参数，攻击出售赎罪券，并邀请辩论。
路德的挑战，新的迅速蔓延。
尽管教会反对官员路德，很多人同意他的想法，他开始质疑其他教会的教学。
像早期的改革者，路德说，圣经提供的所有的人需要住一个基督徒生活的指导。
路德认为人们应该阅读圣经，找到路径的信心。
他没有想到，他们不得不依靠由教皇或神职人员给出的解释。
他敦促改变教会服务，并说，神职人员成员应该被允许结婚。
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Three functions of music: to facilitate the establishment and
maintenance of personal relations; to bring about increased self-esteem
through increased self-satisfaction in musical performance; to use the unique potential of rhythm to energize and bring order.
7
Intonation 语调 Rhythm 节奏 concert pseudo-passiveness 音乐场中的假消
极作用
Both intonation and rhythm are coordinated with a musical background. The musical background helps to induce a relaxed attitude.
Desuggestion seems to involve unloading the memory banks, or reserves, of unwanted or blocking memories.
5
There are six principal theoretical components through which desuggestion and suggestion operate.
Lozanov recommends home study of recordings of “whole meaningful texts (not of a fragmentary nature) that are ‘above all, interesting’ ”. The texts should be lighthearted stories with emotional content.
4
Theory of learning
Suggestion is at the heart of Suggestopedia.
Suggestion involves loading the memory banks with desired and facilitating memories.
6
Double-planedness:双重作用 The learner
learns not only from the effect of direct instruction but from the environment in which the instruction takes place. The bright décor (design) of the classroom, the musical background, the shape of the chairs, the personality of the teacher are considered as important as the form of the instructional material itself;
Authority:威信 people remember best and are most influenced by information coming from an authoritative source; (teacher as sources)
Infantilization:婴儿化 Authority is also used to suggest a teacher-student relation like that of parent to child;
The type of music is critical to learning success: Lozanov recommends a series of slow movements for Baroque concerto
The body relaxed, the mind became alert
3
Theory of Language
The emphasis on memorization of voca pairs -- a target L item and its native L translation -- suggests a view of L in which lexis is central and in which lexical translation rather than contextualization is stressed.
Lozanov has claimed that by using this method students can learn a language approximately three to five times as quickly as through conventional teaching methods.
8
The intended purpose was to enhance learning by lowering the affective filter of learners. Lozanov claims that suggestopedia is a system for liberation; liberation from the “preliminary negative concept regarding the difficulties in the process of learning” that is established throughout their life in the society.
Chapter 10 Suggestopedia
暗示教学法
1
Suggestopedia
Developed by the Bulgarian psychotherapist Georgi Lozanov.
It makes use of dialogues, situations, and translation to prarticular, makes use of music, visual images, and relaxation exercises to make learning more comfortable and effective.