Handout5 Frequently used phrases in discussion and debate in English 英语讨论常用短语

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this handout and more stuff at www.unice.frdsltobias.htm PORTRAIT OF A PHONOLOGICAL CRIPPLE

OCP 2Tromsø20-22 January 2005 P ORTRAIT OF A PHONOLOGICAL CRIPPLE: SCHWA(1) purpose[this presentation is a summary of Scheer (2004: §426)]a. inquire on schwa, but not on what happens to its own body. Rather, on what schwacan(not) do to other segments.b. show that the only valid definition of schwa is phonological (rather than phonetic):a vowel is a schwa iff it alternates with zero, no matter whether it is phoneticallycentral or not.c. establish the parametric situation, i.e. a binary variation: for every event, there arelanguages where schwa behaves like a regular vowel, and others where it does not.d. in case of impaired behaviour, schwa always fails to do something that regularvowels can do. The reverse pattern does not exist (without surprise).e. show that there are two opposite actions that schwa may fail to issue:1. either it fails to support a big guy, which therefore falls prey to damage.Example: vowel shortening in closed syllables AND in open syllables if thefollowing vowel is schwa.2. or it fails to diminish a big guy, which therefore will escape damage. Example:vowel-zero alternations, i.e. where a zero appears in open syllables, against avowel in closed syllables AND in open syllables if the following vowel isschwa.f. interpret this situation: there are two lateral forces in nature which produce anopposite effect on their target, one damaging, the other supportive. Theory must beable to distinguish them. Government Phonology calls them Government andLicensing. Since the observation is a lateral one, the null-hypothesis must be lateralas well. Therefore, the usual arboreal interpretation (analyses using arborealsyllabic structure) of the facts needs to support the burden of proof.g. Government and Licensing are multifunctional and therefore not circular: they1. define syllable structure (i.e. what is a Coda, what is an Onset?) and2. explain the segmental effects thereof (i.e. why do Coda consonants experiencedamage?)1. Definition of schwa(2) what is a schwa?a. definition according to its effect: a vowel that does not have the same effect asother vowels. In particular, one which "cannot do" things that full vowels do. Ishall call vowels that correspond to this definition cripples.b. on many occasions, cripples are indeed central articulations, for example inFrench:"-ATR vowels in closed syllables and in open syllables if followed by schwa,+ATR in open syllables if followed by a non-schwa"closed syllable open syllableinternal final before schwa before a non-schwa pɛrdy perdu bɛt bête bɛtəmã bêtement bet-iz bêtisec. but they may also be peripheral vowels, as for example in Slavic vowel-zeroalternations:e.g. Polish: "vowels in closed syllables and in open syllables if followed by schwa,zero in open syllables if followed by a non-schwa"closed syllable open syllableinternal final before schwa before a non-schwap ie s-ka p ie s p ie s-ek pøs-ad. hence: all cripples are phonetically central - WRONGbut also: all phonetically central vowels are cripples - WRONGe.g. Polish, where spelt <y> is [ɨ], but which behaves like regular vowels, not like acripple: pøs-y, not *p ie s-y.Significantly, <y> does not alternate with zero.e. the only definition of schwa is according to its behaviour, not to its physicalproperties:all and only those vowels that alternate with zero are cripples,i.e. may produce different effects in regard of full vowels.2. Some relevant data(3) data review:a. phonological processes where schwa has a specific (non-)bearing on neighbours.b. all cases that I have come across concern preceding segments;this is the direction of most phonological processes anyway.I do not expect to find cases where schwa has a specific effect on the environmentto its right.c. two families: the effect is visible on- a preceding consonant- a preceding vowel2.1. Effect visible on consonants(4) distribution of [ŋg] and [ŋ] in German:"[ŋ] in closed syllables and in open syllables if followed by schwa, [ŋg] in open syllables if followed by a non-schwa".E.g. Dressler (1981), Hall (1992:199ss), Wiese (1996:224ss), Féry (2003:222ss). Premise: the German as much as the English velar nasal derives from underlying /Ng/.distribution of German [N ] and [N g] in monomorphemic environments 1a. occurrence of [N ]b. occurrence of [N g] __# __C __´__V [ ] spelling [ ] spelling [ ] spelling [ ] spelling la N lang /a N st Angst /IN´ Inge /IN gooIngo d “a N Drang p IN p çN Pingpong /a N´l Angel ta N gooTango d IN Ding h EN st Hengst f INå Finger /a N giinaaAngina /EN eng /a NS t X øm Angström ma N´l Mangel z IN g U laaSingular “IN Ring b EN t h UNå Hunger /UN gaanUngarn Bengt b EN´l Bengel /E fa N geel ISevangelisch /a N geel I ka Angelika(5) Dutch schwa-epenthesis:"sonorant-obstruent clusters are broken up by a schwa in final closed syllables and in open syllables if followed by schwa, while no schwa-epenthesis occurs in open syllables if followed by a non-schwa".N.B.: before schwa, epenthesis is only optional, while it is obligatory in R__T#.E.g. Kager (1989:214), Cyran (2003:108s)closed syllable open syllableinternal final before schwa before a non-schwa— har ´p harp "harp"kar ´p ´r karper "carp" [harpun], *[har ´pun]harpoen "harpoon"2.1. Effect visible on vowels(6) vowel-zero alternations in modern Slavic languages (e.g. Czech, Polish):"vowels in closed syllables and in open syllables if followed by schwa, zero in open syllables if followed by a non-schwa".E.g. Gussmann (1980), Rubach (1984,1986)closed syllable open syllableinternal final before schwa before a non-schwap ie s-ka p ie s p ie s-ek p øs-a1 In case there is a morpheme boundary between the velar nasal and the following segment, the picture is slightly different. While consonant-initial morphemes always provoke the absence of [g] (er sing-t, läng-lich, du fäng-st [z IN N -t, l EN N -l I ç, f EN N -st] "to sing 3sg, longish, to catch 2sg"), its presence depends on the native vs. non-native character of vowel-initial suffixes. The latter do, the former do not make appear the [g]: compare tang-ieren, fung-ieren, Laryng-ologe, Mening-itis [ta N g ii “´n, f UN N g ii “´n, la “IN N g oloog ´, meen IN N g I t I s] "to touch, to officiate, laryngologist, meningitis" with Spreng-ung, Beding-ung [S p XEN N UN , b ´d IN N UN ] "explosion, condition". This may also be seen when looking at words which show root-final alternations with non-native suffixes: Diphthong [d I ft çN N ] "diphthong" - diphthong-ieren [d I ft çN N g ii “´n] "to diphthongise".(7) ATR of French mid vowels:"-ATR vowels in closed syllables and in open syllables if followed by schwa, +ATR in open syllables if followed by a non-schwa".N.B.: only true for Southern varieties ("Midi French"), the North has typically free variation of +ATR and -ATR mid vowels in open syllables before a real vowel.E.g. Dell (1973:209ss), Tranel (1987,1988)closed syllable open syllableinternal final before schwa before a non-schwa pɛrdy perdu bɛt bête bɛtəmã bêtement bet-iz bêtise (8) distribution of [ɛ] and [ə] in French:"[ɛ] in closed syllables and in open syllables if followed by schwa, [ə] in open syllables if followed by a non-schwa".E.g. Dell (1973:198ss), Schane (1968:30ss), Tranel (1987,1988), Charette (1991:172ss)closed syllable open syllableinternal final before schwa before a non-schwa— apɛl appelle apɛləʁa appellera apəle appeler (9) vowel length in Czech:"short vowels in closed syllables and in open syllables if followed by schwa, long vowels in open syllables if followed by a non-schwa".closed syllable open syllableinternal final before schwa before a non-schwa ʒap-ka žába ʒap žab ʒab-ɛk žabek ʒaab-a žába (10) o-u and ą-ę (nasal vowels) alternations in Western Slavic(Polish, Czech, Slovak, Sorbian):"u,ą in closed syllables and in open syllables if followed by schwa, o,ę in open syllables if followed by a non-schwa".N.B.:1. the modern alternations are a transposition into vowel quality of a former alternationin vowel quantity: Polish ó, ą are former long vowels (Polish has lost vowel length since then).2. additional condition: this alternation occurs only before voiced consonants."hence VV in closed syllables and in open syllables if followed by schwa, V in open syllables if followed by a non-schwa".spelling:ů - long u in Czechó - [u] in Polishą, ę - nasal [a] and nasal [ɔ] in PolishE.g. Gussmann (1980a:53s,113ss), Szpyra (1989:160ss,1992:288ss), Grzegorczykowa et al. (1999:114ss),Lamprecht et al. (1986:113), Trávníček (1935:82ss,268ss).closed syllable open syllableinternal final before schwa before a non-schwaů-o nůžk-y nůž nůž-ek n ož-e CzechPolish ó-o króvk-a króv króv-ek kr o v-a Polish ą-ęząbk-a ząb ząb-ek zęb-a(11) the Romance diphthongisation (diachronic) in Italian:"original Latin short stressed e,o in closed syllables (both internal and final) and in open syllables if followed by schwa, ie,uo in open syllables if followed by a non-schwa". E.g. Bourciez (1910:483f).N.B.: there is good evidence that already in Latin the post-tonic vowel of proparoxytons (héd e ra, mób i lis, póp u lus) was a phonetic schwa:1) the vocalic distribution in this position is deficient: only [i] and [u] occur (or midvowels if lowered by a following [r]).2) this can be seen in so-called internal apophony = the reduction of internal shortvowels:f a cio - conf i cio3) floating orthography: opt i mus - opt u mus.closed syllable open syllableinternal final before schwa before a non-schwa fésta córpus festa corpo — hédera móbilis pópulus e dera, m o bile p o pulo sedet fele petra novum *morit *potet siedefielepietranuovomuore puo(12) summary: there are two patterns in naturea. strong alternant in closed syllables and before schwaobject occurring in examplealternation __CV closed syll + __C ə __CV closed syll+ __C əSlavic vowel- zero zero vowel dom-øk-u dom-e k, dom-e č-ek,dom-e č-øk-uFrench schwa - [E ] schwa [E ] [ap ´le] appeler[ap E l] appellePolish o-ó V VV kr o w-a kr ów, kr ów-ek, kr ów-øk-a Czech o-ů V VV n o ž-e n ůž, n ůž-øk-y, n ůž-ek Polish ą-ę V VV z ęb-a z ąb, z ąb-ek, z ąb-øk-ab. weak alternant in closed syllables and before schwaobject occurring in examplealternation __CV closed syll + __C ə __CVclosed syll+ __C ə Czech vowel lengthVV V žáb-a ža b, ža k-ek, ža b-øk-aFrench ATR +ATR -ATR [fete] fêter [f E t] fêteGerman velar nasalŋg ŋ Ingo [ŋg] lang, Inge [ŋə], Angst Dutch clusters RT# R əT# harpoen har[ə]p, kar[ə]p[ə]r3. Analysis(13) question 1in which way is schwa different ?answer: it is weak.What are the traces of its weakness ?1. the fact that it alternates with zero2. its inability to do what other vowels do: govern and license.==> there is a causal relation between the fact that schwa alternates with zero and"misbehaves".Recall that the only property shared by all "schwas" is their alternating character.a. there are two patterns in natureidentical contextual and melodic conditions may have opposite effects on theirtargets, damage and support. Since all other parameters are invariable, there mustbe two forces in nature:- one supportive (Licensing)- one damaging (Government)b. the regular pattern, i.e. the one where nothing special happens, is encounteredwhen full vowels appear to the right of the alternating object. The behaviour ofschwa is deviating from normal. Schwa is defective: it cannot do what full vowelsdo. Hence if full vowels sometimes support (license ==> produce the big guy) andat other times damage (govern ==> produce the small guy), schwa cannot do thesethings. That is, in the languages considered it cannot govern/ license - as aconsequence, we observe their impaired behaviour in regard of full vowels.schwa produces the small guy schwa produces the big guy(14) question 2in case schwa "misbehaves", why does it produce the same effect as a closed syllable?answer:a.because it is unable to be the head of a lateral relation (Government or Licensing).In CVCV, the definition of a closed syllable is "before an empty Nucleus".CVCV = "syllable structure boils down to a strict sequence of non-branchingOnsets and non-branching Nuclei."vowel in an open syllable: followed by a phonetically expressed NucleusC V C V| | | |C V C Vvowel in a closed syllable: followed by an empty Nucleusfinal internalC V C V C V C V C V| | | | | | | |C V C #C V R T Vb. ground rule in Government Phonology:empty Nuclei are unable to dispense lateral relations. Only phonetically expressed Nuclei are good governors/ licensors.c. hence the disjunction "in closed syllables and before schwa" is reduced:- - in closed syllables before schwa in languages where schwa is laterally disabled before a laterally disabled Nucleus==> the target vowel will be neitherlicensed nor governed(15) hence, the strategy is to reduce "before schwa" to "in closed syllables"[note that the occurrence of schwa in all languages quoted is unpredictable: itcould not be inserted by rule]a. here: "in closed syllables" = vowel is not the target of either Gvt or Lic.positive side-effect: the lateral weakness/ infirmity of schwa is correlated to itsdefinitorial property, i.e. the fact of alternating with zero = weakness. We knowindependently that "in closed syllables" is a weak context.b. same strategy: Anderson (1982)Coda capture by rule:1. resyllabification rule: "make the consonant(s) before schwa the Coda of thepreceding syllable"2. run Closed Syllable [Shortening, ATR, etc.]shortcomings:1. serialism2. overgeneration: no causal relation between schwa and Coda capture.Why should Codas be captured before schwas, rather than before any othervowel? Nothing in this approach rules out grammars where closed syllableeffects are observed in open syllables before any arbitrary subset of vowels,e.g."in closed syllables and in open syllables if the following vowel is rounded"or "if the following vowel is an [u]"or "if the following vowel is non-high" etc.These situations do not appear to occur in natural language. The fact that schwais singled out as producing the same effect like closed syllables would be purelyaccidental.==> theory must somehow relate the weakness of schwa and the weakness ofclosed syllables. Coda capture gets the mechanics right, but fails to explain thefacts observed. The only reason to capture before schwa is precisely the resultthat needs to be produced.c. same strategy: Hall (1992:210s)1. lexical entries are attached to x-slots2. schwa is a floating x-slot that is later filled in by default3. consonant(s) cannot be syllabified as the Onsets of a floating Nucleus. Hence theconsonant(s) before schwa must syllabify as the Coda of the preceding vowel.derivationofInge "female first name"a. lexical representationb. first passc. assimilationσσ| |R R| |O N C O N C| | | | | |x x x x x x x x x x x x x x x| | | | | | | | | | | |ʔɪN g ʔɪN g ʔɪŋgd.g-deletion:g → ø / [+nasal] __ ]σe. schwa insertion f.second pass andresyllabificationof ŋσσσσ| | | |R R R R| | | |O N C O N C O N O N| | | | | | | | | |x x x x x x x x x x x x| | | | | | | | | | |ʔɪŋʔɪŋəʔɪŋəevaluation1.shortcoming:serialism2. does better than Anderson (1982) because there is a causal relation between thefact that intervocalic consonants only become Codas before schwa and the factthat only schwa alternates with zero:- schwa is weak: it alternates with zero- schwa is weak: its skeletal slot floats, a fact that automatically induces thesyllabification of the preceding consonant(s) as a Coda.(16) arguments in favour of the lateral solutiona. the arboreal strategy of making pre-schwa consonants a Coda cannot express theantagonistic effects of schwa or of the codahood of the preceding consonants: inthis perspective one has to live with the fact that the same object (a Coda/ a schwa)produces visible, but opposite effects on preceding vowels.==> Lateral relations can be twofold, Codas/ schwas cannot.b. general argument: direct vs. indirect coding of the facts1. syllable structure is about the relative sonority of adjacent consonants(segments). Hence about the relation that C1 and C2 in VC1C2V contract interms of sonority. The lateral approach encodes this relation directly:- C1 and C2 do contract a relation (Infrasegmental Gvt) ==> tautosyllabic- C1 and C2 contract no relation ==> heterosyllabicsegmental effects are the result of these lateral relations:- e.g., a Coda consonant is ungoverned and unlicensed and therefore weak.2. regular approaches to syllable structure encode this relation indirectly:- the sonority slope is converted into arboreal structure (Coda vs. Onset)- segmental effects are then held to be the result of this arboreal structuree.g. lenition in Codas.3. arboreal structure is not the default. Direct coding of lateral relations is thedefault. The burden of proof is on the arboreal side since arborescenceintroduces one extra conceptual tool (lateral relations are needed anyway).4. in the case of "in closed syllables and before schwa": Hall's solution encodes theeffect of schwa only indirectly via arborescence:- first pre-schwa consonants are resyllabified as Codas- then the effect on the preceding vowel is ascribed to their codahood==> schwa → Coda → effect on preceding vowelthe lateral alternative is direct:schwa → effect on preceding vowel.(17) Government and Licensing are multifunctionalthey are not made for the purpose discussed here, but also determine syllable structure in general (Scheer 2004, Ségéral & Scheer 2001)a. __{#,C} = Coda = a consonant that is unlicensed and ungovernedb. {#,C}__ = Coda Mirror, the Strong Position = a consonant that is licensed butungovernedc. V__V = intervocalic = a consonant that is both licensed and governedd. a vowel in a closed syllable = a vowel that occurs before a governed empty Nucleus(definition slightly more evolved than the one given earlier).(18) in the examples reviewed, schwa does not behave like real vowels. But elsewhere itdoes:nasala.velarGerman: [ŋ] before schwa - Finger [ŋ]English: [ŋg] before schwa - finger [ŋg]vowel-zeroalternationsb.Modern Slavic minus Slovak ["Lower pattern"]: vowel before schwa - Cz dom eč-ekSlovak, Old Czech, Old Polish, German, French ["Havlík pattern"]: zero before schwa - Slk domøč-ek, innør-ec. hence the behaviour of schwa is parameterised across languages. There are differentvocalic categories:1. full vowels: always govern and license2. schwa: may or may not be able to govern/ license[3. final empty Nuclei: may or may not be able to govern/ license][4. internal empty Nuclei: never govern nor license]d. the governing and licensing abilities of schwa (and of final empty Nuclei) areparameterised independently. Some examples:schwa cangovern licensePolish no yesModernOld Czech, Old Polish, Slovak yes ?French,German yes noDutch yes ?(19) conclusionthe disjunction "in closed syllables and before schwa" should not be approached with a special computation (resyllabification, Coda capture). Rather, it is the result of a specific lexical property of schwa: its lateral infirmity.ReferencesAnderson, Stephen 1982. The analysis of French shwa: or, how to get something for nothing.Language 58, 534-573.Bourciez, Edouard 1910. Eléments de Linguistique Romane. Paris: Klincksieck.Charette, Monik 1991. Conditions on Phonological Government. Cambridge: Cambridge University Press.Cyran, Eugeniusz 2003. Complexity Scales and Licensing Strength in Phonology. Lublin: KUL.Dell, François 1973. Les règles et les sons. Paris: Hermann.Dressler, Wolfgang 1981. External evidence for an abstract analysis of the German velar nasal. Phonology in the 1980's, edited by Didier Goyvaerts, 445-467. Ghent: Story-Scientia.Féry, Caroline 2003. Onsets and nonmoraic syllables in German. The Syllable in Optimality Theory, edited by Caroline Féry & Ruben van de Vijver, 213-237. Cambridge: Cambridge University Press.Grzegorczykowa, Renata, Roman Laskowski & Henryk Wróbel (eds) 1999. Morfologia. 3rd edition Warszawa: PWN.Gussmann, Edmund 1980. Studies in Abstract Phonology. Cambridge Mass.: MIT Press. Hall, Tracy 1992. Syllable Structure and Syllable-Related Processes in German. Tübingen: Niemeyer.Kager, René 1989. A Metrical Theory of Stress and Destressing in English and Dutch.Dordrecht: Foris.Lamprecht, Arnošt, Dušan Šlosar & Jaroslav Bauer 1986. Historická mluvnice Češtiny. Praha: SPN.Rubach, Jerzy 1984. Cyclic and Lexical Phonology: The Structure of Polish. Dordrecht: Foris. Schane, Sanford 1968. French Phonology and Morphology. Cambridge, Mass.: MIT Press. Scheer, Tobias 2004. A Lateral Theory of Phonology. V ol.1: What is CVCV, and why should it be? Berlin: Mouton de Gruyter.Ségéral, Philippe & Tobias Scheer 2001. La Coda-Miroir. Bulletin de la Société de Linguistique de Paris 96, 107-152. Older English version downloadable at http://www.unice.fr/dsl/tobias.htm.Szpyra, Jolanta 1989. The Phonology - Morphology Interface. London & New York: Routledge.Szpyra, Jolanta 1992. Ghost segments in nonlinear phonology: Polish yers. Language 68, 277-312.Tranel, Bernard 1987. Floating Schwas and Closed Syllable Adjustment in French.Phonologica 1984, edited by Wolfgang Dressler, Hans Luschützky, Oskar Pfeiffer & John Rennison, 311-317. London: Cambridge University Press.Tranel, Bernard 1988. A propos de l'ajustement de e en français. La phonologie du schwa français, edited by Paul Verluyten, 89-131. Amsterdam & Philadelphia: Benjamins.Trávníček, František 1935. Historická mluvnice Československá. Praha: Melantrich.Wiese, Richard 1996. The Phonology of German. Oxford: Oxford University Press.。

新标准大学英语综合教程1单词听写U1-U10

2. [C] 传略；实录
admirable
a. 令人赞赏的；令人钦佩的
cultural
a. 1. 文化（上）的
2.（音乐、文学等）文化艺术的
inadequate
a. 不充分的；不够格的；不适当的
subway
n. [C] (BrE Underground) 地铁
admiringly
ad. 钦佩地；赞赏地；羡慕地
vt. 使蒙羞；使丢脸
characterize
vt. 成为……的特征
affirm
vt. (fml)（尤指公开地）断言，声明，
肯定
Unit 3 Learning to t. 1. 有力地
Active reading (1)Thinking for yourself
2. 有影响力地；能控制他人地
despair
n. [U] (in ~) 绝望
bake
v. 烘，烤，焙（面包、蛋糕等）
thumb
n. [C] 大拇指
slippery
a. 湿滑的；滑的
Phrases and expressions
to be frank
坦率地说；说老实话
come of age
成年；到法定年龄
a battery of
一组；一套；一批；一系列
New words
Phrases and expressions
radical
a. 激进的；极端的
on purpose
为了特定目的；特意地，故意地
particularly
ad. 1. 尤其
not think much of
不大喜欢
2. 非常；特别
find out

A_Study_on_the_Translation_Strategies_of_Chinese_R

US-China Foreign Language, July 2023, Vol. 21, No. 7, 287-291doi:10.17265/1539-8080/2023.07.006 A Study on the Translation Strategies of ChineseRun-on Sentences From the Perspective ofFunctional Equivalence TheoryWEI JiaxueUniversity of Shanghai for Science and Technology, Shanghai, ChinaAccording to the theory of functional equivalence, this study explores the translation strategies of Chinese run-onsentences not only from the aspect of the vocabulary and grammar of the English and Chinese languages, but alsofrom the viewpoint of the stylistic style, language expression habits, and discourse style of the English translation.Through the analysis of some typical run-on sentences, two major steps in translating Chinese run-on sentences arediscussed in terms of both thought and practice, including thinking about getting rid of the limitation of sentencenumbers and carrying out logical restructuring to find out the topic sentence; on the basis of restructuring, the practiceof topic-by-topic translation is carried out, i.e., the topic sentence in the run-on sentence is treated as the main sentencein the translation, and the non-topic sentence is treated as the subordinate sentence in the translation. The translationstrategies include the use of correlatives, compound sentences, prepositional phrases, and addition and subtraction oftranslations.Keywords: Chinese run-on sentences, functional equivalence theory, translation strategiesIntroductionThe Chinese run-on sentence is a linguistic phenomenon unique to China. It is not easy to translate because of its loose structure, the lack of associated words, and its similarity to the form. The term “run -on sentences” was first proposed by Lv (1979) in his analysis of Chinese grammar and he claims that the use of small sentences as the basic unit, without the use of sentences, is more suitable for the Chinese language, because there are especially many running sentences in spoken Chinese, one after another, and there are many places where they can be broken and connected. B. Zhang, Fan, and Y. J. Zhang (2002) pointed out that a run-on sentence consists of at least two independent sentence segments, which are generally not connected to each other by associative words. In addition, English does not have a syntactic structure similar to the structure of Chinese run-on sentences, as Chinese is a “bamboo language ” that focuses on meaningful agreement and generally follows the chronological order of events, with simple sentences and no variation in form. In contrast, English is a category of “tree language ” which often uses the subject, predicate, and object as the central framework to convey the central meaning of the sentence, and has a rich variety of forms (Zhao, 2016). On top of that, Wang et al. (2017) pointed out that Chinese is a topic-based language, characterized by chunkiness, dispersion, and zero-reference. WEI Jiaxue, Master, College of Foreign Languages, University of Shanghai for Science and Technology, Shanghai, China.D A VID PUBLISHINGDA STUDY ON THE TRANSLATION STRATEGIES OF CHINESE RUN-ON SENTENCES288Although many scholars in China have explored the translation techniques of Chinese run-on sentences, most of them only put forward some translation methods of run-on sentences in a general way, and there are few studies on the translation of different types of run-on sentences. It is hoped that this study can provide some strategies for the English translation of different types of Chinese run-on sentences, and provide some reference for the future English translation of Chinese run-on sentences.Functional Equivalence TheoryThe theory of functional equivalence was first proposed by the American linguist and translator Eugene A. Nida. He proposed that the quality and reliability of a translation should be judged not only on the level of vocabulary and grammar, but also on the equivalence between the translational and the original text in terms of style, language expression, discourse, and so on (Nida, 1975). It can be said that the higher the quality of the translation, the easier it will be for the recipient to accept and understand the translation. A high degree of functional equivalence is achieved if the recipient of the translation comprehends the translation to a similar or the same extent as the recipient of the original text.The English and Chinese languages differ in many ways, such as word, syntax, discourse, and rhetoric. Therefore, in the process of translation, a translator should pay attention to these differences and should not lose sight of the accuracy of the content in order to preserve the formal equivalence between the two languages, thus leading to a lack of reproduction of the information in the source language. Therefore, when translating, especially when translating Chinese run-on sentences, the translator should overcome the rigid formal correspondence between the two languages and pursue a natural and culturally appropriate way of presenting the translation that is close to the expressions of the two languages. This study presents a selection of Chinese run-on sentences and their translation version. Based on these vivid examples, the English translation strategy of Chinese running sentences is explored in detail at the level of English-Chinese syntactic comparison (Sun, 2007) and through the theory of functional equivalence.Classification of Chinese Run-on SentencesBased on classification method of run-on sentences of Wang and Zhao (2017), the study explores the translation strategies and techniques of various run-on sentences. Wang and Zhao (2017) proposed that subject designation is the main basis for the classification of the structural types of run-on sentences, i.e., whether the subjects of the segments of Chinese run-on sentences are consistent with each other, and outlines three basic structural types of run-on sentences: The first type is called “single-subject run-on sentences” consisting of only one subject. The second type is called “multiple-subject run-on sentences”composed of multiple subjects alternating. And the last one is called “complex-subject run-on sentences” bearing with multiple subjects, no subjects, and even co-occurring phrases. In the case of single-subject run-on sentences, all the segments share a single subject. In the prose style, the text is short and concise, and the same subject usually exists only once in a paragraph, i.e., if the subject appears in one paragraph, the subject is omitted from the rest of the paragraph. In terms of where the subject is omitted, single-subject run-on sentences are divided into three types: single-subject omitted before, omitted after, and omitted before and after. A pre-phrase omission means that the subject appears in the front of the passage and the subject is omitted in the middle or at the back; a post-phrase omission means that the subject does not appear until the end of the passage; and a pre-phrase and post-phrase omission means that the subject appears in the middle of the passage and is omitted before and after the paragraph. Multi-subjectA STUDY ON THE TRANSLATION STRA TEGIES OF CHINESE RUN-ON SENTENCES289run-on sentences are more complex in structure, with different subjects each having their own role and not interfering with each other, and when the same subject is repeatedly identified, it can be omitted and formed as a separate paragraph.The last type is the extraordinarily long, complex subject run-on sentence. This type of run-on sentence appears more frequently in prose and is more difficult to translate into English, requiring the translator to have a thorough grounding in the syntactic differences between English and Chinese and to take maximum advantage of the translator’s subjectivity.MethodsThis study aims to explore the translation strategy of Chinese run-on sentences. The study is guided in terms of the functional equivalence theory and tends to answer the following research question: What specific translation strategies can be used in the course of translating the Chinese run-on sentences?Data CollectionData collection included the vivid run-on example sentences and the translation version. The data were collected from the book—English Translation of Selected Modern Chinese Prose (Ⅰ) by Zhang Peiji (2007). Some typical run-on sentences were selected for further analysis. And the translation strategies were further obtained from the text analysis.Analysis and ResultsThe translation strategies of Chinese run-on sentences proposed in this study are mainly based on two procedures: Firstly, at the level of thought, the logical restructuring is carried out to find out the topic sentence by getting rid of the limitation of the full stop (Zeng, 2021). It is worth mentioning that when run-on sentences contain more than one sentence, the topic sentence is usually not unique; secondly, from the practicality level, on the basis of reorganization, topic-by-topic translation is carried out, i.e., the topic sentence in Chinese is treated as the main sentence in the translation, and the non-topic sentence in Chinese is treated as the subordinate structure in the translation. A discussion of specific translation strategies for run-on sentences at the practicality level can be found below.Using Compound Sentences and Prepositional PhrasesExample 1Source text: ①他四处奔走的寻找。

专八人文知识handout

专八人文知识练习题专八人文知识练习（1）1. Morphology is a study of ___1___A. the internal structure of words and the rules that govern their formationB. the uses of different types of utterances in different contextsC. the differences between sounds used in human languages and sounds in natureD. the rules that pertain to all languages throughout the worldof the following does NOT belong to “open class words”?___2___A. NounsB. AdjectivesC. ConjunctionsD. Adverbs3. What is the minimal unit of meaning?___3___A. PhonemeB. MorphemeC. AllophoneD. Allomorph4. Which of the following is NOT a free morpheme?___4___A. bedB. tressC. danceD. children5. Which of the following is NOT a compound word?___5___A. RainbowB. undertakeC. Icy-coldD. Unpleasant6. ___6___ are bound morphemes because they can not be used as separate words.A. RootsB. StemsC. AffixesD. Compoundsmainly deals with ___7___A. how a language changes through timeB. how words are combined to form sentences and the rules that govern the formation of sentences.C. how the human work when they use languageD. how a language varies through geographical spacecategories contain the type of ___8___A. meaning that words expressB. affixes that the words takeC. structures in which the words can occurD. all of the aboveof the following is NOT the concern of a word category? ___9___A. A word category can be determined by meaning, inflection and distributionB. To determine a word’s category by its meaning only is often not reliable.C. A word category can be embodied directly from its meaning.D. Distribution is more reliable than the meaning to determine a word’s category.10. What elements does a phrase contain? ___10___A. Head, determine and complement.B. Head, specifier and complement.C. Head, specifier and complementizer.D. Head, determiner and complementizer.专八人文知识练习（2）1. Where is Belfast?A. In Ireland.B. In WalesC. In Northern Ireland.D. In Scotland.2. The capital of New Zealand is_____A. Canberra.B. Ottawa.C. Wellington.D. Washington.3. Which of the following is NOT a . newspaper?A. The Guardian.B. Christian Science Monitor.C. The Daily Telegraph.D. The Times.4. The community college is a kind of_____ college popular in_____ to satisfy the needs of both the individual and thesociety.A. five-year; .B. four-year; .C. three-year; .D. two-year; .5. James Joyce was a famous____ whose masterpiece Ulysses has been highly eulogized in the Western literary world as one of the greatest works in the 20th century.A. Essayist.B. Novelist.C. Poet.D. Playwright.6. George Gordon Byron was famous for the following works except____A. Child Harold’s Pilgrimage.B. Queen Mab.C. Hours of Idleness.D. Don Juan.7. Which of the following is Nathaniel Hawthorne’s most noteworthy novel in the world?A. Gone with the Wind.B. For Whom the Bell Tolls.C. American Tragedy.D. The Scarlet Letterstudy of the rules whereby words or other elements of sentence structure are combined to form grammatical sentences is______.A. syntaxB. semanticsC. morphologyD. sociolinguisticslike “Xerox” and ”Kodak” are formed by____A. back-formationB. blendingC. coinageD. acronymof the following is NOT an approach for English language to enrich its vocabulary in the past several centuries?A. BorrowingB. UpgradationC. NarrowingD. Widening专八人文知识练习（3）1 _____is the largest city and the chief port of the United States.A Washington .B Los AngelesC San FranciscoD New York City2 _____ enjoys the worst social and economic conditions.A BlacksB HispanicsC IndiansD Asian Americans3 Washington . is named after___________.A the . President George WashingtonB Christopher ColumbusC both George Washington and Christopher ColumbusD none of them4 American and British English are two_____ of the English language.A varietiesB elementsC partsD form5 The first American president to be elected from the Republican Party was______.A Thomas JeffersonB James MonroeC James MadisonD Abraham Lincoln6 Of the fifty states, the smallest state in area is_____.A Rhode IslandB VirginiaC TexasD Montana7 The national flag of the United States is known as_____.A the Star-Spangled BannerB Uncle SamC Hot DogD Union Jack8 The number of the Representatives from each American state depends on the _____.A contribution a state has made to the nationB populationC sizeD none of the above9 The term “Father of Waters” is used to refer to _____.A the Amazon RiverB the Mississippi RiverC the Nile RiverD the Hudson River10 The statue of liberty was given to American people by_____ as a gift in 1884.A FranceB SpainC ItalyD Britain专八人文知识练习（4）1. _____is a folk legend brought to England by Anglo-Saxons from their continental homes, it is a long poem of over 3000 lines and the national epic of the English people.A BeowulfB sir GawainC the Canterbury taleD king Arthur and his knights2. The father of English poetry, the author of Troilus and Criseyde is also the one of ____.A Romeo and JulietB the faerie queenC TamburlaincD the Canterbury tales3. The group of Shakespeare plays known as "romance"or "reconciliation plays" is ______.A merchant of Venice, as you like itB the tempest, pericles, the winter's taleC Romeo and Juliet, antonym and Cleopatratempest, pericles, the winter's tale,Cymbeline4. Which of the following are regarded as Shakespeare's four great tragedies?A Romeo and Juliet, hamlet, Othello, King LearB Romeo and Juliet, hamlet, Othello, MacbethC hamlet, Othello, King Lear, MacbethD Romeo and Juliet, Othello, Macbeth, Timon of Athens5. Which of the following is not the work of Francis bacon?A advancement of learningB new instrumentC songs of innocenceD essays6. At the beginning of 17th century appeared a school of poets called metaphysics by Samuel Johnson, ____is the founder of metaphysical poetry.A Ben JohnsonB john MiltonC john BunyanD john Donne7. Daniel Defoe is a famous____.A poetB novelistC playwrightD essayist8. "He has a servant called Friday." "he"in the quoted sentence is a character in______.A Henry fielding's tom jonesB john Bunyan' the pilgrim's progressC Richard brinsley Sheridan's the school for scandalD Daniel Defoe's Robinson Crusoe9. Guiiliver' travel was written by____.A Daniel DefoeB Charles dickensC Jonathan swiftD Joseph Addison10. William Wordsworth is generally known as a ____poet.A romanticB realisticC naturalisticD neo-classic专八人文知识练习（5）the home of golf.A. EnglandB. ScotlandC. WalesD. Irelandof the following languages is NOT spoken in Scotland?A EnglishB ScottishC GaelicD Danishelection of ____ made Margaret Thatcher to power and she became the first woman prime minister.A 1979B 1980C 1982D 1992its full sense, the British Parliament consist of ____A the House of Lord and the House of CommonsB the House and the SenateC the Queen and the Hosue of LordsD the Sovereign, the House of Lords and the House of CommonsTower of London, a historical sight, located in the center of London, was built by ____A King HaroldB Robin HoodC Oliver CromwellD William the Conquerorare ____ state churches in Britain.A twoB threeC fourD fiveOliver Cromwell died in 1658, and was succeeded by his son____, the regime began immediately to collapse.A HenryB HamiltonC RichardD Charlesbirthday is a great event in Britain since it marks the beginning of full manhood or womanhood.A The twenty-firstB The eighteenthC The nineteenthD The twentiethwas founded in ____A 1715B 1751C 1851D 181510. What is （are）the nickname（s）of theA Uncle SamB Brother JonathanC YankeeD All of the above专八人文知识练习（6）1. "The Graveyard Poets" got the name because ___.A they chose to live near graveyardsB they often wrote about death and melancholyC they always wrote about dead peopleD they often use "graveyard" as the title2. It is gen erally understood that the recurrent theme in many of Thomas Hardy’s novel is ___.A man against natureB love and marriageC social criticismD fate and destiny3. The Romantic Period in English literature began with the publication of ___.A Wi lliam Blake's Songs of InnocenceB Jane Austen’s Pride and PrejudiceC Wordsworth’s and Coleridge’s Lyrical BalladsD a piece of land4. It is generally regarded that Keats’ most important and mature poems are in the form of ___.A odeB elegyC epicD sonnet5. . Shaw’s play Mrs. Warren’s Profession is a realistic exposure of the ___ in the English society.A slum landlordismB inequality between men and womenC political corruptionD economic exploitation of women6. The Preface to Shakespeare and Lives of the Poets are the works of critic ___.A. . Shaw B Samuel Johnson C Ben Johnson D . Foster7. The Ring and the Book is a masterpiece of ___.A Alfred TennysonB Robert BrowningC Thomas HardyD Ralph Waldo Emerson8. Matthew Arnold is the writer of ___.A Dover BeachB My last DuchessC Break, Break, BreakD The Eagle9. The writer of Heart of Darkness is also the one of ___.A Time of MachineB JimC Lord JimD A Passage to India10. Of Human Bondage is a novel by ___.A Herbert George WellsB Arnold BennettC William Somerset MaughamD John Galsworthy1. St. Lawrence and River Columbia are shared by both ____A America and MexicoB America and CanadaC America and CubaD America and Brazil2. European settlement of Australia began in the late part of ____ when a British penal colony was established on the east co ast of the continent.A the 16th centuryB the 17th centuryC the 18th centuryD the 19th century3. Which sport is supposed to be America’s national sport and used to be call “American’s favorable pastime”?A baseballB basketballC rugbyD cricket4. The largest city in New Zealand is ____A AucklandB WellingtonC ChristchurchD Dunedin5. After Adam Bede,____wrote The Mill on the Floss and Silas Marner in which moral problems arediscussed and psychological analysis of characters are emphasized.A George EliotB Jane AustinC George DickensD Charlotte Bronte6. All of the following odes are written by John Keats EXCEPT____A Ode to AutumnB Ode to a NightingaleC Ode to a SkylarkD Ode on Melancholy7. Of ____’s four famous comedies, the best known is Lady Windermere’s Fan.A Oscar WildeB Richard SheridanC Bernard ShawD Somerset Maugham8. If the air stream meets with no obstruction when a sound is pronounced, it is a(n) ____A voiced consonantB voiceless consonantC vowelD explosive9. The internationally accepted system of phonetic transcription is ____A B C D With the ____, Latin words were added into the vocabulary of the language spoken in Britain.A invasion of the RomansB Christianization of BritainC Scandinavian invasionD Norman Conquest(2)每天第一个迎接新一天的国家是哪个呢？新西兰，由于新西兰整个国家非常狭窄，所以新西兰的任何地方距离海洋都不超过110公里，全国只有一个时区。

写作业加速的英语

1.Time Management:Effectively managing your time is crucial for accelerating your homework process.Break down tasks into smaller,manageable chunks and allocate specific time slots for each.2.Prioritization:Prioritize your assignments based on deadlines and difficulty levels. Tackle the most challenging or timesensitive tasks first to avoid lastminute stress.3.Eliminate Distractions:Identify and eliminate potential distractions such as social media,television,or noisy environments.A quiet and organized workspace can significantly boost your focus and speed.e Technology:Utilize educational apps,online dictionaries,and language translation tools to quickly find information and check your work.5.Practice Regularly:Consistent practice of the language improves your fluency and comprehension,which in turn speeds up the homework process.6.Learn Shortcuts:Familiarize yourself with keyboard shortcuts for typing and editing, which can save time when writing lengthy assignments.e Templates:For assignments with a similar structure,use templates to streamline the writing process.8.Group Study:Collaborate with classmates to work on assignments.This can help you learn from each other,clarify doubts,and complete tasks more quickly.9.Take Breaks:Short breaks can help refresh your mind,preventing burnout and maintaining a steady pace of work.10.Stay Organized:Keep your notes,assignments,and resources organized.This will save time searching for materials and help you work more efficiently.11.Set Goals:Set daily or weekly goals for completing homework.This provides a clear direction and motivates you to work faster.12.Ask for Help:If youre stuck on a particular topic,dont hesitate to ask for help from teachers,classmates,or online forums.e VoicetoText Tools:For assignments that require a lot of writing,consider using voicetotext software to dictate your work,which can be faster than typing.14.Review and Revise:Once youve completed an assignment,review it for errors and make revisions.This ensures the quality of your work while also identifying areas for improvement.15.Develop a Routine:Establish a homework routine that works best for you.This could include specific times of day when you are most productive.16.Stay Healthy:Maintain a healthy lifestyle with proper nutrition,exercise,and sleep.A healthy body supports a more efficient mind.e Flashcards:For vocabulary or language learning,use flashcards to quickly memorize and review terms.18.Learn from Mistakes:Analyze past assignments to understand where you spent too much time and how you can improve your approach.19.Set a Timer:Use a timer to keep track of how long tasks take.This can help you gauge your speed and make adjustments as needed.20.Stay Positive:Maintain a positive attitude towards your work.A positive mindset can help you overcome challenges and work more efficiently.。

Handout--Nike-NOS

The Nike House of NOS Some Basic NOS Language•Andon –Japanese term for ‘lamp’ - a visual control device in a production area used by operators to call for help – usually a light and sound at the workstation plusa display board to show maintenance and supervisors the station needing help.•Bottleneck– An operation in any part of the value stream that limits the throughput of the whole process.•Cellular Manufacturing - an approach in which manufacturing work centers (cells) have the total capabilities needed to produce an item or group of similar items.•Cell– or Work Cell– putting all operations required for a process in direct sequence;physically moving the equipment required for complete processing to the same area.•Cycle Time - The time required to complete one cycle of an operation. If cycle time for every operation in a complete process can be reduced to equal takt time, products can be made in single-piece flow.•Ergonomics– The practice of evaluating equipment, procedures, and environment to design work activities that are safe, comfortable, and not overburdening for Human operators. •FIFO– First In First Out. Using the oldest item in the system first.•Five S or 5s - Five terms beginning with S utilized to create a workplace suited for visual control and lean production.o Sort - (seiri) - 'segregate and discard' -- eliminating everything not required for the work being performedo Straighten - (seiton) - 'arrange and identify' -- efficient placement and arrangement of equipment and materialo Shine- (seison) - 'sweeping and washing' –everything is kept clean and polished.Regular cleaning is also used as inspection for problems with equipment or tools.o Standardize- (seiketsu) - 'revisit frequently' -- ongoing, standardized, continually improving seiri, seiton, seasono Sustain - (shitsuke) - 'discipline' - motivation to sustain good habits•Five Whys – (Why5) Taiichi Ohno's practice of asking "why" five times whenever a problem was encountered, in order to identify the root cause of the problem so that effective countermeasures could be developed and implemented.•Gemba - Shop floor; production line; on site. Where the actual work is taking place.•Genchi Gembutsu–Japanese phrase for ‘Go See,’ go to the actual location to observe the real thing.•Hansei– Relentless reflection; constantly re-evaluating the current situation.•Heijunka - Smoothing out the production schedule by averaging out both the volume and mix of products. Heijunka, or Production Leveling, allows a consistent workflow, reducing the fluctuation of customer demand with the eventual goal of being able to produce any product any day.•Jidoka - a Japanese word which translates as autonomation; a form of automation in which machinery automatically inspects each item after producing it, ceasing production and notifying humans if a defect is detected.•Just-In-Time– (JIT) a production scheduling concept that calls for any item needed ata production operation to be produced or available only where it is needed and whenit is needed•Kaizen - Continuous, incremental improvement (to create more value with less muda)•Kanban - A small card attached to boxes of parts that regulates pull in the Toyota Production System by signaling upstream production and delivery•Karoshi– Death by overwork. To be avoided.•Lead Time– The time it takes from starting the first process to final packaging.•Line Balancing–equalizing cycle times for separate processes within the same work cell.•Muda–Waste. Any activity that consumes resources but creates no value.•Mura - inconsistency, unevenness, unreliability•Muri - unreasonableness, overburden•Newamashi– Decision by consensus, rapid implementation•PDCA –P lan, D o, C heck, A ct – a discipline and methodology for problem solving that is consistent with NOS philosophy and encourages continuous improvement. •PokaYoke–or Error Proofing; designing parts, processes, or procedures so that mistakes physically or procedurally cannot happen.•Pull - A system of cascading production and delivery instructions from downstream to upstream activities in which nothing is produced by the upstream supplier until the downstream customer signals a need. The opposite of push. See also kanban.•Root Cause - The most basic underlying reason for an event or condition. The root cause is where action must be taken to prevent recurrence.•Sensei - A personal teacher with a mastery of a body of knowledge, in this context they have deep experience and are competent coaches of NOS theory and practice.•Seven Muda - Taiichi Ohno's original enumeration of the wastes commonly found in physical production. These areo overproduction ahead of demand,o waiting for the next processing step,o unnecessary transport of materials (for example, between process villages or facilities),o over-processing of parts due to poor tool and product design,o inventories more than the absolute minimum,o unnecessary movement by employees during the course of their work (looking for parts, tools, prints, help, etcetera),o production of defective parts.•Single-Piece Flow –or One Piece Flow- A situation in which products proceed, one complete product at a time, through various operations in design, order-taking, and production, without interruptions, backflow, or scrap. Contrast with batch-and-queue.•Standard Work - A precise description of each work activity specifying cycle time, takt time, the work sequence of specific tasks, and the minimum inventory of parts on hand needed to conduct the activity.•Supermarket - a fixed amount of raw material, work in process, or finished material that is kept as a buffer to schedule variability or an incapable process. A supermarket is typically located at the end of a production line•Takt Time - The available production time divided by the rate of customer demand. For example, if customers demand 2500 pairs of shoes per day and the factory operates 8 hours per day,takt time is 11 seconds. Takt time sets the pace of production to match the rate of customer demand and becomes the heartbeat of any lean system. Takt time is not the same as cycle time.•Total Productive Maintenance (TPM) - A series of methods used to ensure that every machine in a production process is always able to perform its required tasks so that production is never interrupted. .•Value - A capability provided to a customer at the right time at an appropriate price, as defined in each case by the customer•Value Added - Work that the customer is willing to pay for. A transformation of the shape or function of the material/information in a way that the customer will pay for.•Value Stream - The specific activities required to design, order, and provide a specific product, from concept to launch, order to delivery, and raw materials into the hands of the customer.•Value Stream Mapping - Identification of all the specific activities occurring along a value stream for a product or product family.•Visual Control / Visual Display / Visual Management - The placement in plain view of all tools, parts, production activities, and indicators of production system performance, so the status of the system can be understood at a glance by everyone involved.The "5S" PhilosophySeiri Seiton Seiso Seiketsu ShitsukeBased on Japanese words that begin with ‘S’, the 5S Philosophy focuses on effective work place organization and standardized work procedures. 5S simplifies your work environment, reduces waste and non-value activity while improving quality efficiency and safety.Sort(Seiri): the first S focuses on eliminating unnecessary items from the workplace. An effective visual method to identify these unneeded items is called red tagging.A red tag is placed on all items not required to complete your job. These items are then moved to a central holding area. This process is for evaluation of the red tag items. Occasionally used items are moved to a more organized storage location outside of the work area while unneeded items are discarded. Sorting is an excellent way to free up valuable floor space and eliminate such things as broken tools, obsolete jigs and fixtures, scrap and excess raw material. The Sort process also helps prevent the JIC job mentality (Just In Case.)Set In Order(Seiton): is the second of the 5Ss and focuses on efficient and effective storage methods. You must ask yourself these questions: What do I need to do my job? Where should I locate this item? How many of this item do I really need? Strategies for effective Set In Order are: painting floors, outlining work areas and locations, shadow boards, and modular shelving and cabinets for needed items such as trash cans, brooms, mop and buckets. Imagine how much time is wasted every day looking for a broom? The broom should have a specific location where all employees can find it. "A place for everything and everything in its place."Shine (Seiso): Once you have eliminated the clutter and junk that has been clogging your work areas and identified and located the necessary items, the next step is to thoroughly clean the work area. Daily follow-up cleaning is necessary in order to sustain this improvement. Workers take pride in a clean and clutter-free work area and the Shine step will help create ownership in the equipment and facility. Workers will also begin to notice changes in equipment and facility location such as air, oil and coolant leaks, repeat contamination and vibration, broken, fatigue, breakage, and misalignment. These changes, if left unattended, could lead to equipment failure and loss of production. Both add up to impact your company’s bottom line.Standardize (Seiketsu): Once t he first three 5S’s have been implemented, you should concentrate on standardizing best practice in your work area. Allow your employees to participate in the development of such standards. They are a valuable but often overlooked source of information regarding their work. Think of what McDonalds, Pizza Hut, UPS, Blockbuster and the United States Military would be without effective work standards.Sustain(Shitsuke): This is by far the most difficult S to implement and achieve. Human nature is to resist change and more than a few organizations have found themselves with a dirty cluttered shop a few months following their attempt to implement 5S. The tendency is to return to the status quo and the comfort zone of the "old way" of doing things. Sustain focuses on defining a new status quo and standard of work place organization.14M a n a g e m e n t P r i n c i p l e s(b a s e d o n T h e T o y o t a W a y)1.B a s e m a n a g e m e n t d e c i s i o n s o n a l o n g t e r m p h i l o s o p h y,e v e n a t t h ee x p e n s e of s h o r t-t e r m f i n a n c i a lg o a l s2.C r e a t e c o n t i n u o u s p r o c e s s f l o w t o b r i n g p r o b l e m s t o t h e s u r f a c e3.U s e‘P u l l’s y s t e m s t o a v o i d o v e r p r o d u c t i o n4.L e v e l t h e W o r k l o a d(h e i j u n k a)5.B u i l d a c u l t u r e o f s t o p p i n g t o f i x p r o b l e m s(j i d o k a),t o g e t q u a l i t yr i g h t t h e f i r s t t i m e6.S t a n d a r d i z e d t a s k s a r e t h e f o u n d a t i o n f o r c o n t i n u o u s i m p r o v e m e n t a n de m p l o y e e e m p o w e r m e n t7.U s e v i s u a l c o n t r o l s o n o p r o b l e m s a r e h i d d e n8.U s e o n l y r e l i a b l e,t h o r o u g h l y t e s t e d t e c h n o l o g y t h a t s e r v e s y o u rp e o p l e a n d p r o c e s s e s9.G r o w l e a d e r s w h o t h o r o u g h l y u n d e r s t a n d t h e w o r k,l i v e t h e p h i l o s o p h y,a n d t e a c h i t t o o t h e r s10.D e v e l o p e x c e p t i o n a l p e o p l e a n d t e a m w h o f o l l o w y o u r c o m p a n y’sp h i l o s o p h y11.R e s p e c t y o u r e x t e n d e d n e t w o r k o f p a r t n e r s a n d s u p p l i e r s b yc h a l l e n g i n g t h e m a nd he l p i n g t h e m i m p r o v e12.G o a n d s e e f o r y o u r s e l f t o t h o r o u g h l y u n d e r s t a n d t h e s i t u a t i o n(g e n c h i g e n b u t s u)13.M a k e d e c i s i o n s s l o w l y b y c o n s e n s u s,t h o r o u g h l y c o n s i d e r i n g a l lo p t i o n s;i m p l e m e n t r a p i d l y(n e w a m a s h i)14.B e c o m e a l e a r n i n g o r g a n i z a t i o n t h r o u g h r e l e n t l e s s r e f l e c t i o n(h a n s e i)a n d c o n t i n u o u s i m p r o v e m e n t(k a i z e n)13 Tips to Transitioning a Company to a LeanEnterprise (based on The Toyota Way)1. Start with action in the technical system; follow quickly with cultural change. Mostly a lean transformation focuses on the “process layer” of the 4P model, as the technical systems of lean drive the Toyota Way behaviors. Even though the social and technical systems of TPS are intertwined; if the company wants to change the culture, it must also develop true lean leaders who can reinforce and lead the cultural change. The best way a company can devel op this is through action to improve the company’s core value streams, supported by committed leaders who reinforce culture change. Leaders must be involved in the value stream mapping and shop floor transformation so they can learn to see waste.2. Learn by doing first and training second. The Toyota Way is about learning by doing. At the early stages of lean transformation there should be at least 80% doing and 20% training and informing. The best training is training followed by immediately doing or doing followed by immediately training. The Toyota approach to training is to put people in difficult situations and let them solve their way out of the problems.3. Start with value stream pilots to demonstrate lean as a system and provide a “go see” model. The go-and-see model line should become a singularly focused project with a great deal of management attention and resources to make it success and an object lesson in management commitment.4. Use value stream mapping to develop future state visions and help “learn to see.”Value stream mapping should be applied only to specific product families that will be immediately transformed.5. Use kaizen workshop to teach and make rapid changes. The kaizen workshop is a remarkable social invention that frees up a cross functional team to make changes in a week that otherwise can drag on for months. Selecting the right people for the team is critical, as is setting aside the time for those individuals and giving them a lot of management support.6. Organize around value streams. Choose someone with real leadership skills and a deep understanding of the product and process must be responsible for the process of creating value for customers and must be accountable to the customer.7. Make it mandatory. If a company looks at lean transformation as a nice thing to do in any spare time or as voluntary, it will simply not happen.8. A crisis may prompt a lean movement, but may not be necessary to turn the company around. A sinking ship certainly mobilizes management and the workforce into serious about lean. What is important is that leadership is focused on long-term learning.9. Be opportunistic in identifying opportunities for big financial impacts. By picking the right product family and with experienced lean expertise, a serious efforts has about a 100% chance of making huge and visible improvements that will impress any executive.10. Realign metrics with a value stream perspective. “You get what you measure” has become a truism in most companies. Metrics are key tools for continuous improvement. First step is eliminate non-lean metrics that are wreaking havoc with those seriously invested in improving operational excellence. The next step is to measure a variety of value stream metrics from lead-time to inventory levels to first-pass quality and treat these metrics as seriously as labor productivity and other short-term cost metrics.11. Build on your company’s roots to develop your own way. When Toyota works with companies to teach TPS, they insist that the companies develop their own system. Put them into our own language in a way that fits our business and technical context.12. Hire or develop lean leaders and develop a succession system. Leaders must thoroughly understand, believe in, and live the company’s “way.” All leaders must understand the work in detail and know how to involve people. If the top is not driving the transformation, it will not happen.13. Use experts for teaching and getting quick results. A company needs a sensei to provide technical assistance and change management advice when it is trying something for the first time. This “teacher” will help facilitate the transformation, get quick results, and keep the momentum building. But a good teacher will not do it all for you. To develop a lean learning enterprise we need to build internal expertise-senior executives, improvement experts, and group leaders who believe in the philosophy and will spread lean throughout the organization over time.NOS是NIKE 特有的稱呼.在生產制造業通常成為LEAN，中文N：NovusO：OrdoS：SeclorumN O S：新秩序的開始（注：可编辑下载，若有不当之处，请指正，谢谢!）。

办公常用英语单词

办公常用英语单词在现代办公环境中，掌握一些常用的办公英语单词对于提升工作效率和与国际同事的沟通交流非常重要。

以下是一些常见的办公英语单词，希望能够帮助大家更好地应对办公场景。

1. Meeting（会议）In a typical office environment, meetings are a common occurrence. During a meeting, colleagues gather to discuss and make decisions on various work-related issues. It is crucial to understand key meeting-related terms in English: - Agenda（议程）: A list of topics or items to be discussed in a meeting.- Minutes（会议纪要）: A written record summarizing the discussions, decisions, and actions taken during a meeting.- Chairperson（会议主持人）: The person responsible for leading and facilitating a meeting.- Participants（参会人员）: The individuals attending a meeting.2. Presentation（演示）Presentations are frequently used to showcase information or ideas to an audience. Here are some essential wordsrelated to presentations:- Slides（幻灯片）: Visual aids used to enhance presentations.- Visuals（视觉资料）: Images or charts used to support oral presentations.- Laser pointer（激光笔）: A small device used to highlight specific points or areas on a presentation screen.- Handout（讲义）: Written materials distributed to the audience during a presentation.3. Email（电子邮件）Emails have become a primary means of communication inthe workplace. Understanding the vocabulary related to emails is crucial for effective communication:- Subject（主题）: A concise summary of the email's content.- Attachment（附件）: A file or document sent along with an email.- Inbox（收件箱）: The folder that contains received emails.- CC (Carbon Copy)（抄送）: To send an email toadditional recipients other than the main recipient.4. Deadline（截止日期）Deadlines play a pivotal role in managing work tasks. Itis important to be familiar with related vocabulary: - Urgent（紧急）: Tasks that require immediate attention and completion.- Prioritize（优先处理）: To decide the order in which tasks should be completed based on their importance and urgency.- Extension（延期）: Granting additional time to completea task.5. Collaboration（协作）Collaboration is crucial in a team-based work environment. These words are commonly used when working together with colleagues:- Teamwork（团队合作）: The combined effort of a group to achieve a common goal.- Cooperation（合作）: The act of working together harmoniously.- Delegate（分派任务）: To assign tasks orresponsibilities to team members.- Feedback（反馈）: Constructive criticism or suggestions given to improve performance or quality.以上是关于办公常用英语单词的简要介绍。

Expressions_B3U1_handout

Unit 1 Caring for Our EarthLearn the following sentences by heart and apply the underlined expressions to your speaking and writing practice.1.The government is taking emergency action to deal with the disastrous earthquake.2.The police took firm action to deal with the riots.3.Some students are so addicted to computer games that they neglect their studies.4.We should have a correct attitude towards environment. Besides, we should develop strategies and actimmediately to protect our Mother earth.5.They seemed to be blind to the consequences of their decision.6.The huge increase in oil prices in the 1970s cast a cloud over the development plans of many developingcountries.merce is paralyzed in consequence of severe earthquake.8.In consequence of his bad work, I was forced to dismiss him.9.This decision will bring long-lasting consequences.10.We are sometimes ignorant of the disastrous consequences we are causing and driven by the greedy needsfor more conveniences.11.Acceptance of what has happened is the first step to overcoming the consequences of any misfortune.12.I decided to buy the house for the convenience of living near to my parents.13.Many women prefer the convenience of working at home while their children are small.14.Please reply at your earliest convenience.15.The representatives from some developing countries claim that global economy does not give them a fairchance.16.She used so many technical terms in her speech that the audience could make neither head nor tail of it.17.Falling export rates have impacted on the country’s economy quite considerably.18.High interest rates have impacted on retail spending.19.The move is not expected to impact the company’s employees.20.How will this program impact on the local community?21.He is independent of his parents.22.Exceptional creative capacity is the product of an inexhaustible willingness to take great trouble.23.Acting before thinking often results in failure, so we should think before we leap.24.neck Dr. McKinley broke his neck to make the public aware of the grave environmental problems.25.Something like panic overtook me in a flood.26.The people all over the world were overtaken by the 9-11 attack in New York.27.If he doesn’t have his heart operation very soon he’s in danger of reaching a point of no return.28.Something must be done before the situation reached the point of no return.29.We knew that the meal was going to be very expensive, but having already sat down at the table we hadreached the point of no return.30.We knew that the meal was going to be very expensive, but having already sat down at the table we hadreached the point of no return.31.Banks normally give priority to large businesses when deciding on loans.32.The relief work should stick to the principle of "putting people first" and take saving people's lives as the toppriority.33.You must give this matter priority.34.At this rate, we shall soon be bankrupt.35.Fifty percent of road accidents result in head injuries.36.Those problems resulted from the poor management.37.Two yellow cards result in disqualification.38.Every life has its roses and thorns.39.For the sake of convenience, all the classrooms on campus are equipped with multimedia computers.40.For the sake of convenience, all the classrooms on campus are equipped with multimedia computers.41.Can we just sit back and do nothing when there are so many homeless people on the streets?42.Don’t just sit back and wait for opportunities to come to you.43.Too many of us just sit bac k and say “I’ll let the experts deal with it.”44.This book gives specific instructions on how to make pizza at home.45.When the market economy is introduced, many factories will have difficulties to survive.46.China joined the growing list of Asian nations turning their backs on American aircraft-makers.47.The people with a powerful urge to compete and succeed are more likely to have heart attacks.48.He doesn’t trust her, and vice versa.49.Beauty is only skin deep, but ugliness goes all the way to the bone!50.Football fans came all the way from every corner of the world.Key expressions。

03_Email Writing_Handout_ENG 3123

Emails HandoutEmails to Your Teacher in this Course should look similar to this:A recent UK study showed that 25% of the workforce spent at least one hour per day managing and writing business emails, of which 34% were irrelevant.Business Email Basics (this section adapted from: Beare)When writing business emails, these are some points to remember :∙Emails are usually short and concise. ∙If you are writing to someone you don't know, a simple "Hello" is fine. ∙When writing to someone you know well, you may write as if you are speaking to the person. ∙Use abbreviated verb forms (He's, We're, He'd, etc.) ∙Include a telephone number with the signature block of the email. This will give the recipient the chance to telephone if necessary. ∙It is not necessary to include your email address. The recipient can just ‘reply ’. ∙When replying, eliminate all of the sender’s information that is not necessary. Only leave the sections of text that are related to your reply. This will save your reader time when reading your email. ∙For your own email address avoid using an inappropriate or silly email address name; register a professional sounding address if you don't have one. ∙ If the person ’s name is unknown, address the person's title.i.e. Dear Director of Human Resources.09ACC1 our class.FormattingExample 1: Business EmailNote the simple formatting: keep everything flush with the left margin; avoid special formatting and tabs.A heading, inside address and date are not necessary in an email.AttachmentsDo not attach unnecessary files.Attachments take extra work to see and they are also a potential source of viruses. Generally, avoid attachments unless the recipient has requested or is expecting an attachment. Cut and paste text into your email or include links to Web pages where the information is displayed.Introduce any attachments you include.When you include an attachment, tell the recipient you have done so in the body of the email and tell them what the attachment is. NEVER send an email with just an attachment with no text in the email body.Only open attachments if you trust the source.This is because attachments can be a source of viruses.Always give an attachment a meaningful nameThe name of your attachment should tell the reader what to expect in the attachment. Make sure the name, and the attachment, is in a language the expected recipient can read.Some Email Etiquette and Guidelines (compiled from multiple lists) Writing business emails well can make you stand out in the corporate landscape. Writing them badly can do the same, but for very different reasons.Use a meaningful and informative subject line.Try to use a subject that is meaningful to the recipient as well as yourself. For instance, when you send an email to a company requesting information about a product, it is better to mention the actual name of the product, e.g. 'Product A information' than to just say'product information' or the company's name in the subject line.Use short sentences.Try to keep your sentences to a maximum of 15-20 words. Email is meant to be a quick.Be concise and to the point.• Keep it brief• Get to the point, quickly• Use bulletsBe clear. Make sure spelling, grammar & punctuation are goodThese kinds of mistakes give a bad impression of you and your organization. If your program has a spell checking option, USE IT.Re-read the email before you send it.Make sure you find any mistakes a spell checker will not catch. Example: to, two and too will all be spelled correctly but which is correct in context?Answer swiftly when you can.If it will take more than a day for you to respond fully, just send an email back saying that you have received their email and that you will get back to them. This will put the customer's mind at rest and usually customers will then be very patient!When you need to, take your time.If the email content is sensitive, the passage of time and other people's input will help you improve your message and writing. Show it to colleagues and other business people, and get their opinions.Carefully choose when you send your email.Most business people spend Monday mornings catching up on email, postal mail, and phone calls that have piled up since Friday. You don't want your email mixed in with dozens or even hundreds of communications that are being reviewed by recipients.Be specific: P eople can’t read mindsThe more specific you are, the more likely you are to get a response.Example: You are asking someone to attend an event. Tell them the name of the event, what it is for, the date of the event, start time, end time, when you want them to arrive, location (including a street address and room number, if appropriate), and include your telephone number so they can call you if necessary.Be accurate.Whatever claims you make, benefits you offer, or statistics you quote, make sure they are true and not inflated.Include the message thread.When you reply to an email, you should include the original mail in your reply, in other words click 'Reply', instead of 'New Mail'. This acts as a reminder to the recipient of what they said to you. If responding to multiple questions from a long email, copy the questions into your email and write your answers next to them.Answer all questions, and pre-empt further questions.If you do not answer all the questions in the original email, you will receive further emails regarding the unanswered questions. This will not only waste your time and your customer’s time but also cause frustratio n.Example: A customer sends you an email asking which credit cards you accept. Insteadof just listing the credit cards, you can guess that their next question will be about how they can order, so you also include some order information and a URL to your order page. Make sure links within your email display and work properly.When you list "for more information" links, make sure they will work. Also make sure they go to the exact page you want and this landing page is up to date and provides the information you want them to have –not the home page of the site.Watch out for a "knowledge gap."Don't assume recipients have the same knowledge about your organization, product, service or country as you do.Keep your language gender neutral.Avoid using sexist language such as: 'The user should add a signature by configuring his email program'. Apart from using he/she, you can also use the neutral gender: 'The user should add a signature by configuring the email program'.Use proper structure & layout.Use short paragraphs and blank lines between each paragraph. When making points, number them or mark each point as separate to keep the overview.Be careful with formatting, rich text and HTML messages.The sender might not be able to view formatting, rich text or HTML format, or might see different fonts than you had intended.Include a good signature block.Always sign off professionally. Make sure your signature block is complete: your full name, title, company, address, phones, pager, fax, and Web site links. Give the recipient a choice of how to contact you for more information.Wang Haitao (Gary)120106022809FB1Do not write in ALL CAPITALS.IF YOU WRITE IN ALL CAPITALS IT SEEMS AS IF YOU ARE SHOUTING.And it is harder to read. Not good and not good.Prevent premature sendingTo avoid sending a badly spelled, half written pile of rubbish, wait until you have written the email before you enter the recipient’s names.Keep your letter formal.Do not be inappropriately informal.Make it personalized.Always open emails with a hello and use the name that they signed off with, even if it’s crazyhorse38! Not only should the e-mail be personally addressed, it should also include personal (i.e. customized) content.Use templates for frequently used responses.If you get some questions over and over again, such as directions to the office or how to subscribe to your company newsletter, save these texts as response templates and paste these into your message when you need them. You can save your templates in a Word document, or use pre-formatted emails.Take care with abbreviations and emoticons.In business emails, try not to use abbreviations such as BTW (by the way) and LOL (laugh out loud). The recipient might not know the meanings of the abbreviations and in business emails these are generally not appropriate. The same goes for emoticons, such as the smiley :-).Remember your email is likely to be passed around.Because it's so easy for email to be forwarded, assume your message will be sent to others if the initial recipient has any interest. You may want to include links to information that is relevant to others, including technical details, operations info, and financial data.Use CC: field sparingly.CCs should only be sent to those from whom you do NOT expect a reply.Mailings - use the Bcc: field.When sending an email to many people at the same time do NOT place all the email addresses in the To: field. There are two drawbacks to this practice: (1) the recipient knows that you have sent the same message to a large number of recipients, and (2) you are publicizing someone else's email address without their permission.One way to get round this is to place all addresses in the Bcc: field and include the mailing list email address in the To: field so your email will not look like spam.Do not overuse Reply to All.Only use ‘Reply to All’ if you really need your message to be seen by each person who received the original message.Do not copy a message or attachment without permission.If you do not ask permission of the originator first, you might be infringing on copyright. Avoid marking an email URGENT and IMPORTANT.You must at all times try to avoid these types of words in an email or subject line. Only use this if it is a really, really urgent or important message.Don't send or forward emails containing offensive, racist or obscene remarks.In the West, by sending or even just forwarding one libellous, or offensive remark in an email, you and your company can face court cases with multi-million dollar penalties. Do not forward chain letters.All chain letters are hoaxes. Just delete the letters as soon as you receive them.Do not use email to discuss confidential or personal information.Sending an email is like sending a postcard. Do not tell your life's story or love problems in an email to a customer, whether it is a new or established one.Don't reply to spam.By replying to spam or by unsubscribing, you are confirming that your email address is 'live'. Confirming this will only generate even more spam. Therefore, just hit the delete button or use email software to remove spam automatically.ReferencesBeare, K.. How to Write a Business Email. About: English as a Second Language. Retrieved March 11 2007, from. /od/businessenglishwriting/a/bizdocs_3.htm]Business Email Writing. (2004-2006). Letter Writing Guide. Retrieved March 7, 2007, from /businessemail.htmEmail Etiquette. (2001-2006). Retrieved March 11, 2007, from /Stoltoff, P. (2003, May 19) 20 Rules of Writing Effective Business E-Mails. ClickZ Experts. Retrieved March 7, from, /showPage.html?page=2208411Swinton, L. 10 Tips for writing business emails that say the right thing about you. Management for the Rest of Us. Retrieved March 7, 2007, from /writing-business-emails.html。

handout-英汉语言对比-3-Synthetic-vs-Analytic

英汉语言对比-3-Synthetic-vs-Analytic1. inflectional vs. non-inflectionalInflection: a change in the form of a word to indicate a change in its grammatical function.（只改变语法形态，不改变词义的变化）1）构词形态，即起构词作用的词缀变化（affixation），包括大量的前缀（prefix）和后缀（suffix）。

E.g. read; serious; consider;The publishing house has to take into serious consideration whether the readers will like to read / reading the books or not.The publishing house has to take into serious consideration whether the books will be readable or not.The publishing house has to take the readability of the books into serious consideration.The publishing house has to consider seriously whether the readers will like to read / reading the books or not.The publishing house has to consider seriously whether the books will be readable or not.The publishing house has to consider seriously the readability of the books.2）构形形态，即表达语法意义的词形变化。

handout_5语料库讲义

5. Basic corpus information retrieval toolsThis unit introduces the corpus retrieval and analysis tools widely used in corpus linguistics studies.Two software packages will be introduced in this section. One is AntConc, and the other is the WordSmith Tools, which is a more sophisticated and powerful corpus analysis suite than AntConc.Although WordSmith Tools have almost all the functions which AntConc has, it is behind AntConc in at least two aspects. One is that it does not support regular expression searches, and the other is that it is more complicated in producing n-grams (in WordSmith Tools terminology, clusters) since the word list has to be indexed first, which takes quite a long time if a corpus is very large. Since we are already familiar with some functions of AntConc, this unit will focus on the uses of the WordSmith Tools. However, in Section 5.2, two or three functions of AntConc will be introduced.For the convenience of description and explanation, a small corpus, named Mini Newspaper Corpus, has been compiled and it is composed of the newspaper texts taken from the British newspaper Independent. The corpus has about 221,200 words in four categories: arts, business, foreign news and home news, stored in four different files: MCA_ART.TXT, MCA_BUS.TXT, MCA_FOR.TXT and MCA_HOM.TXT.5.1 WordSmith ToolsWordSmith Tools includes three main tools:The WordList, which lets you see a list of all the words or word-clusters in a text, set out in alphabetical or frequency order;The Concord, a concordancer, which gives you a chance to see any word or phrase in context – so that you can see what sort of company it keeps.The KeyWords, which enables you to find the key words in a text.The version we use is The WordSmith Tools Version 4. The latest version is Version 5.5.1.1 WordListWordList allows you to produce a batch word list, i.e. one list of all of the words in allof the selected files, or multiple word lists, i.e. a separate word list for each of the selected files.The output comes in three different formats: a statistical analysis, a frequency-ranked word list and an alphabetically ordered word list.5.1.1.1 Statistical analysis■Tokens and typesWhat is a token and what is a type? Look at the following sentence:Most corpus analysis tools come with two main features: a feature for generating word lists and a feature for generating concordances.There are altogether 21 words, which can also be referred to as 21 tokens. Therefore, it can be said that there are 21 tokens in this sentence. But in this sentence, not all the words or tokens are different. Some words, such as, a, feature, for, generating, etc., are repeatedAll the tokens of this sentence can be classified into 17 different types of tokens: most, corpus, analysis, tools, come, with, two, main, features, a, feature, for, generating, word, lists, and, concordances. Therefore, types are unique tokens, or one type should be different from another type. If they are not different, they are of the same type.■Type/token ratio and standardized type/token ratioThe table of statistics also shows the type/token ratio and the standardized type/token ratio. Then what are these two ratios?Type/Token RatioIf a text is 1,000 words long, it is said to have 1,000 tokens. But a lot of these words in the text are repeated, and there may be only 500 different words or types in the text. It is possible to calculate the type/token ratio of this example in the following way:460 / 1000 * 100 = 46.0The ratio between types and tokens in this example is 46.But this ratio varies very widely according to the length of the text. A 1,000-word text might have a type/token ratio of 46; a shorter text (e.g. having 500 words in 278 types), might reach 55; a 1-million-word corpus will probably have a type/token ratio of about 4, and so on. Such type/token ratio information is rather meaningless in most cases, though it is supplied in a WordList statistics display.Standardized Type/Token Ratio (STTR)In order to get the useful information of type/token ratio about a long text, the standardized type/token ratio is to be calculated.For example:If a text consists of 3,137 words, the standardized type/token ratio is calculated in the following way:1. Divide the text into four parts, the first three each consisting of 1000 words (tokens) and the last consisting of 137 words (tokens). Suppose the types in each part are as follows:Because the last part consists of less than 1000 words, this part can be neglected.2. Calculate the type/token ratio of each part:Part 1: 360/1000*100 = 36.0Part 2: 415/1000*100 = 41.5Part 3: 344/1000*100 = 34.43. Calculate the standardized type/token ratio:(36.0+41.5+34.4)/3 = 37.3■Mean word length and word length standard deviationThe statistics table also shows the mean (or average) word length and the word lengthstandard deviation.Overall Art. Bus. For. Hom.mean word length (in characters) 4.94 5.00 4.85 4.98 4.93word length std. dev. 2.76 2.83 2.70 2.72 2.76The word lengths of different texts can be compared so as to find which text has more long words than others.The word length standard deviation shows to what degree the lengths of words vary in each file of this corpus.■Sentence lengths and standard deviation of sentence lengthFor statistics of the sentences in a corpus, there are three measurements, sentences, sentence length and standard deviation of sentence length.Sentences: the total number of the sentences in a corpus.A sentence is defined as the full-stop (.), question mark (?) or exclamation mark (!) immediately followed by one or more word separators (space, hyphen, etc.).Mean (in words): the average number of words in a sentence.Std. dev. (Standard deviation of sentence length): the degree to which the lengths of sentences vary from the mean (i.e. the average sentence length).Look at the following example:Sample 1The family of Dashwood had long been settled in Sussex. Their estate was large. Their residence was at Norland Park, in the centre of their property. For many generations, they had lived in so respectable a manner as to engage the general good opinion of their surrounding acquaintance.Sample 2Marianne's abilities were, in many respects, quite equal to Elinor's. She was sensible and clever; but eager in everything: her sorrows, her joys, could have no moderation. She was generous, amiable, interesting: she was everything but prudent. The resemblance between her and her mother was strikingly great.Sample 1 (4 sentences) Sample 2 (4 sentences) S1 10 S1 10 S2 4 S2 17 S3 12 S3 10 S4 22 S4 10 Total48Total47According to the WordList, the statistics of these two samples are listed in the following:The std. dev. for Sample 2 is smaller than that for Sample 1, indicating that there is a smaller difference in the lengths of sentences in Sample 2 than in Sample 1.The standard deviation is calculated with the following formula:()1/22--=∑∑N Nx x sTake Sample 1 as an example:∑x 2 = 102 + 42 + 122 +222(∑x ) 2 = (10+4+12+22) 2 = 100+16+144+484 = 482 = 744= 2304144/2304744--=s = 7.48■ Paragraph lengths and standard deviation of paragraph lengthFor statistics of paragraphs in a corpus, there are three measurements: paragraphs, mean (in words), std. dev .Paragraphs : the total number of the paragraphs in a corpus. A paragraph has to be defined by the user.Mean (in words): the average number of words in a paragraph.Std. dev. (Standard deviation of paragraph length): the degree to which the lengths of paragraphs vary from the mean (i.e. the average paragraph length).In order for the WordList to recognize and count paragraphs, the settings of the WordList has to be adjusted according to how the paragraphs are defined in a text or corpus.For example, in Corpus Collections A and B, each paragraph begins with a symbol <p> and ends with two returns. Therefore, the settings about paragraphs should be adjusted accordingly.■Word lengthsThe following table shows the statistical information about the word length.It is easy to get statistical information about word lengths from this table. For example, there are 353 14-letter words in this corpus. Each of the columns to the right of column 0 contains details about individual files in the corpus. Thus, it can be seen in column 1 that a file called MCA_ART.TXT has 92 words with 14 letters, that a file called MCA_BUS.TXT has 59 words with 14 letters, etc.5.1.1.2 Frequency listsTo produce a frequency list, WordList tool processes all of the files in your corpus and produces a list of all of the different types (different word-forms) ranked according to frequency of occurrence.Mini Newspaper Corpus Brown CorpusThe above table shows the frequency-ranked count, i.e. total number of occurrences for the first twenty-five types in the Mini Newspaper Corpus and the Brown Corpus.The table shows that the rankings are identical for the first two types but start to diverge from the third type onwards. However, the same types occur in the top seven most frequently occurring types in both lists (including numerals, #). All of the types in the top twenty-five are grammatical words or function words.■ Using a stop listA stop list contains the words which are to be excluded from the word list produced. When the stop list is applied, the WordList will produce a list of all of the words in the corpus except those which have been put in the stop list.There are two word lists in the following. The one on the left is the list produced with the application of the stop list, and the one on the right is the list without applying the stop list. It can be seen that in the left word list of the same corpus, said now ranks 1, which originally ranks 27 and that Mr , which now ranks 2, previously ranks 36.5.1.1.3 Alphabetical listsIn addition to frequency lists, WordList can produce alphabetically ordered lists, i.e. lists of all of the types in your corpus arranged in alphabetical order.An alphabetically ordered list can be very useful from a number of points of view. Firstly, it also includes information about how often each word-form occurs, so that you can find the frequency information of it easily.Secondly, all types beginning with the same letters are grouped together. This gives you easy access to individual word forms that begin with similar sets of letters.Thirdly, because related word-forms will often appear in the vicinity of each other, types such as strength , strengthen , strengthened , strengthening , strengthens , strengths are listed in close proximity. Therefore, it enables us to see whether all forms of a particular lemma are actually used in a corpus.■ Reverse alphabetical orderingAlphabetical lists can also be ordered by word endings. With the reverse order facility, all words with the same suffix are ranked together. This function is particularly useful if one wishes to identify families of words (verbs, adverbs, adjectives, nouns) ending with the same letters.■Producing word clustersIn addition to producing lists of single words, WordList can produce lists of clusters, again ranked by frequency, in alphabetical order or in reverse alphabetical order.There are other different names for this unit of language, for example, collocations, idioms, fixed- and semi-fixed phrases, pre-fabricated chunks, word clusters, or multi-word formulaic sequences, etc.There are roughly two kinds of clusters:The first kind is idiom-like groups of word, such as in my opinion,to make a long story short, How are you? or Know what I mean?The second kind is different from the first one. Clusters of this kind do not form the traditional grammatical units. They are usually a group of words often used together and crossing the border of the traditional grammatical units, for example: the fact that, part of the, the end of, it is possible that, in the face of, at a time when etc.Many researchers have proved that language teaching should direct learners‟ attention to the second kind of lexical chunks because in native speakers‟ language, native speakers use a lot of such chunks or clusters. If learners of a foreign language can have a very good grasp of the uses of these chunks, their language production would be smooth and native like.Therefore, the cluster function of the WordList tool is very useful.5.1.1.4 Word lists do not tell the whole storyWe should note that word lists do not tell the whole story. They do not discriminate between words that have the same form but belong to different grammatical categories. As frequency lists show us words out of context, all of the possible interpretations of a particular word will not be immediately apparent. You should therefore avoid making claims about the frequency of any word without checking how it is actually used in context.5.1.2 ConcordThere are different types of concordancing tools, for example, monolingual concordancers and bilingual concordancers. In this section, only the monolingualconcordancer is dealt with.As has been mentioned, in WordSmith Tools suite, one of the tools is Concord, which is a monolingual concordancer. Since we have already got familiar with the MicroConcord, we will do some exercises to review what a concordancer can do and to become clear of the differences between MicroConcord and WordSmith Tools.5.1.2.1 How to produce concordances with Concorda. producing KWIC concordancesb. Re-sortingc. Using different search patternsd. Looking for words in contexte. Selecting every n lines of the concordance lines of a certain wordf. Producing clusters with the search wordg. Save the concordance linesetc.5.1.2.2 Displaying collocatesConcord offers an additional facility which computes and displays the most frequently occurring collocates. Collocates are words which typically occur in the vicinity of the search pattern. The following figure shows an extract from the collocates for the search word interested:The collocates display shows the search pattern (interested) in the middle column and then shows, for each position to the left and right of the search pattern, which word occurs most frequently. Thus, interested appears in line 1 of the figure, occurring a total of 14times and all these occurrences are in the centre. In is the next most frequently occurring collocate, the the next, and the next, and so on. If you are careful enough, you will find that in occurs 9 times and all these occurrences are in Right positions and more specifically 7 of them occur in R1 position, forming the collocation interested in.However, whether two words form a collocation or not has to be further tested by their collocability, and collocability is calculated on the basis of information provided by the collocate viewer. This is one of the advantages of this collocate viewer because the words and frequencies in the Word column and Total column of this table can be saved so as to be used to calculate z-score, t-score and MI-score. These scores can statistically prove that the two words are collocations of each other.5.1.3 KeyWordsWhile frequency lists are very useful for giving you an indication of what a text or corpus is about, WordSmith Tools also has another facility called KeyWords which will identify words which occur with an unusually high frequency in a text or corpus when that text or corpus is compared with another corpus. These are called …key types‟. The KeyWords tool will therefore give you an even better indication of what a text is about.It can be useful for the purposes of discourse analysis or stylistics studies. For example, you may be interested in comparing two versions of the same event reported in two different publications. The KeyWords tool will highlight what is unique about each of the versions.5.1.3.1 How to make a key word listTo make a key word list, two frequency lists are needed: one for the corpus from which the key words are found; and the other list for all the texts in a corpus used for comparisons.For example, if the key word list of the file business news is to be produced as compared with all the other files in the Mini Newspaper Corpus(not including business news), the first step is to make a frequency list for each of them (business news vs. all the other files in the corpus). Then use the KeyWords tool to open these two lists at the sametime. The tool will produce a key word list for the business news file. See figures below.Based on Log Likelihood test (Default setting)Based on chi-square χ2 test5.2 AntConcIn this section, only two or three aspects of this software will be introduced.5.2.1 How to search information in a Chinese corpusAntConc can process Chinese texts on the condition that the texts are segmented and saved as plain texts but not in Unicode format. Therefore, the Chinese texts have to gothrough a segmentation operation first before data can be drawn from it with corpus information retrieval tools.5.2.1.1 Adjust the settingsGlobal Settings-- language encodingEdit ♑ Chinese encodings ♑ Chinese CP936 ♑ Apply-- Token (word) definitionsTick the boxes before “number”, “punctuation”, “symbol”Then press the “Apply” button.5.2.1.2 Examples of searches in a Chinese corpus with AntConcFile: 09rep_seg.txt.Settings:Edit ♑ Chinese encodings ♑ Chinese CP936 ♑ ApplyTick the boxes before “number”, “punctuation”, “symbol”Then press the “Apply” button.Searches:-- Concordance (Search word: 推进)-- Word list-- Clusters (Search word: 推进)-- N-grams5.2.2 Searches with wildcardsTo conduct complicated searches, the wildcard search and the regular expression search should be employed.For wildcard search, symbols such as *, ?, !, etc. are used in order to find words withthe same beginning, ending, etc. but different in other parts. For example:book* returns book, books, booked, booking, bookings(book* = book/books/booked/booking/bookings)*sation returns any words with the same ending of -sation.at * * of returns any 4-word combinations beginning with at and ending with of with two other words in between.Both the WordSmith Tools and AntConc support the wildcard search. But there is another more flexible search method, i.e. the regular expression search, which the WordSmith Tools suite does not support, while Antconc does.5.2.3 Searches with regular expressionsSince we only need to know how to use regular expressions in the search task, this section only deals with the uses of regular expressions through a practical search operation, i.e. the search for passive voice predicates in an English text.But it is impossible to explain a complete set of search patterns for the passive voice predicate, therefore, only some basic patterns of the search are introduced.WordSmith Tools Version 4 does not support the regular expression search, but AntConc does. Therefore, the following searches can only be done with AntConc.5.2.4 Passive voice predicate searches with regular expressionsIf the simplest form of the passive predicate BE DONE (were/was/am/are/is done, but not including been done) is searched, the following regular expression is used: \S+_VB(DR)?(DZ)?(M)?(R)?(Z)?\s\S+_V\wNFunctions:\S+_ 匹配任意长度字符串后跟一个下划线VB(DR)?(DZ)?(M)?(R)?(Z)? 匹配下列中的任意一个: VB, VBDR, VBDZ, VBM,VBR,VBZ \s 匹配一个空格\w 匹配任意一个字母或数字字符V\wN 匹配下列中的任意一个: VBN, VVN, VDN, VHNSearch Result:The above example constitutes only a part of passive voice predicate search with regular expressions. There are still other forms of passive predicates which are not dealt with, for example:were/was/am/are/is (not/hardly/ultimately etc.) donemust/should/will/can/may (not/hardly/ultimately etc.) be donehave to/ought to/is to be donehave/has/had/ (not/hardly/ultimately etc.) been doneetc.These searches can be done with the same method of constructing the regular expressions. Note that there are some errors due to the inaccuracy of the pos tagging procedure (line 13, for example).All the regular expressions used for searching passive voice predicates should be saved in a text file so that they can be loaded into the computer memory.。

Paraphrase

Handout Number SevenLearn to ParaphraseA paraphrase is a detailed restatement in your own words of a written or sometimes spoken passage. Apart from the changes in organization, wording, and sentence structure, the paraphrase should be nearly identicalin meaning to the original passage.How do I Paraphrase?When paraphrasing, follow the guidelines listed below:•Include all important ideas mentioned in the original passage but not in the same order.•Keep the length approximately the same as the original.•Do not stress any single point more than another.•Do not change the meaning by adding your own thoughts or views.•Do not use the original sentence structure.You may find it helpful to use the following five steps when paraphrasing:1.Understand the meaning of the passage thoroughly. You may have to read the passage several times andconsult a dictionary.2.Outline the passage or subdivide the information into smaller sections. Remember that the paraphrasemust include all the important ideas mentioned in the original passage.3.Restate the information remembering the following:a)Replace as many of the words as possible with appropriate synonyms. Sometimes you may haveto substitute a phrase in place of a word, or a word in place of a phrase. You must consider thecontext in which the word is used. Using an inappropriate synonym may change the entiremeaning of the passage.b)Change the order and structure of the ideas or argument.c)Change the structure of the sentences. All of us have our own writing style. Change the sentencesto reflect yours. Be careful not to change the meaning by adding or leaving out any importantinformation.4.Make sure that you are faithful to the meaning of the source and that you have accurately represented themain ideas.5.Cite appropriately and integrate the paraphrase into the text effectively.Some examples to compareThe original passage:Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.A legitimate paraphrase:In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).An acceptable summary:Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).A plagiarized version:Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.LastDETE12th December 2006 Chair,updated: Dr.Preparedby:M.A.Willis,。

科技英语：飞行汽车是汽车发展的未来？

A new and improved flying car prototype that its inventors hope will revolutionise the transport industry was unveiled on Tuesday (October 29) in Vienna at the Pioneers festival.一辆改良新型飞行汽车样品本周二在维也纳先锋音乐节上亮相，发明家们希望借此推动交通行业的革命。

The AeroMobil 3.0 weighs just 450 kilograms with a wingspan of 8.2 metres, and can fly about 700 kilometres before refuelling, easily enough to cope with most journeys across the UK. There is even room for a flying companion, if they don't mind squeezing in fairly close.It may sound like something from a science fiction film, but AeroMobil co-founder Juraj Vaculik is adamant2 that the flying car is more than a "boy's toy" and could become a viable3 transport option by 2017, once it has undergone extensive testing."It's not something just strange for Hollywood movies. It's as I said, first trial was 1970 in the U.S. There was plenty of other projects, so it is something which is really necessary for the personal transportation because it is more efficient. It is much more emotional and it is much faster because you are really travelling from A to B," Vaculik said.Consuming just 8 litres of fuel per 100 kilometres travelled as a car and 15 litres while airborne, designer Stefan Klein said the AeroMobil will need a new classification before it becomes road and air legal."We don't want to make a flying car or a road aircraft. We would like to make a new category .And this category is the same as a motorbike or car. We want to open a new vehicle which has the capability4 to be on the road as a non-handicapped car and in air as a non-handicapped aircraft, but it is necessary to open absolutely new category," said Klein, himself an amateur pilot.The makers5 say it has particular potential in countries where light aircraft are already frequently used, such as the United States and Australia, and those with underdeveloped road infrastructure6.The project is the brainchild of engineer and designer Stefan Klein, head of Transport Design Studio at the Academy of Fine Arts and Design in Bratislava. He had dreamed of creating a flying car since childhood, but began seriously working on the idea at university in the early 1990s. An amateur pilot himself, at the time he saw the travel opportunities across Europe expand with the fall of the Iron Curtain atthe end of the Cold War. More than twenty years later, he may soon finally be able to roam Europe's skies in his dream invention.Vaculik believes this is the start of a transport revolution, with the potential to "make freedom more emotional, more democratic and more efficient."词汇表：1 handoutn.散发的文字材料；救济品参考例句：I read the handout carefully.我仔细看了这份分发的资料。

overused phrases举例

在写文章之前，我想解释一下“overused phrases”的概念。

“overused phrases”指的是那些被过度使用、陈词滥调的短语或词语，它们在文章、演讲、谈话中频繁出现，导致读者或听众对其产生疲劳感，甚至失去了原本的表达效果。

这些短语可能源自流行文化、广告、网络用语等各种渠道，因此被大量引用，但却因频繁出现而失去了新颖和独特性。

1. "At the end of the day" - 这个短语常用于强调一件事情的最后结果，但在很多情况下，它会被滥用，用来填充空白或作为开场白，使得句子显得平淡无奇。

2. "Think outside the box" - 这个短语最初用来鼓励人们破除常规思维，寻找创新解决方案。

然而，由于被过度引用，它的原意逐渐被淡化，变成了一个毫无新意的空话。

3. "Literally" - 这个词在口语中经常被滥用，被用来加强语气或夸张描述，使得原本的意义变得含糊不清。

4. "Bite the bullet" - 这个短语原本指的是迫使自己去做一件不情愿的事情，但在很多场合下，它可能会被滥用，导致失去了原本的表达意义。

5. "Kill two birds with one stone" - 这个短语原本用来形容一种高效率的做事方式，但由于被滥用，有时候用它反而会让人感到陈词滥调。

我们可以看到，overused phrases的存在是不可避免的，但过度使用它们会导致语言表达的贫乏和无趣。

在写作和交流中，我们应该尽量避免滥用这些陈词滥调，而是更多地去寻找新颖、生动的表达方式，这样才能让我们的文字更加生动有趣，更具有说服力。

总结回顾：在本文中，我们探讨了“overused phrases”这一主题，并举例阐述了一些常见的陈词滥调。

通过分析这些短语的滥用情况，我们可以看到过度引用陈词滥调会导致语言表达的枯燥和缺乏新意。

高中英语一轮课件第二部分基础语法冠词

Example: ast."
Note: This does not apply to all geographical terms, as some (like "country" or "continent") are typically used without an article.
the text sound repetitive and unnatural. • Pay attention to the differences in article usage
between British and American English. For example, in British English, the definite article (the) is often used before hospital names, while in American English, it is not.
Chapter
Used when referring to someone or something in general
When talking about people or things in a non-specific way, we use "a/an" to introduce them. For example, "I met a man in the park" or "She wants to be a doctor when she grows up."
the indefinite article "a/an"
目录
• Analysis of zero article usage scenarios • Analysis and Practice of Errors in

Summary-Writing..

more about yourself and your feelings. 3)
We can try to talk with our best friends
to release stressful emotions.
Summary:
There are many tips for you to control your temper (such as thinking, keeping a diary and talking to friends).
Get the information of six elements Combine them smoothly Form a summary.
narration
elements of a narrative passage
who when where What (event) How (process) why
We should encourage children_i_n_s_te_a__d_o_f_
scolding them.
Hurry up. If you don’t, you’ll miss the train.
Hurry up __o_r__ you’ll miss the train.
(6) Omit the details细节省略法 Don’t always scold and give lots of praise instead.
Summary Writing
Uses of Summary Writing
• Improving reading comprehension
• Improving compositon writing
• Practical uses

describingascenehandout

1.Describing Scenes, situations and landscapes example“In the background, there is the sea. From the sea,there is a river running through the middle of the pictureto the foreground. There are small hills on either sideof the river. On the right side of the river in theforeground, there are sheep grazing in the field. Justbehind the sheep, there is a house with a garden infront of the house and a fence surrounding the houseand garden. The house has trees on both sides of it.In the far distance, on the top of a higher hill, there isa castle overlooking the sea. There is a bridge crossingthe river in the middle of the picture and it is going fromleft to right. The bridge connects to a road which isgoing behind the house towards the right and then turnsup to go to the castle on the top of the hill.The left side of the river and of the picture only hassmall bushes. In the sea, in the far distance, there is a ship and in the background, the sun is setting.”Key words in describing a scene:Noun LocationShip Hill Sea Lake House Path Forest Fields Pond Lake Sea On either side ofIn front ofIn the middle ofSurrounded byIn the foreground/backgroundIn the distanceGoing towardsOn the top ofOn the right/left ofAt the bottom ofAt the foot ofAcrossBetweenUnderAboveBehindWhen describing scenes such as this we make use of the words ‘there is’ and ‘there are’. See how many you can find in the above description. (there is the sea, there are small hills, there are sheep grazing, there is a house … etc.)If you notice, we often begin the sentence with the location and then say what there isthere. That is not an absolute rule though.If we were at the actual scene that we were describing, we might use ‘I see this or that’ and all locations would be referenced according to your position (next to me, I see …, behind me, there is …, in front, I see …) as in the following example.2.Description of a scene - Action wordsWhen describing what is going on in a place the common verb form to use would be the ‘ing’form’. For example:In this picture, I seesomeone park ing theircar; I see two peoplewait ing for the bus andthree people hav ing acoffee in Mel’s Donuts. Ialso see a man jogg ing inthe park and a small childwait ing for an ice cream.Just in front of FoxyCleaners, there is awoman walk ing out withher cleaned clothes. Aman is empty ing thegarbage into the garbagetruck and a student is bik ing by on the road in front of the park.It seems to be a scene of a typical working day in a corner of a city.3.Description of a scene - with opinions1.What you see in the picture (what, who, where, when, how)2.What is happening or has happened in the pictureWhat do you see:∙In the middle of the picture, there are several buildings thathave collapsed∙At the bottom of the picture, in the foreground, I see a buildingthat is still standing although it looks a bit damaged∙There is a river just behind this building∙At the top of the picture, in the back, there is a small hill andbehind the hill, in the background, there is the foot of amountain.∙On the hill, there are some power towers that are still standingand there seems to be some people on the hill.Opinions:∙What has happened here is the result of a very strong earthquakethat has hit the region.∙I imagine that a lot of people have lost their homes and that thelives of the people in that town will have to be rebuilt.4.Description of a scene - final exampleSpoken as a news reporter:“I’m now at the scene of a natural incident that has occurred in a small town. It seems that there was some kind of landslide that came down and hit a local village. I see massive rocks just in front of a home. There are possibly some other homes beneath the rocks.Amidst the rocks are a crowd of onlookers examining the damage or perhaps looking for survivors from the slide. In the background, I see the rest of the village homes which seem to have been untouched by the incident. On the top of the hill, in the distance towards the right, there is a white building which seems to be a local gathering place.”5.Final NoteThe ability to describe a scene and what is happening or has already happened is an important language skill should an incident occur where you are. You may be call on to describe what you saw by telephone or need to describe a present situation in anemergency for proper help to arrive at the scene.。

Week2 Handout[1]

Bad 1
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6
7/27/2010
Well-Behaved Preferences
Convexity: Mixtures of bundles are (at least weakly) preferred to the bundles themselves. E.g., the 50-50 mixture of the bundles x and y is z = (0.5)x + (0.5)y. z is at least as preferred as x or y.
12
4
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Indifference Curves
x2
I1 z I2 y
x
All bundles in I1 are strictly preferred to all in I2.
All bundles in I2 are strictly preferred to all in I3. z≻x≻y
8
Basic assumptions contd.
Reflexivity
Any bundle x is at least as preferred as itself. This sounds silly; it is a consistency condition which asserts some degree of basic rationality on the part of the consumer. i.e., for any bundle x, x ≽ x
10
Indifference Curves
x2 x
WP(x), the set of bundles weakly preferred to x. WP(x) includes I(x). I(x)‫‏‬ SP(x), the set of bundles strictly preferred to x. Does not include I(x).

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英语讨论常用短语
1. Asking for an opinion 征询意见
--Well… What do you think about Mr. Chen Guangbiao’s giving cash to the poor？你觉得…怎么样？--What’s your view on the matter？就这件事你的看法呢？
--What’s your take?
--How do you see it ？你怎么看它？
--Let’s hear your opinion. 让我们听听你的意见！
--Do you agree with him? 你与他的看法一致吗？
2. Stating an opinion 陈述观点
--Personally I think…我个人认为……
--I believe that…我相信……
--In my opinion…我的意见是……
--The point is that…我的观点是……
--I’d like to point out that…我想指出的是……
--Speaking for myself…站在自己的立场上说……
--As far as I’m concerned…就我而言，……
--According to my experience…根据我的经验……
--What I mean is that…我的意思是说……
3. 如何插话
--May I say a few words? 我能说两句吗？
--I’m sorry to interrupt you. But I must say that he’s right. 打断你很抱歉，但我必须得说他是对的。

4. 如何谦让
--Y ou go first, please. 请你先说吧。

--Please go ahead. 您请。

--It’s your turn. Gaining 该你说了。

--Say it, Catherine. 凯瑟琳，你说吧。

5. 如何请对方重复
--Pardon? 对不起。

--I beg your pardon? 对不起，重复一下好吗？
--Could you repeat what you said? 您能重复一遍吗？
--Do you mean that you don’t support him? 您的意思是说您支持他？
6. Agreeing with an opinion 如何表达同意或赞成对方观点
--Sure. 当然。

--That’s true. 是那样。

-- Exactly what I say. 这正是我想要说的。

--So do I.
--I agree completely. 我完全赞同。

--Y ou’re absolutely right. 显然你是对的。

--I couldn’t agree with you more. 我绝对赞成你。

--That’s just what I think. 我就是那样认为的。

--I feel the same way. 我也持同样的想法。

--I’d like to say a word in her behalf. 我想为她说句公道话。

7. Disagreeing with an opinion 如何表达反对意见。

--I’m afraid I disagree. 恐怕我是持反对意见的。

--I don’t think so. 我不那样认为。

--That’s not true. 那不正确。

--I can’t possibly agree with you. 我不可能同意你。

--I’m afraid I don’t agree.我恐怕不能同意。

--I’m afraid you are wrong there.恐怕你搞错了吧。

--I hate to disagree with you, but…我不想反对你，但……
--I wouldn’t accept that for one minute.我绝对接受不了。

--Y ou can't really mean that. 你不可能是这个意思。

--Y ou can’t be serious.你不会是认真的吧。

--I hate to have to say it but I very firmly feel……我不想这么说，但是我确实觉得……
8. 如何表达中立观点
--I’m not sure really.我不敢肯定。

--Do you think so? 你真的这么想吗？
--Well, it depends. 嗯，这得看情况了。

--Well, I’m not so sure about that.我不敢肯定。

--I tend to disagree with that. 我倾向于不赞成。

--No, I don’t think so really.我好像不这么认为。

9. Challenging an opinion 如何质疑某种观点
--That can’t be true 那不可能是真的。

--How can you be so sure about it? 你怎么敢肯定？
--Can you give any evidence？你能拿出证据吗？
10. Summarizing a discussion 总结观点
--That’s all I want to say. 我想说的就这些了。

--So we have at least agreed to disagree. 我们至少一致认为要求同存异。

--I’m very glad we have reached a double-win agreement. 很高兴我们达成一个双赢协议。

--All in all, I cannot tolerate Mr. Fan Meizhong’s behavior. 我无法容忍范跑跑的行为。

--In one word, money is not everything. 总而言之，钱不是万能的。

--Then we make the decision to have a meeting again next Monday the same time and same place. 那我们的决定就是下周同一时间同一地点再开一次会，是吧。