王江彬的英文翻译定稿
中国姓氏英译(汉英对照版)
中国姓氏英译A:艾Ai安Ann/An敖AoB:巴Pa白Pai包/鲍Paul/Pao班Pan贝Pei毕Pih卞Bein卜/薄Po/Pu步Poo百里Pai-liC:蔡/柴Tsia/Choi/Tsai 曹/晁/巢Chao/Chiao/Tsao岑Cheng崔Tsui查Cha常Chiong车Che陈Chen/Chan/Tan 成/程Cheng池Chi褚/楚Chu淳于Chwen-yuD:戴/代Day/Tai邓Teng/Tang/Tung 狄Ti刁Tiao丁Ting/T董/东Tung/Tong窦Tou 杜To/Du/Too段Tuan端木Duan-mu东郭Tung-kuo东方Tung-fangF:范/樊Fan/Van房/方Fang费Fei冯/凤/封Fung/Fong符/傅Fu/FooG:盖Kai甘Kan高/郜Gao/Kao葛Keh耿Keng弓/宫/龚/恭Kung勾Kou古/谷/顾Ku/Koo桂Kwei管/关Kuan/Kwan郭/国Kwok/Kuo公孙Kung-sun公羊Kung-yang公冶Kung-yeh谷梁Ku-liangH:海Hay韩Hon/Han杭Hang郝Hoa/Howe何/贺Ho桓Won侯Hou洪Hung胡/扈Hu/Hoo花/华Hua宦Huan黄Wong/Hwang霍Huo皇甫Hwang-fu呼延Hu-yenJ:纪/翼/季/吉/嵇/汲/籍/姬Chi居Chu贾Chia翦/简Jen/Jane/Chieh蒋/姜/江/ Chiang/Kwong焦Chiao金/靳Jin/King景/荆King/Ching讦GanK:阚Kan康Kang柯Kor/Ko孔Kong/Kung寇Ker蒯Kuai匡KuangL:赖Lai蓝Lan郎Long劳Lao乐Loh雷Rae/Ray/Lei冷Leng黎/郦/利/李Lee/Li/Lai/Li连Lien廖Liu/Liao梁Leung/Liang林/蔺Lim/Lin凌Lin柳/刘Liu/Lau龙Long楼/娄Lou卢/路/陆鲁Lu/Loo罗/骆Loh/Lo/Law/Lam/Rowe吕Lui/Lu令狐Lin-hooM:马/麻Ma麦Mai/Mak满Man/Mai毛Mao梅Mei孟/蒙Mong/Meng米/宓Mi苗/缪Miau/Miao闵Min穆/慕Moo/Mo莫Mok/Mo万俟Moh-chi慕容Mo-yungN:倪Nee甯Ning聂Nieh牛New/Niu农Long南宫Nan-kungO:欧/区Au/Ou欧阳Ou-yangP:潘Pang/Pan庞Pan裴Pei/Bae彭Phang/Pong皮Pee平Ping浦/蒲/卜Poo/Pu濮阳Poo-yangQ:祁/戚/齐Chi/Chyi/Chi/Chih钱Chien乔Chiao/Joe秦Ching裘/仇/邱Chiu屈/曲/瞿Chiu/ChuR:冉Yien饶Yau任Jen/Yum容/荣Yung阮Yuen芮NeiS:司Sze桑Sang沙Sa邵Shao单/山San尚/商Sang/Shang沈/申Shen盛Shen史/施/师/石Shih/Shi苏/宿/舒Sue/Se/Soo/Hsu 孙Sun/Suen宋Song/Soung司空Sze-kung司马Sze-ma司徒Sze-to单于San-yu上官Sang-kuan申屠Shen-tuT:谈Tan汤/唐Town/Towne/Tang 邰Tai谭Tan/Tam陶Tao藤Teng田Tien童Tung屠Tu澹台Tan-tai拓拔Toh-bah W:万Wan王/汪Wong魏/卫/韦Wei温/文/闻Wen/Chin/V ane/Man翁Ong吴/伍/巫/武/邬/乌Wu/NG/WooX:奚/席Hsi/Chi夏Har/Hsia/(Summer)肖/萧Shaw/Siu/Hsiao项/向Hsiang解/谢Tse/Shieh辛Hsing刑Hsing熊Hsiung/Hsiun许/徐/荀Shun/Hui/Hsu宣Hsuan薛Hsueh西门See-men夏侯Hsia-hou轩辕Hsuan-yuenY:燕/晏/阎/严/颜Yim/Y en杨/羊/养Y oung/Y ang姚Y ao/Y au叶Yip/Y eh/Yih伊/易/羿Yih/E殷/阴/尹Yi/Yin/Ying应Ying尤/游Y u/Y ou俞/庾/于/余/虞/郁/余/禹Y ue/Y u袁/元Y uan/Y uen岳Y ue云Wing尉迟Y u-chi宇文Y u-wenZ:藏Chang曾/郑Tsang/Cheng/T seng訾Zi宗Chung左/卓Cho/Tso翟Chia詹Chan甄Chen湛T san张/章Cheung/Chang赵/肇/招Chao/Chiu/Chiao/Chioa周/邹Chau/Chou/Chow钟Chung祖/竺/朱/诸/祝Chu/Chuh庄Chong钟离Chung-li诸葛Chu-keh中国传统小吃的英文表达中式早点:烧饼Clayoven rolls油条Friedbread stick韭菜盒Friedleek dumplings水饺Boileddumplings蒸饺Steameddumplings馒头Steamed buns割包Steamedsandwich饭团Riceand vegetableroll蛋饼Eggcakes皮蛋100-year egg咸鸭蛋Salted duck egg豆浆Soybean milk饭类:稀饭Riceporridge白饭Plainwhite rice油饭Glutinous oilrice糯米饭Glutinous rice卤肉饭Braised porkrice蛋炒饭Friedrice with egg地瓜粥Sweetpotato congee面类:馄饨面Wonton & noodles刀削面Sliced noodles麻辣面Spicyhot noodles麻酱面Sesame pastenoodles鴨肉面Duckwith noodles鱔魚面Eelnoodles榨菜肉丝面Pork , pickled mustard green noodles牡蛎细面Oyster thin noodles板条Flat noodles米粉Rice noodles炒米粉Fried rice noodles冬粉Green bean noodle汤类:鱼丸汤Fish ball soup貢丸汤Meat ball soup蛋花汤Egg & vegetable soup蛤蜊汤Clams soup牡蛎汤Oyster soup紫菜汤Seaweed soup酸辣汤Sweet & sour soup馄饨汤Wonton soup 、猪肠汤Pork intestine soup肉羹汤Pork thick soup鱿鱼汤Squid soup花枝羹Squid thick soup甜点:爱玉Vegetariangelatin糖葫芦Tomatoes onsticks长寿桃LongevityPeaches芝麻球Glutinous ricesesame balls麻花Hempflowers双胞胎Horsehooves冰类:绵绵冰Meinmein ice麦角冰Oatmeal ice地瓜冰Sweetpotato ice紅豆牛奶冰Red bean withmilk ice八宝冰Eighttreasures ice豆花Tofupudding果汁:甘蔗汁Sugarcane juice酸梅汁Plumjuice杨桃汁Starfruit juice青草茶Herbjuice点心牡蛎煎Oyster omelet臭豆腐Stinky tofu(Smelly tofu)油豆腐Oilybean curd麻辣豆腐Spicy hot beancurd虾片Prawncracker虾球Shrimp balls春卷Spring rolls蛋卷Chicken rolls碗糕Saltyrice pudding筒仔米糕Rice tubepudding红豆糕Redbean cake绿豆糕Beanpaste cake糯米糕Glutinous ricecakes萝卜糕Friedwhite radishpatty芋头糕Tarocake肉圆TaiwaneseMeatballs水晶饺Pyramiddumplings肉丸Rice-meatdumplings豆干Driedtofu其他:当归鸭Angelica duck槟榔Betelnut火锅Hotpot。
English Teaching Based on Multimedia and Network
English Teaching Based on Multimedia and NetworkXIE Xian-bin(Teaching Research Room of Changle County,Weifang262400,China)Abstract:With the popularity of multimedia and network technology in the schools,English teaching,especially English teaching in rural primary schools,has witnessed great changes in recent years.This paper uses survey,from the perspective of primary schools in ChangLe’s rural area,to study the utilization situation of multimedia and network technology and the work it makes.The survey shows that the utilization situation of multimedia and network technology is negatively correlated with the age of the teacher in the rural primary schools’English teaching and it can greatly enrich teaching resources,improve teaching methods,thus,stimu⁃late students interest in learning English.Key words:primary schools in rural area;English teaching;multimedia and network中图分类号:H319文献标识码:A文章编号:1009-5039(2019)14-0166-021IntroductionIn recent years,great changes have taken place in ChangLe.Forty new schools was built and more than twenty schools was re⁃built in recent years,with the total investment of more than7bil⁃lion Yuan,our county’s teaching condition was improved a lot.With the comprehensive promotion of ChangLe No.2middle school“271”teaching mode and“Inverted Classroom”at ChangLe No.1middle school,teaching quality was also steadily improved in Chan⁃gLe.However,primary schools’teaching conditions in rural areastill very poor.There is still a long way to go for the primary schoolsin rural area to improve teaching conditions and teaching quality.This study investigates English teaching based on multimediaand network in rural primary schools in ChangLe County.Then ituses the data to analyze the utilization situation of multimedia andnetwork technology in English teaching and gets the advice forteachers and government to improve English teaching level in ruralprimary schools.2Research Design2.1Research purposesThis research investigates teachers in Changle County rural ar⁃ea Primary schools.Then it can find the relationship between theutilization situation of multimedia and network and the teachers’age,the students’interest in English etc.2.2Research questionsThis study plans to answer the following questions:1)How is the utilization situation of multimedia and networkof teachers in primary schools;2)The relationship between the utilization situation of multi⁃media and network and teachers’age;3)The relationship between the utilization situation of multi⁃media and network and the students’interest in English;whetherthe utilization situation of multimedia and network can improve stu⁃dents’participation;4)The relationship between the utilization situation of multi⁃media and network and students scores;whether multimedia andnetwork can improve students’score.2.3Research subjectsThe subjects for the survey are rural primary school Englishteachers in YingQiu town,ChangLe County.There are29teachersand217students joining in this survey,but only27teachers and213students are valid.The number of female’s teacher is eighttimes of males.as shown in figure1These teachers’age coversfrom twenties to fifties,as shown in figure2The number of fe⁃males’student is1.34times of males,as shown in figure3Stu⁃dents’grade covers from three to six,as shown in figure4.收稿日期:2019-03-20修回日期:2019-04-08作者简介:谢宪宾(1989—),男,山东聊城人,二级教师,本科,曾长期在农村小学一线担任英语教师,现在昌乐县教学研究室工作,主要进行小学英语教学研究工作。
最新新PEP小学英语四年级上册Unit3 A Let27s learn教学文稿
I have a good friend.
He’s short and thin.
强壮的
Who is he?
Who is he ?
His name is He Jiong . He is short and thin.
.
Who is she ?
Her name is Peng Liyuan.
She is tall. She is friendly.
新PEP小学英语四年级上册 Unit3 A Let27s learn
Unit3 lets sing PartB.swf
I have a good friend.
He’s tall and strong.
强壮的
Who is he?
Who is he? HHisis nnaammee isis YYaaoo MMiningg.
Unit3 lets learn PartA.swf
Who is he?
Who is she?
His name is T__im_. Her name is _L_il_y_.
She’s _q_ui_e_t and f_r_ie_n_d_l_y.
She’s cute.
He’s _t_al_l and t_h_i_n.
此课件下载可自行编辑修改,仅供参考! 感谢您的支持,我们努力做得更好! 谢谢!
friendly = friend + ly 友好的
She’s friendly . He’s friendly . They’re friendly .
Who is she ?
Her name is Zhao Liying.
She is short and thin. She is quiet.
英文定义文 学霸&学渣
Xueba 学霸
写法3 Definition
* Original Idea
* Extend Meaning * Examples
Original Idea
• It means a person who is a villain in the academia
• It comes from the AMAZING TALE (er ke pai an jing qi).
In exams, what you don’t know, xueba knows; what you’ve known, xueba knows deeper and eariler than you. So the result is that the grades of xueba are higher than you every time.
• While others are learning, he is playing. • While others are reviewing, he is previewing. • Be late for lecture or absented classes frequently.
The relations of xueba and xuezha * Coexistence • Xuezha has the potential to turn into xueba in the future. • Xueba has the chance to become a xuezha, if he doesn’t
• It relates to a twin sister, they are called Ma Donghan\ Ma Dongxin. They were knowen by their outstanding perfermance and their super study plan. So people call them "Xue Ba".
zba姓氏英文翻译yhz
X:
奚/席--Hsi/Chi
夏--Har/Hsia/(Summer)
肖/萧--Shaw/Siu/Hsiao
项/向--Hsiang
解/谢--Tse/Shieh
辛--Hsing
刑--Hsing
熊--Hsiung/Hsiun
许/徐/荀--Shun/Hui/Hsu
宣--Hsuan
寇--Ker
蒯--Kuai
匡--Kuang
L:
赖--Lai
蓝--Lan
郎--Long
劳--Lao
乐--Loh
雷--Rae/Ray/Lei
冷--Leng
黎/郦/利/李--Lee/Li/Lai/Li
连--Lien
廖--Liu/Liao
梁--Leung/Liang
宗--Chung
左/卓--Cho/Tso
翟--Chia
詹--Chan
甄--Chen
湛--Tsan
张/章--Cheung/Chang
赵/肇/招--Chao/Chiu/Chiao/Chioa
周/邹--Chau/Chou/Chow
钟--Chung
祖/竺/朱/诸/祝--Chu/Chuh
褚/楚--Chu
淳于--Chwen-yu
D:
戴/代--Day/Tai
邓--Teng/Tang/Tung
狄--Ti
刁--Tiao
丁--Ting/T
董/东--Tung/Tong
窦--Tou
杜--To/Du/Too
段--Tuan
端木--Duan-mu
东郭--Tung-kuo
六下英语Unit2课件
-6-8--
--97--
1.What habits do Wang Bing and Liu Tao have?
But Liu Tao has some
bad habits. He often does Wang Bing and Liu Tao his homework late at night are friends. Wang Bing and does not go to bed knows LiuTao well. early. He sometimes feels
照 片
I often put my things in order. 把…放整齐
I keep my room clean and tidy.
tidy: not messy
1.What habits do Wang Bing and Liu Tao have?
1.What habits do Wang Bing and Liu Tao have?
Show timMeake a video of good habits
Task: 1、打开信封,组内讨论好习惯!(可以借鉴板书) 2、写下并组内分享好习惯!
Show time Make a video of good habits
Show time Make a video of good habits Keep your room
2.W3.hWat hoathtearrheabthites gdooothdey have/ ?bad
自读课文,找出还有哪些练习中没有提到的习惯。
habits?
brushes his teeth in the morning and before bedtime.
PEP小学英语3-6年级核心词汇和句子汇总
PEP小学英语3-6年级核心词汇和句型汇总三年级上册一、四会单词Unit 1book 书pen钢笔eraser 橡皮pencil 铅笔bag 包pencil-box铅笔盒ruler 尺子crayon 蜡笔Unit 2red红色(的) yellow黄色(的) green绿色(的) blue蓝色(的) white白色(的) brown棕色(的) black黑色(的) orange橙色(的)Unit 3head 头eye 眼睛face 脸ear 耳朵arm胳膊nose鼻子hand 手mouth 嘴leg 腿foot 脚body 身体school学校Unit 4cat 猫dog 狗monkey 猴子panda 大熊猫duck 鸭子pig 猪bird 鸟bear 熊elephant 大象zoo 动物园Unit 5water 水cake 蛋糕egg 蛋bread 面包juice 果汁fish 鱼;鱼肉rice 米饭milk 牛奶Unit 6one 一two二three 三four 四five五six六seven 七eight 八nine 九ten 十二、四会句子Unit 11.What's your name? 你叫什么名字?My name is John.我叫约翰2.Hello,I’m Wu Binbin.你好,我是吴彬彬3.Good afternoon,Miss White.下午好,怀特小姐。
4.Goodbye,Sarah!再见,萨拉。
Unit 21.Mr. Jones, this is Miss Green.琼斯先生,这是格林小姐。
Good morning,Miss Green.早上好,格林小姐。
2.Nice to meet you.很高兴见到你。
Nice to meet you,too.我也很高兴见到你。
3.Colour it brown!把它涂成棕色吧!Unit 31.How are you? 你好吗? I'm fine,thank you.我很好,谢谢2.Let's go to school.我们一起去上学吧! OK.好啊。
English_Cafe_143_Guide
ENGLISH CAFÉ – 1431TOPICSHarley Davidson; Famous Americans: Jesse Jackson; because versus since, yikes, speaking of which_____________GLOSSARYloyal – being faithful to something; always using or being a customer to aproduct or business* When she became president of the company, she gave management jobs to the employees who had been loyal to her for years.logo – a small image, sometimes with text, that identifies a company ororganization* Some people like to wear clothes with the logo of famous or high-status clothing companies.engine – the part of a machine that provides power or energy; the part of a car or vehicle that makes it run* Do you know why your car’s engine is making those funny noises?reputation – the way that other people think about a person, organization, or something else* Zia has a reputation for being generous with her friends and family.pejorative – something very negative; expressing disapproval* When his daughter’s boyfriend yelled at his daughter, he called the boyfriend a pejorative name.mid-life crisis – a period of time in one’s life when one is worried about getting older and does and buys things to feel younger* Lee had a mid-life crisis at the age of 45 and bought a brand new sports car.reverend – a title of respect for a minister, preacher, pastor, or another person who leads a church and speaks to other people about faith and religion* We spoke to the reverend at our church and he agreed to marry us next month.ENGLISH CAFÉ – 1432civil rights – the things that everyone should be able to have and do, such as the freedom to practice religion or to vote, no matter what color a person’s skin is or whether they are a man or a woman* They filed a lawsuit against the government for violating their civil rights.activist – a person who strongly believes that something should be changed in society and works hard to change that thing* Xander used to be lawyer, but now he’s an environmental activist.segregated – separated by race, or skin color; separated for a specific purpose * Let’s keep the two groups of people participating in this research studysegregated until after we get the test results.march – an event when many people walk outside together for some purpose, such as to show support for a cause or to show dislike of something* Last year, we marched from downtown to city hall to protest the new state taxes.shadow senator – an elected representative in the U.S. government from Washington, D.C., who cannot vote for or against laws and policies* Even though she’s the shadow senator, she has a lot of influence on which policies are voted on.because – for the reason that; since* I don’t want to sing in front of my friends because I have a bad singing voice.since – for that reason that; because; from a specific time in the past to the present* Since I started exercising, I’ve had more energy and feel more relaxed.yikes – an exclamation to show shock or alarm, often to be funny; something said to express surprise, fear, or disgust* You have eight of your aunts, uncles, and cousins staying at your house this summer? Yikes!speaking of which – an expression used when someone is talking about a topic and he or she wants to mention, ask about, or suddenly recall something related to that topic* My favorite TV show is 60 Minutes. Speaking of which, did you see last week’s show?ENGLISH CAFÉ – 1433WHAT INSIDERS KNOWThe Classic Movie Easy RiderIf you were to ask Americans to name a classic “biker” (motorcycle riding) movie, there is a good chance the answer would be Easy Rider. Easy Rider was a 1969 film about two bikers who travel around the southwestern part of the UnitedStates to experience life and to meet people. Three of the main actors, writers, and directors of the film – Jack Nicholson, Peter Fonda, and Dennis Hopper – are well known and well respected actors today.In the movie, two young bikers, Wyatt and Billy, get money by selling drugs inSouthern California and begin their trip to find a lifestyle that is right for them. On the journey, they encounter hatred from small-town communities who “despise” (hate) and fear their “non-conformist” (not following the rules) views on life.However, Wyatt and Billy also discover people attempting “alternative lifestyles,” or a different way to live, who are resisting this “narrow-mindedness” (not willing to listen to or tolerate others’ views).Easy Rider was one of the films that began a new way of making films inHollywood during the late 1960s and early 1970s. The major film making“studios” (companies) realized that they could make money by making “low-budget” (low cost) films with “avant-garde” or new and experimental directors.This way of making films reflected the social atmosphere and attitudes of the U.S. during this time. This was a period in American history of people’s,especially young people’s, increasing “disillusionment” (feeling disappointment after finding out that something is not good) with the government and the world. The film was nominated for many awards, including several Academy Awards for acting and writing.ENGLISH CAFÉ – 1434COMPLETE TRANSCRIPTYou’re listening to ESL Podcast’s English Café number 143.This is English as a Second Language Podcast’s English Café episode 143. I’m your host, Dr. Jeff McQuillan, coming to you from the Center for Educational Development in beautiful Los Angeles, California.Our website is . You can download this episode’s Learning Guide, an 8 to 10 page guide we provide for all of our current episodes that gives you some additional help in improving your English. You can also take a look at our ESL Podcast Store, which has additional courses in business and daily English I think you may enjoy.On this Café, we’re going to talk about Harley Davidson motorcycles. What they are, and why they are important to the culture of the United States – at least, to part of our culture. We’ll also continue our series on famous Americans. Today we’ll be learning about the life and accomplishments of Jesse Jackson. And as always, we’ll answer a few of your questions. Let’s get started.Our first topic today is Harley Davidson motorcycles. A somewhat unusual topic, I will admit, for our Café, but I hope that you will see that it is, in fact, aninteresting part of American culture.The Harley Davidson Company is based in the state of Wisconsin, which is in the mid-western – the upper mid-western part of the United States, next to the State of Minnesota, north of the State of Illinois, and just east of the State of Michigan.Harley Davidson Motor Company manufactures (or makes) very popularmotorcycles in the U.S. The motorcycles are called “Harley Davidsons,” orsometimes simply “Harleys.” Many people who own these motorcycles are very loyal to the Harley Davidson brand – to the type of product that they produce. To be “loyal,” in this case, means to always use a particular product or always try to promote a particular product – to think good things about them. A “brand,” as I said, is really a name that a company puts on its products – in this case, “Harley Davidson.” When I say that people are loyal to the Harley Davidson brand, I mean that they will buy only Harleys when they want a motorcycle.Many of these people buy other Harley Davidson products as well, such as t-shirts, stickers, and other and just about any other item that show the HarleyDavidson logo. A “logo” (logo) is a small image, sometimes with some writing onENGLISH CAFÉ – 1435it that identifies a company or organization. If you go onto the ESL Podcast website, in the top left corner you will see the ESL Pod logo, designed by our wonderful webmaster, Adriano Galeno. The Harley Davidson logo is black,orange, and white. You can see these on jackets, you can see these on t-shirts; they’re very popular among people who ride Harley Davidson motorcycles.The Harley Davidson Company was founded more than 100 years ago, in 1903. The company’s motorcycles became very popular almost immediately. In 1917, the U.S. government bought more than 20,000 Harleys to use in World War I. Many of the soldiers and the other men who used the motorcycles during the war liked them so much that they bought their own Harleys when they came back to the United States. Very soon after, Harley Davidson became the biggestmanufacturer of motorcycles in the world.Then, unfortunately, came the Great Depression, that period of time from the late 20s and through the 1930s, when the United States and, really, the worldeconomy was very bad and there was very little extra money for people to buy things like motorcycles. For this reason, the company actually stopped making motorcycles, or at least, stopped focusing on motorcycles – I believe theycontinued to make them – and instead made engines for factories. An “engine” is the part of a machine that provides the power or the energy. In your car – in an American car, your engine is usually in the front of the car.Well, the plan, or strategy, worked for Harley Davidson. They were only one of only two motorcycle manufacturers to stay in business during the GreatDepression, and when World War II started, at least for the United Statesinvolvement in World War II in 1941, the company made many more motorcycles for the U.S. government. Then it began selling motorcycles again to civilians, people who are not in the military, and it continues to do so today. So, after the war, Harley Davidson was successful again at selling motorcycles to the average person, not just to the government.Harley Davidson Company’s “reputation,” what people think of it, suffered, or got worse, when the company changed ownership. We sometimes say yourreputation “suffers.” Normally, “suffer” is a verb we use to talk about human pain, but here it refers to a decline, or decrease, or worsening of your reputation. The Harley Davidson Motor Company’s reputation suffered when it was bought by another company that changed the way motorcycles were made. The quality of the motorcycle got worse; it “deteriorated.” People began to use pejorative names for the motorcycle. Something that is “pejorative” (pejorative) is very negative. The pejorative names for the Harleys included: “Hardly Drivable,”ENGLISH CAFÉ – 1436meaning you could almost not drive them, they were so bad, and “HoglyFerguson.” I’m not sure why “Hogly Ferguson,” but these were negative names – pejoratives that people used about the motorcycle because they thought thequality of the motorcycle declined. Some people continue to refer, even today, to Harley Davidson motorcycles as “Hogs.” “Hog” is another name for a large pig. It’s not considered a pejorative term anymore, however, but people who like Harley Davidsons.Another reason why Harleys began to have a negative reputation in the U.S. was because the motorcycles became associated with, or thought to be connected with, a particular motorcycle club called “Hells Angels.” Hells Angels is amotorcycle organization – a club for people with similar interests. The members say that they enjoy riding motorcycles together. They typically organize long trips, parties, and other events. But many people, especially police officers –members of what we would call “law-enforcement agencies,” basically the police – began to think that Hells Angels was a violent gang; they were selling drugsand had done other bad things. So, the motorcycle got a bad reputation because it was associated with this one particular group, who were, at times, very violent in the late 60s and in the early 70s. Many people today still consider Harleys to be associated with this negative group; if you rode a Harley, you were considered almost a criminal.But the situation is actually quite different nowadays. Back in the 60s and 70s, the average age of someone who rode a motorcycle in the United States was probably in their 20s. Today, things have changed. Most motorcycle owners – most Harley owners tend to be well educated, usually wealthy men in their mid-40s, not their mid-20s. So basically, the people who used to ride them 20-30 years ago continue to ride them, or those who are now in their 40s and 50s decided that they wanted to ride them. This is kind of interesting because my neighbor, the one with all the screaming children, he has a new motorcycle – a Harley motorcycle – and he’s probably about 48-47, something like that.Many time, the owners of Harley motorcycles are doctors, dentists, and lawyers. They get together often on the weekends and take very long rides together. The funny thing is they often dress as if they were 20 years old again! They dress in black leather; they often wear “chains,” which are small circles of metal that are connected to each other. Many people say these men are in a mid-life crisis.The “mid-life crisis” is supposed to be that period of time when you start worrying about getting older. “Mid-life” means in the middle of your life; a “crisis” is an emergency situation. So, this is a time when particularly men are supposed to start worrying about how old they are, and so they start doing things that makeENGLISH CAFÉ – 1437them feel younger. They buy a nice, new sports car, or they buy a motorcycle, or they start a podcast to teach English – something like that!There’s a Harley Davidson store not too far from where I live, and it is interesting to see that most of the customers – most of the people who go there and buy them – are not young kids, they’re not criminals; they’re wealthy men who want to feel younger, in many ways. But others say that these men drive thesemotorcycles just because they enjoy it, and of course, that’s part of the reason as well.The second part of our Café is going to be about famous Americans. Today we’re going to talk about the Reverend Jesse Jackson. “Reverend” is a title of respect we use when referring to a minister, a preacher, a pastor – anyone who leads a church and who speaks to other people about faith and religion, we call that person a “reverend.” Could be a Catholic priest, could be a Baptist minister – any of those folks would be called “reverend.” The Reverend Jesse Jackson is a Baptist minister, but he’s really much more famous for being a civil rights leader, or a civil rights activist.In the United States, when someone says “civil rights,” usually they’re talking about the ability for everyone to be able to practice their own religion or to vote, to have the same rights as other people in the society no matter what color their skin is or what group they belong to. An “activist” is a person who really tries to change the world – to change society, to work hard for that change. TheReverend Jesse Jackson is a civil rights activist, just as the Reverend MartinLuther King, Jr. was a civil rights activist. Both Reverend Jackson and Reverend King fought for the rights of African Americans – for blacks. Another famous civil rights activist would be Susan B. Anthony, who fought for a women’s right to vote more than 100 years ago.Jesse Jackson’s life is actually somewhat interesting. He was born in 1941 in the state of South Carolina, which is in the southeastern part of the United States, just south of North Carolina – of course! Back in the 1940s in the United States, especially in the southern part of the U.S., there was a lot of discrimination. Jesse Jackson attended, or went to, a segregated high school. When we say something is “segregated,” we mean it is separated by race, or skin color.Busses in the United States, in many places, used to be segregated, with whites sitting in the front and blacks sitting in the back. Still today, we have thisexpression “to sit in the back of the bus,” or “to be in the back of the bus,” it means to be discriminated against, to be to segregated, to be considered less than a full citizen.ENGLISH CAFÉ – 1438Well, Jesse Jackson went to a segregated high school that was only for black students. Later he entered the University of Illinois, which is in a northern state; Illinois is south of Wisconsin. The University of Illinois was racially integrated at that time. “Integration” is putting things together; “segregation” is pulling them apart. So, a “racially integrated” university would be one where both whitestudents and black students studied together. Jesse Jackson still had problems. He was on the football team, and he had problems in some of his classes at the university. In fact, he had so many problems he left the University of Illinois and went to another college.Jesse Jackson “came of age” (began to enter his adulthood) during the time of the civil rights movement in the 1950s. The civil rights movement was a period when many people began fighting for blacks’ civil rights in the 50s and 60s.Many of these people began to work with the Reverend Martin Luther King, Jr., who is, as you probably know, one of the most famous civil rights leaders in U.S. history. Jesse Jackson joined Reverend King on civil rights marches. A “march” is an event where many people walk together in order to demonstrate their support for a certain thing, in this case, civil rights.Jesse Jackson became the national director of an effort to change people’s habits – people’s practices – in order to force white-owned businesses to hiremore black employees. He created an organization also, called Rainbow/PUSH, and in fact, he became famous for a particular phrase, the “Rainbow Coalition.” The Rainbow Coalition was the idea that people of different races – of different colors – would come together and join together to cause political change – to make things change in society.Jesse Jackson was very active in politics, especially in the 1980s and 90s. He actually ran for president in 1984, and won some states. During the 1990s he served as a “shadow senator” for Washington, D.C. Washington, D.C. does not have its own senator – its own elected representative in the U.S. Senate because it is not a state. So, he basically acted as if he were a senator, even though he didn’t have any right to vote.Today you will still see the Reverend Jesse Jackson on television talking about civil rights – talking about “racism,” discrimination against people because of the color of their skin. Jesse Jackson is also famous for his speaking style. Hewould often make rhymes of things, words that would sound alike. For example, he used to say in the 1980s, “Down with dope, up with hope.” “Dope” is an informal word for illegal drugs. To say “down with” means we are against thatENGLISH CAFÉ – 1439particular thing, so we are against drugs. “Up with” means to be for something, we are for hope. So, “Down with dope, up with hope.” Jesse Jackson wouldoften use expressions and phrases like that that had a rhyme in them, where two words sounded similar.I’m very poor at rhymes, but now it’s time to answer your questions.Our first question comes from Kei (Kei) in Japan. Kei wants to know thedifference between “because” and “since.” For example, in the sentence: “I can’t go to the store because I don’t have any money” – “I can’t go to the store since I don’t have any money.”“Because” usually answers the question why: “Why can’t I go to the store?Because, I don’t have any money.” “Since” can also sometimes be used in the same way as “because.” “I went shopping since I had no school this morning” – I didn’t have to go to school. “She doesn’t want to marry him since he’s a jerk” – he’s an idiot!“Since” has other uses; “since” can also be used to describe a period of time after a certain point. Here, it’s different than “because,” it’s used differently. Itreally answers the question when an action began to take place, when something started. If someone asks you how long have you listened to ESL Podcast, you could say, “Since July, 2005, when it first started.” Most of you probably didn’t start listening in July of 2005, but that’s an example of using “since” to talk about when something started. “Gas prices have gone up since the beginning of the year” – since the year began, that’s when they started to go up.Pavel (Pavel) in the Czech Republic wants to know the definition of theexpression “yikes” (yikes).“Yikes” is usually followed by an exclamation point (!); it’s what we call an“interjection.” It’s something you say during a moment of great excitement – of great emotion. Usually it’s used to express surprise, sometimes fear, sometimes dislike of something. You could say, “Yikes! This pan is hot!” The pan on thestove that you use to cook with, if you touch it accidentally you might say “Yikes!” You could also say, “Yikes! What are you eating? It looks terrible.”“Yikes” is a little old fashioned; you will still hear older people use it, but it’s not quite as common with the younger generation – at least, I don’t think.ENGLISH CAFÉ – 14310Ladan (Ladan), from an unknown country, wants to know the meaning of the expression “speaking of which.”“Speaking of which” is an expression we use when you are talking about acertain topic – a certain idea – and suddenly you think of something else that you want to talk about related to that idea. So, you may be talking about the beach, and then you say, “Speaking of which, did you know that it’s going to be sunny today, and it would be a good day for us to take a walk on the beach.” You were talking about the beach in general, or one aspect – one idea related to the beach, and then you thought of something else. Another example would be: “Mr. Gopal talked about elephants in class today. Speaking of which, he told me to tell you to see him before class tomorrow.” So, we’re talking about Mr. Gopal and what he said in class, and then I think of something that he told me, and I tell you a related idea – related, in this case, to Mr. Gopal.It might be possible to say “talking of which” instead of “speaking of which,” but I don’t think I have ever heard anyone say that; the common expression is“speaking of which.”If you have a comment or question, you can email us. Our email address is eslpod@.That’s all we have time for on this episode. Thank you for listening. Come back and listen to us again on the English Café.ESL Podcast’s English Café is written and produced by Dr. Jeff McQuillan and Dr. Lucy Tse. This podcast is copyright 2008, by the Center for Educational Development.。
人教版英语四上1-6单元单词句子翻译
classroom
window
blackboard
light
picture
door
teacher’s desk
computer
fan
wall
floor
really
We have a new classroom.
Let’s go and see.
Where is it?
It’s near the window.
Let’s clean the classroom.
Let me clean the windows.
人教四上第2单元单词句子翻译
schoolbag
maths book
English book
Chinese book
storybook
candy
notebook
toy
key
lost
so much
cute
人教四上第4单元单词句子翻译
strong
friendly
quiet
hair
shoe
glasses
his
or
right
hat
her
Is she in the living room?
No, shБайду номын сангаас isn’t.
Where are the keys?
Are they on the table?
No, they aren’t. They are in the door.
like
kite
five
rice
nine
What’s in your schoolbag?
An English book, a maths book, three storybooks and……
英语人教PEP版七年级(上册)Unit3SectionB2a-3b(2024版新教材)
Scanning:
③ Read the notices again and work down the items. Then check( √ ) lost or Found.
Item(物品) Lost
Found
computer game
keys
watch school ID Card
A: What’s this? B: It’s a ring. A: How do you spell it? B: R-I-N-G. A: Is this your ring? B: Yes, it is.
A: What’s this? B: It’s a watch. A: How do you spell it? B: W-A-T-C-H. A: Is this your watch? B: Yes, it is.
④ Find the following sentences in the notices, infer the meanings.
A computer game is in the school library. 学校图书馆里有个游戏机。
I lost my school ID card. 我的学生证丢了。
Are they yours? 是你的吗?
Call me at 685-6034. 请拨电话685-6034找我。
Detailed reading:
⑤ Can you reorder the sentences?
Found Are they yours? E-mail me at maryg2@. Some keys are in Classroom 7E.
Let's have a summary.
PEP四年级英语上册 Unit 3 My friend Let's spell
/əu/
Let's read together!
English TV
Can you find the difference?
dog box o not hot
/ɔ/
Mr. Jones
nose Coke
o-e /əu/
note
Help the dogs go home.
/ɔ/ /əu/
nlCrnhohtoboosoootsokstpyteexeeeRead isten and chant!
Let's chant.
Old Mr. Jones put the Coke on the note. Old Mr. Jones put the note on his nose. Old Mr. Jones put the Coke on the note. Can old Mr. Jones put his nose on his toes?
Homework!
You can choose one to finish.挑选一个去完成。
Read the words and the chant.(跟读第26页 单词及歌谣)
Find more words which has “oe” .(找找更 多含有“o-e” 的单词)
Make more words about o-e with your partner .(自己 组一组关于 “o-e”的单词)
Bingo
游 戏 规 则 :
nose
note
Coke
Mr Jones
每
行 每 列 都 不
Coke
Mr Jones
nose
note
能
含 有 相 同
Translation_Style_
Translation Style and Ideology:a Corpus-assisted Analysis of two English Translations of Hongloumeng............................................................................................................................................................Defeng LiCentre for Translation Studies,SOAS,University of London Chunling ZhangDepartment of Linguistics,University of Alberta Kanglong LiuShue Yan University.......................................................................................................................................AbstractHongloumeng by Xueqin Cao (Hsueh-ch‘in Ts’ao)is generally considered one of the greatest classical Chinese novel.Of all nine published English translations known today,the one translated by Hawkes and Minford (the Story of the Stone,Penguin,1973–86)and the other by Yang and Yang (A Dream of Red Mansions 1,Foreign Languages Press in Beijing,1978–80)are the best known among translators and literary scholars.Over the years,both have been carefully scrutinized and much critiqued.Translators and translation scholars have been engaged in heated debates over salient features of the translations,strategies employed by the translators,the possible effects of the two translations and so on [cf.Liu and Gu (1997)On trans-lation of cultural contents in Hong Lou Meng [in Chinese].Chinese Translators Journal,1:16–19;Wang (2001)A Comparative Study of the English Translations of Poetry in Hong Lou Meng .Xi’an:Shanxi Normal University Press;Feng (2006)On the Translation of Hong Lou Meng [in Chinese].Shanghai:Shanghai Foreign Language Education Press;Liu (2008),Translating tenor:With reference to the English versions of Hong Lou Meng.Meta ,53(3):528–48],with the eventual aim to determine which translation better captures the style of the original text or author.Like many debates of similar nature,no definitive conclusions have been reached despite such an intense interest.We believe a corpus-assisted examination [Baker,M.(2000).Towards a methodology for investigating the style of a literary translator.Target,12(2):241–66;Baker,M.(1993).Corpus linguistics and translation studies:Implications and applications.In Gill,F.,Baker,M.,and Tognini-Bonelli,E.(eds),Text and Technology:In Honour of John Sinclair .Amsterdam:Benjamins,pp.233–50]of the two translations will provide more convincing analysis and can better describe the differences in the translation style of the two famous translations.A particular effort is further made to interpret the reasons for the different strategies adopted by the two different pairs of translators in the social,political,and ideological context of the translations..................................................................................................................................................................................Correspondence:Defeng Li,Centre for Translation Studies,SOAS,University of London,London,UK.E-mail:defeng@Literary and Linguistic Computing ßThe Author 2011.Published by Oxford University Press onbehalf of ALLC and ACH.All rights reserved.For Permissions,please email:journals.permissions@ 1of 14doi:10.1093/llc/fqr001Literary and Linguistic Computing Advance Access published March 3, 2011 at Shaoxing University on October 17, 2011 Downloaded from1IntroductionIn general,Hongloumeng(())is con-sidered as one of the masterpieces of Chinese litera-ture and one of the Four Great Chinese Classical Novels.2It is attributed to Xueqin Cao (Hsueh-ch’in Ts’ao)for the first80chapters and E.Gao for the remaining40chapters after the death of the former in the Qing Dynasty in China (1644–1911).The novel is believed to be semi-autobiographical,mirroring the fortunes and misfortunes of Cao’s own family.It is known not only for its huge cast of characters,but also for its precise and detailed description of the life and social structures typical of the18th-century China(cf. Hawkes,1979a,pp.15–46;Hu,2006,pp.1–41; Liu,2006,pp.30–104).The novel has been translated to many languages of the world.According to Chen and Jiang(2003), there are to date nine complete or selective English translations of the book(Table1).Two of them stood out:The Story of the Stone translated by a British Sinologist David Hawkes(the first80chap-ters)in collaboration with his son-in-law John Minford(the remaining40chapters);and A Dream of Red Mansions by a renowned Chinese translator Xianyi Yang in collaboration with his British wife Gladys Yang.Both translations were published over a period of a couple of years in the late1970s and early1980s,the former by Penguin outside China and the later by Foreign Languages Press in Beijing.Since their publication,the two translations have attracted tremendous attention from translators,sinologists,and even Redologists3 both from inside and outside China.For instance, comparisons have been made regarding the transla-tors’handling of cultural concepts,idioms,meta-phors,and so on(Feng,2006;Liu,2008;Liu and Gu,1997;Wang,2001;Wong,2002;Wu,2008). Both translations have received praises as well as criticisms,and in many instances one was prized over the other in general terms of translation qual-ity,depending on the critics’perspectives and approaches.But no definitive conclusions have been reached and such a deadlock of translation criticism does not seem to be ending in the foresee-able future.In the present study,however,rather than trying to judge the quality of one translation over the other,we would like to look into the trans-lators’styles and particularly highlight some differ-ences and examine reasons behind them.For that purpose,corpus-assisted approach to translation re-search spearheaded by Baker(1993,2000)will be adopted as the research design for the project.Table1Nine English translations of HongloumengVersion Year ofpublication English titles Translator Translator’s profession Partial/completetranslation11830Chinese Poetry John Davis Fellow of the RoyalSocietyChapter3 21846Dream of Red Chamber Robert Tom British Consul to Ningbo Chapter6 31868–69Dream of Red Chamber E.C.Bowra Commissioner ofCustomsChapters1–8 41892–93Dream of Red Chamber Bencraft Joly British Vice-Consul toMacaoChapters1–5651927Dream of the RedChamber Liangzhi Wang Lector of ClassicalChinese at New YorkUniversityAbridged translation(made into a lovestory)61929–58Dream of Red Chamber Jizhen Wang Professor of Chinese,Columbia University Abridged translation (made into a love story)71958The Dream of RedChamber Florence Mchugh andIsabel MchughTranslators Abridged translation81973–86The Story of the Stone David Hawkes andJohn Minford British sinologist andtranslatorsChapters1–12091978–80A Dream of RedMansions Xianyi Yang andGladys YangChinese translators Chapters1–120D.Li et al.2of14Literary and Linguistic Computing,2011 at Shaoxing University on October 17, Downloaded from2Translator’s StyleAccording to Baker(2000),translation studies has traditionally inherited from both literary studies and linguistics,hence the close association of style with ‘original’writing.There has been a lack of interest and thus lack of research on the style of a translator, or a group of translators,particularly the distinctive features of the language they produce.However, recent years have witnessed a growing interest in this area of research,especially with the assistance of corpus technology(e.g.Kenny,1999,2001;Baker, 2000;Winters,2007).Baker(2000)compared trans-lations by Peter Clark and Peter Bush,two literary translators and demonstrated the imprints left by the translators on the translated text in the creative process of translation,through statistical evidence such as type/token ratio(TTR)and average sentence length generated through the use of corpus tech-niques.Bosseaux(2004)studied‘the nature of the translator’s discursive presence by exploring certain narratological aspects of the relation between ori-ginals and translations’(p.107).She specifically looked at the translation of free indirect discourse in To the Lighthouse and its three French transla-tions:Promenade au Phare translated by Maurice Lanoire,Vo yage au Phare by Magali Merle and Vers le Phare by Franc¸oise Pellan.Similarly, Winters(2007)compared the translation styles of Renate Orth-Guttmann and Hans-Christian Oeser, focusing particularly on the use of speech-act report verbs in the two German translations produced by the two translators of F.Scott Fitzgerald’s The Beautiful and Damned.While these studies usually focused on translations between European lan-guages,the present study investigates the issue of translator’s style in the context of Chinese–English translation.So,what is a translator’s style?Baker defines it as a kind of thumb-print expressed in a range of lin-guistic as well as non-linguistic features.She argues that:A study of a translator’s style must focus onthe manner of expression that is typical of atranslator,rather than simply instances ofopen intervention.It must attempt to capturethe translator’s characteristic use of language,his or her individual profile of linguistichabits,compared to other translators.(Baker2000,p.245)This study adopts her definition of style as amatter of patterning,‘which involves describing preferred or recurring patterns of linguistic behav-iour,rather than individual or one-off instances of intervention’(Baker2000,p.245).3The E–C Parallel Corpus of HongloumengAs mentioned earlier,the primary goal of this studyis to describe the translation styles of the two English translations of Hongloumeng,comparethem to find out how they are different,and onthis basis,explore the possible causes for such dif-ferences and reasons behind the choices and deci-sions made by the two groups of translators:David Hawkes and John Minford(Hawkes hereafter)andXianyi Yang and Gladys Yang(Yang hereafter).Inorder to make use of corpus technology in the de-scriptive and comparative analysis,an English–Chinese Parallel Translation Corpus was built in2006–07,which consisted of the original Chinesetext of Hongloumeng,Hawkes’as well as Yang’s English translations(Fig.1).The texts were either scanned from printed booksand manually proofread,or downloaded from the Internet,in which case the noise was cleared beforethe texts were marked up and annotated.The align-ment of sentences was performed manually andhence rather accurate.By the time the present articlewas written,the sentence alignment of the first fif-teen chapters were completed and hence included inthis report was the data based on the texts of thefirst15chapters.Wordsmith4.0(Scott1999)and aFig.1English–Chinese Parallel Translation CorpusCorpus-assisted Approach to TranslationLiterary and Linguistic Computing,20113of14at Shaoxing University on October 17, Downloaded frompiece of self-compiled software integrating ASP (Active Server Page)and Microsoft Access Database were used to analyze the texts.The self-developed software is mainly used to retrieve parallel texts(Chinese original texts with English translations)from the parallel corpus while Wordsmith is used to generate the statistical data on the two sets of translated texts.4TTR and Sentence Length in the English TranslationsTTR and sentence length are two important factorsthat can reveal(often in part)translation styles in corpus-assisted studies(e.g.Baker2000;Winters 2007).TTR is often used to measure the lexical complexity of a text.It refers to the relationship between the total number of running words in a corpus and the number of different words used (Olohan2004,p.80).A high TTR means that the writer or translator uses a wider range of vo-cabulary whereas a low ratio means that s/he draws on a more restricted set of vocabulary items.But when the sizes of two texts differ,it is difficult to compare the TTR of smaller against larger texts. Therefore,standard type-token ratio(STTR), which calculates TTR based on every1,000 words,is generally considered to be a much more reliable indicator of lexical complexity of a text.A measure of the two English translations of Hongloumeng with Wordsmith revealed that Hawkes used more words than the Yangs4,with a difference of approximately21,715running words(32.1%)for the same original Chinese text. But the STTR of Hawkes’version was lower than that of Yang’s,with a difference of1.44,as shown in Table2.It was further found that Hawkes used nearly250 more sentences than the Yangs,a difference of5.3% for the same original Chinese text.However,the difference in sentence length was even more notice-able.An average sentence in Hawkes’translation had18.50words whereas Yang used an average of 14.74words in one sentence in his translation,a difference of as many as4.2words for each one sentence(Table3).To briefly sum up,the differences between the two English versions are:Hawkes used many more words than Yang;Yang used a wider range of vocabulary than Hawkes;andHawkes used longer sentences than Yang.TTR and sentence length are far from a complete description of the translation styles of the two English translations.In the present study,we focus on these two factors because they are what the corpus tool can provide us at this moment.A more com-prehensive description of the translation styles will entail a project combining corpus approach with other tools and methods of textual analysis.5Making Sense of the Statistical DataThe crux of corpus-assisted translation research, however,is the interpretation of the statistical data (Li,2008).Without further interpretation of the numerical data,such descriptions of the translations will run the risk of being simplistic or become a case of‘much ado about nothing’.Tymoczko warned corpus-assisted translation researchers not to use computer electronic capabilities merely to prove something obvious or already known by common sense.Researchers using CTS tools and methodsmust avoid the temptation to remain safe, Table2Type/token ratios of the two English translations Text Hawkes Yang Discrepancy Tokens89,36967,654þ21,715 Types8,7847,079þ1,705 TTR9.8310.50À0.67 Standard TTR44.0445.48À1.44 Table3Sentence length of the two English translations Text Hawkes Yang Discrepancy Number of sentences4,8294,586þ243 Mean in words18.5014.74þ3.76 Standard deviation15.2911.09þ4.2D.Li et al.4of14Literary and Linguistic Computing,2011 at Shaoxing University on October 17, Downloaded fromexploiting corpora and powerful electroniccapabilities merely to prove the obvious orgive confirming quantification where none isreally needed,in short,to engage in the type ofexercise that after much expense of time andmoney ascertains what common sense knewanyway.(Tymoczko1998,p.7)Baker speaks more directly about corpus-assisted research of translators’style and argues that such study is worthwhile only when and only if it reveals something new about the cultural and ideological positioning of the translator in particular or in general.Identifying linguistic habits and stylistic pat-terns is not an end in itself:it is only worth-while if it tells us something about the culturaland ideological positioning of the translator,or of translators in general,or about the cog-nitive processes and mechanisms that contrib-ute to shaping our translational behaviour.We need then to think of the potential motiv-ation for the stylistic patterns that mightemerge from this type of study.(Baker2000,p.258)In this connection,it should be stressed that corpus should be nothing more than a tool which enables us to examine texts in a way that was previously not available to translation researchers.The numerical data,such as TTR and sentence length,generated in the process should by no means preclude the sense-making of the data.Therefore,in the remain-der of the article,we will try to make sense of the quantitative data by attempting to explore the reasons and causes for such stylistic differences in the two translations from socio-political,cultural, and ideological perspectives,and thus tap into the process of translating Hongloumeng for both groups of translators.5.1Two groups of translatorsTo put the discussion in context,a brief comparison of the two groups of translators is in order.As men-tioned earlier,they were David Hawkes and John Minford as one pair and Xianyi Yang and Gladys Yang as the other.David Hawkes was a renowned British sinologist,being a Research Fellow of All Souls College from1973to1983.He translated the first80chapters of Hongloumeng while the re-maining40chapters were translated by John Minford,his son-in-law,another well-known trans-lator of Chinese literature.Xianyi Yang was a dis-tinguished Chinese translator,who held many official positions in the Chinese government before retirement.He worked closely together with Gladys Yang,his British wife,throughout the entire process of translating the book.Table4briefly summarizes some background information about them.5.2Why Hawkes used more wordsIt was found that Hawkes used a great deal more words than Yang.Among others,one major cause for the discrepancy might be their different approaches to the translation of the cultural con-cepts in the original work.Hongloumeng abounds in Chinese cultural concepts.Hawkes paraphrased most of them when translating them into English.Table4Background of the translatorsNames Hawkes YangMother tongue English as L1Chinese as L1(Gladys:English as L1) Second language Chinese as L2English as L2(Gladys:Chinese as L2)Lived/living UK(Minford:UK,Hong Kong,Australia,etc.)China:(studied in UK;lived,worked,went through political movements in China)Positions held Sinologist/Professor/Translator Government or semi-government official/translator Mode of translating HLM Hawkes translated the first80chapters alone;Minford translatedthe last40chaptersTranslated120chapters,with the assistance of Gladys YangYear of publication1973–861978–80Publisher Penguin in UK Foreign Languages Press in Beijing,ChinaCorpus-assisted Approach to TranslationLiterary and Linguistic Computing,20115of14 at Shaoxing University on October 17, Downloaded fromRather than relying on footnotes or endnotes to ex-plain the cultural meanings of these concepts,he went for explanatory translation.Such explanations in many instances led to amplifications as the trans-lator attempted to convey the meanings and cultural connotations of the concepts to the English readers in plain and straightforward language since his pri-mary goal of translating the piece was to provide a translation which was both interesting and enjoy-able.He held the opinion that footnotes would hinder a fluent reading and prevent him from ful-filling his goal:...[T]he text abounds in passages containingreferences to books,plays,and poems whichto the Western reader,lacking the literarybackground that Cao Xueqing was able totake for granted in his Chinese contempor-aries,might often seem puzzling or incompre-hensible.I make no apology for havingoccasionally amplified the text a little inorder to make such passages intelligible.Thealternative would have been to explain themin footnotes;and though footnotes are all verywell in their place,reading a heavily annotatednovel would seem to me rather like tryingto play tennis in chains.(Hawkes1979b,pp.17–8)Yang took a very different approach in handling the cultural terms and allusions.He opted for a rather literal and faithful translation but added notes to explain their cultural pare the fol-lowing two versions by Hawkes and Yang, respectively.Example1.ST.(Chapter Two)Hawkes:Yao,Shun,Yu,Tang,King Wen,King Wu,The duke of Zhou,The duke ofShao,Confucius,Mencius,Dong Zhong-shu,Han yu,Zhou Dun-yi,The Cheng brothers,Zhu xi and Zhang Zai—all instances of excep-tional goodness—were born under the influ-ence of benign forces,and all sought topromote the well-being of the societies inwhich they Lived.(59words)Yang:Examples of the first are Yao,Shun,Yu and Tang,King Wen and King Wu,Duke Chou and Duke Shao,Confucius andMencius,Chang Chai and Chu Hsi.(28words)Yang’s notes:Yao and Shun were legendarysage kings of ancient China;Yu,founder ofthe Hsia Dynasty(21st-16th century B.C.);King Wen and King Wu founded the WesternChou Dynast(16th century to771B.C.);DukeChou and Duke Shao were early Chou states-men;Tung Chung-shu(179–104B.C.)was aConfucian philosopher of the Han Dynasty;Han Yu(768–824)a Confucian writer of theTang Dynasty;Chou Tun-yi,Cheng Hao,Cheng Yi and Chu Hai wereneo-Confucianists of the Northern SungDynasty(960–1127);and Chang Chai(1020–77)was a Northern Sung philosopher with somematerialist ideas.(94words)The two groups of translators chose totally differentstrategies in translating the cultural terms and allu-sions.Such a choice was first of all translational.They held exactly opposite views regarding the useof notes in literary translation.Hawkes opposed itsuse because he believed notes would disrupt thereading and hence hinder readers’s appreciation ofthe story.Yang found that the use of footnotes in atranslated novel is not only acceptable but actuallydesirable,especially in translating such a Chinesemasterpiece as Hongloumeng.Such a seemingly translational choice was appar-ently an ideological decision also.Yang began totranslate Hongloumeng in1947but was disruptedby a series of political movements that occurred inChina afterwards,such as the Anti-RightistMovement(in the1950s and early1960s)and theCultural Revolution(1966–76),during which heand his British wife were accused of espionage andimprisoned for$4years.However,when he gotback his job,he worked at the Foreign LanguagesPress in Beijing,China.This was no ordinary pub-lishing house but a translation press fully funded byD.Li et al.6of14Literary and Linguistic Computing,2011at Shaoxing University on October 17, Downloaded fromthe Chinese government and charged with the re-sponsibility to translate and publish in foreign lan-guages the works by Chinese Communist leaders and later important Chinese literary works.The fol-lowing introduction about the Press was retrieved from its website in early2007although a recent update of the introduction changed quite a bit.The Press started to publish in foreign lan-guages in November1949and was formallyestablished in1July1952.Administratively,it was a unit under the General Administra-tion of Press and Publication of the People’sRepublic of China and the publication policieswere decided by the leaders of the thenPropaganda Department of the CCP CentralCommittee(presently Department ofPublicity).The Press’s task is to publicize books andjournals of the CCP and the PRC.Over thelast half century,the Press has published alarge number of documents of the CCP andCentral Government,works by Marks andLenin,Chairman Mao,and other leaders ofthe CCP and the Country.At the same,thePress also published a good number of clas-sical,modern,and contemporary Chinese lit-erary works.Since1978,the Press has shifted its policy tofocus on publication of works on current stateof affairs of the Country and the Policy ofReform and Opening up to the outside world.It is evident that the primary goal of the Foreign Languages Press is to promote China to the outside world.It is therefore reasonable to believe that working and translating at such a press,Yang had to adopt the policy of the Press—to introduce and promote the Chinese culture to the English-speaking peoples.Hongloumeng is not just any piece,but perhaps the piece of Chinese literature, which even attracted the attention of the late Chairman Mao,leader of the Chinese Communist Party for several decades.He was reported to have had the book on his shelf at all times,repeatedly read it and made detailed comments on the pages.He once said that Hongloumeng was the fifth great-est inventions of China(Dong,2009).Therefore,when confronted with the task of translating suchan exceedingly important Chinese novel,Yang decided to literally translate the cultural terms inthe body of the text but add footnotes to explaintheir cultural meanings to English readers,regard-less of the fact that the notes might make the trans-lation appear clumsy.In fact,Gladys Yang lamented when discussingtheir translation of Hongloumeng that they had littleroom to maneuver among various translation stra-tegies available to them and hence their translationwas rather pedantic(as cited in Wei,2004,p.119).She further pointed out that they opted for literal translation in the project as she wrote in one of her articles:‘We were so much affected by the then situ-ation that we had strived for literal translation andas a result the English translation was rather dull’. (Henderson et al.,1980,p.34)Gladys Yang did not specify what‘the then situ-ation’was.Was she referring to the political situ-ation back then?Or was she referring to the general translation principles and norms reining the Chinese translation community at that time.Wewould like to believe she was referring to both.The Yangs were translating the most importantnovel in Chinese literature for a government-funded publisher during and right after the Cultural Revolution.It was therefore imaginable that thecouple had to maneuver carefully and cautiouslyin the then particularly sensitive and precarious pol-itical atmosphere.However,this necessarily doesmean that they were working under pressure invol-untarily all the time,as Yang was part of the gov-ernment machine himself.After the Cultural Revolution was over,he held several high-profile positions in government and semi-government sector.As he described in his autobiography:‘Iwas elected executive committee member or advisorto many academic and political societies,such as the Chinese Writers’Union,the Chinese Pen Club,the Society for the Study of a Dream of Red Mansions...’(Yang,2002,p.266).These associations or unions were government orsemi-governmental bodies in the Chinese political system.In1979Yang was even made associate chiefCorpus-assisted Approach to TranslationLiterary and Linguistic Computing,20117of14at Shaoxing University on October 17, Downloaded fromeditor and a year later chief editor of the magazine Chinese Literature.Judging from the fact that when he decided to give up the position near his70,he handed it over to Meng Wang,the then Minister of Culture of the Chinese Government,we could tell the importance of this post.Interestingly,he actu-ally had faith in the Chinese Communist Party.He wrote in his autobiography:‘I must also admit that the Chinese Communist Party,despite all the faults committed in those years of rule,had also done many good things for the Chinese people,especially for the poor and the uneducated masses’(Yang, 2002,p.268).He first made an application to join the Chinese Communist Party even before the Liberation in 1949.His application was finally granted in1984 and he was elected to the People’s Political Consultative Conference(PPCC)in1985.So it can not be too far from the truth to say that his choice of translation strategies,particularly his ap-proach to deal with the cultural terms and allusions, was affected by both the precarious situation back then and his love for the country and faith in the Chinese Communist Party.In addition,the over-riding translation principles adopted by many translators in the country back then and even today must also have had some effect on Yang’s choice of translation methods.It is beyond the scope of this article to delineate the prevalent translation principles and norms of trans-lation in China.But we would like to point out that faithfulness has always been the most important yardstick for translation quality assessment among translation practitioners in the Chinese Mainland. This is true today even for non-literary translation. For instance,some MA students that one of the re-searchers taught at the Chinese University of Hong Kong carried out a research project comparing the different methods and rationales in translating movie titles in the Chinese Mainland and Hong Kong.The result was that with only a small number of exceptions,movie titles were translated differently in the two areas.The Mainland versions were generally literal translations and many in fact did not present well the themes of the movies as they should.Hong Kong translations,however, were much freer,more comprehensible and more informative about the themes of the movies.One example students liked to cite was the translations of the Hollywood blockbuster The Day After Tomorrow.The Mainland’s translation‘’was a faithful dictionary translation of‘the day after to-morrow’,referring to nothing more than a date while missing out completely the metaphorical meaning of the original title.The Hong Kong trans-lation‘’,however,brought out the true meaning of the title,that is the possible catastrophes of the future.Therefore,it would not be hard for us to imagine that the Yangs,living and working in the Chinese mainland,might have adopted the general translation principle prevailing in the Chinese trans-lation community or even felt pressure from peer translators to hold faithfulness as the number one principle of translation when they translated Hongloumeng.In comparison,David Hawkes,as a university professor and later a freelance translator teaching and living in the UK,did not have to translate under such constraints.He translated Hongloumeng because of his passion for Chinese lit-erature and particularly his love for the novel itself.I think all Hongloumeng’s translators mustfirst have come under the novel’s spell andlater embarked on their translations of itfrom a desire to communicate some of theirenchantment to other people.They may havedone so in different ways and with varyingdegrees of success,but all of them haveshared the same generous impulse.(Hawkes2004,p.7)He also made clear about his purpose of translation in the preface:he wanted to share with his readers the joy of reading this great novel.My one abiding principle has been to translateeverything-even puns.For although this is,inthe sense I have already indicated,an‘unfin-ished’novel,it was written(and rewritten)bya great artist with his very life blood.I havetherefore assumed that whatever I find in it isthere for a purpose and must be dealtwith somehow or other,I cannot pretendalways to have done so successfully,but ifI can convey to the reader even a fraction ofD.Li et al.8of14Literary and Linguistic Computing,2011 at Shaoxing University on October 17, Downloaded from。
2021年新概念英语第三册第24课:A,skeleton,in,the,cupboard
Listen to the tape then answer the question below.油村咄・隼朔指基參和諒籾。
Who was SebastianWe often read in novels how a seemingly respectable person orfamily has some terrible secret which has been concealed fromstrangers for years. The English language possesses a vivid sayingto describe this sort of situation. The terrible secret is called 'a skeleton in the cupboard'. At some dramatic moment in the story, the terrible secret becomes known and a reputation is ruined. Thereader's hair stands on end when he reads in the final s of thenovel that the heroine a dear old lady who had always been so kindto everybody, had, in her youth, poisoned every one of her five husbands.It is all very well for such things to occur in fiction. Tovarying degrees, we all have secrets which we do not want even our closest friends to learn, but few of us have skeletons in the cupboard. The only person I know who has a skeleton in the cupboardis George Carlton, and he is very pound of the fact. George studied medicine in his youth. Instead of becoming a doctor, however, he became a successful writer of detective stories. I once spend an uncomfortable weekend which I shall never forget at his house.George showed me to the guestroom which, he said, was rarely used.He told me to unpack my things and then come down to dinner. After I had stacked my shirts and underclothes in two empty drawers, Idecided to hang one of the tow suits I had brought with me in the cupboard. I opened the cupboard door and then stood in front of two suits I had brought with me in the cupboard. I opened the cupboard door and then stood in front of it suits I had brought with me inthe cupboard. I opened the cupboard door and then stood in front ofit petrified. A skeleton was dangling before my eyes. The sudden movement of the door made it sway slightly and it gave me the impression that it was about to leap out at me. Dropping my suit, I dashed downstairs to tell George. This was worse than "a terrible secret'; this was a read skeleton! But George was unsympathetic. 'Oh, that,' he said with a smile as if he were talking about an oldfriend. 'That's Sebastian. You forget that I was a medical student once upon a time.'歌深咎猟壓弌傍嶄・厘断将械響欺匯倖燕中貧鞭繁恊嶷議繁麗賜社優・抜嗤彭蝶嶽謹定音葎繁侭岑議婚繁油療議蜘畜。
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毕业设计英文翻译(中文)专业电气工程及其自动化姓名王江彬学号 201009034指导教师Steinmetz电路电容器失效对电力系统谐波响应的影响Luis Sainz, Joaquín Pedra, Member, IEEE, and Manuel Caro摘要牵引系统一般是单相负载,会导致电压不平衡,继而影响电力系统的运行。
通常是将三角形连接的电抗与单相负载相连的方法来减少电压不平衡的。
这些电抗和单相负载的集合就是Steinmetz电路。
Steinmetz电路中的电容性电抗会与系统感性电抗之间产生并联谐振,这会破坏电能质量。
这篇文章分析性地指出并联谐振的频率并且研究电容器损耗对其设计值的影响。
为了证实所得的分析结果,也给出了实验测量数据。
关键词:扫描频率;谐波分析;电能质量1 引言虽然电力系统一般运行在平衡条件下,但它可以连接诸如牵引系统的单相负荷。
这些负荷会引起不平衡负荷母线电压,因为它们消耗非对称的线电流[1]。
这些不平衡条件会影响正常的电力系统运行[2-3]。
出于这个原因,通常采用带有单相负载的三角形连接电抗来降低电力系统的不平衡。
三角形连接的电抗和单相负载组成的集合(通常被称为Steinmetz电路)可以让网络负载承受对称的电流。
Steinmetz电路设计的目的就是确定平衡单相负载消耗不平衡电流所需的电抗值。
由于电力系统中的非线性设备越来越多,设计必须考虑在非正弦条件下电路的性能和行为。
因此,在上述条件下,Steinmetz电路的电容器和供电系统电感之间产生的并联谐振必须定位以防止当Steinmetz电路连接时的谐波问题。
显然,谐振位置受Steinmetz电路本身损坏或其熔断器损坏时电容器损耗的影响。
这种谐振问题在文献[7]中提出。
后来,该问题又在文献[8]中得到研究,并且得到了并联谐振的数值分析。
在文献[8]中,通过对来自于电力系统谐波阻抗的几组曲线进行数值拟合来预测系统只在五次谐波、七次谐波以及十一次谐波共存情况下的谐振问题。
最近,经文献[9]分析,可以通过电力系统谐波阻抗的理论研究来定位谐振。
一个预测Steinmetz电路单相负荷任何值和任何谐波的谐振表达式也在文献[9]中得到阐述。
本文继续以上关于在Steinmetz电路存在下的电力系统谐波响应研究。
特别是,文献[9]中推出的用于预测并联谐振频率的解析表达式扩展到开始考虑设计值下Steinmetz电路电容器损耗对谐振频率的影响。
实验测量已在实验室中对理论研究中所得的解析表达式得到了验证。
2 Steinmetz电路设计图2.1给出了带有供电系统和非线性负载的Steinmetz电路:图2.1 被研究系统在该电路中,单相阻抗负载用1k k =L L L L Z Y R jkX -=+来建模,这里k 是被研究谐波,L R 是负载电阻,L X 是供电电压基频条件下的负载电抗。
该单相负载以三角形连接方式被接到电容器(12k 2k 2=/k Z Y jX -=-)以及一个纯电感(11k 1k1=k Z Y j X -=)上来平衡负荷电流(A1I ,2B1A1I I α=,C1A1I I α=,j2/3=e πα)。
Steinmetz 电路设计的过程(例如电容器和单相负载阻抗电感的确定)已在文献[8]中提出并得到了简化。
Steinmetz 电路所消耗的三相谐波电流由三相谐波电压确定(如图2.1所示),其关系式表示为式(2.1):Ak 1kk Bk Lkk 2k CAk Ck 101Y 001100Y 001100Y AB BC I V I V V I -⎡⎤⎡⎤⎡⎤⎡⎤⎢⎥⎢⎥⎢⎥⎢⎥=-⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥-⎣⎦⎣⎦⎣⎦⎣⎦ (2.1)Steinmetz 电路三相基波电流的对称分量(A1I ,B1I ,C1I )就可以用Fortescue 变换得到,具体变换公式如式(2.2)所示:0112p1121n11111131A B C I I I I I I αααα⎡⎤⎡⎤⎡⎤⎢⎥⎢⎥⎢⎥=⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎣⎦⎣⎦⎣⎦(2.2)其中,23=j e πα。
不平衡因数由序电流1p I 和1n I 分析确定,计算式如下式(2.3)所示:222111111*********1111111111211==1n A B C AB BC L CA i p A B C AB BC L CA I I I I V Y V Y V Y m I I I I V Y V Y V Y αααααααααα++++-=⋅++++- (2.3)因此,此因子的最终表达式取决于公共耦合点平衡或不平衡电压的考虑。
在本文中,为了简化非正弦条件下电路的设计,对平衡电压作了考虑(2BC1AB1V V α=,CA1AB1V V α=)。
得到的不平衡因数体现在公式(2.4)中:111n i p I m I ==(2.4) 其中,L L1=/R Z λ是单相负载基波功率因数;L1Z 是基波频率下负载阻抗的模值;21/2=/m λλ((1)-1)。
最后,对称无功元件(电容2X 和电感1X )的设计是通过迫使基波电流不平衡因素(4)为0(例如可以使负序电流为0)而实现的。
这表明具有式(2.5)所示关系:1X =;2X =(2.5)在(2.5)式中,所讨论的电路(带有电容和电感)只有在负载基波功率因数满足条件/21λ<≤时才是可行的(02>X )。
在本文中,功率因数的研究值)(9.01⋅⋅⋅=λ是电力系统的常用值。
3 电力系统谐波响应根据图2.1,必须研究非线性负荷角度的系统谐波响应,继而研究确定电力系统的谐波响应。
这意味着要分析由供电系统和如图3.1所示的Steinmetz 电路构成的被动组。
图3.1 供电系统和Steinmetz 电路的谐波特性在研究中引入c d 来表示Steinmetz 电路电容器真实值和在(2.5)式中得出的21/()X C ω=这一设计值的偏离程度。
因此,谐波研究时所考虑的电容值是:c d C ⋅(例如22/(/)/1/()k c c c Z d jX k d j d C k ω=-=-⋅)。
这一参数表示由电容器本身或其熔断器损坏而造成的电容器损耗。
如果1c d =,则电容器就具有(2.5)式中的设计值。
而如果1c d <,则电容器电容值就比其设计值低。
在本文中,这一参数的研究值为(0.251)c d =⋅⋅⋅。
这一参数已被列入图3.1,用来分析系统谐波特性研究中Steinmetz 电路电容器值偏离其设计值的后果。
图3.1中的谐波特性可以用它的等效谐波阻抗矩阵Z Bk 来描述,这种矩阵表述的非线性节点中k 次谐波的三相电压和电流关系如下公式(3.1)所示:1A 1212B 1C 22C C AA AB AC A S c c A BA BB BC B S L L B CA CB CC c L S c L k k V Z Z Z I Y Y d Y Y d Y I V Z Z Z I Y Y Y Y Y I Z Z Z I d Y Y Y d Y Y I V -++--⎡⎤⎡⎤⎡⎤⎡⎤⎡⎤⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥==-++-⨯⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥⎢⎥--++⎣⎦⎣⎦⎣⎦⎣⎦⎣⎦(3.1) 这里11Y =Z ()Sk Sk S S R jkX --=+对应电源系统的导纳,而Y Lk ,1Yk ,2Y k 对应Steinmetz 电路元件的导纳(见第二部分)。
为了得到式(3.1),用到了电压节点法,这一方法将图3.1中的N 点作为参考点。
可以观察到谐波阻抗矩阵k Z (k Z 阻抗也就是AA k Z 到C C k Z )的对角阻抗和非对角阻抗直接描述了系统谐波特性。
两组的阻抗计算是有必要的,因为任何这些阻抗的共振都会导致相应电压失真水平的升高。
举个例子,图3.1中网络(例如k Z 阻抗)的谐波响应在实验室中由以下数据来衡量:(1) 供电系统标幺值0.02190.0493S Z j =+;(2) Steinmetz 电路标幺值 1.368, 1.0L R λ==以及由(2.5)式得出的1X 和2X 的标幺值12 2.372X X ==。
这些数据是在基值230V B U =以及S 2.7VA B k =下得出的。
在1c d =和0.5c d =这两种情况下的系统谐波响应都是在考虑了Steinmetz 电路电容器的上述值(标幺值2 2.372X =)得情况下测得的。
k Z (例如AA k Z 到C C k Z )阻抗值的测量都在图3.2中对两种情况进行了绘制(1c d =的情况用实线,0.5c d =的情况用虚线)。
(a) (b)(c) (d)(f) (g)(h) (i)(j)图3.2 Steinmetz 电路存在时的测量阻抗和频率矩阵可以看到:(1)Steinmetz 电路的连接(实线绘制的1c d =的情况)造成了k Z 阻抗的并联谐振。
在这个例子中,共振接近五次谐波(251/50 5.02p k ≈=,这里251HZ 是所测并联谐振的频率而50HZ 是基频)。
(2)如果Steinmetz 电路遭受电容器损耗,k Z 阻抗的并联谐振就会转移到更高的频率。
在这个例子中,50﹪的电容器损耗(虚线绘制的0.5c d =的情况)将并联谐振转成七次谐波(360/507.2p k ≈=,这里360HZ 是被测并联谐振的频率而50HZ 是基频)。
(3)电路的非对称谐振特性导致对谐波电压的非对称性影响。
最关键的谐振发生在A 相和C 相之间,这两相之间有电容器连接。
两相都具有最高的谐波阻抗,所以会出现最高谐波电压。
在下面的章节中,对该系统的谐波特性进行了分析研究,也对上述并联谐振的频率进行了分析定位。
4 电力系统谐波响应的分析研究4.1电力系统谐波阻抗在本项研究中,k Z 阻抗(阻抗AA k Z 到C C k Z )的模值是从(3.1)式中得到的,kZ 阻抗(阻抗AA k Z 到C C k Z )的模值计算公式如下式(4.1)所示:212122212122212122122Y Y (Y Y 2Y )Y (Y Y )Y Y Y Y Y (Y 2Y Y )Y (Y Y )Y Y Y Y Y (2Y Y Y )Y (Y Y )Y Y Y Y (Y Y Y )Y Y Y Y S S c L c L c LkAAk Sk kS S c L c L c Lk BBk Sk kS S c L c L c Lk CCk Sk kk S c L k c k LkABk BAk Sk kc ACk CAkd d d Z D d d d Z D d d d Z D d d Z Z D d Z Z ++++++=++++++=++++++=+++====2111212(Y Y Y )Y Y Y Y (Y Y Y )Y Y Y k S L k k LkSk kLk S c k k c kBCk CBk Sk kD d d Z Z D⎧⎪⎪⎪⎪⎪⎪⎪⎪⎪⎨⎪⎪⎪⎪+++⎪⎪⎪+++⎪==⎪⎩(4.1)其中,21211222()3(())k S S c L c c L kD Y Y Y d Y Y Y Y d Y d Y Y =++++++(4.2)在上面(4.1)式的分析中,电源系统的导纳和Steinmetz 电路的元件参数为:12211(1)Sk k SkLk L m Y j Y kX Y j Y R jk λ⎧≈-=-⎪⎪⎨⎪==⎪+⎩, (4.3)其中电源系统的电阻s R 已被忽略,并且认为(2.5)式可以得到Steinmetz 电路元件的导纳。