伯南克第二课英文讲义
精读1》第二课theboyandthebankofficer
His Life
W T
B R
Background
A Culture Tip
The Beginning of Banking Banks first emerged in the Middle Ages when people grew tired of carrying around all their gold and began leaving their money with the goldsmith. Until the founding of the Bank of England in 1694, England's goldsmiths were its first bankers. They kept money and other valuables in safe custody for their customers. They also dealt in gold bullion and foreign exchange. They profited from acquiring and sorting coins of all kinds. To attract coins, the smiths were willing to pay interest.
W T B R
Warming up
Check-on Preview
• Fill each blank with one word from the list and find the corresponding explanation.
1. 2. 3. 4. 5. I have a friend who hates banks with a special ___ . …he replied in a voice rising slightly in ___ . You ought to get your parents here and ___ . You know, you really shouldn’t have ___ . I couldn’t believe what this ___ was saying.
NCE-2-lesson2
7."It's raining again."
又下雨了。 体现下雨、下雪、踢球、读书等动作多用进行时态。 It is snowing in great flakes. 正值大雪纷飞。
We are playing football on the street. 我们在街上踢球。
I am reading a letter now. 我正在第一封信。
He is leaving。他就要准备走了。
We are starting。我们准备开始了。
Most young people will be meeting the pop singers at the
airport。
大多数年轻人即将在机场迎接这些流行歌手。
11." But I'm still having breakfast," I said.
Jane is just dressing up. 简正在打扮。
Mrs. Smith is cooking now. 史密斯太太目前正在做饭。
一般目前时能够表达习惯性动作,往往与频度副词连用, 如often, always, sometimes, never等:
Do you often come here? 你常来这儿吗? Helen never writes to her brother Tony.
dinner正餐(多为晚餐);snack原指小吃,可指夜宵, meal广义上旳“餐”,没有时间限制。
3、Last Sunday I got up very late. 上周日我起得很晚。
(1)Last Sunday为前置时间状语,也能够放于句尾。 (2) 变化如下:
(3) I got up very late last Sunday. (4) 但时间状语前置更强调时间。 (2 )比较学习:
四年级上册eec英语第二课汉语
四年级上册eec英语第二课汉语【课程概述】四年级上册EEC英语第二课汉语,主要以日常情景为主题,让学生在掌握一定词汇和语法基础的同时,提高实际英语应用能力。
本课程旨在通过有趣的情景对话,激发学生学习英语的兴趣和热情,培养他们的英语沟通技巧。
【词汇学习】本节课的重点词汇包括:boy(男孩),girl(女孩),brother(兄弟),sister(姐妹),friend(朋友)等。
通过学习这些词汇,学生可以更好地理解和运用日常生活中的英语词汇。
【语法解析】本节课的语法重点是现在进行时。
现在进行时用于表示现在正在进行的动作,构成方式为:主语+ be动词(am/is/are)+ 动词ing。
例如:I am studying(我在学习)。
通过掌握现在进行时,学生可以更好地描述现实生活中发生的动作。
【实用对话】以下是一个实用的对话场景:A: Hi, boy! What"s your name?B: My name is Liu Tao.What about you?A: My name is Wang Lin.I"m studying in Class 4, Grade 4.B: Nice to meet you, Wang Lin! My brother is also in Class 4, Grade 4.通过这个对话,学生可以学会如何自我介绍,询问他人姓名以及表达祝福等日常交际用语。
【练习与拓展】为了巩固本节课所学内容,可以进行以下练习:1.根据所给词汇,编写一个现在进行时的句子。
2.模仿实用对话,与同桌进行角色扮演。
此外,学生还可以通过阅读英语故事、观看英语动画片等方式,拓展英语学习渠道,提高英语综合素质。
总之,四年级上册EEC英语第二课汉语通过丰富多样的教学内容,让学生在轻松愉快的氛围中学习英语,培养他们的英语沟通能力和兴趣。
Book 7_U2_Reading 2
Phrases 1.集中于……上 L1 focus on 集中于…… 集中于……上 open up 2.打开 L2 打开 3.很有可能 L2 There is a high probability that 很有可能 4.挽救……的生命 L3 save one’s life 挽救…… 挽救……的生命 5. 建议做…… L7 recommend doing / 建议做…… recommend sb. to do 6.由……制成 L9 由……制成 7.发生 L14 发生 8.以粉末形式 L15 以粉末形式 be made from take place in powder form
2. If you open up any medicine cupboard or go to medicine counter in the world, it is likely that you will find aspirin and penicillin. open up 打开(门、容器等);营业,开业;开辟, 打开( 容器等);营业,开业;开辟, );营业 开创, 开创,开拓 opens up The doorman ___________(打开) the school (打开) gate at six every morning. opened up In this way they ___________ a favourable situation. It’s likely that… sb./sth. is likely to do sth. 这趟火车很可能晚点。 这趟火车很可能晚点。The train is likely to be late. It is likely that the train will be late.
校本课程--新概念英语课时12-NCE2_Lesson_30_football_or_polo
v. 划(船) ,强调动作
• go boating 去划船, 强调玩
New words
• polo • cut • row • kick • towards • nearly • sight • 水球 • 穿过 • 划(船) •踢 • 朝,向 • 几乎 • 眼界,视域
New words
•polo •cut •row •kick •towards •nearly •sight • 水球 • 穿过 • 划(船) •踢 • 朝,向 • 几乎 • 眼界,视域
Yes. They are.
3 Who kicked a ball hard? Where did it go? (and)
one of the children kicked a ball very hard and it went towards a passing boat.
4 Did the man in the boat see the ball? Did he hear people shouting? (neither…nor)
6 Was the man angry or not? Where did he throw the ball? (However…and)
However, he wasn’t angry and threw the ball back to the bank.
Combine the answers into a passage where words are limited to 70.
Some people on the bank called out to the man in the boat.
Listening again and answering
Unit1-lesson2-Norman-Bethune
He became known all over the world for helping
Chinese people during the War of Resistance against
Japanese Aggression.
n. 抵抗
n.侵略
Canada n. 加拿大
Text
In 1938, Dr Bethune took a long and dangerous journey to the Eighth Route Army in Northwest China. There, he was a tireless surgeon who worked nonstop. He set a record of performing 71 operations in 40 hours and saving 115 lives in 69 hours in the serious situation of the war. Even when the bombs dropped nearby, he refused to leave the operating room. n.炸弹
tools when medical supplies grew shorter.Apart from that,he
established a mobile blood bank on the frontline.This enabled
him to conduct countless blood transfusions there.
2. Could you list some famous medical staff? 医务人员
Nobel Prize Winners
NCE2Lesson6
• • • • • • • • • • • •
Yesterday a beggar knocked at my door. ★knock v. 敲门 ① vi. 敲门 我敲了门,但是没有人应声。 I knocked, but no one answered. knock at 敲(门、窗等) ② vt.&vi. 碰撞 今天上午吉姆被一辆公共汽车撞倒了。 Jim was knocked over by a bus this morning. ③ vt. 把(某人)打成……状态 他昨天把汤姆打倒过去了。 He knocked Tom down yesterday.
• • • • • • • • • • • • •
④ knock off有一些特殊含义,一般用于口语 1)vt. (价格上)减去,除去,打折扣 他杀价10%。 He knocked off ten percent from the price. 2)vi. 下班,停止,中断(工作等) 你一般什么时候下班? When do you usually knock off? 他十一点半休息吃中午饭。 He knocked off for lunch at half past eleven. He asked me for a meal and a glass of beer. ask (sb.) for sth 问某人要什么东西 这个男孩又向他父母要钱了。 The boy asked his parents for money again.
Practice
1_____rose is _______beautiful flower. 2. Mr. Smith always smokes ____ cigarette with a cup of coffee. 3.____door of ___garage is broken. 4. _____donkeys are stupid animals. 5. _____bread is made from ___flour, and ___flour is made from ___wheat.
科普版英语六年级上册:lesson2 教学课件
• 例如:study—studies
ห้องสมุดไป่ตู้
buy--buys
• 4.辅音字母+o结尾的+es,读作[z] • 例如:go—goes[z] do--does[z]
• 下面几个动词变为单数时,原词的元 音部分的发音发生了较大的变化,请 注意记忆。 如: 1、do [du:]-does [dʌz] 2、say [sei]-says [sez]
注意
• He likes apples. • 1. He第三人称单数 ,likes 是动词单三 apples是名词复数。 • 在一般现在时中,要注意当主语(人称)是 第三人称单数时,后面的实义动词要用单三 形式,也就是在动词后面加上s。 • Like---动词原形---likes动词单三。 • 2. He is likes an apple. × • 注意:be动词和实义动词不能连用
一般现在时句型结构:
• 肯定句:主语(除单三人称外所有人称)+实义 动词+其它. • 否定句:主语+don’t +动词原形+其它. • 疑问句: Do +主语+动词原形+其它? • 回答:Yes,主语+do. No, 主语+don’t. • 注意:当主语为单数第三人称时句型结构: • 肯定句: 主语+V单三+其它. • 否定句: 主语+doesn’t +V原+其它. • 疑问句: Does +主语+V原+其它? • 回答: Yes ,主语+does. No,主语+doesn’t.
一般现在时态
定义:一般现在时表示现在经常反复发生的动作、存在 的状态或习惯性的动作的时态。 • I often go to school by bike. • It is hot today. • I always have lunch at twelve. • 一般现在时的标志 • 标志词(时间状语):always, uausally, every week (day, year, month…), once a week, sometimes, on Sunday, often, never, hardly...
Lesson-2-Two-Kinds-高级英语1第二课
第31页,共88页。
Para.22 She seemed to be---playful parts.
她似乎被这音乐吸引住了。这首钢琴曲不长, 有点狂乱,有着迷人的特点,乐曲一开始是 快节奏的,接着是欢快跳跃的节拍,然后又 回到嬉戏的部分。
❖ Suyuan Woo and JingMei ❖ Anmei Hsu and Rose ❖ Lindo Jong and Waverley ❖ Yingying St. Clair and Lena
第8页,共88页。
The structure of the story
❖ Part I (Paras.1-3)
第30页,共88页。
Para.22 She seemed to be---playful parts.
entrance: v.be very interested in and pleased with something that make someone feel that you pay a lot of attention
Lesson 2 Two Kinds
Amy Tan
第1页,共88页。
Amy Tan
第2页,共88页。
Amy Tan
❖ Chinese American writer ❖ Born in Oakland, California, in 1952 ❖ Master’s degree in linguistics from San Jose
第33页,共88页。
高级英语教案第二册第二课Marrakech–GeorgeOrwell
课程教案Background Knowledge *Morocco*Marrakech*French Colonies*Jews*George Orwell Unit 2 Marrakech By George OrwellThe Histor y of M a r r a kech*Ma rra kech, called also the red town, because of the red wall surround the old town, the medina.A Br ief Introduction to C olonia lismDefinition1. a. emigrants or their descendants in a distant territory but remain subject to or closely associatedwith the parent country.b. A territory thus settled.2. A region politically controlled by a distant country; a dependency.3. A group of people who have been institutionalized in a relatively remote areaA Br ief Introduction to the AuthorGeorge Orwell*Orwell’s works are concerned with the sociopolitical conditions of his times, through m erciless exposition of the poverty, misery and degradation 落魄of the native people in the colonies, he denounces the evils of colonialism or imperialism and manage to show his outrage at it.*Orwell is famous for his terse lucid 简洁易懂的prose style and good at the appropriate use of simple but forceful words to describe objectively the scenes before his eyes.*George Orwell is the pseudonym of Eric Arthur Blair(1903-50), British novelist and essayist, born at Motihari 摩坦赫利, Bengal(孟买), India. His father, Richard Walmesley Blair, was a minor customs official in the opium department of the Indian Civil Service.*W hen Orwell was 4 years old, his family returned to England where he remained until 1922. When Orwell was 8 years old, he was sent to a private preparatory school in Sussex. After attending Wellington and Eton, he failed to win a university scholarship then he served with the Indian Imperial Police in Burma.In the 1930s*His experience in Burma is described in his first novel ‚B u rmese Days‛(1934)缅甸风云.*On his return to Europe in 1927 he lived in a poor financial condition , first in Paris and then in London, a period which is the basis of his book ‚D o w n and Out in Paris and London‛(1933)巴黎和伦敦的落魄生活. And in this book he assumed the name ‚George Orwell‛by which he would become world famous*During the1930s Orwell had adopted the views of a socialist and traveled to Spain to report on their civil war.*He took the side of the Republican (United Workers Marxist Party militia 统一公党市民军) and fought alongside them, which earned him a wound in the neck. It was this war that made him hate communism in favor of the English brand of socialism.*Orwell wrote a book on Spain, ‚Homag e to Catalonia‛(向加泰罗尼亚致敬), which was published in 1938.During World Wa r Two:*During the second World War rejected for military service on account of tuberculosis and a wound, Orwell served as a sergeant(军士)in the Home Guard and also worked as a journalist for the BBC, Observer and Tribune(论坛), where he was literary editor from 1943 to 1945.*It was toward the end of the war that he wrote ‚A n imal Farm‛, and when it was over he moved to Scotland.*It was ‚A nimal Farm‛(动物庄园) a satirical fantasy attacking communism as practiced in Soviet Union that finally made Orwell prosperous.*His other world -wide success ‚Nineteen Eighty-Four‛(1984)is an elaborate satire on modern politics, a prophetic novel describing the dehumanization of man in a mechanistic, totalitarian 极权主义的world.Orwell wrote many literary essays as well, his volumes of essays include :Dickens(1946)狄更斯*Dali and Others(1946)达里*Shooting an Elephant(1950)射象*Collected Essays(1968)随笔*Journalism(1968) 新闻文章*Letters of George Orwell(1968)书信集Marriage and Death*Eileen O'Shaugnessy, Orwell's wife died in 1945 and in 1949 he remarried to a woman named Sonia Browell. Orwell's second marriage was short-lived, as he died from tuberculosis in London on January 21st, 1950. And he was just 46 years old.Detailed Analysis of the Text1)W hat kind of writing is the text?*Expository writing2)W hich sentence expresses the theme of the text? (or : W hich is the thesis statement? )*All colonial empires are in reality founded upon this fact (para.3)3)What is the theme of the text?*The author denounces the evils of colonialism. He mercilessly exposes poverty, misery and degradation of the native people in the colonies. These people are not considered nor are they treated as human beings.4)How many scenes has the writer described to expose the evils of colonialism? What are they?Six Scenes to expose the evils of colonialismScene 1: The burial of the poor inhabitants (para 1-3)The idea: Life is cheap. People are so poor that they can not afford proper burials.Scene 2: The begging of bread of an employee (para 4-7)The idea: Life is poor. People can’t afford proper food.Scene 3: Living condition of the Jews (para 8-15)The idea: Jews live in great proverty and under prejudice.Scene 4: Cultivation of soil (para 16-18)The idea: Hard way of making a living.Scene 5: Life of women (para 19-21)The idea: Miserable of old women, no better than a donkeyScene 6: the soldiers (para 22-26)The idea: The negro’s attitude towards the whites*W hy did the writer choose these scenes?*W hat do you think they represent?*Do you think these scenes are effective to achieve the writer’s purpose?*W hat else would you add?*W hat is the tone of the writer throughout the text?Scene 1: The burial of the poor inhabitants (para 1-3)Life is cheap. People are so poor that they can not afford proper burials.Wor ds and Expr essionswail: to cry out in mourning or lamentation 悲伤地哭号The wind wa iled through the treeschant: a simple liturgical song in which a string of syllables or words is sung to each tonebier: a platform or portable framework on which a coffin or corpse is placedhack: to break up (land) with a hoe, mattock, etc.oblong: adj. longer than broad; elongatedhummocky: adj. full of or looking like low, rounded hills 布满小丘的derelict: adj. deserted by the owner; abandoned; forsakenprickly pear: any of a genus of cactus plans having cylindrical or large, flat, oval stem joints and edible fruits 仙人掌(属)Pa r a gr a phing & Inter pr e ting…the flies left the restaurant table in a cloud and rushed after it, but they came back in a few minutes later.The cloud of flies flying to the corpse and then coming back to the restaura nt shows the unsa nita ry conditions of the city…the taxis and the camels…modern mea ns of tra nsporta tion a longside the old a nd ba ckwa rd mea ns of tra nsporta tion When the friends get to the burying-ground they hack an oblong hole a foot and two deep, dump the body in it and fling over it a little of the dried-up, lumpy earth, which is like the broken brick.The list of action verbs a re a ll single-sylla b ic, showing the quick speed a nd simple buryingprocedureAre they really…? Do they …? Or are they … individual as bees or coral insects?A list of rhetorica l questions a d ded force to author ’s denuncia t ionThey rise out of the earth, they sweat and starve for a few yea rs, and then they sink back into the nameless mounds of the graveyard and nobody notices that they are gone.a llitera tion, showing the monotonous life. They a re born. Then for a few yea rs they work, toil a ndsta rve. Fina lly they die a nd a re buried in gra ves without a name.Scene 2: The begging of bread of an employee (para 4-7)Life is poor. People can’t afford proper food.Wor ds and Expr essionsgazelle: n. any of various small, swift, graceful antelopes of Africa, the New East , and Asia, with spirally twisted, backward pointing horns and large, lustrous eyes. 瞪羚hindquarter: n. either of two hind edges legs and loins of a carcass of veal, beef, lamb, etc. (pl.) the hind legs of a four-legged animalnibble: to eat (food) with quick bites, taking only a small amount at at time, as a mouse does.The fish were nibbling a t the ba itbutt: to strike or push with the head or horns; ran with the headnavvy: (BrE) an unskilled laborer, an on canals, roadssidle: to move sideways, esp. in a shy, fearful or stealthily mannerstow: to pack or store away, esp. to pack in an orderly, compact mannermunicipality: a city, town, etc. having its own incorporated government 自治市Pa r a gr a phing & Inter pr e tingAn Arab navvy working on the path nearby lowered his heavy hoe and sidled slowly towards us.Although the la borer wa s hungry, he wa s not used to begging. Therefore he moved slowly a nd shyly.I could eat some of that bread.This is a n indirect request a nd expresses a desire to ea t some the . The word ‚could‛suggestspoliteness a nd uncerta inty.I took off a piece and he stowed it gratefully in some secret place under his rags.The word ‚stow‛a nd ‚secret‛show tha t the na vvy looks a t the piece of brea d a s something precious. He is a fra id of loosing it.This man is an employee of the municipality.This simple sta tement is very important. It serves to convey a deeper mea ning. ‚Even a n employed la borer goes sta rving, so you ca n ima gine the plight of the poorer people.Scene 3: Living condition of the Jews ( para 8-15)Jews live in great property and under prejudice.Wor ds and Expr essionsghetto: n. (in certain European cities) a section to which Jews were formerly restricted;cluster: to gather or grow in a cluster or clustersskull-cap: n. a light, closefitting, brimless cap, usually worn indoors.infest: to overrun or inhabit in large numbers, usu. so as to be harmful or bothersome; swarm in or over. Fly-infestedwarp: to become bent or twisted out of shape frenzied:adj. full of uncontrolled excitementclamour: v. n. (to) make a loud confused noise or shout; cry outself-contained: adj. having within oneself or itself all that is necessary; self-sufficient, as a community *Impossible--hard to deal with, sth. That cannot happene.g. It wa s not a n impossible scheme.His ba d temper ma kes life impossible for a ll the fa mily.He is a n impossible person to work with.Infla tion is a n impossible problem.*Grope –to feel or search about blindlye.g. In the da rkness, I groped for the door ha ndle.Throughout the ages men ha ve groped a fter the meaning of the Universe a nd their own role in it.The lecturer pa used, groping for the most effective word to express his mea ning.They had to grope their wa y through a mist tha t wa s rapidly turning into a thick fog.Pa r a gr a phing & Inter pr e ting(para9) …the houses are completely windowless.Windowless beca use the houses sit so close to ea ch other tha t it is inconvenient to ha ve windows. Sore-eyed children cluster …, like clouds of flies.A simile, compa ring clusters of children to clouds of flies. The repea ted use of flies shows the unsa nita ry conditions a nd the preva lence of diseases in colonia l countries(para 11) Fruitsellers, potters, silversmiths, blacksmiths, butchers, leather-workers, tailors, w ater-carriers, beggars, porters –There is a list of jobs here including tha t of begger.whichever way you look… a good job Hitler wasn’t here.It wa s lucky for the J ews tha t Hilter ha d not come to this pla ce. If he ha d, the J ews would ha ve been extermina ted a s they were in Pola nd a nd other Europea ns countries.(para 15) In just the same way, a couple of hundred years ago, poor old women used to be burned for witchcraft when they could not even work enough magic to get themselves a square meal.a squa re mea l: a decent substa ntia l mea lAna logy is used here. It means tha t these people’s a ccusation of the J ews wa s a s a bsurd a nd irra tiona l a s the a ccusa tion of the witchcra ft.Scene 4: Cultivation of soil (para 16-18)Hard way of making a living.W or ds and Expr essionsconspicuous: adj. attracting attention by being unexpected, unusual, outstandingChances are that : (oral) it is possibleCha nces a re tha t he ha s hea rd the news.ones’ey es take in: see, look atI wa s too busy ta king in the bea utiful furniture to notice who wa s in the room.Her eyes were ta king in nothing but the expensive ha ts.It wa s amusing to see his surprise a s he took in the new ca r.Foreign Legionnaires: France organized a foreign legion shortly after the conquest of Algiers in 1830, enlisting recruits who were not French subjects. Its international character and the tradition of not revealing enlistees’backgrounds have helped to surround the Foreign Legion with an aura of mystery and romancewring: v. to get or extract by force, threats, persistence, etc; extortwring money from sb. 勒索某人back-breaking: requiring great physical exertion; very tiring; nerve-rackingdesolate: adj. uninhabited; deserted, forlornPa r a gr a phing & Inter pr e ting*The author is extremely bitter and ironical. Instead of openly blaming the white colonialists who do n’t pay the least attention to the people who suffer from poverty and hunger, he pretends that they have a sound reason to ignore such people just because they have the color of the earth.(para 16) a white skin is always fairly conspicuous.synecdoche: a white-skinned European is a lways fa irly conspicuous.It is only because of this…tourist resorts.‚This‛here sta nds for the fa ct tha t people a lwa ys miss the pea sa nts la boring in the fields beca use they ha ve the color of the earth a nd a re a lot less interesting to look a t.(para 17) What does Morocco mean to a Frenchman? ... Or to an Englishman?Question a nd answer both elliptica l. This pa ra gra p h mea ns tha t this colonia l country a rousespeople’s interest for va r ious rea s ons except true concern for the people living in poverty(para 18) This is as much as the strength of the animals is equal to.The anima ls yoked to the plough had just enough strength to plough the soil to a depth of a bout four inches.A pa ssage from Invisible Ma n--R a lph EllisonI AM An invisible man. No, I am not a spook like those who haunted EdgarAllan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man ofsubstance, of flesh and bone, fiber and liquids—and I might even be said topossess a mind. I am invisible, understand, simply because people refuse to seeme. Like the bodiless heads you see sometimes in circus sideshows, it is as thoughI have been surrounded by mirrors of hard, distorting glass. When they approachme they see only my surroundings, themselves, or fragments of their imagination---indeed, everything and anything except me. (Prologue )Sentences to show the ha r d w or k*(para 17) …the reality of life is an endless back-breaking struggle to wring a little food out of an eroded soil.*(para 18) Most Morocco is so desolate that no wild animal bigger than a hare can live on it. Hugeareas which were once covered with forest have turned into a treeless waste where the soil is exactly like broken-up brick. Nevertheless a good deal of it is cultivated, with frightful labor.(para 18)…Long lines of women, bent double like inverted capital Ls, work their way slowly across the fields, tearing up the prickly weeds with their hands.Scene 5: Life of women (para 19-21)Miserable of old women, no better than a donkeyWor ds and Expr essionsfile: a line of persons or things situated one behind another 纵队mummify: v. to dry up (become a mummy)register: v. record 记录, 登记to register the birth of a ba by’/to register the na mes of a bsent studentsThe court stenogra pher registered the tria l proceedings.damnably: adv. In a damnably mannerto be damna bly trea ted 遭到虐待packsaddle: a saddle designed to support the load carried by a pack animal 驮鞍bridle: n. a head harness for guiding a horse; it consists of stall, bit and reinshalter: n. a rope, cord, strap, etc. usually with a a headstall, for try ing or leading an animal, with or without a lead rope (缰绳)(马)笼头gut: (usu. Pl.) the bowels; entrails 内脏have the guts to do sth. 有胆量做某事plight:n. condition or state of affairs; esp. now, an awkward, sad, or dangerous situationtip: v.t to pour sth. from one place or container into anotherShe wiped out the flour a nd tipped it into a bowlThe comparison of fate between the donkey and the women*Donkey Women*no bigger than a St. Bernard dog tiny, mummified*Overloaded, working for weeks vast of load of wood* A willing creature accepted status as a beast ofburden*W hen dead, tipped into a buried simply, dumped into aditch, thrown to dogs hole, no name, no graveyard*People feel enraged at nobody feels sympathetic forthem, unnoticedBy describing the fate of donkey the author’s purpose is to arouse the sympathy and anger of the readers for ‚peo ple‛, People are also cruelly treated but they are not noticed, simply invisible P aragraphing & Interpreting(para 19)All of them are mummified with age and the sun, and all of them are tiny.Yea rs of ha rd work a nd heat of the sun ha ve dried up the old women. They look like mummiesShe accepted her status as an old woman, that is to say as a beast of burden.She took it fro gra nted tha t a s a n old woma n she wa s the lowest in the community, sha t she wa s only fit for doing hea vy work like a n a nima l.(para 20) though they had registered themselves on my eyeballs I cannot truly say that I had seen them.His eyes must ha ve recorded the scene but he did not consciously observe wha t wa s ha ppening (for he did not see the old woma n ca rrying the hea vy load of firewood)It carries a load which…too much for a fifteen-hands mule.fifteen-ha nds mule: a mule a bout 60 inches or f feet high.(para 21) This kind of things makes o n e’s blood boil.metonymy. The cruel trea tment of the donkey makes one very angry.People with brown skin are next door to invisible.People with brown skins a re a lmost invisible.It is generally owing to some kind of accident…If people ever notices the old women, it is a sheer chance.Scene 6: the soldiers (para 22-26)The negro’s attitude to wards the whitesWor ds and Expr essionsstork: n. any of a group of large, long-legged wading birds, having a long neck and bill, and related to herons 鹳infantry: soldiers who fight on battle 步兵clump: v. to cause to form the sounds of heavy footstepsGra ndpa clumped a long in his boots.clatter: n. A rapid succession of loud, sharp noises 急促的敲击声reach-me-down: adj. colloq. Second-hand or ready madesullen: showing resentment, sulky; glum 揾怒的,闷闷不乐的syphilis: n. an infectious venereal disease, caused by a spirochete and usu. transmitted by sexual intercourse or acquired congenitally 梅毒charger: n. a horse ridden in battle or on parade 战马,军马garrison: n. troops stationed in a fort or fortified place 驻军reverence: n. feeling or attitude of deep respect, love and awe, as for sth. sacred;glitter: v. to shine with a sparkling light; glisten; sparkle; be bright*Squash –vt. 压坏,捏坏,e.g. She sa t on his ha t and squa shed it.He squa shed the insect with his finger.This pa cka ge wa s squa shed in the ma il.*Squash –vi.e.g. Soft fruits squa sh ea sily. (a gla ss of ora nge squa sh)This ha t squa shes ea sily.*Squash –vi. vt (使劲)挤e.g. She squa shed into the crowded tra in.D o n’t a ll try to squa sh into the lift together.He squa shed his clothes into a box.* Squash –vt. (使不说话/谈)e.g. W hen I tried to speak, he squashed me.He is try ing to squash the story of the defeat.* S l ump –vi. 沉重地倒下[践踏]e.g. He slumped in his cha ir a sleep.Tired from his wa lk, he slumped into a cha ir.The boy’s feet slumped repea t edly through the corridor.* S l ump –vi. (质量,价格等)下降, (买卖)清淡起来e.g. Her work slumped because of personal problems.The company ’s shares slumped last month.Business has slumped.*S lump—n.e.g. The economy went into a severe slump.When there is a slump in a country it is difficult to do tra de, a nd ma ny people a re out ofwork.There was a serious slump in the 1930s.Pa r a gr a phing & Inter pr e tingIn this part, the author shows the mentality o f the colonized by describing the boy ’s look.(para 23) Their splendid bodies … curiously sensitive black faces were glistening with swea t.The Senega lese soldiers were wea ring rea dy-ma de kha ki uniforms which hid their bea utifully well-built bodies. Their feet were squeezed into boots wha t were too sma ll a nd were fla t a nd squa re like blocks of wood and their hea ds were a lso squeezed into tiny tin ha ts which seemed to be a little too sma ll for them.The words ‘splendid’a nd ‘sensitive’show the author ’s positive a ttitude towa rds them. This pa ra gra ph revea ls the poor conditions of the soldiers.(para 24) It was the shy, wide-eyed Negro look, which actually is a look of profound respect.wide-eyes: with the eyes opened widely, a s beca use of surprise, fea r, la ck of sophistica tion.The Negro genera lly looks a t the white ma sters with his eyes opened widely showing ba shfulness, fea r, unea siness, etc. it is a docile, subservient look.(para 24) This wretched boy, who is a French citizen and has therefore been dragged from the forest to scrub floors and ca tch syphilis in garrison townsThis misera ble bla ck boy is, a s a result of the coloniza tion of his country, a French citizen.Therefore he ha s been conscribed a nd forced to lea ve his home in the forest to come to a ga rrison town where he will ca tch syphilis.(para 25) In this connection it doesn’t matter twopence if he calls himself a socialist.it doesn’t ma t ter twopence: i t does not ma t ter a t a l l.Every white ma n, even those who ca ll themselves socia lists ca n’t help but think this thought when he sees a black a rmy ma rching pa st.(para 26) And really it was like watching a flock of cattle to see the longcolumn , … like scraps of paper.Wa tching the one-or-two miles long column of soldiers marching peacefully. Up the roa d wa s just like wa tching a flock of ca ttle. Ca ttle do n’t think, d o n’t a sk questions, but follow their ma sters blindly.These bla ck soldiers were just like ca ttle.Com m ent:Soldiers a re to serve the government. The Senega lese soldiers a resupporting the colonia l ma sters who a re cruelly exploiting the country.It sounds ironica l. Yet the young ma n, instead of ha ting the white men,a ctua lly holds a deep respect for them. The whole situa tion gives a depressing future of the country.SummaryThe text is a piece of objective exposition of the poverty, misery anddegradation of the inhabitants in Marrakech. The ordinary local funeral,which treats the dead as animals, is merely one episode of the miserablelives of native people. However, this fact is the basis upon which all theimperialists build up their empires. The author illustrates the followingfacts to show the plight of the inhabitants. An Arab navvy , an employeeof the municipality, begs for a piece of brea d which is formerly the foodof the gazelles. In the unsanitary ghettoes which are crowded with Jews,people overwork in a wretched situation, but they cannot possibly afforda piece of cigarette. The brown laborers working in the barren fields in abackward way are partly invisible to the white colonists who are insensi-tive to the suffering all around them. The old women carrying fireworkare more invisible for their skinny a nd distorted figures. Ironically,oblivious to the miseries of the human beings, the white express moresympathy to the da mna ble fa t e of the donkeys. However, the colonized ,such as one of the Senagalese soldiers, bear blind deep respect for thewhite masters. This provokes the white to reexamine themselves as wellas their ways of treating the colonized people.Stylistic features* Generally speaking, Orwell describes objectively the suffering and misery of the colonial people inMarrakech, yet he manages to show that he is outraged at the spectacle of misery. He succeeds in imparting this feeling to his readers:a)through the clever choice of the scenes he describesb)through the appropriate use of words: concretec)through the tone in which he describes these scenes: objective, matter-of-factly, yet readers can see his anger beneath.d)by contrasting the indignation at the cruel handling of the donkey with the unconcern towards the fate of the human beings.e)figures of speech used: simile, metaphor, parallelism, repetition, rhetorical question, synecdoche, analogy, transferred epithetDictation1.wail a chant2. hack an oblong hole3. inhabitants4. undifferentiated5. derelict6. medieval ghettoes7. fly -infested 8. warp out of shape 9. conspicuous10. frenzied rush 11. grope in the air 12. eroded soil13. desolate place 14. conserve water 15. mummified with age 16. invisibility 17. be infuriated18. plight of human beings 19. slump under weight 20. glisten with sweat 21. contemptuous 22. reverence 23. sullen 24. inquisitive 25. scraps of paper26. hummocky 27. prickly pear 28. bumpy 29. hindquarter30. nibble 31. sidle 32. stow 33. municipality34. skull-cap 35. booth 36. prehistoric 37. clamour38. self-contained39. grove 40. witchcraft 41. hobble42. damnably 43. bridle 44. packsaddle 45. halter46. reach-me-down 47. squash 48. syphilis 49. garrison 50 George Orwell。
Lesson2Don'tbelatenexttime!(教学设计)科普版英语五年级上册
Lesson 2 Don't be late next time! read Ted in the park教学设计科普版小学英语五年级上册第二课阅读部分一、Analysis of the teaching materialThe book designs a lot of materials to improve the students’ ability of listening, speaking, reading, and writing. Kids are interested in the lots of pictures. And Lesson 2 is mainly about the imperative sentences, and this part is about rules and doing the right things. It connects with kids’ lives, so kids will be interested in it.二、Analysis of the studentsIt is known to us that the pupils are very active. So it is easy to activate them to participate and learn something. Pupils in Grade Five, I think teachers should lead them to think more, so the questions are very important for them.三、Teaching methodsFor reading, I think kids should learn how to read effectively, the main methods are reading, asking and answering. Some other methods can make the class active, I will use activities such as Simon Says.四、Teaching aimsKnowledge aims1. Make the Ss learn some useful words and expressions.2. Make the Ss know some rules in their lives.Ability aims1. Further develop students’ reading ability as well as listening and speaking abilities.2. To train the Ss to use the imperative sentences.Emotional Aims1. To build Ss’ senses of doing the right thing.2. To lead Ss to protect our environment.五、Teaching aids In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interests in English.六、Teaching proceduresIn this lesson kids are English learners and real master .I am a leader, an organizer when necessary in teaching procedures. For it is a reading course, it consists of 5 steps: Warming up, pre-reading, while-reading, post-reading, and summary.(一)、Warming up1. Greetings with Ss.2. Daily questions. Different daily questions are necessary for arousing Ss’ memories.3. Play “I say and you do”. Teacher says the verb phrases and Ss do the actions. It’s for the revision of the imperative sentences and the preparations of the reading.(二)、Pre-reading1. Learning the words “park” and “grass”.a. Using a picture to teach “park”b. Showing another picture of a park and Ss answer it “What can you see in the park?”.c. T teaches “grass” with a picture2. Learning the phrase “Keep off the grass”3. Leading in “Ted in the park” T sets the question “Does Ted keep off the grass?” to lead Ss to read the passage.(三)、While-reading1. Skim.Ss read the passage quickly and find out the answer to “Does Ted keep off the grass?”2. Scan. Ss read it with the above question and the task of filling the blanks.After reading again, Ss answer the questions “Is Ted a bad boy? Why?” “Why is Ted’s mother happy at last? ” “What is the right thing? or What are the right things? ”2. Careful reading. Ss read it one paragraph by one paragraph. T should lead them and ask some questions. After Ss’ reading, they can show their difficulties or their questions.(四)、Post-reading1. Ss listen to the recorder and follow it.2. Ss retell it with the key words.3. Ss do some exercises, Match it and Write it.(五)、Summary and HomeworkT: Ted is a good boy. He knows he should not run on the grass, he should not litter. You are my good boys, do you know the right things, can you litter. So after class, please write it on the paper for homework.七、Blackboard design八、Teaching reflection本课是五年级上册的一节阅读课,整套教材的阅读都以绘本的形式展现,学生在四年级上册开始就已经进入了对话加绘本的阅读,到了五年级开始出现对话加文本再加插图的阅读,这样学生的阅读技巧的培养就显得更加重要。
最新科普版六年级英语上册第2课教程文件
Lesson 2
What are you going to do tomorrow?
明天你打算做什么?
What’s the time?
It’s time for class. 该上课了。 It’s time for English class. 该上英语课了。
It’s time for something. 是该做某事的时候了。
Every Saturday John goes to Mr Smith’s house and talk with him.“I’m going to clean my house tomorrow ”, or“I’m going to wash my car next week.”
Mr Smith usually says, “Are you, John?” John isn’t going to clean his house or wash his car. Mr Smith knows that.
说பைடு நூலகம்不如做到, 要做就做最好。 步步高!
See you !
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
单词
map /mæ p/地图 China /tʃainə/中国
crayon /kreiən/蜡笔 Saturday /sætədi/星期六 son /sʌn/儿子 never /nevə/从不 another /ə'nʌðə/另一个
Let's talk:
What are you going to do tomorrow?
Then he says ,“Excuse me,John. I’m going to do some work now.”And he goes into his house.
伯南克第三课英文讲义
伯南克第三课英文讲义北京时间3月28日凌晨,美联储主席伯南克稍早时在乔治-华盛顿大学商学院进行了针对该院学生系列讲座的第三讲,题目为:美联储应对金融危机。
以下是伯南克本次讲座的英文讲义全文。
(资料来源于美联储网站)The Federal Reserve and the Financial Crisis The Federal Reserve's Response to the Financial Crisis, Lecture 3 George Washington University School of Business March 27, 2012, 12:45 p.m.[Applause]Chairman Bernanke: Hello, welcome back. So, as Professor Fort says today we want to talk about the Federal Reserve's response to the financial crisis. Now let me--in the last couple of lectures I've mentioned a key theme of the lectures which is the two main responsibilities of central banks, financial stability and economic stability. Let me turn it around just a bit and talk about the two main tools. For financial stability, the main tool the central banks have is lender of last resort powers by providing short-term liquidity to financial institutions, replacing lost funding. Central banks as they have for, you know, number of centuries, can help calm a financial panic. For economic stability, the principal tool is monetary policy, of course in normal times, that involves adjusting the level of short-term interest rates.Now, today I will be focusing primarily on the intense phase of the financial crisis in 2008, 2009, and so I'll be focusing primarily in the lender of last resort function of the central bank. I'll come back to monetary policy in the final lecture when we talk about the aftermath and recovery.Now, last time, this is just a repeat from last time, I talked about some of the vulnerabilities in the financial system that transformed the decline in housing prices which by itself seemed no more threatening than the decline in dot-com stock crisis. But because of these vulnerabilities, that decline in housing prices led to obviously a very severe crisis. The vulnerabilities I talked about last time were private sector vulnerabilities including the excessive debt taken on perhaps because of the period of the Great Moderation. Very importantly, the banks' inability to monitor their own risks, excessive reliance on short-term funding which as a bank in the 19th century would tell you makes it vulnerable to a run as short-term funding is pulled away, and increased use of exotic financial instruments like credit default swaps and others that concentrated risk in particular companies or in particular markets. So that was the private sector.The public sector had its own vulnerabilities including gaps in a regulatory structure. Important firms and markets did not have adequate oversight. Where there was adequate oversight at least in law, sometimes the supervisors and regulators didn't do a good enough job. For example, there wasn't enough attention paid to enforcing banks to do a better job of monitoring and managing their risks. And finally, an important gap that we've really begun to look at since the crisis is that with individual agencies looking at different parts of the system, there was notenough attention being paid to the stability of the financial system taken as a whole.Let me talk just a moment more about another important public sector vulnerability, and these were the so called government-sponsored enterprises Fannie Mae and Freddie Mac. Now, Fannie Mae and Freddie Mac are not only private corporations, they have shareholders and a board, but they were established by Congress in support of the housing industry and they're known as government-sponsored enterprises or GSEs. Now Fannie and Freddie, as they're called, don't make mortgages. You can't go to Fannie's headquarters and get a mortgage. What they do instead is they are the middleman so to speak between the originator of the mortgage and the ultimate holder of the mortgage. So if you're a bank and you make a mortgage loan, if you like, you can take the mortgage that you made and you can sell it to Fannie or Freddie. They will in turn take all the mortgages that they collect, put them together into mortgage-backed securities, so called MBS. So, a mortgage-backed security is just a security which is a combination of hundreds or thousands of underlying mortgages, and then sell that to the--to the investors. That's a process called securitization. And Fannie and Freddie pioneered this--this basic approach to getting funding from mortgages. In particular, the GSEs, Fannie and Freddie, when they sell their mortgage-backed securities, they provide guarantees against credit loss. So if mortgages go bad, Fannie and Freddie make the investor whole. Now, Fannie and Freddie were permitted to operate within adequate capital. So in particular, they were at risk in a bad situation where there were a lot of mortgage losses. They didn't have enough capital to pay off, make good those guarantees that they have promised. And while many aspects of the financial crisis were not well anticipated, this one was. And going back for at least a decade before the crisis, the Fed and many other people, you know, said that the--Fannie and Freddie just didn't have enough capital and that they were in fact a danger to the stability of the financial system. What made the situation even somewhat worse was that Fannie and Freddie besides selling these mortgage-backed securities to investors, they also purchased on their own account large amounts of mortgage-backed securities, both their own and some that were issued by the private sector. So they made profits from holding those mortgages, but again, that created an additional to the extent that those mortgages were not insured or protected, they were vulnerable to losses and again, without enough capital they were at risk. Now an important trigger, and I'll come back to all these issues, but an important trigger that I talked about a little bit last time, to say a little bit more about it. Again, it wasn't just the house price boom and bust but it was the mortgage products and practices that went along with the house price movements that was particularly damaging.There were a lot of exotic mortgages, by which I mean sort of nonstandard, you know, standard mortgages is 30-year prime fixed rate mortgage. There are all different other kinds of mortgages being offered and often to people with weaker credit. Now, one feature that many of these mortgages had was that in order for them to be repaid, you had to have ongoing increases at house prices. So for example, you might be a mortgage borrower who would buy an adjustable rate mortgage, an ARM, where the initial interest rate was say 1 percent which meant that you could afford the payment for the first year or two. Now, after 2 years, the mortgage might go up to 3 percent, then after 4 years 5 percent and then higher and higher. So in order to avoid that, you had to at some point refinance into a more standard mortgage. And as long as house prices were going up, creating equity for homeowners, then it was possible to do that refinance. But oncehome prices stopped rising and by 2006, they're already declining quite sharply, borrowers were finding themselves rather than having building equity, they found themselves underwater, they couldn't refinance and they found themselves stuck with these increasing payments on their mortgages.Here are some examples of bad mortgage practices, I won't go through all of them, but they all have the characteristic, take for example the second one, an option ARM, that's an adjustable rate mortgage and the option is the borrower's option to vary how much they pay. They could pay less in the full amount and what they didn't pay just got rolled back into the mortgage. So most of these mortgages had the feature that they reduced monthly payments at least early in the mortgage but allowed mortgage payments to rise over time. The other aspect of bad mortgage practices like no-doc loans for example was that there was very little underwriting, which means very little analysis to make sure that the borrower was credit worthy and was able to make the payments on the mortgage.Here are some advertisements from the period that can illustrate some of the issues. I like the one on the right. We took the name of the company off. And let's look at the features that they're offering here. One percent low start rate. Start rate, that's what you pay the first year, we don't tell you about the next year. Stated income, that means you tell us what your income is, we write it down, that's all the checking we do. No documentation, well, that's evident. A hundred percent finance, no down payment in other words. Interest-only loans, which means that you pay the interest but you don't have to pay any principle back. And debt consolidation, this was an interesting thing which meant that you could go to the mortgage company and say, "Well, not only do I want to borrow money to buy the house, but I want to add in all my credit card debt and everything else I owe and put that into one big mortgage payment and, you know, and I'll pay for that with the 1 percent start rate." So you can see that there are obviously some very problematic practices here.So now the mortgage companies and banks and savings and loans and the variety of other different kinds of institutions made these mortgages, but where did they go? How are they financed? You know some of them were kept on the balance sheet of the mortgage originator, but many or most of these exotic or subprime mortgages were packaged in securities and sold off into the market. So for example, some of the securities were relatively simple. If the mortgages were sold to Fannie and Freddie and they had to meet Fannie and Freddie's underwriting standards, Fannie and Freddie would combine them into mortgage-backed securities and sell them with a guarantee as I described before. And those are relatively simple securities that are made up of basically just hundreds or thousands of underlying mortgages. But some of the securities that we're creating were very complex and very hard to understand. An example would be a collateralized debt obligation or CDO. This would often be a security to combine mortgages and other kinds of types of debt together in one package. And it could be sliced in different ways so that you would sell to one investor the most safe part of the security and to another investor the most risky part of the security. So they were very complicated, took of a lot analysis.Now one reason that many investors are willing to buy these securities were because they hadthe comfort of the rating agencies whose job it is to rate the quality of bonds and other securities giving triple A ratings to many of these securities, essentially saying that they're very, very safe and therefore you don't have to worry about the credit risk of these securities. So again, many of the securities were sold to investors including pension funds, insurance companies, foreign banks, even in some cases, wealthy individuals. But also the financial institutions that either made these loans or created these securities often retain some of them as well. For example, sometimes they would create an accounting fiction, an off-balance-sheet vehicle, which would hold these securities and finance itself by cheap short-term funding like commercial paper. So, some of the securities went to investors, some of them stayed with the financial institutions themselves. In addition, we had companies like AIG that were selling insurance. They were using various kinds of credit derivatives to basically to say, "Well, pay us a premium and if the mortgages in your mortgage-backed security go bad, we'll make you good, we'll make you whole." And that makes it triple A rated. Of course, these practices made the underlying securities no better and--what they basically did was they created a situation where risks could be spread throughout the system.So here's a little bit of a diagram showing how a subprime mortgage securitization might work. On the left here, where it's the box says low quality mortgages, you might have a mortgage company or a thrift company making the loans. This thrift company or the mortgage company doesn't care too much about the qualities of loan because they're going to sell it anyway. So they take the mortgages and they sell them to large financial firms who take those mortgages and maybe other securities as well, combine them into a security which is essentially an amalgamation of all the underlying mortgages and other securities.Now, the financial firm that created the security might negotiate with the credit rating agency to say, "Well, what do we have to do to get triple A rating?" And there will be negotiations and discussion and in the end, the security will be rated triple A. The financial firm would then take the security, could cut it up in different ways or to sell it as it is, sell it to investors like a pension fund or some other type of investor. But in addition, again, financial firms kept many of these securities on their own books or in related investment vehicles. And finally, you had over here on the right, you had credit insurers like AIG and other mortgage insurance companies that for a fee provided insurance in case the underlying mortgages went bad. So this is kind of this basic structure. In actuality, I've seen some diagrams of the complete flowchart and they're incredibly complex. This is a very simplified version but the basic idea is here.Okay, now remember, what is a crisis? A crisis or a financial panic occurs when you have any kind of financial institution. Think of a bank, which has illiquid assets like long-term loans for example but liquid short-term liabilities like deposits. And in a classic bank panic, if bank depositors lose faith in the quality of the assets held by the bank, they run, pull out their money, the bank can't pay off everybody because they can't change their loans into cash fast enough and so the run on the bank is self-fulfilling. The bank will either fail or it will have to dump all of its long-term assets quickly in the market and take big losses.So that's what a panic basically is in the context say of a banking system. Well, the crisis of 2008, 2009 was basically a classic financial panic but in a different institutional setting. Not in thebank setting, but in a broader financial market setting. So in particular, as house prices fell in 2006 and 2007, for the reasons I described as with house prices falling, people who borrowed on a subprime mortgage, we're not able to make the payments. It was increasingly evident and more and more than we're going to be delinquent or default and that was going to impose losses on the financial firms, the investment vehicles they created and also on credit insurers like AIG. Unfortunately, the securities were so complex and the monitoring of the financial firms at their own risks was not sufficiently strong that there was a--it wasn't just the losses. I mean I think a very striking fact is that if you took all the subprime mortgages in the United States and put them all together and assume they were all worthless, the total losses to financial system will be about the size of one bad day at the stock market, they just weren't that big. But what was the problem was, was that they were distributed throughout different securities and different places and nobody really knew where they were and who was going to bear the losses. So there was a lot of uncertainty created in the financial markets. And as a result, wherever you had short-term funding, whether it was commercial paper or other types of short-term funding, we had all kinds of funding that was not deposit insured, it was so called wholesale funding, it came from finan--investors and other financial firms. Whenever there was a doubt about a firm, just like in a standard bank run, the investors, the lenders, the counterparties would pull back their money quickly because of the same reason that a depositor would pull their money out of a bank that was thought to be having trouble. So there was a whole series of runs which generated huge pressures on key financial firms as they lost their funding and were forced to sell their assets quickly and many important financial markets were badly disrupted. Now in the depression of the '30s, there were thousands of bank failures but the great--almost all of the banks that failed in the '30s, at least in the United States, were small banks and there were some larger banks that failed in Europe. The difference in 2008 was there were many small banks that failed in the United States but there were also intense pressures on quite a few of the largest financial institutions in the United States. And the next two pages are just a short list of some of the firms that came out during intense pressure. Bear Stearns which is a broker-dealer came under very intense pressure in the short-term funding markets in March of 2008. It was sold to JP Morgan with Fed assistance in March. Things calmed down a bit after that and over the summer there was some hope that the financial crisis would moderate but then in the late summer, things really began to pick up.In September 7th of 2008, Fannie and Freddie clearly were insolvent. They didn't have enough capital to pay the losses on their mortgage guarantees. The Federal Reserve worked with Fannie and Freddie's regulator and with the Treasury to determine the size of the shortfall and over the weekend, the Treasury with Fed's assistance came in and took those firms and put them into a form of limited bankruptcy called conservatorship. And the same time, the Treasury got authorization from Congress to guarantee all of the Fannie and Freddie obligations. So if you held a Fannie and Freddie mortgage-backed security, the company itself was now sort of in a partial bankruptcy but the U.S. government now guaranteed. So that protected those investors. That had to be done or else it would have been an enormous intensification of the crisis because investors all over the world held literally hundreds and billions of those--of those securities.Famously, the middle of September, Lehman Brothers, a broker-dealer, and I'll talk more about this, I have a case study in this coming up, had severe losses. It came under great pressure, itcouldn't find either anybody to buy it or provide capital for it. And so in September 15th, it filed for bankruptcy. On the same day, Merrill Lynch, another big broker-dealer was acquired by the Bank of America, again basically saving the firm from potential collapse.On September 16th, the next day, AIG with the largest multidimensional insurance company in the world had--which remember had been selling the credit insurance, came under enormous attack from the people demanding cash either through margin requirements or through short-term funding. The Fed provided emergency liquidity assistance for AIG and prevented the firm from failing, and again, I'll come back to this as well.Washington Mutual was one of the biggest thrift companies, a big provider of subprime mortgages. It was closed by regulators later of September. After parts of the company were taken off, J.P. Morgan acquired this company as well. October 3rd, Wachovia, 1 of the 5 biggest banks in the United States, again, came under a serious of pressure. It was acquired by Wells Fargo, another large mortgage provider.So this just gives you some sense of--these are some of the--all these firms I'm talking about were among the top 10 or 15 financial firms in the United States and similar things were happening in Europe. So, this was not a situation where only small banks were being affected, I mean that was a problem too of course. But here we had the biggest, largest, most complex international financial institutions at the brink of failure.Now, the lessons with the Great Depression, going back, part two. First, remember the Fed did not do enough to stabilize the banking system in the 1930s and so the lesson there is that in the financial panic, the central bank has to lend freely according to Bagehot's rules to halt runs and to try to stabilize the financial system. And the second lesson of the Great Depression, the Fed did not do enough to prevent deflation and contraction of the money supply, so the second lesson of the Great Depression is you need to have accommodative monetary policy to help the economy avoid a deep depression. So, and heeding those lessons, the Federal Reserve and the Federal Government did take vigorous actions to stop the financial panic, worked with other agencies and worked internationally with foreign central banks and governments.Now, one aspect of the crisis that, I think, maybe doesn't get quite enough attention is the fact that this really was, first of all, a global crisis. In particular, Europe as well as the U.S. was suffering very severely from the crisis. But it was also a very impressive example of international cooperation. And one particular date that I have singled out here is October 10th, 2008. As it happened on that day, there was a previously scheduled meeting of the G7 industrial countries that happened to take place here in Washington. The G7 are the 7 largest industrial countries, and the central bank governors and the finance ministers of those 7 countries came and met in Washington. Now, I'll tell you a deep, dark secret which is these big high-profiled international meetings are usually a terrible bore because the--much of the work is done in advance by the staff, and we have a discussion but there's a communiqué which has been written already by the staff and, you know, it's simply fairly routine in most cases. This was not one of those boring meetings. We essentially tore up the agenda and we sat down and we talked about what are we going to do? How are wegoing to work together to stop this crisis which was threatening the global financial system? And in the end, we came up with a statement that was written from scratch based actually on some Fed proposals and was circulated, and there were a number of principles and statements involved in that. But among those were first, that we were going to work together to prevent the failure of anymore systemically important financial institutions. This was after Lehman Brothers had failed. We were going to make sure that banks and other financial institutions had access to funding from central banks and capital from governments. We were going to work to restore depositor confidence and investor confidence, and then we were going to cooperate as much as possible to normalize credit markets. So this was a global agreement and subsequent to this agreement, just in the following week, the UK was the first to announce a comprehensive program to stabilize its banking system. The U.S. announced major steps to put capital into our banks and so on. So a lot really happened in just the next couple of days after this meeting. Now, just to show you that this worked, this shows you--this graph shows you the interest rate charged on loans between banks. This is the interbank interest rate so bank A lends to bank B overnight, this is the interest rate that was charge.Now, normally, the interest--the overnight interest rate between banks is extremely low, way less than 1 percent because banks, you know, they need some place to park their money overnight and they have a lot of confidence that it's safe to lend to another large bank overnight. Well, as you can see, starting in 2007, banks lost confidence in each other and that's shown by the increase in the rates they charged to each other to make loans. So for example, in 2007, you begin to see the pressures as house prices begin to fall and there were increasing concerns about the quality of the mortgage securities and the quality of the firms. In March of 2008, you could see another little peak there which is around Bear Sterns and that was a--it doesn't look like much, I guess, in comparison but that was a pretty tough period. It was a period of quite sharp movements in financial markets and in funding markets. Now, look what happened when Bear Sterns happened. There was just an enormous spike in these interbank market rates and probably, not much lending was taking place even at those high rates. What this was indicative of was that suddenly there was no trust whatsoever even between the largest financial institutions because nobody knew who was going to be next, who was going to be--who was going to fail, who was going to come under funding pressure. Look what happened after the international announcements.Within a few days, the--we began to see a reduction in the pressure and by the end of the year, in early January, there was an enormous improvement in the funding pressures in the banking system. So this, I think, is a great example of international cooperation and it illustrates the point that this was not just a U.S. phenomenon, it was not just U.S. policy, it was not just the Federal Reserve, it really was a global cooperative effort, particularly between the United States and Europe.Now, the Fed played an important role, however, in providing liquidity, in making sure that the panic was controlled. Let me just talk briefly about this in general and I'll do 2 case studies that will illustrate some of the issues. Now, the Federal Reserve has a facility called the discount window, which it uses routinely to provide short-term funding to banks, maybe a bank which just finds itself short of funding at the end of day. It wants to borrow overnight. It has collateral withthe Fed. Based on that collateral, it can borrow overnight at what's called the discount rate which is the interest that the Fed charges. So the discount window which allows the Fed to lend to banks is always there. It's always operative. No extraordinary steps were needed to lend to banks. The Fed always lends to banks. We did make some modifications in order to reassure banks about the availability of credit. And to get more liquidity into the system, we extended the maturity discount window loans, which were normally overnight loans. We made them longer term and we had auctions of discount window funds where firms bid on how much they would pay, and the idea there was by having a fixed amount that we were auctioning, we would at least assure ourselves that we got a lot of cash into the system.Anyway, the point here is that the discount window which is the Fed's usual lender of last resort facility lending to banks was operative and we used it aggressively to make sure that the banks had access to cash to try to calm the panic. But our financial system is a lot more complicated than the one that existed when the Fed was created in 1913. We have many other different kinds of financial institutions in markets now. And as I said, the crisis was like an old time bank crisis, but it was appearing in all different kinds of firms and different kinds of institutional contexts. So the Fed had to go beyond the discount window. We had to create a whole bunch of other programs, special liquidity and credit facilities that allowed us to make loans to other kinds of financial institutions, again, on the Bagehot principle that providing liquidity to firms that are suffering from loss of funding is the best way to calm a panic. Now, all these loans were secured by collateral. We weren't taking chances with taxpayer money, and I'll talk about that when we come back. But the cash was going not just to banks, but more broadly into the system. Again, the purpose of this was to enhance stability of the financial system and get credit flows moving again. And just to emphasize, this is the traditional lender of last resort function of central banks that has been around for hundreds of years. What was different was that it took place in a different institutional context than just the traditional banking context.Here are some of the institutions and markets that we addressed through our special programs. Banks, of course, were covered by the discount window. But another class of financial institutions, broker-dealers, which are financial firms that deal in securities and derivatives, were also facing very serious problems that included Bear Stearns, Lehman Brothers, Merrill Lynch, Goldman Sachs, Morgan Stanley, and others and we provided cash or lend--short-term lending to those firms on a collateralized basis as well. As I'll talk about commercial paper borrowers, received assistance, as did money market funds, I'll come back, I'm going to do a little case study on those two, and finally, the asset-backed securities market. In the modern economy, modern financial system, a lot of the funding that you get for, not just mortgages, but auto loans, credit cards, all different kinds of consumer credit are funded through the securitization process, that is, a bank might take all of its credit card receivables, bundle them together to a security and then sell them in the market to investors, much the same way that mortgages were sold, and that's called the asset-backed securities market. The asset-backed securities market pretty much dried up during the crisis and the Fed created some new liquidity programs to help get it started again which we were successful in doing.Now I should mention that while the banks were lending through the discount window, this。
ction Ⅱ Lesson 2 Top Five Secrets of Success
D.A little more effort than your competitors.
三、仔细阅读课文“GETTING TO THE TOP〞,并根据课文内容将短文补充完整
Ever since I was a girl,I have been pushing my limits,living my life to 1.
【合作探究】 读一读·细观察 阅读以下句子,写出句中与 remove相关的词组、词性和含义 ①You can stay focused by removing temptations such as TV from your room. 词组 remove temptation 含义 去除诱惑
②They are removing updates which they consider fake from the social media. 词组 remove updates 含义 删除言论 ③Some people hold that the developed countries should remove debts of the underdeveloped countries. 词组 remove debts 含义 免除债务
B.The author is troubled because she trains too hard.
C.The author feels confused and unsure sometimes.
D.The author is disliked for being too selfish.
3.What can we use to describe the author?
frequently
(worry) (frequent) ruin
高级英语 第二课_Marrakech_完备课件
(describing a period of poverty in these cities);
Burmese Days; Coming up for Air; A Clergyman' s Daughter; Keep the Aspidistra Flying; Animal Farm; and
2. Morocco (摩洛哥)
摩纳哥 地中海沿岸近法-意边界的独立公国。面积:约1.9平方千米。人口:约 31,800(2001)。居民大多是法国人,有少数意大利人。只有不到15%的居民为
摩纳哥后裔。语言:法语(官方语言)。宗教:天主教。货币:法郎。
A small principality located in the south of France in the hills above the
c. In 1912, a FrancoSpanish agreement divided Morocco into 4 administrative zones--French Morocco, Spanish protectorate (保 护国) , a southern protectorate and an international zone .
See notes 1 on page 25
George Orwell was the pseudonym of Eric Arthur Blair (1903-50), an English writer who at one time served with the Indian Imperial Police in Burma. He fought in the Spanish Civil War, an experience he recorded in Homage to Catalonia.
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伯南克第二课英文讲义北京时间3月23日凌晨,美联储主席伯南克稍早时在乔治-华盛顿大学商学院进行了针对该院学生系列讲座的第二讲,题目为:二次大战后的联储。
以下是伯南克本次讲座的英文讲义全文。
(资料来源于美联储网站)The Federal Reserve and the Financial Crisis The Federal Reserve after World War II, Lecture 2 George Washington University School of Business March 22, 2012, 12:45 p.m.[ Inaudible Discussions ]Dr. Tim Fort: OK, let's go ahead and get started. I would like to welcome the students back for our second lecture today as well as our faculty. I know we have some new guests and friends that are here today. You are in for a treat. And if it's anything like it was Tuesday, this will be another great session. Without further ado, Chairman Bernanke. [Applause]Chairman Bernanke: Thank you very much, you came back. [Laughter] That's good news. As you know, today is the second of four lectures on the Financial Crisis and the Federal Reserve.As I said, I think it's much--it's very helpful to try to put the recent crisis and the ongoing recovery into a historical context. And so, last time, we talked about the origins of central banking going back to Bank of England, and the debates of the 19th century, the origins of the Federal Reserve, and the Federal Reserve's first great challenge which was the Great Depression of the 1930s. And we drew some lessons from the 1930s that will come back and be relevant as we discuss more recent events. Today, I'm going to pick up the history after World War II, talking about some important episodes after the war, but I will be getting in today to the beginnings of the crisis, and so, the latter part of today's lecture and all of next week will be about the crisis. Now, as we go along, I just want to make sure you keep your eye on the ball. Thematically speaking, the two basic ideas, the two basic missions of a central bank are first, macroeconomic stability, maintaining stable growth, and keeping inflation low and stable, and of course, as you know, the principal policy tool for maintaining macroeconomic stability is monetary policy. In normal times, the Fed or other central banks will use open market operations, purchases and sales of securities in markets to move interest rates up or down, and in doing so try to create a more stable macroeconomic environment. So that's an important part of any central bank's mission.The other part of its mission though is financial stability. Central banks are focused on trying to ensure that the financial system is functioning properly, and in particular, they want to prevent, if possible, and if not, to mitigate the effects of a financial crisis or a financial panic. And we talked last time about the lender of last resort function, the notion that in a financial panic, a central bank can follow Bagehot's rule of lending freely against good collateral at a penalty rate, and that by providing short-term credit to financial institutions, a central bank can offset the effects of a run or a panic and the accompanying damage to the financial system and the economy.But let's move ahead and talk a little bit about the history. We left off at World War II which ended the depression, which led to a sharp drop in unemployment as people were put to work building munitions and serving the home front. Now, one of the aspects of wars that economists pay attention to is how wars get financed. And normally, wars are financed very substantially by borrowing, and this was not a surprise. The U.S. national debt was built up quite substantially during World War II to pay for the war. And the Fed in cooperation with the Treasury used its ability to manage interest rates to keep interest rates low, so as to make it cheaper for the government to finance World War II. So that was the role of the Fed during the war. Now, after the war ended, the debt was still there. The government was still worried about paying the interest on the national debt which was at a very high level, and so, there was considerable pressure on the Fed to keep interest rates low, even after the war. But there was a drawback to that which is that if you keep interest rates low even as an economy is growing and recovering, you're risking an overheating economy, you're risking inflation. So by 1951, the Fed was very concerned about inflation prospects in the United States. And after a series of complex negotiations, the Treasury agreed to end the arrangement and let the Fed set interest rates independently, as needed, to achieve economic stability. And that agreement was called the Fed Treasury Accord of 1951. It was very important because it was the first clear acknowledgment by the government that the Federal Reserve should be allowed to operate on an independent basis. And today, around the world, there is you know a very strong consensus that central banks that operate independently will deliver better results than those which are dominated by the government. In particular, a central bank which is independent can ignore short-term political pressures, for example, to pump up the economy before an election, and in doing so, it can take a much a longer perspective and get better results and the evidence for this is quite strong. And as a result, major central banks around the world are typically independent which means that they make their decisions irrespective of short-term political pressures. Now in the 1950s and the 1960s, the primary concern of the Fed was macroeconomic stability. You see a picture there of the Chairman, William McChesney Martin. He was chairman from 1951 to 1970. Nineteen years, he was the leader of the Fed. Chairman Greenspan's term ended at eighteen years six months. He unfortunately didn't break the record. I know he was very disappointed about that. [Laughter] But in that case, we had two Federal Reserve Chairmen that between them accounted for more than 37 years of leadership at the Fed during the post war period.Now, monetary policy during the '50s and early '60s was relatively simple, the economy was growing. Again, as after World War I, after World War II, the U.S. economy was dominant. The fears about a renewed depression had not come true. And as a result, a lot of growth was occurring. What the Feds tried to do basically was follow what's called a “Lean against the Wind Monetary Policy”,which means that when the economy is growing quickly or perhaps too quickly, the Fed tightens to try to restrain overheating. And when the economy is growing more slowly, the Fed lowers interest rates, creates some expansionary stimulus in order to avoid a recession. William McChesney Martin was very attentive to the risks of inflation. You’ll see a quote there for h im, “inflation is a thief in the night。