The relationship between church and state in the middle Ages
r开头的英文单词爱情的意
r开头的英文单词爱情的意r字母开头的英语单词有很多，那么你知道r开头的英文单词有爱情的意思是什么吗?今天店铺在这里为大家介绍r开头爱情意思的英文单词，欢迎大家阅读！r开头的英文单词爱情的意思romantic浪漫的，谈情说爱的，多情的，风流的，relationship关系; 联系; 浪漫关系; 血缘关系;r开头的英文单词爱情的意思例句1. The reality of mothering is frequently very different from the romantic ideal.养育孩子的现实经常与浪漫的理想大相径庭。
2. She clings to a romantic fantasy of wedded bliss.她沉醉于婚后幸福的浪漫幻想。
3. There's nothing like candlelight for creating a romantic mood.再没什么比烛光更能营造浪漫气氛了。
4. The whole place was the romantic vision of the paternalist local squire.这整个地方就是那位家长式乡绅的浪漫想象。
5. The band alternated romantic love songs with bouncy dance numbers.乐队轮番献上浪漫情歌和劲歌热舞。
6. That sort of romantic attitude cuts no ice with money-men.那种不切实际的态度对金融家们根本不起什么作用。
7. This is not a romantic notion but verifiable fact.这不是一个不切实际的念头，而是一个可以证明的事实。
8. Seacliff House is one of the most romantic ruins in Scotland.海崖城堡是苏格兰最富有浪漫色彩的遗迹之一。
当代英国概况unit10
Immediate Results
Germany North: Princes converted to Protestantism, ending papal authority in their states. Hapsburg family remained Catholic. War between Protestants and Catholics resulted in devastating loss (Thirty Years’ War).
The Free Churches
The Methodists The Baptists The United Reformed Church The Salvation Army
Other Beliefs
Mahayana temple
Hinduism
Background and beliefs: Hinduism is both a civilisation and a congregation of religions, having neither a founder, central authority, hierarchy nor organisation. Places: Hindus consider the Ganges river in India to be holy Community profile: There are between 400,000 and 550,000 people in the UK Hindu community, concentrated in London (especially Wembley and Harrow), Birmingham, Coventry and Leicester. Membership has increased by 40% since 1975.
大学思辨英语教程精读3 U10教师用书
Unit 10Religion and SocietyUnit OverviewClassical, seminal sociological theorists of the late 19th and early 20th century such as Émile Durkheim, Max Weber, and Karl Marx were greatly interested in religion and its effects on society. Like those of Plato and Aristotle from ancient Greece, and Enlightenment philosophers from the 17th through 19th centuries, the ideas posited by these sociologists continue to be examined today. Durkheim, Marx, and Weber had very complex and developed theories about the nature and effects of religion. Of these, Durkheim and Weber are often more difficult to understand, especially in light of the lack of context and examples in their primary texts. Religion was considered to be an extremely important social variable in the work of all three.Max Weber published four major texts on religion in a context of economic sociology and his rationalization thesis: The Protestant Ethic and the Spirit of Capitalism (1905), The Religion of China: Confucianism and Taoism(1915), The Religion of India: The Sociology of Hinduism and Buddhism (1915), and Ancient Judaism (1920).In his sociology, Weber uses the German term "Verstehen" to describe his method of interpretation of the intention and context of human action. Weber is not a positivist; he does not believe we can find out "facts" in sociology that can be causally linked. Although he believes some generalized statements about social life can be made, he is not interested in hard positivist claims, but instead in linkages and sequences, in historical narratives and particular cases.Weber argues for making sense of religious action on its own terms. A religious group or individual is influenced by all kinds of things, he says, but if they claim to be acting in the name of religion, we should attempt to understand their perspective on religious grounds first. Weber gives religion credit for shaping a person's image of the world, and this image of the world can affect their view of their interests, and ultimately how they decide to take action.Text AIn “The Protestant Ethic and the Spirit of Capitalism”, Max Webber believed that religion (and specifically Calvinism) actually helped to give rise to modern capitalism because religion helps to define motivation. He argues that capitalism arose in Europe in part because of how the belief in predestination was interpreted by everyday English Puritans.Puritan theology was based on the Calvinist notion that not everyone would be saved; there was only a specific number of the elect who would avoid damnation, and this was based sheerly on God's predetermined will and not on any action you could perform in this life. Official doctrine held that one could not ever really know whether one was among the elect. Thus Puritan leaders began assuring members that if theybegan doing well financially in their businesses, this would be one unofficial sign they had God's approval and were among the saved – but only if they used the fruits of their labour well. This along with the rationalism implied by monotheism led to the development of rational bookkeeping and the calculated pursuit of financial success beyond what one needed simply to live – and this is the "spirit of capitalism".Text BIn “Felix Rachfahl’s Review of The Protestant Ethic, 1909”, Austin Harrington demonstrates Rachfahl’s critique on Weber’s view in three areas: (1) problems with the concept of “capitalist spirit”; (2) Calvinism and the vocational ethic; (3) the economic influence of Calvinism. Rachfahl sees Weber’s concept of the capitalist spirit as both too wide and too narrow. He maintains that Weber’s account of the economic consequences of Calvinism is “often ambivalent, vague and contradictory” and in need of more exact corroboration. Rachfahl points out that Weber was wrong to exclude Renaissance and late-medieval developments from the “capitalist spirit”. He also argues for a variety of alternative political reasons for capitalist development, such as the non-suppression of religious dissent and subordination of church to state in certain countries.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities in autonomous learning in the following aspects.Reading skills:Identify main ideas in paragraphs, multi-paragraph units and the whole text Understand how special ideas, paragraphs and larger portions of the text relate to each other and the wholeUnderstand the text by relying heavily on background knowledgeCommunicative competence:Build a range of religion- and economy-related vocabularyAchieve language accuracy through sense relations and word formationSelect language forms appropriate to the topicCritical thinking:Identify the unstated assumptions in Weber’s reasoning and assess their validity Make interdisciplinary connections between economic and religious studies Compare and evaluate two opposing propositionsIntercultural competence:Be aware of the differences and similarities between Western and Chinese religions Reinterpret traditional Chinese culture in light of Weber’s theoryExplain how the larger religious culture shapes individual lifeTeaching strategiesText A discusses the relationship between religion and economic prosperity. Since the text includes quite some difficult terms and concepts, the teacher better starts with a discussion on these basic terms and concepts. For example, “protestant ethic”, “capitalist spirit”, “Calvinism”, “Puritans”, “Reformation” etc. When these terms and concepts are clarified, it would be easier to understand the text.Text B offers a critique on Weber’s view on the relationship between religion and capitalism serving as an additional reading. The teacher can use the text of rebuttal to help students question or challenge Weber’s view while learning Text A to enhance their critical thinking ability.Further reading:Batson, C. Daniel, Schoenrade, Patricia, and Ventis, W. Larry. 1993. Religion and the Individual: A Social-Psychological Perspective. Oxford: Oxford University Press Johnstone, Ronald L. 1997. Religion in Society: A Sociology of Religion. Fifth Edition. Upper Saddle River, NJ: Prentice HallDurkheim, Emile. 1995. Elementary Forms of the Religious Life. Free PressText AI. Preparatory Work(1)Weber’s contributions: (April 1864 – June 1920) a German sociologist, philosopher, jurist, and political economist. Weber is often cited, with Émile Durkheim and Karl Marx, as among the three founders of sociology. Weber was a key proponent of methodological antipositivism, arguing for the study of social action through interpretive (rather than purely empiricist) means, based on understanding the purpose and meaning that individuals attach to their own actions. Weber is best known for his thesis combining economic sociology and the sociology of religion, elaborated in his book The Protestant Ethic and the Spirit of Capitalism. He was also the first to categorize social authority into distinct forms, which he labeled as charismatic, traditional, and rational-legal. His analysis of bureaucracy emphasized that modern state institutions are increasingly based on rational-legal authority.Main idea of the book: In The Protestant Ethic and the Spirit of Capitalism, Weber put forward the thesis that Calvinist ethic and ideas influenced the development of capitalism. Weber argued that the Protestant ethic (or more specifically, Calvinist ethic) motivated the believers to work hard, be successful in business and reinvest their profits in further development rather than frivolous pleasures; The notion of calling taught people to see their work as a “calling” by God, which they were to use to glorify God; Predestination meant that a material wealth could be taken as a sign of salvation in the afterlife. The believers thus justified pursuit of profit with religion, as instead of being fuelled by morally suspect greed or ambition, their actions were motivated by a highly moral and respected philosophy. This Webercalled the "spirit of capitalism". This theory is often viewed as a reversal of Marx's thesis that the economic "base" of society determines all other aspects of it.The concept of Protestant work ethic:The Protestant work ethic, the Calvinist work ethic or the Puritan work ethic, is a concept in theology, sociology, economics and history which emphasizes that hard work, discipline and frugality are a result of a person's subscription to the values espoused by the Protestant faith, particularly Calvinism.Weber’s definition of the spirit of capitalism:He defines spirit of capitalism as the ideas and esprit that favor the rational pursuit of economic gain: "We shall nevertheless provisionally use the expression 'spirit of capitalism' for that attitude which, in the pursuit of a calling, strives systematically for profit for its own sake in the manner exemplified by Benjamin Franklin."(2)Protestant:an adherent of any of those Christian bodies that separated from the Church of Rome during the Reformation, especially in the acceptance of the Bible as the sole source of revelation, in justification by faith alone, and in the universal priesthood of all the believers.Quaker:a member of the Religious Society of Friends, a Christian sect founded by George Fox about 1650, whose central belief is the doctrine of the Inner Light. Quakers reject sacraments, ritual, and formal ministry, hold meetings at which any member may speak, and have promoted many causes for social reform.Puritan:a member of a group of English Protestants who in the 1500s and 1600s advocated strict religious discipline along with simplification of the ceremonies and creeds of the Church of England.Mammonism:the pursuit of material wealth and possessions, especially a dedication to riches that is tantamount to devotion.Good works:Good works, or simply works, within Christian theology are a person's (exterior) actions or deeds, contrasting with interior qualities such as grace or faith. The Christian's good works are rooted in Christ, and have cosmic purposes that God ordained before the world began.Calling:A calling, in the religious sense of the word, is a religious vocation (which comes from the Latin for "call") that may be professional or voluntary and, idiosyncratic to different religions, may come from another person, from a divine messenger, or from within oneself.Calvinism:Calvinism is a system of Christian theology advanced by John Calvin, a Protestant Reformer in the sixteenth century, and further developed by his followers, associatesand admirers. The term also refers to the doctrines and practices of the Reformed churches, of which Calvin was an early leader. Calvinism is marked by strong emphasis on the sovereignty of God, the depravity of humankind, and the doctrine of predestinationReformation:A 16th-century movement in Western Europe that aimed at reforming some doctrines and practices of the Roman Catholic Church and resulted in the establishment of the Protestant churches.Methodist:A member of an evangelical Protestant church founded on the principles of John and Charles Wesley in England in the early 1700s and characterized by religious devotion, spiritual perfection and active concern with public morals.Bunyan’s pilgrim:The Pilgrim’s Progress, religious allegory in two parts (1678 and 1684) by the English writer John Bunyan, a symbolic vision of the good man’s pilgrimage through life, at one time second only to the Bible in popularity. Without doubt the most famous Christian allegory still in print, The Pilgrim’s Progress was first published in the reign of Charles II and was completed while its author was imprisoned for offences against the Conventicle Act (which prohibited the conducting of religious services other than that of the Church of England).(3)Beati possidentes: those blessed possessorsDeplacere vix potest:This is a shortened form of a quotation apparently from St. Jerome: Homo mercator vix aut numquam potest Deo placere, "A man who is a merchant can scarcely or never please God."(4)Pharisaically:(chiefly Christianity) in the manner emphasizing the observance of ritual or practice over the meaning; self-righteouslyCritical ReadingI. Understanding the text1.Para. Main idea Outline of the text1 Protestant asceticism restricted consumption and freedacquisition of goods. Part I: Protestant asceticismled to the accumulation of wealth.2 Protestant asceticism limits expenditures.3 While condemning the pursuit of riches for their ownsake, asceticism looks upon the attainment of wealthas a fruit of labor in a calling as a sign of God’s blessing.4The combination of limiting consumption and releasing acquisition results in accumulation of capital. 5Wealth accumulated did not go to land investment, but to capitalistic investment. Part II: Puritan outlook favored a rational bourgeois economic life rather than feudal way of life. 6Puritan outlook favored a rational bourgeois economic life. 7The Puritanical ideals tended to give way under the temptations of wealth Part III: Religion solved the problem of the secularizing effect of wealth by advising people of wealth to give all they can. 8The worldly asceticism of Puritanism also has to struggle with the problem of the secularizing effect of wealth. 9Religious advice given to those who gain all they can and save all they can: they should also give all they can. 10The search for the Kingdom of God passed over into Sober economic virtue. Part IV: The search for religious purpose passed over into the pursuit of money, so long as it took place legally. 11A good conscience simply became the conscience in the acquisition of money, so long as it took place legally. 12A specifically bourgeois economic ethic had grown up. Part V: A bourgeois economic ethicdevelopedin accordance withthe will of God. 13 The bourgeois businessman received a comforting assurance: the unequal distribution of wealth was the will of God, who pursued secret ends unknown to men.2.a, c, b, d, g, f, e3.(1)Purpose: to explain the link between the Protestant asceticism and the capitalistic ethic.Central claim: The intensity of religious asceticism gradually passed over into a bourgeois economic ethic.(2)a. Traditionalistic ethics (Catholic ethics) inhibit the acquisition of wealth.b. For the feudal mind, living a luxurious life to gratify the desire of the flesh is only natural.(3)Puritan outlook favored a rational bourgeois economic life rather than feudal way of life.Puritan outlook, according to Weber, is the strictly regulated, reserved self-control, and conventional ethical conduct that characterize puritans.Puritans did not regularly spend newly acquired wealth on the purchase of land, instead, they spent it in capitalistic investment. Though Puritans shared high esteem for agriculture, they did not want to become landlords or squires, but rational cultivators.Significance: When newly acquired wealth did not seek investment in land, it did not transfer Puritans to feudal habits of life. It then encouraged the development of a rational bourgeois economic life.(4)Two elements forming the English national character: one is an unspoiled naïve joy of life; the other is strictly regulated, reserved self-control, and conventional ethical conductTwo sharply contrasted ways of life in the North American Colonies: one is that of the adventurers, who wanted to set up plantations with the labor of indentured servants, and live as feudal lords; the other is the specifically middle-class outlook of the Puritans.(5)Paradoxical relationship: Religion must necessarily produce both industry and frugality, and these cannot but produce riches. But as riches increase, so will pride, anger and love of the world, and hence the essence of religion will decrease. Solution: Those who gain all they can and save all they can are advised to give all they can, so that they will grow in grace and lay up a treasure in heaven.(6) Robinson Crusoe is the economic man who pursues religion and carries on missionary activities only on the side, whereas Bunyan’s pilgrim ignores economic gain and engaged in the religious or spiritual search as such.(7)Both worlds: one – the economic world or secular world; the other – the spiritual world, or the Kingdom of GodTo make the most of both worlds: to become successful in both realms. And as time went by, a good religious conscience simply became a good conscience in the acquisition of money.(8)Religion gave bourgeois businessmen the comforting assurance that the unequal distribution of the wealth in this world was the will of God, pursued for a secret purpose unknown to men.II. Evaluation and exploration(1) Max Webber defines the spirit of capitalism as the ideas and esprit that favor the rational pursuit of economic gain or profit, to please God according to the Protestant ethics. Indeed, Max Webber grasps the key element in the force that drives the capitalist economy – pursuit of economic gain or profit. He tries to relate this spirit to the protestant ethics (work hard and accumulate wealth to please God). However, the history of capitalist development seems to prove that this pursuit of economic gain might not be totally religiously-based or rational. Instead, it could have been driven simply by the greed in human nature and advancement in technology. Moreover, the definition ignores the economic basis of capitalist development proposed by Karl Marx. While Marx's historical materialism held that all human institutions – including religion – were based on economic foundations, many have seen The Protestant Ethic as turning this theory on its head by implying that a religious movement fostered capitalism, not the other way around. To be fair and balanced, Weber's argument in this text can be understood as an attempt to deepen the understanding of the cultural origins of capitalism, which does not exclude the historical materialist origins described by Marx: modern capitalism emerged from an elective affinity of 'material; and 'ideal' factors.(2) Traditionalistic or Catholic ethics had a negative regard for accumulation of wealth (luxuries) and enjoyment of possessions (because of the doctrines of God/the Bible, eg. "It is easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God." (Matthew 19:24)). However, the Protestant ethics freed the acquisition of goods from the inhibitions of traditionalistic/Catholic ethics. It legalized it and looked upon it as directly willed by God. It is not against the rational acquisition, but against the irrational use of wealth.(3) There are many factors that drove the capitalist development and economic prosperity. These include basic human need to survive, traditional virtues for saving money and accumulate wealth, human nature of greed, advancement of technology which increased productivity. And religious belief is only one among many factors behind the formation of the bourgeois economic ethic.(4) a. Assumption: The pursuit of riches for their own sake is bad (Pursuing wealth to please God is good). It’s a valid assumption. However, there could be various reasons to pursue wealth apart from the reason in this assumption, e.g. to survive and have a better life, to pass it to one’s children, to help the poor in the form of charity donation or education improvement, NOT just to please God.b. Assumption: The English way of acquiring wealth to invest in land and maintaining the traditional feudal way of life is backward/conservative/negative. The validitydepends on the perspective and understanding on the way of life. If economic prosperity and materialistic affluence were regarded as a better way of life, the English way would be backward indeed. However, if people’s psychological, spiritual wellbeing and other factors were taken into consideration, the traditional way of life might not be inferior to the capitalist one.(5) The similarity: both are obsessed with work and work very hard to achieve a goal. Difference: The Calvinists work hard for wealth to please God, but the workaholics work hard for success (wealth, control) to please himself (or other people such as bosses, parents etc.); The Calvinists work hard out of their own will (to please God) while workaholics sometimes are compelled to do so due to the environmental pressure (competition) and restraints (system).(6) Marx’s historical materialism assumes that the form of economic organization, or mode of production, gives rise to, or at least directly influences, most other social phenomena – including social relations, political and legal systems, moral codes and ideology. The economic system and these social relations form a base and superstructure. Webber’s theory implies that a religious movement fostered capitalism (superstructure influences even changes the base), not the other way around. It seems that Marx’s theory is more compelling. The base of a society is economy and production, it’s development level or historical stage decides other aspects of social life. And Marx did not neglect the “superstructure” which could either hinder economic development (social changes) or enhance it. Marx’s theory is more dialectical while Webber over emphasizes the super-structure.(7) Religion provides its believers and followers with designated world views, texts(e.g. the Bible), ethics and order of existence by relating humanity to the supernatural (God etc.). It could serve as the unifying force and stabilizer (the opium of people) of a society in certain periods of history, but it’s doctrinal rigidity could also “brainwash” people and hinder the social and economic (scientific) development in other periods. (8) Calvinism, to a greater or lesser extent, has helped to bring about the secularization of society. First of all, Protestant movement (and Calvinism was part of it) could be regarded as a movement popularizing or secularizing the Christian doctrines making it easier to understand to ordinary people who could interpret God’s will according to their own needs. Secondly, as Calvinism stressed on pursuit of wealth to please God (according to Webber), it led to the capitalist prosperity and affluence, which in turn stimulated secularization in western society (more obsessed with money and materialistic success instead of believing in God).Language EnhancementI. Words and phrases1.(1) C (2) A (3) B (4) A (5) D2.(1) mortification(2) frugal (3) avarice (4) antipathy(5) spotless (6) obedient (7) reprehensible (8) irrational3.(1) glitter (2) acquisition (3) calling (4) compulsion(5) susceptible (6) repudiate (7) grace (8)conduct4.(1) susceptible to (2) succumbed to (3) exemplified in (4) consistent with (5) lay up (6) bequeath…to (7) in that (8) freeing from (9) transfer…to (10) for the sake ofII. Sentences and discourse1.(1)The Protestants did not wish to force on to a rich man a sense of shame. Theyonly want him to use the money for necessary, sensible and useful things. (2)What was condemned as greed and money worshiping, was to accumulatewealth for the purpose of accumulating wealth.(3)This is because according to the teachings in the Old Testament, and also inaccord with the standard of good behavior from the ethical point of view, asceticism would view him as deserving severe criticism if one pursues wealth as the final goal of one’s life.(4)How strong the Protestant asceticism influenced the accumulation of wealth is,unfortunately, not likely to be proved with exact statistics.(5)Methodists everywhere become more and more hard-working and thrifty. As aresult, they increase their wealth. Hence they grow correspondingly in their pride, anger, sexual desire, desire for things pleasing to the eye, and vain craving for honor and applause.2.(1) Some American manufacturers complain that the country manipulates its exchange rate and intentionally undervalues the purchasing power of its currency. (2) China provides them with necessary assistance in conformity with common practices on the basis of humanitarianism.(3) Buffet's idea of innovation is exemplified by his switch from Pepsi to Coke when he bought a big stake of Coca-Cola and joined its board.(4) Once we see that there is no single true morality, we will lose one incentive for trying to impose our values on others.(5) For their part, the rich countries in Europe and America want the developing countries to lower the tariffs they impose on imported industrial goods.(6) Still, the meeting organizers have refused to change the agenda. They are firmly convinced that science should not give way to politics.(7) Despite the admiration we feel for these achievers, we shouldn’t necessarily look upon them as role models.(8) Man is perfectible, or in other words, susceptible of perpetual improvement.(9) The laws apply to everyone irrespective of race, creed, or color.(10) He said that Iran will not succumb to pressure and will continue to safeguard their rights.3.最后，宗教苦行主义还给企业家提供了一种令人安慰的确信，现世财富分配的不平等，来自上帝旨意特别的安排，这些差别，正如有单独、特殊的恩宠一样，自然有其所要达到的秘密目的，而这一目的却不能为人所知道。
(完整版)英语词汇学试题
英语词汇学试题Introduction and Chapter 1Basic Concepts of Words and Vocabula ry（练习1）I．Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.Morphology is the branch of grammar which studies the structure or forms of words, primarily through theuse of _________construct.A. wordB. formC. morphemeD. root2.________ is traditionally used for the study of the origins and history of the form and meaning of words.A. SemanticsB. LinguisticsC. EtymologyD. Stylistics3.Modern English is derived from the language of early ______ tribes.A. GreekB. RomanC. ItalianD. Germanic4. Semantics is the study of meaning of different _________ levels: lexis, syntax, utterance, discourse, etc.A. linguisticB. grammaticalC. arbitraryD. semantic5.Stylistics is the study of style . It is concerned with the user’s choices of linguistic elements in a particular________ for special effectsA. situationB. contextC. timeD. place6.Lexicography shares with lexicology the same problems: the form , meaning, origins and usages of words, but they have a _______ difference.A . spelling B. semantic C. pronunciation D. pragmatic7. Terminology consists of _______ terms used in particular disciplines and academic areas.A. technicalB. artisticC. differentD. academic8. __________refers to the specialized vocabularies by which members of particular arts, sciences, trades, and professions communicate among themselves.A. SlangB. JargonC. Dialectal wordsD. Argot9 ._________ belongs to the sub-standard language, a category that seems to stand between the standard general words including informal ones available to everyone and in-group words.A. JargonB. ArgotC. Dialectal wordsD. Slang10. Argot generally refers to the jargon of _______.Its use is confined to the sub-cultural groups and outsiders can hardly understand it.A. workersB. criminalsC. any personD. policeman11.________ are words used only by speakers of the dialect in question.A. ArgotB. SlangC. JargonD. Dialectal words12. Archaisms are words or forms that were once in _________use but are now restricted only to specialized or limited use.A. commonB. littleC. slightD. great13. Neologisms are newly-created words or expressions, or words that have taken on ______meanings.A. newB. oldC. badD. good14. Content words denote clear notions and thus are known as_________ words. They include nouns, verbs, adjectives, adverbs and numerals.A. functionalB. notionalC. emptyD. formal15. Functional words do not have notions of their own. Therefore, they are also called _______words. Prepositions, conjunctions, auxiliaries and articles belong to this category.A. contentB. notionalC. emptyD. newII. Complete the following statements with proper words or expressions according to the course book.16.Lexicology is a branch of linguistics, inquiring into the origins and _____of words.17.English lexicology aims at investigating and studying the ______ structures of English words and word equivalents, their semantics, relations, _____development, formation and ______.18.English lexicology embraces other academic disciplines, such as morphology, ______,etymology, stylistics,________.19.There are generally two approaches to the study of words , namely synchronic and _______.nguage study involves the study of speech sounds, grammar and_______.III. Match the words or expressions in Column A with those in Column B according to 1) basic word stock and nonbasic vocabulary 2) content words and functional words 3) native words and borrowed words4)characteristics of the basic word stock.A B21 . Stability ( ) A. E-mail22. Collocbility( ) B. aught23. Jargon( ) C. por24. Argot ( ) D. upon25.Notional words( ) E. hypo26. Neologisms ( ) F. at heart27. Aliens ( ) G. man28. Semantic-loans( ) H. dip29. Archaisms ( ) I. fresh30. Empty words ( ) J. emirIV. Study the following words or expressions and identify 1) characteristics of the basic word stock 2) types of nonbasic vocabulary.31. dog cheap ( ) 32 a change of heart ( )33. can-opener ( ) 34.Roger ( )35. bottom line ( ) 36.penicillin ( )37. auld ( ) 38. futurology ( )39.brethren ( ) 40. take ( )V. Define the following terms.41. word 42. Denizens 43. Aliens 44. Translation-loans 45. Semantic-loansVI. Answer the following Questions46.Illustrate the relationship between sound and meaning, sound and form with examples.47. What are the main characteristics of the basic word-stock? Illustrate your points with examples.48. Give the types of nonbasic vocabulary with examples.VII. Analyze and comment on the following.49. Classify the following words and point out the types of words according to notion.earth, cloud, run, walk, on, of, upon, be, frequently , the, five, but, a , never.50. Group the following borrowed words into Denizens, Aliens, Translation-loans, Semantic-loans.Dream, pioneer, kowtow, bazaar, lama, master-piece, port, shirtKey to Exercises:I. 1. A2.C3.D4.A5.B6.D7.A8.B9.D10.B11.D12.A13.A14.B15.CII.16.meanings17.morphological, historical, usages 18. semantics, lexicography19.diachronic20.vocabularyIII.21. G 22. F23. E24. H25. C26. A27. J28.I29.B30.DIV.31. the basic word stock; productivity32. the basic word stock; collocability33.the basic word stock; argot34.nonbasic word stock; slang35. nonbasic word stock; jargon36. nonbasic word stock ;terminology37.nonbasic word stock; dialectal words38. nonbasic word stock ,neologisms39. nonbasic word stock; archaisms40. the basic word stock; polysemyV-----VI. (see the course book)VII. 49. Content words: earth, clould, run, walk, frequently, never, fiveFunctional words: on, of, upon, be, the, but, a.50. Denizens: port, shirt,Aliens: bazaar, kowtowTranslation-loans: lama, masterpieceSemantic-loans:dream, pioneerChapter 2 The Development of the English Vocabulary and Chapter 3 Word Formation I(练习2)I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.It is assumed that the world has approximately 3,000( some put it 5,000)languages, which can be groupedinto the basis of similarities in their basic word stock and grammar.A. 500B. 4000C. 300D. 20002.The prehistoric Indo-European parent language is thought to be a highly ______language.A. inflectedB. derivedC. developedD. analyzed3.After the _________, the Germanic tribes called Angles ,Saxons, and Jutes came in great numbers.A. GreeksB. IndiansC. RomansD. French4.The introduction of ________had a great impact on the English vocabulary.A. HinduismB. ChristianityC. BuddhismD. Islamism5.In the 9th century the land was invaded again by Norwegian and Danish Vikings. With the invaders, many________words came into the English language.A. GreekB. RomanC. CelticD. Scandinavian6.It is estimated that at least ______ words of Scandinavian origin have survived in modern English.A. 500B. 800C. 1000 .D. 9007.The Normans invaded England from France in 1066. The Norman Conquest started a continual flow of______ words into English.A. FrenchB. GreekC. RomanD. Latin8.By the end of the _______century , English gradually came back into the schools, the law courts, andgovernment and regained social status.A. 12thB. 13thC. 14thD.15th9.As a result , Celtic made only a ________contribution to the English vocabulary.A. smallB. bigC. greatD. smaller10. The Balto-Slavic comprises such modern languages as Prussian, Lithuanian, Polish, Czech, Bulgarian, Slovenian and _______.A. GreekB. RomanC. IndianD. Russian11.In the Indo-Iranian we have Persian , Bengali, Hindi, Romany, the last three of which are derived from thedead language.A. SanskritB. LatinC. RomanD. Greek12.Greek is the modern language derived from _______.A. LatinB. HellenicC. Indian D . Germanic13.The five Roamance languages , namely, Portuguese, Spanish, French, Italian, Romanian all belong to theItalic through an intermediate language called _______.A. SanskritB. LatinC. CelticD. Anglo-Saxon14.The ________family consists of the four Northern European Languages: Norwegian, Icelandic, Danishand Swedish, which are generally known as Scandinavian languages.A. GermanicB. Indo-EuropeanC. AlbanianD. Hellenic15.By the end of the _______century , virtually all of the people who held political or social power and manyof those in powerful Church positions were of Norman French origin.A. 10thB.11thC.12thD. 13thII. Complete the following statements with proper words or expressions according to the course book.16.Now people generally refer to Anglo-Saxon as _______.17.. If we say that Old English was a language of full endings , Middle English was one of ______.18.It can be concluded that English has evoked from a synthetic language (Old English) to the present _____language.19.The surviving languages accordingly fall into eight principal groups , which can be grouped into anEastern set: Balto-Slavic , Indo-Iranian ,Armenian and Albanian; a Western set :Celtic, Italic, Hellenic, _______.20.It is necessary to subdivide Modern English into Early (1500-1700)and _____ Modern English.III. Match the words or expressions in Column A with those in Column B according to 1) origin of the words2)history off English development 3) language family.A B21. Celtic ( ) A.politics22. religious ( ) B.moon23.Scandinavian ( ) C. Persian24. French ( ) D.London25. Old English ( ) E. abbot26.Dutch ( ) F. skirt27.Middle English ( ) G. sunu28. Modern English ( ) H. lernen29. Germanic family ( ) I. freight30.Sanskrit ( ) J. NorwegianIV.Study the following words or expressions and identify types of morphemes underlined.31. earth ( ) 32.contradict ( )33. predictor ( ) 34. radios ( )35. prewar ( ) 36. happiest ( )37. antecedent ( ) 38. northward ( )38. sun ( ) 40. diction ( )V. Define the following terms.41. free morphemes 42. bound morphemes 43. root 44. stem 45.affixesVI. Answer the following questions. Your answers should be clear and short.46. Describe the characteristics of Old English .47. Describe the characteristics of Middle English.48. Describe the characteristics of Modern English.VII. Answer the following questions with examples.49. What are the three main sources of new words ?50. How does the modern English vocabulary develop ?Key to exercises:I. 1.C 2.A 3.C 4.B 5.D 6.D 7.A 8.B 9.A 10.D 11.A 12.B 13.B 14.A 15.BII.16.Old English 17. Leveled endings 18. analytic 19. Germanic te(1700-up to the present )III.21. D 22. E 23. F 24. A 25. G 26. I 27. H 28. B 29. J 30. CIV.31. free morpheme/ free root 32. bound root 33. suffix 34. inflectional affix35. prefix 36. Inflectional affix 37. prefix 38. suffix 39. free morpheme/free root40.bound rootV.-VI ( See the course book )VII. 49. The three main sources of new words are :(1)The rapid development of modern science and technology ,e.g. astrobiology, green revolution ;(2)Social , economic and political changes; e.g. Watergate, soy milk;(3)The influence of other cultures and language; e.g. felafel, Nehru Jackets.50. Modern English vocabulary develops through three channels: (1) creation, e.g. consideration, carefulness; (2) semantic change, e.g. Polysemy, homonymy ; (3) borrowing ;e.g. tofu, gongful.Chapter 3 The Development of the English V ocabulary and Chapter 4 Word Formation II（练习3）I．Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.The prefixes in the words of ir resistible, non classical and a political are called _______.A.reversative prefixesB. negative prefixesC. pejorative prefixesD. locative prefixes2.The prefixes contained in the following words are called ______: pseudo-friend, mal practice, mis trust.A. reversative prefixedB. negative prefixesC. pejorative prefixesD. locative prefixes3.The prefixed contained in un wrap, de-compose and dis allow are _________.A. reversative prefixedB. negative prefixesC. pejorative prefixesD. locative prefixes4.The prefixes in words extra-strong, overweight and arch bishop are _____ .A . negative prefixes B. prefixes of degree or size C. pejorative prefixes D. locative prefixes5.The prefixes in words bi lingual ,uni form and hemis phere are ________.A. number prefixesB. prefixes of degree or sizeC. pejorative prefixesD. locative prefixes6.________ are contained in words trans-world, intra-party and fore head.A.Prefixes of orientation and attitudeB. Prefixes of time and orderC. Locative prefixesD. Prefixes of degree or size7. Rugby ,afghan and champagne are words coming from ________.s of booksB. names of placesC. names of peopleD. tradenames8. Omega,Xerox and orlon are words from _________.s of booksB. names of placesC. names of peopleD. tradenames9.Ex-student, fore tell and post-election contain________.A.negative prefixesB. prefixes of degree or sizeC. prefixes of time and orderD. locative prefixes10.Mackintosh, bloomers and cherub are from _______A. names of booksB. names of placesC. names of peopleD. tradenames11.The prefixes in words new-Nazi, autobiography and pan-European are ________.A.negative prefixesB. prefixes of degree or sizeC. prefixes of time and orderD. miscellaneous prefixes12.The prefixes in words anti-government , pro student and contra flow are _____-.A.prefixes of degree or sizeB. prefixes of orientation and attitudeC. prefixes of time and orderD. miscellaneous prefixes13.Utopia ,odyssey and Babbit are words from ________.s of booksB. names of placesC. names of peopleD. tradenames14.The suffixes in words clockwise, homewards are ______.A. noun suffixesB. verb suffixesC. adverb suffixesD. adjective suffixes15.The suffixes in words height en, symbol ize are ________.A. noun suffixesB. verb suffixesC. adverb suffixesD. adjective suffixesII. Complete the following statements with proper words or expressions according to the course book.16. Affixation is generally defined as the formation of words by adding word-forming or derivational affixes to stem. This process is also known as_____.pounding , also called ________, is the formation of new words by joining two or more stems . Words formed in this way are called _________.18. __________ is the formation of new words by converting words of one class to another class.19. _________ is the formation of new words by combining parts of two words or a word plus a part of another word . Words formed in this way are called blends or _____words.20 A common way of making a word is to shorten a longer word by cutting a part off the original and using what remains instead. This is called _______.III. Match the words or expressions in Column A with those in Column B according to types of suffixation.A B21. Concrete denominal noun suffixes( ) A. priceless22. Abstract denominal noun suffixes ( ) B. downward23. Deverbal noun suffixes(denoting people.)() C. engineer24. Deverbal nouns suffixes( denoting action,etc) （） D. darken25. De-adjective noun suffixes（）Ｅviolinist26. Noun and adjective suffixes ( ) F.happiness27. Denominal adjective suffixes ( ) G. arguable28. Deverbal adjective suffixes ( ) H.dependent29. Adverb suffixes ( ) I. adulthood30. Verb suffixes ( ) J. survivalIV.Study the following words or expressions and identify 1) types of clipping 2) types of acronymy and write the full terms.31.quake ( ) 32. stereo ( ) 33. flu ( ) 34. pub ( ) 35. c/o ( )36. V-day ( ) 37. TB ( ) 38. disco ( ) 39.copter ( ) 40. perm ( )V.Define the following terms .41. acronymy 42. back-formation 43. initialisms 44. prefixation 45. suffixationVI. Answer the following questions with examples.46. What are the characteristics of compounds ?47. What are the main types of blendings ?48. What are the main types of compounds ?VII. Analyze and comment on the following:49. Use the following examples to explain the types of back-formation.(1) donate ----donation emote----emotion(2) loaf—loafer beg------beggar(3) eavesdrop---eavesdropping babysit---babysitter(4) drowse—drowsy laze---lazy50. Read the following sentence and identify the types of conversion of the italicized words.(1) I’m very grateful for your help. (2) The rich must help the poor.(3)His argument contains too many ifs and buts. (4) They are better housed and clothed.(5) The photograph yellowed with age. (6) We downed a few beers.Key to exercises :1. B2. C3. A4. B5. A6.C7.B8.D9.C 10.C 11.D 12.B 13.A 14.C 15.BII. 16. derivation position, compounds 18. Conversion 19. Blending(pormanteau) 20.clippingIII. 21.C 22. I 23. H 24. J 25.F 26.E 27.A 28.G 29.B 30.DIV.31. Front clipping, earthquake32. Back clipping, stereophonic33.Front and back clipping, influenza34.Phrase clipping, public house35. Initialisms, care of36. Acronyms, Victory Day37. Initialisms, tuberculosis38. Back clipping, discotheque39. Front clipping, helicopter40. Phrase clipping, permanent wavesV-VI. (See the course book)VII.49. There are mainly four types of back-formation.(1)From abstract nouns (2) From human nouns (3) From compound nouns and others(4) From adjectives50. (1)Verb to noun (2) Adjective to noun (3) Miscellaneous conversion to noun(4 ) Noun to verb (5) Adjective (6) Miscellaneous conversion to verbChapter 5 Word Meaning (练习4)I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1. A word is the combination of form and ________.A. spellingB. writingC. meaningD. denoting2._______is the result of human cognition, reflecting the objective world in the human mind.A. ReferenceB. ConceptC. SenseD. Context3.Sense denotes the relationships _______the language.A. outsideB. withC. beyondD. inside4. Most English words can be said to be ________.A. non-motivatedB. motivatedC. connectedD. related5.Trumpet is a(n) _______motivated word.A. morphologicallyB. semanticallyC. onomatopoeicallyD. etymologically6.Hopeless is a ______motivated word.A. morphologicallyB. onomatopoeicallyC. semanticallyD. etymologically7.In the sentence ‘ He is fond of pen ’ , pen is a ______ motivated word.A. morphologicallyB. onomatopoeicallyC. semanticallyD. etymologically8.Walkman is a _______motivated word.A. onomatopoeicallyB. morphologicallyC. semanticallyD. etymologically9.Functional words possess strong _____ whereas content words have both meanings, and lexical meaning inparticular.A. grammatical meaningB. conceptual meaningC. associative meaningD. arbitrary meaning10._______is unstable, varying considerably according to culture, historical period, and the experience of the individual.A.Stylistic meaningB. Connotative meaningC. Collocative meaningD. Affective meaning11.Affective meaning indicates the speaker’s _______towards the person or thing in question.A. feeling .B. likingC. attitudeD. understanding12. _________ are affective words as they are expressions of emotions such as oh, dear me, alas.A. PrepositionsB. InterjectionsC. ExclamationsD. Explanations13. It is noticeable that _______overlaps with stylistic and affective meanings because in a sense both stylistic and affective meanings are revealed by means of collocations.A.conceptual meaningB. grammatical meaningC. lexical meaningD. collocative meaning14.In the same language, the same concept can be expressed in ______.A. only one wordB. two wordsC. more than threeD. different words15.Reference is the relationship between language and the ______.A. speakersB. listenersC. worldD. specific countryII. Complete the following statements with proper words or expressions according to the course book.16.In modern English one may find some words whose sounds suggest their ______pounds and derived words are ______ words and the meanings of many are the sum total of themorphemes combined.18._______ refers to the mental associations suggested by the conceptual meaning of a word.19.The meanings of many words often relate directly to their ______. In other words the history of the wordexplains the meaning of the word.20.Lexical meaning itself has two components : conceptual meaning and _________.III. Match the words or expressions in Column A with those in Column B according to 1) types of motivation 2) types of meaning.A B21. Onomotopooeic motivation ( ) A. tremble with fear22. Collocative meaning ( ) B. skinny23. Morphological motivation ( ) C. slender24. Connotative meaning ( ) D. hiss25. Semantic motivation ( ) E. laconic26. Stylistic meaning ( ) F. sun (a heavenly body)27. Etymological motivation ( ) G.airmail28. Pejorative meaning ( ) H. home29. Conceptual meaning ( ) I. horse and plug30. Appreciative meaning ( ) J. pen and awordIV.Study the following words or expressions and identify 1)types of motivation 2) types of meaning.31. neigh ( ) 32. the mouth of the river ( )33. reading-lamp ( ) 34. tantalus ( )35. warm home ( ) 36. the cops ( )37. dear me ( ) 38. pigheaded ( )39. handsome boy ( ) 40. diligence ( )V.Define the following terms .41. motivation 42. grammatical meanings 43. conceptual meaning 44. associative meaning 45. affective meaningVI.Answer the following questions . Your answers should be clear and short.46. What is reference ? 47. What is concept ? 48. What is sense ?VII.Analyze and comment on the following.49. Study the following words and explain to which type of motivation they belong.50. Explain the types of associative meaning with examples.Key to exercises:I. 1. C 2.B 3.D 4.A 5.C 6.A 7.C 8.D 9.A 10.B 11.C 12.B 13.D 14.D 15.CII.16. meanings 17.multi-morphemic 18.Semantic motivation 19.origins 20.associative meaningIII.21. D 22.A 23.G 24.H 25.J 26.I 27.E 28.B 29.F 30.CIV.31. Onomatopoeic motivation 32. Semantic motivation33. Morphological motivation 34. Etymological motivation35. Connotative meaning 36.Stylistic meaning37. Affective meaning 38. pejorative39. collocative meaning 40. appreciativeV-VI. See the course book.VIII.49. (1) Roar and buzz belong to onomatopoeic motivation.(2)Miniskirt and hopeless belong to morphological motivation.(3) The leg of a table and the neck of a bottle belong to semantic motivation.(4) Titanic and panic belong to etymological motivation.50. Associative meaning comprises four types:(1)Connotative meaning . It refers to the overtones or associations suggested by the conceptual meaning,traditionally known as connotations. It is not an essential part of the word-meaning, but associations that might occur in the mind of a particular user of the language. For example, mother , denoting a ‘female parent’, is often associated with ‘love’, ‘care’, etc..(2)Stylistic meaning. Apart feom their conceptual meanings, many words have stylistic features, whichmake them appropriate for different contexts. These distinctive features form the stylistic meanings of words . For example, pregnant, expecting, knockingup, in the club, etc., all can have the same conceptual meaning, but differ in their stylistic values.(3)Affective meaning. It indicates the speaker’s attitude towards the person or thing in question. Wordsthat have emotive values may fall into two categories :appreciative or pejorative. For example, famous, determined are words of positive overtones; notorious, pigheaded are of negative connotations implying disapproval, contempt or criticism.(4)Collocative meaning. It consists of the associations a word acquires in its collocation. In other words,it is that part of the word-meaning suggested by the words before or after the word in discussion. For example, we say : pretty girl, pretty garden; we don’t say pretty typewriter. But sometimes there is some overlap between the collocations of the two words.Chapter 6 Sense Relations and Semantic Field (练习5)I.Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.Polysemy is a common feature peculiar to ______.A. English onlyB. Chinese onlyC. all natural languagesD. some natural languages2.From the ______ point of view, polysemy is assumed to be the result of growth and development of thesemantic structure of one and same word .A. linguisticB. diachronicC. synchronicD. traditional3._______ is a semantic process in which the primary meaning stands at the center and the secondarymeanings proceed out of it in every direction like rayes.A Radiation B. Concatenation C. Derivation D. Inflection4. _________ is the semantic process in which the meaning of a word moves gradually away from its first sense by successive shifts until, in many cases, there is not a sign of connection between the sense that is finally developed and that which the term had at the beginning.A. DerivationB. RadiationC. InflectionD. Concatenation5.One important criterion to differentiate homonyms from polysemants is to see their ______.A. spellingB. pronunciationC. etymologyD. usage6. ________refer to one of two or more words in the English language which have the same or very nearly the same essential meaning.A. PolysemantsB. SynonymsC. AntonymsD. Hyponyms7. The sense relation between the two words tulip and flower is _______.A. hyponymyB. synonymyC. polysemyD. antonymy8. _________ are words identical only in spelling but different in sound and meaning, e.g. bow/bau/; bow/beu/.A. HomophonesB. HomographsC. Perfect homonymsD. Antonyms9. The antonyms: male and female are ______.A. contradictory termsB. contrary termsC. relative termsD. connected terms10.The antonyms big and small are ______.A. contradictory termsB. contrary termsC. relative termsD. connected terms11.The antonyms husband and wife are ______.A. contradictory termsB. contrary termsC. relative termsD. connected termsposition and compounding in lexicology are words of _______.A. absolute synonymsB. relative synonymsC. relative antonymsD. contrary antonyms13.As homonyms are identical in sound or spelling, particularly ______, they are often employed in aconversation to create puns for desired effect of humor, sarcasm or ridicule.A. homographsB. homophonesC. absolute homonymsD. antonyms14.From the diachronic point of view, when the word was created, it was endowed with only one meaning .The first meaning is called ______.。
英美国家概况UnitBritishEducationSystem英国的教育体制
Unit 7 British Education System (英国的教育体制)一、本单元重点内容1. The purpose of the British education system (英国教育体制的目的)2. The relationship between education and social class (教育与社会等级之间的关系)3. The influence of the church on schooling (教会对于学校教育的影响)4. The 1944 Education Act (1944年的教育法)5. Comprehensive school {<英>(招收学生时不分资质的)综合中学}6. Grammar school (文法学校)7. The National Curriculum (全国教学大纲)8. public school {(英国的) 私立中学}9. GCSE General Certificate of Secondary Education (中学毕业证书)10. GCE-A General Certificate of Education ---Advanced (高级水平测试结业证书)11. GNVQs General National Vocational Qualifications (国家专业资格证书)12. Old Universities (古老的大学)13. Open University (开放大学)二、本单元重、难点辅导1. the purpose of the British education system“The three R’s” (“reading, ’riting and ’rithmetic”) — to provide children with literacy and the other basic skills they will need tobecome active members of society and also to socialise children, teaching them rules and values needed to become good citizens, to participate in the community, an to contribute to the economicprosperity of an advanced industrial economy.教授学生3R课程(即读、写、算)，为学生积极参与社会提供所需的基本知识和基本技能，同时使学生社会化，教授他们一些成为好公民所应具备的道理规范和价值观，以便能走上社会，为一个发达的工业化国家的经济繁荣作贡献。
英国宗教(注释0
British Religion 英国宗教There is complete religious freedom in Britain. Religion has always played an important part in the national way of life and this is still true today, though changes are taking place and will continue to do so.The Church of England(英国国教)The Archbishop of Canterbury（坎特伯里大主教）is the Primate（大主教）of all England, that is to say, he is the spiritual leader of the Church of England. After him, the Archbishop of York is called the Primate of England and under these two archbishops come a number of bishops（主教）. England is divided into forty-two districts called dioceses（主教教区）, each with a bishop in charge and a cathedral as the central church. A diocese is divided into smaller districts called parishes（教区）. These vary in size（大小不同）, a large town having a number of parishes and a village being a single parish. Each parish is in the care of a priest（牧师）, who is called either a vicar（郊区牧师）or a rector（校长）. A vicar with a large parish may have an assistant priest called a curate（助理牧师）to help him.The Church of England (or the Anglican Church) is the national church in England. The Church of England, and the monarch（君主）'s relation to it, was established through a series of Parliamentary（议会的）acts in the 1530s, whichbrought about the English Reformation（宗教改革）. Henry Ⅷbroke from theRoman Catholic Church（罗马天主教会）by denying papal（教皇的）claims to ecclesiastical（教会的）or any other jurisdiction（司法权）, and by declaring himself rather than the Pope（教皇）as Supreme Head（最高头领）of the Church in England. The Preface to the 39 Articles of the Church of England describes the monarch as 'being by God's Ordinance（法令）, according to our just Title, Defender of the Faith and ... Supreme Governor of the Church of England.' The Monarch must be in communion（共享）with the Church of England (i.e. a full, confirmed member) and, in his or her coronation oath（加冕礼誓言）, the monarch promises to maintain（赡养）the Church.There are many examples of the relationship between the established Church and the State. Archbishops and bishops are appointed by the Queen on the advice of the Prime Minister, who considers the names selected by a Church Commission. They take an oath of allegiance（效忠）to the Queen on appointment and may not resign without royal authority（女王的权利）. The connection between Church and State is also symbolized by the fact that the Lords Spiritual（上议院神职议员）(consisting of the Archbishops of Canterbury and York and 24 diocesan bishops) sit in the House of Lords（英国上议院）. Parish priests also take an oath of allegiance to the Queen.The General Synod（宗教大会）(including the bishops, elected representatives from the clergy and the laity) is the supreme authority of theChurch of England. The Queen opens the Synod after the elections in the dioceses every five years. Since 1919, the Synod (formerly called the Church Assembly) has had the power (delegated by Parliament) to pass Measures on any matter concerning the Church of England. Following acceptance of the Measures by both Houses of Parliament（英国国会大厦）(which cannot amend them, nor - by convention - initiate or discuss ecclesiastical Measures, as many members of both Houses do not belong to the Church of England), the Measures are submitted（递交）for Royal Assent（御准）and become law. In addition to legislating for（预计到）the Church by Measure, the General Synod has the power to legislate by Canon（教规）in its own domestic affairs such as worship（礼拜）and doctrine （教义）, but the Queen's assent（同意）is required for the promulgation（颁布）of such Canons. Such assent is given on the Home Secretary（内政大臣）'s advice.Many people would say that the Church of England today is both Protestant and Catholic（基督教和天主教）; there is certainly a great variety of beliefs and practices within the Church. A look at some church notice-boards might confuse anyone unfamiliar with the differences between high church and low church（低派教会）. A look inside the churches would probably add to the confusion. A visitor entering a high church at, say, ten o'clock on a Sunday morning might find a high (sung) mass in progress（发展中）and think he had entered a Roman Catholic church (the name Anglo-Catholic is sometimes used for this kind of church). The church would probably be highly decorated, the priests would be wearing various kinds of robes（礼袍）, people would light candles to the Virgin Mary（圣母玛利亚）and go to the priests for confession（忏悔）. By contrast, a low church service would be as simple as possible; there would be no ceremony, no candles, no private confessions and the church would look rather bare. It would seem to have more in common with the nonconformist（不信奉国教的）churches. Between these two extremes there are churches with more or less ceremony, depending mainly on the views of the vicar in charge. Some Anglican priests have broken away from tradition(传统) to the extent that（在这个意义上）in some services they introduce new religious songs, composed by young people who accompany them on guitars in the church. They also use the church as a place where people can discuss the problems of everyday life; in other words, these priests want the church to become a meeting place in a wider sense, not simply for the more traditional type of religious service.。
专业英语八级阅读模拟题2019年(19)_真题-无答案(985)
专业英语八级（阅读）模拟题2019年(19)(总分100,考试时间155分钟)PART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.(1)When I am in a serious humor, I very often walk by myself in Westminster Abbey, where me gloominess of the place, and me use to which it is applied, with the solemnity of the building, and me condition of the people who he in it, are apt to fill the mind with a kind of melancholy, or rather thoughtfulness, that is not disagreeable. I yesterday passed a whole afternoon in the churchyard, the cloisters, and the church, amusing myself with the tombstones and inscriptions that I met with in those several regions of the dead. Most of them recorded nothing else of the buried person, but that he was born upon one day, and died upon another: the whole history of his life **prehended in those two circumstances mat **mon to all mankind. I could not but look upon these registers of existence, whether of brass or marble, as a kind of satire upon the departed persons; who had left no other memorial of them, but that they were born and that they died. They put me in mind of several persons mentioned in the battles of heroic poems, who have sounding names given them, for no other reason but that they may be killed, and are celebrated for nothing but being knocked on the head. The life of these men is finely described in holy writ by "the path of an arrow," which is immediately closed up and lost.(2)Upon my going into the church, I entertained myself with the digging of a grave; and saw in every sho-velful of it that was thrown up, the fragment of a bone or skull intermix with a kind of fresh mouldering earth, that some time or other had a place in **position of a human body. Upon this, I began to consider with myself what innumerable multitudes of people lay confused together under the pavement of that ancient cathedral; how men and women, friends and enemies, priests and soldiers, monks and prebendaries, were crumbled amongst one another, and blended together in the **mon mass; how beauty, strength, and youth, with old age, weakness and deformity, lay undistinguished in the same promiscuous heap of matter.(3)After having thus surveyed this great magazine of mortality, as it were, in the lump; I examined it more particularly by the accounts which I found on several of the monuments which are raised in every quarter of that ancient fabric. Some of them were covered with such extravagant epitaphs, that, if it were possible for the dead person to be acquainted with them, hewould blush at the praises which his friends have bestowed upon him. There are others so excessively modest, that they deliver the character of the person departed in Greek or Hebrew, and by that means are not understood once in a twelve month. In the poetical quarter, I found there were poets who had no monuments, and monuments which had no poets. I observed indeed that the present war had filled the church with many of these uninhabited monuments, which had been erected to the memory of persons whose bodies were perhaps buried in the plains of Blenheim, or in the bosom of the ocean.(4)I could not but be very much delighted with several modern epitaphs, which are written with great elegance of expression and justness of thought, and therefore do honor to the living as well as to the dead. As a foreigner is very apt to conceive an idea of the ignorance or politeness of a nation, from the turn of their public monuments and inscriptions, they should be submitted to the perusal of men of learning and genius, before they are put in execution. Sir Cloudesly Shovel's monument has very often given me great offence: instead of the brave rough English Admiral, which was the distinguishing character of that plain gallant man, he is represented on his tomb by the figure of a beau, dressed in a long periwig, and reposing himself upon velvet cushions under a canopy of state. The inscription is answerable to the monument, for instead of celebrating the many remarkable actions he had performed in the service of his country, it acquaints us only with the manner of his death, in which it was impossible for him to reap any honor. The Dutch, whom we are apt to despise for want of genius, show an infinitely greater taste of antiquity and politeness in their buildings and works of this nature, than what we meet with in those of our own country. The monuments of their admirals, which have been erected at the public expense, represent them like themselves; and are adorned with rostral crowns and naval ornaments, with beautiful festoons of seaweed, shells, and coral.1. The relationship between the second and third paragraphs is that_____.A. each presents one side of the background information of the deadB. the second generalizes and the third gives examplesC. the third is the further development of the secondD. both present the author's disagreements on the inscription2. According to the third paragraph, which of the following statements is INCORRECT?A. Every epitaph on the tomb is overstated.B. Some epitaphs are modest while others are exaggerated.C. There are accounts on the monuments.D. The owners of some monuments are not clear.3. As for epitaphs, which of the following is NOT true?A. It may honor both the living and the dead.B. The author was unhappy with modern epitaphs.C. There are inscriptions on the monuments.D. Epitaphs may reflect one's idea of a nation.(1)Proponents of different jazz styles have always argued that their predecessors' musical style did not include essential characteristics that define jazz as jazz. Thus, 1940' s swing was belittled by beboppers of the 1950's, who were themselves attacked by free jazzers of the 1960's. The neoboppers of the 1980's and 1990' s attacked almost everybody else. The titanic figure of Black saxophonist John Coltrane **plicated the arguments made by proponents of styles from bebop through neobop because in his own musical journey he drew from all those styles. Hisinfluence on all types of jazz was immeasurable. At the height of his popularity, Coltrane largely abandoned playing bebop, the style that had brought him fame, to explore the outer reaches of jazz.(2)Coltrane himself probably believed that the only essential characteristic of jazz was improvisation, the one constant in his journey from bebop to open-ended improvisations on modal, Indian, and African melodies. On the other hand, this dogged student and prodigious technician—who insisted on spending hours each day practicing scales from theory books—was never able to **pletely the influence of bebop, with its fast and elaborate chains of notes and ornaments on melody.(3)Two stylistic characteristics shaped the way Coltrane played the tenor saxophone: he favored playing fast runs of notes built on a melody and depended on heavy, regularly accented beats. The first led Coltrane to "sheets of sound", where he raced faster and faster, pile-driving notes into each other to suggest stacked harmonies. The second meant that his sense of rhythm was almost as close to rock as to bebop.(4)Three recordings illustrate Coltrane's energizing explorations. Recording Kind of Blue with Miles Davis, Coltrane found himself outside bop, exploring modal melodies. Here he played surging, lengthy solos built largely around repeated motifs—an organizing principle unlike that of free jazz saxophone player Ornette Coleman, who modulated or altered melodies in his solos. On Giant Steps, Coltrane debuted as leader, introducing his **positions. Here the sheets of sound, downbeat accents, repetitions, and great speed are part of each solo, and the variety of the shapes of his phrases is unique. Coltrane's searching explorations produced solid achievement. My Favorite Things was another kind of watershed. Here Coltrane played the soprano saxophone, an instrument seldom used by jazz musicians. Musically, the results were astounding. With the soprano's piping sound, ideas that had sounded dark and brooding acquired a feeling of giddy fantasy.(5)When Coltrane began recording for the Impulsel Label, he was still searching. His music became raucous, physical. His influence on rockers was enormous, including Jimi Hendrix, the rock guitarist, who following Coltrane, raised the extended guitar solo using repeated motifs to a kind of rock art form.4. According to the passage, the organization of the fourth paragraph is that _____.A. a topic sentence is mentioned and three examples are presented in certain orderB. a topic sentence is mentioned and illustrated with three specific examplesC. a topic sentence is stated and three dissimilar examples are consideredD. a topic sentence is stated and three seemingly opposing examples are presented5. John Coltrane did all of the following during his career EXCEPT _____.A. eliminated the influence of bebop on his own musicB. spent time improving his technical and professional skillsC. performed as leader as well as soloist introducing his musicD. improvised on melodies from a number of different cultures6. The tone of this passage is ______.A. speculativeB. praisefulC. negativeD. lukewarm(1)Peter Benchley, 65, the author and conservationist who wrote Jaws, the shark-attack novel that became a classic movie and provided a nation with thrills, chills and recurring nightmares, died Feb. 11 at his Princeton, N.J., home.(2)A relative said he died of idiopathic pulmonary fibrosis, a progressive scarring of the lungs.(3)Through the book, which was Mr. Benchley's first novel, and the movie, for which he contributed to the screenplay, Mr. Benchley aroused a nation's deepest fears about undersea dangers, beach hazards and the carnivorous perils of an arching mouthful of menacingly curved, triangular teeth.(4)Jaws told of a silent, monstrous predator that chewed up the lives, limbs and summer vacations of unfortunate swimmers at an Atlantic Ocean coastal resort.(5)More than 20 million copies of the novel have been printed since it appeared in 1974. The Steven Spielberg movie became a film touchstone.(6)The son and grandson of writers, and a writer himself since age 16, Mr. Benchley drew for his novel on lore he had learned as a boy on Nantucket, south of Cape Cod, Mass., and from years of musings over a report he had once read about the appearance off Long Island of a 4,550-pound great white shark.(7)He asked himself, he said, not so much what did happen but what could happen if such a predator emerged from the deep.(8)After graduation from Harvard, Mr. Benchley traveled around the world for a year, and then served for six months in a Marine Corps Reserve program. He wrote for The Washington Post, became television editor of Newsweek magazine and worked as a speechwriter in the Lyndon B. Johnson White House.(9)"My idea was to tell my first novel as a sort of long story... just to see if I could do it," he once said.(10)He told an interviewer that after interesting a publisher in the book and receiving an advance, it was time to put up.(11)Married and the father of two young children, Mr. Benchley rented space on the premises of a furnace **pany. Suggesting, among other things, that talent, determination and energy can **e any environment, he described the "clang and clank of hammers of sheet metal" that formed the background for the creation of Jaws.(12)In his $50 a month quarters in Pennington, N.J., Mr. Benchley produced a cultural landmark that touched the nation's psyche and provided a world of bad dreams. It was there that he put down these opening words, which in vivid brevity hinted at horrors to come:(13)"The great fish moved silently through the night water, propelled by short sweeps of its crescent tail."(14)Two paragraphs later, a man and **e out of a house. The man is drunk.(15)"'First a swim,' the woman says. 'To clear your head.'"(16)For Mr. Benchley, at 33, the book provided the acclaim and success about which most aspiring novelists can only dream. Sales took off, money rolled in, Hollywood clamored and the fame, he told People magazine, was "awesome."(17)In time, he became known as a naturalist and conservationist who produced films and television programs about the ocean environment.(18)"He cared very much about sharks. He spent most of his life trying to explain to peoplethat if you are in the ocean, you're in the shark's territory, so it behooves you to take precautions," his wife told the Associated Press.(19)"If we kill everything in the ocean, and if we pollute the ocean to a pointwhere it can't sustain life, we're committing suicide," Mr. Benchley once said.(20)Mr. Benchley, who was born and grew up in New York, was the son of author Nathaniel Benchley, who wrote The Russians Are Coming! The Russians Are Coming! among other works. He was also the grandson of the celebrated American humor writer and wit Robert Benchley.(21)Peter Benchley once told interviewer Bret Gilliam that his father knew the financial straits and shoals of the writing life and tried to discourage him from it.(22)But when the father recognized the depth of his son's teenage interest in writing, he subsidized him for two summers at summer-job wages. The son had one duty: to sit alone for four hours or until he wrote 1,000 words, "whichever came first."(23)Mr. Benchley told Gilliam that he found he could withstand the regimen, and at 21, he sold his first story, to V ogue magazine.(24)In addition to Jaws, Mr. Benchley wrote The Deep, Q Clearance which was inspired by his White House days, and other books.(25)In addition to his wife, whom he married in 1964, his survivors include children, Tracy, Clayton and Christopher, and five grandchildren.7. What's the meaning of "put up" in the tenth paragraph?A. Erect.B. Attach.C. Raise.D. Start.8. Which of the following statements contains a metaphor?A. Sales took off, money rolled in.B. Jaws told of a silent, monstrous predator that...C. In his $50 a month quarters in Pennington...D. ... and at 21, he sold his first story, to V ogue magazine.9. What kind of writing style does this passage belong to?A. Editorial.B. Essay.C. Feature.D. News.(1)The senior partner, Oliver Lambert, studied the resume for the hundredth time and again found nothing he disliked about Mitchell Y. McDeere, at least not on paper. He had the brains, the ambition, the good looks. And he was hungry; with his background, he had to be. He was married, and that was mandatory. The firm had never hired an unmarried lawyer, and it frowned heavily on divorce, as well as womanizing and drinking. Drug testing was in the contract. He had a degree in accounting, passed the CPA exam the first time he took it and wanted to be a tax lawyer, which of course was a requirement with a tax firm. He was white, and the firm had never hired a black. They managed this by being secretive and clubby and never soliciting job applications. Other firms solicited, and hired blacks. This firm recruited, and remained lily white. Plus, the firm was in Memphis, and the top blacks wanted New York or Washington or Chicago. McDeere was a male, and there were no women in the firm. That mistake had been made in the mid-seventieswhen they recruited the number one grad from Harvard, who happened to be a she and a wizard at taxation. She lasted four turbulent years and was killed in a car wreck.(2)He looked good, on paper. He was their top choice. In fact, for this year there were no other prospects. The list was very short. It was McDeere, or no one.(3)The managing partner, Royce McKnight, studied a labeled "Mitchell Y. McDeere—Harvard." An inch thick with small print and a few photographs; it had been prepared by some ex-CIA agents in a private intelligence outfit in Bethesda. They were clients of the firm and each year did the investigating for no fee. It was easy work, they said, checking out unsuspecting law students. They learned, for instance, mat he preferred to leave the Northeast, that he was holding three job offers, two in New York and one in Chicago, and that the highest offer was $76,000 and the lowest was $68,000. He was in demand. He had been given the opportunity to cheat on a securities exam during his second year. He declined, and made the highest grade in the class. Two months ago he had been offered cocaine at a law school party. He said no and left when everyone began snorting. He drank an occasional beer, but drinking was expensive and he had no money. He owed close to $23,000 in student loans. He was hungry.(4)Royce McKnight flipped through the dossier and smiled. McDeere was their man.(5)Lamar Quin was thirty-two and not yet a partner. He had been brought along to look young and act young and project a youthful image for Bendini, Lambert & Locke, which in fact was a young firm, since most of the partners retired in their late forties or early fifties with money to burn. He would make partner in this firm. With a six-figure income guaranteed for the rest of his life, Lamar could enjoy the twelve-hundred-dollar tailored suits that hung so comfortably from his tall, athletic frame. He strolled nonchalantly across the thousand-dollar-a-day suite and poured another cup of decaf. He checked his watch. He glanced at the two partners sitting at the small conference table near the windows.(6)Precisely at two-thirty someone knocked on me door. Lamar looked at the partners, who slid the resume and dossier into an open briefcase. All three reached for their jackets. Lamar buttoned his top button and opened the door.10. Which of the following is NOT the firm's recruitment requirement?A. Marriage.B. Background.C. Relevant degree.D. Male.11. The details of the private investigation show that the firm _____.A. was interested in his family backgroundB. intended to check out his other job offersC. wanted to know something about his preferenceD. was interested in any personal detail of the man12. We get the impression from the passage that in job recruitment the firm was NOT _____.A. selectiveB. secretiveC. perfunctoryD. racially biased13. Which of the following is true about McDeere?A. He was very punctual.B. He graduated from Harvard.C. He was fond of drinking.D. He was born from a wealthy family.(1)The fox really exasperated them both. As soon as they had let the fowls out, in the early summer mornings, they had to take their guns and keep guard; and then again as soon as evening began to mellow, they must go once more. And he was so sly. He slid along in the deep grass; he was difficult as a serpent to see. And he seemed to circumvent the girls deliberately. Once or twice March had caught sight of the white tip of his brush, or the ruddy shadow of him in me deep grass, and she had let fire at him. But he made no account of mis.(2)The trees on the wood-edge were a darkish, brownish green in me full light—for it was the end of August. Beyond, the naked, copper-like shafts and limbs of the pine trees shone in me air. Nearer the rough grass, with its long, brownish stalks all agleam, was full of light. The fowls were round about—the ducks were still swimming on the pond under the pine trees. March looked at it all, saw it all, and did not see it. She heard Banford speaking to the fowls in the distance—and she did not hear. What was she thinking about? Heaven knows. Her consciousness was, as it were, held back.(3)She lowered her eyes, and suddenly saw the fox. He was looking up at her. His chin was pressed down, and his eyes were looking up. They met her eyes. And he knew her. She was spellbound—she knew he knew her. So he looked into her eyes, and her soul failed her. He knew her, he was not daunted.(4)She struggled, confusedly she came to herself, and saw him making off, with slow leaps over some fallen boughs, slow, impudent jumps. Then he glanced over his shoulder, and ran smoothly away. She saw his brush held smooth like a feather, she saw his white buttocks twinkle. And he was gone, softly, soft as the wind.(5)She put her gun to her shoulder, but even then pursed her mouth, knowing it was nonsense to pretend to fire. So she began to walk slowly after him, in the direction he had gone, slowly, pertinaciously. She expected to find him. In her heart she was determined to find him. What she would do when she saw him again she did not consider. But she was determined to find him. So she walked abstractedly about on the edge of the wood, with wide, vivid dark eyes, and a faint flush in her cheeks. She did not think. In strange mindlessness she walked hither and thither...(6)As soon as supper was over, she rose again to go out, without saying why.(7)She took her gun again and went to look for the fox. For he had lifted his eyes upon her, and his knowing look seemed to have entered her brain. She did not so much think of him: she was possessed by him. She saw his dark, shrewd, unabashed eye looking into her, knowing her. She felt him invisibly master her spirit. She knew the way he lowered his chin as he looked up, she knew his muzzle, the golden brown, and the greyish white. And again she saw him glance over his shoulder at her, half inviting, half contemptuous and cunning. So she went, with her great startled eyes glowing, her gun under her arm, along the wood edge. Meanwhile the night fell, anda great moon rose above the pine trees.14. At the beginning of the story, the fox seems to be all EXCEPT _____.A. cunningB. fierceC. defiantD. annoying15. Gradually March seems to be in a state of_____.A. blanknessB. imaginationC. sadnessD. excitement16. At the end of the story, there seems to be a sense of_____ between March and the fox.A. detachmentB. angerC. intimacyD. conflictSECTION B SHORT-ANSWER QUESTIONSIn this section there are eight short-answer questions based on the passages in SECTION A. Answer each question in NO more than 10 words in the space provided.17. What's the meaning of "humor" in the first paragraph?18. What does the word "jettison" in the second paragraph mean?19. What had Benchley been in his life according to the passage?20. What was the organization that did the investigation of McDeere to the firm?21. What kind of impression does the passage create?。
TherelationshipbetweenChristianityandJudaism
The relationship between Christianity and JudaismAbstract：As we known that Christianity is one of the three major religions, which has had a great influence in the world. In this article，which is main explained the relationship between Christianity and JudaismKey words：Jewish produce，J ewish social separation，t he rise of Christianity,t he relationship between Christianity and Judaism，diffenrence between Christianity and Judaism①Jewish produceJ udaism can be traced back to the father of the jewish nation - Abraham . In about 2000 BC, Abraham was the founder of Judaism, but Judaism real founder was Moses, he established the t en commandments , "just one god" of concept was the jewish national culture unique creation and the main achievement in jewish culture ,Judaism "a god" concept was put forward completely deny the other deities of the sacred, reject idolatry, and admited that god's uniqueness and absolute.②The reasons of Judaism separationFirst, Christian and jewish separation begins with the gentiles convert to join, a nation and a religious groups is through its law, Second, the gentiles convert is not willing to abide by strict jewish law, and they also use their own religious thought way to understand hear the Gospel. At the same time for Christian believers with Judaism for, against each other, increase the Christian and jewish centrifugal force, led to the common social foundation of separation.Third, Christianity and Judaism to Christ and the messiah of the different relationship between Christianity and Judaism explanation is the cause of the separation.Fourth, Judaism strict law to continue to be effective. The differences of the most fundamental problem is "the gentiles in Christianity, want to perform the provisions of the old testament, to keep the Sabbath as well as the relevantfood aspects of discipline, and the main application is circumcision Fifth, the expansion of the Christian church and the establishment of the influence of the relationship with Judaism.Sixth, Christianity in their development process also met many jewish classic unable to solve the new problems, the Christian must break the jewish theological frame, some problems to other explain, independently on their own beliefs. Christianity has had as an independent religious due conditions: his role-model - Jesus Christ; His classic - the new old testament; His religious organization, the church; And more systematic theological thought. In this way, the Christian finally and its mother religious Judaism separate ways, became two independent of each other religious.Christianity and Judaism dialogue led to "a jewish Christian tradition" this concept formation. From a historical point of view, although Christianity and Judaism cognate homologous, but because the two sides mutual hostility and competition, Christianity and Judaism in theological differences are often mentioned, and between the common always be ignored.③The rise of ChristianityChristianity in the first century originated in Palestine, the second century had firmly taken root, the third century rapided development, the fourth century became the official religion of the Roman empir Christianity Christianity and Judaism were produced in Palestine. Christianity emerged from Judaism, The history of Christian was deeply associated with Judaism . Christian largely retained and Judaism in cultural consistency, in religious classic, Christian fully inherited the jewish classic. Called the old testament and the new testament．In the religious doctrine, Christian fully inherited the jewish god "a god" concept. Jewish "Moses the ten commandments" was Christian completely absorbed, become a Christian code of conduct.④the Christian to jewish inheritance and developmentChristianity was the child of Judaism in the books, beliefs, rules, ritual and historical tradition, however, Christianity in their development process, in the inheritance of traditional Judaism,and the basis of the doctrine, etiquette,morality and life practice of Judaism conducted a series of new change and development. In other words, Christianity increasingly surpassed jewish law doctrine and ritualized tendency and showed the Greek idealism and only spirit socialist spirit, beyond the jewish nationalism⑤The difference between Christianity and JudaismChristianity and Judaism are very different. Judaism emphasized strict discipline and overelaborate etiquette, and Christian was abolished the strict discipline and tedious etiquette, a simple religious ceremonies. Judaism strict circumcision system that circumcision is the jews as god voters of a kind of evidence, any convert to Judaism must circumcision. And contrary to Judaism, Christianity was abolished the system of circumcision, thought clean and unclean difference lies in the heart of the faith, not in physical mark.Christian can break through the nationality of Judaism narrow sense and become a kind of world religions, and it has a lot to do with the abolition of circumcision system. In addition, Christianity was completely canceled ritual system, and the generation of believers from the heart of the faith.Ethical thinking, Christian to Judaism conducted a series of new changes. In dealing with the attitude of the enemy, Judaism requirements love brothers and friends, but for the enemy but to adopt a "life for life, eye for eye, tooth for tooth, hand for hand, foot for foot strike back, burning for burning, wound for wound, stripe for stripe" attitude; However, in the Christian but requires people to "love your enemies", "I tell you, do not resist an evil person. If someone strikes you on the right cheek, turn to him the other also play. T o love your enemies, and pray for those who persecute you." In men and women relation, Judaism although banned fornication, but never advocate abstinence, and encourage to reproduce and increase; Christianity is the abstinence as a noble virtue.In poor and rich, Judaism let a person to be content with things as they are , the rich should give aid to the poor, but not too much；Christianity is the poorand the rich opposite, poverty is a virtue, rich is the symbol of evil, not only to help the poor, it is more important to love them.In dealing with iniquity consciousness, Christianity through the inner belief and moral introspection to redeem for iniquity；but Judaism is through the external law and the ritual activities to redeem for sin.Christianity and Judaism use different calendar. Christian now uses the Gregorian calendar, is from the birth of Jesus counted. But Judaism has been the traditional jewish calendar. Jewish calendar is neither solar calendar, the jews festival every year, calculate don't fixed up more troublesome. Christian inherited the jews "the Sabbath", but referred to as a "Sunday", b ut the jewish "the Sabbath" from Friday evening sunset to Saturday evening sunset over and Christian "Sunday" is all day on Sunday. Jewish Passover later became the Christian EasterBut as a result of these differences in culture, doctrine, which led to the Christian and jewish long-standing debate, Christianity became a rejection and hostile jewish religious and fostered a clear note that caused the history of the past tragedy ChristianityT o sum up, even if Christianity and Judaism is a conflict for each other, but if they respect for each other, seeking common ground while putting aside differences, they can contribute to mutual development。
欧洲文化入门课后习题答案
Division three: The Middle Ages中世纪1.What happened in Western Europe after the decline of the Roman Empire?After the Roman Empire lost its predominance, a great many Germanic Kingdoms began to grow into the nations know as England, France, Italy, and Germany in its place. These nations of Western Europe were in the scene of frequent wars and invasions. The political unity had given way to widespread destruction and confusion. Hunger and disease killed many lives and village fell into ruin and great areas of land lay waste. There was no central government to keep the order. The only organization that seemed to unite Europe was the Christian church. Christianity was almost the all and the one of Medieval lives in western Europe and took lead in politics, law, art, and learning for hundreds years.2.What were the cultural characteristics of the period from 500 to 1000?Above all, the cultural characters of this period were the heritage and achievement of Roman culture and the emergence of Hebrew and Gothic culture.3.Who was Charles Martel?Charles Martel was a Frankish ruler who gave his soldiers estates known as fiefs as a reward for their services in 732.4.What was the relationship between lord and vassal?Lords granted parts of their lands known as fiefs to vassals. In return, the vassals promised to fight for the lords.5.Into what three groups were people divided under feudalism?Under feudalism, people of their Western Europe were mainly divided into three classes: clergy, lords, and peasants.6.What was the different between a serf and a free man?A serf had no land and no freedom. He was bond to the land where he had been born. A free man was a peasant who usually was a worker who made the ploughs, shod the horses, and made harnesses for oxen and horses.7.What is the importance of the using of vernacular languages in Medieval literature?In the Middle Ages, some “national epics”were written in vernacular language—the language of various national states that came into being at that period, and some monks advocated translating the Bible in vernacular. Literary works were no longer all written in Latin. It was the starting point of a gradual transition of European literature from Latin culture that was the combination of a variety od national characteristics.8.In what ways did Gothic art differ from Romanesque art?⑴Although Gothic was an outgrowth of the Romanesque, it was given directions by a different aesthetic and philosophical spirit and reflected a much more ordered feudal society with full confidence.⑵Romanesque architecture is characterized by massiveness, solidity, and monumentality with an overall blocky appearance. Sculpture and painting, primary in churches, developed a wonderful unity with architecture. Both arts often are imbued with symbolism and allegory. They are not based on natural forms but use deliberate distortions for expressive impact.⑶Gothic cathedrals soared high, their windows, arched and towers reaching heavenward, flinging their passion against the sky. They were decorated with beautiful stained glass windows and sculptures more lifelike than any since ancient Rome.9.What was the merit which Charlemagne and Alfred the Great share?Both Charlemagne and Alfred the Great contribution greatly to the European culture. Both of them encouraged learning by setting up monastery schools. The scholars in Alfred the Great’s monasteries translated the Latin works into the vernacular. Thus both helped preserve the ancient classics and culture.Division four: Renaissance and Reformation文艺复兴与宗教改革1.What made Italy the birthplace of the Renaissance?Because of its geographical position, foreign trade developed early in Italy. This brought Italy into contact with other cultures and gave rise to urban economy and helped Italy accumulate wealth which was an essential factor for the flowering of art and literature.For two centuries beginning from the late 15th century, Florence was the golden city which gave birth to a whole generation of poets, scholars, artists and sculptors. There was in Florence a revival of interest in classical learning and rising of humanist ideas. And to spread the new ideas, libraries and academies were founded. In the 15th century printing was invented and helped to spread humanist ideas.2.What are the main elements of humanism? How are these elements reflected in art and literatureduring the Italian Renaissance?Humanist is the essence of Renaissance. Humanists in renaissance believed that human beings had rights to pursue wealth and pleasure and they admires the beauty of human body. This belief ran counter to the medieval ascetical idea of poverty and stoicism, and shifted man’s interest from Christianity to humanity, from religion to philosophy, from heaven to earth, from the beauty of God to the beauty of human in all its joy, senses and feeling.The philosophy of humanism is reflected in the art and literature during the Italian Renaissance in the literature works of Boccaccio and Petrarch and in the art of Giotto, Brunelleschi, Donatello, Giorgione, da Vinci, Michelangelo, Raphael, and Titian, etc. In their works they did not stress death and other world but call on man to live and work for the present.3.Why do we look upon Petrarch as the father of modern poetry?Petrarch was a prominent figure of his time, a great figure in Italian literature and one of the great humanists during the Renaissance. He has written numerous lyrics, sonnets and canzonets. Petrarch rejected medieval country conventions and sang for true love and earthly happiness in his sonnets. Later sonnets became a very important literary form of poetry in Europe and a lot of poets, such as Shakespeare, Spencer, and Mrs. Browning, were indebted to him. Thus we look upon him as the father of modern poetry4.How did Italian Renaissance art and architecture break away from medieval traditions?The Italian Renaissance art and architecture radically broke away from the medieval methods of representing the visible world. Compared with the latter, the former has the following distinct features:⑴Art broke away from the domination of church and artist who used to be craftsmen commissioned by the church became a separate strata doing noble and creative works;⑵Themes of painting and architecture changed from purely celestial realm focusing on the stories of the Bible, of God and Mary to an appreciation of all aspects of nature and man;⑶The artists studied the ruins of Roman and Greek temples and put many of the principles of ancient civilization into their works;⑷Artists introduced in their works scientific theories of anatomy and perspective.5.In what way was Da Vinci important during the Renaissance?Leonado da Vinci was a man of many talents, a Renaissance man in the true sense of the word. He was apainter, a sculptor, an architect, a musician, an engineer, and a scientist all in one.As an artist, he was very important. He has left to the world famous works such as Last Supper and Mona Lisa. Then his excellent use of contrast between light and darkness showed him as an excellent painter. Most important of all, da Vinci had profound understanding of art. In his 5000 notebooks, he put down his observations of life and his sketch drawing. In his painting he stressed the expression of emotional states. His understandings of art exerted great influence upon painters of his own generation and generations to follow. He was also very important in the science of medicine. During his life he dissected more than thirty corpses and was a great anatomist in Italy. He placed art in the service of anatomy as a science based on extensive research.6.What are the doctrines of Martin Luther? What was the significance of the reformation inEuropean civilization?In Reformation began in 1517, Martin Luther put forth the following doctrines:⑴He rejected the absolute authority of the Roman Catholic church and replace it with absolute of the Bible. People can communicate with God directly instead of through the church;⑵He opposed the purchase of indulgences and called for institutional reform of the church;⑶advocated translating the whole Bible into vernaculars and made the Bible accessible to every man;⑷He preached love and ideals of equality, and he was a fighter for democracy and nationalism, a humanist who helped to build a competent educational system in Germany.The Reformation was significant in the European civilization. Before Reformation, Europe was essentially feudal and medieval. In all aspects of politics, economy and spirit, it was under the absolute rule of the Roman Catholic Church and the Holy Roman Empire. But after the Reformation things were different. In educational and cultural matters, the monopoly of the church was broken. In religion, Protestantism brought into being different forms of Christianity to challenge the absolute rule of the Roman Catholic Church. In language, the dominant position of Latin had to give way to the national languages as a result of various translations of Bible into vernacular. In spirit, absolute obedience became out-mode and the spirit of quest, debate, was ushered in by the reformists. In word, after the reformation Europe was to take a new course of development,a scientific revolution was to be under way and capitalism was to set in with its dynamic economic principles.7.What was Counter—Reformation? Who were the Jesuits? Are they still active now?The counter the Reformation and to bring back its vitality, the Roman Catholic Church mustered their forces to examine the Church institutions and introduce reforms and improvements. In time, the Roman Catholic Church did re-establish itself as a dynamic force in European affairs. This recovery of power is often called by historians the Counter-Reformation. The seed-bed for this Catholic reformation was Spain with the Spanish monarchy establishing the inquisition to carry out cruel suppression of heresy and unorthodoxy.Ignatius, a Spaniard who devoted his life to defending the Roman Catholic Church, and his followers called them the Jesuits members of the Society of Jesus.Today the Society of Jesus is still active with a membership of 31,000, having institutions in various parts of the world.8.What did French Renaissance writers propose in their writings?⑴The French Renaissance writer Rabelais expressed hid ideas in Gargantua and Pantagruel that the only rule of the house was “Do As Thou Wilt”—to follow our natural instinct;⑵Ronsard held that man of letters should write in a style that was clear and free from useless rhetoric;⑶The Essais of Montaigne records his views on life, death and his skepticism towards knowledge, in simple, straightforward style, his famous motto is “What do I know?”9.Why did England come later than other countries during the Renaissance? In what way wasEnglish Renaissance different from that of other countries? Who were the major figures and what their contributions?Because of the War of Roses within the country and its weak and unimportant position in world trade, Renaissance came later in England than other European countries. Compared with the Renaissance in other countries, the Renaissance in England has the following features:⑴It came later; but when it did come, it was to produce some towering figures in English literature and the world literature;⑵The Renaissance in England found its finest expression in drama, crowned by Shakespeare;⑶The Renaissance in England enjoyed a period of political and religious stability under the reign of Elizabeth Ⅰ.The major figures of this period were William Shakespeare, Edmund Spencer, Sir Thomas more, Francis Bacon, and etc. Shakespeare has contributed to the world a legacy of literature heritage by turning out so many outstanding plays and poems. He was one of the two reservoirs of modern English language. Thomas More has written Utopia and depicted in this work an ideal non-Christian state where everybody lives a simple life and shares the goods in common. He contributed to the western tradition of envisioning an ideal state. Spencer has influenced many English poets.10.What were some of scientific advances during the Renaissance?During the Renaissance, many sciences has made great progress.Firstly, it was an age of geographical discoveries: Columbus has discovered the New World in 1492; Dias discovered the Cape of Good Hope in 1487; da Gama discovered the route to India round the Cape of Good Hope in 1497; Amerigo discovered and explored the mouth of the Amazon and accepted South America as a new continent.Secondly, Copernicus believed that the earth and other planets orbit about the sun and that earth is not at the center of the universe. Here began the modern astronomy.Thirdly, both da Vinci and Vesalius were good at anatomy. Vesalius wrote Fabrica and was regarded as the founder of modern medicine.Fourthly, printing was invented in Italy.Finally, Dante, Machiavelli, and V osari have contributed a great deal to political science and historiography. Machiavelli was called “Father of political science” in the west.。
英语国家社会与文化学习重点
Key points:The United Kingdom of Great Britain and Northern Ireland Unit 1 A Brief Introduction to the United Kingdom I and constituents1.Full name2.ConstituentsII.Effects of its imperial past1.Establishment of the commonwealth2. A multiracial nationIII.Differences in society1.Race difference2.Class difference3.Region differenceIV.Introduction to England1.Physical features2.History of invasionsV.Introduction to Scotland1.Physical features2.History3.Retaining strong Scottish identityVI.Introduction to Wales1.Physical features2. A history features campaighs for independence of UK Unit 2 A Brief Introduction to the United Kingdom III.Features of Northern Ireland1.Population2.Geographical features3.Capital4.Often Called “Ulster”5.Social order6.EconomyII.Pursuits of Irish independence1.Background2.Home Rule Bill3.The Easter Rising of 19164.Important Figures5.ResultIII.Conflicts within Northern Ireland1.Reasons2.The troubles3.Attempts to dissolve conflictsUnit 3 The Government of the United KingdomI.Monarchy in history1.Origin2.Divine right of the King3.One short ousted period4.Magna CartaII.The history of Parliament1.Origin2.History3.Acquisition of powerIII.The birth of the Prime Minister and Cabinet1.Birth of Cabinet2.Birth of Prime MinisterIV.The British government and Constitutionernment system2.The ConstitutionV.Parliament Today1.Functions2.Status3.InstitutionsUnit 4 Politics, Class and RaceI.General elections1.Why are they important?2.When do elections occur?3.Who can stand for election as an MP?4.What happens in an election?5.Formation of governmentII.The political Parties1.The Labour party2.The Conservative Party3.The Liberal DemocratsIII.Class1.Class-divisions2.Cultural differences3. A distinctive features of British class-system IV.Race1. A multiracial nation2.Influences of immigrationUnit 5 The UK EconomyI.Events in History1.Dominant in the 1880s2.Overtaken in 19003.Declince since 19454.Privatization in the 1980sII.The current UK economy1.Primary industry2.Secondary industries3.Tertiary industriesIII.Case study: the aerospace industry1.Status2.Major achievements3.Recent changesUnit 6 British LiteratureI.Early Writing1.Theme2.Beowulf3.Canterbury Tales4.The legend of King ArthurII.The 15th and 16th centuries1.Elizabethan Drama2.Christopher Marlowe3.William ShakespeareIII.The 17th century1.King James Bible2.Francis Bacon3.John MiltonIV.The 18th century1.Features2.Johnathan Swift3.Robert Burns4.Daniel DefoeV.The 19th century1.Romanticism2.Poetry3.NovelVI.The 20th century1.Modernism2.Postmodernism3.Joseph Conrad4.Virginia Woolf5. D.H. Lawrence6. E.M.FosterUnit 7 English Education SystemI.Purpose of Education1.To teach “the three R’s”2.To socialize childrenII.The relationship between education and social class1.Inequality in British education2.Good Education Guarantees a careerIII.The influence of the Church on schooling1.In the past2.At present3.ChangesIV.Major changes to British education system1.Involvement of government2.The 1994 Education Act3.Introduction of comprehensive schools4.“The Great Education Debate”5.National Curriculum in 1989V.The present education systemcation in the UK is compulsory2.State sector and private sector schools3.Schooling stages and examsVI.Higher education1.Fund2.Founding Time3.Open university4.Degree titlesUnit 8 British Foreign RelationsI.Britain then and now1.The end of British Empire2.Britain todayII.The foundations of Britain’s Foreign Policy1.Imperial history2.Geoplitical traitsIII.How foreign policy is made?1.The Prime Minister and Cabinet2.The Foreign and Commonwealth Office (FCO)3.The Ministry of Defense4.The Department of Trade and Industry5.The treasury6.Electorate7.Foreign relationsIV.Britain and international institutions1.A member of UN Security Council (UNSE)2. A member of European Union (EU)3. A member of CommonwealthV.Britain and the United States1.Special Relationship2.Ups and downsVI.Britain security and defense1.Britain’s defense power2.Britain’s defense policyUnit 9 The British MediaI.Popularity2.Newspapers3.RadioII.FunctionsIII.Newspapers1.Long history2.The role of newspapers3.Freedom of press4.National papersIV.The broadcast media (TV and Radio)1.Why is TV popular?2.British IV culture3.The British Broadcasting Corporation (BBC) Unit 10 Sports, Holidays and Festivals in BritainI.Sports1.Football2.Tennis3.Cricket4.Golf5.Horsy sportsII.Religious holidays1.Christmas2.Easter3.RamadanIII.National holidays1.The Queen’s birthdayIV.Holidays in England1.Bonfire Night (Guy Fawkes Night)V.Holidays in Northern Ireland1.The Orange March2.St Patrick’s DayVI.Holidays in Scotland1.Hogmanay2.The Burns Night3.HalloweenVII.Holidays in WalesVIII. 1.EistenddfodIrelandUnit 11 Land, People and HistoryI. The island of Ireland1.Location2.ConstituentsII. Geographynd2.Climate3.EnvironmentIII. Population1.Features2.The Great Famine3.EmigrationsIV. History1.The Celts2.The coming of Christianity3.Viking invasion4.English invasion5.Irish independenceUnit 12 Politics and EconomyI. Political system1.A representative democracy2.A RepublicII. Structure of Irish government1.President2.The Government3.ParliamentIII.The electoral system1.V oting in elections and referenda2.Electorate3.Proportional representationIV. The Civil service1.Neutrality2.Structure3.SelectionV. The Irish legal system1.The hierarchy of the Irish legal system2. Judges3. Check and balanceVI. Transformation of Irish economy1.In the past2.At present3.ReasonsVII.Ireland’s accession to the EU1.Economic benefits2.Social changesVIII.Ireland today1.Home-ownership2.Transportation3.Living standardsUnit 13 Irish Culture: How the Irish Live NowI.Rapid social change1.Abolition of primogeniture2.Change of women’s lifestyle3.Dislocations of social wealthII.Differnces between Ireland and English1.Religionnguage3.Economy4.OpennessIII.Attitudes towards English1.Ambivalence2.Stereotypes from the EnglishIV.The Roman Catholic Church1.The Roman Catholic values2.The power of Roman Catholic Church3.Lose of power4.The difference between Catholics and Protestants V.The Family1.Changes in family life2.Reason for the changes3.Objectives of women’s movementVI.Pub culture1.What is a “pub”?2.Negative EffectVII.Work culture1.Work practices2.Trade Unionscation1.First-level schools2.Second-level schools3.V ocational schools4.Third-level educationUnit 14 Irish Culture: Language, Literature and Artsnguage1.Irish under political unrests2.Hiberno-EnglishII.Oral culture1.Features2.Origin3.Positive effectsIII.Literature1.The first Irish poem2.Nobel Prize winners for Literature3.Other important figuresIV.Music and Dance1.The Irish pipe2.Riverdance3.Irish harpV.Sports culture1.Soccer (football)2.Rugby football3.Cricket and tennis4.Hurling5.Golf6.Horse-racingVI.Science and Technology1.Distinguished figures2.Important societiesVII.The Irish identity in the world1.The Irish diaspora2.Attitudes towards other countriesAustraliaUnit 15 The Land and the People of the DreamingI.Natural of Features of the land1.Location2.Size3.Constituents4.Distinctive faunandscape6.Distinctive physical featuresII.The people1.The indigenous people2.The later settlersIII.Dreamtime and Dreaming1.What is “Dreamtime”?2.What is “the Dreaming”?IV.British colonization1.Terra Nullius2.Exploitation of the land3.The impact of colonization4.The policies of segregation and exclusion5.The policy of AssimilationUnit 16 Australia Culture LifeI.Protestantism1.Status2.Values3.Protestantism and CapitalismII.Anglicanism1.Status2.DeclineIII.Catholicism1.Status2.Reasons for its dominance3.Social rolesIV.Religion and rapid social change1. A consumerist society2. Fundamentalism3. SecularismV. Non-Christian religions1. Buddhism2. Islam3. Hinduism4.JudaismVI. Sport-an Australia religion1.Variants2.Sport figuresUnit 17 Work and Family LifeI.Australia as a penal colony1.Establishment of colonies2.Convict colonies3.“Free” coloniesII.Forms of families1.Formation of new families2.Convict partnerships3.Currency children4.“Free” familiesIII.Work in the penal colony1.Convict labour2.Emancipists3.Important figuresIV.From Convict Transportation to “Free” Migration1.Suspension of convict transportation2.“Free” Migrationernment-assisted migrationUnit 18 Australia as a Liberal Democratic SocietyI.Central value of the countryII.Political system1.The Washminster form of polity2.Three- tier system of government3.Two houses of the federal parliament4.The Governor-General5.The Prime Minister6.The pluralist form of governmentIII.Economy and politics1.What is Australia’s economy like?ernment involovement3.Dismantling of government involvementIV.Three political economic programmes1.Concept of the programmes2.Shift of focus in AustraliaUnit 19 Australia in the World TodayUnit 20 From Racism to MulticulturalismI.Immigration in history1.The 19th century2.White Australia Policy 19013.Post World War II period4.Multiculturalism from 19735.Migration TodayII.Struggle of the Aboriginality1.The relationships between the colonizers and the Peoples of the Dreaming2.The Aboriginal Protection Act of 19093.Day of Mourning and Protest4.The 1946 Stockmen’s Strike5.Strike of the Gurimdji people in the 1960s6.Freedom Rides in the 1960s7.The Mabo Decision8.The Wik Decision9.Social inequality todayIII. The history wars1.The rejection of the “dark side”2.Criticisms on this rejectionNew ZealandUnit 1 Land, People and HistoryI.Geography, land and enviroment1.Geography2.Weather3.Wildlife---- unique flora and faura4.Enviromental responsibilityII.The New Zealanders1.Populationnguage3.Human rights4.Standard of livingIII.Maoritanga1.Definition2.Legends about Maui3.Maori society4.Race relations5.Maori languageIV.History1.First settlers of the Islands2.European Navigators3.Maori and Pakeha4.The Post-war YearsUnit 2 Political System, Education and Economyernment1.The Constitution2.Parliament3.Election4.The Cabinet5.Public servants6.Reform7.The Ombudsman8.Local governmentcation1.Early childhood education2.Primary schools and secondary schools3.The Correspondence School4.State schools and private schools5.Special needs education6.Universities and polytechnicsIII.Economy1.Agriculture2.Forestry and fishing3.Energy4.Overseas tradeThe United States of AmericaUnit 3 American BeginningsI.What is an American?1. A new race2.Current situationII.Two Immigration Movements1.From Asia2.From Europe and AfricaIII.The Forces that led to the Modern Development of Europe1.The growth of capitalism2.The Renaissance3.The Religious ReformationIV.The Colonial Patterns1.The Settlement in Virginia2.Puritanism3.Catholic Maryland4.Quaker PennsylvaniaV.The American Revolution ( The War of Independence)1.The Causes2.The Eve3.The Process4.The Major Leaders (The Founding Fathers)5.The SignificanceUnit 4 The Political System in the United StatesI.The Articles of Confederation1.The background2.The reasons for its failureII.The making of the US Constitution1.The Constitutional Convention2.The ConstitutionIII.The three branches of the federal government1.Legislative brance2.Executive branch3.Judicial branchIV.Checks and balances1.The origin2.The purposeV.The Bill of Rights1.The components2.The purpose3.The contentsVI.Political parties1.The Democratic Party2.The Reppublican Party3.The electionUnit 5 American EconomyI.Industrial Revolution in America1.The backgournd2.The development3.Service industriesII.Free enterprise1.The significance2.Capital3.StockIII.The roots of affluence1.The land and the population2.Other factorsIV.American Agriculture1.The siginificance2.Agribusiness3.Migrant workers4.The success and problemsUnit 6 Religion in the United StatesI.American history and religious liberty1.American history2.Religious libertyII.The Three Faiths1.Protestants and different Protestant groups2.Catholics3.Judaism4.The relationsIII.Religious diversity1.Various religious groups2.The conflictsIV.Characteristics of American religious beliefs1.Three main characteristics2.The significance of religious beliefs.Unit 7 American LiteratureI.Post-Revolutionary period1.Washington Irving2.James Fenimore CooperII.Transcendentalishts1.Ralph Waldo Emerson2.Henry David ThoreanIII.Power of Imagination1.Edgar Allan Poe2.Nathaniel Hawthorne3.Herman MelvilleIV.New Vision of America1.Walt Whitman2.Leaves of GrassV.Reform and Liberation1.Harriet Beecher Stowe2.Uncle Tom’s CabinVI.Regionalism1.Mark Twain2.Emily DickinsonVII. A new wave1.The naturalists2.Other writersVIII.Sympathetic views of women writers1.Kate Chopin2.Willa CatherIX.Rebellious Spirit1.The writers2.The similarityX.The Modernists1.Ezra Pound2.T.S. EliotXI.The “Lost Generation”1.The background2.The writersXII.Harlem Renaissance1.The development2.The poetsXIII.New Drama1.Eugene O’Neil2.The major playsXIV.Depression Realism and Escapism1.John Steinbeck2.Margaret MitchellXV.Postwar voices and the “Beat Generation”1.African American writers2.American Jews3.In the theater4.The “Beat Generation”XVI.New American V oices1.Black wmen writers2.Chinese-American writersUnit 8 Education in the United Statescation in America today1.The goal2.Public schools and private schoolsII.Different education laws for different states 1.The similarities2.The differencesIII.Several levels of schooling1.Elementary school2.Secondary schoolcation in a new nation1.The influence of the Puritans2.The state and educationV.New development1.Equal education opportunities2.Strong demand for higher educationVI.Higher Education1.The requirements2.The complex system3.Varieties of colleges and universities4.Trends in degree programscation for all1.The Servicemen’s Reajustment Act2.Affirmative Action Programs3.Non-traditional studentsUnit 9 Social Movements of the 1960sI.The beginning1.Greensboro “Sit-in”2.Three kinds of social movementsII.About the social movements1.The causes2.The members3.What is a social movement ?III.The Civil Rights Movement1.The processanizations3.Direct Action Tactics4.ChangesIV.The Youth Movement/ Anti-War Movement1.Free Speech Movement2.“Counterculture”3.The Anti-War MovementV.Women’s Liberation Movement1.The beginning2.NOWUnit 10 Social Problems in the United StatesI.Racial problems1. A nation of immigrants2.Inequality in American society3.Discrimination against blacks4.The black “underclass”II.Poverty1.Current situation2.The consequencesIII.Drug Abuse1.Current situation2.Social costsIV.Crime1.The profile of a typical criminal2.Racial prejudice in the high rate of arrests3.White-collar crimesV.The abuse of power1.The abuse of power by government2.The abuse of power by corporationsUnit 11 American Way of Life: A Search for Credible Generalizations Unit 12 The Women’s Liberation Movement in AmericaUnit 13 Technology in AmericaI.DefinitionII.Early 19th Century1.Eli Whitney2.John H. Hall3.Cyrus H. McCormick4.The Stevens and transportation5.Samuel F. B. Morse6.Alexander Garden Bellte 19th Century1.Thomas Alva Edison2.Taylorism and FordismIV.Early 20th Century1.Reginald Fessenden2.Lee De Forest3.Further development of the radioV.Mid-20th century1.Radio shows2.Household technologieste 20th Century1.The Age of Visual Informationitary research and development used in peacetimeUnit 14 Post-WWII American Foreign PolicyI.The beginning of the Cold War1.Basic situation2.The Cold WarII.Arms race and the containment policy1.Arms race2.The containment policyIII.Engagement and expansion1.Basic situation2.The background3.The policyIV.Unilateralism and faith in military strength1.Unilateralism2.Sept.11 terrorist attack3.The strategy of preemption4.War on IraqUnit 15 Sports and Scenic Spots in AmericaI.Sports1.The American Football2.Baseball3.Baseketball4.Other sports activitiesII.Scenic spots1.The Grand Canyon2.The Southwest3.The Northwest4.The Rocky Mountains5.The Pacific Coast6.The Middle West7.Florida8.The Southeast9.The Northeast10.New York State11.Urban scenesUnit 16 American Popular Culture: Movies and MusicI.Jazz music1.The reasons for its popularity2.CharacteristicsII.Early New Orleans jazz1.Early jazz music2.BluesIII.Jazz in Chicago and New York in the 1920s1.Two styles2.The musiciansIV.The piano1.The history2.Ragtime music3.“Stride” pianoV.Boogie Woogie1.The development2.CharacteristicsCanadaUnit 17 The Country and Its PeopleI.Canada and the Canadian identity1.Canada2.The Canadian identityII.The regions of Canada1.Basic situation2.The north3.The west4.The prairies5.Central Canada6.The Altantic regionIII.History1.The First Nations2.European settlement3.The ConfederationIV.The origin of the word “Canada” and place names.1.The word “Canada”2.Place namesUnit 18 The Government and Politics in CanadaI.Historical background1.Canada’s political system2.Canadian system and American system3.Tolerance of different values and customsII.Structures of government1.Canada’s system of government2.The House of Commons and the SenateIII.The federal political scene1.National parties2.Regional partiesIV.Canadian prime ministers1.Pierre Trudeau2.Brian Mulroney3.Jean Chretien4.Similarities of the three leadersUnit 19 The Canadian MosaicI.Mosaic and multiculturalism1.Mosaic2.MulticulturalismII.The First Canadians1.The First Nations2.The Inuit3.The Metis4.Their situationIII.The settlers1.The base of Canada’s immigration policy2.The development3.ChangesIV.French Canadians1.Population distribution2.The problem3.The SolutionsUnit 20 The Canadian EconomyI.Three factors influencing Canadian economy1.Geography and population2.The United States3.Federal governmentsII.History1.The original patterns2.Changes3.Protectionism and free tradeernment intervenionismIII.The Canadian- US Free Trade Agreement1.The background2.The content3.Problems4.BenefitsIV.Three groups of industry1.Primary industries2.Secondary industries3.Tertiary industries4.ProportionV. Canada’s place in the World economyUnit 21 Canadian LiteratureI.The Literature of Survival1.Survival in Nature2.Cultural SurvivalII.Native Canadian MythologyIII.Early Colonial Literature1.Background2.An Era of ReportingIV.The Literature of Nation-Building1.Background2.The Era of Realism in Literature3.Writers and WorksV.Canada in the Ascendant1.The “Montreal Group” of Poets2.Ted Allan3.Literature in the French LanguageVI.Canadian Literature in the Modern World1.Main Features2.Writers and WorksUnit 22 Canada’s International RelationsI.Introduction1.Canada’s role in the world2.Canada as a “junior partner”3.Canada as a “middle power”II.Political Geography1.Geographical Influence2.Canada’s role in international Organizations3.Canada as a “middle power”III.Political Geography1.Geographical Influence2.Canada’s role in international Organizations IV.From Junior Partner to Middle Power1.Canada in “the vortex of European militarism”2.Conscription Crisis3.Canada’s golden age of international diplomacy V.Canada’s Military Commitments1.Involuntary Military Guarantees2.Independent foreign policy3.“Free rider”VI.Canadian-American Relations1.Close in relationship2.Defense Policy3.Economic interests4.DifferencesVII.Overseas Development Programs1.Attitude towards the Third World2.Peace and security promotion。
Renaissance
In the XI century, a remarkable event happened - the Crusades. It is a remarkable event because it shows how the church could send tens of thousands of soldiers to their death for a common goal which was "Heaven".
C. Conflicts and Invasion: After the division of the old Roman territory, many problems began to emerge. First, barbaric invasions were numerous. The church was too powerful, and so were kings this made a peasant's life very hard. In addition, castles did not appear until the X century which meant that the local populace was unprotected against sudden barbaric raids.
Cultural context (1)
In religion, the far-reaching movement of Reformation began in England during Henry VIII’s reign. He declared the break with the Roman Catholic Church and confiscated the property of the Church. Protestantism began to gain ground among the English people.
《英国社会与文化》教学大纲
《英国社会与文化》教学大纲辛衍君编写英语专业课程教学大纲798 目录前言 (799)一、概述 (799)二、课程教学目的和基本要求 (799)三、课程主要教学内容及学时分配 (799)四、相关教学环节 (799)五、考核方法 (799)六、教学方法和手段 (799)Unit One: A General Survey of the United Kingdom (800)Unit Two: The Government of the United Kingdom (801)Unit Three: Politics, Class, and Race (802)Unit Four: The UK Economy (803)Unit Five: British Literature (804)Unit Six: The Education System (805)Unit Seven: British Foreign Relations (806)Unit Eight: The British Media (807)Unit Nine: Sports in Britain (808)Unit Ten: Holidays and Festivals in Britain (809)英国社会与文化前言一、概述《英国社会与文化》是英语专业本科的一门选修课。
本课程的学习旨在使学生了解英国的历史、地理、社会、经济、文化、政治、教育、宗教等方面的情况及其文化传统，促进对英语语言的深层理解和应用，拓展学生的西方文化视野。
本大纲编写人员为辛衍君。
二、课程教学目的和基本要求本课程以社会、文化为纲，多方面系统地概括和介绍英国的社会与文化方面的种种特点。
通过该课程的学习，学生应对英国的历史和现状有一定的了解；对英国的社会与文化有一个总体的把握，从而能从广义的文化哲学层面去审视西方文明的精髓，提高学生对中西文化差异的敏感性、海纳百川的文化兼容性以及处理文化差异的灵活性，培养和提高学生的跨文化交际能力。
2020年7月全国自考英语国家概况试题及答案解析
全国自考2018年7月英语国家概况试题课程代码：00522请将答案填在答题纸相应位置上。
全部题目用英文作答I. Multiple Choice Questions. (50 points, 1 point for each)Directions: In this part of the test, there are 50 unfinished statements or questions. For each of the unfinished statements or questions, four suggested answers marked A, B, C and D are given. Choose the one that you think best completes the statement or answers the question. Write the letter of the answer you have chosen in the corresponding space on your Answer Sheet.1. Which of the following statements about the Commonwealth of Nations is NOT true?A. It has no special powers.B. It has 50 member countries in 1991.C. Its member nations are joined together for military purpose.D. It is a free association of independent countries that were once colonies of Britain.2. Which of the following tribes came to Britain first?A. The Jutes.B. The Gaels.C. The Angles.D. The Saxons.3. King Alfred made a treaty with Danes allowing them to keep the northern and eastern parts of England, which later became known as ______.A. WessexB. SussexC. NormandyD. the Danelaw4. ______, king of England initiated the long, drawn-out struggle with France called the Hundred Years’ War.1A. Edward IB. Edward IIC. Edward IIID. Henry III5. William replaced ______, the council of the Anglo-Saxon kings, with ______.A. the Witan, ParliamentB. the Grand Council, the WitanC. the Witan, the Grand CouncilD. the Grand Council, Parliament6. Und er Edward I, Henry III’s son, ______ was conquered (1277-1284) and came under the English Crown.A. WalesB. IrelandC. ScotlandD. England7. Magna Carta was a statement of the feudal and legal relationship between ______, a guarantee of the freedom of the church and a limitation of the powers of the king.A. the Crown and the baronsB. the Crown and the churchC. the Crown and ParliamentD. Parliament and the working class8. ______ summoned in 1265 the Great Council to meet at Westminster, a meeting which has been seen as that of the earliest parliament.A. King JohnB. Henry IIIC. Prince EdwardD. Simon de Montfort9. The purpose of Henry VIII’s reform was all the following EXCEPT ______.A. to alter theology in any wayB. to get rid of Papal interferenceC. to make an independent church of EnglandD. to get rid of the English Church’s connection with Pope10. The Restoration of the House of Stuart happened in the year 1660. The monarch who restored was ______.A. Charles IB. Charles IIC. James ID. James II211. On their acceptance of ______, William and Mary were crowned jointly in Westminster Abbey. Thus the age of constitutional monarchy began.A. the Test ActB. Magana CartaC. the Bill of RightsD. the Petition of Right12. The English Renaissance was largely literary, and its finest representative dramatists were the following EXCEPT ______.A. Ben JonsonB. Geoffrey ChaucerC. William ShakespeareD. Christopher Marlowe13. After the Opium War in 1840, China ceded Hong Kong to Britain and opened five ports to British trade by ______.A. the Treaty of ParisB. the Treaty of BeijingC. the Treaty of NanjingD. the Treaty of Tianjin14. Which of the following is NOT considered a characteristic of farming in the late 18th and early 19th centuries?A. The “open-field” system.B. A system of crop rotation.C. Introduction of artificial fertilizer.D. Introduction of new agricultural machinery.15. Tories were traditionalists who were certainly against ______.A. hereditary monarchyB. Parliamentary reformsC. the Church of EnglandD. strict maintenance of law and order16. The Privy Council remained powerful until the 18th century when most of its work was taken over by ______.A. ParliamentB. the CabinetC. the House of LordsD. the House of Commons17. Which of the following statements about UK’s monarchy is NOT true?3A. The Sovereign reigns, but doest not rule.B. The United Kingdom is a constitutional monarchy.C. The continuity of the monarchy has been broken only once.D. The monarchy is the oldest institution of government, going back to at least the 7th century.18. Except that ______ may not be a Roman Catholic, public offices in Britain are open without distinction to members of all churches or of none.A. the Lord ChancellorB. the Prime MinisterC. the Home SecretaryD. the Attorney General19. The University Boat Race between Oxford and Cambridge has been rowed on the Thames almost every ______ since 1836.A. springB. summerC. autumnD. winter20. The Royal National Eisteddford, which dates back to 1176, takes place in ______ for a week annually.A. WalesB. LondonC. ScotlandD. Edinburgh21. Between the end of the civil war and 1880, there was a big population movement in the United States, with people moving ______.A. from the rural areas to citiesB. from the core cities to the suburbsC. from the Northeast to the South and the WestD. from the densely-populated east coast to the sparsely-populated west22. In the United States, the largest minority group is ______ while the fastest-growing minority group is ______.A. the Asian-American group, Hispanics4B. the African-American group, European ethnic groupsC. the African-American group, the Asian-American groupD. the Asian-American group, the African-American group23. The chief reasons for early settlers to come to the New Continent were the following EXCEPT ______.A. to escape from povertyB. to seek better opportunityC. to practice religious tolerationD. to escape religious persecution24. The significance of the War of Independence is the following EXCEPT that ______.A. it paved the way for the development of capitalism in AmericaB. it was a historic event, by which the American people gained independenceC. it made both Britain and America realize that their disputes should be solved through negotiationD. it had great international influence—for instance, the colonies rose up one after another to overthrow colonial rule25. The Declaration of Independence was adopted by the ______ Continental Congress on ______.A. First, July 4, 1767B. First, July 14,1767C. Second, July 4,1776D. Second, July 14,177626. The Red Scare in 1919 and 1920 reflected ______ in American history.A. material successB. spiritual frustrationC. intolerant nationalismD. rapid growth of economy27. ______ realized that he could win support for the Union at home and abroad by making the war a just war against slavery.A. Abraham LincolnB. James MadisonC. George WashingtonD. Thomas Jefferson28. Which of the following is NOT true about the Progressive Movement?5A. It happened at the turn of the 20th century.B. It was an organized campaign with clearly defined goals.C. It demanded government regulation of the economy and social conditions.D. It was a number of diverse efforts at political, social, and economic reforms.29. ______ Conference began on January 18, 1919 was actually a conference of division of colonies of Germany, Austro-Hungary and the Ottoman Empire.A. The ParisB. The YaltaC. The TeheranD. The Potsdam30. The ______ in the 1920s was the beginning of a long economic depression in the U.S.A. stock market crashB. political persecutionC. government corruptionD. government interference31. During the Second World War, American diplomacy largely was American diplomacy towards ______.A. Germany and ItalyB. Germany and JapanC. Britain and FranceD. Britain and Soviet Union32. The open declaration of the containment policy toward the Soviet Union was made by ______ on March 12, 1949 in a speech to the joint session of congress.A. TrumanB. George KennanC. George MarshallD. Franklin Roosevelt33. Which of the following was related to the upsurge in births?A. Oil industry.B. Automobile and housing.C. Housing and defense industries.D. Automobile and defense industries.34. The Supreme Court played a role in approving the lawfulness of anti-Communist hysteria by ______.A. supporting the trial of Alger HissB. supporting Preside nt Truman’s executive order6C. convicting 11 high-ranking Communist leadersD. deciding that the Smith Act was in line with the Constitution35. Which of the following is NOT true of the U. S. economy?A. There is little government involvement in the economy.B. The American economy is based largely on a free enterprise system.C. The American economy is characterized by a high degree of monopoly.D. Unemployment, inflation, financial deficit are the main problems in American economy.36. In order to prevent the government from misusing its power, the writers of the Constitution worked out ______.A. Bill of RightsB. checks and balancesC. the Articles of ConfederationD. The Civil Rights Act of 196437. The origin of the American party system can be traced to ______.A. the conflict between Democrats and RepublicansB. the constitutional debate between the Federalists and the anti-FederalistsC. the struggle between those who supported slavery and those who opposed slaveryD. the struggle between the Royalists and revolutionaries in the War of Independence38. In America, it is ______ that establishes policies for the education within its boundary.A. the stateB. the mayorC. the federal governmentD. the governor of the state39. In 1836, ______ published his famous book Nature, which is the clearest statement of Transcendentalist ideas.A. Walt WhitmanB. Emily DickersonC. Nathaniel HawthorneD. Ralph Waldo Emerson40. Of all the symbols, ______ which are considered to represent fertility and new life, are most frequently associated with Easter.A. the lamb and the beef7B. the egg and the rabbitC. the pumpkin and the turkeyD. the spring peas and box of chocolate41. Which of the following is NOT included in the Prairie Provinces?A. Alberta.B. Manitoba.C. Saskatchewan.D. New Brunswick.42. In 1931 by ______ Canada was formally declared to be a sovereign nation and become a member of the Commonwealth of Nations.A. the Quebec ActB. the Act of UnionC. the Statute of WestminsterD. the British North American Act43. Why were the French troops in Canada defeated by the British during the Seven Years’ War?A. Because British troops are too strong to be defeated.B. Because they were not used to the weather in Canada.C. Because they did not get support from the local people.D. Because they did not receive the supplies they needed so badly.44. Australia is politically divided into ______ states and ______ territories.A. six, twoB. six, threeC. eight, twoD. ten, two45. Which of the following is NOT the factor of the hot and dry climate in Australia?A. Australia has few mountains.B. Most of Australia is far from the oceans.C. Most of Australia lies between 20°and 35°north.D. The air masses are dry, sunny, and high pressure cells.46. Queensland is also called ______.A. the garden stateB. the sunshine state8C. the premier stateD. the state of excitement47. The first Englishman to visit New Zealand was ______.A. James CookB. Abel TasmanC. Jacques CartierD. John Cabot48. New Zealand is the first country in the world to get the new day because _____.A. it is located in the Southern Pacific OceanB. it is just east of the International Date LineC. it is just west of the International Date LineD. it is located halfway between the equator and the South Pole49. Ireland is divided into two political units. They are ______.A. Great Britain and IrelandB. the United Kingdom and Northern IslandC. Northern Ireland and the Republic of IrelandD. the United Kingdom and the Republic of Ireland50. The population of Ireland is predominantly of ______ origin.A. CelticB. NormanC. DanishD. Anglo-SaxonII. Answer the Questions. (30 points, 3 points for each)Directions: Give a one-sentence answer to each of the following questions. Write your answers in the corresponding space on the Answer Sheet.51. Why did William I have the Domesday Book compiled?52. What is the British constitution made up of?53. In what way is Church of England uniquely related to the Crown?54. Why did Hawthorne attack transcendentalism?55. What is the guiding principle of community college?56. What’s the most central function of the Congress in the United States?957. What are the two principal river systems in Canada?58. What are the three topographical regions in Australia?59. What do you know about Kiwi?60. Why did Ireland refuse to join in World War II?III. Term Explanation. (20 points, 5 points for each)Directions: Explain each of the following terms in English. Write your answers in the corresponding space on the Answer Sheet in around 40 words.61. Independent School62. Wars of the Roses63. Federalist Papers64. Harlem Renaissance10。
英美概况解答题复习资料
英美概况解答题1.Why is the climate of Britain much milder than of many places in the same latitudea.The climate of Britain is moderated by the Atlantic Gulf Stream.b.It is influenced by the west wind belt, which blow over the country all theyear round and bring warm and wet air from the Atlantic Ocean.c.Topography of Great Britain .Britain is surrounded by seawaters, which canbalance the seasonal differences by heating up the land in winter and cooling it off in summer.2. What are the characteristics of the British economya. Britain is one of the world’s most advanced manufacturing and trading nations.b. Its currency, the pound sterling, is the exchange currency for about onethird of the world’s foreign trade.c. the British economy was the first to have been fully industrialized.d. British agriculture does not produce enough food to meet the country’s basicneeds, and therefore part of all vital foodstuffs has to be imported..e. the British labour force is remarkably homogeneous.3. Why do British people think of themselves as Englishmen, Scotsmen, Welshmenand Irishmen, not as BritonsThe British people have a way of living together without really doing so, that is peculiarly British. In normal times they take the national division very much for granted. They have their own way traditions. For example, Scotland has its own national church and its own system of law. Wales possesses a language and a culture of its own.4.What were the consequences of the Norman Conquesta.The Norman Conquest caused important consequences. It increased the processof feudalism.b.William the Conqueror established a strong monarchy in England.c.In 1086 William the Conqueror had his officials go through England and makea general survey of the land, known as the Domesday Book.d.After the conquest William retained most of the old English customs ofgovernment.e.The Norman Conquest also brought about changes in church.f.Along with the Normans came the French language.5.In what ways did Henry II consolidate the monarchya.Henry II took some measures to consolidate the monarchy. Firstly, he carriedout a series of reforms to strengthen his power. He strengthened the Great Council .But the most important step is that the Royal powers of justices were greatly expanded.b.As for administration, the major reform of his reign was the Inquest ofSheriffs in 1170.c.In 1181 Henry issued the “Assize of Arms”.d.Henry II wanted to restore the relationship between church and state thathad existed under the Norman kings.6.What were the comments and the nature of the Great CharterComments: (1)The king was not to exact extra payments from the feudal vassals (or towns) without their consent;(2)that laws were not to be modified by arbitrary action of the king;(3)if the king should attempt to free himself from the law, the vassals had the right to force the king to obey it, by civil war or by otherwise.Nature: (1)The Great Charter was essentially a feudal document.(2)It had a progressive significance.(3)The basic mass of peasantry, who constituted five-sixths of the population was not taken into consideration.7.Where is the UK locatedIt is located in northwestern Europe, lying to the north of France and the west of the Netherlands and Denmark.8.What do you know about the Roman influence on BritainThe Roman occupation lasted for almost 350 years. The resulting growth of its civilization was more obvious in urban areas than among the agricultural peasants and weakest in the resistant zone. In the southeastern part the Romans influenced life and culture radically. The English upper classes were thoroughly romanized and transformed into Roman landlords and officials. Yet the Romans came to govern and to trade, not to settle; and they were too few in number to change the language and customs of the people as they did in France and Spain.Some of the native people became slaves of the Romans; true slave society was introduced into England.9.Why and how did the English Parliament come into being(1)The English Parliament originated in the Great Council;(2)the main purposeof the king’s summoning parliament was to get consent for taxation;(3)Henry III extended the membership of parliament;(4)Henry hoped that with Rome’s help he could defeat the lords and their charter;(5)the barons rose up in opposition under the leadership of Simon de Montfort, the king’s brother-in-law, they forced him to dismiss his foreign advisers and to accept their own council of advisers instead;(6)in 1264 Montfort defeated the royal army at Lewes and took the king prisoner. In the following year, he called Parliament. The parliament of 1265 which is known as the “All Estates Parliament”is generally considered the “beginning of parliament”.10. The reasons of the Hundred Year’s War:a. the claim of Edward III to be the rightful King of Franceb. the real causes were deeper and more complex, because of lands(territory)c. the economic interests of England and France clashed in Flandersd. the English national identity had taken shape faster than that of France11. The reasons of Wat Tyler’s Rising:a. the conditions of the peasants were not improved, the villeins struggled for full freedom.b. the government of Edward III and the Parliament issued orders and passedstatutes (“Statutes of Labourers ”). This aroused a general hatred against the ministers, lawyers, and landlords.c. lollards, provided ideological preparation for the labour movement of the14th centuryd. all of those led to the rising of 1381. it was precipitated by the collectionof the Poll Tax. The third collection in the early part of 1381 became the fuse of the rising12. What do you know about the nature and consequences of the Wars of the Roses Nature: it was a feudal civil war, the war of power and wealth and at last for possession of the Crown between the Lancastrians and the Yorkists. Consequence: the wars of the Roses lasted 30 years and ended in 1485 with the accessions of Henry Tudor as Henry VII, the founder of the Tudor Monarchy.The ending of the Wars of the Roses was seen as the ending of the MiddleAges in European history and the beginning of the modern world history.13. How did Henry VII strengthen his monarchy1. Henry VII first confined his rival---Edward.2. He also promised pardon to those who had stood on the side on the side of theHouse of York .3. In 1486 Henry married Elizabeth of York, thus uniting the rival Houses of Yorkand Lancaster.4. Henry faced four separate armed rebellions, but all of them were put down.5. He arranged his son’s and daughters’marriages in such a way to strengthenhis position abroad and prevent help being given to claimants to his crown.14. What are the reasons of the Reformation1. The Church of the Middle Ages had not been only a religious body; it had beena political and legal power as well.2. The greed and laziness of the Church was hindering the social and politicalprogress of England.3. Henry VIII wanted to exalt his own authority in the Church as well as in theState.4. The Parliament, which represented the interests of the bourgeoisie, supportedhim.5. The lower classes also took its side in the Reformation because of their hatredtowards the Church .6. Even many honest leaders of the Church itself were in favour of its reform.7. The external pretext for the Reformation was Henry VIII’s divorce case. 15. What do you know about the English Renaissance“Renaissance” means “rebirth”--- Europe rediscovering its origins in the cultures of ancient Greek and Rome. It was a cultural movement. They were disintegrating movements, but also liberating ones, and they were consistently related, by cause and effect, to liberating movement in politics, commerce, and society in every country. The thinkers, who worked for freedom and enlightenment, were called “humanists”. The greatest English humanist was Sir Thomas More, who wrote his masterpiece Utopia. The English Renaissance was largely literary, William Shakespeare was the greatest dramatist of the age. The late part of the Renaissance in England was also the period of materialism, whose progenitor,according to Marx, was Francis Bacon.16. What’s the nature of the conflict between Catholicism and the English Church The struggle between the English Church and Catholicism was essentially a struggle between the new “nobility”of money and bourgeoisie on the one hand and the remains of feudalism on the other.17. What’s the means of primitive accumulation of capitala. Enclosure Movementb. foreign tradec. colonial plunderd. slave trade18. What’s the importance of English Revolutiona. the English Revolution is an epoch-making event in the history of the world.b. It concluded the medieval period – the period of feudalism, and marks thebeginning of the modern period – the period of capitalism.c. It paved the way for the rapid growth of capitalism in England.19. What do you know about Oliver CromwellHe was the leader of the Independents during the British Bourgeois Revolution.In the Civil War he led his new army “New Model Army”and defeated the king’s army. In 1649 he signed to executed Charles I and established Commonwealth. He suppressed the Diggers. In August 1649, Cromwell confiscated the land of the “rebels”, and drove the Irish to the poor part of the island. He also defeated Scottish army. In 1653 Parliament was dissolved and Cromwell was made Lord Protector for life and started his military dictatorship openly. The Commonwealth became the Protectorate. He died in 1658.20. What do you know about the development of Foreign AffairsForeign trade was further developed. The wool trade continued to enjoy prosperity. In addition to this, silk articles were exported to the Continent and cotton goods to the West Indies and the American colonies. The slave trade increased after the middle of the 17th century. England first became a sea power in the time of Elizabeth. The big problem after Anne’s accession (1702) was the relationship with Spain and France and the country was mainly taken up with the war against the two against the two countries for the first eight years of her reign.21. What consequences did the agricultural revolution have1) The adoption of new methods and enclosure of land encouraged the developmentof capitalist farming. 2) As a result there was the appearance of a labour reserve.3) It helped the expansion of domestic market. 4) These were essential conditionsfor stimulating the Industrial Revolution.22. What are the consequences of the Industrial RevolutionThe Industrial Revolution was not only a technological revolution but also a great social upheaval. The Industrial Revolution laid a good foundation for the “factory of the world”. A factory system was established. Workers were employed and managers became capitalists. Two conflicting classes were born.。
《新编语言学教程》课后答案
(1) semantics: the study of linguistic meaning.(2) truth-conditional semantics: an approach that knowing the meaning of the sentenceis the same as knowing the conditions under which the sentence is true or false, andknowing the meaning of a word or expression is knowing the part that it plays in thetruth or falsehood of the sentence containing it.(3) naming theory: the view that the meaning of an expression is what it refers to, or names.(4) behaviorist theory: the view that the mea ning of a linguistic form is defined as observablebehaviors which is an approach drawing on psychology.(5) use theory: the semantic theory according to which the meaning of anexpression is determined by its use in communication and more generally, insocial interaction.(6) sense: the inherent part of an expression‘s meaning, together with the context,determines its referent. For example, knowing the sense of a noun phrasesuch as the president of the United States in 2004 allows one to determine that Georgesuch as the president of the United States in 2004 allows one to determine that George (7) reference: (in semantics) the relationship between words and the things,actions, events and qualities they stand for. An example in English is the relationshipbetween the word tree and the object ―tree‖ (referent) in the real world.(8) conceptual meaning: It means the meaning of words may be discussed in terms ofwhat they denote or refer to, also called denotative or cognitive meaning. It is theessential and inextricable part of what language is and is widely regarded as thecentral factor in verbal communication. For instance, the conceptual meaning of ―he‖ in English is any male person or male animal.(9) connotative meaning: It is the communicative meaning that a word or acombination of words has by virtue of what it refers to, over its purely conceptualmeaning. For example, the connotative meaning of ―woman‖ is emotional, frail,inconstant, irrational, etc.(10) semantic field: the organization of related words and expressions into asystem which shows their relationship to one another. For example, kinship terms suchas father, mother, brother, sister, uncle, aunt belong to a semantic field whose relevantfeatures include generation, sex, membership of the father‘s or mother‘s side of family. (11) lexical gap: the absence of a word in a particular place in a semantic field of alanguage. For instance, in English we have brother versus sister, son versus daughter, but no separate lexemes for ―male‖ and ―female‖ cousin.(12) componential analysis: (in semantics) an approach to the study of meaning whichanalyzes a word into a set of meaning components or semantic features. Forexample, the meaning of the English word boy may be shown as[+human][+male][-adult].(13) semantic feature: the smallest units of meaning in a word. The meaning of wordmay be described as a combination of semantic components or features. Forexample, the feature [+male] is part of the meaning of father, and so is thefeature [+adult], but other features are needed to make up the whole meaning of father.Often, semantic features are established by contrast and can be stated in terms of [+] and[-], e.g. woman has the semantic features [+human], [-male] and [+adult].(14) synonym: the sense relations of equivalence of meaning between lexical items,e.g. small/little and dead/deceased.(15) antonym: the sense relation of various kinds of opposing meaning between lexical items,e.g. big/small, alive/dead and good/bad.(16) hyponymy: the sense relation between terms in a hierarchy, where a moreparticular term (the hyponym) is included in the more general one (the superordinate): Xis a Y, e.g. a beech is a tree, a tree is a plant.(17) meronym: the sense relation between body and its parts which are not only sections ofthe body but defined in terms of specific functions. For example, the head is the part ofthe body which carries the most important sense organs, i.e. eyes, ears, nose and tongue.(18) semantic role: the way in which the referent of a noun phrase is involved in thesituation described or represented by the clause, for example as agent,patient, or cause.(19) entailment: the relationship between two sentences where the truth of one (thesecond) is inferred from the truth of the other, e.g. Corday assassinated Marat and Maratis dead; if the first is true, the second must be true.(20) presupposition: implicit assumptions about the world required to make anutterance meaningful or appr opriate, e.g. ―some tea has already been taken‖ is apresupposition of ―Take some more tea!‖2. (1) He waited by the bank.a. He waited by the financial institution which people can keep their money in or borrowfrom. b. He waited by the bank of the river.(2) Is he really that kind?a. Is he really that type of person?b. Is he really that kind-hearted?(3) We bought her dog biscuits.a. We bought dog biscuits for her.b. We bought biscuits for her dog.(4) He saw that gasoline can explode.a. He saw that gasoline container explode.b. He saw that gasoline may explode.(5) Fifty soldiers shot three wild foxes.a. Fifty soldiers shot three wild foxes in total.b. Each of the fifty soldiers shot three wild foxes.(6) He saw her drawing pencils.a. He saw her pencils for drawing.b. He saw her drawing the picture of pencils.3. (2) (4) (5) (8) are antonyms; (1) (3) (6) (7) are synonyms.4. charity: kindness, sympathy, church, helpfuliron: strong, brave, hard, determinedmole: traitor, betrayal, spysnow: pure, virgin, cleanstreet: homeless, living hard, pitiable5. (1) a. hoard b. scribble c. barn, method d. olfactory(2) a. acquire b. tell c. way d. smell(3) a. buy, win, steal. b. talk, tell c. road, way, path d. smellThese words are less marked in their sets because they are more usual and tendto be used more frequently. They consist of only one morpheme and are easier tolearn and remember than others. They are also often broader in meaning and cannot bedescribed by using the name of another member ofthe same field.6. homophones: sea-see, break-brake; polysemies: sea, break, prayer, mature, trace, househomonyms: ear.7. In a semantic field, not all lexical items necessarily have the same status. The less markedmembers of the same semantic field (1) are usually easier to learn andremember than more marked members; (2) consist of only one morpheme incontrast to more marked members; (3) cannot be described by using the name of anothermember of the same field; (4) tend to be used more frequently than more marked terms;(5) broader in meaning than more marked members; (6) are not the result of themetaphorical usage of the name of another object or concept, but more marked are.8. (1) a. bachelor, man, son, paperboy, pope, chiefb. bull, rooster, drake, ram.The (a) and (b) words are male.The (a) words are human.The (b) words are animals.(2) a. ask, tell, say, talk, converseb. shout, whisper, mutter, drawl, hollerThe (a) and (b) words are realized by sounds.The (a) words are normal voice quality.The (b) words are produced by modifying one‘s normal voice quality.(3) a. walk, run, skip, jump, hop, swimb. fly, skate, ski, ride, cycle, canoe, hang-glideThe (a) and (b) words are sports (movement).The (a) words are sports without instruments.The (b) words are sports with instruments.(1) pragmatics: a branch of linguistics that studies language in use.(2) deixis: the marking of the orientation or position of entities and situations withrespect to certain points of reference such as the place (here/there) and time (now/then) of utterance.(3) reference: (in semantics) the relationship between words and the things, actions, events,and qualities they stand for.(4) anaphora: a process where a word or phrase (anaphor) refers back to another word orphrase which was used earlier in a text or conversation.(5) presupposition: implicit assumptions about the world required to make anutterance meaningful or appropriate, e.g. ―some tea has already been taken‖ is apresupposition of ―Take some more tea!‖(6) Speech Act Theory: The theory was proposed by J. L. Austin and has been developedby J. R. Searle. Basically, they believe that language is not only used to inform or to describe things, it is often used to ―do things‖, to perform acts. In saying―Sorry‖, you are performing an act of apology.(7) indirect speech act: an utterance whose literal meaning (location) andintended meaning (illocution) are different. For example, Can you pass the salt?is literally a yes/no question but is usually uttered as a request or polite directive foraction.(8) the Cooperative Principle: a principle proposed by the philosopher Paul Gricewhereby those involved in communication assume that both parties willnormally seek to cooperate with each other to establish agreed meaning. It is composed of4 maxims: quality, quantity, relation and manner.(9) the Politeness Principle: politeness is regarded by most interlocutors as a meansor strategy which is used by a speaker to achieve various purposes, such assaving face, establishing and maintaining harmonious social relations in conversation.This principle requires speakers to ―minimize the expression of impolite beliefs‖. It iscomposed of 6 maxims: Maxims of Tact, Generosity, Approbation, Modesty, Agreementand Sympathy.(10) conversational implicature: the use of conversational maxims in the CooperativePrinciple to produce extra meaning during conversation.2. Deictic expressions: I, now, you, that, here, tomorrow.3. Anaphoric expressions: she, him, it.4. (1) He bought the beer.(2) You have a watch.(3) We bought a car.5. Direct acts: (1)/(5); Indirect acts: (2)/(3)/(4)6. (a) The Maxim of Quality: (1) Do not say what you believe to be false; (2) Do not say thatfor which you lack adequate evidence.(b) The Maxim of Quantity: (1) Make your contribution as informative as is required (for thecurrent purpose of the exchange); (2) Do not make your contribution more informative than is required.(c) The Maxim of Relation: Be relevant.(d) The Maxim of Manner: Be perspicuous (1) Avoid obscurity of expression; (2) Avoidambiguity; (3) Be brief (avoid unnecessary prolixity); (4) Be orderly.7. The speaker is particularly careful about the maxim of Agreement in PP. Theresponse begins with ―well‖ rather than ―no‖ in order to minimize disagreement between the speaker and hearer.8. It is an indirect speech act. Carol invites Lara to a party, but Lara wants to decline theinvitation. To be polite, she doesn‘t choose a direct refusal, inst ead she says “I‘ve got an exam tomorrow‖ as a reasonable excuse to decline the invitation. In this way, she minimizes the expression of impolite beliefs, thus the utterance conforms to PP(1) discourse: a general term for examples of language use, i.e. languagepro-duced as the result of an act of communication. It refers to the larger units of language such as paragraphs, conversations and interviews.(2) discourse analysis: the study of how sentences in written and spokenlanguage form larger meaning units such as paragraphs, conversations and interviews.(3) given information: the information that the addresser believes is known tothe addressee.(4) new information: the information that the addresser believes is not known to theaddressee.(5) topic: the main center of attention in a sentence.(6) cohesion: the grammatical and/or lexical relationships between the different elements ofa text. This may be the relationship between different sentences or different parts of asentence.(7) coherence: the relationship that links the meanings of utterances in adiscourse or of the sentences in a text.(8) discourse marker: the technical term for all the items that are used to helpconstruct discourse, such as signifying the beginning or ending of a paragraph ora turn in conversation. They are commonly used in the initial position of an utterance andare syntactically detachable from a sentence, such as well, I mean, now, then, first, second, finally.(9) adjacency pair: a set of two consecutive, ordered turns that ―go together‖ in a adjacencypair: a set of two consecutive, ordered turns that ―go together‖ in a acceptance,criticism/denial.(10) preference structure: in the conversations there can be several second partsrelated to one first part, but they are not of equal status. The structural likelihood is called preference, and this likely structure is the preference structure that divides second partsinto preferred and dispreferred. The former is the structurally expected and thelatter unexpected. In answering the question “Have you got a light?‖, the reply ―Here you are‖ is preferred and ―Sorry, no, I don‘t smoke‖ is dispreferred.(11 presequence: the opening sequences that are used to set up some special potential actions,such as greetings before formal conversations. ―What are you doing tonight?‖ can be used as a presequence if it is followed by ―If nothing special, come over and have dinne r with us please.‖(12) critical discourse analysis: the analysis of language use directed at, and committed to,discovering the concealed ideological bias, injustice, inequality in the powerrelations among speakers and hearers.2. In the study of discourse, cohesion refers to the grammatical and/or lexical relationshipsbetween the different parts of a text. This may be the relationship between differentsentences or different parts of a sentence. It concerns the question of how sentences areexplicitly linked together in a discourse by different kinds of overt devices. Such cohesivedevices include reference, substitution, ellipses, conjunction and lexical cohesion.5. It is not a coherent discourse. Although it has connection words such as a Ford a car and black –– Black, which look like cohesive devices, they refer to entirely different things. There is a total lack of internal relation among the sentences. A text can‘t be only based on superficial connections between the words to pursue coherence; there must be some relationship that links the meanings of the sentences in a text, too. This text is not in line with our real experience of the way the world is. Thus, we can‘t make sense of it directly unless we are laborious to create meaningful connections which are not actually expressed by the words and sentences. So it‘s not a coherent discourse.6. Coherence is the relationship that links the meanings of utterances in a discourse or of thesentences in a text. This extract is coherent. All the sentences (questions in fact) areorganized around the topic ―interview‖, and they are arranged from the gene ral to the more specific in a logical order so that the text is easy to follow.(1) sociolinguistics: the study of the relationship between language and society, that is,how social factors influence the structure and use of language.(2) standard language: the variety of a language which has the highest status in a communityor nation and which is usually based on the speech and writing of educated native speakers of the language.(3) dialect: a language variety characteristic of a particular social group; dialects can becharacteristic of regional, social, temporal, occupational or gender groups.(4) register: a language variety associated with a particular situation of use, e.g. baby talkand legal language.(5) pidgin: a variety of language that is not a native language of anyone, but islearned in contact situations.(6) creole: a language that begins as a pidgin and eventually becomes the firstlanguage of a speech community through its being learned by children.(7) language planning: planning, usually by a government or government agency,concerning choice of national or official language(s), ways of spreading the use of a language, spelling reforms, the addition of new words to the language, and other language problems.(8) diglossia: a situation when two distinct varieties of the same language areused, side by side, for two different sets of functions.(9) bilingualism: the use of at least two languages either by an individual or by a group ofspeakers, such as the inhabitants of a particular region or a nation.(10) code-switching: the movement back and forth between two languages or dialectswithin the same sentence or discourse.(11) taboo: a word or expression that is prohibited by the polite society from general use.(12) euphemism: a word or phrase that replaces a taboo word or is used to avoid reference tocertain acts or subjects, e. g. ―powder room‖ for ―toilet‖.2. Idiolects are varieties of a language used by individual speakers, with peculiarities ofpronunciation, grammar and vocabulary.3. A president who did not have an accent may refer to a president who speaks the standardlanguage. The standard language is a particular variety of a language that is officially given a status higher than any other, and therefore a dominant or prestigious variety. The standard language is usually based on the speech and writing of educated native speakers of the language and is generally used in government documents,education, broadcasting and printing. A good president is expected to speak theprestigious variety of his language.4. Language planning is usually done by a government or government agency whichconcerns the choice of national or official l anguage(s), ways of spreading the use of thelanguage(s), spell reforms, the addition of new words to the language, and other language problems. In order to carry it out effectively, the official attempt may concentrate on either the status of a language with regard to some other language or variety or its internal condition with a view to changing it. Language planning usually involves two aspects: status planning and corpus planning. Status planning changes the function of alanguage or a variety of a language and the right of those who use it. And corpus planning seeks to develop a variety of language or a language, usually to standardize it, that is, toprovide it with the means for serving most language functions in society. Governments may take both sides into consideration.5. A pidgin is a special language variety that mixes or blends languages and it is used bypeople who speak different languages for restricted purposes such as trading. Pidgin arose from a blending of several languages such as Chinese dialects and English. Typicallypidgins have a limited vocabulary and a much reduced grammatical structurecharact erized by the loss of inflections, gender and case. When a pidgin has become theprimary language of a speech community, and is acquired by the children of that speechcommunity as their native language, it is said to have become a creole. Thestructu re of the original pidgin is expanded to enable it to fulfill its newfunctions. The vocabulary is vastly enriched, and new syntactic-semantic conceptsdeveloped. Notable examples of creole are the English-based creole of Haiti.6. There are man y euphemisms for toilet, such as WC, powder room, Men‘s room, Ladies‘room, Gentlemen, bathroom, restroom and so on. In many cultures, people avoid referring to this place by ―toilet‖ or ―lavatory‖ because they are unpleasant to the ear. The use ofeuphe misms reflects social attitudes or social customs. We choose the words or expressions of euphemism because they are more polite or pleasant to use without embarrassing others.7. There are two possible reasons. One reason is that women are usually morestatus-conscious than men and they are aware of their lower status in society and as aresult, they may use more standard speech forms in their attempt to claimequality or even achieve a higher social status. The other reason might be attrib-uted to the education. Women are educated to behave ―like a lady‖ when they are little girls, andsuch education may influence their speech as well. (The answers are quite open) (1) psycholinguistics: the study of the relation between language and mind: the mentalstructures and processes which are involved in the acquisition, comprehension andproduction of language.(2) language production: the process involved in creating and expressing meaning throughlanguage, such as the four successive stages provided by Levelt (1989):conceptualization, formulation, articulation and self-regulation.(3) language comprehension: From a psycholinguistic point of view, we store a great deal ofinformation about the properties of the language, and retrieve this information when we understand language. Besides, language comprehension can be treated in fourlevels: sound, word, sentence and text comprehensions.(4) Sapir-Whorf Hypothesis: It refers to the view that the language system could influence oreven determine one‘s thought, and a particular language imposes particular ideas of nature or beliefs of one‘s culture.(5) linguistic determinism: One‘s language structure determines his cognitive structure.That is, learning a language may change the way a person thinks or perceives the objective world.(6) linguistic relativity: As one‘s language influences one‘s cognitive system,speakers of different languages perceive the world differently.2. Psycholinguistics is the study of psychological aspects of language; it usuallyinvestigates the psychological states and mental activities associated with the use oflanguage. Most problems in psycholinguistics are comparatively more concrete,involving the study of language acquisition especially in children andlinguistic performance such as producing and comprehending utterances orsentences among adults. However, theoretical linguistics is more objective. It usuallyinvestigates the existing phenomena about languages and its investigations are usuallycarried out in the branches of microlinguistics: phonetics, phonology, morphology, syntax and semantics. Psycholinguistics is an interdisciplinary study of language andpsychology, with structural linguistics and cognitive psychology as itsroots whiletheoretical linguistics solely focuses on aspects of language.3. (1) The correct form is ―They swam across the lake‖, which is caused byexchange. (2) The correct form is ―The spy was bound and gagged‖ , which is caused by exchange. (3) The correct form is ―I will see you in the park‖, which originates from substitution.4. The slip-of-the-tongue phenomenon described above can be explained by theparallel distributed processing (PDP) approach in word comprehension. The PDP approach holds that people use several separate and parallel processes at the same time to understand spoken or written language. In the slip-of-the-tongue phenomenon, people have alread y conceptualized his/her idea (thought), but can not find a proper word to express the idea. This shows that thought precedes language. According tolinguistic determinism, language shapes one‘s thought. If there isn‘t language, there should be no thought. Thus, this phenomenon goes against linguistic determinism andshows that thought can exist with or without language.5. The fact mentioned here flies at the face of linguistic determinism which says that one‘slanguage structure determines one‘s cognitive structur e. That‘s to say, a particular language can not shape one‘s world view. Language changes al ong social changes. And socialchanges can lead to the changes of people‘s view. At the same time, one‘s world view can affect a particular language. For example, Xiaojie was used to refer to the daughter of rich and important families before 1949. Then, since 1949, great changes havetaken place in China. The world view of Chinese people has changed radically but thelanguage has changed little. During the Cultural Revolution, Xiaojie became very muchculturally loaded —young women not belonging to ‗the revolutionary rank‘ and people not to be politically trusted. After 1979, it gradually became popular again, and now it has taken on a derogatory meaning (hooker). As it is mentioned above, it is socialchanges that shape one‘s world view, and it is cognitive structure that affects language.。
小学上册第十三次英语第4单元测验卷
小学上册英语第4单元测验卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.The _______ (小长颈鹿) stretches its neck to eat leaves.2.My brother has a ______ (toy) robot.3.What do we call the lines of latitude and longitude?A. GridB. NetworkC. MapD. ChartA4.The ancient Egyptians wrote using _______. (象形文字)5.I like to _______ (run) in the morning.6.I want to _____ (go/stay) home.7.What do we call the art of creating visual works?A. PaintingB. SculptureC. DrawingD. All of the AboveD8.He likes to draw ___. (pictures)9. A chemical equation shows the relationship between ______ and products.10.What do we call the main ingredient in pasta?A. FlourB. RiceC. CornD. WheatD Wheat11.I enjoy playing with my ______. (我喜欢和我的______一起玩。
)12.I have a magical ________ (玩具名称).13.We visit the _____ (farm) every summer.14.She is a great ________.15.The study of rocks and Earth processes is called ______.16. A rabbit is a type of ______.17.The __________ sky is perfect for stargazing. (清澈的)18.中国的________ (heritage) 包括丰富的文化和传统。
2024年高一英语哲学观点单选题40题
2024年高一英语哲学观点单选题40题1.John studied hard and got good grades. The relationship between studying hard and getting good grades is an example of _____.A.cause and effectB.coincidenceC.randomnessD.chance答案：A。
解析：努力学习是因，取得好成绩是果，这是典型的因果关系。
选项B“coincidence”（ 巧合）、选项C“randomness”（ 随机性）和选项D“chance”（机会）都不能准确体现努力学习和取得好成绩之间的关系。
2.Mary was late for school because she missed the bus. Here, being late for school and missing the bus are in a relationship of _____.A.cause and resultB.correlationC.accidentD.happenstance答案：A。
解析：错过公交车是因，上学迟到是果，是因果关系。
选项B“correlation” 相关）不准确，这里有明确的因果联系。
选项C“accident”（ 意外）和选项D“happenstance”（ 偶然事件）不能准确描述这种关系。
3.Tom fell ill after eating too much junk food. This shows aconnection of _____.A.cause and consequenceB.chance and accidentC.situation and backgroundD.event and occurrence答案：A。
解析：吃太多垃圾食品是因，生病是果，是因果关系。
The Connection Between Santa Claus and Christmas
The Connection Between Santa Claus andChristmasSanta Claus, also known as Father Christmas or Saint Nicholas, is an iconic figure associated with the holiday season. For centuries, Santa Claus has been a beloved character, especially by children, who eagerly await his arrival every Christmas. The jolly old man with a white beard, red suit, and a bag full of gifts has become synonymous with the festive spirit of Christmas. But have you ever wondered about the connection between Santa Claus and Christmas? Let's delve into the origins and significance of this timeless connection.The origins of Santa Claus can be traced back to a real historical figure – Saint Nicholas. Saint Nicholas was a Christian bishop who lived during the 4th century AD in Myra, a city in present-day Turkey. Known for his charitable acts and generosity, he became the patron saint of children and sailors. The legends surrounding Saint Nicholas describe him secretly helping those in need by leaving gifts for them. These stories served as the foundation for the modern-day image of Santa Claus.The association between Santa Claus and Christmas evolved over time, intertwining with various cultural and folkloric traditions. In many European countries, Saint Nicholas Day is celebrated on December 6th. On this day, children wake up to find small gifts or treats left by Saint Nicholas. This tradition gradually merged with the celebration of Christmas, resulting in the image of Santa Claus delivering gifts on Christmas Eve.One of the most influential factors in cementing the connection between Santa Claus and Christmas was the famous poem "A Visit from St. Nicholas," which is more commonly known as "The Night Before Christmas." Written by Clement Clarke Moorein 1823, this poem introduced several elements that are now considered integral to Santa Claus folklore. It described Santa Claus as a jolly, plump man who travels in a sleigh pulled by reindeer, enters homes through chimneys, and leaves gifts for children. Thisportrayal of Santa Claus captured the imagination of the public and solidified his role as the bringer of gifts during Christmas.In addition to literature, the visual depiction of Santa Claus played a significant role in linking him to Christmas. The iconic image of Santa Claus as a rotund man dressed in a red suit with white fur trim was popularized by Coca-Cola advertisements in the 1930s. These advertisements portrayed Santa Claus as a cheerful, benevolent figure who embodied the spirit of Christmas. This portrayal further solidified the connection between Santa Claus and Christmas, making him an integral part of the holiday season.The practice of gift-giving during Christmas also contributed to tying Santa Claus to the festive season. The tradition of giving gifts during Christmas can be traced back to the biblical story of the Three Wise Men who presented gifts to the baby Jesus. Over time, this tradition expanded to include gift-giving to family and friends. Santa Claus became the embodiment of this tradition, symbolizing the joy and generosity associated with Christmas.Beyond the historical and cultural foundations, Santa Claus also holds a deeper symbolic meaning. His portrayal as someone who brings joy and happiness to children reflects the spirit of giving and selflessness that is often associated with Christmas. Santa Claus embodies the idea of spreading love, kindness, and goodwill, values that are at the heart of the holiday season.The connection between Santa Claus and Christmas is profound and complex. It encompasses historical, cultural, and folkloric origins while embodying the spirit of generosity and love. While the concept of Santa Claus has evolved over time, his significance during Christmas remains unaltered. Santa Claus continues to inspire joy and excitement, reminding us of the magic and wonder that surrounds Christmas.In conclusion, Santa Claus has become an indelible part of Christmas celebrations worldwide. From the tales of Saint Nicholas to the famous poem and visual depictions, Santa Claus has evolved into a beloved figure who embodies the festive spirit of giving. The connection between Santa Claus and Christmas is rooted in history, folklore, and traditions, while also representing deeper values associated with the holiday season. So,as we eagerly await Santa Claus' arrival each Christmas, let us remember the connection between this iconic figure and the joyous celebration of Christmas.。
小学上册F卷英语第五单元期末试卷
小学上册英语第五单元期末试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1. A rabbit has sharp ______ (牙齿) for chewing.2.The cat catches a _____.3.Which planet is known for its extreme winds and storms?A. EarthB. JupiterC. SaturnD. Uranus4.Grasshoppers are known for their strong ______.5.The process of electroplating deposits a layer of ______.6.Gardening can also provide opportunities for community ______ and involvement. (园艺还提供了社区参与和互动的机会。
)7. A _____ (植物成长) can lead to community beautification.8.I want to eat ______ for lunch. (sandwich)9.The main gas produced during fermentation is ______.10. A __________ is an area that is prone to flooding.11.What is the name of the fictional character who wears a red cape and flies?A. BatmanB. SupermanC. Spider-ManD. Iron ManB12. (68) is a famous landmark in Paris. The ____13.She has a pet ______ (fish).14.The _____ (cake/pie) is delicious.15.The playground is _____ and fun. (big)16.The hedgehog has many tiny ______ (刺).17.The _____ (橡树) is very strong.18.The _____ (狐狸) is very sly.19.I like to _____ (draw) animals.20.The goat can eat almost _________ (任何) plant.21.What is the main ingredient in a Caesar salad?A. LettuceB. SpinachC. KaleD. ArugulaA22.What do you wear on your head?A. ShoesB. ShirtC. HatD. PantsC23.What do you call a person who creates visual art?A. ArtistB. DesignerC. PainterD. SculptorA24.What do we call a piece of land surrounded by water?A. IslandB. PeninsulaC. ContinentD. ArchipelagoA25. A solution that is very acidic has a pH of _______.26. A ______ is a natural phenomenon that can cause destruction.27.The _____ (木偶) dances when I pull the string.28.The _____ (花草茶) is made from dried plants.29.What tool do astronomers use to observe distant stars?A. MicroscopeB. TelescopeC. BinocularsD. Camera30.The _____ (植物研究) helps improve agricultural practices.31.As the sun began to set, we packed our things and headed home. I felt tired but very ______ (8). Spending time in the park with my family is one of my favorite activities. I can't wait to go back again next week and make more ______ (9).32.What do you call a person who takes care of sick people?A. NurseB. DoctorC. PharmacistD. Therapist33. A ____ has sharp spines and can protect itself.34.The ______ is known for its speed.35.What do we call a person who studies the relationship between culture and environment?A. Environmental AnthropologistB. SociologistC. Cultural AnthropologistD. BiologistA36. A __________ is a place where you can learn about nature.37.An atom is made up of protons, neutrons, and ______ (electrons).38.Which fruit is yellow and curved?A. AppleB. BananaC. GrapeD. OrangeB39.The ancient Greeks held ________ to celebrate their culture.40.The boiling point of water is _______ degrees Fahrenheit.41.My ________ (玩具名称) can make music.42.My friend is very ____.43.What is the capital of New Zealand?A. AucklandB. WellingtonC. ChristchurchD. DunedinB44.water quality standards) ensure safe drinking water. The ____45.The color of litmus paper turns red in an ______ solution.46.The chemical formula for sodium sulfate is ______.47.What do bees make?A. MilkB. HoneyC. JamD. BreadB48.The Ptolemaic model placed the Earth at the _______ of the universe.49.The _______ of an object is related to its mass and speed.50.The process of separating a liquid from solids using filtration is called ______.51.My ________ (玩具名称) is a fun way to relax.52.The ______ helps us learn about art.53.The __________ (科学发现) inform future generations.54.What do you use to cut paper?A. KnifeB. ScissorsC. RulerD. Tape55.What is the opposite of slow?A. QuickB. FastC. RapidD. SwiftB56. A __________ is formed by the interaction of water and sediment over time.57.The chemical symbol for titanium is __________.58.What is the capital of Samoa?A. ApiaB. Pago PagoC. FagatogoD. MulifanuaA59.How many months are in a year?A. 10B. 11C. 12D. 1360.I enjoy _____ (watching/playing) sports.61.What is the name of the famous river in China?A. NileB. AmazonC. YangtzeD. Mississippi62.The roots of the plant are ______ (在土壤里).63.How many days are in a week?A. FiveB. SixC. SevenD. EightC64. A ______ uses echolocation.65.The _______ (羊) bleats in the field.66.The ________ (松树) stays green even in winter.67.The _____ (植物教育) is key to fostering appreciation for nature.68.What is the largest continent?A. AfricaB. AsiaC. EuropeD. Antarctica69.Which of these is a fruit?A. CarrotB. PotatoC. AppleD. LettuceC70.The chemical symbol for sodium is _______.71.What is the name of the first spacecraft to land on Mars?A. Viking 1B. PathfinderC. CuriosityD. Spirit72.The garden is _______ (充满) colorful flowers.73.I have a younger _____ (哥哥).74.My brother is learning to ________ (打鼓).75.The sunflowers are ___ (tall).76.The _____ (flower) is very beautiful.77.The chemical symbol for ytterbium is _____.78.We will visit our ______ (grandparents) next week.79.What do we call a plant that grows in water?A. TreeB. FlowerC. Aquatic plantD. Grass80.My mom has a _____ (new/old) car.81.My sister is a ______. She enjoys singing.82. A ______ is a large-scale movement of the Earth’s crust.83.What do we call the process of changing from a caterpillar to a butterfly?A. MetamorphosisB. EvolutionC. TransformationD. GrowthA Metamorphosis84.My mom always gives me __________ (鼓励) when I'm down.85.The ________ (research) is ongoing.86.What is the capital of Italy?A. VeniceB. RomeC. FlorenceD. Milan87.古代的________ (scientists) 对自然现象进行了深入研究。
Unit4-题西方文化导论
Text Study
Think and Discuss
(2) What are the basic differences between Christianity and Judaism?
In spite of the fact that the two religions both derived from Jewish culture, there are some basic differences between them.
Text Study
Comprehension Exercises
Fill in the blanks.
(4) _T_h_e_M__a_s_s is a formal rite, ceremony or service of religious worship.
(5) _E_x_c_o_m__m_u_n_i_c_at_i_o_n means a Christian is partly or completely expelled from the church, usually with the loss of his citizenship.
(3) _P_u_rg_a_t_o_r_y is a state or place of temporary punishment for the removal of sins not possible in any other ways.
Comprehension Exercise
Text Study _III_3.2
Fourth is that Jehovah was important to Jews only in theory and affected them in spirit occasionally while Christianity became an inseparable part of the secular life of the Westerners. Pope and churches became so powerful that they even tried to seize more political power from the emperors or kings who had to depend sometimes on the Christian church for both spiritual and political support since Christianity could easily exert its influence on the church people and non-church people.
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The relationship between church and state in the middle Ages In the middle Ages, the world was a drastically different place from the world that we know today. The world was scary, and the population was relatively uneducated about anything other than God. There was little schooling, little reading and writing among the lower classes, and therefore most of the decisions could not be made by them. The one thing that made life a little easier was the church.The church more or less was the state back in those days. As the coexistence of two major political powers, the church and state live with conflict and cooperation. In the prior period, they are in the state of unity of opposites. And in the middle period, the strength of the church had been unceasingly strengthens. In the later period, the authority of the state became bigger and bigger, while the church became gradually declining.And today I want to talk about the relationship between church and state in the middle period .The pope was the most influential man in the world, and what he said was the law of the land. The church was the social order, the legal order, and it was the unquestioned leader of the day. Anyone who dared to ask a question of the church, or its policies were burned alive, or punished with excommunication, which basically meant that this person couldn't go to heaven.Whatever was in the bible was what the lower classes were supposed to live by. Ironically, the church back in those days was the government, so being a part of the church back then was to be part of the upper classes. They lived lavish lifestyles, and were among the wealthiest people back in the day. The church could force people to part with whatever they wanted them to, and basically were able to do almost anything they wanted.The church at some levels was more powerful than the kings of the day. King Henry XIII started his own church because the pope wouldn't allow Henry to marry the woman of his choosing. Charlemagne even went so far as to get papal authority to rule back in the 700's, and was named the first Holy Roman Emperor. The Holy Roman Empire would last for almost 1,000 years after that, and would become the most powerful force in Europe during the time period. And the most approvable case in this period is the Canossa Shame.1075, Pope Gregory VII ordered Henry IV in Germany to give up the rights of the bishops to declare the status of the Pope above all secular power, and even to remove the emperor . In this regard, Henry IV of Germany convened a synod, declared the deposition of pope to resist. So Gregory VII issued a decree, which deposed Henry IV and get rid of his religious citizenship, and removed ofthe pledge of allegiance of his people. Moreover, some princes also declared that if he could not be forgiven by the pope, they would not admit his throne. In this situation, Henry IV had no choice but apology.So on January ,1077, the king went to Canossa with his wife and son, confessing his sin by stood barefoot on the Canossa snow to ask the pope met with, and forgave him for his crimes. While Gregory VII let Canossa waited outside for three days, until he suffered the insulting. After that, the Pope had actually made for power with the secular regime in the capital, resulting in hundreds of years-long political dispute.Another famous issue in this period which indicates the church is the prior power is the Crusades. The Crusades were a series of military conflicts of a religious character waged by Christians during 1095–1291, most of which were sanctioned by the Pope in the name of Christendom. The Crusades originally had the goal of recapturing Jerusalem and the sacred "Holy Land" from Muslim rule and were originally launched in response to a call from the Eastern Orthodox Byzantine Empire for help against the expansion of the Muslim dynasty into Anatolia. Obviously, the Crusades had far-reaching political, economic, and social impacts.The church was the end all-be all of society during the Middle Ages. The time period saw a lot of domination by the church, and was the main aspect of society. Nobody questioned it, and everyone was just hoping that whatever the church leaders said to follow would be the right path into the everlasting paradise of heaven.All in all, in the middle period of the middle age, the relationship between the church and state could be summed up as the church is more powerful than the state. Although the conflicts between them brings lots of negative influences upon the society, while just because of their competition, emerges the colorful cultural heritage which still interests and influences us.。