exercises for lecture 9 on introduction section

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Exercises for Article of Lecture 4

Exercises for Article of Lecture 4

Exercises for Article of Lecture 4I. Task 1 Useful ExpressionsWhile reading the passage, try to find out the useful expressions that are equivalent to the Chinese expressions given in the exercise.Reading 4-1 Women in Leadership1.我和大家一起祝贺你们通过不懈努力最终拿到学位。

2.成绩不能完全归功于自己。

3.一路上培养呵护你们4.指明未来的方向5.我写此文呼吁你们承担起提高每个人福祉的伟大事业。

6.经济学规律和其它学科的研究结果都表明7.充分挖掘人力资源和他们的智慧8.对家庭生活的研究表明9.深入思考两性平等的问题10.抓住机会11.但是20 年过去了,妇女仍然与平等相距甚远。

12.在公司化的美国,女性高管的数量在过去十年几乎没有增加。

13.平衡未来的事业和家庭14.打破阻止女性进步的内部和外部的障碍15.把理想变为真正的平等Reading 4-2 Why Men Fail1.男生的学习成绩不如女生。

2.男生只拿到了40%的学士和硕士学位。

3.男人的失业率也在上升。

4.男人仍然占据着企业里面最顶尖的工作岗位。

5.接受了为什么男人经济地位下降的某个说法6.在执行这些任务时表现很差7.提出一个不同的理论8.男性比较死板,女性则更灵活。

9.当社会发生巨变时,处于社会上层的人肯定会死守着旧秩序不放。

10.处于下层的人则一定会爆发出活力。

11.他们对新机会莫名地不感兴趣。

12.她们会接受能够给她们更多自由专心于事业的社会和性别规则。

13.有很多证据支持她的观点。

14.能够较好地调整离婚后的生活15.男人则固守男性原则,从而极大地限制了他们的视野和行动。

II. Task 2 Comprehension QuestionsIn this exercise, you are to ask five questions and then answer them in your own words (i.e., paraphrase) based on the original ideas from the text. Try to ask more questions of what, why, and how, which may help cultivate your critical thinking skills. Here are our sample questions.The first three questions are related to the passage ‘Women in Leadership’, while questions 4 and 5 are based on “Why Men Fail”. Here are our sample answers.1.What does Sheryl Sandburg’s truly equal world look like?2.Why are leadership positions so underrepresented by women according toSandburg?3.How can we achieve the goal of building a truly equal world according to Sheryl Sandburg?4.Why does David Brooks say men are lagging behind when they are dominating the top-rank jobs?5.How is social position related to people’s adaptability according to Hanna Rosin, the author of the new book The End of Men?III. Task 3 WritingIn this task, you’re to write a topic sentence which can best summarize the main idea of Paragraphs 2 to 4 adapted from “Why Men Fail”. Then choose three facts or figures as supporting details to illustrate your topic sentence and restate the main idea at the end of the paragraph. Use your own words when you are using the given materials.(Sample answers to the three tasks have been provided for you in the Video of Article Analysis.)。

第一单元完整版

第一单元完整版

Article with Chinese Guide and Exercises for Lecture One(完整版)What’s the Purpose of College: A Job or an Education?By Jeffrey J. SelingoFebruary 2, 2015The Washington Post1 As the price of college has skyrocketed and tens of thousands of recent graduates have found themselves on the unemployment line or stuck in jobs that don’t require a bachelor’s degree, higher education has come under attack for its failure to make students job-ready. Adding fuel to the debate is a series of what seem to be monthly surveys showing a wide gap between what employers want out of today’s college graduates and what schools are producing.2 It all begs the question: Is it solely a college’s responsibility to make students job-ready?3 College was once seen as a place where adolescents went to explore courses and majors before settling on a job and career, often well after graduating. In a recent piece in the Chronicle of Higher Education, Dan Berrett traced the history of when the purpose of college shifted from that 124 Since then, in both their attitudes and in their choice of majors, college students have increasingly seen a bachelor’s degree as a means to an end: a job. Freshmen now list getting a better job as the most important reason to go to college in an annual UCLA survey of first-year students. Previously, the top reason was learning about things that interest them.vocational areas such as education and communications or, more recently, sports management and computer-game design. The most popular undergraduate major is business.6 Students and their families, faced with big tuition bills, want to be sure to pick a major that leads to a job after graduation. Colleges worried about filling seats have accommodated them by rolling out3a bevy4of practical majors, some in fields that didn't even exist five years ago (think of a bachelor’s degree in Social Media, or perhaps even a master’s).1idyllic [ɪ'dɪlɪk] adj. 牧歌的; 田园诗的; 悠闲的2peg [peg] vt.钉住3rolling out延伸;涨开4bevy ['bevɪ] n. 一群8 Michael Roth —president of Wesleyan University, a prominent liberal-arts college in Connecticut — keeps a close eye on public opinion about this subject. He told me last week that he sometimes wonders how much of this disconnect between employers and higher education is a “manufactured moment.” In his view, employers always have been unhappy with newly minted5 college graduates. The difference now is that we just survey them more frequently.9 "The erosion of the middle class,” he said, “has put a lot more pressure on parents and students to make it big6in the world or the consequences are dire7.” When Roth graduated from college, his father, who didn’t go to college, wasn’t concerned if his son ended up driving a cab for a while to figure things out. Now coffee shop baristas8with a philosophy degree are subjects of mockery9.10 "The confid ence that the economy offers enough opportunities has eroded,” Roth said.12 But Roth is interested in making more fundamental changes to what happens in the classroom so that students better retain10what they learn on the spot, and most important, are able to translate that learning for potential employers. He wants more courses to be project-based, for example, so that students better learn to work in teams and apply their knowledge to real-world pr oblems as they’re learning.13 "It doesn’t matter what you take in college, it matters what you do,” Roth said. “You should be able to show your teachers, and then anyone else, how what you’ve made in a class, what you created, demonstrates your capacity to do other things and what you’re going to do next.”14 While he’s rethinking his own university, Roth said others are not without blame for the perceived disconnect between college and the workforce. Employers are less willing to take chances on graduat es without narrowly tailored majors. And while Roth’s father thought it was fine to drive a cab after college, parents these days — especially from more affluent families —have sometimes unreasonable expectations for what their children can do directly out of school.15 Roth told me the story of a Wesleyan graduate who recently landed a sales position and had the chance to offer jobs to his classmates. “They didn’t want a job like that, a sales job,” Roth said.5mint [mɪnt] vt.铸造,铸币6make it big 成功7dire ['daɪə] adj. 可怕的;悲惨的8barista [bə'rɪstə] n. 咖啡师;咖啡吧员9mockery ['mɒk(ə)rɪ] n. 嘲弄;笑柄10retain [rɪ'teɪn] vt.保持;雇;记住“That comes from a culture of entitlement11. They don’t believe they should work in the same way that students worked 30 years ago.”16 It seems everyone is nostalgic for an earlier era of higher education. But those were also the第一单元What is the Purpose of College? A Job or an Education?导读各位同学,大家好。

授课有哪些环节英语作文

授课有哪些环节英语作文

授课有哪些环节英语作文在授课中,有许多不同的环节可以帮助学生更好地理解和掌握知识。

以下是一些常见的授课环节:1. 导入环节 (Introduction):The introduction phase serves to engage students and introduce them to the topic or lesson. This can involve asking thought-provoking questions, sharing interesting facts, or presenting a relevant anecdote to capture students' attention and create interest in the topic.2. 讲解环节 (Lecture):During the lecture phase, the teacher delivers the main content of the lesson. This can include explaining key concepts, providing examples, and elaborating on important points. The goal is to provide students with a clear understanding of the topic through verbal explanation and demonstration.3. 示范环节 (Demonstration):Demonstrations are particularly useful in subjects like science or art, where showing how something is done can enhance understanding. For example, a science teacher might demonstrate a chemical reaction, while an art teacher might demonstrate a specific painting technique.4. 讨论环节 (Discussion):Discussion allows students to actively engage with the material and each other. This can involve asking open-ended questions, facilitating group discussions, or conducting debates. Through discussion, students can share their perspectives, ask questions, and deepen their understanding of the topic.5. 实践环节 (Practical Exercises):Practical exercises give students the opportunity to apply what they have learned in a hands-on way. This caninclude activities such as experiments, simulations, role-plays, or problem-solving tasks. By actively engaging with the material, students can reinforce their learning and develop practical skills.6. 小组活动 (Group Activities):Group activities promote collaboration and teamwork among students. This can involve assigning group projects, organizing group presentations, or facilitating group discussions. By working together, students can learn from each other, share ideas, and develop communication skills.7. 练习环节 (Practice):Practice activities provide students with opportunities to reinforce their learning through repetition and application. This can include exercises, worksheets, quizzes, or online practice modules. By practicing independently, students can solidify their understanding and identify areas where they may need additional support.8. 评估环节 (Assessment):Assessment is essential for evaluating students' understanding and progress. This can include quizzes, tests, essays, presentations, or projects. Assessment should be ongoing and varied to provide a comprehensive picture of students' learning outcomes.这些授课环节可以根据课程内容和学生的需求进行灵活组合和调整,以最大程度地促进学生的学习和发展。

lecture 9(汉英词义对比及其翻译)

lecture 9(汉英词义对比及其翻译)
Lecture
9


A Contrastive Study of the Words and Expressions in C-E Translation

一.英汉语义对比及词的翻译

1.语义对应现象 汉语和英语虽属不同语系却都拥有丰富的词汇量。 汉字的表意能力及组合能力很强,英语从拉丁语、古法语及其他 语言中吸收了大量的词汇,它们都是词汇量非常丰富的语言,有 着大量的对应词语。这是汉英翻译的语言基础。
milk (抽象) 人奶,牛奶,羊奶(具体)





还有些英汉词语在概念意义上是对应的,但在内涵意义上 却是不对应的,如: vinegar: 内涵意义: 不高兴,坏脾气 醋 内涵意义 : 有"妒忌"的

1.3 zero equivalents 无对应(词义空缺)



中国炒饭 Chinese Chaofan 嗑头 Kowtow 功夫 Kungfu





原文“酿酒和饮酒”中的“酒” “酒”在英语中可以有很多选择 alcohol,wine,liquor,spirits, beer … 因此学生译文中出现了许多有趣的搭配现象, 比如:brew wine and drink alcohol, brew spirits and drink wine, Brew wine and drink beer等等。 正确处理的方法一般有两种: (l)使用及物动词,但统一宾语,比如: brew and drink wine: (2)使用不及物动词: brew and drink。

He kills time every day down at the park. 他天天在那边的公园里消磨时光。 That mistake killed his chances. 那次错误毁掉了他的机会。 His joke nearly killed me. 他的笑话真是笑死人。

Unit9_Introduction_and_Recommendation

Unit9_Introduction_and_Recommendation

briefly.
2. Explaining the subject and ask the third party to offer some help. 3. Expressing your thanks for the third party’s help in advance.

Layouts and Samples
recommendation (see Unit 1) Sample May 18, 2008
Dear Manager, I am pleased to recommend my good friend Li Duo as a candidate for the position of sales manager at your company. Li Duo graduated in 2005 from Central South University and got master’s degree of marketing. After graduation, he worked in the Far East Computer Corp. for 2 years. During the 2 years, he doubled the sales greatly.
CENTURY ENGLISH 世纪英语 应用英语写作
Unit 9
Introduction and Recommendation
大连理工大学出版社
Basic Knowledge of Practical English Writing
1
Writing Tips Layouts and Samples
注意事项
1. 一般来说,在信的左下角写下被介绍人的名字,如:兹介绍布 来克先生。 2. 直接交给负责人的介绍信往往不要封口。

lecture 9 weak forms and stress

lecture 9 weak forms and stress
Colloquial English Pronunciation and Intonation
Lecture 9 Weak Forms & Stress
Review of plosion What is incomplete plosion?
Illustrate three kinds of incomplete plosion.
Read the following tongue twisters
1. Friendly Frank flips fine flapjacks. 2. I scream, you scream, we all cream for ice cream. 3. Mr. Knox keeps his socks with spots ands clocks in a pale pink chocolate box. 4. The creek creatures croaked quietly. 5. A snow-white swan swiftly catches a slowlyswimming snake in a lake.
Exercises for weak forms
3. Conjunction (conj.): as /əz/ as 'good as 'gold/ as 'far as I 'know/ It 'looks as 'if you're right./ 'Do as you're told./ It' isn't as 'good as I thought./ I'll 'stop now, as it's late. than /ðən/ It's 'bigger than I thought./ 'That's 'more than I want./ 'That's 'more than enough./ 'Don't 'eat 'more than your share.

跨文化交际课件 Exercises for Lecture 9

跨文化交际课件 Exercises for Lecture 9

Exercises for Lecture NineI.True or False1.English is the most widely accepted language for business; therefore, native English speakersdon’t need to learn a foreign language.2.There are no words in two languages that are different in both the denotative meanings andconnotative meanings.3.In intercultural situations, the Japanese would tell what happened and then answer why,whereas the US people answer why and then tell what.4.The physical environment of a culture influences the development of vocabulary.5.The exact meaning of words is always reflected in the definition in the dictionary.6.Studies of cross-cultural differences in language suggest that people can’t perceive conceptswhen they have no word in their language to identify them.7.The use of direct and indirect language is a major linguistic difference between NorthAmerican and many East Asian cultures.8.People with a low-context communication style depend on the verbal code for the meaning ofa message.9.People possess the meanings of words; words merely elicit those meanings.10. Deductive argument places the minor points of argument first and them derives the mainpoints as a conclusion from them.II.Multiple Choices1.Many words from Chinese and English are different in both the denotative meanings andconnotative meanings. Which of the following is an example for this?A. 鸽子/dove and 狐狸/foxB. 猫头鹰/ owl and 蝙蝠/batC. 龙/ dragonD. 红/red2. Linguistic knowledge leads to higher intercultural competence because_____.A. it is the first step everyone needs to take to learn about intercultural communicationB. we can’t communicate with people from different cultures if the interaction is not conductedin their first languages.C. knowing the difficulty of learning a second language helps us develop empathy forindividuals who face challenges in new cultural contexts.D. fluency in a foreign language increases tolerance for ambiguity.3. Language barrier refers to ____.A. violations of grammatical rulesB. cultural and linguistic violations of communication conventionsC. poor pronunciationD. the use of an interpreter4. There is a suggested relationship between language and the way people think. Which of the following statements about the relationship is not true?A. It was explored in the late 1950s by Benjamin Whorf.B. It proposes that the categories by which we understand the world are related to the way weorganize language.C. It claims that native speakers of the same language think in similar patterns.D. It proves that speakers of different languages think alike.5. Nonlinear languages ____.A. are object oriented.B. see time as continuum of present, past and future.C. are circular, tradition oriented and subjectiveD. lead to short-range planning in business practices6. Proverbs are significant to the study of intercultural communication because_____.A. they provide a compact description of a culture’s valuesB. they tell a great deal about what a culture praises and what it rejects.C. they unite a people with the wisdom of their ancestorsD. all of the above7. Deductive pattern of discourse ____.A. is from specific to generalB. tends to use a “topic-comment” order of presentationC. they unite a people with the wisdom of their ancestorsD. all of the above8. A translator must be skilled not only in a language’s vocabulary, but also in interpretingA. a culture’s historyB. a culture’s social and political institutionsC. the intentions of the speakerD. all of the above9. The main idea of the Sapir-Whorf Hypothesis is that ____.A. language is just a device for reporting a person’s experienceB. two languages can represent the same social realityC. the social reality can be conveyed to a person who does not speak the language10. Idiomatic expressions____.A. deal with universal experiences and are often easy to defineB. are culture-boundC. deal with truisms found in nearly every culturesD. have their meaning in the experiences of each generation.KeysI.True or False1.F2. F3. T4. T5. F6. F7. T8. T9. T 10FII.Multiple Choices1. C2. A3. B4. D5. C6. D7. C8. D9. D 10. B。

英语口语 Introduction for Lesson 9 [08 Feb 2017] (WC)

英语口语  Introduction for Lesson 9 [08 Feb 2017] (WC)
When you hear your name, please raise your hand and say something. Otherwise, please stay quiet.
Follow-up: Film
Why do I not like Titanic?
Because I think it is a long, boring film… There is nothing intelligent or original about it!
[Source: /education/2016/apr/30/cv-offailures-princeton-professor-publishes-resume-of-his-career-lows].
Which is better:
Two attempts and two successes (100% rate of success)?
The question I spend more time thinking about is:
“How can China have more Nobel Prize winners in the future?”
I’ve already talked about some things that I think are important, like raising standards at Chinese universities so that our students are better developed when they graduate.
Sometimes you can use your past experience to innovate in new areas…

高教版公共英语3级精讲班讲义9

高教版公共英语3级精讲班讲义9

高教版公共英语3级精讲班讲义9公共英语3级精讲班第9讲讲义MonologueMonologue 1:Language points:1.2004 TUC launched “Work Your Proper Hours Day” where workers were encouraged to take thelunch breaks they usually work through and leave for home at their contracted time.2004年英国劳工联合会提出“合理工作时间”这一号召。

鼓励工人中午休息并且按照合同的要求准时回家。

1)TUC: Trades Union Congress 英国劳工联合会2)Work Your Proper Hours Day:英国劳工联合会提倡的“合理工作时间”3)Contracted time:合同约定的时间2. Friday February 25 is the day in 2005 when the TUC estimates that people who do unpaid overtime will stop working for free and start to get paid.2005年2月25日是英国劳工联合会估计没有报酬加班的人们应该停止加班并开始得到报酬的日子。

unpaid overtime 没有报酬的加班工作3. The TUC is urging people who do unpaid overtime to “work your proper hours” on that day, takinga proper lunch-break , and arriving and leaving wok on time.英国劳工联合会激励没报酬加班的人们在那天“合理工作”,进行合理的午休,按时上下班。

KEY TO EXERCISES-Unit 9

KEY TO EXERCISES-Unit 9

KEY TO EXERCISES-Unit 9I. Decide which of the following best states the author's purpose of writing. B.II. Judge, according to the text, whether the following statements are true or false.1. T. Refer to the first paragraph of the first entry.2. F. They were not engaged in face-to-face fights against German soldiers. They were protecting London from being destroyed by Nazi's air bombing.3. F. He joined the war, because he only vaguely felt it was something that had to be done. In fact, he had an innate fear that he would not be able to see his family again.4. T. Refer to the beginning and the end of the second entry.5. F. Being close to death is one reason. The other reason is the approaching Christmas Day. III. Answer the following questions.1. The unknown soldier called himself and his fellow soldiers fools, because they were totally unprepared for the cruelty and death of the war, and "came here with an air of confidence and eagerness, ready to win" , but what awaited them was "a one-way ticket to death".2. The unknown soldier wrote the first entry when his regiment was in London to protect the city from Nazi's air bombing. He wrote the next two entries when he was in Europe before an anticipated battle and during a face-to-face fight.3. What encouraged the unknown soldier to live on was his wish to go home alive to see his family. This is mentioned in all three entries " I must go on living this nightmare, if not for myself or my country, then for my family back home. I want my children to have a father. " "... wondering yet again if I would ever see my family. I would give anything to see them ... " "I wish, with all my soul, that 1 could be home now... I am thinking of my "daughters' faces... I will always remember their faces ..."4. He would tell their families that those soldiers died bravely in an effort to save their countries from turmoil and make the children feel that their fathers made a difference.5. He felt disgusted at the cruelty of the war, questioned the sensibility of human beings who started the war and felt enraged at killing innocent lives and destroying whole countries.IV. Explain in your own words the following sentences taken from the text.1. Although my stories about their lathers' death could not relieve their sadness, they will enable the children to see the extraordinary significance of their fathers' contribution.2. I suddenly recalled a saying I once heard that made me very painful, "We can't afford even one war. "The first entry:the horrible scene of the war;his wish to be alive;his longing for his family. The second entry; his reflections on war, interwoven with descriptions of his grim situation in asmall European town;Facts:they are staying at the town, without food and ammunition when theNazi troops are coming;Reflections; war creates more problems, and "Even one war is too many". The third entry: the imminent danger and, possibly, death, Nazi troops coming, realization;of being close to death, thinking of his family;One last question; Why should there be war?I. Explain the underlined part in each sentence in your own words.1. only2. gives the stated feeling3. causes wounding or, esp. killing4. It is said that ...5. seeming to have II, Fill in the blanks with the appropriate forms of the given words.1. stiffened2. errors3. invasion4. assumption5. innocenceIII. Choose the word that can replace the underlined part in each sentence without changing its original meaning.1. B2. D3. C4. D5. CIV. Fill in the blank in each sentence with a word or phrase taken from the box in its appropriate form.1. running2. tucked3. inspected4. taken precautions5. with an air ofV. Write in each space the meaning for each given word.1. balance2. defeat3. defeat4. emphasize5. support6. bearI. Fill in the blanks with the appropriate question words.I. How big 2. Who4. How often5. WhyII. Supply the right questions the inspector asks.?,. What 6. What1. What did you do on Friday3. Did you have breakfast5. Where did you meet her7. Where does she live9. Do you often see her2. What time did you get up4. Who's Mary6. What does she do8. What's she like10. Why did she come to you on Friday morningIII. Complete the telephone conversation to find out the following information.L where she has gone?2. when she will he back?3. if she went out alone?IV. Explain the differences between the two sentences in each pair.1. a. It signals that rain is expected by the speaker.b. It suggests that the speaker does not expect it to rain.2. a. It is more emphatic.b. It is more formal. The speaker is probably losing patience with the listener.3. a. It is used to express doubt or uncertainty.b. It is used to seek confirmation from the listener and the speaker expects agreement.4. a. The speaker thinks the listener has carried out the action.b. The speaker may be displeased or annoyed that the action was performed.V. Make sentences of your own after the sentences given below, keeping the underlined parts in your sentences.1. I must go on living this nightmare, if not for myself or my country, then for my family back home.e. g. I must endure the hardships for the present, if not for myself, then for my parents. I must go on studying hard abroad, if not for myself, then for my country.2. Never have I been so enraged at my fellowman before.e. g. Never have I dreamed of meeting with such great kindness.Never did my father lose his enthusiasm for living, even when he was badly ill.♦ Translate the following sentences into English, using the words or phrases given in the brackets.1. He scooped up the little boy and ran from the fire.2. The boss assigned me to check the quality of all the goods leaving the factory.3. We have taken all the precautions we can against the painting being stolen.4. The company is selling off some of its buildings in an effort to accumulate capital.5. When you are learning to drive, having a good teacher makes a big difference.6. Rumour has it that he was killed in a raid in the local area.7. Adam's refusal to work overtime enraged his boss.8. I was pleasantly surprised to see an old friend who appeared at the party out of the blue. Exercises for integrated skillsI. Dictation.My Berlin diary for December 2 / was limited to four words. / "Only three more days!" / The Foreign Office / was still holding up / my passport and exit visa, / which worried me. / I had to get my passport / and official permission to leave / on December 5. /There was one other thing to do. / For weeks / I had thought over / how to get my diaries safely / out of Berlin. / At some moments / I had thought / I ought to destroy them before leaving. / There was enough in them / to get me hanged. /The morning I got my passport and exit visa / I realized I had less than twenty-four hours / to figure out a way / of getting my Berlin diaries out. / I again thought of destroying them, / but I wanted very much to keep them, / if I could. / Suddenly, / later that morning, / the solution became clear. / It was risky, / but it was worth a try.II. Fill in each blank in the passage below with ONE word you think appropriate.1. one2. although3. in4. with5. for6. as7. from8. took9. of 10. that11. into 12. When 13. By 14. in Band of BrothersThe fearA; Everybody had fear, but there're people that can handle fear. I think I were probably one ofthem. I think I was just as scared as anybody else except I could think. It's a feeling you would not let yourself down and you would not let your comrades or your unit down. We all had fear. But we all had training to know that you try to handle your fear and work to accomplish what you're supposed to be doing.B : How do you prepare yourself mentally? Each man must do that himself. At the back of your mind, you know, you wonder what's gonna happen and all that. You know, you've been trained and trained and trained... and what your job is gonna be... and what you're supposed to do and... Oh, that's what you gotta think about, you know? You have a feeling you're gonna live through the war. You have a feeling it's starting to ease off. You can't account for it. It's just a gut feeling. But everybody had that feeling. "I believe I might be able to live through it. " So, walk carefully, take care of yourself.The crueltyC: Like in Bastogue, we were short of equipment. We didn't have enough ammunition. We were down to one round per man there for a whole. And we didn't have enough warm clothes. But we had confidence that our higher military authorities would get to us whatever we needed. But the fog was in. They couldn't drop us or re-supply us. Every time they tried to drop supplies in to us, they missed us and dropped them to the Germans.D:There was a ridge with a tree line. We were dug in on that ridge. The Germans knew right where we were, and they really gave us a shellacking. It was a difficult situation there. I don't know the exact amount of men that got killed in that... but six, seven of them, were real close friends of mine. And we lost a lot of people that night... but you try to put it all out of your mind. E: One of the guys got hit in the arm with a piece of shrapnel. Took his arm off above the elbow. And they were taking him out, he said, "Get my wristwatch off my arm. " Even today, a real cold night... we got to bed and my wife will tell you that the first thing I'll say is, "I'm glad I'm not in Bastogue. "The brotherhoodF; It's a very unusual feeling. It's a very unusual happening and it's a very unusual bonding.We knew that we could depend on each other and so we were a close-knit group. G; Just brave, so brave it was unbelievable. And I don't know anybody that I admire more thanthose being killed on the battlefield. The real men... the real heroes are the fellows that arestill buried over there and those that came home to be buried.H:I'm just one part of the big war, that's all. One little part and I'm proud to be a part of it. Sometimes it makes me cry. I cherish the memories of a question my grandson asked me the other day. He said, "Grandpa, were you a hero in the war?" I said, "No... but I served inthe company of heroes. " I: Henry the Fifth was talking to his men. He said, "From this day to the ending of the world,we in it shall be remembered. We lucky few, we band of brothers. For he who today shedshis blood with me shall be my brother. "B.The fear1. Everybody had fear, but there're people that can handle fear. I think I were probably one of them. I think I was just as scared as anybody else except I could think.2. It's a feeling you would not let yourself down and you would not let your comrades or your4. From this day to the ending of the world, we in it shall be remembered. We lucky few, we band of brothers. For he who today sheds his blood with me shall be my brother.。

英语语言学知识要点1

英语语言学知识要点1

Exercises for Lecture 1 Introduction2009年09月20日15:05I. <blank filling>1. By …scientific‟ is meant linguistics is based on the s ystematic investigation of linguistic data,conducted with reference to some general theory of language structure.2. In his study of a language a linguist usually tries to collect and observe language facts,make generalizations, formulate hypotheses, and fully prove the validity of these hypotheses.3. General linguistics deals with the study of language as a whole.4. General linguistics studies the basic concepts, theories, descriptions, models and methodsapplicable in any linguistic study, in contrast to those branches of study which relatelinguistics to the research of other areas.5. The difference between general linguistics and a linguistic branch such as semantics lies inthe fact that general linguistics studies language as a whole, whereas a linguistic branch such as semantics deals with the particular area. For instance, semantics studies the particularaspect of language, or meaning.6. Linguistics includes phonetics, phonology, morphology, syntax, semantics, pragmatics,sociolinguistics, psycholinguistics, and applied linguistics and so on.7. There are different independent branches of linguistics because language is a complicatedentity with multiple layers and facets, so it is hardly possible for the linguists to deal with it all at once. They have to concentrate on one aspect of it at a time.8. Phonetics is the study of sounds used in linguistic communication.9. Phonology deals with how sounds are put together and used to convey meaning incommunication.10. Morphology is the study of the way in which linguistic symbols are arranged and combined to form words.11. Syntax is the study of the rules of the combination of words to form grammaticallypermissible sentences in languages.12. Semantics is the study of meaning.13. Pragmatics is the study of meaning in context of language use.14. Sociolinguistics is the study of the social aspects of language and its relation with society.15. Psycholinguistics is the study of the relation of language to psychology.16. Findings in linguistic studies can often be applied to the solution of such practical problemsas the recovery of speech ability. The study of such applications is generally known as applied linguistics. But in a narrow sense applied linguistics refers to the application of linguistic theories and principles to language teaching, especially the teaching of foreign and second languages.17. Descriptive linguistics is a linguistic study which aims to describe and analyze the languagepeople actually use.18. Prescriptive linguistics is a linguistic study which aims to lay down rul es for “correct andstandard” behavior in using language, i.e. to tell people what they should say and what they should not say.19. Modern linguistics is mainly descriptive.20. The aim of prescriptive linguistics is to lay down rules for “c orrect and standard” behavior inusing language, or to set models for language users to follow.21. The task of modern linguistic is to describe the language people actually use, whether it is“c orrect” or not.22. The difference between prescriptive and descriptive linguistics is that prescriptive linguistics is to lay down rules for language users, whereas descriptive linguistics is to describe the language phenomena as they are. Therefore, the former is subjective, while the latter is objective and more scientific.23. Modern linguistics is supposed to be objective, because it aims to describe language as it is.24. Synchronic linguistics is the description of a language at some point of time in history.25. Diachronic linguistics is the description of a language as it changes through time. It is alsotermed historical linguistics.26. The difference between synchronic and diachronic linguistics is that the former deals withlanguage at some point of time in history, while the latter over a period of time.27. Modern linguistics favors synchronic approach because it is less difficult and concerned withthe current existence of language.28. The two major media of linguistic communication are speech and writing.29. Modern linguistics regards as primary speech, or the spoken language.30. F. de Saussure is regarded as the founder of modern linguistics.31. Langue refers to the abstract linguistic system shared by all the members of a speechcommunity. It is the set of conventions and rules which language users all have to abide by.32. Parole refers to the realization of langue in actual use. It is the concrete use of theconventions and the application of the rules, or the naturally occurring language events.33. Langue is the abstract linguistic system whereas parole is concrete and is the realization oflangue in actual use. Langue is relatively stable, while parole varies from person to person and from situation to situation.34. According to Chomsky, competence is the ideal user‟s knowl edge of the rules of hislanguage.35. According to Chomsky, performance is the actual realization of the ideal user‟s knowledgeof the rules of his language in linguistic communication.36. N. Chomsky proposed the distinction between competence and performance.37. Noam Chomsky is an American linguist, who is famous for his syntactic studies all over theworld, and who focuses on the ideal user‟s knowledge of the rules of his language.38. Saussure‟s langue and parole and Chomsky‟s competence and p erformance differ in that theformer takes a sociological view of language, whereas the latter a psychological perspective.39. The difference between traditional grammar and modern linguistics is that traditionalgrammar is prescriptive while modern linguistics is descriptive, that traditional grammartended to emphasize the importance of writing while modern linguistics gives priority tospeech, and that traditional grammar forced languages into a Latin-based framework while modern linguistics does not.40. Language is a system of arbitrary vocal symbols used for human communication.41. According to Sapir, language is a purely human and non-instinctive method ofcommunicating ideas, emotions and desires by means of voluntarily produced symbols.42. According to Hall, language is …the institution whereby humans communicate and i nteractwith each other by means of habitually used oral-auditory symbols.‟43. According to Chomsky, language is …a set (finite or infinite) of s entences, each finite inl ength and constructed out of a finite set of elements.‟44. Design features refer to the defining properties of human language that distinguish it fromany animal system of communication.45. Productivity refers to the fact that language makes possible the construction andinterpretation of new signals by its users, which is why they can produce and understand an infinitely large number of sentences, including sentences they have never heard before. This feature is unique to human language.46. Displacement is the property that language can be used to refer to things which are present or not present, real or imagined matters in the past, present, or future, or in far-away places. This feature provides speakers with an opportunity to talk about a wide range of things, free from barriers caused by separation in time and place.47. Double articulation refers to the duality of structure, the fact that language is a system, whichconsists of two sets of structures, or two levels. At the lower or the basic level there is astructure of sounds, which are meaningless by themselves. But the sounds of language can be grouped and regrouped into a large number of units of meaning, which are found at the higher level of the system.II. <true or false>Identify whether the following statements are true (T) or false (F).1. Linguistics is the systematic study of language.True.2. Linguistics deals with a particular language.False.Linguistics studies not any particular language, e.g. English, Chinese, Russian, Arabic, and Latin, but it studies languages in general.3. Linguistics is scientific because it is helpful to language use.False.Linguistics is scientific because it is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure.4. The task of a linguist is to discover the nature and rules of the underlying language system.True.5. Linguistics is generally divided into general and specific linguistics.False.We have general linguistics and applied linguistics. We do not have specific linguistics.6. General linguistics deals with the general aspects of language application.False.General linguistics deals with language as a whole, not with language application in particular.7. General linguistics does not study theories of language.False.General linguistics does study theories of language.8. Phonetics studies human sound patterning and the meaning of sounds in communication.False.Phonetics studies the way human sounds are produced.9. Phonology studies how a sound is produced.False.Phonology studies human sound patterning and the meaning of sounds in communication.10. Morphology is the study of sentences.False.Morphology is the study of the rules of word formation.11. Syntax is the study of the rules of words.False.Syntax is the study of the rules of the combination of words to form grammatically permissible sentences in languages.12. Semantics is the study of word meaning.False.Semantics is the study of meaning.13. Pragmatics is the study of meaning in context of language use.14. Sociolinguistics deals with the relation between language and society.True.15. Psycholinguistics deals with the relation of language to psychology.True.16. Applied linguistics means the language application to specific areas.False.It means the application of findings in linguistic studies to the solution of such practical problems as the recovery of speech ability, or, in a narrow sense, the application of linguistic theories and principles to language teaching, especially the teaching of foreign and second languages.17. Modern linguistics aims at prescribing models for language users to follow.False.Modern linguistics aims at describing language as it is.18. Synchronic linguistics deals with a series of language phenomena at the same time.False.It deals with language phenomena over a period of time.19. Diachronic linguistics is also called historical linguistics.True.20. Langue means competence.False.They are similar, but differ in that the former is related to sociology and is a matter of social conventions, while the latter is concerned with psychology and is a property of the mind of each individual.21. Parole is a French word; it means the concrete language events.True.22. F. de Saussure was a Swiss linguist.23. N. Chomsky is an American linguist.True.24. According to Chomsky, the internalization of a set of rules about his language enables a speaker to produce and understand an infinitely large number of sentences and recognize sentences that are ungrammatical and ambiguous.True.25. Chomsky regards competence as an act of doing things with a sentence.False.He regards it as an internalized set of rules of the learner‟s language.26. Performance is the focus of Chomsky‟s linguistic study.False.Competence, instead.27. Details of language system are genetically transmitted.False.They are not transmitted, but have to be taught and learned instead.28. Displacement of language means language use in a far-away place.False.Displacement of language means language use not subject to time and place.29. Arbitrariness of language means language can be used freely.False.Arbitrariness means language is arbitrary by nature, i.e. there is no logical connection between meanings and sounds. But language is not entirely arbitrary; certain words are motivated, which make up only a small percentage of the vocabulary of a language, though.30. Duality of language means language is a two-level system.True.。

专业型硕士研究生英语课文讲义unit 9

专业型硕士研究生英语课文讲义unit 9

• • • • • • • •
rather than effective makeshift cobble together on the spur of creat scene semi-automatic
• • • • • • • •
tape liter at best... at worst jury-rigged worthless partially block overpressure
• • • •
threshold sound track reproduce stagger
• • • • • • •
insure member fire confined discharge cause temporary
• • • • • •
transfer define loudness in terms of output give a complete picture • outward
Textual organization
• Paragraph 2 and 3 are used as examples to tell the readers that what we see in movies may not necessarily be real from a physics point of view. • The function of Paragraph 4 is to give a scientific explanation of the actual situation related to the movie examples.
• • • • • • • •
figure moviemaker consistently artillery shell distant invariably simultaneously

英语语言学知识要点

英语语言学知识要点

Exercises for Lecture 1 Introduction2009年09月20日15:05I. <blank filling>1. By ‘scientific’ is meant linguistics is based on the s ystematic investigation oflinguistic data, conducted with reference to some general theory of languagestructure.2. In his study of a language a linguist usually tries to collect and observe languagefacts, make generalizations, formulate hypotheses, and fully prove the validity of these hypotheses.3. General linguistics deals with the study of language as a whole.4. General linguistics studies the basic concepts, theories, descriptions, models andmethods applicable in any linguistic study, in contrast to those branches of study which relate linguistics to the research of other areas.5. The difference between general linguistics and a linguistic branch such assemantics lies in the fact that general linguistics studies language as a whole,whereas a linguistic branch such as semantics deals with the particular area. For instance, semantics studies the particular aspect of language, or meaning.6. Linguistics includes phonetics, phonology, morphology, syntax, semantics,pragmatics, sociolinguistics, psycholinguistics, and applied linguistics and so on.7. There are different independent branches of linguistics because language is acomplicated entity with multiple layers and facets, so it is hardly possible for the linguists to deal with it all at once. They have to concentrate on one aspect of it at a time.8. Phonetics is the study of sounds used in linguistic communication.9. Phonology deals with how sounds are put together and used to convey meaning incommunication.10. Morphology is the study of the way in which linguistic symbols are arranged and combined to form words.11. Syntax is the study of the rules of the combination of words to form grammaticallypermissible sentences in languages.12. Semantics is the study of meaning.13. Pragmatics is the study of meaning in context of language use.14. Sociolinguistics is the study of the social aspects of language and its relation withsociety.15. Psycholinguistics is the study of the relation of language to psychology.16. Findings in linguistic studies can often be applied to the solution of such practicalproblems as the recovery of speech ability. The study of such applications isgenerally known as applied linguistics. But in a narrow sense applied linguistics refers to the application of linguistic theories and principles to language teaching, especially the teaching of foreign and second languages.17. Descriptive linguistics is a linguistic study which aims to describe and analyze thelanguage people actually use.18. Prescriptive linguistics is a linguistic study which aims to lay down rules for“correct and standard” behavior in using language, i.e. to tell people what they should say and what they should not say.19. Modern linguistics is mainly descriptive.20. The aim of prescriptive linguistics is to lay down rules for “c orrect and standard”behavior in using language, or to set models for language users to follow.21. The task of modern linguistic is to describe the language people actually use,whether it is “c orrect” or not.22. The difference between prescriptive and descriptive linguistics is that prescriptive linguistics is to lay down rules for language users, whereas descriptive linguistics is to describe the language phenomena as they are. Therefore, the former is subjective, while the latter is objective and more scientific.23. Modern linguistics is supposed to be objective, because it aims to describelanguage as it is.24. Synchronic linguistics is the description of a language at some point of time inhistory.25. Diachronic linguistics is the description of a language as it changes through time. Itis also termed historical linguistics.26. The difference between synchronic and diachronic linguistics is that the formerdeals with language at some point of time in history, while the latter over a period of time.27. Modern linguistics favors synchronic approach because it is less difficult andconcerned with the current existence of language.28. The two major media of linguistic communication are speech and writing.29. Modern linguistics regards as primary speech, or the spoken language.30. F. de Saussure is regarded as the founder of modern linguistics.31. Langue refers to the abstract linguistic system shared by all the members of aspeech community. It is the set of conventions and rules which language users all have to abide by.32. Parole refers to the realization of langue in actual use. It is the concrete use of theconventions and the application of the rules, or the naturally occurring language events.33. Langue is the abstract linguistic system whereas parole is concrete and is therealization of langue in actual use. Langue is relatively stable, while parole varies from person to person and from situation to situation.34. According to Chomsky, competence is the ideal user’s knowl edge of the rules of hislanguage.35. According to Chomsky, performance is the actual realization of the ideal user’sknowledge of the rules of his language in linguistic communication.36. N. Chomsky proposed the distinction between competence and performance.37. Noam Chomsky is an American linguist, who is famous for his syntactic studies allover the world, and who focuses on the ideal user’s knowledge of the rules of his language.38. Saussure’s langue and parole and Chomsky’s competence and p erformance differin that the former takes a sociological view of language, whereas the latter apsychological perspective.39. The difference between traditional grammar and modern linguistics is thattraditional grammar is prescriptive while modern linguistics is descriptive, that traditional grammar tended to emphasize the importance of writing while modern linguistics gives priority to speech, and that traditional grammar forced languages into a Latin-based framework while modern linguistics does not.40. Language is a system of arbitrary vocal symbols used for human communication.41. According to Sapir, language is a purely human and non-instinctive method ofcommunicating ideas, emotions and desires by means of voluntarily producedsymbols.42. According to Hall, language is ‘the institution whereby humans communicate andinteract with each other by means of habitually used oral-auditory symbols.’43. According to Chomsky, language is ‘a set (finite or infinite) of s entences, eachfinite in l ength and constructed out of a finite set of elements.’44. Design features refer to the defining properties of human language that distinguishit from any animal system of communication.45. Productivity refers to the fact that language makes possible the construction andinterpretation of new signals by its users, which is why they can produce andunderstand an infinitely large number of sentences, including sentences they have never heard before. This feature is unique to human language.46. Displacement is the property that language can be used to refer to things which are present or not present, real or imagined matters in the past, present, or future, or in far-away places. This feature provides speakers with an opportunity to talk about a wide range of things, free from barriers caused by separation in time and place.47. Double articulation refers to the duality of structure, the fact that language is asystem, which consists of two sets of structures, or two levels. At the lower or the basic level there is a structure of sounds, which are meaningless by themselves. But the sounds of language can be grouped and regrouped into a large number of units of meaning, which are found at the higher level of the system.II. <true or false>Identify whether the following statements are true (T) or false (F).1. Linguistics is the systematic study of language.True.2. Linguistics deals with a particular language.False.Linguistics studies not any particular language, e.g. English, Chinese, Russian, Arabic, and Latin, but it studies languages in general.3. Linguistics is scientific because it is helpful to language use.False.Linguistics is scientific because it is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure.4. The task of a linguist is to discover the nature and rules of the underlying language system.True.5. Linguistics is generally divided into general and specific linguistics.False.We have general linguistics and applied linguistics. We do not have specific linguistics.6. General linguistics deals with the general aspects of language application.False.General linguistics deals with language as a whole, not with language application in particular.7. General linguistics does not study theories of language.False.General linguistics does study theories of language.8. Phonetics studies human sound patterning and the meaning of sounds in communication.False.Phonetics studies the way human sounds are produced.9. Phonology studies how a sound is produced.False.Phonology studies human sound patterning and the meaning of sounds in communication.10. Morphology is the study of sentences.False.Morphology is the study of the rules of word formation.11. Syntax is the study of the rules of words.False.Syntax is the study of the rules of the combination of words to form grammatically permissible sentences in languages.12. Semantics is the study of word meaning.False.Semantics is the study of meaning.13. Pragmatics is the study of meaning in context of language use.True.14. Sociolinguistics deals with the relation between language and society.True.15. Psycholinguistics deals with the relation of language to psychology.True.16. Applied linguistics means the language application to specific areas.False.It means the application of findings in linguistic studies to the solution of such practical problems as the recovery of speech ability, or, in a narrow sense, the application of linguistic theories and principles to language teaching, especially the teaching of foreign and second languages.17. Modern linguistics aims at prescribing models for language users to follow.False.Modern linguistics aims at describing language as it is.18. Synchronic linguistics deals with a series of language phenomena at the same time.False.It deals with language phenomena over a period of time.19. Diachronic linguistics is also called historical linguistics.True.20. Langue means competence.False.They are similar, but differ in that the former is related to sociology and is a matter of social conventions, while the latter is concerned with psychology and is a property of the mind of each individual.21. Parole is a French word; it means the concrete language events.True.22. F. de Saussure was a Swiss linguist.True.23. N. Chomsky is an American linguist.True.24. According to Chomsky, the internalization of a set of rules about his language enables a speaker to produce and understand an infinitely large number of sentences and recognize sentences that are ungrammatical and ambiguous.True.25. Chomsky regards competence as an act of doing things with a sentence.False.He regards it as an internalized set of rules of the learner’s language.26. Performance is the focus of Chomsky’s linguistic study.False.Competence, instead.27. Details of language system are genetically transmitted.False.They are not transmitted, but have to be taught and learned instead.28. Displacement of language means language use in a far-away place.False.Displacement of language means language use not subject to time and place.29. Arbitrariness of language means language can be used freely.False.Arbitrariness means language is arbitrary by nature, i.e. there is no logical connection between meanings and sounds. But language is not entirely arbitrary; certain words are motivated, which make up only a small percentage of the vocabulary of a language, though.30. Duality of language means language is a two-level system.True.。

中考英语易混词汇辨析

中考英语易混词汇辨析

中考英语易混词汇辨析1. clothes, cloth, clothingclothes统指各种衣服,谓语动词永远是复数cloth指布,为不可数名词clothing服装的总称,指一件衣服用a piece of, an article of2. incident, accidentincident指小事件, accident指不幸的事故He was killed in the accident.3. amount, numberamount后接不可数名词,number后接可数名词 a number of students4. sound, voice, noisesound自然界各种各样的声音,voice人的嗓音,noise噪音I hate the loud noise outside.5. photo, picture, drawingphoto用照相机拍摄的照片,picture可指相片,图片,电影片,drawing画的画Let's go and see a good picture.6. weather, climateweather一天内具体的天气状况,climate长期的气候状况The climate here is not good for you.7. road, street, path, wayroad具体的公路,马路,street街道,path小路,小径,way道路,途径take this road; in the street, show me the way to the museum.8. course, subjectcourse课程(可包括多门科目),subject科目(具体的学科)a summer course9. custom, habitcustom传统风俗,习俗,也可指生活习惯,后接to do,habit生活习惯,习惯成自然,后接of doing.I've got the habit of drinking a lot.10. cause, reasoncause指造成某一事实或现象的直接原因,后接of sth./doing sth,reason用来解释某种现象或结果的理由,后接for sth./doing sth. the reason for being late11. exercise, exercises, practiceexercise运动,锻炼(不可数),exercises练习(可数),practice(反复做的)练习Practice makes perfect.12. class, lesson作"课"解时,两者可以替换.指课文用lesson.指班级或全体学生用class. lesson 6; class 513. speech, talk, lecturespeech指在公共场所所做的经过准备的较正式的演说,talk日常生活中的一般的谈话,讲话,lecture学术性的演讲,讲课 a series of lecture on…14. work, job二者均指工作。

Lecture9NotetakingandSummary课堂PPT

Lecture9NotetakingandSummary课堂PPT
4
WHAT notes should you take, based on your reading?
What's repeated: concepts, formulas, facts, and processes mentioned more than once in the piece are likely significant.
10
Paraphrase的方法
2. 句子关系替换: Similarly, the muscles will not grow in
length unless they are attached to tendons(腱) and bones so that as the bones lengthen, they are stretched. paraphrase: Likewise, if the muscles are not attached to tendons and bones so that as the bones lengthen, they are stretched, they will not grow in length.
Notes help you to maintain a permanent record of what you have read or listened to. This is useful when revising in the future for examinations or other reasons.
11
Paraphrase的b exploded and caused many
casualties. paraphrase: The explosion caused

Exercise for lecture 19

Exercise for lecture 19

• Let her be, she has a headache. • He's a born cadger(乞丐,二流子)—— never let slip an opportunity of getting something for nothing. • From now on he was going to please himself and let the world go hang. • He found no faults in any of the parts but still couldn't make the wretched lawere let ___go. (let go of ) He was heard ___say that she disagreed. (Hear tell of ) His ghost stories made our hair__stand on end. Wouldn't you rather __be liked than feared.
• When it comes to (bell) the cat, the mice have nothing to (say). • When it comes to belling the cat, the mice have nothing to say. • Since the introduction of new services, many businessmen have taken to (travel) by train between 100-200 miles. • Since the introduction of new services, many businessmen have taken to traveling by train between 100-200 miles.

人教版英语八上学法大视野unit9

人教版英语八上学法大视野unit9

Unit 9 of the textbook "English, Book 8" from People's Education Press is titled "Seeing the World." This unit focuses on expanding students' knowledge of different countries, cultures, and languages. Through this unit, students will learn how to ask and answer questions about people's nationalities and languages, as well as g本人n an understanding of the diversity of the world.1. IntroductionUnit 9 "Seeing the World" serves as an essentialponent of the English language curriculum, as it exposes students to various aspects of global multiculturalism. By learning about different countries, students will develop an appreciation for diversity and cultivate a broader worldview. This article will provide aprehensive overview of the unit, highlighting its key objectives, content, and pedagogical approaches.2. ObjectivesThe primary objective of Unit 9 is to enable students to recognize and appreciate the diversity of nationalities, languages, and cultures around the world. By the end of the unit, students should be able to identify and describe different nationalities, ask and answer questions about where peopleefrom, and express their preferences for various countries and cultures. Additionally, students will be introduced to basic facts about different countries, their landmarks, and famous places, enhancing their general knowledge and understanding of the world.3. Key ContentThe unit is divided into several sections, each addressing specific aspects of global diversity. The first section introduces vocabulary related to nationalities and languages, providing students with the necessary foundation for expressing their ideas about diversity. It includes exercises and activities that allow students to practice using the new vocabulary in context.The subsequent sections focus on expanding students' knowledge of different countries, their landmarks, and famous places. Through reading passages, dialogues, and listening activities, students will learn about famous landmarks such as the Eiffel Tower, the Great Wall of China, and the Sydney Opera House. This content not only enriches students' understanding of the world but also serves as a basis for developing their reading, listening, andprehension skills.4. Pedagogical ApproachesIn line with themunicative approach to language teaching, the unit integrates various activities that encourage students to engage in meaningfulmunication. Students are given opportunities to practice speaking and listening through role-plays, p本人r work, and group discussions. Additionally, the unit incorporates multimedia resources, including audio recordings and videos, to provide students with authentic language inputs and cultural information.Furthermore, the unit emphasizes the use of authentic materials, such as maps, flags, and cultural artifacts, to create an immersive learning environment. By interacting with real-world materials, students can develop a deeper understanding of different countries and cultures, thereby enhancing their culturalpetence and interculturalmunicative skills.5. ConclusionUnit 9 "Seeing the World" of the English, Book 8 textbook offers aprehensive and engaging learning experience for students. By delving into the diverse world of nationalities, languages, and cultures, students are not only improving their language skills but also broadening their perspectives and developing a globalmindset. The unit's emphasis onmunication, cultural understanding, and language proficiency aligns with the overarching goals of language education, making it an invaluableponent of the curriculum. Ultimately, Unit 9 serves as a gateway for students to connect with the world beyond their own borders, fostering a sense of curiosity, empathy, and appreciation for global diversity.。

介绍讲座内容英语作文

介绍讲座内容英语作文

介绍讲座内容英语作文Title: Introduction to Lecture Content: Enhancing Communication Skills in the Digital Age。

In today's rapidly evolving digital landscape,effective communication skills have become more crucial than ever. With the emergence of various communication platforms and technologies, the way we interact and convey messages has undergone significant transformations. Therefore, understanding how to navigate and leverage these tools to communicate efficiently is essential for success in both personal and professional realms.This lecture aims to explore the intricacies of communication in the digital age and provide insights into enhancing one's communication skills. Through a comprehensive analysis of various communication channels, strategies, and technologies, attendees will gain valuable knowledge and practical tips to effectively engage with others in today's interconnected world.The lecture will begin by examining the fundamentals of communication and its significance in everyday life. Participants will delve into the different components of communication, including verbal and nonverbal cues, active listening, and empathy. Understanding these foundational elements lays the groundwork for building stronger interpersonal connections and fostering meaningful relationships.As we delve deeper into the digital realm, the lecture will explore the impact of technology on communication. We will discuss how social media, instant messaging, email, and other digital platforms have transformed the way we interact and exchange information. While these tools offer unprecedented convenience and accessibility, they also present challenges such as information overload, digital distractions, and the risk of miscommunication.To address these challenges, the lecture will provide practical strategies for navigating digital communication effectively. Topics covered will include managing emailoverload, crafting concise and impactful messages, leveraging social media for professional networking, and maintaining a healthy balance between online and offline interactions.Furthermore, the lecture will highlight the importance of adaptability and continuous learning in mastering communication skills. In a rapidly changing digital landscape, individuals must remain agile and receptive to new communication trends and technologies. By embracing lifelong learning and seeking opportunities for skill development, participants can stay ahead in their personal and professional lives.Throughout the lecture, real-world examples, case studies, and interactive exercises will be integrated to facilitate learning and engagement. Participants will have the opportunity to reflect on their own communication habits, identify areas for improvement, and develop actionable strategies for growth.In conclusion, this lecture serves as a comprehensiveguide to enhancing communication skills in the digital age. By understanding the principles of effective communication, leveraging digital tools strategically, and fostering a growth mindset, individuals can navigate the complexities of modern communication with confidence and proficiency. Whether communicating with colleagues, clients, friends, or family, the insights gained from this lecture will empower attendees to connect, collaborate, and succeed in today's interconnected world.。

托福听力TPO真题-艺术专题

托福听力TPO真题-艺术专题

托福听⼒TPO真题-艺术专题TPO Listening Exercises Subject: ArtsYour Name:Your Class:TPO1 Lecture 12.What is the purpose of the lecture?●To explain the difference between two artistic styles●To describe a new art gallery to the class●To introduce an artist's work to the class●To show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene?●It resembles a photograph●It may be Frantzen's best known painting●It was painted in the Impressionist style●It was painted while Frantzen lived abroad8.Why did Frantzen go to the Sales Barn?●To study human form and movement●To earn money by painting portraits●To paint farm animals in an outdoor setting●To meet people who could model for her paining9.What does the professor imply about the painting of the young woman surrounded by pumpkins?●It was painted at an art fair●It combines Impressionism with Realism●It convinced Frantzen that she was a good illustrator●It was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter?●He wants to point out mistakes that young artistscommonly make●He thinks her example can inspire the students in theirown lives●Her difficulties remind him of the difficulties he himselfexperienced as a young girl●Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this()●The students can understand Frantzen's art without knowing about her life●The students should pay very close attention to what he is going to say●Some of his students are already familiar with Frantzen's life story●Some of his students may not appreciate Frantzen's work TPO3 Lecture 3Q6 What does the professor mainly discuss?●The oldest known cave art●How ancient cave art is dated●The homes of Paleolithic humans●How Paleolithic humans thought about animalsQ7 When does the professor mention his daughter?●To describe her reaction to seeing the paintings●To explain the universal appeal for the Chauvetpaintings●To demonstrate the size of most Paleolithic cave art●To emphasize his point about the age of ChauvetpaintingsQ8 What is the professor’s opinion about the art at the Chauvet cave?●It is extremely well done●It probabl y reflected artists’ religious beliefs●It is less sophisticated than the art at Lascaux andAltamira●It is probably not much older than the are at Lascauxand AltamiraQ9 According to the professor, what is the significance of charcoal marks on the walls of the Chauvet cave?●They suggest that Paleolithic people cooked their foodin the cave●They prove that people came to the cave long after thepaintings were made●They show how much light the Paleolithic artistsneeded for their work●They were used in recent times to date the paintingsQ10 Compared to other Paleolithic art, what is unusual about the animals painted at Chauvet?●Most of them are horses●Many of them are dangerous●Many of them are shown alongside humans●All of them are species that are still found in FranceQ11 What are two questions about the Chauvet cave artists that the professor raises but cannot answer?Choice two answers below●How they lighted their work area●How they obtained pigments for their paints●Why they chose to paint certain animals and not others●Why they placed their art in dark, uninhabited placesTPO7 Lecture 11.what is the lecture mainly about?●The importance of creating believable characters in plays●The influence of the literature of "realism" on French theater●A successful standard formula for writing plays●A famous example of a well-made play2.according to the professor ,why did some playwrights write the end of a play before the beginning?●To produce multiple scripts as quickly as possible●To prevent the audience from using logic to guess the endings●To avoid writing endings similar to those of other plays●To ensure that the plot would develop in a logical manner3.why does the professor mention a conversation between two servants?●To give examples of typical characters in a well-made play●To show how background information might be revealed ina well-made play●To explain why Romeo and Juliet can be considered a well-made play●To explain how playwrights develop the obligatory scene ofa well-made play4.according to the professor, what dramatic elements are typically included in a well-made play to help move the plot forward?Click on 2 answers●A series of major changes in the hero's apparent chances of success●The introduction of new characters midway through the play●Information known to the audience but not to the main characters●The movement of major characters from one setting to another10.What does the professor imply about the obligatory scene and the denouncement?●The difference between them might be unclear to some people●Both are useful techniques for developing realistic characters●The denouncement usually occurs within the obligatory scene●The obligatory scene is usually less exciting than the denouncement11.Why does the professor say this()●To help students understand the meaning of a new term●To indicate that his point is not related to the main topic of the lecture ●To emphasize one element of a play over all others●To begin to summarize the main points of the lectureTPO8 Lecture 21.What is the lecture mainly about?A.Why the Salon exhibitions became popular among womenartists in ParisB.Why French society did not approve of art schools or womenC.How opportunities for women artists in Paris improvedD.How women artists in Paris cooperated with one another2.What point does the professor make about Julian when he mentions that Julian’s art school offered some classes only for women?A.Julian’s school was the first art school in Paris to offerwomen-only classesB.Julian wanted to encourage the distinctive style of women inParisC.Julian viewed himself as a social reformerD.Julian possessed outstanding business skills3.What does the professor emphasize as one benefit of competition in women’s classes?A.Women gained more confidence in their artistic abilitiesB.Women became instructors in private art studiosC.Women were able to sell their paintings for large amounts of moneyD.Women created new styles of painting4.According to the professor, what were two ways that thesituation of women artists had changed by then end of the nineteenth century in Paris? Click on 2 answers.A.Women and men took art classes togetherB.Women artists played a greater role in the Salon exhibitionsC.More schools were established by women artistsD.Fewer women artists were traveling to Paris5.What does t he professor imply about Bashkirtseff’s painting Inthe Studio?A.It was one of many paintings that depicted a women’s studioB.It did not bring Bashkirtseff recognition for her artisticabilityC.It was criticized for an unrealistic depiction of women artistsD.It was beneficial for both Bashkirtseff and the school whereshe studied6.Listening again to part of the conversation. Then answer thequestion.What does the professor mean when he says this?A.Paris was a popular place to visit, but not the best place tostudy artB.Paris was the most important place for an artist to study andworkC.Living in Paris was difficult for women artists from othercountriesD.Studying in Paris was beneficial for some artists, but not forothers.TPO9 Lecture 11.What does the professor mainly discuss?The history of set design in English theaterA French painter’s innovations in set designA kind of play popular in eighteenth-century English theaterA leading playwright of the eighteenth century2.According to the professor, how did Loutherbourg create afeeling of greater depth on the stage?Click on 2 answers.He enlarged the stage area.He used mainly dark colors in the painted backgrounds.He carefully spaced separate pieces of scenery.He used three-dimensional objects in his sets.3.What can be inferred about theatergoers in eighteenth-century England?They did not accept Loutherbourg’s set designs at first.They were accustomed to sitting in dark theaters.Most of them attended the theater mainly to see popularactors.Some of them used the theater as a substitute for travel.4.What is the professor’s opinion about the relationship betweenEnglish landscape painters and Loutherbourg?He thinks English landscape painters were unfair in theircriticism of Loutherbourg’s work.He thinks Lo utherbourg’s relationship with Englishlandscape painters was less important than most experts think.He thinks Loutherbourg and the English landscape paintersprobably influenced each other.He thinks English landscape painters helped Loutherbourg’swork gain in popularity.5.What are two notable features of the Eidophusikon?Click on 2 answers.It was identical to the Drury Lane Theatre.It did not make use of actors.It used paintings made by Gainsborough.It had a small stage.6.Why does the professor mention a storm that passed over Loutherbourg’s home?To demonstrate the authenticity of Loutherbourg’s soundeffectsTo provide context in a discussion about lighting effectsTo mention one of the problems the Eidophusikon facedTo explain how Loutherbourg got an idea for a theater set TPO12 Lecture 3 6.What is the lecture mainly about?A.Some changes that took place in the early years of opera.B.Difference between opera and other forms of music.C.Italy’s musical influence throughout Europe.D.Reasons that early French and Italian opera did not survive.7.According to the professor, what happened after the Italian language replaced Latin in Italian opera?A.Operas became much longer.B.Operas begin to express secular ideas.C.Music in opera became more complex.D.Opera was used to teach technology to the general public.8.Why does the professor mention ancient Greek theater?A.To give an example of a culture that adopted opera from the Italians.B.To describe the type of setting in which opera was typically performed.C.To point out a precursor of opera.D.To explain how opera was introduced into French society.9.What does the professor say about music in French opera?A.It resembled sacred church music.B.It often inspired French novelists to write great piece of literature.C.It revolved mainly around solo pieces.D.It was secondary to the rhythmic flow of language.10.What does the professor say this:A.To show difference between English and Italian opera.B.To give one instance in the evolution of opera.C.To discuss the popularity of opera in England at the time.D.To point out that English and Italian opera companies often worked together.11.What does the professor imply when he says this:A.He agrees with Chapman about opera and society.B.He thinks Chapman’s approach to opera is confu sing.C.He is concerned that Chapman’s ideas are often misunderstood.D.He thinks Chapman’s questions are difficult to answer. TPO15 Lecture 323. What is the lecture mainly about?How Archimedes was identified as the author of some ancient texts.The recovery of some ancient writings on mathematics. Differences among various writing materials used in the Middle Ages.Techniques for restoring ancient manuscripts.24. What are two points the professor makes about parchment?It is more long lasting than paper.It was inexpensive to produce during the Middle Ages.It was the material Archimedes used for his writings.Its use for books decreased after the 1400s.25. What does the professor imply when he explains the washing and scraping methods that were used to remove ink from a parchment surface?Washing made parchment more able to retain newly applied ink than scraping did.Washing was less effective than scraping as a means of permanently erasing ink.The scraping method was used in the creation of the Archimedes palimpsest.Neither method completely erased the original text.26. What type of book became known as the Archimedes palimpsest?A history book.A physics book.A prayer book.An artist’s book.27. What does the professor imply about the various techniques used to view Archimedes’ text?The students should be familiar with most of the techniques. Different techniques were used to analyze the iron content of ancient ink.The use of ultraviolet light was more damaging than the other techniques.X-ray image was more effective than the other techniques. 28. What does the professor imply about the significance of the Archimedes palimpsest?It is significant because it contains what may be Archimedes’ most important work.It is significant because it proves that a certain mathematics text was written by Archimedes.It is significant because it is the oldest one ever discovered.It is significant because it is the first one to be completely deciphered.TPO16 Lecture 412. What is the lecture mainly about?A. The images in stained-glass windows.B. The history of stained-glass art.C. The importance of religious art during the Middle Ages.D. Techniques for making glass during the Middle Ages.13. What are two points the professor makes aboutstained-glass windows made during the Middle Ages? Click on 2 answers.A. They typically were small size.B. The glass was colored during the glassmaking process.C. They were used mainly for churches.D. They had simple designs.14. During the Middle Ages, what was one of the first steps that artists used in making a stained-glass window?A. They drew the design onto the top of a table.B. They created models of the design with lead strips.C. They drew an outline of the design directly onto a piece of glass.D. They painted the design on paper.15. According to the professor, what are two ways in which stained-glass windows made in the sixteen century differed from those made in earlier centuries? Click on 2 answers.A. The way the glass was colored.B. The role played by lead strips.C. The scenes that were depicted.D. The way glass pieces were cut.16. What does the professor imply contributed to the popularity of Tiffany glass?A. The use of lead compounds to enhance its colors.B. The reuse of stained glass from old church windows.C. The invention of electric lighting.D. A new process for painting glass.17. What does the professor imply when she says this?A. It is unfortunate that people in the 19th century destroyed old stained-glass windows.B. Stained-glass windows made in the 19th century are more beautiful than those made earlier.C. It was necessary for people in the 19th century to break stained-glass windows.D. Stained-glass windows made in the 19th century are more valuable today than windows in previous centuries.。

ExercisesforLecture2

ExercisesforLecture2

ExercisesforLecture2Exercises for Lecture TwoTask 1 Useful ExpressionsFirst, while reading the passage, try to find out the useful expressions that are equivalent to the Chinese expressions given in the exercises.1.债务很容易被偿还。

2.找到一份收入丰厚的工作3.做出勇敢的决定4.她的债务涨到了六万五千美元。

5.有些专业能收回成本,有些则不然。

6.而事实更为微妙。

7.并不是所有的学位都同样有用。

8.将上大学的费用计算在内9.20 年后获得回报率为50 万美元。

10.艺术和人文各专业区别很大。

毫无疑问,他们虽然都能滋养灵魂,但并不都能填鼓钱包。

11.获得丰厚的回报12.购买二十年期国库券13.41%国内顶尖大学毕业生无法在自己选择的领域找到工作。

14.做出明智的选择15.那些无法做到物有所值的学校,要么好自为之,要么彻底消失。

Task 2 Comprehension QuestionsIn this exercise, you are to ask five questions and then answer them in your own words (i.e., paraphrase) based on the original ideas from the text. Try to ask more questions of what, why, and how, which may help cultivate your critical thinking skills. Here are our sample questions.1.What does LaTisha’s story tell us?2.What did Barack Obama hint when he said, “folks can make a lot more” bylearning a trade than the y might with an art history degree”?3.Why does the Economist argue that engineering is a good bet?4.What flaws may the survey like the one carried out by PayScale have?5.How may PayScale study “overstate the financial value ofa college education”?Task 3 WritingDevelop a paragr aph that begins with the topic sentence “The financial returns of college degrees vary”. Support the topic sentence with selectively summarized details you find in the passage.(Sample answers to the three tasks have been provided for you in the Video of Article Analysis.)。

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Task One1)First Complete the following introduction by filling out the blanks with the sentences A-D.C D B A2)Then Analyze the internal structure of this Introduction by dividing it into the three basic moves. Move1: 1~8 Move2: 9 Move3: 103)Where would you divide Move 1 into Move 1a and 1b?Move 1a:1~4 Move 1b:5~84)What kind of Move 2 is used?The author use the word …however‟, indicating a gap in the previous research.5)What kind of Move 3 is used?Outline the purpose. The author report on a preliminary study of sentence connector position.(1)____________________C_________________________________________________________ .(2) Frequency studies of their occurrence in academic English extend at least as far back as Huddleston(1971).(3) ESL writing textbooks have for many years regularly included chapters on sentence connectors (e.g. Herbert, 1965). (4) Most reference grammars deal with their grammatical status, classification, meaning, and use. (5) _________________________D_______________________________ (6) Quirk and Greenbaum(1973) observe (a) that the normal position is initial; (b) that certain connectors, such as hence and overall, “are restricted, or virtually restricted, to initial position”; and (c) that medial positions are rare for mos t connectors, and final positions even rarer. (7) The only attempt known to us to explain differences in position on semantic grounds is an unpublished paper by Salera(1976) discussed in Celce-Murcia and Larsen-Freeman(1983). (8)The Salera paper deals only with adversatives like however and suggests that initial position reflects something contrary to expectations, while medial position reflects a contrast that is not necessarily unexpected. (9)______________________________________________B______________________________________________________________________________________.(10)____________________________A______________________________________________________.A. In the present paper, we report on a preliminary study of sentence connector position in a sample of 12 published articles.B. However, neither of these studies provides any descriptive evidence of the actual positions of sentence connectors in academic texts.C. Many commentators have noted that sentence connectors (e.g. however) are an important and useful element in expository and argumentative writing.D. Some attention has also been given to the position of sentence connectors in clauses and sentences.Task TwoComplete the following sentences with the most appropriate expressions often used in the Introduction Section.1. _____There have been many studies of______ the partial texture and partial slip in hydrodynamic lubricated contacts due to improvement in bearing performance.2. In light of this observation ______that further investigations are needed in order to_____investigate the relationship between coronary stent design andaltered vessel haemodynamics.3. Texturing of bearing surfaces ______has been extensively studied_____ in recent years.4. Although these features may have a major impact on the haemodynamic environment in stented coronary arteries, ____little is done in______CFD studies of stentedvessel haemodynamics.5. In light of this observation, _______t he purpose of this investigation is to_____determine whether stent and vessel deformation have a major impact onthe haemodynamic environment in stented coronary arteries.Task ThreeFill in the blank by choosing the right tense for the words in brackets.SELF-MONITORING, as conceptualized by Snyder (1972), _thought_ (think)encompass five underlying dimensions: (a) concern for appropriateness of social-behavior; (b) attention to social comparison information; (c) ability to control or modify self-presentation; (d) use of this ability in particular situations; and (e) cross-situational variability of social behavior. Factor analytic examination of Snyder's self-monitoring scale by Briggs, Cheek, and Buss (1980), however, __revealed__ (reveal) an underlying factor structure consisting of three dimensions: (a) acting ability, (b) other-directedness, and (c) extroversion. This clarification of what __measured__ (measure) by the scale is germane to the research question examined here: Do self-monitoring and competence contribute differentially for males and females in the determination of social interaction?Several recent studies __have revealed_ (reveal) differences between American males and females in the degree to which self-monitoring behaviour __predicts__ (predict)emergent relationship and verbal participation in groups. Garland and Beard (1979) ___found___ (find) that in same-sex trios working on an interactive task (brainstorming) high self-monitoring females emerged as leaders. For males, however, self-monitoring __didn‟t _predict_ (not predict) emergent leadership.These results __were affirmed and amplify__ (affirm and amplify) by Oddous (1983), in a study of long-term discussion groups that __revealed_ (reveal) that higher levels of self-monitoring _corresponded_ (correspond) directly to increased likelihood of emergent leadership for females but not for males. The primary predictors of emergent leadership for males __were__ (be) commitment and competence.Because the influence of competence might be expected to vary with the specific context, two studies __were conducted__ (conduct): one _used__ (use) a task on which males would be expected to do better, the other a task on which females would be expected to excel.。

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