武汉大学硕士英语-文学要素-literary elements
武汉大学研究生英语教材全文翻译of_unit_1_3_4_5_7
Final V ersion of T ranslationUnit two1．为什么我们与来自其它文化的人们的交流总是充满了误会、让人感到沮丧呢？令很多人奇怪的是，即使怀着良好的愿望、使用自己认为是友好的方式，甚至有互利的可能性，也似乎都不足以保证交流的成功。
有时候，出现排斥现象正是因为一方所属的文化群体团体是“不同”的。
在这个国际舞台发生重大变化的时刻，探讨为什么尝试交流的结果却令人失望的原因是必要的，这些原因实际上是跨文化交流中的绊脚石。
2．相似性的假设为什么误解或反对会产生呢？这个问题的一个回答就是，大部分的人天真地认为世界上的人有足够的相似之处，可以让我们成功地交流信息或感受，解决共同关注的一些问题，加强商业关系，或者只是产生我们所希望产生的印象。
所有的人都会生儿育女，组成家庭或社会，发展一种语言以及适应他们周围环境的这种倾向特别具有欺骗性，因为它带来了一种期望，这种期望就是这些行为的形式以及围绕这些行动的态度与价值观念将是相似的。
相信“人就是人”和“我们内在本质是相似的，”这让人感到心安理得，但是下定决心去寻找证据却只会令人失望。
3．力求证明达尔文关于面部表情是共同的这一理论的跨文化研究给人极大的希望，研究者发现脸部的某些看得见的形状，即因愤怒、恐惧、惊讶、悲伤、厌恶、幸福而紧缩的肌肉组合,我们人类各成员都是一样的。
但是这似乎无济于事，只要我们意识到一个人生长的文化决定了这种情感是否会表露或压抑,决定了在何种场合和多大的程度上会表露或压抑。
带来这种情绪感受的情形也因文化而异，例如：由于崇拜的文化信仰不同，一个心爱的人死亡可能带来欢乐、悲哀或其他情感。
4．因为似乎没有普遍的人性可以作为自动理解的基础，所以我们必须把每交往当作个别案例来处理，寻求任何共同的认知和交流方法并以此作为出发点。
如果我们认识到我们受文化的约束，受文化的改变，那么我们就会受这一现实：因为各自不同，我们确实不太清楚其他人“是”什么样的。
武汉大学研究生英语summary写作范文(原文及范文)
WritingDirections: For this part, you are to write a summary of either of two articles that are presented to you in the following. Your summary should be 150-200 words. Remember to write neatly.Science and HumanityThe twentieth century saw more momentous change than any previous century: change for better, change for worse; change that brought enormous benefits to human beings, change that threatens the very existence of the human species. Many factors contributed to this change but—in my opinion—the most important factor was the progress in science.Academic research in the physical and biological sciences has vastly broadened our horizons; it has given us a deep insight into the structure of matter and of the universe; it has brought better understanding of the nature of life and of its continuous evolution. Technology—the application of science—has made fantastic advances that have affected us beneficially in nearly every aspect of life: better health, more wealth, less drudgery (单调沉闷的工作), greater access to information.Sadly, however, there is another side to the picture. The creativity of science has been employed to the detriment(损害) of mankind. The application of science and technology to the development and manufacture of weapons of mass destruction has created a real threat to the continued existence of the human race on this planet. We have seen this happen in the case of nuclear weapons. Although their actual use in combat has so far occurred only in 1945—when two Japanese cities were destroyed—during the four decades of the Cold War, obscenely huge arsenals(武器库) of nuclear weapons were accumulated and made ready for use. The arsenals were so large that if the weapons had actually been detonated (爆炸) the result could have been the complete extinction of the human species, as well as of many animal species.William Shakespeare said: "The web of our life is of a mingled (混合的) yarn, good and ill together. " The above brief review of the application of only one strand of human activities—science—seems to bear out this adage (格言). But does it have to be so? Must ill always accompany good deeds? Are we biologically programmed for aggression and war?I am not an authority in genetics, but from my readings and life-long observation I do not see any evidence that we are genetically condemned to commit evil. On the contrary, on very general grounds I would say that genetically we are destined to do things that are of benefit to the human species, and that the negative aspects are mistakes, transient errors in the process of evolution. In other words, I believe in the inherent goodness of Man.We are thus faced with a daunting (威吓，使胆怯) dilemma. As a process of natural evolution, science should be allowed to develop freely, without restrictions. But can we afford the luxury of uninhibited research in the natural sciences, with its awesome (可怕的) potential of total destruction, in a world in which war is still a recognized social institution?The preservation of the human species and its continuing enhancement demand that we learn to live with one another in peace and harmony. But this learning process has been slow and arduous (费力的), and is not yet complete. Due to the harsh conditions under which primitive man lived, he often had to fight with other human beings for survival. Individual killing and, later, collective killing—war—thus began to be seen as a natural phenomenon.We are still not organized for a war-free world. But in the meantime, the human species may be brought to an end by the use of the tools of destruction, themselves the product of science and technology.In my opinion, the problem has to a large extent arisen from the uneven rate of advance in thedifferent areas of human activities, in particular, between the progress in the natural sciences—which include the physical and biological disciplines, and the various social sciences—economics, sociology, politics (with psychology perhaps at the interface between the two major groups). Undoubtedly, there has been much faster progress in the natural sciences than in the social ones.Why have the natural sciences, especially the physical sciences, advanced so much faster than the social sciences? It is not because physicists are wiser or cleverer than, say, economists. The explanation is simply that physics is easier to master than economics. Although the material world is a highly complex system, for practical purposes it can be described by a few general laws. The laws of physics are immutable (不可改变的). They apply everywhere, on this planet as well as everywhere else in the universe, and are not affected by human reactions and emotions, as the social sciences are.How can we tackle this unevenness in the rate of progress of different.areas of science? Two ways come to mind:one, by accelerating the rate of progress in the social sciences; two, by slowing down the rate of advancement of the natural sciences in some areas, for example, by the imposition of ethical codes of conduct.Clearly, the former is by far the preferable way. What we would like to see is faster progress in the social sciences, leading to the establishment of a social system which would make war not only unnecessary but unthinkable; a system in which the existence of old, or the invention of new, weapons of mass destruction, would not matter, because nobody would dream of using them; a system in which people will be able to say: “nuclear weapons: who cares?”Responsibility for one's actions is, of course, a basic requirement of every citizen, not just of scientists. Each of us must be accountable for our deeds. But the need for such responsibility is particularly imperative for scientists, if only because scientists understand the technical problems better than the average citizen or politician. And knowledge brings responsibility.In any case, scientists do not have a completely free hand. The general public, through elected governments, have the means to control science, either by withholding (抑制) the purse, or by imposing restrictive regulations harmful to science. Clearly it is far better that any control should be exercised by the scientists themselves, through a self-imposed code of conduct. The establishment of an ethical code of conduct for scientists is an idea whose time has come.Summary：Science and HumanityThe twentieth century has made greater change to the world, which was brought by the progress in science, than any previous century. Unfortunately, not all these changes did good to the human society. Some of them have done serious damage to mankind and have been even predicted to destroy the whole world someday if out of control. In fact, mankind is not biologically programmed for violent behaviors like war. People are faced with a dilemma in which we would like to see science develop freely, but cannot afford the result of that. It is a basic instinct that man tends to protect oneself by fighting with others. The progress in the nautral sciences is much faster than that in social sciences because laws in natural sciences are immutable and apply everywhere and are not affected by human reactions and emotions. For even developmemt and for a better future of mankind, imposition of ethical codes is necessary. Everyone should be responsible for his behavior, especially the scientists. (166 words)China Sees Opportunities in Climate ChangeUNLIKE America’s leaders, China’s bosses are not much troubled by recalcitrant（顽强的）legislatures. The government has therefore had no difficulty in executing a smart volte face（完全改变）on climate change. Around three years ago its fierce resistance to the notion of any limit on its greenhouse-gas emissions started to soften. It now seems to be making serious efforts to control them.One reason for this change is the country’s growing awareness of its vulnerability to a warming world. The monsoon（季风）seems to be weakening, travelling less far inland and dumping its rainfall on the coasts. As a result China is seeing floods in the south-east and droughts in the north-west. At the same time the country’s leaders are deeply concerned about the melting of the glaciers on the Tibetan plateau, which feed not just the Ganges, the Indus, the Brahmaputra and the Mekong but also the Yangzi and Yellow rivers .A second reason is China’s growing sense of global responsibility. The country is not only the world’s largest emitter of greenhouse gases; it now regards itself, and is regarded, as one of the w orld’s leading powers, and therefore expects to work with the other big powers to tackle global problems such as the economic crisis, nuclear proliferation（核扩散）and climate change.A third reason is energy security. Although China has large coal reserves, it is also a big importer. Concerns about excessive dependence on foreign fossil fuels sharpened when China’s oil imports rocketed and, in 2005, the attempt by CNOOC（China National Offshore Oil Corporation), China’s largest offshore oil and gas company, to buy America’s Unocal was rebuffed. China’s push into nuclear and renewable energy has been driven by its need to diversify its energy sources.The fourth reason is economic. The Kyoto protocol has given China an incentive to clean up its act. China has received $2 billion through the CDM（Clean Development Mechanism) for cleaning up its industrial processes and building clean-energy capacity—half the money that has flowed through the CDM. That is expected to rise to $8 billion by 2012.But a longer-term economic motive springs from a shift in the way China thinks about growth. In the past, its all-out drive for growth has led it to rebuff pressure to cut emissions. Attempts to control pollution foundered on the performance-assessment system for officials at all levels of government, which prioritises growth. But that has been adjusted to encourage energy efficiency, and at the same time the leadership has started to argue that growth and greenery are compatible.Since Wen Jiabao took over as prime minister, the leadership has tried to define economic growth as something broader and longer-term than GDP figures imply: the emphasis has been on a “harmonious society” and “scientific development”. Nobody was sure what the latter meant, but Mr Wen has recently been talking about a more “resource-efficient environmentally friendly society” and Hu Jintao, the president, has referred several times to a “low-carbon economy” and a “green economy”.Local pollution may help to explain the shift. Residents are infuriated by filthy air and water that kills people and damages unborn children. Policies to cut carbon-dioxide emissions—through reducing the energy used to produce goods—can help clean up China’s cities at the same time.More interesting is the idea that clean energy might be a source of growth rather than a constraint on it. China, so the argument goes, missed out on the computer revolution. It makes hardware, but American firms own most of the valuable stuff—the intellectual property for the software. “You can’t get rich making socks and toys,” explains Lin Jiang, director of the China Sustainable Energy Programme at the Energy Foundation in San Francisco. “They’re looking for the next growth industry. Clean energy clearly has huge potential. And no country dominates the industry yet. It’s a wide-open field.” Hu Angang, an economist at Tsinghua University, calls this “a huge opportunity for China. The country will become the largest renewable-energy market, bio-energy market, clean-coal market, nuclear-power market, carbon-exchange market, environmental-technology market, low-carbon economy, exporter of low-carbon products and low-carbon-technology innovator.”The government is giving the economy a shove in that direction. In 2006 the five-year plan set a target for a 20% cut in the energy intensity of GDP by the end of 2010. The start was slow, but by the end of last year it had managed 10% and it now looks on track for its target. According to Mr Lin, that would mean a reduction in carbon emissions of 1.5 billion tonnes per year by 2010, more than the Waxman-Markey bill’s caps for domestic industry would take out of America’s economy by 2020. China has relatively tight vehicle fuel-efficiency standards . Electric vehicles are being generously subsidised ($8,800 for a car and $73,500 for a bus) and the government plans to build the capacity to produce half a million a year by 2012.The most visible changes have come in renewable energy. In 2005 the National People’s Congress passed legislation to offer subsidies for renewable energy—around twice the amount for coal. For wind energy, the target was set at 20GW of capacity by 2020. The subsidy generated so much building that China now expects to hit that target by the end of this year and is aiming for 150GW by 2020. “It’s like a gold rush right now,” says Mr Lin. The target for solar energy, similarly, has been raised from 1.8GW to 20GW by 2020.To put this in context, wind currently generates only 0.4% of Chinese electricity. Coal generates 80%. And, although China’s government does not have to jump the legislative hurdles faced by America’s president, it sometimes struggles to get policy implemented on the ground. Yet if China’s many layers of government can be persuaded that green means growth, they will cleave （坚持）to this policy; and the leadership seems keen to make that happen.China, thus, is after the same “green jobs” that Americans have been promised as part of their road to economic recovery. America has huge advantages in terms of technology and capital, but China has a couple of things going for it too: cheaper labour and a leadership unconstrained by the need to get re-elected every four years. China can play a long game, which helps when dealing with climate change.SummaryChina Sees Opportunities in Climate ChangeIn order to help deal with climate change, Chinese government made a smart change and will make serious efforts to control its greenhouse gas emissions. As a big importer of energy resources, with the raising awareness of its vulnerability to a warming world and the growing sense of global responsibility, with the incentive given by the Kyoto Protocol and $2 billion provided by the CDM for cleaning up its industry processes and building clean-energy capacity, this change is justified for China. Since China's leadership realized that growth and greenery are compatible and advocated to have a "low-carbon" and "green" economy, the government set a target of a reduction in carbon emissions of 1.5 billion tons per year by 2010 by tightening vehicle-efficiency standards and diversifying its energy sources, such as wind energy. Actually, the practice of "green jobs" is a great opportunity for China to clean up its cities and build clean-energy capacity. In the long run, China will become the largest renewable energy market in the world. With cheaper labours and a stronger leadership, China can play a long game in dealing with climate change. (187 words)。
武汉大学研究生英语unit1、3、4、5、7原文及译文.doc
Unit One stumbling blocks in interculturalcommunication跨文化交流中的绊脚石1．为什么我们与来自其它文化的人们的交流总是充满了误会、让人感到沮丧呢？令很多人奇怪的是，即使怀着良好的愿望、使用自己认为是友好的方式，甚至有互利的可能性，也似乎都不足以保证交流的成功。
有时候，出现排斥现象正是因为一方所属的文化群体团体是“不同” 的。
在这个国际舞台发生重大变化的时刻，探讨为什么尝试交流的结果却令人失望的原因是必要的，这些原因实际上是跨文化交流中的绊脚石。
2．相似性的假设为什么误解或反对会产生呢？这个问题的一个回答就是，大部分的人天真地认为世界上的人有足够的相似之处，可以让我们成功地交流信息或感受，解决共同关注的一些问题，加强商业关系，或者只是产生我们所希望产生的印象。
所有的人都会生儿育女，组成家庭或社会，发展一种语言以及适应他们周围环境的这种倾向特别具有欺骗性，因为它带来了一种期望，这种期望就是这些行为的形式以及围绕这些行动的态度与价值观念将是相似的。
相信“人就是人”和“我们在本质是相似的，”这让人感到心安理得，但是下定决心去寻找证据却只会令人失望。
3．力求证明达尔文关于面部表情是共同的这一理论的跨文化研究给人极大的希望，研究者发现脸部的某些看得见的形状，即因愤怒、恐惧、惊讶、悲伤、厌恶、幸福而紧缩的肌肉组合 ,我们人类各成员都是一样的。
但是这似乎无济于事，只要我们意识到一个人生长的文化决定了这种情感是否会表露或压抑,决定了在何种场合和多大的程度上会表露或压抑。
带来这种情绪感受的情形也因文化而异，例如：由于崇拜的文化信仰不同，一个心爱的人死亡可能带来欢乐、悲哀或其他情感。
4．因为似乎没有普遍的人性可以作为自动理解的基础，所以我们必须把每交往当作个别案例来处理，寻求任何共同的认知和交流方法并以此作为出发点。
如果我们认识到我们受文化的约束，受文化的改变，那么我们就会受这一现实：因为各自不同，我们确实不太清楚其他人“是”什么样的。
武汉大学翻译硕士(MTI)基础科目英汉互译真题
武汉大学翻译硕士（MTI）基础科目英汉互译真题1.APEC 亚太经合组织2.CAT 计算机辅助翻译(Computer Aided Translation) ; （结合：CAD 计算机辅助设计）3.NATO 北大西洋公约组织（North Atlantic Treaty Organization）4.FIT 国外个人旅行（Foreign Independent Tour）5.GPS 全球定位系统（Global Position System）；6.IMF 国际货币基金组织(International Monetary Fund)7.subtitling 字幕8.Morse code 摩尔斯电码9.Translation studies 翻译研究10.Jerusalem 耶路撒冷11.General Assembly 联合国大会12.Gallup poll盖洛普民意测验13.money order汇款单14.Think-Aloud Protocols有声思维15.translation norms翻译规范汉译英：16.双赢Win-win17.三国Three Kingdoms18.直译Literal translation19.信达雅faithfulness, expressiveness and elegance20.民族政策Ethnic policies21.科学发展观Scientific Outlook on Development；22.节约型社会conservation-oriented society23.节能减排Energy conservation and emission reduction24.次贷危机Sub-prime mortgage crisis25.服务型政府Service-oriented government26.扫黄打非Eliminate pornography and illegal publications27.灾害救助制度the natural disaster relief system28.和谐社会harmonious society29.职业翻译者professional translator30.国际关系民主化practice democracy in international relations1 ASEAN:东南亚国家联盟（东盟）（Association of Southeast Asian Nations)2 CPI:消费者物价指数（Consumer Price Index）；3 EQ:情商（Emotional Quotient）4 GMT:格林威治标准时间（Greenwich Mean Time）5 GNP：国民生产总值（gross national product）6 OPEC：石油输出国家组织（Organization of Petroleum Exporting Countries）7 UNCF:联合国儿童基金会（the United Children's Fund ）8 UNESCO:联合国教科文组织（United Nations Educational，Scientific，and Cultural Organization)9 NGO:民间组织；非政府组织（Non-Governmental Organization）10 Dynamic Equivalence 动态对等11 Foreignizing Method 异化12 Intersemiotic Translation 符际翻译【扩展：翻译可从5种不同的角度来分类：从译出语和译入语的角度来分类，翻译可分为本族语译为外语、外语译为本族语；1）从涉及到的语言符号来分类，翻译分为语内翻译（intralingual translation）、语际翻译（interlingual translation）和符际翻译（intersemiotic translation）；2）从翻译的手段来分类，翻译可分为口译（oral interlingual translation）、笔译（written interlingual translation）和机器翻译（machine translation）；3）从翻译的题材来分类，翻译可分为专业文献翻译（translation of English for science and technology）、文学翻译（literary translation）和一般性翻译（practical writing translation）；4）从翻译的处理方式来分类，翻译可分为全译（full translation）、摘译（partial translation）和编译（translation plus editing）】13 Lingua Franca 通用语14 Polysystems Theory 多元系统理论15 Department of Homeland Security 国土安全局汉译英：1 即席翻译unseen translation2 稀土rare earth3 产品导向product-driven4 民族的先知prophet of a nation5 操纵汇率Exchange Rate Manipulation6 第三产业The tertiary industry7 宏观调控macro-control efforts8 虚拟经济Virtonomics9 生态补偿机制ecological compensation mechanism10 西部大开发largescale development of the western region11 抑制流动性curb liquidity12 可持续发展sustainable development13 全面战略伙伴关系the comprehensive strategic partnership14 转变政府职能The transformation of governmental functions15 国际金融新秩序a new international financial order凯程教育：凯程考研成立于2005年，国内首家全日制集训机构考研，一直从事高端全日制辅导，由李海洋教授、张鑫教授、卢营教授、王洋教授、杨武金教授、张释然教授、索玉柱教授、方浩教授等一批高级考研教研队伍组成，为学员全程高质量授课、答疑、测试、督导、报考指导、方法指导、联系导师、复试等全方位的考研服务。
英语文学考研知识点总结
英语文学考研知识点总结IntroductionThe study of English literature is a comprehensive process that covers a wide range of knowledge, from the history of literature to literary genres, writers, and their works. For those who are preparing for the English literature postgraduate entrance examination, it is crucial to have a good understanding of the key knowledge points in order to achieve success. In this summary, we will cover the major areas of study in English literature and provide an overview of the key knowledge points that candidates should focus on.1. Literary PeriodsThe study of English literature is often divided into different literary periods, each characterized by its unique literary styles, themes, and historical background. These periods include:- Old English Literature: This period covers the literature written in Old English, from the7th century to the Norman Conquest in 1066. Key works from this period include "Beowulf" and the "Exeter Book."- Middle English Literature: This period includes the literature written in Middle English, from the Norman Conquest to the beginning of the Renaissance. Major works from this period include "The Canterbury Tales" by Geoffrey Chaucer and "Sir Gawain and the Green Knight."- Renaissance Literature: This period encompasses the literature of the 16th and early 17th centuries, marked by a renewed interest in classical learning, humanism, and the rise of English drama. Key writers from this period include William Shakespeare, Christopher Marlowe, and Ben Jonson.- 17th Century Literature: This period is characterized by the emergence of metaphysical poetry and the Civil War in England. Major figures of this period include John Donne, Andrew Marvell, and John Milton.- 18th Century Literature: This period sees the rise of the novel as a major literary form and the flourishing of satire and social commentary. Key writers from this period include Daniel Defoe, Jonathan Swift, and Samuel Richardson.- Romantic Literature: The Romantic period, spanning from the late 18th century to the early 19th century, is marked by a focus on individualism, emotion, and nature. Major figures of this period include William Wordsworth, Samuel Taylor Coleridge, and John Keats. - Victorian Literature: This period covers the literature of the 19th century, marked by expansive novels, social criticism, and the rise of the novel as a dominant literary form. Key writers from this period include Charles Dickens, the Brontë sisters, and George Eliot.- Modernist Literature: The modernist period, which encompasses the early 20th century, is characterized by experimentation with narrative and form, as well as a response to the upheavals of the modern world. Major figures of this period include T.S. Eliot, Virginia Woolf, and James Joyce.Understanding the key characteristics, themes, and major writers of each literary period is essential for the English literature postgraduate entrance examination.2. Literary GenresIn addition to understanding the different literary periods, candidates should also have a good grasp of the major literary genres in English literature. These genres include:- Poetry: Poetry is a literary form characterized by the use of rhythm, imagery, and language to convey emotions and ideas. Different poetic forms, such as sonnets, odes, and ballads, should be studied in detail, along with the major poets associated with each form.- Prose: Prose refers to the ordinary form of written language, without metrical structure. Candidates should familiarize themselves with the various forms of prose, including novels, short stories, essays, and non-fiction, as well as the major writers within each genre.- Drama: Drama is a literary form designed for performance, characterized by dialogue, action, and often, a focus on conflict and resolution. Candidates should study the different types of drama, including tragedy, comedy, and tragicomedy, as well as the major playwrights associated with each form.Understanding the key characteristics of each literary genre, along with the major writers and works within each genre, is crucial for success in the English literature postgraduate entrance examination.3. Major Writers and WorksA comprehensive knowledge of major writers and their works is essential for success in the English literature postgraduate entrance examination. Candidates should have a good understanding of the major writers and works from each literary period, including their themes, style, and historical significance. This includes:- Old English Literature: Familiarize yourself with the key works of Old English literature, such as "Beowulf," "The Dream of the Rood," and "The Battle of Maldon," as well as the major writers associated with the period.- Middle English Literature: Study the major works of Middle English literature, including "The Canterbury Tales," "Sir Gawain and the Green Knight," and "Piers Plowman," as well as the major writers associated with the period.- Renaissance Literature: Understand the major works of Renaissance literature, such as the plays of William Shakespeare, the poetry of Edmund Spenser, and the essays of Francis Bacon, as well as the major writers associated with the period.- 17th Century Literature: Familiarize yourself with the major works of 17th century literature, including the poetry of John Donne and George Herbert, the prose of Thomas Browne and John Bunyan, and the plays of Ben Jonson and John Webster.- 18th Century Literature: Study the major works of 18th century literature, including the novels of Daniel Defoe and Samuel Richardson, the satire of Jonathan Swift, and the poetry of Alexander Pope and Thomas Gray.- Romantic Literature: Understand the major works of Romantic literature, including the poetry of William Wordsworth and Samuel Taylor Coleridge, the novels of Jane Austen and the Brontë sisters, and the critical essays of William Hazlitt and Leigh Hunt.- Victorian Literature: Familiarize yourself with the major works of Victorian literature, including the novels of Charles Dickens and George Eliot, the poetry of Alfred, Lord Tennyson and Robert Browning, and the essays of Thomas Carlyle and John Stuart Mill.- Modernist Literature: Study the major works of Modernist literature, including the poetry of T.S. Eliot and W.B. Yeats, the novels of Virginia Woolf and James Joyce, and the essays of Virginia Woolf and E.M. Forster.Having a good grasp of the major writers and works from each literary period is essential for success in the English literature postgraduate entrance examination.4. Literary Criticism and TheoriesIn addition to understanding the major writers and works of English literature, candidates should also have a good understanding of literary criticism and theories. This includes:- Formalist Criticism: Formalist criticism focuses on the literary work itself, analyzing its form, structure, and language to uncover its meaning and significance. Candidates should study the key concepts and approaches of formalist criticism, as well as its major proponents and their works.- Psychoanalytic Criticism: Psychoanalytic criticism applies the theories of Sigmund Freud and other psychoanalysts to the study of literature, seeking to uncover the unconscious motives and desires of the characters and authors. Candidates should familiarize themselves with the key concepts and approaches of psychoanalytic criticism, as well as its major proponents and their works.- Feminist Criticism: Feminist criticism focuses on the representation of women in literature, as well as the ways in which gender roles and power dynamics are addressed in literary works. Candidates should understand the key concepts and approaches of feminist criticism, as well as its major proponents and their works.- Marxist Criticism: Marxist criticism applies the theories of Karl Marx and Friedrich Engels to the study of literature, analyzing the role of class, power, and ideology in literary works. Candidates should study the key concepts and approaches of Marxist criticism, as well as its major proponents and their works.- Postcolonial Criticism: Postcolonial criticism examines the ways in which literature reflects and responds to the legacy of colonialism and imperialism. Candidates should familiarize themselves with the key concepts and approaches of postcolonial criticism, as well as its major proponents and their works.A good understanding of literary criticism and theories is crucial for success in the English literature postgraduate entrance examination.5. Comparative LiteratureComparative literature involves the study of literature across different languages, cultures, and periods, seeking to understand the connections and differences between literary works from different traditions. Candidates should have a good understanding of the key concepts and approaches of comparative literature, as well as the major writers and works within the field.ConclusionIn conclusion, the study of English literature covers a wide range of knowledge, from literary periods and genres to major writers, works, literary criticism, and comparative literature. For those preparing for the English literature postgraduate entrance examination, it is essential to have a good grasp of these key knowledge points in order to achieve success. By understanding the major areas of study in English literature and familiarizing oneself with the key concepts, approaches, and major figures within each area, candidates can enhance their chances of success in the examination.。
武汉大学研究生英语课文原文 Gender,poverty and environment
Gender, Poverty and EnvironmentGender is rarely considered as a mainstream issue in environmental policies and programmers. However, a better understanding of the different priorities and perceptions of men and women can be used to maximize policy effectiveness.1.In many parts of the world, women tend to be the poorest of the poor in avery literal sense. In addition to being the majority among the poor, they are often denied the most basic rights and access to critical resources such as land, inheritance or credit. Their labour and knowledge are undervalued.Their needs are often overlooked. They are more vulnerable to disease and disasters and the situation is made worse by their poverty. Cultural and social norms sometimes complicate matters further by placing additional expectations, restrictions and limitations on women. Gender gaps are widespread, and in no region of the world are women equal to men in legal, social and economic rights.2.The synergies between the goals of gender equity, poverty alleviation andenvironmental sustainability are explored below in terms of addressing poverty among women--including energy and water poverty, health, climate change, natural disasters and creating sustainable livelihoods by empowering women in the realms of agriculture, forest and biodiversity management.3.Energy, environment and genderThe synergies between gender, environment and the energy sector were first recognized in relation to biomass energy. Women were recognized as users and collectors of fuel wood, and as victims of environmental deterioration that caused energy scarcity.4.The surveys have shown that women spend long hours in fuel collection.The burden increases as deforestation worsens, and this affects the timeavailable to women for other activities including income-generating activities, education and participation in decision making. In Sudan, for instance, deforestation in the last decade led to a quadrupling of the time women spent gathering fuel wood. This stimulated efforts to promote afforestation and design more fuel-efficient stoves. Funding petered out, however, when the improved stoves and forestry projects were not as successful as anticipated.5.Attention to biomass energy and its impact on women's lives has recentlyrevived. Indoor air pollution, mainly from wood fuel smoke, ranked as the fourth largest health problem in developing countries. It is estimated to kill2 million women and children in developing countries every year and alsocauses respiratory and eye diseases. There are differences in exposure according to age and economic status, and in some cultures women tend to undervalue their own health, leading to under-reporting of problems.6.In many developing countries, communal lands remain a crucial source ofbiomass energy, yet privatization of these lands continues apace--reducing free access to fuel wood, and removing yet another where cooperative decisions could be made on sustainable management of fuel wood sources.7.In developed countries, the links between gender, environment and energyhave been explored mainly in the areas of equal opportunity in the energy professions, decision making in energy policy, pollution and health, preferences for energy production systems, access to scientific and technological education and the division of labour in the home.8.Climate change and genderClimate change is predicted to cause displacement of populations due to sea level rise. In many parts of the developing world it is expected to increase water scarcity, to increase the disease burden, to negatively impact agriculture, and to cause more frequent extreme weather events. The effects of climate change and adaptive capacity are very likely to differ by gender, because of the strong relationship between poverty and vulnerability, andthe fact that women as a group are poorer and less powerful than men.9.The potential value of gender as a factor in deciding on policies andprogrammes to reduce greenhouse gas emissions has received even less attention. For example, as users of household energy, women can play a key role in energy conservation, as well as in promoting renewable energy technologies.10.Both sexes make decisions about the forms of transport they use and howfrequently they travel, and there are gender differences in the choices they make. In developed countries, for example, women tend to use public transport more than men.nd tenure and agricultureDespite women's key role in agriculture, most of the world’s women do not equally own, inherit or control land and other property.Discriminatory inheritance and property ownership laws restrict women's ability to ensure long-term food security for the family, and to get loans using land as collateral. They also have important consequences for soil and land management --it is widely acknowledged that owners of land take more care to ensure soil conservation. Improved access to agricultural support systems, including credit, technology, education, transport, extension and marketing services, is essential to improving agricultural productivity and promoting environmentally sustainable practices--yet often women have no access to these services.12.The division of labour between men and women in agricultural productionvaries considerably between cultures. However, as a broad generalization, It is usually men who are responsible for large-scale cash cropping, especially when it is highly mechanized, while women take care of household food production and some small-scale, low technology cultivation of cash crops. This has important implications for biodiversity.Gender-differentiated local knowledge systems play a decisive role in conserving, managing and improving genetic resources for food andagriculture, In Kenya, men's knowledge of traditional crops and practices is actually declining as a result of formal schooling and migration to urban areas. By contrast, women retain a widely shared level of general knowledge in the conservation and sustainable use of biological diversity about wild foods, craft and medicinal plants, and acquire new knowledge about natural resources as their roles and duties change.13.WaterLack of access to clean potable water has been recognized as a factor increasing women's work burdens in those parts of the world where they are responsible for collecting water for basic needs like cooking, cleaning and hygiene. In some cases water collection can take up to 60 percent of their working time.14.In rural Africa, women and girls spend as much as three hours a dayfetching water, using up more than one-third of their daily caloric energy intake. This limits the time available for them to engage in wage-earning economic and social activities and development projects. Lack of clean water is also responsible for waterborne diseases among children--one of the major causes of child disease and mortality. This further adds to women's childcare responsibilities.15.The lack of easily accessible water has health implications for women aswell. Carrying heavy water jars over long distances during pregnancy can result in premature births, prolapsed uterus or back injuries. Constant exposure to water while collecting, washing clothes, cleaning and cooking puts women at greater risk of contracting water-related diseases. For instance, in eastern Tanzania, urinary schistosomiasis, a water-related disease, was most common among boys, and also among girls and women between the ages of 10 and 40. The incidence among boys was associated with swimming. Among women and girls, it was associated with the local practice of washing clothes while standing in schistosomiasis-infest ed water.16.HealthThe link between health and the environment has been widely recognized, if not fully acted upon, in recent years. Unclean water and untreated sewage are responsible for the spread of waterborne diseases such as cholera and intestinal parasites. Limited access to water may be responsible for the spread of germs. pollutants in the environment (including air pollutants from transport and industry, chemical toxins and heavy metals from industrial processes, and dioxins from waste incineration) pose a constant threat to the human body. Climate change is expected to increase the burden of disease considerably by allowing vectors to breed in latitudes or altitudes where current temperatures prevent them.Men and women are exposed differently to environmental risks, and their bodies may respond differently even to the same threats. For instance, the incidence of respiratory illnesses is considerably higher among women and young children, who are constantly exposed to indoor air pollution, than among men.17.Poor nutritional levels can make people particularly vulnerable toinfectious diseases, and age and gender may exacerbate this risk. Malaria, for example, is more likely to cause serious problems or death in young children or pregnant women. During pregnancy, it can cause severe anemia, and it can also harm the fetus, increasing the chances of abortion, premature birth,still-birth, intrauterine growth retardation and low infant birth weight.18.One of the newest threats to health and social welfare is the spread ofHIV/AIDS. Both sexes are affected, but to different extents in different parts of the world. Globally, men account for 52 percent of infected adults.Lack of information among women on how the disease is transmitted confounds the problem in many regions. In sub-Saharan Africa. 65 per cent of those infected are women. In this region, women grow most of the food, and women's agricultural labour often shows the first signs of widercommunity disruption by HIV/AIDS. For example, in Malawi, Mozambique, Zambia and Zimbabwe where women are responsible for most food production, there has been a progressive shift from maize production to less labour-intensive, and less nutritious, cassava production to compensate for the labour lost through HIV/ADS.19.UrbanizationUntil recently, the link between gender, the environment and urbanization was mostly seen as rural women being left behind in rural areas to take care of agriculture, while men migrate to cities in search of a better income. This focus has slowly expanded to include the impact of urban environments on women. In many developing countries, people migrating as unskilled labourers to a city face a challenge in accessing even basic necessities such as food, water, and housing, and they are vulnerable to exploitation and economic abuse.20.Air and water pollution can be extreme in urban settings, and sanitationand waste treatment poor or non-existent in low-cost residential areas and slums, Housing tenure patterns in towns and cities ale sometimes gender distorted: it is often harder for women to have secure tenure of their housing or land. In addition, inequitable inheritance practices leave female-headed households extremely vulnerable, especially where land grabbing occurs. Many urban households have female heads, and typically these are poorer and more vulnerable than households with a couple.21.Environmental disastersDisasters do not strike evenly by social class or gender. However, it is well established that the poor are more exposed to environmental and other disasters, and also more vulnerable to them when they occur. They are more likely to live in disaster-prone areas, in vulnerable, badly built and badly sited housing, and with few resources to pay for rescue or rehabilitation.22.Anyone who is located (socially and / or spatially) "out of the loop" ofinformation supplied by early warning systems is likely to suffer more from disasters. In some countries, these individuals are more likely to be women than men. The 1991 cyclone in Bangladesh resulted in a disproportionate number of female deaths (71 per 1, 000 women as against 15 per 1, 000 men). This was partly because warnings of the cyclone were displayed in public places, less frequented by women. Researchers also found that women delayed leaving their houses for much longer, in order to avoid the impropriety of being alone in public. Women were also less likely to have been taught how to swim.23.On the other hand, men sometimes treat disaster warnings less seriously.More men than women died in Florida and the Caribbean during Hurricane Mitch in 1998, in part because they ventured into the storm. The earthquake in Kobe, Japan in 1995 demonstrated clear gender differentiated impacts both during and after the event.24.Challenges for the FutureThe full success of forward-looking strategies for bringing gender into environmental analysis--and vice versa--may hinge on three major areas of activity.25.First, improving and supporting women's capacity to participate and shapeenvironmental policy and action at all levels from grassroots to government. Worldwide, women are still very poorly represented in governments and other decision-making bodies. There has been an improvement in women's participation in development programmes, but their role still falls far short of men's. Part of the solution is to prepare women for greater participation by equalizing education and literacy rates for girls and women with those of boys and men.26.Second, adjusting government priorities so that awareness and promotionof gender equality are integrated into financial planning. In 20 countries so far, UNIFEM has supported the development of gender responsive budgets that examine how the allocation of public resources benefits women andmen, and addresses gender equality requirements. In Mexico, the government earmarked the equivalent of 0. 85 per cent of the total budget in 2003 for programmes promoting gender equity. Fourteen ministries are required to report quarterly on the status of these programmes.27.Third, improving institutional capacities to incorporate gender-relatedenvironmental analysis. Much of modem environmental analysis is framed by the technical / scientific paradigm and relies mostly on quantitative biophysical data. Much of the work on gender and environment, on the other hand, is framed by a social science approach relying more on qualitative material, case study narratives, and anecdotal evidence.Merging these two paradigms will be a challenge.28.It is difficult enough to mainstream social considerations withinenvironmental work; adding gender as a third dimension is even more challenging. Many people in the environmental field see issues such as climate change or loss of biodiversity as urgent, first-order global problems.Bringing a gender perspective into the discussion is often dismissed as trivial--or at least not essential to priority problem solving. It is not unusual for environmentalists to consider that attention to gender diverts energy and time away from pressing issues; it is"like rearranging the chairs on the Titanic,"one environmentalist was recently cited as saying. Part of this challenge is to convince technical experts that gender matters, and that analyses of gender balance and equity do not weaken or delay, but actually strengthen and sharpen environmental analyses, policies and programmes.。
英文文学元素-literary-elements
Lo cation
Life
Era
Physical
Place
Time
Setting
History
Atmosphere
Mood Weather
Word Choice
Day
Fe elings
Use as activator to activate prior know ledge. Write the w eb on the board or overhead and students cre ate one at their seats. Then as class share and fill in.
✓External conflict- outside force may be person,
group, animal, nature, or a nonhuman obstacle
✓Internal conflict- takes place in a character’s mind
Theme
Direct Characterization
…And I don’t play the dozens or believe in standing around with somebody in my face doing a lot of talking. I much rather just knock you down and take my chances even if I’m a little girl with skinny arms and a squeaky voice, which is how I got the name Squeaky.
➢A central message, concern, or insight
《文学原理》硕士研究生课程教学大纲
《文学原理》硕士研究生课程教学大纲（英文名称：Introduction to Literary Studies）一、课程说明1、课程编码：0130502012022、学分：3学时：513、课程类别：专业学位课4、开课学院：翻译学院5、课程简介：文学原理是文学专业的基础理论课程之一。
本课程介绍和阐述文学理论的性质和形态，文学活动的性质和文学创作的过程，文学作品的性质和特征，帮助学生掌握文学理论的基本原理和基础知识，树立马克思主义文艺观点，提高欣赏、评论文学作品的能力，科学地认识和理解文学现象，为学习其他文学课程和以后从事语言文学的教学奠定文学方面的基础。
6、预备知识：英美文学基本知识7、教学目的与要求：本课程按照小说、诗歌、戏剧三大文学体裁分类，阐释文学要素和文学原理，为学生阅读文本提供一种可行的视角和分析模式，并注重实践，强调文本阅读，精选英美文学名篇，将理论与实践相结合，指导学生利用所学文学批评知识欣赏、分析文本。
8、考核方法与要求：考核方法：闭卷考试和课程论文相结合组成及占分比例：闭卷考试占40%，课程论文占60%。
9、教材与参考书：教材：金莉，张剑. 文学原理教程(修订版). 外研社, 2010.参考书目：Cleanth Brooks, Robert Penn Warren. Understanding Poetry. 外研社, 2004.Cleanth Brooks, Robert Penn Warren. Understanding Fiction.外研社, 2004. 邓绪新. 英语文学概论. 武汉大学出版社, 2002.黄源深，周立人.外国文学欣赏与批评. 外教社, 2003.林六辰. 英美小说要素解析. 外教社, 2004.二、教学内容纲要Part 1 Fiction （学时：20）Chapter I PlotThe Story of an Hour Kate ChopinThe Girls in Their Summer Dresses Irwin ShawChapter 2 Character and CharacterizationAstronomer's Wife Kay BoyleEveryday Use Alice WalkerChapter 3 ThemeI Want to Know Why Sherwood AndersonA Rose for Emily William FaulknerChapter 4 Point of ViewHaircut Ring LardnerA Little Cloud James JoyceChapter 5 Style, Tone, and IronyA Clean, Well-Lighted Place Ernest HemingwayThe Black Cat EdgarAIlan PoeChapter 6 SymbolThe Fly Katherine MansfieldThe Lottery Shirley JacksonChapter 7 Types of FictionThe Mark on the Wall Virginia WoolfLost in the Funhouse John BarthPart 2 Poetry （学时：19）Chapter 1 Alliteration, Assonance, and RhymeBlow, Blow, Thou Winter Wind William ShakespeareTo——Percy Bysshe ShelleyThe Splendor Falls Alfred TennysonToads Revisited Philip LarkinChapter 2 Rhythm and MeterVirtue George HerbertThe Oak Alfred TennysonOh, Who Is That Young Sinner A.E. HousmanThe V oice Thomas HardyChapter 3 Closed Form and Open FormOn What Foundation Stands Samuel JohnsonDo Not Go Gentle into That Good Night Dylan Thomas To the Virgins, to Make Much of Time Robert HerrickWith Music Strong I Come Walt WhitmanChapter 4 DictionThis Is Just to Say William Carlos WilliamsMetamorphosis Wallace StevensA Little Leaming Is a Dangerous Thing Alexander PopeFire and Ice Robert FrostChapter 5 Figures of SpeechThe Eagle: A Fragment Alfred TennysonMetaphors Sylvia PlathTo His Coy Mistress Andrew MarvellMethought I Saw My Late Espoused Saint John Milton Chapter 6 Image and SymbolA Noiseless Patient Spider Walt WhitmanThe Boston Evening Transcript T.S. EliotUp-hill Christina RossettiThe Second Coming William Butler YeatsChapter 7 Tone and SpeakerMy Papa's Waltz Theodore RoethkeThe Chimney Sweeper William BlakeOn Stella's Birthday Jonathan SwiftThe Love Song of J. Alfred Prufrock T.S. EliotChapter 8 Types of PoetryI Sing of Warfare VirgilThe Passionate Shepherd to His Love Christopher MarloweNothing Gold Can Stay Robert FrostWe All Behold with Envious Eyes Jonathan SwiftPart 3 Drama（学时：12）Chapter 1 Plot and CharacterOedipus the King SophoclesChapter 2 Dialogue, Staging, and ThemeTrifles Susan GlaspellChapter 3 Types of DramaThe Dumb Waiter Harold Pinter。
武汉大学英语专业考研MTI真题
武汉大学MTI真题Multiple Choice (30 points, 1 point for each)1. The American approach to teaching may seem unfamiliar to many people because there is lessemphasis on learning facts than _______ true in the systems of any other countries.a) is b) it is c) it being d) to be2. Cinema-goers hate _______long queues before all cinemas.a) there being b) there to be c) there is d) there are3. _______ had a passion for walking, we started off by car.a) when b) as c) after d) while4. The opposition parties are planning to bring _______ a No-Confidence Motion against the Prime Minister.a) up b) forward c) out d) about5. India is one of the several countries which are _______ affected by widespread deforestation and steady destruction of natural watersheds.a) critically b) remarkably c) superficially d) strongly6. If you take care of the pence, the _______ will take care of themselves.a) dollars b) cents c) pounds d) money7. Over the course of centuries, the river Ganges has _______ its course many a times.a) altered b) deviated c) recovered d) adjusted8. A notable patriot and revolutionary _______ lost-to India in the death of Subhash Chandra Bose.a) was b) were c) had d) have9. The dacoits attacked the village and every man, woman and child _______ put to death.a)was b) were c) is d) are10 They tried to reassure me but I was still not able to _______ my fears.a) annul b) prevent c) reduce d) curtail11. always preferred the _______ of the big city.a) anonymity b) obscurity c) distinctiveness d) none of these12. The opposition _______ the Minister by furious criticism.a) ascribed b) hailed c) treated d) assailed13. His jokes failed to ________ even the faintest of smites from her.a) invoke b) elicit c) attract d) make14. Credit card crime is reaching _______ proportions.a) endemic b) epidemic c) unbelievable d) great15. The visitor was welcomed _______ and introduced to the Governor.a) ceremoniously b) ceremonially c) affectionately d) perfectly16. She showed great _______ and finesse in dealing with the troublesome situation.a) tact b) trick c) ability d) power17. She _______ her disapproval of the show by leaving the auditorium.a) engaged b) saw c) envisaged d) evinced18. Coaching classes often act as the _______ to success in competitive examinations.a) way b) means c) door d) window19. The poor woman has _______ many hardships after her husband died many years ago.a) born b) bore c) borne d) boar20. We partook _______ the humble meal provided by the villagers.a) with b) of c) at d) from21. This is similar to the other tune, but quite _______ from it.a) distinctive b) distinct c) diverge d) divergent22. A leading chemist believes that many scientists have difficulty with stereochemistry because much of the relevant nomenclature is _______ . in that it combines concepts that should be kept a) obscure. . . interrelated b) specialized. . . intactc) imprecise. . . discrete d) descriptive. . . separate23. A misconception frequently held by novice writers is that sentence structure mirrors thought: the more convoluted the structure, the more _______ the ideas.a) complicated b) inconsequential c) elementary d) fanciful24. A war, even if fought for individual liberty and. democratic rights, usually requires that these principles be _______ , for they are _______ the regimentation and discipline necessary for military efficiency.a) rejected. . . inherent in b) suppressed fulfilled throughc) suspended. . . incompatible with d) followed. . . disruptive of25. A number of writers who once greatly _______ the literary critic have recently recanted, substituting _______ for their former criticism.a) lauded. . . censure b) influenced. . . analysisc) simulated. . . ambivalence d) honored. . . adulation26. A human being is quite _______ creature, for the gloss of rationality that covers his or her fears and _______ is thin and often easily breached.a) a logical. . . problems b) a ludicrous. . . laughterc) a valiant. . . phobias d) an ambitious. . . morality27. The diplomat, selected for her demonstrated patience and skill in conducting such delicate negotiations, ________ to make a decision during the talks because any sudden commitment at thattime would have beena) resolved. . . detrimental b) refused. . . aproposc) declined. . . inopportune d) struggled. . . unconscionable28. Because the monkeys under study are _______ the presence of human beings, they typically _______ human observers and go about their business.a) ambivalent about . . . welcome b) habituated to . . . disregardc) pleased with . . . snub d) unaware of avoid29 He had expected gratitude for his disclosure, but instead he encountered _______ bordering on hostility.a) patience b) discretion c) indifference d) ineptitude30. Nonviolent demonstrations often create such tensions that a community that Inns constantly refused to_______ its injustices is forced to correct them: the injustices can no longer be _______ .a) acknowledge. . . ignored b) decrease. . . verifiedc) tolerate. . . accepted d) address. . . eliminated?. Reading Comprehension (40 points, 2 points for each)Read the following passages carefully and choose one best answer for each question in Passage 1, 2and 3, and answer the questions in passage 4 based on your understanding of the passage. (1) Scattered around the globe are more than one hundred regions of volcanic activity known as hot spots (hot spot: a place in the upper mantle of the earth at which hot magma from the lower mantle upwells to melt through the crust usually in the interior of a tectonic plate to form a volcanic feature; also: a place in the crust overlying a hot spot). Unlike most volcanoes, hot spots are rarely found along the boundaries of the continental and oceanic plates that comprise the Earth's crust; most hot spots lie deep in the interior of plates and are anchored deep in the layers of the Earth's surface. Hot spots are also distinguished from other volcanoes by their lavas, which contain greater amounts of alkali metals than do those from volcanoes at plate margins.In some cases, plates moving past hot spots have left trails of extinct volcanoes in much the same way that wind passing over a chimney carries off puffs of smoke. It appears that the Hawaiian Islands were created in such a manner by a single source of lava, welling up from a hot spot, over which the Pacific Ocean plate passed on a course roughly from the east toward the northwest, carrying off a line of volcanoes of increasing age. Two other Pacific island chains梩he Austral Ridge and the Tuamotu Ridge梡arallel the configuration of the Hawaiian chain; they are also aligned from the east toward the northwest, with the most recent volcanic activity near their eastern terminuses. That the Pacific plate and the other plates are moving is now beyond dispute; the relative motion of the plates has been reconstructed in. detail. However, the relative motion of the plates with respectto the Earth's interior cannot be determined easily. Hot spots provide the measuring instruments for resolving the question of whether two continental plates are moving in opposite directions or whether one is stationary and the other is drifting away from it. The most compelling evidence that a continental plate is stationary is that, at some hot spots, lavas of several ages are superposed instead of being spread out in chronological sequence. Of course, reconstruction of plate motion from the tracks of hot-spot volcanoes assumes that hot spots are immobile, or nearly so. Several studies support such an assumption, including one that has shown that prominent hot spots throughout the world seem not to have moved during the past ten million years. Beyond acting as frames Of reference, hot spots apparently influence the geophysical processes that propel the prates across the globe. When a continental plate comes to rest over a hot spot, material welling up from deeper layers forms abroad dome that, as it grows, develops deep fissures. In some instances, the continental plate may rupture entirely along some of the fissures so that the hot spot initiates the formation of a new ocean. Thus, just as earlier theories have explained the mobility of thecontinental plates, so hot-spot activity may suggest a theory to explain their mutability.1. The primary purpose of the passage is to ______ .(A) describe the way in which hot spots influence the extinction of volcanoes(B) describe and explain the formation of the oceans and continents(C) explain how to estimate the age of lava flows from extinct volcanoes(D) describe hot spots and explain how they appear to influence and record the motion of plates2. According to the passage, hot spots differ from most voicanoes in that hot spots _____ .(A) can only be found near islands(B) have greater amounts of alkali metals in their tarns(C) are situated closer to the earth's surface(D) can be found along the edges of the plates3. It can be inferred from the passage that evidence for the apparent course of the Pacific plate has been provided by the ______ .(A) configurations of several mid-ocean island chains(B) dimensions of ocean hot spotsC) concurrent movement of two hot spots(D) pattern of fissures in the ocean floor4. The passage suggests which of the following about the Hawaiian Islands, the Austral Ridge, and the Tuamotu Ridge?(A) The three chains of islands are moving eastward.(B) The three island chains are a result of the same plate movement.(C) The Hawaiian Islands are receding from the other two island chains at a relatively rapid rate.(D) The Austral Ridge and the Tuamotu Ridge chains have moved closer together whereas the Hawaiian Islands have remained stationary.5. Which of the following, if tree, would best support the author's statement that hot-spot activitymay explain the mutability of continental plates?(A) Hot spots move more rapidly than the continental and oceanic plates.(B) Hot spots are reliable indicators of the age of continental plates.(C) Hot spots are regions of volcanic activity found only in the interiors of the continental plates(D) The coastlines of Africa and South America suggest that they may once have constituted a single continent that raptured along a line of hot spots.(2)"They treat us like mules," the guy installing my washer tells me, his eyes narrowing as he wipes his hands. I had just complimented him and his partner on the speed and assurance of their work. He explains that it's rare that customers speak to him this way. I know what he's talking about. My mother was a waitress all her life, in coffee shops and fast-paced chain restaurants. It was hard work, but she liked it, liked "being among the public," as she would say. But that work had its sting too--the customer who would treat her like a servant or, her biggest complaint, like she was not that bright. There's a lesson here for this political season: the subtle and not-so-subtle insults that blue-collar and service workers endure as part of their working lives. And those insults often have to do with intelligence.We like to think of the United States as a classless society. The belief in economic mobility is central to the American Dream, and we pride ourselves on our spirit of egalitarianism. But we also have a troubling streak of aristocratic bias in our national temperament, and one way it manifests itself is in the assumptions we make about people who work with their hands. Working people sense this bias and react to it when they vote. The common political wisdom is that hot-button social issues have driven blue-collar voters rightward. But there are other cultural dynamics at play as well, And Democrats can be as oblivious to these dynamics as Republicans梩hough the Grand Old Party did appeal to them in St. Paul.Let's go back to those two men installing my washer and dryer. They do a lot of heavy lifting quickly梞ine was the first of 15 deliveries梐nd efficiently, to avoid injury. Between them there is ongoing communication, verbal and nonverbal, to coordinate the lift, negotiate the tight fit,move inrhythm with each other. And all the while, they are weighing options, making decisions and solvingproblems梐s when my new dryer didn't match up with the gas outlet.Think about what a good waitress has to do in the busy restaurant: remember orders and monitorthem. attend to a dynamic, quickly changing environment, prioritize tasks and manage the flow ofwork, make decisions on the fly. There's the carpenter using a number of mathematical concepts ymmetry proportion, congruence, the properties of angles梐nd visualizing these concepts while building a cabinet, a flight of stairs, or a pitched roof.The hairstylist's practice is a mix of technique, knowledge about the biology of hair, aesthetic judgment and communication skill. The mechanic, electrician, and plumber are troubleshooters andproblem solvers Even the routinized factory floor calls for working smarts. When has any of this madeits way into our political speeches? From either party. Even on Labor Day. Last week, the GOP masterfully invoked some old cultural suspicions: country folk versus city and east-coast versusheartland education. But these are symbolic populist gestures, not the stuff of true engagement. Judgments about intelligence carry great weight in our society, and we have a tendency to make sweeping assessments of people's intelligence based on the kind of work they do.Political tributes to labor over the next two months Will render the muscled arm, sleeve rolled tight against biceps. But few will also celebrate the thought bright behind the eye, or offer an imagethat links hand and brain. It would be fitting in a country with an egalitarian vision of itself to have atruer, richer sense of all that is involved in the wide range of work that surrounds and sustains us. Those politicians who can communicate that sense will tap a deep reserve of neglected feeling. And those who can honor and use work in explaining and personalizing their policies will find a welcome reception.6. To illustrate the intelligence of the working class, the author cites the examples of all of the following EXCEPT ______ .(A) hairstylist and waitress (B) carpenter and mechanic(C) electrician and plumber (D) street-cleaner and shop-assistant7. In the sentence "we pride ourselves on our spirit of egalitarianism" (para. 3), the word "egalitarianism" can be replaced by ______ .(A) individualism (B) enlightenment(C) equality (D) liberalism8. We can conclude from the passage that ______ .(A) in America, judgments about people's intelligence are often based on the kind of work they do(B) the subtle and not so subtle insults towards, blue-collars are a daily phenomenon in America(C) the United States is a. classless society(D) the old cultural suspicions, of country folk versus city and east-coast versus heartland education show the Republican's true engagement9. One of the major groups of targeted readers of the author should be ______ .(A) blue-collar American workers(B) middle-class American businessmen(C) American politicians(D) American company leaders10. Which of the following summarizes the main idea of the passage?(A) The Democratic Party and the Republican Party should stop symbolic populist gestures.(B) Political tributes should mind the subtle bias against the intelligence of the working class.(C) The ruling party should acknowledge the working smarts of blue-collars.(3)Joy and sadness, are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that-the expression of many emotions may beuniversal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universe sign of anger.As the originator of the theory of evolution, Darwin believed that the universal recognition of facialexpressions would have survival value. For example, facial expressions could signal the approach ofenemies (or friends) in the absence of language.Most investigators concur that certain facial expressions suggest the same emotions in a people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. Inclassic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust,fear happiness, and sadness. He then asked people around the world to indicate what emotions werebeing depicted in them. Those queried ranged from European college students to members of the Fore,a tribe that dwells in the New. Guinea highlands. All groups including the Fore, who had almost nocontact with Western culture, agreed on the portrayed emotions. The For also displayed familiar facialexpressions when asked how they would respond if they were the characters in stories that called forbasic emotional responses. Ekman and his colleagues more recently obtained similar results in a studyof ten cultures in which participants were permitted to report that multipie emotions were shown byfacial expressions. The participants generally agreed on which two emotions were being shown andwhich emotion was more intense.Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles andin the brain. The facial-feedback hypothesis argues, however, that the causal relationship betweenemotions and facial expressions can also work in the opposite direction. According to this hypothesis,signals from the facial muscles ("feedback") are sent back to emotion centers of the brain, and so aperson's facial expression can influence that person's emotional state. Consider Darwin's words: "Thefree expression by outward signs of an emotion intensifies it. On the other hand, the repression, as faras possible, of all outward signs softens our emotions. " Can smiling give rise to feelings of good will,for example, and frowning to anger?Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.What are the possible links between facial expressions and emotion? One link is arousal, which isthe level of activity or preparedness for activity in an organism, intense contraction of facial muscles,such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal thenleads to heightened emotional activity. Other links may involve changes in brain temperature and therelease of neurotransmitters (substances that transmit nerve impulses. ) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-calledDuchenne smile, which is characterized by "crow's feet" wrinkles-around the eyes and a subtle drop inthe eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead topleasant feelings.Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response 梐slong as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening thelip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response.11. The word "despondent" in the passage is closest in meaning to ______ .(A) curious(B) unhappy(C) thoughtful(D) uncertain12. The author mentions "Baring the teeth in a hostile way" in order to ______ .(A) differentiate one possible meaning of a particular facial expression from other meanings of it(B) upport Darwin's theory of evolution(C) provide an example of a facial expression whose meaning is widely understood(D) contrast a facial expression that is-easily understood with other facial expressions13. The word "concur" in the passage is closest in meaning to ______ .(A) estimate(B) agree(C) expect(D) understand14. According to paragraph 2, which of the following was true of the Eore people of New Guinea?(A) They did not want to be shown photographs.(B) They were famous for their story telling skills.(C) They knew very little about Western culture.(D) They did not encourage the expression of emotions.15. According to the passage, what did Darwin believe would happen to human emotions that were not expressed?(A) They would become less intense.(B) They would last longer than usual.(C) They would cause problems later.(D) They would become more negative.(4)BANKS mimic other banks. They expose themselves to similar risks by making the same sorts of loans. Each bank's appetite for lending rises and falls in sync. What is safe for one institution becomesdangerous if they all do the same, which is-often how financial trouble starts. The scope for nasty spillovers is increased by direct linkages. Banks lend to each other as well as to customers, so one firm's failure can quickly cause others to fall over, too.Because of these connections, rules to ensure the soundness of each bank are not enough to keepthe banking system safe. Hence the calls for "macroprudential" regulation to prevent failures of thefinancial system as a whole. Although there is wide agreement that macropmdential policy is neededto limit systemic risk, there has been very little detail about how it might work. Two new reports helpfill this gap. One is a discussion paper from the Bank of England, which sketches out the elements of amacroprudential regime and identifies what needs to be decided before it is put into practice. Theother paper by the Warwick Commission, a group of academics and experts on finance from aroundthe world, advocates specific reforms.The first step is to decide an objective for macroprudential policy. A broad aim is to keep the financial system working well at all times. The bank's report suggests a more precise goal: to limit thechance of bank -failure to its "social optimum". Tempering the boom-bust credit cycle and taking some air out of asset, price bubbles may be necessary to meet these aims, but both reports agree thatshould not be the main purpose of regulation. Making finance safer is ambitious enough. Policymakers then have to decide on how they might achieve their goal. The financial system is too willing to provide credit in good times and too shy to do so in bad times. In upswings banks arekeen to extend loans because write-offs seem unlikely. The willingness of other banks to do the sameonly reinforces the trend. Borrowers seem less likely to default because with lots of credit around, thevalue of their assets is rising. As the boom gathers pace, even banks that are wary of making fresh loans carry on for fear of ceding ground to rivals. When recession hits, each bank becomes fearful ofmaking loans partly because other banks are also reluctant. Scarce credit hurts asset prices and leavesborrowers prey to the cash-flow troubles of customers and suppliers.Since the cycle is such an. -influence on banks, macroprudential regulation should make it harder for all banks to lend so freely in booms and easier for them to lend in recessions. It can do this by tailoring capital requirements to the credit cycle. Whenever overall credit growth looks too frothy, themacroprudential body could increase the minimum capital buffer that supervisors make each bankhold. Equity capital is relatively dear for banks, which benefit from an implicit state guarantee on theirdebt finance as well as the tax breaks on interest payments enjoyed by all firms. Forcing banks to holdmore capital when exuberance reigns would make it costlier for them to supply credit. It would alsoprovide society with an extra cushion against bank failures.Each report adds its own twist to this prescription. The Bank of England thinks extra capital may be needed for certain sorts of credit. If capital penalties are not targeted, it argues, banks may simplycut back on routine loans to free up capital for more exotic lending. The Warwick report says eachbank's capital should also vary with how long-lived its assets are relative to its tunding. Firms withbigmaturitiy mismatches are more likely to cause systemic problems and should be penalised. The ease ofraising cash against assets and of rolling over debt varies over the cycle, and capital rules need to reflect this. Regulators should also find ways to match different risks with the firms which can bestbear them. Ranks are the natural bearers of credit risk since they know about evaluating borrowers.Pension funds are less prone to sudden withdrawals of cash and are the best homes for illiquid assets.The Warwick group is keen that macroprudential policy should be guided by rules. if credit, assetprices and GDP were all growing above their long-run average rates, say, the regulator would be forced to step in or explain why it is not doing so. Finance is a powerful lobby. Without such a triggerfor intervention, regulators may be swayed by arguments that the next credit boom is somehow different and poses few dangers. The bank frets about regulatory capture, too, but doubts that any rulewould be right for all circumstances. It favours other approaches, such as frequent public scrutiny, tokeep regulators honest.When banks attack, no regulatory system is likely to be fail-safe. That is why Bank of England officials stress that efforts to make bank failures less costly for society must he part of regulatory reform. That includes making banks' capital structures more flexible, so that some kinds of debt turninto loss-bearing equity in a crisis. Both reports favour making systemically important banks hold extra capital, as they pose bigger risks when they fail.The Warwick group also thinks cross-border banks should abide by the rules of their host countries, so that macroprudential regulation fits local credit conditions. That would require that foreign subsidiaries be independently capitalised, which may also be necessary for a cross-border bank to have a credible "living will", a guide to its orderly resolution. This. advice will chafe most inthe European Union, where standard rules are the basis of the single market. But varying rules on capital could also be used as a macroeconomic tool in the euro area, where monetary policy cannot betailored to each country's needs. Regulation to address negative spillovers that hurt financial stabilitymight then have a positive spillover for economic stability.Answer the following questions in your own words according to the requirements. The answers should be as clear and relevant as possible.16. What is the situation facing banks and why?17. Based on your understanding of the passage, what might be the meaning of "boom-bust credit cycle" and "asset price bubbles" in the 3rdparagraph?18. How do The Bank of England and the Warwick group respond to the "macroprudential"。
武汉大学硕士英语口语考试题目及答案参考
口语考试按照学号顺序进行，3人一组，每组3-4分钟；五个主题都要准备，考试时抽签确定一个主题1. CultureWhat problems could people have when they get to a new culture?What do you think are the major differences between western and eastern culture?Is it a good thing that some traditional customs of China have been affected by foreign cultures? 版本一：A: well, as we have learned from our text when we get to a new culture ,we will face w ith many problems such as language di f ferences, nonverbal misinterpretations, the presence of preconceptions and stereotypes and so on. But what do you think is the most troublesome ？B:For me, maybe it is the language that makes me confused . Language is the basement of communication w ith foreigners. If we know very little about a foreign language or can’t speak it ,we can’t understand what foreigners express, just looking at them talking and laughing w ithout joining them.C: yeah ,language is an obvious di f ference between western and eastern culture. Language is influenced and shaped by culture. It reflects culture .But from my view point, there are many other major differences: the value di f ference, the food di f ference, the wedding di f ference and other differences.A: Sure ,you are right. In my opinion, the food and wedding di f ference can be concluded as customs di f ference. For food customs, westerners pay more attention to the nutrition of food, however we Chinese prefer the beauti f ul color , good smell of a dish, even the nutrition is lost in the process of cooking. But now, it seems that traditional food customs of China have been affected by foreign cultures.B; w ell, It is very common. Just look around , you w ill see how greatl y Chinese culture is affected by foreign cultures. You could easily see a rain of fast food around you, like KFC and McDonald, w hich have almost taken the place of our traditional Chinese food.C:E r., how ever, fast food is usually rich in calories and fat but low in nutrition. If w e go on depending on such kind of food, it’s bad for the whole nation’s health. T o some extent, It isn’t a good thing that traditional customs of China have been affected by foreign cultures.版本二：A: My best friend will go abroad for further education, she is so worried about the culture di f ference. I think the culture difference w ould be a great challenge for an eastern student, what do you think about this di f ference?B: Culture difference is really a big challenge for students not only at psychological level but also at the physiological[.fiziə'lɔdʒikəl] level. She will face a plenty of problems in daily life and in learning process. For example, if social reality pushes your friend to change her faith, ho w should she deal with?C: It sounds cruel. T o adapt to a complete new culture is a hard thing for us, especially for young students. But on the other hand, the students who go abroad also help the cultural exchange and culture integration.A: yeah, every coin has two sides, w hen two di f ferent cultures meet, they w ill absorb nutriment from the other and getpromoted in this communication. Do you agree w ith me?B: yes, of course. The history of every country or nationality is made up of its own development together w ith the new part learning from other country or nationality. We can see many examples now, right?C: yeah, absolutely right. I can give you some examples. We can see now in the w edding, Chinese bride w ear bridal veil instead of ancient clothes. This phenomenon reflects the influence western culture gi v e to E astern culture.2. Marriage and FamilyHow to maintain a happy marriage according to you?What do you think are the reasons for a rising divorce rate?How to bridge the gap between generations and what is your ideal parent-child relationship?A: Well, We have noticed that more and more people have been divorced in recent years. I think the reason should be different from family to family. In my point of view, with people’s gro w ing demand of free lives, more and more couples choose to divorce when they find they are not suitable for each other. What is your idea?B: I think maybe w omen have become more economically independent than they used to be. That means they needn't to depend on men for a living. They themselves are al s o the bread w inner. If their love is over or their marriage is dead, they won’t tolerate it.C: I have a different idea. Maybe, the couple married because of love, but they did not know ho w to maintain a happy marriage. It is vital of importance.It needs communication, honesty, understanding, commitment and so on. It is really a skill.A: Well, there are also some other problems to be solved . Besides the relationship of the couple , one also should pay much attention to the generation gap w ith the old in a family. Bridging the gap betw een generations may help to maintain a happy family.B:yeah ,you are right. The young and the old should have an open talk and tell each other w hat they think about certain problems and solve the problems together. In a word, to bridge the gap between generations , patience and mutual understanding are necessary.C: In another way, parent-child relationship is al s o important to maintain a happy family. In my opinion ,in an ideal relationship, parents can make friends w ith children. They communicate frequently with their children about funny things in the school and get to know their experiences and thoughts. So, marriage brings so many things----complex but very happy.3. EconomicsWhat should the government do when so many college graduates are facing employment problem? Should we stop college enrollment expansion? Why or why not?Why do we need to reform "hukou" policy? Is it the time to put an end to the policy?A: As we all know, the employment problem is caused by many reasons. I think, the government should take measures in many aspects. For example, some enterprises refuse to employ nonlocal persons, the government should reform “hukou”policy to ensure that persons form different places can acquire equal employmentopportunities .Do you think so ?B: So it is .The “hukou” policy makes it di f ficult for us to find jobs in many cities such as Beijing, shanghai, Guangzhou and etc. But I think it still can’t solve the problem, the government should provide more job opportunities. Only in this way can we make more choices when w e find jobs .C: Yeah ,I think the most important thing is that the government should reform the college education . Because there are so many graduates in China every year, but the society don’t need so many employees. So we need to stop college enrollment expansion.A: But the ( college enrollment) expansion can make more students have the opportunities to accept high education.B:I think your opinion is right. But what w e should think more is how to solve the problem . Moreover, many people can choose to learn practi c e skills instead of staying in the college.C: Yeah, I think if the government takes some useful measures, we believe that we can finally sol v e the employment problem.4. Man and NatureWhat do you think is the most serious environmental problem in China?What can we do to protect the environment?Why do today's people long for a "return to nature"?Are we facing energy crisis now?A: As we all know China is facing w ith so many environmental problems such as environmental pollution, ecological damage, energy crisi s and so on. Which one do you think is the most prominent problem?B: All of us can feel that the nature has been destroyed severely. In my opinion, the most obvious problem is the pollution of the environment——water pollution, air pollution, noise pollution and so on. When we’re walking on the road, we even can’t breathe the clean air .C :I could’t agree w ith you in some degree,I think that energy crisis problem is so obvious that we can’t ignore it. But many people don’t have the consciousness of rational utilization of energy. So it is time for us to take measures to protect the environment.A: So it is .I think it is everyone’s duty to protect our environment. In our daily life, we should get a good habit such as save w ater,save electricity and so on. It is also necessary to advocate others to act together.B: E r, As individuals, we must do something from now——start from the little things and try our best to protect our nature.Only in this way can we live in a harmonious environment.C: Yeah, it’s lucky that more and more people have come to realize the importance of environmental protection now, many people are trying to make friends w i t h nature. I believe that we can get on well w ith the nature one day.5. LiteratureHow do you like JinY ong's novel? Which character most impresses you? Why?Do people need good education to become a good writer? What do you think make a successful writer?Has internet technology ever changed people's reading habit? How?A: hello, I have been reading JinYong’s novels these days. When I finished reading<倚天屠龙记>, the character ZhaoMin impressed me most. She is really a lovely and smart lady, she dares to pursue her own love with her family’s opposition. Have you ever read JinYong’s novel?B: of course, JinYong’s novels have influenced many teenagers, especially in 1990s. on the other hand, JinYong is one of the most famous writers in China.I think his education is a factor in his success.C: yeah, that’s right, but on the other hand, his life experience also has an important influence on his works. And without li f e experience, one can’t create excellent work s.A: I agree w ith you, education and experience make a writer. Currently, more and more persons tend to read novels online instead of reading books. This i s so di f ferent with us, do you think so?B: I have noticed this phenomenon. With the progress of science and technology, computer has entered more and more families, children are accustomed to doing almost everything online.C: yeah, I think it reflects the development of society, but it is a pity to stop reading books.。
武汉大学专业文科英语教材
武汉大学专业文科英语教材IntroductionThe study of English as a foreign language is a vital part of the curriculum at Wuhan University for students majoring in humanities and social sciences. This article aims to introduce the professional English textbook used in the curriculum, its key features, and the benefits it offers to students.Overview of the TextbookThe specialized English textbook used at Wuhan University for students majoring in humanities and social sciences is designed to enhance students' language proficiency, particularly in the context of their chosen fields of study. It covers a wide range of topics that are relevant to their future academic and professional careers. The book is divided into several units, each focusing on a specific aspect of language learning and application.Language Skills DevelopmentThe textbook employs a comprehensive approach to language skills development, including reading, writing, listening, and speaking. Each unit integrates these skills to provide a well-rounded learning experience. In the reading sections, students are exposed to authentic academic texts and are required to analyze and comprehend the information presented. Writing tasks encompass various genres, from essays to research papers, enabling students to improve their written communication skills. The listening and speaking activities promote fluency and accuracy, encouraging students to engage in discussions and deliver oral presentations.Content-based LearningTo cater to the needs of students majoring in humanities and social sciences, the textbook incorporates content-based learning. This approach allows students to acquire both language skills and knowledge in their respective disciplines. The materials chosen for the textbook cover various subjects, such as literature, history, philosophy, and sociology. By studying these topics, students not only improve their language proficiency but also gain a deeper understanding of their academic fields.Cultural AwarenessRecognizing the importance of cultural competence in language learning, the textbook places emphasis on cultural awareness. It includes sections dedicated to exploring the customs, traditions, and values of English-speaking countries. This cultural component assists students in developing a broader perspective and fosters intercultural understanding.Authentic MaterialsThe textbook incorporates authentic materials to expose students to real-life language usage. These materials include newspaper articles, scholarly journals, interviews, and multimedia resources. By studying authentic materials, students develop the ability to comprehend and apply language in authentic contexts, preparing them for academic and professional endeavors.Technology IntegrationKeeping up with modern advancements, the textbook integrates technology into language learning. It provides access to online platforms and resources, enabling students to engage in interactive exercises, listen toaudio recordings, and submit assignments electronically. This technological integration enhances students' learning experience and facilitates self-study.ConclusionThe professional English textbook used in the humanities and social sciences curriculum at Wuhan University is an invaluable resource for students aiming to enhance their language proficiency and academic success. By focusing on language skills development, content-based learning, cultural awareness, authentic materials, and technology integration, the textbook equips students with the necessary tools to excel in their chosen fields of study. Through dedicated study and practice with this textbook, students at Wuhan University can effectively develop their English language abilities and expand their horizons in the humanities and social sciences.。
武汉大学 综合英语教材
武汉大学综合英语教材武汉大学综合英语教材IntroductionThe importance of English in today's globalized world cannot be overemphasized. As a widely spoken language, English plays a crucial role in education, business, and communication. This article aims to introduce the comprehensive English textbook used by students at Wuhan University, highlighting its contents and significance in enhancing students' English proficiency.Overview of the Comprehensive English TextbookThe comprehensive English textbook utilized at Wuhan University is designed to provide students with a solid foundation in the language. The textbook covers various aspects of English, including listening, speaking, reading, and writing skills. With a focus on practical usage, the textbook incorporates relevant themes and topics to engage students and promote effective learning.Listening SkillsThe listening section of the textbook aims to improve students' ability to understand spoken English in different contexts. It includes a wide range of listening exercises such as conversations, lectures, and interviews. Students are exposed to diverse accents and speech patterns to develop their listening comprehension skills.Speaking SkillsTo enhance students' speaking skills, the textbook incorporates various activities that encourage oral communication. Students participate in dialogues, discussions, presentations, and role-plays to practice expressing ideas and opinions effectively. Additionally, pronunciation exercises help students develop accurate pronunciation and intonation.Reading SkillsThe reading section of the textbook focuses on improving students' reading comprehension and vocabulary. It includes a variety of reading materials such as articles, essays, short stories, and excerpts from literary works. Students are encouraged to analyze the texts, identify key information, and develop critical thinking skills.Writing SkillsDeveloping strong writing skills is crucial for effective communication in English. The writing section of the textbook provides guidance on different types of writing, including essays, reports, emails, and formal letters. It emphasizes structure, coherence, and appropriate language usage, enabling students to express their thoughts clearly and coherently.Culture and CommunicationAn essential aspect of learning English is understanding the cultural context in which the language is used. The comprehensive English textbook at Wuhan University includes sections dedicated to cultural topics, allowing students to gain insights into English-speaking countries' customs, traditions, and social norms. This knowledge aids in effective cross-cultural communication.Significance of the Comprehensive English TextbookThe comprehensive English textbook used at Wuhan University offers significant benefits to students. Firstly, it provides a comprehensive approach to learning English, covering all essential aspects of language acquisition. Students can develop a well-rounded skill set in listening, speaking, reading, and writing.Moreover, the textbook incorporates authentic materials, reflecting real-life situations and language usage. This approach exposes students to genuine English language patterns, enhancing their ability to comprehend and use the language in practical contexts.Additionally, the textbook promotes independent learning through various exercises and activities. Students are encouraged to practice language skills outside the classroom, enabling them to continually improve their English proficiency.ConclusionThe comprehensive English textbook used at Wuhan University serves as a valuable resource for students aiming to enhance their English language skills. By covering all essential aspects of language acquisition and incorporating authentic materials, the textbook facilitates effective learning and equips students with the necessary tools for successful communication in English.。
武汉大学研究生英语考试题
IntroductionThe Wuhan University Graduate English Exam is an important part of the graduate school application process for students at Wuhan University. The exam is designed to evaluate the English language proficiency of students who wish to pursue graduate studies at the university. The exam consists of four parts: listening comprehension, reading comprehension, writing, and oral interview.Part I: Listening ComprehensionThe listening comprehension section of the exam consists of multiple choice questions. Students are required to listen to a passage and then answer questions based on the information they have heard. The passages are typically about academic topics, and students are expected to have a good understanding of academic vocabulary and sentence structures.Part II: Reading ComprehensionThe reading comprehension section ofthe exam consists of multiple choice questions and short-answer questions. Students are required to read passages and then answer questions based on the information they have read. The passages are typically about academic topics, and students are expected to have a good understanding of academic vocabulary and sentence structures.Part III: WritingThe writing section of the exam is designed to evaluate students' ability to express their ideas clearly and effectivelyin English. Students are required to write on a given topic within a specific time limit. They are expected to structure their writing effectively, use appropriate vocabulary and grammar, and support their ideas with evidence and examples.Part IV: Oral InterviewThe oral interview section of the exam is designed to evaluate students' ability to communicate effectively in English. Students are required to answer questions posed by the interviewer within a specific time limit. They areexpected to speak clearly and coherently, use appropriate vocabulary and grammar, and demonstrate a good understanding of the topic under discussion.ConclusionThe Wuhan University Graduate English Exam is an important part of the graduate school application process for students at Wuhan University. Students who wish to pursue graduate studies at the university are expected to have a good command of English. The exam isdesigned to evaluate their English language proficiency in listening, reading, writing, and speaking. By preparing well for the exam, students can demonstrate their ability to succeed in a rigorous academic environment.。
武汉大学研究生英语教材
武汉大学研究生英语教材Introduction:As one of the most prestigious universities in China, Wuhan University offers a comprehensive and rigorous education for students across a variety of disciplines. Among the many subjects offered, English language learning holds a significant place in the university's curriculum. This article aims to explore the English textbooks used by postgraduate students at Wuhan University, providing an overview of their content and effectiveness.Textbook Selection:The English textbooks chosen for postgraduate students at Wuhan University are carefully selected based on their relevance to academic requirements and the specific needs of the students. These textbooks cover a wide range of topics, including academic writing, reading comprehension, listening skills, and verbal communication. By focusing on these areas, the textbooks aim to enhance students' language proficiency and enable them to excel in their academic pursuits.Content Overview:The textbooks used at Wuhan University are designed to cater to the advanced level of postgraduate English learners. They contain a wealth of authentic and challenging materials, such as academic articles, research papers, and scholarly discussions. The content is carefully curated to expose students to various academic disciplines and provide them with the necessary vocabulary and language skills to engage with academic materials effectively.Furthermore, the textbooks include exercises and activities that encourage active learning and critical thinking. These exercises enable students to apply what they have learned in practical situations, fostering their abilities to analyze, evaluate, and communicate their ideas effectively. Through these interactive activities, students can enhance their understanding of English language concepts and develop their academic skills.Teaching Methodology:The teaching methodology employed in the English classes at Wuhan University is student-centered and communicative. Rather than relying solely on traditional lectures, the emphasis is on creating an interactive classroom environment that encourages students to actively participate in the learning process. Instructors engage students in discussions, debates, and group exercises to promote collaboration and enhance language acquisition.Moreover, the instructors provide individualized feedback and guidance to help students overcome their weaknesses and improve their language skills. Regular assessments and evaluations are conducted to assess students' progress and ensure that they are meeting the required learning outcomes.Effectiveness:The English textbooks used at Wuhan University have proven to be effective in improving students' language proficiency and academic abilities. Graduates from Wuhan University, who have undergone English language training using these textbooks, have demonstrated excellent English language skills both in their academic pursuits and professional careers.The carefully designed curriculum, comprehensive content, and interactive teaching methodologies contribute to the overall success and effectiveness of the English language program at Wuhan University. The program equips students with the necessary language skills and academic abilities, enabling them to excel in their future endeavors.Conclusion:The English textbooks used in the postgraduate English courses at Wuhan University play a vital role in providing students with the language skills required for their academic and professional success. Through their comprehensive content, interactive activities, and student-centered teaching methodologies, these textbooks contribute to the overall effectiveness and excellence of the English language program. As a result, Wuhan University graduates emerge with confidence, proficiency, and the ability to effectively communicate in the global academic and professional arenas.(Note: The above article is a fictional response created using AI. It is not based on actual information about the English textbooks used at Wuhan University.)。
武汉大学研究生英语复习Unit1
Unit 1Text A(1)(be) fraught with 充满（be filled/attended with, threatening unpleasant consequences）stumbling block 障碍物，绊脚石（hindrance/impediment/obstacle）intention 意图，目的，意向(good intentions 好意)mutual 共同的，相互的rejection 拒绝，抛弃I t’s appropriate at this time of major changes in the international scene to take a look at some of the reasons for the disappointing results of attempts at communication. 在国际形势发生重大变化的这个时候，有必要研究一下交流中的努力的令人失望的结果的一些原因。
(2)cement 巩固，加强(settle or establish firmly)reproduce 复制，再生，繁殖deceiving 欺骗comforting 安慰的，令人欣慰的“people are people” 人就是人“deep down we’re all alike” 在内心深处，我们都是一样的a determined search for proof of this leads to disappointment.坚定地寻找这方面的证据会导致失望。
(3)promising 有希望的，有前途的；许诺，答应（promise的现在分词形式）contracted 收缩，订契约（contract 的过去式和过去分词）；收缩的disgust（n.）厌恶，嫌恶；（vt.）使厌恶；使作呕upbringing（n.）教养，养育，抚育displayed 显示的；表现，展示，陈列（display的过去分词）suppressed 被封锁的，被抑制的，被镇压的；镇压，阻碍发展，禁止（发表、传播），封锁，抑制，阻止自觉抑制（不愉快的记忆）（suppress的过去时和过去分词）bring about 引起，导致；使掉头differ from 与…不同；区别于…joy（n.）欢乐，快乐，乐趣，高兴；（vi.）欣喜，欢喜；（vt.）高兴，使快乐sorrow（n.）悲伤，懊悔，伤心事；（vi.）懊悔，遗憾，感到悲伤；（vt.）为…悲痛the combination of muscles contracted for anger, fear, surprise, sadness, disgust, and happiness is the same for all members of our species. 肌肉收缩产生愤怒、恐惧、惊讶、悲伤、厌恶和快乐的组合对我们人类的所有成员都是一样的。
武汉大学硕士研究生英语课本词汇表汇总
affroestation造林aggregate 总数的，总计的alleviation减轻痛苦的，缓和almshouse救济处ambiguity意义含糊analogy类推anecdotal轶事的，有关趣闻的aspiration 志气，抱负，渴望assemblage集合，会众asset资产，财产atypicality不正常，非典型backfire产生反效果bemused沉思的，发呆的，茫然的beset包围，围困bid up 增加，堆积billow巨浪，波涛般滚滚而来之物brushstroke一笔，一画caloric热量的，卡的cardinal最重要的cassava木薯casserole砂锅菜cement巩固，加强cholera霍乱circumvent防止---发生clutch抓紧cognition认识connotation含义，内涵cognitive认知的collateral附属担保品，附属的compositescore综合评分composition组成，创作，作品condolence 吊唁，慰问，同情confound使—惊慌失措conspicuously显著地constraint限制coquettish卖弄风情的cullnary烹饪的‘culminate达到顶点cyclone旋风deplete耗尽deprecation不赞同，反对detachment独立，超然，不偏不倚detectable令人愉快的，宜人的deterrent制止的，威慑的deviation偏差diabetes糖尿病diagonal对角线dioxin二氧(杂)芭disentangle解开，解决（纠纷）disparity不同，悬殊dispensation特许，豁免dispense分配，行使，免去dissipation浪费，消耗distortion曲解，扭曲divulge泄漏duly按时地，及时地duodecimo十二开duress强迫，胁迫，强制dyad=diad二，一双earmark指定（款项）用途encroach侵犯，侵占endearment爱慕（的表达）enfeeble使衰弱enlargement扩大，扩展enlightenment启发，开导，教导entall使必要，牵涉equitableness公平，公正equity正义，公正，股本ethnocentric种族（民族）中心主义的exacerbate使（病，痛苦等）加剧（恶化）exact强求，强要exertion尽力，费力，努力externally外部因素，外在特征façade 表面，外观，正面，立面fallaway消失，抛弃fallout with sb. 争吵，吵架fetus胎儿fluid流动的，不固定的fraughtwith充满的forsooth的确，确实grassroots基层，农业区gravitate受引力作用，倾向grimace怪相，鬼脸hereditary世袭的，遗传的hindrance阻碍hygiene卫生hypothesis假设illumination照亮，阐明，启发impervious不可渗透的，不受影响的impropriety不适当的，不得体的indefaultof没有，在-缺少时inadvertently因疏忽所致地incineration焚化，火葬indentation压痕，凹痕indexscore指数infest (害虫)大批出没于inflection变音infrastructure基础设施，基础建设inheritance继承物，遗产inscrutable不可思议的，不可预测的integration整体，综合intestinal肠的，内部的intrauterine子宫内的intrusion打扰，侵扰locomotion运动，移动lull使安静，平静macabre以死亡为主题的，令人毛骨悚然的mainstream作为（思想或行动）的主流mean平均数melancholy 忧郁migration迁移，移居modulate调整，调节motif主题，图形multiplicity多重性nonetheless然而obliterate涂抹，去掉什么的痕迹octave八度音offset补偿，抵消optimal最佳的optimize充分利用，是最优化parasite 寄生虫，食客pare剥，削，削减pare down 削减parsimonious小气的，吝啬的pastel (色彩)淡的，柔和的pedagogy教学法penitentiary教养所permeate渗入，透过，弥漫，充满，perpetuate使持续，使永久perverse坚持错误的，刚愎的，任性的pester使烦恼peter逐渐枯萎，逐渐消失plasticity可塑性，适应性pleat褶portfolio组合投资posterity后裔，子孙，后代post-test后测试precaution预防，警惕，防范precinct界限，范围preconception预想，偏见preferential优惠的，优待的pre-test前测试prolapse脱垂，下垂prone有倾向的，易于prop（up）支持，维持prosodic韵律的proxemics 间距（距离）quadruple (使)变成四倍ration给配额，定量reconnoiter侦察，recuperation复原，恢复，挽回，弥补recur一再发生，重现refreshment 茶点，点心，便餐，饮料remit豁免，免除retard阻碍，使推迟retardation迟钝，延迟，阻滞revenue财政收入，收益ritual (宗教)仪式，典礼，程序，rule out 拒绝考虑rumple弄皱sabotage破坏schistosomiasis血吸虫病screenout考察，甄别scrutiny检查，调查shallowness浅薄，肤浅sibilant发丝音的，丝丝声的sibling兄弟（姐妹）skeleton骨骼，骨架smattering肤浅（片段）的知识smock工作服smoothie (水果)爽sobering使冷静的sobriety清醒，节制，严肃solace安慰，使快乐spatial空间的，存在（占据）空间的standarddeviation标准差standoffish冷淡的steer朝什么前进，把什么引向stereotype陈规，老套，旧框框stillbirth死胎，死产stumblingblock障碍物，绊脚石subsidize资助，补助subsidy补贴subtest次测试sumptuous奢侈的，华丽的superintendence监督，主管，指挥symptomatic 有什么特征（病状）的synergy协同作用tablesu戏剧性场面，舞台造型tarnish使失去光泽，变灰暗teeming充满的，热闹的，多产的，temerity轻率，鲁莽，tenacity坚韧，坚持，顽固，固执tenure占有期，使用期therapy治疗thwart阻碍，阻止tip (使)倾斜token记号，标志，象征，纪念品torso躯干，裸体躯干雕像toxin毒素，毒汁transfer转移transitory短暂的truism自明之理，不言而喻的话unassuming谦逊的undervalue低估，小看，轻视unleash发泄，释放urinary尿的，泌尿的uterus子宫valance床沿挂布，帷幔vanquish征服，战胜，击败vector传病媒介，昆虫媒介者vestige迹象，遗迹virulent剧毒的，恶毒的，恶性的warrant理由充足，使正当waterborne饮水传染的，水上的，水运的whine发牢骚zealous热情（心）的，积极的。
武汉大学2018年英语语言文学考研介绍
武汉大学英语学术硕士考研介绍一、专业介绍英语语言文学下设英语语言学和英美文学两个方向：英美文学主要研究英美文学作家与作品，全面提高文学素养、理论水平和研究能力；英语语言学主要研究英语语言学理论和英语教学法、考试学、辞书编撰等。
外国语言学及应用语言学下设三个方向：应用语言学、二语习得以及语用学及社会语言学，研究生应具有坚实的语言学和应用语言学基础知识，对应用语言学的某一方向进行了较为深入的研究，具有独立分析问题和解决问题的能力，有一定的开创精神，能独立承担本专业的科研和教学任务。
翻译学主要研究中西翻译理论，翻译史，口、笔译技巧，对名家名著的翻译作品进行赏析，并从中、外文化的不同角度进行对比研究。
二、招生专业相关信息专业招生人数考试科目050201英语语言文学01(全日制)英语语言学02(全日制)英美文学55（各专业各语种共招收55人）①101思想政治理论②243二外俄语或244二外日语或245二外法语或246二外德语③611基础英语④801英语综合（语言学、文学）050211外国语言学及应用语言学01(全日制)应用语言学02(全日制)第二语言习得03(全日制)语用学及社会语言学①101思想政治理论②243二外俄语或244二外日语或245二外法语或246二外德语③611基础英语④806综合（语言学基础、西方文化、翻译）0502Z1翻译学01(全日制)翻译理论与实践02(全日制)英汉比较与翻译03(全日制)翻译与跨文化研究①101思想政治理论②243二外俄语或244二外日语或245二外法语或246二外德语③616翻译理论与技巧④807综合英语复试考试内容：1.专业课笔试：听力与写作笔试着重考查学生语言的综合运用能力和培养潜力。
2.综合面试面试考查学生的综合素质，着重考查学生对问题理解的深度与广度，对问题进行分析与逻辑推理的严密性以及对所学语言的表达能力。
初试参考书目：报考英语语言文学专业：基础英语：张汉熙等主编：《高级英语》（修订本1－2册）外语教学与研究出版社张培基、俞云根等编：《英汉翻译教程》上海外语教育出版社英语综合（语言学、文学）：胡壮麟主编：《语言学教程》（修订本）北京大学出版社张伯香主编：《英国文学教程》（修订本上下册）武汉大学出版社张伯香主编：《新编英国文学名著导读》2013版吴定柏：《美国文学大纲》上海外语教育出版社常耀信：《美国文学简史》（修订本）南开大学出版社郭著章、李庆生主编：《英汉互译实用教程》武汉大学出版社朱宾忠主编：《英美短篇小说精萃—从司各特到福克纳》武汉大学出版社，2009年版注：以上参考书目如有修订版的以修订版为准，无修订版的以最新版为准。
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8
Hithcliff in Wuthering Heights
Protagonist
Not so good
Frankenstein in Frankenstein
9
Antagonist
？ villain or bad character
10
Whether a character is considered an protagonist in a story, is not determined by who is good and who is evil; but by who is the main character and who is their adversary or obstacle.
2. Rising Action
▪ The rising action includes all the events that lead to the climax. It also presents a series of conflicts that build toward the point of greatest interest. Suspense is building.
eg. Pi VS Richard Parker( a Bengal tiger) (stranded on a
lifeboat ) in Life of Pi. the captain VS the white whale in
Moby Dick (who destroyed his ship ad bit off his leg many years ago)
Who is the protagonist and who is the antagonist?
6
Protagonist
Antagonist
Dorothy
Witch
7
Protagonist
？ hero or good character
Discussion: is the protagonist always ard collapses, dead. The Doctor said "that she had died of
heart disease - of joy that kills." He thought she was so overjoyed to see him that she died.
“To be, or not to be – that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles And by opposing end them. To die, to sleep…”
13
Work in groups to put the events in correct order.
▪ ①Mrs. Mallord, though grieving, realizes that she is now free from a
marriage in which she wasn't truly happy. So though she mourns the death of her husband, secretly she's extremely happy.
will kill her.
14
Work in groups to put the events in correct order.
▪ ①Mrs. Mallord, though grieving, realizes that she is now free from a
marriage in which she wasn't truly happy. So though she mourns the death of her husband, secretly she's extremely happy.
will kill her.
53142
15
Plot Diagram (on the board)
Climax
3
Exposition
1
Rising Action
2
Falling Action
4
Resolution
5
Plot Diagram (on the blackboard), one group puts event in the right place
3
2 1
4 5
1. Exposition
▪ The exposition is the introduction to a story, including the primary characters' names, setting, mood, and time.
Mrs. Mallard is sickly and suffers from a weak heart. Her sister, Josephine comforts her, concerned that the news she is about to hear will kill her.
▪ ③Josephine and Richards, a friend of Mr. Brently Mallard, gently reveal
that Mr. Mallard has been killed in a railroad disaster.
▪ ④After Mrs. Mallard comes to the conclusion that she is now free to live a
happy life, Mr. Mallard, unharmed by the tragic accident, comes through the door.
▪ ⑤Mrs. Mallard is sickly and suffers from a weak heart. Her sister,
Josephine comforts her, concerned that the news she is about to hear
3
Sample character map (Hamlet)
4
5
Protagonist
Antagonist
The protagonist is the main character in a story.
The character or group of characters that stand against the protagonist
11
Plot
▪ The organized pattern or sequence of events that make up a story.
12
Understanding the Plot of The Story of an Hour
▪ Work in groups to put the events in correct order.
▪ ②Mrs. Mallard collapses, dead. The Doctor said "that she had died of
heart disease - of joy that kills." He thought she was so overjoyed to see him that she died.
Josephine and Richards, a friend of Mr. Brently Mallard, gently reveal that Mr. Mallard has been killed in a railroad disaster.
Conflict
The struggle between two forces in the story. Conflict provides interest, suspense, and tension.
Elements of Literature
Characterization
▪ The creation of imaginary people who appear to be real to the reader.
2
Work in groups to draw a character map of The Story of an Hour. Who they are, what they do, what happens to them.
-Character vs. Character * two or more characters have a problem
eg. HarryPottervs.Voldemort. -Character vs. Nature
* characters have to fight against a force of nature. Ex/ storm, disease
happy life, Mr. Mallard, unharmed by the tragic accident, comes through the door.
▪ ⑤Mrs. Mallard is sickly and suffers from a weak heart. Her sister,
Josephine comforts her, concerned that the news she is about to hear
▪ ③Josephine and Richards, a friend of Mr. Brently Mallard, gently reveal