chapter 12 sense relations外文翻译
研究生英语阅读教程(基础级2版)课文12及其翻译
Does Economic Growth (development) Improve Human Morale?By David G. Myers[1] During the mid-1980s my family and I spent a sabbatical year in the historic town of St. Andrews, Scotland. Comparing life there with life in America, we were impressed by a seeming disconnection between national wealth and well-being (happiness). To most Americans, Scottish life would have seemed Spartan. Incomes were about half that (income) in the U. S. Among families in the Kingdom of Fife surrounding (around) St. Andrews, 44 percent did not own a car, and we never met a family that owned two. Central heating in this place not far south of Iceland was, at that time, still a luxury.[2] In hundreds of conversations during our year there and during three half-summer stays since (since then), we repeatedly noticed that, despite (=in spite of) their simpler living, the Scots appeared no less joyful (happy) than Americans. We heard complaints about Margaret Thatcher, but never about being underpaid or unable to afford (pay for) wants (necessities). With less money there was no less satisfaction with living, no less warmth of spirit, no less pleasure (happiness) in one another's company. Are rich American is happier? [accompany sb. to somewhere][3] Within any country, such as our own, are rich people happier? In poor countries, such as Bangladesh and India, being relatively well off (rich) does make for (cause/ bring about) somewhat (a little) greater well being (happiness). Psychologically as well as (=and) materially, it is much better to be high caste than low caste. We humans need food, rest, warmth, and social contact.[4] But in affluent (rich) countries, where nearly everyone can afford life's necessities, increasing affluence matters (vi.) surprisingly little. In the USA, Canada, and Europe, the correlation between income and happiness is, as University of Michigan researcher Ronald Ingle-hart noted in 1980s 16-nation study, "surprisingly weak [indeed, virtually (actually) negligible]". Happiness is lower among the very poor. But once (they are) comfortable, more money provides diminishing returns. The second piece of pie, or the second $ 50, 000, never tastes as good as the first. So (As) far as happiness is concerned, it hardly matters (vi.) whether one drives a BMW or, like so many of the Scots, walks or rides a bus.[5] Even very rich people -- the Forbes' 100 wealthiest (richest) Americans surveyed by University of Illinois psychologist Ed Diener -- are only slightly happier than average (the ordinary people). With net (<->gross) worth all exceeding (surpassing) $ 100 million, providing ample (enough) money to buy things they don't need and hardly care about, 4 in 5 of the 49 people responding to the survey agreed that "Money can increase OR decrease happiness, depending on how it is used." And some (people) were indeed unhappy. One fabulously (extremely) wealthy man said he could never remember being happy. One woman reported that money could not undo (correct) misery caused by her children's problems. Does economic growth improve human morale? (net weight<->gross weight)[6] We have scrutinized (examined) the American dream of achieved wealth and well-being (happiness) by comparing rich and unrich countries, and rich and unrich people. That (analysis) leaves the final question: Over time (in the long run), does happiness rise (increase) with affluence (wealth)?[7] Typically (Absolutely) not. Lottery winners appear (seem) to gain (get) but (only) a temporary jolt of joy (happiness) from (because of) their winnings. Looking back, they feeldelighted (happy) to have won. Yet the euphoria doesn't last (vi.). In fact, previously enjoyed activities such as reading may become less pleasurable (pleasant). Compared to the high (high spirit) of winning a million dollars, ordinary pleasures (become) pale.[8] On a smaller scale, a jump in our income can boost (promote/ increase) our morale, for a while (a short time). "But in the long run," notes Inglehart, "neither an ice cream cone nor a new car nor becoming rich and famous produces（bring about）the same feelings of delight that it initially did. Happiness is not the result of being rich, but a temporary consequence (result) of having recently become richer." Ed Diener's research confirms that those whose incomes have increased over a 10-year period are not happier than those whose income has not increased. Wealth, it therefore seems, is like health: Although its utter (complete) absence can breed (produce/ lead to) misery, having it does not guarantee happiness. Happiness is less a matter of getting what we want than of wanting (enjoy) what we have.Are we happier today?[9] We can also ask whether, over time, our collective (total/ comprehensive) happiness has floated upward (increase) with the rising economic tide. Are we happier today than in 1940, when two out of five homes (families) lacked a shower or bathtub, heat often meant feeding a furnace wood or coal, and 35 percent of homes had no toilet? Or consider 1957, when economist John Galbraith was about to describe the United States as The Affluent Society. Americans' per person income, expressed in today's dollars, was less than $ 8,000. Today it is more than $ 16, 000, thanks to increased real wages into the 1970s, increased nonwage income, and the doubling of married women's employment. Compared to 1957, we are therefore "the doubly affluent society"—with double what money buys including twice as many cars per person, not to mention microwave ovens, big screen color TVs, home computers, and $ 200 billion a year spent in restaurants and bars -- two and a half times our 1960 inflation-adjusted restaurant spending per person. From 1960 to 1990, the percentage of us with·dishwashers zoomed from 7 to 45 percent, (zoom in=enlarge<->zoom out)·clothes dryers rose from 20 to 69 percent,·air conditioners soared from 15 to 70 percent.Not best of times (for) the human spirit (morale)[10] So, believing that a little more money would make us a little happier, and having seen our affluence ratchet upward little by little over nearly four decades, are we now happier?[11] We are not (happy at all). Since 1957, the number telling the University of Chicago's National Opinion Research Center that they are "very happy" has declined from 35 to 30 percent. Twice as rich, and a little less happy. In fact, between 1956 and 1988, the percentage of Americans saying they were "pretty (very) well satisfied with your present financial situation" dropped from 42 to 30 percent. [live/ lead a happy/ miserable life][12] We are also more often downright (completely) miserable. Among Americans born since World War II, depression has increased dramatically –tenfold (ten times), reports University of Pennsylvania clinical researcher Martin Seligman. Today's 25-year-olds are much more likely (possible) to recall a time in their life when they were despondent (depressed) and despairing than are their 75-year-old grandparents, despite the grandparents having had many more years to suffer all kinds of disorder, from broken legs to the anguish of depression. Researchers debate the actualextent (degree) of rising depression... but no matter how we define depression, the findings (discoveries) persist. Today's youth and young adults have grown up with much more affluence, slightly less overall happiness, and much greater risk of depression, not to mention tripled teen suicide and all the other social pathologies we have considered (discussed). Never has a culture (nation) experienced such physical comfort combined with such psychological misery. Never have we felt so free, or had our prisons so overstuffed. Never have we been so sophisticated (complicated) about pleasure, or so likely to suffer broken relationships.[13] These are the best of times materially, "a time of elephantine (great) vanity and greed" observes Garrison Keillor, but they are not the best times for the human spirit. William Bennett, no critic of free market economies, is among those who recognize (find) the futility (uselessness) of economics without ethics and money without a mission (goal/ purpose): "If we have full employment and greater economic growth -- if we have cities of gold and alabaster -- but our children have not learned how to walk in goodness, justice, and mercy, then the American experiment, not matter how gilded (beautiful), will have failed." (1, 208 words)ABOUT THE AUTHORDavid Myers is a social psychologist and a communicator (writer) of psychological science to college students and the general public.EXERCISESAnswer the following questions or complete the following statements.1. What struck the author during his stay in St. Andrews, Scotland?A. The historic town of St. Andrews, Scotland.B. Obvious disconnection between national wealth and well-being.C. The natural beauty of St. Andrews, Scotland.D. The unwealthy yet peaceful life in St. Andrews, Scotland.2. What did the Scots think about their simple life?A. They were unsatisfied with the simple life and complained a lot.B. They blamed Margaret Thatcher for the poor living standard.C. They never complained, though they were unable co afford wants.D. They were happy and satisfied with their simple life.3. What's the difference that affluence makes between poor countries and rich ones?A. In poor countries, affluence matters surprisingly little while in rich countries affluence matters a great deal.B. In poor countries, affluence doesn't matter while in rich countries affluence matters a great deal.C. Increasing affluence means the same for people both in rich countries and in poor ones.D. Affluence makes great difference in poor countries while it matters surprisingly little in rich ones.4. What does the author imply by "The second piece of pie never tastes as good as the first."?A. You will never have the same feeling if you are full.B. Driving a BMW is the same as walking or riding a bike once you have enough to eat.C. Once people have enough income for comfortable life, then more income provides diminishing returns.D. For the poor people they will not refuse to have something more.5. What is the attitude of the wealthiest Americans towards money and happiness?A. Money could either increase or decrease happiness, depending on how it is used.B. Money could increase or decrease happiness, depending on how much money one owns.C. Money could not bring happiness but troubles.D. Money could bring neither happiness nor troubles.6. According to the author, what is the consequence of becoming rich?A. Troubles.B. A high spirit.C. Miseries.D. Temporary happiness.7. Why does the author say that wealth is like health?A. Health and wealth are both blessings, yet having both does not ensure happiness.B. The more wealth one has, the happier one is.C. One will never be happy if he is rich, but in poor health.D. Both money and health are essential to happiness.8. What are the causes of the rising income of Americans?A. Increased real wages and decreased nonwage income.B. Decreased nonwage income and working women.C. Increased nonwage income and more married working women.D. Increased real wages but decreased married women's employment.9. What is culturally typical of today's American society?A. More affluent and more comfortable.B. Physical comfort combined with psychological misery.C. More affluent yet less comfortable.D. More affluent and less psychologically depressed.10. What's the main idea of the passage?A. Wealth can't ensure the improvement of human morale.B. People in poor countries enjoy life more than those do in poor countries.C. Human beings need both health and wealth in order to have a happy life.D. It is the best time for human wealth as well as happiness.II. VocabularyA. Choose the best word from the tour choices to complete each of the following sentences.1. In 1977, I took my first ever _____ year and spent a couple of months at the Australian National University in Canberra.A. underpaidB. sabbaticalC. prosperousD. affluent2. He has had _____ opportunity to exercise leadership, which he almost invariably directs along positive channels, and has improved in the various skills.A. ampleB. utter (complete/ thorough)C. messyD. greedy3. Presumably (perhaps) they are paid their _____ salaries to spot (look for) errors such as these.A. despairingB. fabulous (unbelievable)C. depressingD. sympathetic4. It still depends on flow-patterns, even when the air is so thin as to be almost _____.A. diminishingB. tripledC. negligibleD. perceivable (=comprehensive)5. This would carry with it a responsibility on their part to help devise (design) the tests, or atleast to _____ their content.A. boost (increase/ promote)B. breadC. guaranteeD. scrutinize (examine)6. But he was already affected (influenced) by a(n) _____ which induced courage and recklessness.A. euphoriaB. mission (task)C. (idea->) ideologyD. bewilderment (confusion)7. Not only was there physical weakness but also intense loneliness and sometimes mental_____ due to (because of) lack of occupation (job) in the "workhouse" (workshop/ factory/ company) and the chronic sick wards.A. moraleB. enthusiasmC. starvation (=hanger)D. anguish(extreme pain)8. Worst of all is the sense (feeling) of utter (thorough) _____ because it is far too late to change anything.A. luxuryB. possessionC. futilityD. dominance9. The (mode<->) mood was (desperate->) despairing, _____ and war-weary pathetic (poor/pitiful) rather than rebellious.A. deficientB. destructiveC. despondent (depressed)D. declining (fall)10. She was born friendly and intelligent with none of the _____ so often associated with beautiful women.A. vanityB. casteC. lotteryD. eternity (eternal: adj.)B. Choose the best word or expression from the list given for each blank. Use each word or expression only once and make proper changes where necessary.well off necessity diminish undo persistwell-being underpay downright zoom delight1. This suggests that Sterling's strength, unwelcome though it seemed, may actually have been conductive (helpful) to Britain's economic well-being (health/ development).2. The coal miners complain that they are ridiculously underpaid, especially as the work is so dangerous.3. We have seen the value of our house diminish substantially (considerably) over the last six months.4. It's very difficult to u ndo (correct) the damage that's caused by inadequate (improper) parenting (parental education) in a child's early years.5. The company's benefits zoomed (increase) from nil (zero/ naught) in 1981 to about $ 16 million last year. (zoom in=enlarge; zoom out)6. But she was an orphan, and the uncle and aunt with whom she lived were not at all well off (rich).7. For some women at this stage, cooking can become an absorbing (attractive) hobby rather than the necessity of life it was when there were others to feed -- a social pleasure or simply (only) a personal indulgence (favor/ preference).8. Those words uttered (spoken) by some political leaders would sound banal (cliché) and from one or two others downright phony (adj. n. false).9. Call your doctor for advice if symptoms persist for more than a few days.10. Yet there is much of scenic and historic interest here to delight (make sb. happy/ happiness)the leisurely visitor. (scene->scenery->scenic)III. ClozeThere are ten blanks in the following passage. Read the passage ea fully and choose the best answer front the four chokes given below the passage.Millions of people, especially in cities, find that life has become a dizzying and exhausting (tiring/ tiresome) rush (run). This is particularly (especially) so in Western lands (countries). At a recent meeting in the United States, a speaker asked his audience to 1 raise their hands if they felt tired much of the time (most of the time). Instantly, 2 a sea of hands went up. (If you can make it in New York, you can make it anywhere else; make it=succeed/ make a living) The book Why Am I So Tired? says: "Modern life is full oflist is endless."In years 4 gone (passed) by, life was simpler, and the pace of life was slower. People tended to live more peacefully (live in harmony). Daytime was for work, and nighttime was for one's family and for bed. Today, there are a number of reasons why people feel 5 increasingly tired and fatigued.One factor may be that people sleep less. And one of the more significant (important) developments that caused the change was the, 6 arrival of the electric light. With the flick of a humans could control the length of the "day", and people soon began 7(=sitting up late). Indeed, many had little choice in the matter because factories began to operate 8 around the clock and service industries extended their hours.Other technological radio, TV, and the personal computer, havealso played a role (part) in10 turn up (turn out/ appear) at work sleepy and tired after a long night's viewing (watching). Home computers, and the endless distractions that they offer, also tempt (attract) millions to stay up late.1. A. rise B. arise C. raise D. arouse2. A. a sea of B. a flock of C. a bunch of D. a band of3. A. interests B. advances C. tensions D. conflicts4. A. to come B. gone by C. to go D. passed away5. A. greatly B. intensively C. increasingly D. comprehensively6. A. display B. arrival C. demonstration D. announcement7. A. keeping on B. staying up C. sitting about D. standing for8. A. the clock round B. against the clock C. by the clock D. around the clock9. A. disturbing B. dividing C. detecting D. depriving10. A. tune in B. tear off C. turn up D. take inIV. TranslationPut the following ports into Chinese.1. To most Americans, Scottish life would have seemed Spartan. Incomes were about half that in the U. S. Among families in the Kingdom of Fife surrounding St. Andrews, 44 percent did notown a car, and we never met a family that owned two. Central heating in this place not far south of Iceland was, at that time, still a luxury.对绝大多数美国人而言，苏格兰人的生活可称得上清贫，其收入大约仅为美国人的一半。
(完整word版)学术综合英语unit1-5课文翻译
Presenting a speech（做演讲）Of all human creations, language may be the most remarkable. Through在人类所有的创造中，语言也许是影响最为深远的。
我们用语言language we share experience, formulate values, exchange ideas, transmit来分享经验，表达(传递？)价值观，交换想法，传播知识，knowledge, and sustain culture. Indeed, language is vital to think itself.传承文化。
事实上，对语言本身的思考也是至关重要的。
[Contrary to popular belief], language | does not simply mirror reality butalso helps to create our sense of reality [by giving meaning to events].和通常所认为的不同的是，语言并不只是简单地反映现实，语言在具体描述事件的时候也在帮助我们建立对现实的感知。
——语序的调整。
Good speakers have respect for language and know how it works. Words are the tools of a speaker’s craft. They have special uses, just like the tools of any other profession. As a speaker, you should be aware of the meaning of words and know how to use language accurately, clearly,vividly,and appropriately.好的演讲者对语言很重视，也知道如何让它发挥更好的效果。
論語的兩章節 Confucius说明书
Two Chapters from theAnalects*論語的兩章節Confucius*This translation follows mostly James Legge’s,with occa-sional variants by u,Chichung Huang,or Confucius Publishing Co.Ltd.The Lun Yu論語(literally‘collated conversa-tions’)records some of the deeds and sayings of Master Kong(Kong Zi or Kong Fuzi,whence the Latin Confucius)and of his immediate cir-cle of disciples.The lessons derived in many ways and on many levels from these analects,have made of this text for more than two thousand years the backbone of Far Eastern culture.They have been recited uninterruptedly by schoolchil-dren from China,Korea,Japan and other coun-tries over many centuries.As the main scripture of the Confucian canon,the Lun Yu lays the founda-tions of the‘Triple Religion’三教sanjiao,which informs every aspect of traditional life in the Far East.學而第一Book I·Xue Er【第一章】子曰、學而時習之、不亦說乎。
英语词汇学chapter7 sense relations
– Or exactly one of two or more words which have the same or very nearly the same essential meaning.
5
– Hyponymy 上下义关系
• semantic inclusion
synonym 同义词 antomym 反义词
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Synonymy
• Synonymy is a relationship of ‘sameness of meaning’ that may hold between two words.
• Native
French
Latin
• ask
question
interrogate
• fast
firm
secure
• 2) Dialects and regional English
• railway (BrE)
railroad (AmE)
• 3) Figurative and euphemistic use of words
– Polysemy
– Homonymy(同形异义关系/同音异义关系/同音同形异义关系)
• Homophones
Homographs
Perfect homonyms
– Synonymy 同义关系
• semantic similarity
– Antonymy 反义关系
• semantic opposition
– Rare, non-existent – Absolute synonyms are restricted to highly
理智与情感英语版听说
理智与情感英语版听说Chapter 1: The Dashwood SistersIn the tranquil countryside of Sussex, the Dashwood family faces a sudden upheaval. Upon the death of Mr. Dashwood, his estate is inherited by his son, John, leaving his three daughters and their mother, Mrs. Dashwood, in a precarious financial situation. The sisters, Elinor, Marianne, and Margaret, are forced to leave their childhood home, Norland Park, and move to a modest cottage in Devonshire.Chapter 2: New BeginningsThe Dashwood family settles into their new life in Barton, where they are welcomed by the warm and friendly Colonel Brandon and the charming Mr. Willoughby. Marianne, the youngest and most romantic of the sisters, is instantly smitten with Willoughby's dashing personality and good looks.Chapter 3: The Arrival of Edward FerrarsElinor, the eldest and most sensible sister, meets Edward Ferrars, a gentleman who is the brother of her sister-in-law's husband. A mutual attraction develops between them, but Edward's reserved nature and a secret from his past complicate the budding relationship.Chapter 4: The Ball at BartonA grand ball is held at Barton, where the sisters are introduced to the local society. Marianne dances with Willoughby, deepening their connection, while Elinor dances with Edward, further igniting their feelings for each other.Chapter 5: The Trip to LondonMrs. Dashwood decides to take her daughters to London to find suitable husbands. Marianne hopes to reunite with Willoughby, but he has mysteriously disappeared. Meanwhile, Elinor learns that Edward is engaged to another woman, Lucy Steele.Chapter 6: The MisunderstandingsIn London, the sisters encounter new challenges and misunderstandings. Marianne is heartbroken by Willoughby's betrayal, while Elinor struggles with her feelings for Edward and the knowledge of his engagement.Chapter 7: The Return to BartonThe family returns to Barton, where Marianne falls gravelyill. Colonel Brandon reveals his love for her and his role in rescuing her from a disastrous situation involving Willoughby.Chapter 8: Resolutions and RevelationsAs the story unfolds, the truth about Edward's engagement is revealed, and he is free to pursue his love for Elinor. Marianne, having recovered from her illness, comes toappreciate the steadfast love of Colonel Brandon.Chapter 9: The Union of HeartsElinor and Edward are finally united in marriage, and Marianne accepts Colonel Brandon's proposal. The Dashwood sisters find happiness and fulfillment, balancing their emotions with reason and wisdom.Chapter 10: A New DawnThe sisters embark on a new chapter of their lives, having learned the importance of balancing their hearts with their heads. The story concludes with the promise of a brighter future for the Dashwood family.This is a brief outline of the story "Sense and Sensibility" by Jane Austen, adapted into a narrative suitable for English listening and speaking practice. The chapters are structured to highlight key events and character developments, providing ample material for discussion and language practice.。
Sense Relations
Reference is concerned with the relation
between a word and the thing it refers to.
3
Sense Relations
There are generally three kinds of sense relations recognized.
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Three characteristics
1.They are gradable. • The denial of one isn’t necessarily the assertion of the other.
eg: not “good” ≠“bad” ≈ “so so”, “average”
sameness relation oppositeness relation
4
inclusiveness relation
Sense Relations
5.3.1 Synonymy
5.3.2
ห้องสมุดไป่ตู้
Antonymy
5.3.3
5
Hyponymy
definition
synonymy is the technical name for the sameness relation. synonyms are words similar in essential or generic meaning, but different in form and associative meaning.
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Features
1.The members of a pair in this type are complementary to each other • They divide up the whole of a semantic. There are no intermediate ground. • They can not be modified by “very”. e.g. One cannot say somebody is very alive or very dead • They do not have comparative or superlative degrees. e.g. He is more dead than alive.
现代大学英语（精读）笫三册——lesson12
Manipulate sb to do / into doing
~ parents into buying toys ~ me to give her vast sums of money ~ an event, situation or system ~ a computer 操作
associate… with…
~ progress with the future联系 Be ~d for a lifelong union 永结同心 The press feels the need to ~ itself with the green movement. (the press is ~d with the movement)公开支持 They disapproved of her ~ing with homosexuals.与人交往 n. associates 同事，伙伴 Bloodshed is an ~ to war. 形影不离 a. an ~ editor 副主编 an ~ professor war and its ~ horrors
Verbs collocating with the word “power” Abolish, abuse, acquire, come to, consolidate, decentralize, deprive sb of, establish, exercise, exert power, gain, give up, grab, hand over, have, hold on to, misuse, possess, recognize, reduce, restore, restrict, return to, seize, share power
理智与情感英语短文翻译
理智与情感英语短文翻译In the intricate tapestry of human experience, the interplay between reason and emotion is a perennial subject of philosophical inquiry and literary exploration. The duality often presents itself as a dichotomy, where the cool logic of reason is pitted against the passionate intensity of emotion. This short essay aims to navigate the subtle balance between these two fundamental aspects of our nature.Reason, the faculty of drawing logical conclusions, is the cornerstone of human progress. It has led to the development of science, technology, and the rule of law. It is the force that propels us to question, analyze, and understand the world around us. Through reason, we construct theories, solve complex problems, and make informed decisions that drive innovation and societal advancement.Emotion, on the other hand, is the wellspring of our passions and the driving force behind our actions. It is the heartthat beats within us, influencing our likes, dislikes, and the intensity of our responses to the world. Emotions such as love, joy, and empathy enrich our lives and foster connections with others. They are the very essence of our humanity, providing depth and color to our existence.The relationship between reason and emotion is not one of mutual exclusivity but rather a delicate dance of complementarity. A life governed solely by reason can be coldand detached, lacking the warmth and vibrancy that emotions bring. Conversely, a life ruled by unchecked emotions can lead to impulsive decisions and a lack of foresight, potentially resulting in chaos and regret.The ideal balance is one where reason and emotion coexist in harmony. Reason should inform our emotions, guiding them towards constructive expression and preventing us from being swayed by our baser instincts. At the same time, emotions can temper the rigidity of reason, infusing it with empathy and the ability to appreciate the beauty and joy that life has to offer.In literature, this theme is often explored through characters who embody the struggle between these two forces. Jane Austen's "Sense and Sensibility," for instance, contrasts the prudent Elinor with the passionate Marianne, illustrating the virtues and pitfalls of each approach to life.In conclusion, the balance between reason and emotion is a nuanced and complex one, requiring a keen understanding of both our intellectual capacities and our emotional landscape. It is a balance that, when achieved, can lead to a life that is both fulfilling and meaningful. As we navigate the complexities of our lives, it is essential to recognize the value of both reason and emotion, and to strive for a harmonious integration of these two indispensable elements of the human experience.。
Unit12 课文翻译
In the rich world the idea of progress has become impoverished. Through complacency and bitter experience, the scope of progress has narrowed. The popular view is that, although technology and GDP advance, morals and society are treading water or, depending on your choice of newspaper, sinking back into decadence and barbarism. On the left of politics these days, “progress”comes with a pair of ironic quotation marks attached; on the right, “progressive”is a term of abuse. 在一个富裕的世界，关于进步的观念则变得贫困。
现状引起的自满和经历带来的痛苦都使得进步的视野越变越狭窄。
取决于你爱看哪种立场的报纸，流行的看法是：尽管科技和GDP 发展了，道德与社会却停滞不前，甚至可说是，正在向颓废和野蛮沉沦。
在当今政治的左翼，“进步”这两个字必定带有讽刺性的引号；而对于政治的右翼，“进步人士”也是一个被滥用的术语。
It was not always like that. There has long been a tension between seeking perfection in life or in the afterlife. Optimists in the Enlightenment and the 19th century came to believe that the mass of humanity could one day lead happy and worthy lives here on Earth. Like Madach’s Adam, they were bursting with ideas for how the world might become a better place.情况也并非一直都是这样糟糕。
chapter6SenseRelations
6.1.2 Two Approaches to Polysemy
1) Diachronic Approach （历时方法）
From the diachronic point of view, polysemy is assumed to be the result of growth and development of the semantic structure of one and same word. At the time when the word was created, it was endowed with only one meaning. This first meaning is the primary meaning（原始意义）. With the advance of time and the development of language, more and more meanings were attributed to it. These later meanings are called derived meanings（派生意义） as they are all derived from the primary meaning. Take the word ‘face’ for example (based on WNWD)
The word ‘treacle’ is an illustrative example（WNWD): (1) wild beast 野兽 (2) remedy for bites of venomous beasts
（针对）野生动物的解毒药 (3) antidote for poison or remedy for poison 解药 (4) any effective remedy 任何有效药方 (5) (BrE) molasses 糖浆，糖蜜
Chapter5SenseRelations
Chapter5SenseRelationsChapter 5 Sense RelationsI. Choose the one that would best complete the statement and put the letter in the bracket.D1. In diachronic approach, other meanings apart from the primary meaning of a word were acquired by______.A .extension B. narrowing C. analogy D. all the aboveC 2. The basic meaning of a word is the core of word –meaning called the _______meaning.A . first B. derived C.central D. none of the aboveB 3. Two processes of development of word-meaning from monosemy to polysemy are______.A . diachronic approach and synchronic approachB. radiation and concatenationC. diachronic approach and radiationD. synchronic approach and concatenationB4. Homonyms are generally words different in______ but either identical both in ______ or identical only in_____.A. sound/meaning and spelling/meaning or spellingB. meaning/sound and spelling/sound or spellingC. spelling/meaning and spelling/meaning or soundD. none of the aboveB5. Of the types of homonyms, ______ constitute the largest number and the most common.A. perfect homonymsB. homophonesC. homographsD. antonymyA 6. Homophones are words identical only in ______ butdifferent in two other aspects.A. soundB. meaningC. spellingD. senseC 7. Homographs are words identical only in______ but different in two other aspects.A. soundB. meaningC. spellingD. senseD 8. The origins of homonyms have______.A. change in soundB. spellingC. borrowingD. all the aboveA 9. “On Sunday they pray for you and on Monday they prey on you .”In this sentence, ______is created .A. punB. personificationC. metaphorD. similesC10. ______are words which have the same or very nearly the same essential meaning.A. AntonymsB. MetaphorsC. SynonymsD. SimilesB11. Absolute synonyms are______.A. numerousB. rareC. popularD. commonC12. Relative synonyms also called near-synonyms are similar or nearly the same in _______.A. stylistic meaningB. affective meaningC. conceptual meaningD. collocative meaningA13. “Composition/compounding” in lexicology are_____.A. absolute synonymsB. relative synonymsC. near synonymsD. not synonymsB14. The most important sources of synonyms is perhaps______.A. dialects and regional EnglishB. borrowingC. figurative and euphemistic use of wordsD. coincidence with idiomatic expressions D15. Antonymy is concerned with semantic_______.A. relationB. similarityC. differenceD. oppositionB16. Antonyms can be classified into the following types except______.A. contradictory termsB. absolute termsC. contrary termsD. relative termsB17. ______is contrary antonymy.A. “True/false”B. “Rich/poor ”C. “Parent/child ”D. “Male/female”B18. “Teacher /student” are _____.A. contradictory antonymsB. relative antonymsC. contrary antonymsD. not antonymsD19. ______ deals with the relationship of semantic inclusion.A. PolysemyB. HomonymyC. AntonymyD. HyponymyA20. As for the hyponymy we have ______and ______.A. superordinates, subordinatesB. antonyms, synonymsC. monosemy, polysemyD. radiation, concatenationB 21. The status either as superordinate or subordinate is ______to other term .A. absoluteB. relativeC. fixedD. stableC22. A semantic field is a meaning area where words share the same ______.A. pronunciationB. spellingC. conceptD. tenseC23. In concatenation, between the latest sense and the original sense, there is _______.A. direct connectionB. semantic connectionC. no direct connectionD. no any connectionB24. Radiation and concatenation are different stages of the development leading to polysemy. Generally, radiation ________ concatenation.A. is behindB. precedesC. is withD. makes up forII. Fill in the blanks according to first letter that has been given.1.Synchronically, polysemy is viewed as the c________ of various meaning of the sameword in a certain historical period time. coexistence2. A word has many meanings, but when a word is first coined, it is always m_______.monosemic3.When a word is created, it has only one meaning. The first meaning is p________meaning. primary4.Concatenation describes a process where each of the later meaning is related only to thep_________ like chains. preceding one5.Perfect homonyms and p_________ are fully identical with regard to spelling andp_________. polysemants, pronunciation6.Absolute synonyms are restricted to highly s________. specialized vocabulary7.The words which are fully i__________ in meaning are called a_______ synonyms.identical, absolute8.Synonyms may differ in the aspects of denotation, connotation and the a_____.application9.H_______ refers to the relationship the meaning of a more specific word is included inthat of another more general word. HyponymyIII. Complete the following sentences with an appropriate word according to the instructionsgiven in the brackets.1.Absence sharpens love, ______ strengthens it. (antonym) presence2.Bill moved _________ and earth to get a ticket for Mary. (antonym) heaven3.I saw her gathering up her bits and _________ for the move to the cabin. (synonym)pieces4.Having learned that he was admitted to the university, he was so excited that he tossedand _________ on the bed all through the night without a wink of sleep. ( synonym) turned5.If we do not hang together, we shall ________ separately. ( homonym) hang6.While the prospects are bright, the road has _________ and turns. (synonym) twists7.Under _________ on the menu is listed such drinks as tea, coffee, beer, fruit juice, and soon. (superordinate) beverage8. A week without sleep can make a person very _________. (homonym) weak9. A good ________ makes a good ending. (antonym) beginning10.For＄30, the Smiths bought a very nice_______, the furniture to store utensils in thekitchen. (subordinate) cupboardIV. Comment on the following sentences using the theory of hyponymy and then improve the sentences.1.Trees surround the water near our summer place.2.He bought a piece of furniture and found it in poor condition.Reference：Tree is a superordinate, governing a lot of subordinates such as willow, pine, elm, etc. This sentence can be more vivid if put this way: Willow trees surround the lake near our summer resort. Again, here “water” is also a superordinate, “lake” is specific, and “summer place” is not so specific as “summer resort”.V. Answer the following questions.1.What are the differences between homonyms and polysemants?a.Homonym refers to different words which happen to share the same form andpolysemants is the one and same word which has several distinguishable meanings.b.Homonyms are from different sources. A polysemant is from the same source.c.The various meanings of a polysemant are correlated and connected the one centralmeaning. Meanings of different homonyms have nothing to do with one another.2.What are the characteristics of antonyms?a.Antonyms are classified on the basis of semantic opposition.b. A word which has more than one meaning can have more than one antonym.c.Antonyms differ in semantic inclusion.d.Contrary terms are gradable antonyms, differing in degree of intensity, so each has itsown corresponding opposite.3.What are the characteristics of contradictory antonymy?a.These antonyms truly represent oppositeness of meaning. They are so opposed to eachother that they are mutually exclusive and admit no possibility between them. The assertion of one is the denial of the other.b.These antonyms are non-gradable.VI. Analyze and comment on the following.1. A ball rolled into the ball suddenly.Explain tw o “ball” meaning in this sentence. Which kind of sense relation do they belong to?Give the explanation of their origins.The first “ball” means a round object to play with. The second “ball” means a dancing party.They belong to homonym. The former is borrowed from“beallu” in old English. The latter is borrowed from “ba l ler” in old French.2. employer/ employeeIllustrate which kind of antonymy they belong to and the characteristics of this kind of antonymy.They are relative antonyms. This type consists of relational opposites such as “parent –child”. The pairs of words indicate such a reciprocal social relationship that one of them can’t be used without suggesting the other.3. a. I met a writer who is the relative of a politician.b. I met a newspaper reporter who is the brother of Senator Buckley.Study these two sentences, and explain what relationship is between each corresponding part in the two sentences? Which sentence is better and why?The relationship between corresponding parts is hyponyms. Subordinates are used in sentence b, thus sentence b is better. Subordinates are concrete, precise and vivid.。
Unit12文献阅读与翻译第12章
(3) Translated into Chinese Adverbial Clauses of Condition
Turn off the switch when anything goes wrong with the machine.
如果机器发生故障，就把电门关上。
Translation Skills(12): Subordinate Clauses(c) Adverbial Clauses
Adverbial clauses
English adverbial clauses include adverbials of time, place, cause, condition, concession, purpose, result, and so on. Generally speaking, these adverbial clauses do not pose any obstacle to either comprehension or translation, and the point is how to conform the translations to Chinese usage, especially how to arrange them properly. And another point for attention is how to omit the unnecessary conjunctive words when English adverbial clauses are translated into Chinese.
(1)她不老实，我不能信任她。
Since she is not honest, I cannot trust her.
大学英语精读第二册12
Book 2 ；lesson 12Arena [ə'rinə; ə'ri:nə]n.[C] [源]法语，本意是一种座席的形势，指那种观众席全包围舞台的场地。
1. an enclosed area used for sports,publicentertainments, etc. （供运动、娱乐等的）活动场所：The circus elephants were ledinto the arena.2.a place of great activity, esp. ofcompetition or fighting. （竞赛或搏斗等的）竞技场；…界：she entered the politicalarena at the age of 25. 她二十五岁进入政界。
[词义辨析]field: a branch of knowl1. field arena: aparticular environment or walk of lifeedge or an area of activity. 主要指经选定在一段时间内作专题研究的方面或领域。
arena: a particular activity, esp. one thatinvolves competition and gets a lot ofpublic attention. E.g. She entered thepolitical arena as a young woman.2. stadium arena: a large structure foropen-air sports or entertainmentsstadium: a large sometimes unroofedbuilding with rows of seats.arena : the central area of an ancientRoman amphitheater where contests andspectacles were held; especially an areathat was strewn with sand. Communicate[kə'mjunə,ket: kə'mju:nikeit] v. [词缀]com- 表示“共同，完全”1 [T (to)] to make (opinions, feelings,informations, etc.) known or understoodby others, e.g. by speech, writing, orbodily movements 传达，传递（意见，感情，消息等）：Our teacher communicatehis ideas very clearly. 2 [I (with)] to shareor exchange opinions, feelings,informations, etc. 交流意见（意见，感情，消息等）；沟通：He is a shy boy who can‟tcommunicate very well. 3 [T (to)] tech apass on (a disease, heatm etc.) (术语）传染；传播（疾病等）：Some diseases areeasily communicated. 4 [I (with)] fml(esp.of romms) to join; be connecte （正式）（房间）相通，相连：communicatingbedrooms相同的卧室。
研究生英语课文翻译Unit-12
ThanksgivingSoon they will be together again, all the people who travel between their own lives and each other’s . The package tour of the season will lure them this week to the family table.很快所有那些在我们和他人生活中穿梭的人们都会再次聚集到一起。
这个团体旅游季会引诱他们这个星期回到家庭的餐桌上。
By Thursday, feast day, family day, Thanksgiving day, Americans who value individualism like no other people will collect around a million tables in a ritual of belonging.到周四，盛宴之日，家庭的节日，感恩节，比任何人都重视个人主义的美国人会为了一个归属感的仪式聚集在百万张桌子周围。
They will assemble their families the way they assemble dinner: each other bearing a personality as different as cranberry sauce and pumpkin pie. For one dinner they will cook for each other, fuss for each other, feed each other and argue with each other.他们会像在一起吃晚餐一样把家人聚在一起，每个人都有不同的的个性，就像他们做的蔓越橘沙司和难过馅饼一样。
这顿晚餐他们会互相为对方下厨，为对方忙乱，给对方喂吃的，互相争辩。
综英2 unit 12 read more
eful phrases 1). They are orchestrating their own death, for the sake of the plant’s survival. for the sake of :for the benefit/good of …, e.g., a) We hope for her sake that the wedding goes as planned. b) The regulation is not just for the protection of the workers, but also for the sake of the whole community. 2). …those gorgeous reds are simply sent downward, in the form of sugars, for winter food storage. in the form of : in the particular way that something appears or exists, e.g., a) You can get the medicine in the form of nasal spray or as a tablet. b)Help arrived in the form of six heavily armed police officers.
Main idea
At the beginning of the text, the author tells some scientific knowledge about the changing colors of the tree leaves. Gradually he know the relationship between scientific knowledge and aesthetics that knowing more knowledge can help us enjoy the beauty of nature . At last ,he realizes the importance of trees, says: just as sideline ,really, giving us life.
关于评价理论的论文外文翻译
The Language of EvaluationIntroductionThis book is concerned with the interpersonal in language, with the subjective presence ofwriters/speakers in texts as they adopt stances towards both the material they present and those with whom they communicate. It is concerned with how writers/speakers approve and disapprove, enthuse and abhor, applaud and criticize, and with how they position their readers/listeners to do likewise. It is concerned with the construction by texts of communities of shared feelings and values, and with the linguistic mechanisms for the sharing of emotions, tastes and normative assessments. It is concerned with how writers/speakers construe for themselves particular authorial identities or personae, with how they align or disalign themselves with actual or potential respondents, and with how they construct for their texts an intended or ideal audience. While such issues have been seen as beyond the purview of linguistic enquiry by some influential branches of twentieth-century linguistics, they have, of course, been of longstanding interest for functionally and semiotically oriented approaches and for those whose concern is with discourse, rhetoric and communicative effect. We offer here a new approach to these issues, developed over the last decade or so by researchers working within the Systemic Functional Linguistic (hereafter SFL) paradigm of M.A.K. Halliday and his colleagues. (See, for example, Halliday 2004/1994, Martin 1992b or Matthiessen 1995.) SFL identifies three modes of meaning which operate simultaneously in all utterances – the textual, the ideational and the interpersonal. Our purpose in the book is to develop and extend the SFL account of the interpersonal by attending to three axes along which the speaker’s/writer’s int er-subjective stance may vary. (1.1,P14)History and developmentOur model of evaluation evolved within the general theoretical framework of SFL. Eggins2004/1994 provides an accessible introduction to the ‘Sydney’ register of SFL which informed our work. For grammar, we relied on Halliday 2004/1994 and Matthiessen 1995 and for discourse analyses we used Martin 1992b (later recontextualised as Martin&Rose 2003). The most relevant reservoir of theoretical concepts is Halliday & Matthiessen 1999 (for thumbnail sketches of SFL theory see the introductory chapters in Halliday&Martin1993and Christie & Martin 1997). We’ll now outline some of the basic parameters of SFL, by way of situating appraisal within a holistic model of language and social context. At heart SFL is a multi-perspectival model, designed to provide analysts with complementary lenses for interpreting language in use. One of the most basic of these complementarities is the notion ofkinds of meaning –the idea that language is a resource for mapping ideational, interpersonal and textual meaning onto one another in virtually every act of communication. Ideational resources are concerned with construing experience. Interpersonal resources are concerned with negotiating social relations. Textual resources are concerned with information flow. In this book we are focusing on interpersonal meaning. Martin&Rose2003 provide a sympathetic framework for dealing with interpersonal meaning in relation to meaning of other kinds. In addition, for ease of exposition, we are concentrating here on interpersonal meaning in written discourse. In this respect our presentation complements Eggins&Slade 1997, which deals with spoken language. Their participation in the development of appraisal analysis confirms our expectation that the tools developed here can be usefully applied to both spoken and written texts. (1.2,P20)Up to about 1990, work on interpersonal meaning in SFL was more strongly oriented to interaction than feeling. This was the result of Halliday’s seminal w ork on the grammar of mood and modality (Halliday1994)and its extension into the analysis of turn-taking in dialogue(speech function and exchange structure as introduced in Halliday 1984, Martin 1992b, Eggins & Slade 1997). Working with colleagues in the early 1990s we began to develop a more lexically-based perspective, triggered in the first instance by the need for a richer understanding of interpersonal meaning in monologic texts. Initially we were concerned with affect in narrative, and moved on to consider evaluation in literary criticism, the print media, art criticism, administrative discourse and history discourse as part of an action research project concerned with literacy in the workplace and secondary school (Iedema, Feez & White 1994, Iedema 1995, Martin 2000a, Martin 2001b).(1.2,P21) Our own position, as outlined above, takes attitude as in some sense focal and distinguishes engagement and graduation as distinct resource. We developed our approach within the general theoretical framework of SFL, in the context of its rich descriptions of phonology/graphology and signing, lexico-grammar, discourse semantics, register and genre and multimodality.(1.5,P52-53)The purpose of the bookWe attend to what has traditionally been dealt with under the he ading of ‘affect’ – the means by which writers/speakers positively or negatively evaluate the entities, happenings and states-of-affairs with which their texts are concerned. Our approach takes us beyond many traditional accounts of ‘affect’ in that it addresses not only the means by which speakers/writers overtly encode what they present as their own attitudes but also those means by which they more indirectly activate evaluative stances andposition readers/listeners to supply their own assessments. These attitudinal evaluations are of interest not only because they reveal the speaker’s/writer’s feelings and values but also because their expression can be related to the speaker’s/writer’s status or authority as construed by the text, and because they operate rhetorically to construct relations of alignment and rapport between the writer/speaker and actual or potential respondents.Our concern is also with what has traditionally been dealt with under the heading of ‘modality’ and particularly under the he adings of ‘epistemic modality’ and ‘evidentiality’. We extend traditional accounts by attending not only to issues of speaker/writer certainty, commitment and knowledge but also to questions of how the textual voice positions itself with respect to other voices and other positions. In our account, these meanings are seen to provide speakers and writers with the means to present themselves as recognising, answering, ignoring, challenging, rejecting, fending off, anticipating or accommodating actual or potential interlocutors and the value positions they represent.We also attend to what has been dealt with under headings such as ‘intensification’ and ‘vague language’, providing a framework for describing how speakers/writers increase and decrease the force o f their assertions and how they sharpen or blur the semantic categorisations with which theyoperate.(1.1,P15)Three subsystems of appraisalOn the basis of the complementarities introduced above we can locate appraisal as an interpersonal system at the level of discourse semantics. At this level it co-articulates interpersonal meaning with two other systems–negotiation and involvement. Negotiation complements appraisal by focusing on the interactive aspects of discourse, speech function and exchange structure (as presented in Martin 1992b). Involvement complements appraisal by focusing on non-gradable resources for negotiating tenor relations, especially solidarity.Appraisal itself is regionalised as three interacting domains –‘attitude’, ‘engagement’ an d‘graduation’. Attitude is concerned with our feelings, including emotional reactions, judgements of behaviour and evaluation of things. Engagement deals with sourcing attitudes and the play of voices around opinions in discourse. Graduation attends to grading phenomena whereby feelings are amplified and categories blurred. (1.4,p48)Attitude is itself divided into three regions of feeling, ‘affect’, ‘judgement’ and ‘appreciation’. Affect deals with resources for construing emotional reactions. Judgement is concerned with resourcesfor assessing behaviour according to various normative principles, Appreciation looks at resources for construing the value of things, including natural phenomena and semiosis (as either product or process).(1.4,p48-49)This system involves three semantic regions covering what is traditionally referred to as emotion, ethics and aesthetics. Emotion is arguably at the heart of these regions. Affect is concerned with registering positive and negative feelings. Judgement deals with attitudes towards behaviour, which we admire or criticise, praise or condemn. In general terms judgements can be divided into those dealing with ‘social esteem’ and those oriented to ‘social sanction’. Judgements of esteem have to do with‘normality’ (how unusual someone is), ‘capacity’ (how capable they are) and ‘tenacity’ (h ow resolute they are); judgements of sanction have to do with ‘veracity’ (how truthful someone is) and ‘propriety’ (how ethical someone is). Social esteem tends to be policed in the oral culture, through chat, gossip, jokes and stories of various kinds – with humor often having a critical role to play (Eggins & Slade 1997). Social sanction on the other hand is more often codified in writing, as edicts, decrees, rules, regulations and laws about how to behave as surveilled by church and state – with penalties and punishments as levers against those not complying with the code.(2.3,P65) Appreciation involves evaluations of semiotic and natural phenomena, according to the ways in which they are valued or not in a given field. In general terms appreciations can be divided into our ‘reactions’ to things (do they catch our attention; do they please us?), their ‘composition’ (balance and complexity), and their ‘value’ (how innovative, authentic, timely, etc.).(2.4,P69) Grammatically, as Suzanne Eggins has suggested to us, we might think of reaction, composition and valuation in relation to mental processes –the way we look at things (our gaze). Reaction is related to affection (emotive –‘it grabs me’, desiderative –‘I want it’); composition is related to perception (our view of order); and valuation is related to cognition (our considered opinions). Alternatively, the appreciation framework might be interpreted metafunctionally –with reaction oriented to inter- personal significance, composition to textual organisation and valuation to ideational worth.(2.4,P70) The source of affect is of course conscious participants, including persons, human collectives and institutions (Halliday &Matthiessen 1999). The behaviour of these conscious participants is the target of judgement. Appreciation on the other hand targets things, whether concrete or abstract, material or semiotic.(2.4,P72)Broadly speaking engagement is concerned with the ways in which resources such as projection, modality, polarity, concession and various comment adverbials position the speaker/writer with respectto the value position being advanced and with respect to potential responses to that value position – by quoting or reporting, acknowledging a possibility, denying, countering, affirming and so on.(1.4，p49) In broad terms, then, we can categorise utterances accordingly to this two-way distinction, classifying them as ‘monoglossic’ when they make no reference to other voices and viewpoints and as ‘heteroglossic’when they do invoke or allow for dialogistic alternatives.(3.3,P112) We observe that these heteroglossic resources can be divided into two broad categories according to whether they are ‘dialogically expansive’ or ‘dialogically contractive’ in their intersubjective functionality. The distinction turns on the degree to which an utterance, by dint of one or more of these locutions, actively makes allowances for dialogically alternative positions and voices (dialogic expansion), or alternatively, acts to challenge, fend off or restrict the scope of such (dialogic contraction).(3.5,P115) Dialogically contract – they close down the space for dialogic alternatives, dialogically expanse--- as opening up the dialogic space for alternative positions.(3.5,P116) ‘E ntertain’– those wordings by which the authorial voice indicates that its position is but one of a number of possible positions and thereby, to greater or lesser degrees, makes dialogic space for those possibilities. (3.6, P117)Under the heading of ‘attribution’, we deal with those formulations which disassociate the proposition from the text’s internal authorial voice by attributing it so some external source.(3.7,P124) Contraction contractive meanings fall into two broad categories. The first of these we term ‘disclaim’– meanings by which some dialogic alternative is directly rejected or supplanted, or is represented as not applying. The second of these we term ‘proclaim’– meanings by which, interpolation, emphasis or intervention, dialogic alternatives are confronted, challenged, overwhelmed or otherwise excluded.(3.8,P131)Graduation inc ludes two subsystems , force and focus. Graduation has to do with adjusting the degree of an evaluation – how strong or weak the feeling is. This kind of graduation is called ‘force’. Graduation has the effect of adjusting the strength of boundaries between categories, constructing core and peripheral types of things; this system is called‘focus.(1.4,P50) The assessment of degree of intensity of qualities and processes is termed ‘intensification’. Intensifications divide into two broad lexico-grammatical classes –‘isolating’ and ‘infusing’. The distinction turns on whether theup-scaling/down-scaling is realized by an isolated, individual item which solely, or at least primarily, performs the function of setting the level of intensity, or whether the sense of up/down-scaling is fused with a meaning which serves some other semantic. (3.19,P154)Localised or relative scaling with respect to intensity is realized via comparatives and superlatives. (3.19,P155,P157)Figurative meanings(metaphor and simile) are also occasionally employed in the intensification of processes.(3.19,P160)The intensification is realised either via an isolated lexeme, via semantic infusion or via repetition. The realisation is either figurative or non-figurative. (3.19,P161)Quantification involves scaling with respect to amount (eg size, weight, strength, number), and with respect to extent, with extent covering scope in time and space (ie how widely distributed, how long lasting) and proximity in time and space (ie how near, how recent). (3.20,P161)1、绪论本书关注语言的人际意义,是作者或者说话者对于语言材料的态度在语篇中的主观体现。
如何教英语第12章读后感
如何教英语第12章读后感How to Teach English Chapter 12 – Reflective EssayTeaching English as a second language is a challenging yet rewarding endeavor. In Chapter 12 of the book "How to Teach English," the author delves into the importance of utilizing various teaching strategies and techniques to help students master the language effectively. This chapter highlights the significance of creating a conducive learning environment, engaging students in active learning, and providing meaningful feedback to enhance their language skills.One of the key takeaways from this chapter is the emphasis on creating a positive and supportive learning atmosphere. As a language teacher, it is crucial to establish rapport with students and make them feel comfortable and motivated to participate in class. By fostering a sense of community and mutual respect, students are more likely to engage in the learning process and improve their language proficiency. This can be achieved through interactive activities, group work, and discussions that promote collaboration and communication among learners.Another important aspect discussed in Chapter 12 is the use of innovative teaching techniques to cater to the diverse needsof students. Differentiation and personalized learning are essential in English language teaching to address the varying learning styles and abilities of learners. Teachers can incorporate a variety of activities such as role-plays, simulations, games, and multimedia resources to make the learning experience more engaging and interactive. By adapting teaching methods to suit the individual preferences and interests of students, teachers can enhance their motivation and enthusiasm for learning English.Furthermore, providing constructive feedback is vital in helping students improve their language skills. Teachers should give specific and actionable feedback that focuses on the strengths and weaknesses of students' language proficiency. This feedback should be timely, meaningful, and encouraging to motivate students to continue working on their language development. By highlighting areas for improvement and providing guidance on how to address these challenges, teachers can help students make progress and achieve their language learning goals.In conclusion, Chapter 12 of "How to Teach English" underscores the importance of creating a supportive learning environment, using innovative teaching techniques, and providing constructive feedback to help students master theEnglish language. By implementing these strategies effectively, teachers can foster a love for learning English and empower students to become confident and proficient language users. Teaching English is not just about imparting knowledge but also about inspiring and guiding students on their language learning journey. With dedication, passion, and creativity, language teachers can make a positive impact on their students' language proficiency and overall educational experience.。