英文作品赏析期中资料整理
ELEVEN
Sandra Cisneros—A Brief Biography
Sandra Cisneros is an American short-story writer and poet best known for her groundbreaking evocation of Mexican American life in Chicago. She was born in Chicago in l954, the third child and only daughter in a family of seven children. She studied at Loyola University of Chicago (B.A. English 1976) and the University of Iowa (M.F.A. Creative Writing 1978). At Iowa she developed what was to be the theme of most of her writing, her unique experiences as a Hispanic woman in a largely alien culture. Cisneros’s first book was Bad Boys (1980), a volume of poetry. She gained international attention with her first book of fiction, The House on Mango Street (1983), written in a defiant youthful voice that reflected her own memories of a girlhood spent trying to be a creative writer in an antagonistic environment. More poetry — including The Rodrigo Poems (1985), My Wicked, Wicked Ways (1987), and Loose Woman (1994) —followed. Her collection of short stories, Woman Hollering Creek and Other Stories (1991), contains tales of beleaguered girls and women who nonetheless feel that they have power over their destinies. She returned to long fiction with Caramelo; o, puro cuento (2002), a semiautobiographical work that echoes her own peripatetic childhood in a large family.
She is currently active in writing.
Brief Introduction to “Eleven”
“Eleven” is one of the short stories in Woman Hollering Creek and Other Stories (1991). Focusing on the conditions of women, and narrated from a woman’s vantage point, these stories reflect Cisneros’ experience of being surrounded by American influences while still being bound to her Mexican heritage as she grew-up north of the Mexico-US border. This collection is divided into three sections. The first section focuses on the innocence of the characters during childhood. The following section highlights the troublesome adolescent years of its characters. The final section concentrates on characters during their tumultuous adulthood. As the stories progress the narrators grow more self-aware, more experienced, more exposed to the difficulties of coming-of-age as a Latina in a white, male-dominated society. Bittersweet stories of childhood, such as “Eleven”, give way to darker tales of ad ulthood, such as the title story, “Woman Hollering Creek”.
Cisneros once commented that of all the stories in Woman Hollering Creek “the one that everyone—man, woman, white, brown, old, young — tells
me, 'oh, that happened to me.’” is “Eleven”. In this pi ece, the birthday of Rachel, the narrator, is ruined by a heartless teacher who forces her to claim responsibility for an ugly, stretched-out sweater abandoned in the coatroom. Despite Rachel’s protests that it is not hers, the teacher gets angry and forces her to wear it. This incident is humiliating and traumatic for the child whose expectation to grow up and be respected is frustrated.
1.What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. Who are “they”?
“They” refer to the adults. Parents and teachers who represents power and authority.
2.What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. Who are “you”?
“You” refers to the reader. By addres sing the reader directly, the narrator succeeds in involving the reader into the story thus creating an immediate effect.
3.What concrete images are used to describe the abstract idea of growing up? What are the similarities between the images?
Concrete images such as “layers of onion”, “tree rings” and “wooden dolls” are used to describe the abstract idea of growing up. The similarities between these images are that they grow big gradually, each bigger one containing the smaller one.
4.What simile is used to describe her eleven years? How does the narrator feel about being eleven?
The simile used is “pennies in a tin Band-Aid box”. She feels that her possession of eleven years is as few as her possession of pennies rattling in a large box. As an eleven-year-old girl, she feels inadequate in front of the adult.
5.What effect is achieved by repeating “not mine”? What difference would it make if the sentence were “It’s not mine”?
The narrator dare not speak for herself. She merely murmurs the truth repeatedly and silently to herself. She gives the reader an impression that she is shy, and feels intimidated by the authority. If the sentence is “It’s not mine”, it will be a voice of assertiveness and protest.
6.What is your impression of Mrs. Price the teacher?
She abuses her power as a teacher by imposing the ugly sweater on the little girl. She is an arbitrary and heartless ass.
7.This is when I wish I wasn’t eleven, because all the years inside of me-ten, nine, eight, seven, six, five, four, three, two and one-are pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that aren’t even mine.
Read this long sentence loud. What effect is achieved by the length? Compare what the narrator thinks with what she actually says.
This long sentence expresses the girl’s strong and sustained feeling of discomfort and humiliation when forced to put on the sweater. The main structure of this sentence is “this is when I wish…when…” The clause after the first “when” expresses her wishes and the clause after the second “when” expresses her frustration.
8.What feeling does the narrator want to express by comparing a day to a runaway balloon?
She feels so frustrated and humiliated that she wants that day to disappear, to go. But the fact is, this experience is part of her growth, her story.
General Question 1
What figure of speech does the narrator use to express her frustration?
Answer 1
Simile: Eleven years rattles inside her like pennies in a Band-Aid box. — She feels frustrated by being only eleven, an age inadequate to confront the adults.
Simile: The red sweater sits on the desk like a big red mountain. —She cannot throw away the sweater which is not hers. It is as big as a mountain.
Simile: she wishes that day runs away like a balloon. — She wants to erase that day from her memory.
General Question 2
Examine the language of the narrator. How does the narrator convey the effect that she is a little girl?
Answer 2
The diction of the story is simple. The similes used are innocent. And the sentences, long or short, are typical of a child talking to a potential listener, trying to make herself understood.
General Question 3
The story is told in the first person and in the present tense. What effect is achieved by this choice?
Answer 3
The first person point of view and the present tense help achieve an immediate effect, involving the reader immediately into the story. This brings the reader very close to the story teller and deep into the story.
General Question 4
Without knowing it, what is Mrs. Price teaching her students about the nature of power?
Answer 4
The teacher Mrs. Price is teaching her children that the smaller, the younger, and the weaker are under absolute control and dominance of the bigger, the older and the stronger. The girl and the teacher stand on an unequal battlefield merely because of the age. That is why she feels frustrated and wishes she were 102.
INDIA CAMP
Ernest Hemingway-A Brief Biography
Ernest Hemingway is one of the most famous American writers of the 20th century.
He was born in Oak Park, Illinois, the son of a doctor, who gave him an enduring enthusiasm for the outdoor life. As a boy Hemingway spent summer vacation in the woods of northern Michigan, which became the setting for some of his best-known stories. He volunteered for service as an ambulance driver with the Italian Army and was seriously wounded in the fighting on the Austrian front toward the end of the World War I. Recovering from his wounds, he went to Paris as a foreign correspondent for the Toronto Star and there met, among other writers, Ezra Pound and Gertrude Stein. They encouraged him in the invention of his own style, and by twenty-five he was well on his way to master of the craft of fiction. From the publication of his first books he was acclaimed as a spokesman of the “Lost Generation” — the young who had been disillusioned and cast adrift by the murderous blunders of those who had plunged the world into war. The Hemingway’s hero and his code of conduct-grace under pressure-were as widely emulated and admired as the style of his short stories and novels
He was enthusiastic and discriminating bullfight fan, big-game hunter, and fisherman, whose personal exploits kept him often in the limelight. During the Spanish Civil War he went to Spain as a war correspondent and wrote one of his best novels, For Whom the Bell Tolls (1940), about that conflict. Later he followed the U.S. Army in Europe as a correspondent before returning to peacetime life at his home in Cuba. At a time when he seemed to be falling out of fashion and his old vigor was waning, he killed himself with a shotgun.
His books include The Sun Also Rises (1926), A Farewell to Arms (1929) and For Whom the Bell Tolls (1940). His short novel The Old Man and the Sea (1952) won the Pulitzer Prize in 1953, and Hemingway was given the Nobel Prize for Literature in 1954. His memoir of his early life in Paris, A Moveable Feast, was published posthumously in 1964. His short story collections include In Our Time (1925), Men without Women (1927), and Winner Take Nothing (1933).
Hemingway’s distinctive writing style was characterized by economy and understatement, and had a significant influence on the development of twentieth-century fiction writing.
Question 1
The story begins in a dark and misty mo rning. What’s significant about this setting?
Answer 1
Darkness and mist can be seen as a symbol of ignorance. Before being exposed to the true and painful reality of birth and death, Nick lives in innocence and ignorance.
Question 2
Do you think Nick’s father is a good doctor? Please explain.
Answer 2
He is an experienced doctor. He washed his hands thoroughly (Para.
21), and the operation was successful.
But at the same time he was very indifferent to the suffering of the woman, as he said, “…her screams are not important. I don’t hear them because they are not important.” Because of his indifference, the husband could not bear the scream and killed himself. Obviously Nick’s father did not treat the Indian woman humanely. As an Indian, an inferior race, she was merely the object of his operation, and the means to show his medical expertise.
Question 3
How did Nick react about his father’s operation? Was he interested in what his father was talking about and doing?
Answer 3
Nick said, “All right.” He was looking away so as not to see what his father was doing. (Para. 28)
Nick didn’t look at it. (Para. 30)
Nick did not watch. His curiosity had been gone for a long time. (Para.
32)
From these sentences we can learn Nick was not interested in the operatio n at all. He felt uncomfortable with the woman’s pain and his father’s callousness to her pain.
Question 4
This scene in paragraph 44 is horribly vivid. Examine how Hemingway describes it with simple language.
Answer 4
Hemingway is famous for his iceberg language, which is laconic, and economical, laded with meanings.
In the sentence “(h)is hand came away wet,” the word “wet” indicates both the materiality of the blood and its effect on the hand.
“His throat had been cut from ear to ear.” This short sentence, consisting of only nine words, dramatically renders a horrible picture
of death.
“The blood had flowed down into a pool where his body sagged the bunk.” The words “pool” and “sag” are dramatic ally effective in describing the impact of the bloody scene.
Question 5
Read the dialogue between father and son. Do you think this talk gives Nick a better understanding of life and death?
Answer 5
The talk does not deal with the most crucial part about life and death. These are superficial questions and answers. Nick is too young to understand the true significance of life and death.
Question 6
The story ends when the sun is up over the hill. What is significant about this?
Answer 6
The sunlight can be interpreted as the symbol of enlightenment. The experience in the Indian camp initiates Nick into the adult world
Question 7
Do you like the ending of the story? Please explain.
Answer 7
The ending of the story is quite mysterious. Readers are not prepared for Nick’s belief that he would never die. Shouldn’t he have felt otherwise after witnessing the bloody scene of death? Isn’t it the rule of nature that everybody is to die?
Hemingway makes the theme of death more ambivalent and mysterious by giving Nick an euphoric feeling in the end of the story. The readers don’t trust Nick’s feeling and belief, and what death really is remains totally unknown.
General Question 1
Hemingway has the husband kill himself while his wife is delivering the baby. Is there anything significant about this arrangement?
Answer 1
This plot serves to present life and death in a short story. While the wife gives birth to a baby, the father dies. The irony and absurdity of life is made clear.
General Question 2
On the way t o the camp in the boat, Nick is sitting in his father’s arms; on the way back, Nick sits on the opposite end of the boat. What does this show about Nick’s change?
Answer 2
Before the incident, Nick seems totally close to his father. But afterwards, the readers sense the distance. Though the relationship is still there, some change has taken place.
General Question 3
This story starts when it is dark, and ends when the day breaks. What’s symbolic about this change?
Answer 3
Darkness is a symbol of ignorance while light is a symbol of knowledge. The trip to the Indian camp initiates Nick into the pain and suffering of life and death.
International Journal of Minerals, Metallurgy and Materials Volume 17, Number 4, August 2010, Page 500 DOI: 10.1007/s12613-010-0348-y Corresponding author: Zhuan Li E-mail: li_zhuan@https://www.doczj.com/doc/ee13249995.html, ? University of Science and Technology Beijing and Springer-Verlag Berlin Heidelberg 2010 Preparation and properties of C/C-SiC brake composites fabricated by warm compacted-in situ reaction Zhuan Li, Peng Xiao, and Xiang Xiong State Key Laboratory of Powder Metallurgy, Central South University, Changsha 410083, China (Received: 12 August 2009; revised: 28 August 2009; accepted: 2 September 2009) Abstract: Carbon fibre reinforced carbon and silicon carbide dual matrix composites (C/C-SiC) were fabricated by the warm compacted-in situ reaction. The microstructure, mechanical properties, tribological properties, and wear mechanism of C/C-SiC composites at different brake speeds were investigated. The results indicate that the composites are composed of 58wt% C, 37wt% SiC, and 5wt% Si. The density and open porosity are 2.0 g·cm–3 and 10%, respectively. The C/C-SiC brake composites exhibit good mechanical properties. The flexural strength can reach up to 160 MPa, and the impact strength can reach 2.5 kJ·m–2. The C/C-SiC brake composites show excellent tribological performances. The friction coefficient is between 0.57 and 0.67 at the brake speeds from 8 to 24 m·s?1. The brake is stable, and the wear rate is less than 2.02×10?6 cm3·J?1. These results show that the C/C-SiC brake composites are the promising candidates for advanced brake and clutch systems. Keywords: C/C-SiC; ceramic matrix composites; tribological properties; microstructure [This work was financially supported by the National High-Tech Research and Development Program of China (No.2006AA03Z560) and the Graduate Degree Thesis Innovation Foundation of Central South University (No.2008yb019).] 温压-原位反应法制备C / C-SiC刹车复合材料的工艺和性能 李专，肖鹏，熊翔 粉末冶金国家重点实验室，中南大学，湖南长沙410083，中国（收稿日期：2009年8月12日修订：2009年8月28日;接受日期：2009年9月2日） 摘要：采用温压?原位反应法制备炭纤维增强炭和碳化硅双基体(C/C-SiC)复合材
英语写作课教案 Document serial number【UU89WT-UU98YT-UU8CB-UUUT-UUT108】
How to write a composition 单位阿城区交界一中 姓名邹静
How to write a composition Teaching Aims: According to the form, teach students how to write a composition using the effective sentences. Train the students’ writing ability. Teaching Important Points: the students’ writing ability. 2. Teach the students how to get the key words and how to use effective sentences to complete a coherent composition. Teaching Methods: Discussion Teaching Aids: multimedia blackboard Teaching Procedures: Step 1:Introduction of the basic elements Six steps to write a composition ① Analyzing the task ②Finding out the main points ③Thinking of key points/phrases ④Forming sentences ⑤Combining the sentences into a passage ⑥Copying normally Step 2 Discussing the composition Present the writing materials to the class, ask students to do some brainstorming: 目前，许多学校对学生采取封闭式管理，学生对此看法不一。请根据下表所提供的信息，写一篇短文，谈谈自己的看法。（字数：150左右）
1.The Nature of the New Curriculum 2.Basic Principles of the New Curriculum 1The curriculum promotes quality education and the all-round development of the students 2The curriculum objectives are holistic and flexible. 3Students are put at the centre of the curriculum and individual differences are respected 4The curriculum promotes activity-based methods, experiential and participatory learning 5The curriculum recognizes the important role of formative assessment in promoting student’ development 6The assessment system should combine formative with summative assessment. 7The curriculum expands the range of learning resources and opportunities available Part 2: Introduction to The General Objectives The fundamental aim of the new curriculum is to develop students’comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram: Diagram 3: Comparison of the Old and New Curriculums ●Language skills and knowledge form the basis of comprehensive language competence ●The students’attitudes to learning strongly influence their learning and development ●Successful learning strategies improve the effectiveness of students’ learning ●Cultural awareness ensures students use language appropriately The overall descriptors for comprehensive language competence(i.e. a combination of all five general objectives) for
毕业设计说明书 英文文献及中文翻译 学院：专 2011年6月 电子与计算机科学技术软件工程
https://www.doczj.com/doc/ee13249995.html, Overview https://www.doczj.com/doc/ee13249995.html, is a unified Web development model that includes the services necessary for you to build enterprise-class Web applications with a minimum of https://www.doczj.com/doc/ee13249995.html, is part of https://www.doczj.com/doc/ee13249995.html, Framework,and when coding https://www.doczj.com/doc/ee13249995.html, applications you have access to classes in https://www.doczj.com/doc/ee13249995.html, Framework.You can code your applications in any language compatible with the common language runtime(CLR), including Microsoft Visual Basic and C#.These languages enable you to develop https://www.doczj.com/doc/ee13249995.html, applications that benefit from the common language runtime,type safety, inheritance,and so on. If you want to try https://www.doczj.com/doc/ee13249995.html,,you can install Visual Web Developer Express using the Microsoft Web Platform Installer,which is a free tool that makes it simple to download,install,and service components of the Microsoft Web Platform.These components include Visual Web Developer Express,Internet Information Services (IIS),SQL Server Express,and https://www.doczj.com/doc/ee13249995.html, Framework.All of these are tools that you use to create https://www.doczj.com/doc/ee13249995.html, Web applications.You can also use the Microsoft Web Platform Installer to install open-source https://www.doczj.com/doc/ee13249995.html, and PHP Web applications. Visual Web Developer Visual Web Developer is a full-featured development environment for creating https://www.doczj.com/doc/ee13249995.html, Web applications.Visual Web Developer provides an ideal environment in which to build Web sites and then publish them to a hosting https://www.doczj.com/doc/ee13249995.html,ing the development tools in Visual Web Developer,you can develop https://www.doczj.com/doc/ee13249995.html, Web pages on your own computer.Visual Web Developer includes a local Web server that provides all the features you need to test and debug https://www.doczj.com/doc/ee13249995.html, Web pages,without requiring Internet Information Services(IIS)to be installed. Visual Web Developer provides an ideal environment in which to build Web sites and then publish them to a hosting https://www.doczj.com/doc/ee13249995.html,ing the development tools in Visual Web Developer,you can develop https://www.doczj.com/doc/ee13249995.html, Web pages on your own computer.
韶关学院 期末考核报告 科目：专业英语 学生姓名： 学号： 同组人： 院系： 专业班级： 考核时间：2012年10月9日—2012年11月1 日评阅教师： 评分：
第1章英文阅读材料翻译 (1) 第2章中文摘要翻译英文 (3) 第3章中文简历和英文简历 (4) 第4章课程学习体会和建议 (6) 参考文献 (7)
第1章英文阅读材料翻译 Mechanization and Automation Processes of mechanization have been developing and becoming more complex ever since the beginning of the Industrial Revolution at the end of the 18th century. The current developments of automatic processes are, however, different from the old ones. The “automation” of the 20th century is distinct from the mechanization of the 18th and 19th centuries inasmuch as mechanization was applied to individual operations, wherea s “automation” is concerned with the operation and control of a complete producing unit. And in many, though not all, instances the element of control is so great that whereas mechanization displaces muscle, “automation”displaces brain as well. The distinction between the mechanization of the past and what is happening now is, however, not a sharp one. At one extreme we have the electronic computer with its quite remarkable capacity for discrimination and control, while at the other end of the scale are “ transfer machines” , as they are now called, which may be as simple as a conveyor belt to another. An automatic mechanism is one which has a capacity for self-regulation; that is, it can regulate or control the system or process without the need for constant human attention or adjustment. Now people often talk about “feedback” as begin an essential factor of the new industrial techniques, upon which is base an automatic self-regulating system and by virtue of which any deviation in the system from desired condition can be detected, measured, reported and corrected. when “feedback” is applied to the process by which a large digital computer runs at the immense speed through a long series of sums, constantly rejecting the answers until it finds one to fit a complex set of facts which have been put to it, it is perhaps different in degree from what we have previously been accustomed to machines. But “feedback”, as such, is a familiar mechanical conception. The old-fashioned steam engine was fitted with a centrifugal governor, two balls on levers spinning round and round an upright shaft. If the steam pressure rose and the engine started to go too fast, the increased speed of the spinning governor caused it to rise up the vertical rod and shut down a valve. This cut off some of the steam and thus the engine brought itself back to its proper speed. The mechanization, which was introduced with the Industrial Revolution, because it was limited to individual processes, required the employment of human labor to control each machine as well as to load and unload materials and transfer them from one place to another. Only in a few instances were processes automatically linked together and was production organized as a continuous flow. In general, however, although modern industry has been highly mechanized ever since the 1920s, the mechanized parts have not as a rule been linked together. Electric-light bulbs, bottles and the components of innumerable mass-produced
英语写作课教学设计范文 英语写作课教学设计范文 作为一名专为他人授业解惑的人民教师，就不得不需要编写教学设计，借助教学设计可以更大幅度地提高学生各方面的能力，从而使学生获得良好的发展。我们应该怎么写教学设计呢？以下是小编帮大家整理的英语写作课教学设计范文，希望能够帮助到大家。 为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。在“五步学习法”课堂模式的引领之下，我们都在尽自己所能力争将自己的课堂打造成高效的课堂。作为英语教学我认为结合我校的课堂改革模式我们的外语教学的目的就是培养语言应用能力。《新课程标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语基础知识和基本技能，形成一定的语言综合运用能力。作为教师我们要转变自身的角色，确认自己新的教学身份。我们是学生学习活动的组织者、指导者、参与者。教师与学生都是课程资源的开发者，共创共生，共同发展。学校对我们的`“五步学习法”课堂教学的要求一再强调要突出互动探究环节，这就要求我们的英语教学就必须要建立以学生为主体的英语教育方式，使英语学习既有利于学生打好英语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。教学活动的设计和开展不但要使学生的主观能动性得到充分的发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的课堂气氛，并在教学过程中注重实效，提高课堂教学效率。在教学方法上，教师应多采用启发式教学。教师可以通过设计各种情境，问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。教师的引导要做到含而不露，指而不明，开而不达，引而不发。下面我谈谈写作课在新课改下的实施情况及我对此的一些反思。 培养学生规范准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。针对以上问题，我认为高中英语写作教学的目标必须做到： 1、明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。 2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。 3、通过词到句子再到文章的训练，提高学生用英语进行思维的能力，培养学生自主学习和协作学习的习惯，锻炼学生用英语进行自我表达和交际的能力；拓展学生的英语思维，发展学生观察与分析问题和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。 通过写作，教育学生积极参与、主动思维、大胆实践，感受“合作学习”是一种非常有效的学习策略,体会交流思想和共享知识的乐趣。 我以一个教学案例来谈谈我的认识和感悟。 这堂课我主要是教会学生写作技巧，并以国家教育部要求学生参加中长跑锻炼为题进行练习。具体过程如下： 一. 学情分析 英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。
例1.Winners do not dedicate their lives to a concept of what they imagine they should be, rather, they are themselves and as such do not use their energy putting on a performance, maintaining pretence and manipulating（操纵） others . They are aware that there is a difference between being loved and acting loving, between being stupid and acting stupid, between being knowledgeable and acting knowledgeable. Winners do not need to hide behind a mask. 1.dedicate to 把时间，精力用于 2.pretence 虚伪，虚假 6 ．1 斤斤于字比句次，措辞生硬 例2.Solitude is an excellent laboratory in which to observe the extent to which manners and habits are conditioned by others. My table manners are atrocious( 丑恶)—in this respect I've slipped back hundreds of years in fact, I have no manners whatsoever（完全，全然）. If I feel like it, I eat with my fingers, or out of a can, or standing up —in other words, whichever is easiest. 孤独是很好的实验室，正好适合观察一个人的举止和习惯在多大程度上受人制约。如今我吃东西的举止十分粗野；这方面一放松就倒退了几百年，实在是一点礼貌也没有。我高兴就用手抓来吃，（eat out of a can）开个罐头端着吃，站着吃；反正怎么省事就怎么吃。 3.Whatsoever 完全，全然 1.Be conditioned by 受……制约 2.Atrocious 丑恶 6 ．2 结构松散，表达过于口语化 例3．有一次，在拥挤的车厢门口，我听见一位男乘客客客气气地问他前面的一位女乘客：“您下车吗？”女乘客没理他。“您下车吗？”他又问了一遍。女乘客还是没理他。他耐不住了，放大声问：“下车吗？”，那女乘客依然没反应。“你是聋子，还是哑巴？”他急了，捅了一下那女乘客，也引起了车厢里的人都往这里看。女乘客这时也急了，瞪起一双眼睛，回手给了男乘客一拳。（庄绎传，英汉翻译教程，1999 ：练习 3 ） 译文1：Once at the crowded door of the bus, I heard a man passenger asked politely a woman passenger before him: “Are you getting off?” The woman made no
英语写作课教案英文版 【篇一：高一英语写作课教学设计】 高中英语写作课教学实施及反思 为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。 在“三段六环”课堂模式的引领之下，我们都在尽自己所能力争将自 己的课堂打造成高效的课堂。作为英语教学我认为结合我校的课堂 改革模式我们的外语教学的目的就是培养语言应用能力。《新课程 标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英 语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习 策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语 基础知识和基本技能，形成一定的语言综合运用能力。作为教师我 们要转变自身的角色，确认自己新的教学身份。我们是学生学习活 动的组织者、指导者、参与者。教师与学生都是课程资源的开发者，共创共生，共同发展。学校对我们的“三段六环”课堂教学的要求一 再强调要突出互动探究环节，这就要求我们的英语教学就必须要建 立以学生为主体的英语教育方式，使英语学习既有利于学生打好英 语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。教学活动的设计和开展不但要使学生的主观能动性得到充分的 发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的 课堂气氛，并在教学过程中注重实效，提高课堂教学效率。在教学 方法上，教师应多采用启发式教学。教师可以通过设计各种情境， 问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。教师的引导要做到含而不露，指而不明，开而不达，引而不发。下 面我谈谈写作课在新课改下的实施情况及我对此的一些反思。 培养学生规范准确的书面表达是高中英语教学目的之一，而英语听 说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较
英语词汇课教案全英文 【篇一：幼儿英语教案】 幼儿园小班英语cat和dog教案 一、活动目标1．培养幼儿对于英语的兴趣，让幼儿乐意参与英语 活动2．在教师的带领下，让幼儿了解动物cat 和dog 的英语名称3．通过活动促进幼儿交往能力与初步的合作能力二、活动内容听懂、会说单词cat 和dog三、活动准备猫和狗的的卡片、猫与狗的头饰、黑板、录音机等。 四、活动过程1．用英语问候师：hello！引导幼儿模仿说“hello” 师：ok，i’m miss du ，when i say “hello” to you, you can say “hello,!”(对给回答得好的幼儿“give me five!”,运用夸张的肢体动作 吸引幼儿的注意力和兴趣)2．热身运动师：let’s warm up! listen to the music. let’s say “music”(做朝向录音机的动作)师生共做表演“follow me” 3．单词呈现（1）cat师：今天我们班上来了一位新朋友，让我们 猜猜它是谁？将卡片藏在黑板后面，露出一点，直到猜出才显示卡 片单词呈现方式：卡片（用不同的部位击打卡片并说出单词），捉 迷藏游戏（小猫跟我们玩躲猫猫游戏，幼儿眼睛闭起来，引导幼儿 朝不同方向念单词，叫cat出来）（2）dog引导幼儿猜测是不是在 帘子后，教师进去看一下，发出“汪汪汪“的声音，引出”dog” 单词呈现：chant “dog dog汪汪汪”；卡片4．游戏小猫哪去了， 小猫告诉老师，只要和老师一起跳着喊，他就会出来了，钻山洞： 选出两个小朋友做桥墩，钻山洞的小朋友（第一个带上头饰）要边 念单词边钻，引导还没钻的幼儿一起说，让每一位幼儿练习说；钻 山洞人数不可以多。
Good morning. My name is xxx .It is really a great honor to have this opportunity to introduce myself，and I hope I can make a good performance today. 早上好。我的名字是某某某。非常荣幸能有这个机会来介绍我自己,我希望今天我能有个好的表现。 Now I will introduce myself briefly ,I am 23 years old，born in wenling, the capital of Zhejiang Province. I graduated from the The Chinese people's armed police force academy department of Frontier command in July, 2011. 现在我将简单介绍一下我自己,我今年23岁,出生在温岭市,是浙江省的省会。我毕业于中国人民武装警察部队学院前沿指挥部
门,2011年6月。 During the four years in university, I spend most of my time on study, I have passed CET4 and I have acquired basic knowledge of Frontier command. Besides, with my efforts and cheerful personality，I received a scholarship and outstanding student awarded. Generally speaking, I am a hard worker especially do the thing I am interested in. I like to chat with my classmates, almost talk everything ,my favorite pastime is Basketball, swimming or surf online.Through college life,I learn how to balance between study and entertainment. 在四年的大学,我把大部分时间花在学习上,我已经通过国家基本知识,我已经获得了国境的命令。同时,我的努力和性格开朗,我收
英语写作课教学设计 授课年级：七年级下学期 授课课题：Talk about everyday activities 教材版本：《Go for it》 授课时间：1课时 一、教学内容分析： 本节课选自新目标人教版七年级下册第二单元的写作题材。针对学生的实际情况，将其设计为一堂写作课，重点学习如何将一天中的活动按时间顺序描述出来。 二、学情分析 学生由于在小学阶段基础不牢，兴趣不高，升入初中后，缺乏了英语学习的自信心和勇气，再者，学生英语语法知识的欠缺，直接导致大部分学生不会用英语遣词造句，不懂英语句子结构，学生的英语写作几乎还是一片空白。 三、教学目标 1.能表达时间的读法和写法。 2. 能用一般现在时描述一天中的活动。 四、教学重点 1. Teach the students five basic simple sentences. 2. Develop the students’ writing skills, using simple 、complex sentences and some linking words. 六、教学难点 How to make the students use some writing skills to describe everyday activities. 五、教学过程 “My day”这篇作文要求学生能描述自己一天的学习、生活、和活动情况，例如“I get up at 6:00. I go to bed at 9:30 in the evening.”等句型，当然也要学生学习掌握更多的动词词组。教学一开始，我设计了一个学生感兴趣的游戏What
1. Class begins. 上课 2. Sit down, please. 请坐。 3. —Who's on duty today? —今天谁值日? 4. —I am. —我值日。 5. —Is everyone here? —都到齐了吗? 6. —Are you all here? —都出席了吗? 7. —Yes. —全都出席了。8. —No, Li Ming is absent. —不,李明缺席（没到）。 9. —Li Ming is ill. —李明病了。 10. —May I come in? —我可以进来吗?11. —Yes, you may. —可以。 12. —Of course you may. —当然可以。13. —Yes, please do. —请进。 14. Come in, please. 请进。15. Don't be late next time. 下次别再迟到了。 16. —What day is today? —今天是星期几? 17. —Today is Monday(Tuesday,Wednesday, Thursday, Friday, Saturday, Sunday)今天是星期一星期二,星期三, 星期四,星期五,星期六,星期日)。 18. —What day is tomorrow? —明天是星期几? 19. —Tomorrow is Monday. —明天是星期一。 20. —What day was yesterday? —昨天是星期几? 21. —Yesterday was Monday. —昨天是星期一。 22. —What's the weather like today? —今天天气怎样? 23. —It's fine. —今天天晴。24. —It's cloudy. —今天多云。 25. —It's windy. —今天有风。26. —It's raining. —今天下雨。 27. Don't talk. 别说话28. Stop talking. 别说话了。 29. Silence, please. 请安静。30. Please be quiet. 请安静。 33 We are going to have a new lesson today. 今天我们上新课。 34. Today we are going to have a revision. 今天我们上复习课。 35. Listen, please. 请听。36 Listen to me carefully. 仔细听。 37. Now listen and repeat. 现在先听, 然后重复。 38. Listen to the tape recording. 请听录音。 39. Look at my mouth. 请注意我的口型。 40. Say it after me. 跟我说。45. Read after me. 跟我读。 46. Say these words (sentences) after me. 跟我说这些单词（句子）。 47. Read slowly and clearly. 慢慢地、清清楚楚地读。 48. Louder, please. 请大声读。49. Don't murmur. 说话声音别太小。 50. Say it again. 再说一遍。51. Once more. 再来一遍。 52. Think it over. 想一想。53. Try again. 再试一试。 54. That’s better. 好些了。 55. How do you pronounce this word? 这个单词怎么发音? 56. Spell this word. 拼这个单词。 57. Spell the word “Wednesday”. 拼单词“Wednesday”。 58. Who can spell the word “brother”? 谁能拼“brother”这词? 59. How do you spell the word “box”? 你怎么拼单词“box”? 64. What's the meaning of this word? 这个单词的词意是什么? 65. Put it into Chinese. 把它译成汉语。66. Put it into English. 把它译成英语。67. Say it in English. 用英语讲。68. Answer in English. 用英语回答。 69. What's the Chinese for “bike”? “bike”的中文意思是什么? 70. What's the English for “公共汽车”? 英语“公共汽车”怎么说? 71. Please put up your hands. 请举手。72. Put down your hands. 把手放下。
中英文对照资料外文翻译文献 平设计任何时期平面设计可以参照一些艺术和专业学科侧重于视觉传达和介绍。采用多种方式相结合，创造和符号，图像和语句创建一个代表性的想法和信息。平面设计师可以使用印刷，视觉艺术和排版技术产生的最终结果。平面设计常常提到的进程，其中沟通是创造和产品设计。共同使用的平面设计包括杂志，广告，产品包装和网页设计。例如，可能包括产品包装的标志或其他艺术作品，举办文字和纯粹的设计元素，如形状和颜色统一件。组成的一个最重要的特点，尤其是平面设计在使用前现有材料或不同的元素。平面设计涵盖了人类历史上诸多领域，在此漫长的历史和在相对最近爆炸视觉传达中的第20和21世纪，人们有时是模糊的区别和重叠的广告艺术，平面设计和美术。毕竟，他们有着许多相同的内容，理论，原则，做法和语言，有时同样的客人或客户。广告艺术的最终目标是出售的商品和服务。在平面设计，“其实质是使以信息，形成以思想，言论和感觉的经验”。
在唐朝（618-906 ）之间的第4和第7世纪的木块被切断打印纺织品和后重现佛典。阿藏印在868是已知最早的印刷书籍。在19世纪后期欧洲，尤其是在英国，平面设计开始以独立的运动从美术中分离出来。蒙德里安称为父亲的图形设计。他是一个很好的艺术家，但是他在现代广告中利用现代电网系统在广告、印刷和网络布局网格。于1849年，在大不列颠亨利科尔成为的主要力量之一在设计教育界，该国政府通告设计在杂志设计和制造的重要性。他组织了大型的展览作为庆祝现代工业技术和维多利亚式的设计。从1892年至1896年威廉?莫里斯凯尔姆斯科特出版社出版的书籍的一些最重要的平面设计产品和工艺美术运动，并提出了一个非常赚钱的商机就是出版伟大文本论的图书并以高价出售给富人。莫里斯证明了市场的存在使平面设计在他们自己拥有的权利，并帮助开拓者从生产和美术分离设计。这历史相对论是，然而，重要的，因为它为第一次重大的反应对于十九世纪的陈旧的平面设计。莫里斯的工作，以及与其他私营新闻运动，直接影响新艺术风格和间接负责20世纪初非专业性平面设计的事态发展。谁创造了最初的“平面设计”似乎存在争议。这被归因于英国的设计师和大学教授Richard Guyatt，但另一消息来源于20世纪初美国图书设计师William Addison Dwiggins。伦敦地铁的标志设计是爱德华约翰斯顿于1916年设计的一个经典的现代而且使用了系统字体设计。在20世纪20年代，苏联的建构主义应用于“智能生产”在不同领域的生产。个性化的运动艺术在2俄罗斯大革命是没有价值的，从而走向以创造物体的功利为目的。他们设计的建筑、剧院集、海报、面料、服装、家具、徽标、菜单等。J an Tschichold 在他的1928年书中编纂了新的现代印刷原则，他后来否认他在这本书的法西斯主义哲学主张，但它仍然是非常有影响力。Tschichold ，包豪斯印刷专家如赫伯特拜耳和拉斯洛莫霍伊一纳吉，和El Lissitzky 是平面设计之父都被我们今天所知。他们首创的生产技术和文体设备，主要用于整个二十世纪。随后的几年看到平面设计在现代风格获得广泛的接受和应用。第二次世界大战结束后，美国经济的建立更需要平面设计，主要是广告和包装等。移居国外的德国包豪斯设计学院于1937年到芝加哥带来了“大规模生产”极简到美国;引发野火的“现代”