Day2 BBC一百天英文记录片学习(整理笔记)

（完整版）新概念英语第二册笔记第72课Lesson 72 A Famous Clock 一个著名的大钟【Text】The great racing driver, Sir Malcolm Campbell, was the first man to drive at over 300 miles per hour. He set up a new world record in September 1935 at Bonneville Salt Flats, Utah. Bluebird, the car he was driving, had been specially built for him. It was over 30 feet in length and had a 2,500-horsepower engine. Although Campbell reached a speed of over 304 miles per hour, he had great difficulty in controlling the car because a tyre burst during the first run. After his attempt, Campbell was disappointed to learn that his average speed had been 299 miles per hour. However, a few days later, he was told that a mistake had been made. His average speed had been 301 miles per hour. Since that time, racing drivers have reached speeds over 600 miles an hour. Following in his father's footsteps many years later, Sir Malcolm's son, Donald, also set up a world record. Like his father, he was driving a car called Bluebird.【课文翻译】杰出的赛车选手马尔科姆.坎贝尔爵士是第一个以每小时超过300英里的速度驾车的人。

英语记录片范文Are We Alone? The Search for Extraterrestrial LifeIntroduction:The topic of extraterrestrial life has captivated the minds of humanity for centuries. Are we alone in the vast expanse of the universe, or is there intelligent life beyond our planet? This intriguing and thought-provoking question forms the basis of the documentary "Are We Alone? The Search forExtraterrestrial Life." This documentary delves into the efforts made by scientists and researchers from around the world to find evidence of extraterrestrial life.Main Body:1) Ancient beliefs and discoveries:The documentary begins by exploring ancient civilizations and their beliefs about life beyond Earth. It showcases how cultures like the Egyptians, Greeks, and Mayans depicted extraterrestrial beings in their artwork and scripts. Furthermore, it highlights ancient archaeological findings that suggest the possibility of ancient contact with extraterrestrial life, such as the Nazca Lines in Peru.2) The birth of modern science and explorations:3) The rise of UFO sightings and investigations:The rise of UFO sightings in the mid-20th century is an essential part of the documentary. It interviews eyewitnesses and showcases real footage of unidentified flying objects captured over the years. The documentary brings in experts who analyze the sightings and discuss the possibility of extraterrestrial spacecraft visiting Earth.4) The SETI project:The next part of the documentary focuses on the SETI (Search for Extraterrestrial Intelligence) project, which aims to detect signs of intelligent life beyond Earth. It delves into the history of SETI and interviews scientists involved in the project. Viewers gain insights into the immense technological challenges faced in searching for extraterrestrial signals in the vastness of space.5) Exoplanets and habitable zones:Another fascinating aspect covered in the documentary is the discovery of exoplanets, planets that exist beyond our solar system. The documentary highlights the development of space telescopes like the Kepler and Hubble, which have played a crucial role in locating these distant worlds. It discusses the concept of habitable zones and how scientists determine which exoplanets have the potential for life.6) The Mars settlement:Conclusion:"Are We Alone? The Search for Extraterrestrial Life" is a captivating documentary that unravels the mystery of extraterrestrial life. It explores ancient beliefs, historical discoveries, modern scientific advancements, and ongoing investigations in the quest for answers. While conclusive evidence of extraterrestrial life remains elusive, the documentary showcases the dedication and passion of scientists who continue to explore the universe, leaving us with a sense of wonder and curiosity about what may lie beyond our blue planet.。

我的英语学习计划（精选5篇）我的英语学习计划（精选5篇）时间真是转瞬即逝，迎接我们的将是新学任务，现在这个时候，你会有怎样的计划呢？那么我们该怎么去写学习计划呢？下面是小编整理的我的英语学习计划（精选5篇），希望对大家有所帮助。

我的英语学习计划1一、总则：1、坚持每一天，充分利用一切可以利用的时间学英语。

没有持之以恒的学习和大量的时将做保障，一切都是空谈。

2、每天听写一篇文章，以此文章为中心，展开一天的学习。

3、听说读写译五项都要练，以听说为主。

4、求质不求量，把听写的文章彻底搞懂足矣，不要好大喜功，贪大贪快。

扎扎实实，按部就班，是学好英语的必经之路。

5、把零碎的时间充分利用起来学英语，不断地重复。

6、听写是个学习英语的好方法，要继续加强。

7、早睡早起学英语。

8、抓住一套教材足矣，不要盲目的更换教材。

9、每天学习英语必须要有详细可行的计划，必须坚决执行，没有任何借口。

10、相信自己，一定能够学好英语。

二、分则：(一)听力：1、除周末外，每天晚上10：00——12：00听写一篇五分钟左右的短文。

着重听力后的分析过程。

2、早晚都随身带MP3，一有空闲时间就反复听这篇短文，直到听烂为止。

3、周末看一部外国电影，复习就内容，检查一周来的学习计划执行情况。

4、重视精听，听无数遍。

(二)口语：1、朗读并努力复述听写的短文。

2、每天坚持张嘴说，每周参加英语角。

3、注意在朗读过程中纠正发音。

(三)阅读：1、每周阅读一份英语报纸。

2、每次整理笔记。

(四)写译：1、争取把每天听写的短文都翻译，先英汉，再汉英。

2、注意整理笔记。

我的英语学习计划2一、总体来讲：1、坚持每天，充分利用可以使用的时间来进行英语学习。

没有锲而不舍的英语学习精神和大量的时间英语练习做保证，全部都是空谈。

2、每天听写一篇英语文章，以此英语文章为中心，来进行一天的英语学习。

3、英语的听，说，读，写，译五项都需要进行练习，主要还是要以英语的听说为主，在这里可以通过唯智学园来练习英语听力及英语口语。

英语学习《我在100天内自学英文反转人生》学习英语的方法：①由情境掌握句子方法，别靠头脑去理解英语，依靠嘴巴和耳朵记忆。

②用100天的时间，观看一部电影或一集电视剧100遍③听的时候一定要加上说学习英语的顺序：听力-口语-阅读-写作100LS的学习步骤步骤一：关掉所有字幕，一口气看完第一遍不懂的就先跳过步骤二：打开中文字幕看第二遍，确认之前没有看懂的步骤三：再换成英文字幕，把没懂的弄懂并手抄下来步骤四：边听边读反复练习同一个电影各个片段直到不会结巴并跟上演员的语速步骤五：在前四步骤完成后，关掉所有的字幕，练习剩下的97次注意事项：1，选用自己感兴趣，百看不厌的影片。

避免战争片，科幻片，古装剧。

2，站在镜子前进行训练。

站着大声读。

3、说的时候，请闭上眼睛，把所有的注意力都放在耳朵上。

尽可能张大嘴巴，表现的比演员更为夸张，尽量百分之百模仿。

一边听一边模仿。

4，当训练至第5部左右时，那些不断重复出现的字句，会让你感受到学习进入停滞期。

先中断电影的训练，改以TED。

听相关的英语演讲影片。

5，高阶，改听英语新闻。

与自己国家相关的新闻报道。

每天至少要观看三个相同议题的报道。

所有外语都适用同一种学习方法1，先使用100ls训练法，完成10部电影或电视剧。

2，不要看语法书。

写下影片中不懂的单词和句子，查出它们的意思并反复练习。

3，歌曲，电影，新闻。

4，原版书。

童话书或页数较少的心灵励志书入手，越薄越好。

5，写出愿望清单，当你学好外语后你想做什么。

6，学习之前，先去认识熟悉那个国家的文化，并采取包容的态度。

如果问大家英国有哪些顶尖大学，想必有相当一部分人的回答中会包括牛津和剑桥大学。

近十年来，在这两所享有盛誉的学府读书的英国本地学生人数有所减少，取而代之的是越来越多的国际人才。

这个现象与海外学生的经济条件有关联吗？这两所学府的招生标准有哪些改变？本集内容关注牛津剑桥本地学生人数减少的原因。

Vocabulary: education 词汇: 教育If you ask most people what the best universities in the UK are, they will probably answer Oxford or Cambridge. These elite educational establishments were founded 800 years ago; since then being offered a place has been seen as the pinnacle of academic life.Despite these being the places to go to for high-achieving students, the number of undergraduate students from the UK attending Oxbridge (Oxford and Cambridge) has dropped. Student figures from the Higher Education Statistics Agency and from the universities show 7% fewer UK undergraduates at Oxford and 5% fewer at Cambridge compared with 2007-08.Of course competition for places is intense,and British students competewith those from abroad. Overseas undergraduate student numbers rose by 51% at Oxford and 65% at Cambridge. Oxford says it recruits the"best talent from around the world"; and on postgraduate courses at Cambridge, there are now more overseas students than those from the UK. The BBC's education correspondent Sean Coughlan explains that in the UK "there have been calls for more places for disadvantaged youngsters as well as ethnic minority students and white working-class youngsters." But despite an ambition to improve social mobility, the total number of UK students being awarded places at Oxbridge has gone down.Sir Peter Lampl, chairman of the Sutton Trust social mobility charity, told the BBC that "Oxford and Cambridge attract many international students, but they must ensure that their student body is balanced… This means letting in UK and international students based on ability and not on ability to pay." But an Oxford spokeswoman said "Sustaining excellence requires diversity, and our commitment to achieving this balance, and making Oxford more reflective of modern society includes reaching out to and selecting the best talent from all over the world."With overseas students from outside the EU paying higher fees for tuition, is the decline in places for British students inevitable? This is not known, but other prestigious British universities such as UCL and Exeter have seen numbers of UK student rise. One solution may be to expand and offer more places. But whatever happens, competition for an Oxbridge place will always remain high.词汇表elite 精英的being offered a place 被（大学）录取academic life 学术生涯high-achieving 成绩优秀的undergraduate 本科的intense 激烈的compete with 与…竞争recruit 招录talent 人才，有天分的人postgraduate 研究生的disadvantaged 贫困的，生活条件差的social mobility 社会流动性student body 全体学生ability 才能，能力excellence 优秀，卓越diversity 多样性，多元化tuition 学费prestigious 享有盛誉的测验与练习1. 阅读课文并回答问题。

1.片名：“服药过量：下一场金融危机”（Overdose: The Next Financial Crisis）导演：MartinBorgs片长：46分钟本片以瑞典历史学家Johan Norberg的“金融大败”（FinancialFiasco）一书为蓝本拍摄，讲述在全球金融泡沫膨胀时给出的解决方法却是降低利率，将数万亿美元投入了出现问题的银行系统。

这种方法本身就有问题，这也是我们一开始就有问题的原因。

本片的特邀嘉宾有Peter Schiff.GeraldCelente和Dennis Hannon。

2.片名：“97%所有”97% Owned）导演：Peter Joseph片长：2小时10分钟对于我们的经济与金融系统面对的棘手问题，这部纪录片展示了慎重的研究与可验证的证据。

它提供了一种英国的视角，但它思考央行和货币创造过程的理念几乎放之四海而皆准。

3.片名：“钱就是债系列一”（Money as Debt 1）导演：Paul Grignon片长：47分钟系列一告诉我们，今天的货币体现了一种新形式的奴隶制，它与从前的奴隶制有一个突出的区别：主奴间的关系已经不是人类关系了。

ZF.企业和家庭的负债比例惊人。

而所有这些钱都从哪里来？怎么能提供这么多的贷款？答案是，没有这么多钱，只是因为，今时今日，钱就是债。

如果没有债务就没有这些钱。

4.片名：“钱就是债系列二”（Money as Debt 2）导演：Paul Grignon片长：1小时16分钟系列二带来的问题是：救助.刺激方案.债上加债……这些会不会没完没了？从来没有增加实际的财富和生产力，大家都欠着银行家的债，我们是怎样陷入如此境地的？5.片名：“钱就是债系列三”（Money as Debt 3）导演：Paul Grignon片长：1小时2分钟在“钱就是债”三部曲的最后一部，我们可以全面地了解“货币”今后会怎样发挥作用。

本片利用现有的技术打造一个全新的系统，全方位惊人具体地呈现了未来的蓝图。

BBC纪录片中国故事第一集祖先笔记整理与……保持平衡keep sth in balance with天坛the Altar of Heaven进行祭天仪式perform rituals黄帝the Yellow Emperor1900年，中国陷入了大灾难，国内叛乱，洪水还有饥荒In 1900, China was plunged into catastrophe with rebellion, flood and famine.踏上回乡的旅程set off on the journey home冬至the winter solstice清明节the Qingming Festival自古以来，中国人在这天祭祖先。

When, since ancient times, the Chinese have honored the ancestors.勇往直前地走入未来be on a headlong rush into the future由于自由的召唤for as new freedoms beckon人们自发地要去追溯那些在他们的历史中至关重要的一些东西the people themselves are reaching back to the things that have mattered most to them in their history对于中国人来说，身份起源于家庭for the Chinese people, identity begins with the family. Enticing 有吸引力的祭祖日the day of the ancestors扫墓日Tomb-Sweeping Day他们来自于全国各地，每个人向祖先祷告告诉他们家族目前是什么情况，告诉祖先们他们的价值观仍然存在我们之中。

They have come from all over China and further afield to make their own report to the ancestors to tell them how the family is doing and how the ancestors and their values still live on in us.As the ancients used to say, repaying our roots 正如古人们说，落叶归根家风family values经历种种变化experience dizzying changesMirror 反映现在那段历史的意义已经潮水般涌回and now the meaning of that history is flooding back This whole great festival is to two ancient gods in Chinese mythology，Fuxi, the male god, and Nvwa, the female god.整场节日是用来纪念中国神话中远古的两位神，男的是伏羲，女的是女娲。

手把手教你如何用纪录片学英语在托福/雅思的备考过程中，我们可以利用《我们的孩子足够坚强吗？中式学校》这部BBC纪录片中的采访对话(interview conversation)，旁白画面(commentary)为我们的托福/雅思口语考试准备一些地道的口语表达。

表达地道、语速适中、发音纯正、题材广泛……毋庸置疑，纪录片是我们学习英语的绝佳材料。

而很多朋友对于究竟如何利用纪录片学英语、什么样的纪录片适合学英语等问题并不是很清楚。

今天我们就用一部纪录片来介绍看纪录片学英语的具体做法，手把手帮助大家提升口语及写作的表达。

这部片子是来自BBC 的系列纪录片，名为Are our kids tough enough? Chinese school（中文名《我们的孩子足够坚强吗？中式学校》）。

片子讲述的是几位中国老师来到一所英国中学，进行为期一个月的中国式教学的故事。

全片共三集，每集时长一小时左右。

片子是去年八月份上线的，当时一经播出便引起了各界的关注和激烈的讨论。

今天我们暂且抛开制作方是否有偏见、实验设计是否有问题、中英两种教育模式哪个更好这些问题，就来看看如何利用这部纪录片来学英语。

我们先来看一下「英文纪录片的语言特点」。

今天我们要讲的这部片，可以把它拆成两个部分：1.采访对话(interview conversation)2.旁白画面(commentary)首先，纪录片中的采访和对话部分是非常地道的口语表达。

我们完全可以在看纪录片的同时，将这些地道的口语表达记下来，并应用于自己的表达中。

除了积累地道的口语表达，纪录片里的这些采访和对话也是我们可以去练听力、同时模仿语音语调的好材料。

大家可以根据自己的喜好，如果喜欢英音的可以多看些BBC 的纪录片，喜欢美音的可以多看Discovery Channel 探索频道的纪录片。

另外，纪录片中的旁白部分是非常准确、优美的书面表达。

纪录片旁对语言要求极高：既要简洁扼要、朗朗上口，还要生动形象、扣人心弦，尤其是current affair documentary （时事类纪录片，比如BBC1 的Panorama ）的旁白还要做到非常犀利。

Lesson 94 Future champions未来的冠军【Text】Experiments have proved that children can be instructed in swimming at a very early age. At a special swimming pool in Los Angeles, children become expert at holding their breath under water even before they can walk. Babies of two months old do not appear to be reluctant to enter the water. It is not long before they are so accustomed to swimming that they can pick up weights from the floor of the pool. A game that is very popular with these young swimmers is the underwater tricycle race. Tricycles are lined up on the floor of the pool seven feet under water. The children compete against each other to reach the other end of the pool. Many pedal their tricycles, but most of them prefer to push or drag them. Some children can cover the whole length of the pool without coming up for breath even once. Whether they will ever become future Olympic champions, only time will tell. Meanwhile, they should encourage those among us who cannot swim five yards before they are gasping for air.【课文翻译】实验证明，儿童在很小的时候就可以开始学习游泳。

Unit 2 Wildlife Protection(教材P14)Our planet's is dying out at an alarming rate.我们星球的……正在以惊人的速度消亡。

(1)die out灭绝；逐渐消失；逐渐熄灭die away逐渐减弱，逐渐模糊，逐渐消失die down 逐渐降低，逐渐平息die off 相继死去die of 死于(内因)die from 死于(外因)①The sound of the engine died away as the car drove into the distance.随着汽车向远方开去，发动机声渐渐消失。

②After the talk the man's anger died down a bit.谈话之后，这名男子的愤怒平息了一点。

③With society developing，many old customs are dying out．随着社会的发展，许多古老的风俗在逐渐消失。

(2)alarming adj.惊人的；使人惊恐的1)alarm vt.使惊恐；使害怕；使担心n. 警报；恐慌in alarm 惊恐地give the alarm to... 给……发警报2)alarmed adj. 惊恐的；忧虑的be alarmed at/by... 对……大为惊慌be alarmed to do... 做……感到恐慌④The little girl was alarmed at the snake.这个小女孩被蛇吓了一跳。

⑤The boy was alarmed to see (see) the bear walking to him.这个男孩看到熊走向他，很是惊慌。

⑥We were alarmed (alarm) at the alarming (alarm) scream as the scream did alarm us.我们被那令人惊恐的尖叫声吓了一跳，因为那叫声的确使我们感到惊恐。

Unit 1 Fresh Start (2)Text A Toward a brighter future for all (2)Text B What we wish (13)Unit 2 Loving parents, loving children (16)Text A A child’s clutter awaits an adult’s return (16)Text B Time slows down (20)Unit 3 Digital Campus (25)Text A College life in the Internet age (25)Text B T oo much of a good thing-a real addiction (29)Unit 4 Heroes of our time (33)Text A Heroes among us (33)Text B A hero’s aspiration (37)Unit 5 Winning is not everything (41)Text A Cliff Yong, an unlikely hero (41)Text B Shaping young lives with sports (45)Unit 6 Earn as you learn (48)Text A To work or not to work- That is a question (48)Text B Earn as you learn? (52)Unit 7 Hoping for the better (55)Text A When honesty disappears (55)Text B Roys of hope in rising rudeness (58)Unit 8 Friendship Across gender and boarder (61)Text A Gender variable in friendship: Contradiction or not? (61)Text B Similarities and differences: Friendship across cultures (64)新视野大学英语第三版第一册课文Unit 1 Fresh StartText A Toward a brighter future for allToward a brighter future for all1 Good afternoon! As president of the university, I am proud to welcome you to this university. Your achievement is thetriumph of years of hard work, both of your own and of your parents and teachers. Here at the university, we pledge to make your educational experience as rewarding as possible.2 In welcoming you to the university, I am reminded of my own high school graduation and the photograph my mom took of my dad and me. "Posenaturally," Mom instructed us. "Wait!" said Dad, "Let's take a picture of me handing him an alarm clock." The clock woke me up every morning in college. It is still on my office desk.3 Let me share with you something that you may not expect. You will miss yourold routines and your parents' reminders to work hard and attain your best. You may have cried tears of joy to be finally finished with high school, and your parents may have cried tears of joy to be finally finished with doing your laundry! But know this: The future is built on a strong foundation of the past.4 For you, these next four years will be a time unlike any other. Here you are surrounded by great resources: interesting students from all over the country, a learned and caring faculty, a comprehensive library, great sports facilities, and student organizations covering every possible interest from the arts to science, to community service and so on. You will have the freedom to explore and learn about new subjects. You will learn to get by on very little sleep, meet fascinating people, and pursue new passions. I want to encourage you to make the most of this unique experience, and to use your energy and enthusiasm to reap the benefits of this opportunity.5 You may feel overwhelmed by the wealth of courses available to you. You will not be able to experience them all, but sample them widely! College offers many things to do and to learn, and each of them offers a different way to see the world. If I could give you only one piece of advice about selecting courses, it would be this: Challenge yourself! Don't assume that you know in advance what fields will interest you the most. Take some courses in fields you've never tried before. You will not only emerge as a more broadly educated person, but you will also stand abetter chance of discovering an unsuspected passion that will help to shape your future. A wonderful example of this is the fashion designer, Vera Wang, who originally studied art history. Over time, Wang paired her studies in art history with her love of fashion and turned it into a passion for design, which made her a famous designer around the world.6 Here at the university, it may not always be pleasant to have so many new experiences all at once. In your dorm, the student next door may repeatedly play the one song, which gives you a giant headache! You may be an early bird while your roommate is a night owl! And still, you and your roommate may become best friends. Don't worry if you become a little uncomfortable with some of your new experiences. I promise you that the happy experiences will outweigh the unpleasant ones. And I promise that virtually all of them will provide you with valuable lessons which will enrich your life. So, with a glow in your eye and a song in your heart, step forward to meet these new experiences!7 We have confidence that your journey toward self-discovery and your progress toward finding your own passion will yield more than personal advancement. We believe that as you become members of our community of scholars, you will soon come to recognize that with the abundant opportunities for self-enrichment provided by the university, there also come responsibilities. A wise man said: "Education is simply the soul of a society as it passes from one generation toanother." You are the inheritors of the hard work of your families and the hard work of many countless others who came before you. They built and transmitted the knowledge you will need to succeed. Now it is your turn. What knowledge will you acquire? What passions will you discover? What will you do to build a strong and prosperous future for the generations that will come after you?8 We take great pleasure in opening the door to this great step in your journey. We take delight in the many opportunities which you will find, and in the responsibilities that you will carry as citizens of your communities, your country, and the world. Welcome！Words and Expressionstriumphn. （尤指苦战后获得的）胜利，成功，成就pledgevt. 发誓；作保证posevi. （为照相或画像而）摆姿势vt. 造成，导致（困难或危险）routinen. 例行公事；常规；惯例a. 常规的；例行的；惯常的attainvt. 得到；获得；赢得foundationn. 基础resourcen. 1 资源；2 自然资源facultyn. 1 全体教员；2 天赋；能力；本领comprehensivea. 综合的；多方面的facilityn. （为某种目的而提供的）设施，设备communityn. 1 （同住一地的人所构成的）社区；2 群体；团体explorevt. 探讨，研究（主题、思想等）v. 勘探；探测；考察fascinatinga. 吸引人的；迷人的；使人神魂颠倒的pursuevt. 1 追求；致力于；2 追赶；追逐passionn. 1 强烈的爱好；热爱n. 2 强烈的情感；激情uniquea. 1 特别的；极不寻常的；极好的；2 不同的；独特的enthusiasmn. 热爱；热情；热心reapvt. 收获；获得v. 收割（庄稼）benefitn. 好处；益处；裨益opportunityn. 机会；时机overwhelmvt. （数量大得）使无法对付availablea. 可获得的；可利用的；现成的samplevt. 1 体验；2 对…作抽样检验n. 样本；样品；货样assumevt. 假定；假设；认为emergevi. 1 出现；为……所公认；2 出现；露出gianta. 巨大的；特大的maten. 同事；同伴roommaten. （尤指大学里的）室友owln. 猫头鹰virtuala. 1 几乎相同的；实质上的；2 虚拟的；模拟的virtuallyad. 1 实际上；几乎；差不多；2 虚拟地；模拟地enrichvt. 使丰富；充实；强化glown. 1 （某种）强烈的情感；2 柔和稳定的光vi. 发出柔和稳定的光confidencen. 1 信心；信赖；信任；2 自信心yieldvt. 1 产生（结果等）；2 出产；产生vi. 屈从；让步abundanta. 大量的；丰富的；充裕的responsibilityn. 1 （道德、社会）责任，义务；2 责任；3 职责；任务；义务inheritvt. 沿袭，秉承（信仰、传统或生活方式）v. 继承（财产）inheritorn. 1 （生活或思想方式的）后继者，继承人；2 遗产继承人transmitvt. 传送；传递；传播acquirevt. 1 学到，获得（知识、技能）；2 取得；获得；3 购得；得到prosperousa. 富裕的；繁荣的；兴旺的remind sb. of sb./sth.1 使某人想起某人或某事2 使某人想起（相似的）人或事get by过活；过得去；勉强应付make the most of sth.最大限度地利用某物reap the benefits (of sth.)得享（某事物的）好处in advance预先；提前stand a chance (of doing sth.) 有（做成某事的）希望over time逐渐地；慢慢地turn (sb./sth.) into sth.（使某人/某物）变成all at once1 同时2 一下子；突然take pleasure in (doing) sth.乐于做某事open the door to sth.给…以机会；给…敞开方便之门take delight in (doing) sth.以（做）某事为乐Vera Wang王薇薇（1949–，著名美籍华裔设计师，被誉为“婚纱女王”）Text B What we wishMy dear child,1 You are about top anticipate in the next leg of your journey through life. For us, this part is bittersweet. As you go off to college, exciting new worlds will open up to you. They will inspire and challenge you; you will grow in incredible ways.2 This is also a moment of sadness. Your departure to college makes it undeniably clear that you are no longer a child. There has been no greater joy than watchingyou arrive at this moment. You have turned our greatest challenge into our greatest pride. Although we have brought you to this point, it is hard to watch you depart. Remember above all things, we will miss you.3 College will be the most important time of your life. It is here that you will truly discover what learning is about. You often ask, "Why do I need to know this?" I encourage you to stay inquisitive, but remember this: "Education is what remains after one has forgotten everything he learned in school." What you learn is not as important as the fact that you learn. This is the heart of scholarship: moving from teacher-taught to master-inspired, on over to the point where you become a self-learner. So, take each subject seriously, and if something doesn't immediately engage you, don't despair. Embrace it as a challenge. Find a way to make it your own.4 Of course, you must still take care to sign up for courses which stimulate your passion you’re your intellectual capacity. Don't be bound by what other people think. Steve Jobs said, when you are in college, your passion will create many dots, and later in your life you will connect them. So, don't worry too much about what job you will have; don't be too practical. If you like French or Korean, study it even if someone else tells you that it's not useful. Enjoy picking your "dots". Be assured that one day, you will find your own meaningful career, and you will connect a beautiful curve through those dots.5 You know that we always want you to do your best, but don't let the pressure of grades get to you. We care only that you try your very best, and that you learn. It is better that your greatest effort earns a lesser grade than that no effort earns you a decent or higher grade. Grades in the end are simply letters fit to give the vain something to boast about, and the lazy something to fear. You are too good to be either. The reward is not the grade but what you learn.6 More importantly, make friends and trust others. The friends you make in college can be the best ones you will ever have. During these years, when you move into adulthood, the friends you make in college live closer to you than your family. You will form bonds of friendship that will blossom over many decades. Pick friends who are genuine and sincere. Select a few and become truly close to them. Don't worry about their hobbies, grades, or looks. Instead, trust your instincts when you make new friends. You are a genuine and sincere person; anyone would enjoy your friendship. So be confident, secure, and proactive. If you think you like someone, tell them. You have very little to lose. Don't be afraid to trust. Give others the benefit of the doubt, and don't reduce anyone to stereotypes. Nobody is perfect; as long as others are genuine, trust them and be good to them. They will give back.7 Remember also that your youth is full of strength and beauty, something that you will not comprehend until it is gone. You must guard and cultivate your strengthand beauty. A healthy body and a sound mind are the greatest instruments you will ever possess. Enjoy life. Dance if you feel like it. Don't be afraid of what other people think. But also keep yourself safe and sound. Don't let the range of new experiences take your innocence, health, or curiosity away from you. Treasure your youth and the university experience before you.8 College is the time when you have: the first taste of independence, the greatest amount of free time, the most flexibility to change, the lowest cost for making mistakes.9 Approach these years enthusiastically! Make the most of your time. Become the great thinker you were born to be. Let your talents evolve to their fullest potential. Be bold! Experiment! Learn and grow! We are enormously proud that you've made it this far, and we can't wait to see what you will become.Your fatherUnit 2 Loving parents, loving childrenText A A child’s clutter awaits an adult’s return1 I watch her back her new truck out of the driveway. The vehicle is too large, too expensive. She'd refused to consider a practical car with good gasefficiency and easy to park. It's because of me, I think. She bought it to show me that she could.2 "I'm 18," she'd told me so often that my teeth ached. "I am an adult!"3 I thought, is that true? Just yesterday you watched some cartoons. What changed between yesterday and today?4 Today she's gone, off to be an adult far away from me. I'm glad she's gone. It means she made it, and that I'm finally free of 18 years of responsibilities. And yet I wonder if she could take good care of herself.5 She left a mess. Her bathroom is anembarrassment of damp towels, rusted shavingblades, hair in the sink, and nearly empty tubes oftoothpaste. I bring a box of big black garbage bags upstairs. Eye shadow, face cream, nail polish —all go into the trash. Idump drawers, sweep shelves clear and clean the sink. When I am finished, it is as neat and impersonal as a hotel bathroom.6 In her bedroom I findmismatched socks under her bed and purple pants on the closet floor. Desk drawers are filed with school papers, field by year and subject. I catch myself reading through poems and essays, admiring high scores on tests and reading her name, printed or typed neatly in the upper right-hand corner of each paper. I pack the desk contents into a box. Six months, I think. I will give her sixmonths to collect her belongings, and then I will throw them all away. That is fair. Grown-ups pay for storage.7 I have to pause at the books. Comic books, teenfiction, romantic novels,historical novels, and textbooks. A lifetime of reading; each bookbeloved. I want to be practical, to stuff them in paper sacks for the used bookstore. But I love books as much as she does, so I stack them onto a single bookshelf to deal with later.8 I go for her clothes. Dresses, sweaters, and shoes she hasn't worn since seventh grade are placed into garbage bags. I am a plague of locusts emptying the closet. Two piles grow to clumsyheights: one for charity, the other trash.9 There are more shoes, stuffed animals, large and small posters, hair bands, and pink hair curlers. The job grows larger the longer I am at it. How can one girl collect so much in only 18 years?10 I stuff the garbage bags until the plastic strains. Ihaul them down the stairs, two bags at a time. Donations to charity go into the trunk of my car; trash goes to the curb. I'm earning myself sweat andsore shoulders.11 She left the bedroom aridiculous mess, the comforter on the floor, the sheets tossed aside. Istrip off the comforter, blanket, sheets, and pillows. Once she startsfeeding coins into laundry machines, she'll appreciate the years of clean clothes I've provided for free.12 I will turn her room into a crafts room. Or create the fancy guest room I've always wanted.13 I turn the bed over. A large brown envelope is marked "DO NOT THROW AWAY." I open it. More papers. I dump the contents onto the floor. There are old family photographs, letters, greeting cards, and love notes from us to her. There are comics clipped from newspapers and magazines. Every single item in this envelope has passed from our hands to hers. These are all things that we gave her. Suddenly, I feel very emotional.14 "DO NOT THROW AWAY."15 My kid —my clutter bug—knows me too well. As I read through the cards and notes, I think maybe the truck wasn't such a bad idea, after all. Maybe it helps her to feel less small in a big world.16 I reverse myself and bring back the garbage bags from the car and thecurb. Clothes and shoes go back into the closet. I remake the bed and pile it with stuffed animals. My husband comes home and calls up the stairs.17 "Just straightening up," I tell him. "Can you find some boxes for her stuff?"18 He brings up boxes from the basement.19 "She left a mess," he says.20 "I don't mind," I reply. Silence.21 Then he says softly, "She's not coming back." I feel my throat tighten at the sadness in his voice. I try hard to keep back my tears.22 My little baby, my dependent child, isn't coming back. But someday my daughter, the independent woman, will return home. Tokens of her childhood will await her. So will we, with open arms.Text B Time slows down1 "Daddy, let's take a walk."2 It's an April day in Virginia. He nods, puts his hands on the arms of his wheelchair, whispers something that makes little sense. I try to help him up, but he is too heavy andlimp.3 "Come for a walk, and then —I've brought you a surprise."4 The white curtains surge in the breeze.5 Shivering, he complains it's chilly. "It's cold, I'm tired. Can't we go home now?"6 Suddenly we're far away in a time long past in part of a harbor I've never seen before. December, Chicago, I'm five, and cold. One glove is lost. My feet are tired. His legs are longer; he strides quickly through melting snow, toward buildings like airplane sheds withimmense doors.7 This is the most exciting place I have ever been. Suddenly my fatigue is gone. I could walk along here forever, at least until I find out how to get aboardone of the boats.8 We slow down our pace. Smaller sheds now. A green diner. Smells of fish and smoke. We enter a little hut. Barrels of salty water, string bags ofshellfish, bundles of fish laid out on ice.9 "Daddy, look at that snake!"10 "No, that's an eel," says Daddy. "Smoked. We'll take a portion home for supper."11 "I certainly won't eat that!"12 "All right," he says, and carries the smelly package. As we walk back, he tells me aboutmigrations of eels to the Sargasso Sea: how eels come down Dalmatian rivers and swim across the Mediterranean and then the whole Atlantic, until they reach the warm Sargasso Sea. Here they lay their eggs, and then the baby eels swim back to the native rivers of their parents.13 Back at last in the apartment, he unwraps the eel, opens his pocket knife and slices carefully.14 "I won't eat it," I saysuspiciously.15 "Try one bite, just for me."16 "I won't like it."17 While he hangs up our coats, I test one pinch. Smelly, smoky, and salty.18 He goes into the kitchen to heat milk for me and tea for himself. I test another pinch. Then another. He returns with the steaming cups.19 The eel has vanished.20 Because it is Sunday and I am five, he forgives me. Time slows down and the love flows in —father to daughter and back again.21 At 19, I fly out to Japan. My father and I climb Mount Fuji. High above the Pacific, and hours up the slope, we picnic on dried eel, seaweed crackers, and cold rice wrapped in the eel skin. He reaches thepeak first.22 As the years stretch, we walk along waterways all over the world. With his long stride, he often overtakes me. I've never known anyone with such energy.23 Some days, time flies with joy all around. Other days, time rots like old fish.24 Today in the nursing home in Virginia, anticipating his reluctance, I beg boldly and encourage him, "Please, Daddy, just a little walk.You are supposed to exercise."25 He can't get out of his chair. Not that he often gets up on his own, but once in a while he'll suddenly have a surge of strength. I stoop to lift his feet from the footrestraints, fold back the metal pieces which often scrape his delicate, paper-thin skin. "Come, now you can stand."26 He grips the walker and struggles forward. Gradually I lift and pull him to his feet. Standing unsteadily, he sways and then gains his balance.27 "See, you made it! That's wonderful! All right, I'll be right behind you, my hand in the small of your back. Now —forward, march!"28 He is impatient with the walker as I accompany him to the dining room. I help him to his chair, and hand him a spoon. It slips from his fingers. Pureed tuna is heaped on a plastic plate. I encourage him, sing him old songs, tell stories, but he won't eat. When I lift a spoonful of gray fishy stuff to his mouth, he says politely, "I don't care for any."29 Nor would I.30 Then I take the small smelly package covered in white wrapping paper from a plastic bag. He loves presents, and he reaches forward with awkward fingers to try to open it. The smell fills the room.31 "Look, Daddy, they've been out of it for months, but at last this morning at thefish seller near the Potomac, I found some smoked eel."32 We unwrap it, and then I take out the Swiss Army Knife my beloved aunt gave me "for safekeeping", and slice the silvery flesh.33 "What a beautiful picnic," my father beams.34 He takes a sip of his champagne, and then with steady fingers picks up a slice of eel and downs it easily. Then another, and another, until he eats the whole piece. And again, time slows down and the love flows in —daughter to father and back again.Unit 3 Digital CampusText A College life in the Internet age1 The college campus, long a place of scholarship and frontiers of new technology, is beingtransformed into a new age of electronics by afleet of laptops, smartphones and connectivity 24 hours a day.2 On a typical modern-day campus, where every building and most outdoor common areas offer wireless Internet access, one student takes her laptop everywhere. In class, she takes notes with it, sometimes instant-messaging or emailing friends if the professor is less than interesting. In her dorm, sheinstant-messages her roommate sitting just a few feet away. She is tied to her smartphone, which she even uses to text a friend who lives one floor above her, and which supplies music for walks between classes.3 Welcome to college life in the 21st century, where students on campus are electronically linked to each other, to professors and to their classwork 24/7 in an ever-flowing river of information and communication. With many schools offering wireless Internet access anywhere on campus, colleges as a group have become the most Internetaccessible spots in the world.4 Students say they really value their fingertip-access to the boundless amount of information online, and the ability to email professors at 2 a.m. and receive responses the next morning. "I always feel like I have a means of communication —in class and out of class," says oneengineering major.5 Many are using smartphones, not only to create their own dialectswhen texting, but also to do more serious work, such as practicing foreign languages and analyzingscripts from their theater classes. In a university class on the history of American radio, students use smartphones to record their own radio shows. The course instructor said, "It's adding to students' sense of excitement about the subject." Professors have been encouraged to tape their lectures and post them online. "We realized there might be some potential for a devicethat could getattention and encouragesophisticated thinking," says one leading university director.6 For mostundergraduates, non-stop Internet connectivity is the fuel of college life. More than just toys, these instruments are powerful tools for the storage and management of virtually every kind of information. And as more people around the world adoptthese instruments, they are becoming indispensable. So, students should use the wonders of the Internet to do homework, review lecture outlines, take part in class discussions and network online with their friends. But in doing so, students must remember to regulate and balance their time. Too much time online can mean too little time in real-life studying or exercising or visiting with friends. Students should not let the Internet world on their computer screens take them away from the real world outside.7 Colleges began embracing Internet access in the mid-1990s, when many began wiring dorms with high-speed connections. In the past few years, schools have taken the lead by turning their campuses intobubbles of Wi-Fi networks. In fact, a recent study in the US found that information technology accounted for 5% to 8% of college budgets, up from an estimated 2% to 3% in the mid-1980s.8 On one campus, students use Wi-Fi to fire off instant messages, review their homeworkassignments, and check their bank balances. Just nine miles downthehighway, another university had been feeling a bit of a technologyinferiority complex. Tocompensate, it spent tens of thousands of dollars to give every one of its incoming freshmen a free Apple iPad.9 Some universities even require that all students own or lease a laptop. Some say the focus on technology prepares students for a wired world. "You have to keep up with the rest of the world. Students expect high-bandwidth information, and if you can't deliver it, you're at acompetitive disadvantage," states a university president.10 Other colleges are straining to stand out from their peers. The race to attract students with the most modern networks and the hottest systems has reached fever pitch. Some business majors are receiving free portablecomputers. In an always-connected mode, they can get information anytime and anywhere they need. One university is even giving its freshmen new smartphones to enrich the student experience and prepare them for success in a rapidly changing world.11 For those who prefer to travel laptop-free, colleges supply several computer labs. And for students who study late into the night, many have set up 24-hour repair shops where students can get their laptops fixed by the next day and receive aloaner in the meantime.12 Colleges around the world have been replacing their computer systems for thepast decade, in large part to provide students with the most advanced free system. The anywhere-anytime access has already yieldedamazing benefits in education. With the widespread application of computer technologies, we are going to produce a generation of problem-solvers and intelligentthinkers, which is indispensable for the future of the world.Text B T oo much of a good thing-a real addiction1 The college campus, long a place of scholarship and frontiers of new technology, is beingtransformed into a new age of electronics by afleet of laptops, smartphones and connectivity 24 hours a day.2 On a typical modern-day campus, where every building and most outdoor common areas offer wireless Internet access, one student takes her laptop everywhere. In class, she takes notes with it, sometimes instant-messaging or emailing friends if the professor is less than interesting. In her dorm, she instant-messages her roommate sitting just a few feet away. She is tied to her smartphone, which she even uses to text a friend who lives one floor above her, and which supplies music for walks between classes.3 Welcome to college life in the 21st century, where students on campus are electronically linked to each other, to professors and to their classwork 24/7 in anever-flowing river of information and communication. With many schools offering wireless Internet access anywhere on campus, colleges as a group have become the most Internetaccessible spots in the world.4 Students say they really value their fingertip-access to the boundless amount of information online, and the ability to email professors at 2 a.m. and receive responses the next morning. "I always feel like I have a means of communication —in class and out of class," says oneengineering major.5 Many are using smartphones, not only to create their own dialectswhen texting, but also to do more serious work, such as practicing foreign languages and analyzingscripts from their theater classes. In a university class on the history of American radio, students use smartphones to record their own radio shows. The course instructor said, "It's adding to students' sense of excitement about the subject." Professors have been encouraged to tape their lectures and post them online. "We realized there might be some potential for a devicethat could get attention and encouragesophisticated thinking," says one leading university director.6 For mostundergraduates, non-stop Internet connectivity is the fuel of college life. More than just toys, these instruments are powerful tools for the storage and management of virtually every kind of information. And as more people around the。

Chapter 1 The Land1. The official name, national flag, national anthem, and national capital of the country 1.1The Official Name of the Country1The United Kingdom of Great Britain and Northern Ireland (Since 1927)2Great Britain is the largest island of the British Isles, comprised of Scotland. Wales and England, the biggest island in Europe3About 84 percent of the total population of the UK lives in England.4Strictly, “Britain” refers to the largest island in the British Isles, However, the term “Britain” is more commonly used as a political term5“The United Kingdom” came into use in 19226The "British Isles" is a geographical term for a group of islands consisting of Great Britain7The British Isles are the largest group of islands in Europe1.2The National Flag of the Country1The Union Flag OR popularly known as the Union Jack21707 during the reign of queen anne, the first union flag was, by royal proclamation34The current design of the union flag dates from the union of Great Britain and Ireland on Jan. 1st, 1801, making it one of the oldest flags in the world, one of the mostrecognizable flags in the world.5Why doesn’t the Welsh flag appear on the Union Flag?Because Wales had already been united to England when the first version of the Union Flag was designed in 1606. However, the dragon flag is in common use today, flying proudly over public and private buildings throughout Wales.1.3The National Anthem of the Country1GOD SAVE THE QUEEN2Originated in a patriotic song first performed in 1745.3No authorized version of the National Anthem, as the words are a matter of tradition. 4The words used are those sung in 1745.5Substitute “Queen” for “King” where appropriat e.6Also used in a number of Commonwealth realms and British Crown Dependencies.7On official occasions, only the first verse is usually sung.89if there is a King and a Queen at the same time what gender will be in the national anthem?The anthem reflects the gender of the RULER.1.4The National Capital of the Country1LONDON2Facts & Figures of London:a) A history of more than 2000 years, going back to its founding by the Romans.b)Today, the largest city in the UK.c)The largest urban zone in the EU.d)The most populous city in the EU.e)An international city, with strengths in the arts, commerce, finance, education,entertainment, fashion, healthcare, media, tourism and transport.f) A city of a wide range of peoples, cultures and religions.g) A city of more than 300 languages spoken.h) A city drawing the most international visitors to its various attractions.i)Its Chinatown is the largest in Europe.j) A sister city with Beijing since 2006.k)The first city in 2012 hosting the Summer Olympics three times.2. The location and size of the country2.1 The location of the country1Situated on the British Isles — a large group of islands lying off the north-western coast of Europe.2Separated from the European continent by the English Channel and the Strait of Dover in the south and the North Sea in the east.2.2 The size of the country1Approximately 245,000 square kilometers (94,600 square miles)2The size of England: 130,410 square kilometers (50,350 square miles), accounting for just over half the total area of the UK. The largest part3The size of Scotland: 78,772 square kilometers (30,410 square miles), occupying the northern third of Great Britain. The second largest4The size of Wales: 20,779 square kilometers (8,023 square miles, accounting for less than a tenth of the total area of the UK.5The size of Northern Ireland: 14,160 square kilometers (5,470 square miles), covering about a sixth of the total area of the island of Ireland.3. The terrain, rivers and mountains of the country3.1 The terrain of the country1The highland area --- in the northern part of the country, comprising the mountainous regions of Scotland, Northern Ireland, northern England and north Wales. (Movie Flood) 2The lowland area --- especially in the east and south of England.3.2 The major rivers, lake and mountains of the country1Among the most important rivers is the Thames, which is second longest but is the2table on the next pages.3The largest lake in Britain is the Lough Neagh in Northern Ireland which covers an area of 396 km2.4The highest mountain is Ben Nevis in Scotland, with a height of 1,344 meters4. The natural resources of the country1Including coal, oil, natural gas, Petroleum, wind power…5. The Climate of the Country1Four features of British Climate:1. more rainy days than sunny days (Shakespeare: Sonnet 18- Shall I compare thee to asummer’s day?)结合十四行诗论述英国气候特点2. temperature does not go extremes (not too hot in Summer or too cold in Winter-Queen EII needs to use reserve to pay for the gas bill)3. fog, mist and overcast skies frequent (in winter)4. changeability and instability (Britain has no climate but weather- that’s why Britishgentlemen always carry an umbrella)6. Major Cities and Scenic Spots6.1 Major Cities1Londona)The capital of both England and the UKb)Has 4 World Heritage Sites: Palace of Westminster, the Tower of London, thehistoric settlement of Greenwich, and Royal Botanic Gardens.c)Guildhall and St. Paul’s Cathedral are two of the city’s landmarks.d)University of London2Edinburgha)Capital of Scotlandb)The Old Town and New Town districts of Edinburgh were listed as a UNESCOWorld Heritage Sites in 1995.c)One of the important financial and transportation centers in Britain.3Cardiffa)The capital and largest city of wales, located in southeastern wales. The Europe’syoungest capital city4BelfastThe capital of Northern Ireland5BirminghamLocated in England, the second-largest city economy in the UK (the Second City)6GlasgowThe largest city in Scotland7ManchesterLocated in England, one of the oldest cities in Britain8LiverpoolThe fourth largest city in the UK, the third largest in EnglandLiverpool Maritime Mercantile City-- World Heritage Sites Status by UNESCO in 20046.2 Major Scenic SpotsWestminster Palace, Westminster Abbey, the British Museum, Tower of London, the House of Parliament, Buckingham Palace, Hyde Park, St. Paul’s Cathedral, Greenwich Royal Observatory, the River Thames, Lake District of Cumbria, Scottish Highlands, Millennium Stadium, Giants Causeway and Causeway Coast, and Canterbury Cathedral.Westminster Palace: aka the Palace of Westminster or the House of ParliamentChapter 2 The People and Their Culture1.Populationa)The population in the UK was 66,000,000 today.b)There were about 52 million people in England. 84%c)million in Wales 8.5%d) 5.2 million in Scotland 5%e)About 1.8 million in Northern Ireland 3%nguage1Nationalities in Britain2Three Celtic tribes: Gaels, Britons, and Belgic tribesThree germantic tribes: Angles, Saxons and jutesa)England（Anglo-Saxon)-English people speak English: Most British arechildren of Anglo-Saxons.i.The characteristic of the English are谨慎细心cautious, 沉默寡言silent, 讲究服从deferent , 有点保守conservative, and 有侵略性aggressive.b)Scotland (Gaels)-Scots speaks Scottish Gaelici.The characteristic of the Scots are serious, cautious谨慎, and thrifty [`Өrifti]节俭people. They are hospitable, generous and friendly.c)Wales (Welsh, descendants of Briton)-Welshi.The Welsh are emotional and cheerful people. They are proud of their pastand welcome friends.d)N. Ireland (Irish in the past) Irish speak Irish Gaelici.Northern Ireland became mainly Protestant and the rest of Ireland remainedRoman Catholic.ii.Character: The Irish are known for their charm and vivacity [vi`væsiti] 活泼, 有魅力as well as for the beauty of their girls.e)Cornish, a few thousand speak the old Celtic language in west England.2 The major languages spoken in Britain are English, Gaelic (Scottish and Irish) and Welsh.3 English is the official language of the country and is spoken by most of the population.4 One fourth welsh people in Wales speak welsh language.3.Religion1Roman Catholic Church-Catholicisma)Official in 4th c. in Roman Empireb)So influential in the Middle Ages-Dark Ages in west part of Roman Empire2Eastern Orthodox Church正教-“orthodox-right belief正统”a)Established when Roman Empire broke into two , in Constantinople (today’sIstanbul)- leader: Eastern Roman Emperorb)Major doctrines: virgin birth- Maria, icons-worship(Jesus, Maria, saints), cancommunicate with God; marriage allowed; holy Communion(red wine-blood,bread-body of Jesus);3Protestantism-protest against Rome (抗罗宗、基督新教)45The Church of Englanda)Position: most important denomination in U.K.; established Church;b)Governor of the church (Only God can be the head)Queen Elizabeth II, defender of the faithc)Spiritual leaderThe Archbishop of Canterburyd)Political function (special, symbolic)Many (26) senior church officials also sit in the House of Lordse)Time of establishment16th Century in the Reformation (1534)f)FeatureBoth Catholic and Protestantg)Role●Many members are involved in a wide range of public bodies. It has the mostfollowers of any denomination in Britain today.●More than 16,000 churches●42 cathedrals64.Traditions and Customs1Conservatisma)Definition: dislike change and slow in accepting and adopting new things; or apolitical belief that society should change as little as possible; Conservatism isunwillingness to accept changes and new ideasb)Several aspects of British conservatism1. Politics: Royal family, the Constitutional monarchy and the Upper House;peerage; noble titles; Conservative Party-oldest in UK2. Economy: free market economy; least intervention; refused to join the Eurozoneuntil after 1960s; refuse to reform its currency until 1971(pound, shilling, penny);after that 1P=100 pence;3. language: understatement; use easy, short words for description;4. living habits: keeping(appreciating) old things; seldom talk in public transport;working people for long without knowing them very well;5. culture: accept new things slowly, attachment to old things (old houses, olditems from ancestors, ); used to bring familiar things (English food even duringtravels)/ keep fireplaces even if they are no long in use/as a symbol only/6. Manners: polite, quiet (aloof), not complaining, not showing their emotions inpublic; stiff upper lip (reserved, not showing emotional); putting on a brave facewhen they’re anxious (showing emotions is a sign of weakness)7. measurements: pound, ounce, mile, gallon, etc.; instead of metric system used inmost countries;8. Body Language: The British are not back slappers or touchers and generally donot display affection in public. Hugging, kissing and touching is usually reservedfor family members and very close friends. The British like a certain amount ofpersonal space. Do not stand too close to another person or put your arm aroundsomeone's shoulder.2 Talking About the Weather3 PunctualityTime-conscious and make great effort to be on time5Three “don’ts” and three “-ings”a)Don’t jump the queue, ask personal or intimate question, try to bargain in Britainwhen doing shoppingb)British people like betting for fun, drinking in the pub and tipping the waiter orwaitress for their good service.6Royal traditionsThe most traditional ceremonies and most popular attractions are Trooping the Color and the Changing of the Guard.5.Important Holidays1Religious Festivalsa)Christmas -ChristianityChristians celebrate it as the anniversary of the birth of Jesus Christb)Easter -ChristianityA Christian holy day while Christmas remembers the death of Christ and hisresurrection to lifec)Lent -Christianityd)HallowenAn ancient festival for the Celtse)Passover -Judaism (Egytians)f)Ramadam -Muslim2National Holidaysa)New Yearb)Remembrance Day-remember people who were killed during the two World Wars and other conflictsc)Boxing Day-a bank or public holiday, for employers and employees, family-friends-neighbors,sports events6.Social Welfare1Health Service2Social Security3Unemployment Benefits4Housing Benefits5Retirement Pension6Sickness Benefits7Family Allowances8Education Benefitscation(也要看课件！！)1Education is compulsory, but attending school is not2About 94 per cent of pupils (under 17) in England, and the rest of the UK, receive free education from public funds (state schools)3Two school systems for compulsory school education（key）a)State Schools国立学校at two levels (primary schools and secondary schools-Comprehensive schools as they are now called)b)Independent Schools私立学校(at two levels: Preparatory schools（小学阶段-称为公学预科）and “public” schools (中学阶段-称为公学，实质为私立学校的初高中阶段private secondary school).4Educational ladder(key)●Schools can also be divided according to the educational ladder(school years):●First stage: Primary schools,●2nd stage: secondary schools,●3rd stage: post-secondary schools(相当于中国的高中its names include six-formschool, six-form college, further education school/college) and●4th stage: higher education-colleges and universities. (There is only one privateuniversity)●Refer to chart on next page5State SchoolsIn the UK 93% of the children in England and Wales go to "state schools, non-fee-paying for compulsory educationa)State School-Level 1 --Primary schools (5 - 11-year-old)mixed sex, and usually located close to the child’s homeb)State Schools-Level 2 --Secondary schools (11 – 16/18 olds)usually to their nearest secondary schoolc)Most secondary schools cater for both sexes.d)Nearly 88 per cent of secondary school pupils in England go to comprehensiveschoolse)All children in Scotland go to non-selective schools.f)Comprehensive schools are not selective, but grammar schools usually areGrammar Schools are selectiveGrammar schools are single sexed schools6 Fee Paying Schools- Independent Schoolsa)Independent schools are known as preparatory schools and public schools(私立学校)b) A preparatory school is a school to prepare pupils to go to a public school.A public school (is actually a private schoolc)d)Education stages:●Nursery Schools 3-4 years old●Primary Schools 5-11 years old●Foundation Stage - Nursery, Reception,(Infants)Key Stage 1 - Years 1 and 2 (Infants)●Key Stage 2 -Years 3 - 6 (Juniors)SecondarySchools12-18 years old Years 7-13 (Key Stage3, 4 & 5)6Around 30% of the 18 to 19 years old enter full-timehigher education.7GCSE (General Certificate of Secondary Education)8.Sports1Football 起源于中国2Tennis 起源于法国3CricketOne of the oldest games in Britain, invented 750 years ago, is a true gentleman’s game.1300年左右的英格兰便有爱德华一世之子爱德华王子进行一种叫做“creag”运动4Golf 起源于苏格兰5Rugby1823 Rugby School 拉格比是英国中部的一座城市，那里有一所拉格比公学是橄榄球运动的诞生地。

English at WorkEpisode 45: The plastic aubergineLanguage for making an 'elevator pitch'English at Work © British Broadcasting Corporation 2012Page 1 of 3Narrator:Hello and welcome to English at Work. The company’s computer system has been fixed and Anna seems to have found a new friend in Dave, the IT support man. But her main concern now is pitching her new idea for a plastic aubergine, to Paul the boss.Tom: So Anna, that guy didn’t really know what he was doing did he?Anna: You mean Dave?Tom: Dave – was that his name? He had a really bad smell.Anna: No he didn’t. He’s done a great job. Look everything is working so, if you don’t mind, I think we should get this pitch for Paul finished.Denise: You’d better hurry up. Paul’s taking the afternoon off to go to his biscuit lovers’ convention.Tom: Oh right. Well, we might as well leave it until tomorrow then Anna.Anna: No Tom. There’s no time like the present – I heard someone say that once – we’ve got to get our idea to Paul as soon as possible. Then we might have time for a drink, or shall I ask Dave?!Tom: No, no, you’re right. Look, I’ll design some pictures of the aubergine and you get the results of our survey together, yeah?Anna: Great.Narrator: Well done Anna. Remember to make your pitch clear and exciting. Really sell it with words like 'exceptional!', 'fantastic!', 'quality', 'profit', 'efficiency', and 'value for money'.Anna:OK, I’ve got all that. I’m just adding some of the facts and figures from our customer survey.Tom: Anna, I’ve got the designs, they’re coming off the printer now.(Door opens)Paul: Denise, I’m off now. Can’t wait any longer for my garibaldis!Anna: Wait Paul! I need to tell you about our new product idea.Paul: Well, I, I, have to go. Can you tell me about it in the lift?English at Work © British Broadcasting Corporation 2012Page 2 of 3Anna: In the lift? Do I have to?Paul: Sorry Anna, but that’s the only time I’ve got.Narrator:Right Anna. It’s time for your ‘elevator pitch’ – an elevator is an American word for lift. You’ll need to pitch your idea quickly and concisely. You need to tell Paul what the product is and who your market is. Then talk about how you hope it will make money for the company. Talk about theevidence you have that it will be successful and convince him it will really benefit the business.Anna: Phew, there’s a lot to say in a short time but here goes.Paul: Anna, could you just press the 0 button there, thanks.Anna: Now Paul. Tom and I have come up with a new exciting product – the plastic aubergine.Paul: Oh yes?Anna: Yes. This fantastic product will be a great addition to table decorations in the café and restaurant market.Paul: Will it now? Do you really think it will be a profitable addition to our plastic portfolio?Anna: Oh yes. Using the same plastics as our fruits, we can easily re-mould our bananas and change the colour. We can increase efficiency but maintain quality.Paul: And profits?Anna: By my calculations, we can increase profits by 20%. That’s based on selling the same quantity that we now sell of Imperial Lemons.Paul: Hmm, 20%, really? But do you know who’s going to buy this product?Anna:I do. We’ve conducted a survey and already found 10 new companies who would buy this and 27 existing customers who have shown an interest in it…(Lift bell pings)Anna: …and I’m confident this new product will be a huge success.(Lift door opens)Paul: Very impressive. You’ve certainly done your homework. Look, let me chewit over – probably on a custard cream – and I’ll get back to you.Anna: Thanks. (Calling out ) Paul, Paul… you’ve forgotten your bag.English at Work © British Broadcasting Corporation 2012Page 3 of 3Paul: Oh yes, I’ll need that. Thanks.Narrator: Great work Anna! You convinced me but have you convinced Paul? So Anna’s done her first ‘elevator pitch’ and kept to the facts. Here’s a reminder of some of the things she said:We’ve come up with an exciting new product.This fantastic product will be a great addition to table decorations in the café and restaurant market.We can increase efficiency but maintain quality. By my calculations, we can increase profits by 20%. I’m confident this new product will be a huge success.Tom: So, how did it go Anna?Anna: I’m not sure. I told Paul as much as I could and I think he listened.Tom: Good, good. So, what are you doing now?Anna: I’ve got to meet someone.Tom: Anyone I know?Anna: No, not really.Tom: It’s Dave from IT isn’t it? (To himself) What does she see in him?Narrator:Do you want me to answer that Tom?! Anna may have fallen for the charms of Dave but let’s hope she keeps her mind on her plastic aubergines. Join us again next time on English at Work.Listening Challenge:How much does Anna hope her new product will increase profits by? (Answer: 20%)。

人教版初中英语篇一：人教版初一英语上册词汇听力mp3下载人教版初一英语上册词汇听力near nice Nice to meet you. Not at all在...附近 adj.好的，漂亮的见到您很高兴。

不客气.一点也不. not...at allnow根本不 adv.现在off often Oh dear!onlyadv.(离)开;(走)开 adv.常常哎呀！天哪！adv.仅仅openorangeother overvt.打开;adj.开着的n.桔汁adj.别的，其他的 adv.结束,完了 peoplethe people pioneer planen.人,人们人民 n.先锋n.飞机postcard put awayn.明信片把...收起来(放好)read rice riderightvt.读；朗读 n.米饭；大米vt.骑(自行车，马等) adj.对的正确的 riverrunn.江；河 vi.跑same Saturday say selladj.同样的,一样的 n.星期六 vt.说，讲vt.卖shop shopping sing smalln.商店n.买东西 vt.& vi. 唱唱歌 adj.小的soI don't think so.sock soldierpron.这样这么我不认为是这样.n.短袜n.士兵，战士somethingsomething to drink sometimessoonpron.某事(物) 一些喝的东西adv.有时 adv.不久，一会儿sorry speakstandstayadj.对不起的；抱歉的 vt.& vi.说说话vi.站，立vi.停留；住 studySundaysupper swimvt.学习 n.星期日 n.晚餐 vi.&n.游泳 take take off talkteavt.拿到；带到脱去(帽子、衣服等) vi.说话，谈话n.茶；茶叶 teach Thank goodness!them thenvt.&vi.教教书谢天谢地! pron.他(她；它)们 adv.那么；然后 there thing think throwinterj.那!你瞧! n.东西；事情vt.想；认为 vt.投，掷throw it like that Thursday to today像那样扔出去n.星期四 prep.(表方向)到；往 n.& adv.今天tomorrowtoo Tuesday TVn.& adv.(在)明天 adv.太n.星期二 n.电视；电视机 uncle up USA(=the United States of America) n.叔;伯;舅;姨父;姑父 adv.向上美国very very muchadv.很，非常很，非常want want a gowash watchvt.要；想要要试一试 vt.&vi.漱洗;洗(东西) vt.观看，注视 waterwearWednesday weekn.水 vt.穿n.星期三 n.周，星期 weekdaywele You're wele. welln.周日adj.受欢迎的别客气；不用谢interj.喔,那么 What about...withwomenwork好不好?...怎样? prep.关于,和,用女人(复数) n.工作;vi.工作 worker worry Don't worry.would n.工人 vt.(使)担忧别发愁；别担忧. 想要 I'd like(=I would like) write wrong想要 vt.写 adj.错误的What's wrong What's wrong with...?怎么啦?出了什么毛病? 怎么了?youngYoung Pioneeradj.年轻的；幼小的少先队员Smith Hunt King史密斯(姓) 亨特(姓) 金(姓)都)Washington LondonNew Yorkn.华盛顿(美国首都)n.伦敦(英国首都)n.纽约(美国城市)篇二：初中英语课文(9年级)及mp3特别说明：提供发音纯正、音质清晰的配套朗读 mp3 文件，可发邮件到电子邮箱：索取。

BBC环球慢速英语在线听力第110集Boys and GirlsVoice 1Hello. I‟m Tony Ford.Voice 2And I‟m Ruby Jones. Welcome to Spotlight. This programme uses a special English method of broadcasting. It is easier for people to understand, no matter where in the world they live.Voice 1In the Chinese city of Huizhou, a class is in progress. The children are four and five years old. They are excited to be in school. They look at the teacher. They sit in front of small tables. And they listen quietly to what the teacher says. This is a chance for them to learn and to have fun. But there is something different about this class. Most of the students are boys - thirty-nine [39] of them. There are only eight [8] girls.Voice 2This situation is becoming common in parts of China. In today‟s Spotlight we tell of family planning policies in China. We examine the problem of too few women. And we tell of China‟s hopes to change the situation. But first we return to the class in Huizhou.Voice 1Ms. Zeng is the school‟s head teacher. She said h aving more boys around than girls is affecting the children‟s behaviour.Voice 3“It is a serous problem. When there are more boys than girls, the girls copy the boys. And they become overly forceful.”Voice 1In the late 1970‟s, China was worried about it s population growing too large. When a population grows too quickly, there are not enough jobs or resources for everyone. So the government made a law to try and control the situation. The law stated that families should only have one child, especially in cities. Later, the law permitted families in the countryside to have two children, if the first child was a girl. Parents that disobeyed the law could receive severe punishments.Voice 2Even with this policy, China has more people than any other country in the world. By 2006, China‟s population was one point three thousand million [1,300,000,000]. So, the Chinese government believes it is best to continue with the one-child policy.Many families want more children, especially in the country areas. Parents depend on their children to support them in their old age. In traditional Chinese culture, after marriage a woman lives with her husband‟s family. And she takes care of his family. This means her own parents could be left alone. This is one reason that parents like to have a boy. They believe that boys can take care of them better. Also, boys continue the family name.Voice 2So when a women gets pregnant in China, she and her husband want to know the sex of their child. Doctors are able to tell them this information with ultrasound tests. If the child is a girl, the parents may choose to end the pregnancy - to have an abortion. But the government is very worried about this situation. So it made it illegal for doctors to tell parents the sex of their child. However, many people pay doctors to tell them. Other doctors do not say any words. But they tell the family through signs. When the child is a boy, they give a thumb‟s up sign. When it is a girl, they give a thumb‟s down sign.Voice 1Some people say that the government needs to severely punish doctors who break the law. They say that the current law does not tell what the punishment should be for doctors who break it. They want prison sentences for these doctors.Voice 2However, there are people who cannot find out the sex of their child from a doctor. So they wait until after the birth. And some of them make an extreme decision. They decide to get rid of their baby girl. Often they leave the girl on the street. They write down her name and birth date. They hope that someone will find her.Voice 1The problem of fewer girls is particularly bad in country areas. The government found that there are ninety-nine [99] cities of concern. In these cities the number of boys is far greater than the number of girls - more than one-hundred and twenty-five boys [125] are born for every one hundred [100] girls. The United Nations suggests that the balance should not be more than one hundred and seven [107] to one hundred [100]. The current numbers are a bad sign for the future.Voice 2Experts estimate that by the year 2020, the problem will be severe. There could be over thirty million [30,000,000] men unable to find a woman to marry.Voice 1The problem has already started. In some parts of China, men are having a difficult time finding a wife. On the island of Hainan many men are unmarried. Liu Yanding is one such man. He tells of his situation:“How can we get married? I do not know what to do or where to start finding a wife.”Voice 1Experts are worried that this will lead to increased levels of crime in men. The men have no wives and children to go home to. And the experts believe that when too many young men group together, they can get into crime. Having a family is very important in the Chinese social structure. Other experts are worried about violence towards women. They fear that there will be more sex crime, and even forced marriages.Voice 2One solution is for parents to understand the value of having a daughter. As many people around China are moving for better jobs, many young women are moving too. And they are able to send money home to their parents. These parents are starting to see that daughters can provide for them. It is not only sons that can do this.Voice 1In 2003, the government be gan a policy called …Care for Girls‟. This policy gives financial help to parents who have female children. They do not have to pay taxes on their wages. They get better housing and employment. And, they do not have to pay for their daughters‟ education or medical care. But evidence suggests that most parents still want boys.Voice 2The government hopes to try to change people‟s opinions. One method they use is words painted on walls in public places. The words encourage people to value girls. They say, for example, …Girls are as important as boys‟ and …Both boys and girls are the hearts of their parents‟. The government also says it will punish doctors who break the law. It will continue to watch the situation.Voice 1Sadly there are no easy answers, especially for men such as Liu Yanding. He is left waiting. All he can do is hope and pray to find a future wife. All he has is his dream of a family, a family to come home to。

Lesson 73 The recordholder 纪录保持者【New words and expressions】（9）recordholder 纪录保持者truant n. 逃学的孩子unimaginative adj. 缺乏想像力的shame n. 惭愧，羞耻hitchhike v. 搭便车旅行meantime n. 其间lorry n. 卡车border n. 边界evade v. 逃避，逃离★recordholder 纪录保持者●record n. 记录 v. 录音，录像eg. set up a record 创造纪录= build up a record= make a record= create a recordhold a record 保持纪录break a record 打破纪录= beat a recordsmash a record 大破纪录（smash v. 打碎）●n.+ v.+ er 构词法tennis player★truant n. 逃学的孩子，逃学者●play truant 逃学（英）play hooky 逃学（美）evade school 逃学●truancy n. 逃学，旷课的（事）★unimaginative adj. 缺乏想象力的●imaginative adj. 有想象力的●imagine v. 想象，设想eg. imagine doing sth. 想象做某事imagine sth. 想象某事imagine that●imaginary adj. 想象中的，不真实的，假想的imaginable adj. 可想象的imagination n. 想象力；想象的事物image n. 肖像，形象；比喻（tive 一般是形容词的后缀；tion 一般是名词的后缀）★shame n. 惭愧，羞耻（1）n. [u] 惭愧；羞耻●put sb. to shame 使…感到惭愧；使…黯然失色eg. Her beauty put her sisters to shame.她的美让她的姐姐相形见绌。

学习计划书怎么写内容英语（汇总16篇）学习计划书怎么写内容英语篇1随着全球化的发展，英语已经成为了全球使用最广泛的国际语言之一。

尤其是在美国这个拥有强大的全球影响力和文化引领地位的国家，学好英语甚至是学好美式英语，已经成为了很多人的必备技能之一。

那么，如何有效地学习美式英语呢？下面将介绍一个可行的美式英语学习计划。

第一阶段：打好基础在学习任何一门语言的时候，打好基础是非常关键的。

因此，在学习美式英语之前，我们需要先掌握一定的英文基础知识，比如基本的单词、语法、常用的表达等等。

可以参考一些基础教材，比如剑桥国际英语教材和牛津英语教材等等。

在学习基础知识的同时，我们可以通过听力、口语、阅读和写作等方面进行综合训练，并进行各个方面的练习和巩固。

比如，通过英语听力材料听力练习，通过阅读英文报纸和书籍来提高词汇量和阅读能力，通过写作练习来加强写作表达能力等等。

第二阶段：加强口语和听力训练在打好基础之后，我们需要更加注重口语和听力的训练。

因为口语和听力是语言交流中最为重要的两个方面。

我们可以通过跟着美国电影、电视剧、新闻、纪录片等英语资源进行听力和口语的练习。

同时，我们可以加入一些英文角色扮演或讨论会等社交活动，与其他学习者交流，提高口语交流的机会和能力。

第三阶段：提高阅读和写作能力在口语和听力能力逐渐提高的同时，我们也需要加强阅读和写作的训练。

可以选择一些适合自己水平的英文原版书籍、英文杂志或英文新闻，通过*阅读来提高阅读能力。

同时，我们可以针对写作能力进行专门的练习，比如写英文作文、博客或邮件，逐渐提高自己的写作表达能力。

第四阶段：培养文化意识和交际能力在以上三个阶段的基础上，我们已经掌握了一定的美式英语能力。

但是，学好美式英语不仅要有语言技能，还要有文化意识和交际能力。

因此，在这个阶段，我们可以加入一些跟美式英语文化和社会习惯相关的课程或活动，了解美国的文化、习惯和社交礼仪。

同时，我们可以尝试与美国人进行交流，提高自己的交际能力和跨文化交流能力。

Wireless Application ProtocolMMS Encapsulation ProtocolVersion 01-June-2001Wireless Application ProtocolWAP-209-MMSEncapsulation-20010601-a A list of errata and updates to this document is available from the WAP Forum™ Web site, /, in the form of SIN documents, which are subject to revision or removal without notice.© 2001, Wireless Application Protocol Forum, Ltd. All rights reserved.Terms and conditions of use are available from the WAP Forum™ Web site at/what/copyright.htm.You may use this document or any part of the document for internal or educational purposes only, provided you do not modify, edit or take out of context the information in this document in any manner. You may not use this document in any other manner without the prior written permission of the WAP Forum™. The WAP Forum authorises you to copy this document, provided that you retain all copyright and other proprietary notices contained in the original materials on any copies of the materials and that you comply strictly with these terms. This copyright permission does not constitute an endorsement of the products or services offered by you.The WAP Forum™ assumes no responsibility for errors or omissions in this document. In no event shall the WAP Forum be liable for any special, indirect or consequential damages or any damages whatsoever arising out of or in connection with the use of this information.WAP Forum™ members have agreed to use reasonable endeavors to disclose in a timely manner to the WAP Forum the existence of all intellectual property rights (IPR's) essential to the present document. The members do not have an obligation to conduct IPR searches. This information is publicly available to members and non-members of the WAP Forum and may be found on the "WAP IPR Declarations" list at /what/ipr.htm. Essential IPR is available for license on the basis set out in the schedule to the WAP Forum Application Form.No representations or warranties (whether express or implied) are made by the WAP Forum™ or any WAP Forum member or its affiliates regarding any of the IPR's represented on this list, including but not limited to the accuracy, completeness, validity or relevance of the information or whether or not such rights are essential or non-essential.This document is available online in PDF format at /.Known problems associated with this document are published at /.Comments regarding this document can be submitted to the WAP Forum™ in the manner published at/.Document HistoryWAP-209-MMSEncapsulation-20010601-a CurrentContents1. SCOPE (5)2. REFERENCES (6)2.1. N ORMATIVE R EFERENCES (6)2.2. I NFORMATIVE R EFERENCES (6)3. TERMINOLOGY AND CONVENTIONS (7)3.1. C ONVENTIONS (7)3.2. D EFINITIONS (7)3.3. A BBREVIATIONS (7)4. INTRODUCTION (9)5. MESSAGE STRUCTURE OVERVIEW (10)6. MMS PROTOCOL DATA UNITS AND FIELDS (11)6.1. S ENDING OF M ULTIMEDIA M ESSAGE (11)6.1.1. Send Request (11)6.1.2. Send confirmation (13)6.2. M ULTIMEDIA M ESSAGE N OTIFICATION (14)6.3. R ETRIEVAL O F M ULTIMEDIA M ESSAGE (16)6.4. D ELIVERY A CKNOWLEDGEMENT (18)6.5. D ELIVERY R EPORTING (18)6.6. R EAD R EPORTING (19)6.7. E RROR C ONSIDERATIONS (19)6.7.1. Interoperability Considerations with Version Numbering (19)6.7.2. Interoperability between MMS Versions with the Same Major Version Number (19)6.7.3. Interoperability between MMS Versions with Different Major Version Numbers (20)7. BINARY ENCODING OF PROTOCOL DATA UNITS (21)7.1. E NCODING R ULES (21)7.2. H EADER E NCODING (22)7.2.1. Bcc field (22)7.2.2. Cc field (22)7.2.3. Content-Location field (22)7.2.4. Content-Type field (23)7.2.5. Date field (23)7.2.6. Delivery-Report field (23)7.2.7. Delivery-Time field (23)7.2.8. Delta-seconds-value (23)7.2.9. Encoded-string-value (23)7.2.10. Expiry field (23)7.2.11. From field (24)7.2.12. Message-Class field (24)7.2.13. Message-ID field (24)7.2.14. Message-Type field (24)7.2.15. Message-Size field (25)7.2.16. MMS-Version field (25)7.2.17. Priority field (25)7.2.18. Read-Reply field (25)7.2.19. Report-Allowed field (26)7.2.20. Response-Status field (26)7.2.21. Response-Text field (27)7.2.22. Sender-Visi bility field (27)7.2.23. Status field (27)7.2.24. Subject field (27)7.2.25. To field (27)7.2.26. Transaction-Id field (27)7.3. A SSIGNED N UMBERS (28)8. MMS ADDRESSING MODEL (30)APPENDIX A. STATIC CONFORMANCE REQUIREMENTS (NORMATIVE) (32)APPENDIX B. CHANGE HISTORY (INFORMATIVE) (38)1. ScopeThe Wireless Application Protocol (WAP) is a result of continuous work to define an industry-wide specification for developing applications that operate over wireless communication networks. The scope for the WAP Forum is to define a set of specifications to be used by service applications. The wireless market is growing very quickly, and reaching new customers and services. To enable operators and manufacturers to meet the challenges in advanced services, differentiation and fast/flexible service creation WAP Forum defines a set of protocols in transport, security, transaction, session and application layers. For additional information on the WAP architecture, please refer to “Wireless Application Protocol Architecture Specification” [WAPARCH].Multimedia Messaging Service (MMS) is a system application by which a WAP client is able to provide a messaging operation with a variety of media types. The service is described in terms of actions taken by the WAP MMS Client and its service partner, the MMS Proxy-Relay, a device which operates as a WAP Origin Server for this specialised service.The service description of the multimedia messaging service can be found in [MMSSERV]. This specification defines the message encapsulation, i.e., the message structure and encodings for the multimedia messaging service.2. References2.1. Normative References[CREQ] “Specification of WAP Conformance Requirements”, WAP-221-CREQ, WAP Forum™.URL:http///[RFC2119] “Key words for use in RFCs to Indicate Requirement Levels”. S. Bradner. March 1997.URL:/rfc/rfc2119.txt[RFC2396] "Uniform Resource Identifiers (URI): G eneric Syntax", T. Berners-Lee, et al., August 1998.URL: /rfc/rfc2396.txt.[RFC2045] "Multipurpose Internet Mail Extensions (MIME) Part One: Format of Internet Message Bodies", Freed N., November 1996. URL: ftp:///in-notes/rfc2045.txt.[RFC2046] "Multipurpose Internet Mail Extensions (MIME) Part Two: Media Types", Freed N., November1996. URL: ftp:///in-notes/rfc2046.txt.[RFC2047] "Multipurpose Internet Mail Extensions (MIME) Part Three: Message Header Extensions forNon-ASCII Text", Moore K., November 1996. URL: ftp:///in-notes/rfc2047.txt.[RFC2234] "Augmented BNF for Syntax Specifications: ABNF", Crocker D., Overell P., November 1997.URL: ftp:///in-notes/rfc2234.txt.[RFC2387] “The MIME Multipart/related content type”, Levinson E., August 1998. URL:ftp:///in-notes/rfc2387.txt[RFC2392] "Content-ID and Message-ID Uniform Resource Locators", Levinson E., August 1998. URL:ftp:///in-notes/rfc2392.txt[RFC2616] "Hypertext Transfer Protocol HTTP/1.1", Fielding R., Gettys J., Mogul J., Frystyk H., Masinter L., Leach P., Berners-Lee T., June 1999. URL: ftp:///in-notes/rfc2616.txt[RFC822] "Standard for the Format of ARPA Internet Text Messages", Crocker D., August 1982. URL:ftp:///in-notes/rfc822.txt[WAPWSP] "Wireless Application Protocol, Wireless Session Protocol Specification", WAP-203-WSP, WAP Forum™. URL: .2.2. Informative References[WAPARCH] “WAP Architecture”, WAP-100-Arch, WAP Forum™. URL:http/// [MMSSERV] "Wireless Application Protocol, MMS Client Transactions", WAP-206-MMSCTR, WAPForum™. URL: .[PPG] "Wireless Application Protocol, Push Proxy Gateway Service Specification", WAP-151-PPG,WAP Forum™. URL: .[SMIL] "Synchronized Multimedia Integration Language (SMIL) Boston Specification", W3C, WorkingDraft SMIL 2.0 September 2000. URI: /TR/smil20/ [TS22140] “Multimedia Messaging Service: Service aspects; Stage 1”, 3rd Generation Partnership Project TS 22.140 Release 1999. URL: /ftp/Specs/[TS23140] “Multimedia Messaging Service: Functional description; Stage 2”, 3rd Generation Partnership Project TS 23.140 Release 1999. URL: /ftp/Specs/[WML] "Wireless Application Protocol, Wireless Markup Language Specification, Version 1.3", WAP-191-WML, WAP Forum™. URL: .3. Terminology and Conventions3.1. ConventionsThe key words “MUST”, “MUST NOT”, “REQUIRED”, “SHALL”, “SHALL NOT”, “SHOULD”, “SHOULD NOT”, “RECOMMENDED”, “MAY”, and “OPTIONAL” in this document are to be interpreted as described in [RFC2119]. All sections and appendixes, except “Scope” and “Introduction”, are normative, unless they are explicitly indicated to be informative.3.2. DefinitionsThis section introduces a terminology that will be used throughout this document.Multimedia Messaging Service (MMS)A system application by which a WAP client is able to provide a messaging operation with a variety of mediatypes.MMS EncapsulationThe definition of the protocol data units, the fields and their encodings necessary to send and receivemultimedia messages including multimedia objects.MMS Proxy-RelayA server which provides access to various messaging systems. It may operate as WAP origin server in whichcase it may be able to utilise features of the WAP system.MMS ClientThe MMS service endpoint located on the WAP client device.MMS TerminalA mobile station (MS, terminal) that implements the MMS Client to provide the MMS service.MMS Originating TerminalThe MMS Terminal which sends a multimedia message.MMS Recipient TerminalThe MMS Terminal which receives a multimedia message.3.3. AbbreviationsFor the purposes of this specification the following abbreviations apply.HTTP Hypertext Transfer ProtocolIPv4Internet Protocol version 4IPv6Internet Protocol version 6MIME Multipurpose Internet Mail Extensi onsMM Multimedia MessageMMS Multimedia Messaging ServiceMS Mobile Station, TerminalPDU Protocol Data UnitPLMN Public Land Mobile NetworkSMIL Synchronized Multimedia Integration Language RFC Request For CommentsURI Uniform Resource IdentifierWAP Wireless Application ProtocolWINA WAP Interim Naming AuthorityWML Wireless Markup LanguageWSP Wireless Session Protocol4. IntroductionThis section is informative.This paper describes the content and encodings of the protocol data units (PDUs) for the mult imedia messaging service.In multimedia messaging service the WAP WSP/HTTP is used to transfer multimedia messages between the terminal (MS) and the MMS Proxy-Relay. The WSP session management and the related capability negotiation mechanisms as well as security functions are out of the scope of this document.There are basically eight types of PDUs in MMS level:• Send message to MMS Proxy-Relay(M-Send.req, M-Send.conf)• Fetch message from MMS Proxy-Relay (WSP/HTTP GET.req, M-Retrieve.conf)• MMS Notification about new message (M-Notification.ind, M-NotifyResp.ind)• Delivery Report about sent message (M-Delivery.ind)• Acknowledgement of message delivery (M-Acknowledge.req)Logically the PDU consists of headers and a multipart body. The multipart body is present only as a sent multimedia message and a successfully fetched message. Some of the headers originate from standard RFC 822 headers and others are specific to the multimedia messaging.According to WSP definitions, comma separated lists of header field values are coded as multiple headers with identical name. If the headers are converted from binary encoding to textual format, several header fields with the same name are combined into a comma separated list, and vice versa. The order of the header fields is preserved.The textual format of the headers is that defined in [RFC822] and [RFC2616]. Binary encoding is similar to WSP header encoding [WAPWSP]. In this specification, values for header fields and parameter names are assigned.5. Message Structure OverviewThe multimedia messaging PDUs consists of MMS headers and a message body. The message body may contain any content type, including preassigned content types defined in [WAPWSP]. The MIME multipart [RFC2045-7] is used in email systems and are therefore compatible. The content type of the PDUs is application/vnd.wap.mms-message.The WSP content type application/vnd.wap.multipart.related content type provides a good example how multimedia content and presentation information can be encapsulated to a single message. Figure 1 depicts the conceptual model and example of the encapsulation.application/vnd.wap.mms-messageFigure 1. Model of MMS data encapsulationThe mms-headers contain MMS-specific information of the PDU. This information contains mainly informati on how to transfer the multimedia message from originating terminal to the recipient terminal.In the multimedia messaging use case, the message body consists of multipart/related structure [RFC2387] including multimedia objects, each in separate part, as well as optional presentation part. The order of the parts has no significance. The presentation part contains instructions how the multimedia content should be rendered to the display and speakers etc, on the terminal. There MAY be multiple presentation parts, but one of them MUST be the root part. In case of multipart/related, the root part is pointed from the Start parameter.If the presentation part does not exist, it is up to the implementation of the terminal how the multimedia content is presented. Examples of the presentation techniques are SMIL [SMIL] and WML [WML].The message body is used only when the multimedia message is sent or retrieved. All other PDUs contain only the mms-headers part. The message can contain various multimedia parts. Figure 1 shows just one possibility.All the content types are subject to WINA/IANA registration.6. MMS Protocol Data Units and FieldsThe header fields for sending, notification, retrieving, reporting and acknowledging of a multimedia message are described in the Tables 1-7. The names of the fields that do not originate from [RFC822] are preceded by X-Mms-. The MMS Protocol Data Units MAY contain additional Header fields such as found in standard [RFC822] headers which are not explicitly referenced in this docum ent.6.1. Sending of Multimedia MessageThe sending of the multimedia message consists of two messages: M-Send.req and M-Send.conf. The transaction identifier is created and used by the sending client and it is unique within the send transaction only.6.1.1. Send RequestThis chapter describes messages sent by the MS to the MMSProxy-Relay, and those headers generated by the sender's MMS Proxy-Relayand added to the headers generated by the client. These headers are used to generate the MMS notification to the recipient, and are delivered with the message body parts to the recipient at retrieval.In addition to the following tokens described in the table below, it is also possible to provide header extendability using WSP mechanism of encoding of a new unassigned header field nameName Content CommentsX-Mms-Message-Type Message-type-value =m-send-req Mandatory.Specifies the transaction type.X-Mms-Transaction-ID Transaction-id-value Mandatory.A unique identifier for the message. This transaction IDidentifies the M-Send.req and the corresponding replyonly.X-Mms-MMS-Version MMS-version-value Mandatory.The MMS version number. According to thisspecification, the version is 1.0Date Date-value Optional.Arrival time of the message at MMSProxy-Relay. MMSProxy-Relaywill generate this field when not supplied byterminal.From From-value Mandatory.Address of the message sender. This field MUST bepresent in a message delivered to a recipient. Thesending client MUST send either its address or insert-an-address token. In case of token, the MMS Proxy-RelayMUST insert the correct address of the sender.To To-value Optional1.1 At least one of these address fields (To, Cc or Bcc) MUST be present.Address of the recipient. Addressing is handled inChapter 8.Any number of address fields allowed.Cc Cc-value Optional1.Address of the recipient. Addressing is handled inChapter 8.Any number of address fields allowed.Bcc Bcc-value Optional1.Address of the recipient. Addressing is handled inChapter 8.Any number of address fields allowed.Subject Subject-value Optional.Subject of the message.X-Mms-Message-Class Message-class-value Optional.Class of the message. Value Auto indicates a messagethat is automatically generated by the client. If theMessage-Class is Auto, the originating terminal SHALLNOT request Delivery-Report or Read-Report.If field is not present, the receiver inteprets the messageas personal.X-Mms-Expiry Expiry-value Optional, default: maximum.Length of time the message will be stored in MMSProxy-Relayor time to delete the message. The field hastwo formats, either absolute or interval.X-Mms-Delivery-Time Delivery-time-value Optional: default: immediate.Time of desired delivery. Indicates the earliest possibledelivery of the message to the recipient. The field hastwo formats, either absolute or interval.X-Mms-Priority Priority-value Optional. Default: Normal.Priority of the message for the recipient.X-Mms-Sender-Visibility Sender-visibility-value Optional. Default: show address/phone number of thesender to the recipient unless the sender has a secretnumber/address.Hide = don't show any address. Show = show even secretaddress.X-Mms-Delivery-Report Delivery-report-value Optional. Default determined when service is ordered.Specifies whether the user wants a delivery report fromeach recipient. When Message-Class is Auto, the fieldSHALL always be present and the value SHALL be No.X-Mms-Read-Reply Read-reply-value Optional.Specifies whether the user wants a read report from eachrecipient as a new message. When Message-Class isAuto, the field SHALL always be present and the valueSHALL be No.Content-Type Content-type-value Mandatory.The content type of the message.Table 1. Headers of M-Send.req messageApplication-specific headers in M-Send.req provide technology that allows the use of application-specific extensions for multimedia messaging service which allows, e.g., the use of additional RFC-822 headers.The message body follows the headers.When the content type application/vnd.wap.multipart.related [RFC2387] is used and if the Start parameter in the related structure is present, it MUST point to the presentation part of the multimedia message. If the Start parameter is not present, the presentation part, if present at all, M UST be the first part in the multipart structure.6.1.2. Send confirmationWhen the MMS Proxy-Relayhas received the Send request, it sends a response message back to the MS indicating the status of the operation. The response message contains a the mms-headers only.X-Mms-Message-Type Message-type-value = m-send-conf Mandatory.Identifies the message type.X-Mms-Transaction-ID Transaction-id-value Mandatory.This transaction ID identifies the M-Send.conf and thecorresponding request only.X-Mms-MMS-Version MMS-version-value Mandatory.The MMS version number. According to thisspecification, the version is 1.0X-Mms-Response-Status Response-status-value Mandatory.MMS specific status.X-Mms-Response-Text Response-text-value Optional.Description which qualifies the response status value. Message-ID Message-ID-value Optional.This is a unique reference assigned to message. This IDSHALL always be present when the MMS Proxy-Relayaccepted the message.The ID enables a client to match delivery reports withpreviously sent messages.Table 2. M-Send.conf message.The MMS Proxy-Relay MUST always assign a message ID to the message when successfully received for delivery. The message ID shall be globally unique according to the needs of the MMS Proxy-Relaythat receives the multimedia message for delivery.6.2. Multimedia Message NotificationMMS Notifications inform the MS about the contents a received message. The MMS Notification message consists only of MMS headers. No other parts are present. The purpose of the notification is to allow the client to automatically fetch a MM from the location indicated in the notification.The transaction identifier is created by the MMS Proxy-Relayand it is unique up to the following M-NotifyResp only. If the MMS Client requests deferred delivery with M-NotifyResp, the MMS Proxy-RelayMAY create a new transaction identifier.X-Mms-Message-Type Message-type-value =m-notification-ind Mandatory.Specifies the transaction type.X-Mms-Transaction-ID Transaction-id-value Mandatory.Identifies the notification and the subsequent transactionthat is closed by the following M-NotifyResp.X-Mms-MMS-Version MMS-version-value Mandatory.The MMS version number. According to thisspecification, the version is 1.0.From From-value Optional.Address of the sender. If hiding the address of the senderfrom the recipient is supported, the MMS Proxy-Relaywill not add this field to a message header.Subject Subject-value Optional.Subject of the message.X-Mms-Message-Class Message-class-value Mandatory.Class of the message.X-Mms-Message-Size Message-size-value Mandatory.Full size of message in octets.X-Mms-Expiry Expiry-value Mandatory.Length of time the message will be available. The fieldhas only one format, interval.X-Mms-Content-Location Content-location-value Mandatory.This field defines the location of the message.Table 3. M-Notification.ind message.The standard URI format SHALL be used [RFC2396], for example:http://mmsc/message-idThe confirmation of the notification is presented in Table 4. The purpose of the confirmation is to acknowledge the transaction to the MMSProxy-Relay.X-Mms-Message-Type Message-type-value = m-notifyresp-ind Mandatory.Identifies the message type.X-Mms-Transaction-ID Transaction-id-value Mandatory.Identifies the transaction started by M-Notification.X-Mms-MMS-Version MMS-version-value Mandatory.The MMS version number. According to thisspecification, the version is 1.0X-Mms-Status Status-value Mandatory.Message status. The status Retrieved SHALL be usedonly after successful retrieval of multimedia message.X-Mms-Report-Allowed Report-allowed-value Optional. Default: Yes.Sending of delivery report allowed to the user or not.Table 4. M-NotifyResp.ind message.6.3. Retrieval Of Multimedia MessageA client SHALL retrieve messages by sending a WSP/HTTP GET request to the MMS Proxy-Relay containing a URI to the received message.When successful, the response to the retrieve request will contain headers and the body of the incoming message. Name Content CommentsX-Mms-Message-Type Message-type-value =m-retrieve-conf Mandatory.Specifies the message type.X-Mms-Transaction-ID Transaction-id-value Optional.Identifies either the transaction that has been started byM-Notification without M-NotifResp or new transactionwhen deferred delivery was requested. The newtransaction ID is optional.X-Mms-MMS-Version MMS-version-value Mandatory.The MMS version number. According to thisspecification, the version is 1.0.Message-ID Message-ID-value Optional.This is an unique reference assigned to message. This IDSHALL always be present when the originator clientrequested a read reply.The ID enables a client to match read reports withpreviously sent messages.Date Date-value Mandatory.Sending date and time.From From-value Optional.Address of the sender. If hiding the address of the senderfrom the recipient is supported, the MMS Proxy-Relaywill not add this field to a message header.To To-value Optional.Address of the recipient. Addressing will be handled inChapter 8.Any number of address fields allowed.Cc Cc-value Optional.Address of the recipient. Addressing will be handled inChapter 8.Any number of address fields allowed.Subject Subject-value Optional.Message subjectX-Mms-Message-Class Message-class-value Optional.Message class. If field is not present, the receiverinteprets the message as personal.X-Mms-Priority Priority-value Optional. Default: NormalPriority of the message.X-Mms-Delivery-Report Delivery-report-value Optional. Default: No.Specifies whether the user wants a delivery report fromeach recipient.X-Mms-Read-Reply Read-reply-value Optional. Default: No.Specifies whether the user wants a read report from eachrecipient as a new message.Content-Type Content-type-value Mandatory.The content type of the message.Table 5. Headers of M-Retrieve.conf message.Application-specific headers in M-Retrieve.conf provide technology that allows the use of application-specific extensions for multimedia messaging service which allows, e.g., the use of additional RFC-822 headers.The message body follows the headers.When the content type application/vnd.wap.multipart.related [RFC2387] is used and if the Start parameter in the related structure is present, the client SHOULD expect it to point to the presentation part of the multimedia message.6.4. Delivery AcknowledgementA MMS Acknowledge message confirms the delivery of the message from the receiving terminal to the MMS Proxy-Relay.Name Content CommentsX-Mms-Message-Type Message-type-value = m-acknowledge-ind Mandatory.Identifies the transaction type.X-Mms-Transaction-ID Transaction-id-value Mandatory.This is the transaction number that originates fromimmediately previous M-Retrieve operation.X-Mms-MMS-Version MMS-version-value Mandatory.The MMS version number. According to thisspecification, the version is 1.0X-Mms-Report-Allowed Report-allowed-value Optional. Default: Yes.Sending of delivery report allowed to the user.Table 6. M-Acknowledge.ind message.6.5. Delivery ReportingA MMS Delivery Report MUST be sent from the MMS Proxy-Relay to the originating MS when the originator has requested a delivery report and the recipient has not explicitly requested for denial of the report. As for example, the recipient can request for denial of the Delivery Report by using the X-Mms-Report-Allowed field of M-Acknowledge.ind or M-NotifyResp.ind message. There will be a separate delivery report from each recipient. There is no response message to the delivery report.Name Content CommentsX-Mms-Message-Type Message-type-value = m-delivery-ind Mandatory.Identifies the PDU type.X-Mms-MMS-Version MMS-version-value Mandatory.The MMS version number. According to thisspecification, the version is 1.0Message-ID Message-ID-value Mandatory.Identifier of the message. From Send request, connectsdelivery report to sent message in MS.To To-value Mandatory.Needed for reporting in case of point-to-multipointmessage.Date Date-value Mandatory.Date and time the message was handled (fetched,expired, etc.) by the recipient or MMSProxy-Relay.X-Mms-Status Status-value Mandatory.The status of the message.Table 7. M-Delivery.ind message.6.6. Read ReportingWhen the originating terminal requested the Read-Reply in the multimedia message, the recipient terminal MAY send a new multimedia message back to the originating terminal when the user has read the multimedia message. The content of the multimedia message is a terminal implementation issue. The read-reply multimedia message MUST have the Message-Class as Auto in the message.The MMS Proxy-Relay MUST deliver the read-reply message as ordinary multimedia message.When the originating terminal receives the Read-Reply, it SHALL NOT create delivery report or read-reply message.6.7. Error Considerations6.7.1. Interoperability Considerations with Version NumberingThe MMS version number is divided into two parts: major version number and minor version number. MMS versions with only minor version number differences SHALL provide full backward compatibility. MMS versions with major version number differences SHALL NOT provide backward compatibility.6.7.2. Interoperability between MMS Versions with the Same Major VersionNumberThe following rules SHALL be followed between different MMS versions having the same major version number but different minor version number.。