英语语言学第三单元reflection

AAcS (actor Subject), ReS (Receptor Subject) and DaS (dative vesubject) P85Active deposit 活性沉积P393adaptability制宜原则P39adjustment 调整P135AdjMr：Ajective Modifier 定语修饰语P19Affixing morpheme of fixed position 定位性附加语素P342Affixation 缀合法P29All encompassing 无所不包P ixAphasic 失语症患者P386ApoP 同位短语式P188Approximative system 近似体系P58arbitrariness任意性; selectiveness 选择性P181Aspect 体（tentative尝试体, inchoative开始体, successive继续体, perfect完成体, progressive 进行体）P114Autonomy 自主权P53Bbackshift后移P370/372bilingualism 双语学P522Blending 拼缀法P29Bottom-up perception自下而上的感知，top-down perception自上而下的感知P493CCart Fames1980 对比分析P xcirculativeness 周遍性P86categorization范畴化, grouping 归为类P487category word 范畴词P418/474/513cleft sentence 分裂句P230cognate equivalence同源对应P134/468，词根对应P478cognitive schema认知图示P386Cohesion 粘着性P62Cohesion and coherence接应与连贯P74Cohesive tie 联结关系接应词，additive 增补连接词，adversative 对比连接词，causal conjunction因果连接词，temporal conjunction 时间连接词P436Combination (虚词功能)组合P452Total combination完全结合，formal combination形式结合P464Common value （语言）共同价值；special value 特征价值P47Complement 补语P126Composition 合成法P29Compactness of meaningful morpheme有义语素结合紧密度P299Compressed predicate 紧缩式谓语P120Compound （汉语）合成词P443Conversion 转化法P29Constant 常数（ie. tertium comparationis中间比较项）；variable变数；tertium 中间项P50Context-sensitive rule 受上下文制约的规则P362Convertness and overtness 隐含性与外显性P61Copula 系词；copulative object 判断宾语；quasi-copulas 准判断动词P217Coverb 前置动词（能愿、意向、规劝动词）和后置动词的统称；operator基本助动词/功能词P114DDative case与事格P159defiguration还原法, figuration 形象描写P472Description and Prescription 描写与规定P41descriptive approach描写态度P39determinative premodifier 限制性前置定语，descriptive premodifier 描绘性前置定语，classifying premodifier 分类性前置定语P298Diachronic and synchronic/ diachronism and synchronism 历时与共时P2Diachronic experience and synchronic performance 历时经验和共时运用P314Dichotomic 二分性，可切分为二P167Differentiating ability 分辨力P361Diffuse 扩散型；compact聚集型P235Directness 直接性，indirectness间接性，explic itness鲜明性, specificness重实，non-specificness反虚P417Disintegration 解体P28dismantle拆除P28Disorganization 瓦解P28Disposal form动词处置式(把字句) P213; pre-transitive V erb 前及物动词(赵元任：把字句)P233 Diversiform 多样性P85Divide 长句切分；contract 长句紧缩P208Doer and receptor 行为者与承受者P89Doublet/ word pair谐音叠词P426EEnd-focus 短语后焦点；front-focus 弱化前焦点P175End-weight词尾重心P229Epicene通性名词P82Equivalence 对应P58evolution演进P28Explanation 解释; Interpretation 阐释P41Explication 演绎法P469Expletive 先行词P74Expletive subject 形式主语P92FFamily resemblances 维根斯坦：家族相似；Dissimililarilies 非相似性PvFinite verb 定式动词；non-finite verb 非定式动词P236Formal or inflexional linkage 形式或形态对接P26Formal indication 形式的标定P62-3Frame of word词语联立关系P466Functional compensation 功能互补P154Functional expansion 功能扩大化P191Functional redress, functional compensation 功能代偿法P33Function test 话题性的测试P90Functional word (form word, structural word) 结构词（英语），empty word虚词（汉语）, P449 closed classes 封闭性词类，P449determiner 限定词，auxiliary助动词，pronoun代词，P449，preposition介词，qualifier 修饰词，coordinator 并列连接词，subordinator 从属连接词，interrogative 疑问词，negative 否定词P450full word 实词（汉语）P450GGiven-new contract已知-新知信息默契P372HHead word 中心词P296Heterology 异质性/特殊素质P95/202HW：head word中心词P19Hypotaxis and parataxis 形合与意合P75IIcon 图像性，iconization图像化, indexization索引化P455identity等同（是字句功能）P219Ideographicand semipronouncing 单体形意音文字P viIdeational pvotal, idea-centered 意念主轴；formal-pivotal, formal-centered 形式主轴P18idea-centered structure意念主轴结构；formal-centered structure形式主轴结构P18idiom 成语/习语；a single unit一个单位P166image code 象码；Souund code音码P68immediate constituent analysis 直接成分分析法P232impersonal subject非人称主语P498implication 暗示法P22Inbreak of the modernity 葛兆光：现代性入侵P ivIndicator 指示器P47indispensability不可或缺性P47infiltration 渗透性，intrinsicness固有性，peculiarity特性P476Inflectional devices 无形态程式P viiiInflexional formation 形态构性P453Inflexional system 形态体系P52Inflexionalization 形态化P154Inner speech 内部言语，speech 外部言语P387Intentional word意向词语P163intensifier加强词P378Interlingua 中介语P58Interlingual comparability 语际可比性P51Interpretation 解释法P22Intraflexion 内部屈折P396Introducer 引导性结构P302JJohn Stuart Mill 1806-1873 功利追求P xJuxtaposing 联合短语式P183KKernel (句法结构) 核心P84Kinship 与原亲属关系P468Llanguage game 语言游戏P39Latin Grammar马建忠：泰西格朗玛PvLexicalization 词汇化P312，inflexion 形态化P368Linearization对接；formation成型；aggregation聚集P69Linguistic determinism语言决定论，language relativity语言相对论P525LocWP 方位短语式P187LR (linear reverse???) 顺序线性P62；RL (reversed linear) 逆线性P69MMapping 映射P68/371/492Masculine 阳性P397Matching 配对P52Maximized implicitness 最大化隐含；information focus信息焦点P191mean中数；overlap语义场界重叠；outlap非重叠P183means of generalization实义虚化手段，affixational means词缀虚化手段P446，inflexional means 形态虚化手段P447, specified 实化P449Misplacement and breach 错位和缺位P ixMissing link 缺环P518MnS(Means Subject) 方式主语P102Mode of expression表现法，relativity相关性，instrumentality实用性，generality通用性P391 Moderate adaptation 适度的适应，adaptationby通过adjustment调整来适应P429Mood 语气，indicative mood直陈式, imperative mood祈使式, subjunctive mood虚拟式, Intrinsic and extrinsic 内在和外在语言结构机制，factualsupposition事实假设, counterfactual supposition 反事实假设deficit 欠缺的观点P369morpheme for morpheme义素对义素P468Mr-Md (modifier-modified) 修饰语前置式,偏正词组；Md-Mr (modified-modifier)；hyphenated adjectives 连字符连接的多词形容词P167MrS（Modifier Subject）修饰语主语P102Mutual compensatory 互为补充代偿P308NN.Machiavelli 1459-1527 马基尔维利，15世纪‘欧洲最著名政论、史论家之一P iv Nominal 名词性P91Nominal phrase名词性短语P188Nominative 主格，genitive 所有格，dative 与格，accusative 宾格P396Non-SP sentence非主谓句P203nucleus（语音）调核P304OOnomatopoeia 象声，拟声P5Open beginning 句首开放性；contracting ending/closed ending 句尾收缩性P205Operating and orientating mechanism 支配与定势作用P487Operator 功能词P118Ordering 序列P70Orientation 导向P391Outwardness 外象（包括：表象、形象、现象、物象）P26PPattern （形态体系的）结构形式P396pair成对词P184Paradox 悖理P182PC of extend/ degree表程度的述补结构P131PC of movement 表行为态势活动向的述补结构：direction趋向；progress继续；completion 完成P128PC of possibility表可能的述补结构P128PC of result表结果的述补结构P129PC of state表状态的述补结构P130Pejoration 贬义化Perceptive language 感性语言P xPeriodic sentence 掉尾句P310Phonograph 表音文字P418Phonetic morpheme 语义语素，form morpheme 构形语素，reduplication morpheme复叠语素，full morpheme 完全语素P460/461Phrasal verb and particle 短语动词与小品词/介副词P？？/154pictograph/ hieroglyph 象形文字P2pivot/axle主轴P236PlS (Place Subject) P86Polar contrast 正反两面合二为一的复合词P473Polarization 两极化P87Pragmatic motivation语用理据P175Pragmatic presupposition 语用预设P164Predicate-complete construction述补结构P128predication谓词性；sub-predication次谓词性P189Predicative phrase 谓词性短语P188PrepOP 介词短语式P187Pre-position coverb 前置助动词P377Principle of cause and result sequence 因果律P299Principle of compactness of meaningful morpheme 语素结合紧密度律P299Principle of exterior-interior sequence 表里律P296Principle of spatial sequence 范围律P294Principle of subject-object sequence 主客律P295Principle of temporal sequence 时序律P291Principles of SV concord 主谓一致原则: Grammatical principle 语法原则, Logical principle逻辑原则, Principle of Proximity 靠近原则, Principle of Idiomaticness 惯用法原则P115 Presupposed statement and concluding statement, PS and CS 前述与结述P57/309QQrQd (qualifier-qualified) 附加式P202QunWP 量词短语式P188Rrecipiency受事性；recipiency 施授关系；affection 受到影响的关系P158Redress/ compensation （语法功能的）代偿法P22Reduplication（构词法）重叠法，adjunction附加法，affixation加缀法，compound 合成法P444-445Refinement 提炼；Gradation 提升P41Relative comparability 相对可比性P51Reflective 反映式的，折射式的P456equivalence对应式(correspondence契合式)，inclusion涵盖式P457，intersection 交叉式P458，substitution替代式，conflict 冲突式(exclusion 语义相悖) P459 kinship term P457，borrowing借用P459reflection 反映P496relativity 相关性，instrumentality实用性，generality通用性，familiarization通晓性P392 Repetition 重叠手段，anaphora句首反复，epiphora句尾反复P427Reversed Linear Expansion逆线性延伸；Natural Linear Expansion顺线性延伸P205 reversibility 可反逆性P174/276reversion 对接的反转P464reversing and synchronizing 顺译与反逆翻译P105R.Philippson 2002: 英语帝国主义PvRunning sentence 流水句P235SSA V P62Selective and critica 选择性和批判性P xSemantic combination 语义结合，grammatical combination 语法结合P441Semantic relevance 语义关涉性P181Semantic structuring 语义结构过程，form structuring 形式结构过程P387Sense morpheme义素，meaningful morpheme有义语素，free morpheme自由语素，boundmorpheme黏着语素P441Sentence starter句首起词P110/503Sequence 顺序，inverse/reverse 抵触逆序，mixed order混合序P409Shift 转换P100Shortening 缩略法P29Sign language手语P386Signifying 意指; analogizing类比P47Situationally defined语境化P479Space between words词间距P80Staccato 断续P421Stratification 层次结构P232Stress domain 重音范域P75Stressed position 强调位P279Structural analogy 结构类比P81Structural inversion 结构性倒装functional inversion 功能性倒装stylistic inversion文体性倒装P277Structural order-shift 结构性位移P279Structural word 结构性词语，substantial word 实质性词语，presupposed information 预知性信息，replenished information 补足性信息，base挤出前述，climax递进叙述P305 StrWP 助词短语式P188SV concord/agreement 主谓一致P88/115SV Device主语-谓动机制P88SVOC P61subcategorization（语义特征）次范畴化（转换生成语法）P368Substitution替代法P22Sub-subject次主语P95Supplement 补充P106Syntagmatic device组合手段P404Syntagmatic ordering of element 组合型序列P275Syntagmatic pivot 形态组合主轴P237；paradigmatic pivot 意念聚合主轴P239TTautology 重复, sysmetry对仗P424TDC Expansion (topic-development-coda expansion) 命题-发展-结语语段扩展P257 Temporal sequence时序律P121Temps opératif (G. Guillaume)活动时间, system de representation 反应系统，system d’expression 观念P387Tense 语法的“时”，time自然概念的“时间”P340, tense particle 时态助词P342Tensity 紧张感，importunity 短促感，monotonounsness单调感P424Text 语段；logical expansion 逻辑扩展式；basic level 基础层级；logical level逻辑层级P234 Thematic 主位性P284/ 句首主题P315Thematization主题化，thematic fronting 宾语主题前置，topicality 话题性P316The relative 关系语P86TmS（time subject）P85Topic, theme, 话题（主语句）comment, rheme 述题P37-38Topic subject 话题主语P92transfer 迁移P522Transferability 可转换性P386Transformation 转型P28 转换式P214TR device 话题-述题机制P88typological 类型学体系P60VV alence/valency价（可以带什么宾语）P152/154V ertical 历时比较；horizontal共时比较P49Visual differentiation 视觉分辨率P404Visual recognizibility 视觉可辨性P449V ocalicending元音字尾P425voice in covertness 隐性语态P313, inflictive voice 不幸语态P318 volitional future 强于是将来时（表意志等）P453WWalter Benjamin; historical duress, geschichtlich Zwang: 历史的裹挟P xiZZero 零位P87ZeS-VP 零位主语结构P106。

3.1 What is word?Word is a unit of expression that has universal intuitive recognition by native-speakers, whether it is expressed in spoken or written form.词是个表达单位，不管是在口语还是在书面语中，说母语的人对词有种普遍的直觉识别能力。

3.1.1 Three senses of “word”“词”的三种含义a physical definable unit: 是自然的有界限单位the common factor underlying a set of forms 是支配一组形式的共同因素。

Word is the common factor underlying a set of forms, a unit of vocabulary, a lexical item, or a lexeme. 词是在一组形式之下的共同要素，是词汇的单位，是一个词条，或是一个词位。

Lexicon: a list of all the words in a language assigned to various lexical categories and provided with semantic interpretation.lexeme(词位):A separate unit of meaning, usually in the form of a word(e.g. “dog in the manger”)Lexeme-----is postulated as the abstract unit underlying the smallest unit in the lexical system of a language, which appears in different grammatical contexts.词位被假定为语言词汇系统中潜在于最小单位之下的抽象单位，而最小单位是在不同的语法环境中出现的。

一、专业词汇英译中（加粗为复习重点）anchored instruction 抛锚式教学case-study 案例chunk 大块，矮胖的人或物，组块，信息块cognitive map 认知地图cognitive structure 认知结构collaborative adj.合作的，协作的collaborative learning environment 协作学习环境commentary n.注释，评述，实况报道community 社区，共同体community of practice 实践共同体compact adj.紧凑的，紧密的；vt. 使坚实compatibility 兼容性compatibility n. 共存，相容，[计]兼容性complementary adj. 互补的，补充的Computer Supported Collaborative Learning (CSCL)计算机支持的合作学习computer-based training 计算机辅助训练concerted action 协同动作，协调行动correspondence education 函授教育，第一代远程教育curriculum n.(复数curricula) 课程decision-making 决策digital native 数字原住民direct satellite broadcasts DBS 直播卫星discipline n.纪律, 学科disciplined inquiry 学科探究distance education 远程教育distinguish from 区别，识别e-learning 数字化学习ethicaladj.与伦理有关，道德的(尤其职业道德的)，民族的experiential learning 经验学习，实践学习fill in the gap 填补空白，弥补不足Gigabyte [GB,千兆]字节，terabytes 1024G homogeneous adj. 由同类组成的，同质的humanistic education 人本主义教育in conjunction with 与…一起，共同in light of 按照，根据in the context of 在…情况下，在…背景下information streams 信息流infrastructure n.基础结构，基础设施inquiry learning 探究性学习Institute of Electrical and Electronics Engineers (IEEE)电子电气工程师学会instructional interventions 教学介入或干预instructional system design 教学系统设计instructional system development 教学系统开发Internet nessaging 互联网消息接发（如飞信）knowledge aggregation 知识集成learning management system 学习管理系统Learning Technology Standards Committee (LTSC) 学习技术标准委员会lifelong learning 终身学习literary criticism n. 文学评论，文艺评论live data feed 实时数据更新mental model 心理模式mental representation 心理表征meta-cognitive adj.元认知的micro-content 微内容MMS (Multimedia Message Service) 多媒体信息服务multimedia presentation system 多媒体播放系统Multiple Intelligence 多元智能multiple intelligences 多元智能n gen (net generation) 网络一代novice n.新手，初学者obsolete adj. 已过时的，废弃的，不再用的ontology n.本体, 本体论(事物的本体) performance measurement 性能测定，业绩评价personal digital assistants (PDAs) 个人数字助理，掌上电脑pivotal adj.枢轴的(中枢的)，关键的portfolio 文档资料，文件夹，档案袋e-portfolio 电子档案post-modernism 后现代主义problem-based learning 基于问题的学习qualitative adj.性质上的，定性的quantitative adj.数量的，定量的random access 随机存取，随机检索reflection n.沉思，反思，回忆，反射reflective adj.反思的，沉思的Resource-Based Learning Environments基于资源的学习环境rubric 评价量规，标准scaffolding n. 脚手架，搭脚手架用的材料search engine 搜索引擎self-assessment n.自测，自我评估Sesame Street 芝麻街（美国著名儿童教育电视片smart-phone n.智能手机SMS (Short Message Service) 手机短信服务snapshot n.快照，急射，简单印象social book-marking 社会性书签social software 社会性软件sociolinguistics n. 社会语言学spiral organization 螺旋形的组织stem from 源自，来源于，由某事物造成synchronous adj.同时的, [物] 同步的asynchronous 异步的syndication system 联合推送系统the Zone of Proximal Development 最近发展区trade-off 交易，折衷，权衡，协调visualization n.可见的，可视的、形象化WAP (Wireless Application Protocol) 无线应用协议weblog 网络日志Wi-Fi （Wireless Fidelity) 无线高保真wiki 维基, 一种多人协作的写作工具二、完形填空1、（） maintains that real world contexts imbedded in educational media serve as anchors of learning in the sense that learners construct knowledge while solving the subsequent problems. The theory was developed by the Cognition & Technology Group with John Bransford's lead.抛锚式教学理论Anchored Instruction Theory主张嵌入在教育媒体的现实世界背景作为学习的锚，因为学习者在解决相关问题时可以建构知识。

高一英语必修三第三单元知识点以下是作者为大家整理的关于《高一英语必修三第三单元知识点》的文章，供大家学习参考！ⅠLangu； age pointsbring up:1）培养，抚养，教育 She brought up her children to be considerate of others. 她教育孩子要关心别人。

He was brought up by his aunt. 他被姑姑抚养大。

2）提出 We decided to bring up the problem at the next meeting.我们决定在下次会议上提出这个问题。

3) 吐出，呕吐 He brought up his dinner. 他把晚餐吃得东西都吐了。

He fell ill and brought up his breakfast. 她生病了，把吃的早饭都吐了出来。

2. scene n. 1) 一场，一镜头 He added a new scene at the beginning. 在开头他又加了一场戏。

We missed the first few scenes of the film. 我们错过了这场电影开始的几个镜头。

2) 风景，风景，场面 The night scene in Shanghai is quitebeautiful. 上海的夜景非常美。

3) (产生事件的)现场，地点They rushed to the scene of the traffic accident. 他们火速赶到车祸的现场。

比较：scene , scenery 和view（1）scene 指都市景观或室内摆设，还可以指舞台场面或部散布景，可数名词。

（2）scenery 指山河湖海等自然景观，也能够指舞台全部，是不可数名词。

（3）view 指从远处或高处看到的风景。

The view from the top of the hill is wonderful. 从山顶上眺望，风景很美。

高二英语第三单元复习知识点分析我们大部分知识和技能是靠重复获得的，及时复习对于记忆非常必要，学英语就是要坚持天天不断的练，不断地重复基本句型，常用词汇和基本语法等。

学习英语的过程也是同遗忘做斗争的过程。

以下是小编给大家整理的高二英语第三单元复习知识点分析，希望大家能够喜欢!Ⅰ.Hot words and hot phrases 常用词与常用词组1.Medical studies show that AIDS virus cannot be transmitted via the following routes：cups，glasses，toilet seats，swimming pools，mosquitoes，other insects or blood donation. (P.49)2.AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illness. (P.51)3.People get AIDS after having been infected with the HIVvirus. (P.51)4.People transmit HIV by having unprotected sex，by receiving infected blood transfusions or，as in Xiaohua's case，through birth. (P.51)5.Xiaohua's mother contracted the HIV virus when she was 28，and she died of AIDS only three years after Xiaohua was born. (P.51)6.The disease is spreading faster in Africa and parts of Asia，mainly because of a lack of proper health care，prevention and education. (P.51)7.The drugs that are available are much too expensive anddifficult to find. (P.51)8....but she does not let that knowledge discourage her. (P.51)9.She also goes to visit other AIDS patients in hospitals across the country to support them and cheer them up. (P.51)10.The disease is not the only thing that AIDS patients have to suffer from. (P.52)11....that can persuade hospitals and companies to allocate more funds for AIDS research and education. (P.52)12.Xiaohua has learnt to live with HIV and the fact she will eventually get AIDS. (P.52)13.Two years ago，Dr Richards had asked me a great many questions and had taken samples of my blood. (P.55)14.Mum held my hand and I saw that she was weeping. (P.55)15.Cancer is a disease that begins in cells. (P.55)16.In my body，the production of cells is disrupted. (P.55)17.Doctors do know that cancer is not caused by injury and is not contagious— it does not spread from one person to another. (P.55)18.The cancer in my body has been defeated for the moment. (P.55)19.Living with cancer has made me realize how precious life is and how important it is for us to take every chance to live life to the fullest. (P.55)20.Every day is a new opportunity and I have learnt to appreciate every minute of each day.Ⅱ.Language points and grammar focus 语言点和语法重点nguage points 语言点1.HIV/AIDS is incurable... (P.49)AIDS is a disease that...leaves a person defenceless against infections and illness. (P.51)本单元中由前缀或后缀派生出的反义词的小结2.People get AIDS after having been infected with the HIVvirus. (P.51)完成时的动名词的被动式的内涵及用法3.As with most diseases and disasters，the young suffer the most.“定冠词 + 形容词/过去分词”表示“一类人”的用法的小结4.I had been feeling sick for a long time and my mum had taken me to hospital to have me examined. (P.55)1)过去完成进行时的内涵及用法2)“to have + 宾语 + 过去分词”的两个内涵及用法5.The treatment was successful and I was able to go home after exactly fourteen months，two days and six hours in hospital. (P.55)was/were able to do 与 could do 在内涵上的区别及各自的用法6.I have been living with cancer for two years and... (P.55)现在完成进行时的内涵及用法Ⅲ.Skills of the four essential abilities：listening，speaking，reading and writing 听、说、读、写四项基本能力的学习技巧1.Listening：Master the main idea of a long dialogue through the inner connections among the questions so as to have better understanding of the questioned details从各设问间的内在联系把握较长对话的中心思想，更好理解各检测点的细节2.Speaking：Talk about deadly diseases and attitudes towards AIDS，cancer，etc.关于那些致命疾病及对待艾滋病、癌症等的态度的谈论3.Reading：Make full use of informational words and phrases充分利用信息词4.Writing：How to write a personal narrative如何写一篇个人经历过的叙述性故事一、重点词汇总结1. impression n. 印记;印象;感想;后接 of sb./ of sth./ on sb./ that 从句; My first impression of him was favorable.他给我的第一印象非常讨人喜欢。

Unit 1.The Origin of LanguageTo learn a language, we must learn from its origin. The first unit of the book, Towards a Good Understanding of the English Language, is the origin of language. Taking about the western culture, the Bible is the most important stuff. The Bible has a so important influence on the western culture that the origin of language also can be related to the Bible.I want to devide the text A into three parts. The first part is about three stories of the origin of language. And the second and the third parts are all talking about the various theories of the origin of language.There are totally three stories of the Bible mentioned in the first part of the textbook which are about the origin of the language.The first one is the story of the Tower of Bable. It tells us why there are so many different languages in the world.The second one may be the ealiest to tell the origin of language. According to the Christian beliefs, the language was God‟s gift to mankind.The third one is about some conjectures. Andreas Kemke, a swede, has his conjecturing that in the gadern of Eden Adam spoke in Danish, the serpent in French, and the deity in Swedish, but it more ahout the Kemke than the origin og language. And there are two experiments of recreating the conditions which the theorists consider necessary for the origin of language. The ancient Egyptian king Psammetichus was one of the theosists. Accoring to his analysis, he dediceded that children would naturaly speak Phrygian and that Phrygian was an “older”language than Egyptian.Another one who wanted to study the origin of the language is James IV of Scotland in the early sixteenth century. And the result was that his children reportedly spoke “good Hebrew”.Human beings always want to explore the unknown things and miraculous world, and the origin of language is one of them. In China, there is a peison named Cang Jie who is the invebtor of Chinese charactors in legend. In the Bible, there is a story that language is a God‟s gift to mankind. However, what is the truth that how language began and arise?Scientific interpretations hold that language is human invention, and language originated in the process of labor. There are four steps of the labor which is the Bow-wow theory, the Pooh-pooh theory, the Yo-he-ho theory and the evolution theory. Language together with labor makes us human.In the third part of the text A, some people‟s research results have been listed who contributed to the studies of the origin of language.There are two theories impressed me the most. The first is Merlin Donald‟s coevolution. I am very interested in his theory. The reason that language appeared is that people needed a way to communitate to others and let the civilization pass by. I totally agree with the words he writes that “A shared communitative culture, with sharing of mental representations to some degree, must have come first, before language, creating a social environment in which language would have been usefuland adaptive.”And also a theory named mirror neurons is very important. This is from the aspect of biology. “Mirror neurons will do for psychology what DNA did for biology: they will provide a unifying framenwork and help explain a host of mental abilities that have hitherto remained mysterious and inaccessible to experiments”. To be honest, I don‟t understand this sentence‟s meaning. But I am also interested in this theory. The development of human beings from ape men is because the evolution of the cerebrum and the appearance of language is the reflection of the development of the original society. I have always been interested in the origination of life, and also the origins of civilization. If there will be a changce to know more about this theory of mirror neurons, it would be perfect.I learned the Bible in this semaster and knew that every aspect in the western culture can be related to the Bible. And the origin of language also has the relationship with the Bible. We don‟t need to find evidence to support whether this theoty is true. This is their religious belief, and this is a part of their culture. Though learning of these bibilical stories, I can understand the Jewish culture deeeper and remember more background knowledge.However, there is also something that I can‟t remember, including those people who are named Thomas Hobbes, John Locke, Terrence Deacon, and Merlin Donald and thoeries mentioned in the third parts. Although I am interested in the theory of mirror neurons, it is also very difficult for me to understand. But this part really let me feel very professional and feel like a major in language‟ student. However, these may be too professional to understand and to remember.The origin of language in the western culture is very attractive, and it is very different from Chinese culture. This lesson gives me a changce to be close to the original world and a more professional space.Unit 2 English as a Globle LanguageWe are a group of students who are major in English, and some of us will be a translator or interpreter in the future. According to the biblical story which is named the Tower of Bable, there are so many languages that people who speak two types of languages cannot understand each other. Therefore, thanslation has played a central role in human interaction for thousands of years. However, if there is a global language and everyone in the world can understand it, there is no need for translating or interpreting and people can communicate fluently with all the people. So this unit 2 is talking about the global language.The text A is about “Why do we need a global language?” and there is a phrase called “lingua franca”. Lingua franca is a language systematically used to make communication possible between people not sharing a mother tongue, in particular when it is a third language, distinct from both mother tongues. Lingua francas have arisen around the globe throughout human history, sometimes for commercial reasons but also for diplomatic and administrative convenience, and as a means of exchanging information between scientists and other scholars of different nationalities.There are some reasons the text A has given that why we need a global language.In communities where only two or three languages are in contact, bilingualism (or trilingualism) is a possible solution, for most young people can acquire more than one language with unselfconscious ease. But in communities where there are many languages in contact, as in muvh of Africa and South-east Asia, such a natural solution does not readily apply. The problem has traditionally been solved by finding a language to act as a lingua franca, or “common language”.The geographical extent to which a lingua franca can be used is entirely governed by political factors. Many Lingua Franca extend over quite small domains-between a few ethnic groups in one part of a single country, or linking the trading populations of just a few countries, as in the West African case.The prospect that a lingua franca might be needed for the whole world is something which has emerged strongly only in the twentieth century, and since the 1950s in particular. The chief international forum for political communication-the United Nations dates only from 1945. At a more restricted level, multinational regional or political grounpings have come into being. The pressure to adopt a single langua franca, to facilitate communication in such contexts, is considerable, the alternative being expensive and impracticable multi-way translation facilities.The need for a global language is particularly appreciated by the international academic and business communities, and it is here that the adoption of a single lingua franca is most in evidence, both in contacts being made daily all over the global.Language choice is always one of the most sensitive issues facing a planning committee. Usually a small number of languagea have been designated official languages for an organization‟s activities: for example, the UN was established with five official languages -English, French, Spanish, Russian and Chinese. The common situation is one where a committee does not have to be involved-where all the participants at an international meeting automatically use a single language, as autilitarian measure (a “working language”), because it is one which they all have come to learn for separate reasons. This situation seems to be slowly becoming a reality in meetings around the world, as general competence in English now.“Could anything stop a language, once it achieves a global status?‟. The short answer must be “yes”. If language dominance is a matter of political and especially economic influence, then a revolution in the balance of global language. The accuracy and speed of real-time automatic translation is undoutedly going to improve dramatically in the next twenty-five to fifty years, but it is going to take much longer before this medium becomes so globally widespread and so economically accessible to all, that is poses a threat to the current availability and appeal of a global language. And during this time frame, all the evidence suggests that the position of English as a global language is going to become stronger. By the time automatic translation matures as a popular communicative. It will be very interesting to see what happens then-whether the presence of a global language will eliminate the demand for world translation services, or whether the economics of automatic translation will so undercut the cost of global language learning that the later will become otiose. It will be an interesting battle 100 years from now.As an English major student, I feel proud but also have a lot of pressure. In the future, English may be lingua franca, and is used widely. It is a wonderful changce for me. In contract, that means all of people who live in the earth can speak English, and my major skill becomes a common sense. I have no superiority.After learning the unit 2, I feel that it gives me confidence and also pressure. I need not only to continue working hard, but to enrich my knowledge. Maybe I cannot live until the English becoming the lingua franca, but just do as the saying: “Grap the opportunity, and face the challenge”.Unit 3 Sound in the English LanguageFor languages learners, there are four basic skills which are listening, speaking, reading and unit 1 and unit 2, there is a specific introduction of the origin of language and the importance of English which has been becoming the global language. Therefore, the unit 3 introduces an aspect of English and the foru basic skills are also based on this aspect. That is sounds in the English language.First of all, it is the importance of sounds. All of the languages in the world are a tool to communicate. In China, there is Chinese for people who speak Chinese to communicate, and so English, French, and Italian are. The point is speaking. A language is not only written on the book, but also and more important for talking to others and expressing people‟s thoughts. Therefore, at the very beginning of learning a language, learning how to pronunce is the first step. And the text A of the unit 3 has introduced some concept of the sounds in the English language.Let‟s first take a look at the basic mechanism that is used to produce speech sound in English and in most Indo-European language. The first phase in the process of articulation is called pulmotic egressive mechanism, meaning that source of the air to be used in speech is the lungs and that the direction of the airflow is outward. It is important to note as other certain speech sounds.As the air leaves the lungs it continues upward in the windpipe, and enters the so-called vocal tract, where it is modified in various ways by the movements of the speech organs called articulators. All speech sounds can be classified according to where in the vocal tract this modification takes place and how exactly this modification is carried out. As a third term in the description of speech sounds, we can specify how active the vocal cords are: whether they vibrate (in voiced sounds) or not (in the voiceless sounds).There are some concepts. What are segmental features of speech? The features mentioned above characterize individual segments, that is, speech sounds-manner; place and voicing are the so-called segmental features of speech. Larger chunks of pronunciation also have characteristics of their own- theses are the so-called suprasegmental features.The title of the text A is Phonetics and Phonology. Let‟s take a look at the conceptions of Phometics and Phonology. The scientific study of the segmental and suprasegmental features of speech is called phnonetics. And a different point of view is taken by the branch of linguistics called phonology. The phonology is deals with speech and sounds, and it borrows the terms and notions of phonetica, but it only uses them as tools to achieve the ultimate objective: describe the functions the segments have in speech, the relationships they contract with each other and the various systems and patterns they constitute.The title of text C is Pronunciation for international intelligibility. Until very recently few teachers or learners really questioned the idea that in order to be understood when speaking English, students would need to get as close as possible in their pronnciation to one of the dominant native-speaker accents,such as Received Pronunciation, the standard British accent, or GA, the USA equivalent.There is a paragraph which the professor asked us to remember. “Joanne Kenworthy, in Teaching English Pronunciation, puts forward the concept of comfortableintelligibility as a suitable goal for the majority of learners. The term is slef-explanatory, but does not actually pin down which features of English pronunciation need to be learned in order to attain this intelligibility. With this problem in mind, perhaps, Bryan Jenner attempted to determine …what all native speakers of all varietied aheb in common which enables them to communicate effectively with native speakers of varieties other than their own‟. The results of his analyisis were brought together in the Common Core, which is a list of the features of English pronunciation Jenner considered essential for intelligibility anywhere in the world.”For the unit 3, I think it is too difficult for me to understand. Because there are too many professional words in this unit that I cannot really understand. Like the phonetics and phonology, I may remember their meanings this semester, but one year later I can‟t make sure whether they will still in my mind.Just from the aspect of academic, this unit is wonderful. There are many new concepts for me, and gives me a system of what I have learned about the sounds in college. In class, the teacher used many time to explain the text B. It is very useful, because our class didn‟t have the class of pronunciation and my pronunciation is not very good. The exlanatory of the text B not only provides us some spcific knowledge of English pronunciation, but also gives me a chance to improve my pronunciation.As I said above, learing sounds is very important. However, I don‟t really understand this unit, so I may study this unit again in this winter vacation.Unit 5 Sentence Structures in the English Language As a student who is major in English, the speaking, listening, reading and writing are the basic skills. The grammar is the basis of these skills, and the unit 5 is about the sentence structure in the English language.The text A is talking about the syntax. First, what is the meaning of syntax? The part of the grammar that represents a speaker‟s knowledge of sentences and their structures is called syntax. Part of what we mean by syntactic structure is word order. The meaning of a sentence depends largely on the order in which words occur in a sentence. Howeverm sometimes, a change of word order has no effect on meaning. The grammars of all languages include rules of syntax that reflect speakers‟knowledge of these facts.The text A also introduces the “grammatical or ungrammatical”. In English and in every language, every sentence is a sequence of words, but not every sentence of words is a sentence. Sequences of words that conform to the rules of syntax are well-formed or grammatical, and those that violate the syntactic rules are lii formed or ungrammatical.There is a question in the textA which is “What grammaticality is not based on”. The ability to make grammaticality judgements does not depend on having heard the sentence before. But you syntactic knowledge tells you that it is grammatical. Grammaticality judgements do not depend on whether the sentence is meaningful or not. Although thses sentences do not make sense, they are syntactically well formed. You may understand ungrammatical sequences even though you know they are not well formed. On the other hand, grammatical sentences may be uninterpretable if they include nonsense strings, that is, words with no agreed-on meaing. Some sentences are amusing because they comply with syntactic rules and sound like good English. Grammaticality does not depend on the truth of sentences, if it did, lying would be impossible. Nor does it depend on whether real objects are being discussed, nor on whether something is possible. Untrue sentences can be grammatical, sentences discussing unicorns can be grammatical, and sentences referring to pregnant fathers can be grammartical.Accordng to the text B, there is a theory of the sentence structure which can be performed by a tree convey. I feel this part is both easy and dificult. It is eacy because the professor explained the contents specificly in the class. The professor used the “S”to represent the sentence, the “NP”to represent the noun phrase, “VP”to the verb phrase and so on. In this way, the tree conveys are much easier. However, it is also difficult for our students, because this theory is still under study, and this tree conveys are the basic one and the simplest one. If there is not a teacher who can explain this theory for me, it is difficult to understand and master the basic tree conveys just depended on the textbook. But there are many examples in the text B and it is very helpful for me to understand. For example, the example sentence is “The child found the puppy”, and the exlanatory words are “the …tree‟is upside down with its …root‟being the entire sentence, The child found the puppy, and its …leaves‟being the individual words, the , child, found, the puppy. The tree conveys the same informationas the nested parentheses, but more clearly. The groupings and subgroupings reflect the hierachical structure of the tree. The tree diagram shows among other things that the phrase found the pippy divides naturally into branches, one for the verb found and the other for the direct object the puppy. A different division, say f ound the and puppy, is unnatural”. If there is no the tree diagram, I can‟t understand these exlanatory words. Therefore, I think this is the best point of this unit. Not onlt the text B, but also the text A also has a lot of examples to help us to understand these concepts and theories.Some students feel that it is useless for us to learn the structure of sentences, because we all know how to write a sentence and know the grammar. In contract, I feel it is necessery for us who are the major in English. I have two reasons. The first one is based on the academic aspect. We learn a language, not only need to learn how to use it, but also need to know why we use it in that way. Through this book “Towards a Good Understanding of the English Language”, we learned the origin of language, the global language, the sounds in the English language and the words in the English language, the final one is the sentence structures in the English language. This is a process which progresses step by step, and to study a language deeply. The second reason is realier. Nowadays, there are more and more people who can speak English as second language, even speak another language as their third language. So what is our superiority as an English major student? We must study English deeply and more professional than them. Therefore, to learn more professional aspects of English, not only those basic skills, is the important weapon for us to fight with them in the workplaces in the future.。

高二英语语言学要点单选题40题1. 以下单词中，元音发音不同的是：A. catB. hatC. matD. late答案：D。

本题考查元音发音。

A、B、C 选项中的“a”都发短元音/æ/，而D 选项中的“a”发双元音/eɪ/。

2. 下列辅音发音相同的一组是：A. /p/和/b/B. /t/和/d/C. /k/和/g/D. /f/和/v/答案：C。

A 选项中，/p/是清辅音，/b/是浊辅音；B 选项中，/t/是清辅音，/d/是浊辅音；D 选项中，/f/是清辅音，/v/是浊辅音；C 选项中，/k/和/g/都是爆破音，且/k/是清辅音，/g/是浊辅音。

3. “thin”和“this”中“th”的发音不同，原因是：A. 元音影响B. 重音位置C. 清浊不同D. 音节数量答案：C。

“thin”中“th”发清辅音/θ/，“this”中“th”发浊辅音/ð/，二者发音清浊不同。

4. 以下单词中，哪个单词的元音是长元音？A. hotB. dogC. sheD. cup答案：C。

A 选项“hot”中的“o”发短元音/ɒ/；B 选项“dog”中的“o”发短元音/ɒ/；D 选项“cup”中的“u”发短元音/ʌ/；C 选项“she”中的“e”发长元音/iː/。

5. 在单词“park”中，“ar”的发音是：A. /ɑː/B. /ɔː/C. /ə/D. /eə/答案：A。

“park”中“ar”的发音是/ɑː/。

6.Which of the following words is a compound word?A. BookB. HappyC. BlackboardD. Run答案：C。

本题考查词汇的构成。

Compound word（ 复合词）是由两个或更多的词组合在一起形成一个新词。

选项A“book”是一个简单词；选项B“happy”是一个派生词；选项C“blackboard”由“black”（ 黑色的）和“board” 板）组合而成，是复合词；选项D“run”是一个简单词。