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马梅利之歌-完整版歌词马梅利之歌作词：戈弗雷多·马梅利作曲：米凯莱·诺瓦洛1946年6月2日意大利共和国成立后，《马梅利之歌》被定为国歌。
————————————①Fratelli d'Italia意大利众兄弟L'Italia s'èdesta意大利已奋起Dell'elmo di Scipio西庇阿之头盔S'ècinta la testa快为她戴头上Dov'èla vittoria?!问胜利在哪里？Le porga la chioma断发对她遵从Chéschiava di Roma罗马城众奴隶Iddio la creò皆为神之所造！②Fratelli d'Italia意大利众兄弟L'Italia s'èdesta意大利已奋起Dell'elmo di Scipio西庇阿之头盔S'ècinta la testa快为她戴头上Dov'èla vittoria?!问胜利在哪里？Le porga la chioma断发对她遵从Chéschiava di Roma因罗马城奴隶Iddio la creò创造者是上帝！③Stringiamci a coorte快加入步兵队Siam pronti alla morte做好赴死准备！Siam pronti alla morte做好赴死准备L'Italia chiamò意大利在召唤Stringiamci a coorte快加入步兵队Siam pronti alla morte做好赴死准备！Siam pronti alla morte做好赴死准备L'Italia chiamò, sì!意大利在召唤，对！④Noi siamo da secoli迄今已数世纪Calpesti, derisi受欺凌受刺讥Perchénon siam Popolo只因人心不齐Perchésiam divisi都分散在各地Raccolgaci un'Unica相聚同一目的Bandiera una Speme高举同一面旗Di fonderci insieme我们要相聚，听Giàl'ora suonò钟声业已响起⑤Uniamoci, amiamoci团结友爱如一L'unione e l'amore为联盟的力量Rivelano ai Popoli向大众去揭示Le vie del Signore领主们的伎俩Giuriamo far Libero发誓定要解放Il suolo nation生我养我之地Uniti, per Dio为神明而团结Chi vincer ci può!?问世上谁能敌？⑥Stringiamci a coorte快加入步兵队，Siam pronti alla morte 做好赴死准备！Siam pronti alla morte做好赴死准备D 'Italia chiamò意大利在召唤Stringiamci a coorte快加入步兵队Siam pronti alla morte做好赴死准备！Siam pronti alla morte做好赴死准备！L'Italia chiamò, sì意大利在召唤，对！⑦Dall'Alpi a Sicilia阿尔卑斯到西西里Dovunque èLegnano处处皆是奋战之役（莱尼亚诺：伦巴第同盟在此击退北方神圣罗马帝国）Ogn'uom di Ferruccio每个战士都已拥有Ha il core, ha la mano猛将般的心和双手（F. 费卢奇：本土美蒂奇家族帐下大将）I bimbi d'Italia每一位意大利之子Si chiaman Balilla都有巴里拉之美名（G.B. "Balilla" Perasso：热那亚儿童，曾在奥地利哈布斯堡王朝入侵时将敌军闹哗变）Il suon d'ogni squilla每一段敲响的钟声I Vespri suonò都化为西西里晚祷！（指西西里人民反抗法国安茹帝国的西西里晚祷战争的开始信号）⑧Son giunchi che piegano柔弱如同芦苇一般Le spade vendute那是雇佣兵们的剑A l'Aquila d'Austria哈布斯堡的奥地利（神圣罗马帝国的主体，纹章是双头鹰）Le penne ha perdute双头鹰已落尽羽毛Il sangue d'Italia意大利人流的鲜血Il sangue Polacco和波兰人流的鲜血（J.H. D?browski：波兰民族英雄，曾在同为拿破仑盟友的意大利争取民族独立，详见波兰国歌）Bevé col cosacco被哥萨克一同喝掉Ma il cor le bruciò但要让他心脏燃烧⑨Stringia mci a coorte快加入步兵队Siam pronti alla morte做好赴死准备！Siam pronti alla morte做好赴死准备！L'Italia chiamò意大利在召唤；Stringiamci a coorte快加入步兵队Siam pronti alla morte做好赴死准备！Siam pronti alla morte做好赴死准备！L'Italia chiamò, sì!意大利在召唤，对。
Ode "An die Freude" 欢乐颂Finale der Symphonie No. 9, Text: Friedrich Schiller(作曲：贝多芬、作词：弗雷德里希席勒)Freunde, nicht dieser Töne!啊！朋友，何必老调重弹！Sondern lasst uns angenehmere还是让我们的歌声anstimmen, und freudenvollere!汇合成欢乐的合唱吧！Freude, Schöner Götterfunken,欢乐，欢乐，欢乐女神圣洁美丽Tochter aus Elysium, 灿烂光芒照大地！Wir betreten feuer-trunken,我们心中充满热情Himmlische, dein Heiligtum!来到你的圣殿里！Deine Zauber binden wieder,你的力量能使人们Was die Mode streng geteilt;消除一切分歧，Alle Menschen werden Brüder,在你光辉照耀下Wo dein sanfter Flügel weilt.四海之内皆成兄弟。
Wem der grosse Wurf gelungen,谁能作个忠实朋友，Eines Freundes Freund zu sein,献出高贵友谊，Wer ein holdes Weib errungen,谁能得到幸福爱情，Mische seinen Jubel ein!就和大家来欢聚。
Ja, wer auch nur eine Seele真心诚意相亲相爱Sein nennt auf dem Erdenrund!才能找到知己！Und wer's nie gekonnt, der stehle假如没有这种心意Weinend sich aus diesem Bund!只好让他去哭泣。
高一描写蒙娜丽莎画像英语作文The captivating smile, the enigmatic gaze, the timeless allure - the Mona Lisa, Leonardo da Vinci's masterpiece, has enthralled and intrigued viewers for centuries. This iconic painting, housed in the Louvre Museum in Paris, has become a symbol of art and a testament to the genius of its creator. As I gaze upon this remarkable work, I am struck by the depth of emotion and the sheer artistry that emanates from the canvas.The Mona Lisa's portrait is a study in contrasts. Her face is serene and composed, yet there is a hint of a smile that seems to dance upon her lips, inviting the viewer to decipher its meaning. Her eyes, half-lidded and mysterious, draw the observer in, daring them to unravel the secrets that lie behind their tranquil gaze. The subtle tilt of her head and the graceful curve of her neck add to the sense of poise and elegance that permeates the painting.One of the most remarkable aspects of the Mona Lisa is the way in which da Vinci has captured the essence of his subject. The sitter, believed to be Lisa del Giocondo, a member of a prominentFlorentine family, is transformed into a timeless icon, transcending the boundaries of her individual identity. The Mona Lisa is not just a portrait of a woman; she is a representation of the human condition, a reflection of the complexities and nuances that define the human experience.The technical mastery displayed in the Mona Lisa is truly astounding. Da Vinci's use of sfumato, a technique that blends colors and softens the edges of forms, creates a sense of depth and atmosphere that draws the viewer into the painting. The subtle gradations of light and shadow, the delicate brushstrokes, and the seamless integration of the sitter into her surroundings all contribute to the painting's mesmerizing quality.What is perhaps most captivating about the Mona Lisa, however, is the enigmatic quality that has captivated viewers for centuries. The sitter's expression, which has been described as everything from serene to sly, has sparked countless interpretations and debates. Is she amused, pensive, or simply lost in thought? The ambiguity of her expression has fueled the imagination of art lovers and scholars alike, making the Mona Lisa a perpetual source of fascination and intrigue.The Mona Lisa's enduring popularity is a testament to the timeless power of art. Despite the countless reproductions, parodies, and adaptations that have emerged over the years, the original paintingcontinues to captivate and inspire. Its status as one of the most recognizable works of art in the world is a testament to the enduring legacy of da Vinci's genius and the profound impact that a single work of art can have on the human experience.As I stand before the Mona Lisa, I am struck by the sense of connection that I feel with this enigmatic figure. Her gaze seems to follow me, drawing me in and inviting me to share in her quiet contemplation. The painting's ability to transcend time and space, to speak to the universal human experience, is a testament to the power of art to touch the soul and to inspire wonder and awe.In conclusion, the Mona Lisa is a masterpiece that continues to captivate and inspire viewers from around the world. Its technical mastery, its emotional depth, and its enduring mystery all contribute to its status as one of the most iconic works of art in history. As I leave the Louvre, I carry with me the memory of the Mona Lisa's serene and captivating gaze, a reminder of the transformative power of art and the enduring legacy of human creativity.。
Trestle 支架条凳trilogy三部曲treacherous背叛的，不中的，危险地。
Transpose换位，调位trauma 创伤，痛苦，不幸，外伤。
Transmute使变形，使变质，使转化。
Outdo胜过。
Translucent 半透明的，透光的。
Tremor 颤动，颤抖，激动，兴奋。
Tonic 补药，滋补品。
Trawler 拖网渔船。
Totalitarian 极权主义的。
Torso 躯干，躯干雕塑像。
Trample 践踏，蹂躏。
Transfuse 输血。
Thug 暴徒，流氓。
Thyroid甲状腺。
Treatise 论文。
Terrain 地形。
Therewith 外加，随即。
Tenet 原则，信条，教义。
Tedium 厌倦，乏味。
Testator 立有遗嘱的人。
Tawdry 俗丽的，华而不实的。
Tepid温的，不冷不热的。
Telling 有效的，有力的。
Takings 营业所得，收入。
Syphilis 梅毒。
Supersede 代替，接替。
Swipe重击，猛打。
Surly 脾气坏的，乖离的。
Inhale 吸气。
Susceptible 易受影响的；易受……之苦的，易得…….病的。
Sustenance 维持，辅助，食物。
Supremacy至高无上，最高权威，最高地位。
Sully 弄脏，玷污。
Succor 救济援助。
Surcharge 额外费，附加费，向……索取额外费用，收附加费。
Substantive实质的，重要的。
Substantiate 证实，证明。
Synonymous同义的。
Superfluous过剩的，多余的。
Surrogate 代理的，代用的。
Sufferable 能忍受的。
Suburbanite郊区居民。
Suffrage 选举权，投票权。
Subvert 颠覆，破坏，使（某人）道德败坏或不忠。
Subtlety 精细，差巧妙，敏锐，细微的别等。
Sundry 不同的，各种的。
Sumptuous 豪华奢侈的。
GRE词汇红宝书多种记忆法为大家举例了几种实用记忆方法，大家可以选取其中的一种或几种试用一下，看看那种更适合自己，方法下小编为大家整理了常用GRE词汇表，大家就用学到的方法来记忆吧。
Introduction and Suggestions阿谀奉承某人的表达方式：1.fawn sb 2. flatter sb 3.toad to sb 4.bootlick sb 5.kowtow sb 6.applepolish sb词汇记忆方法：词源法：了解单词的根源如：laconic 拉哥尼亚，简洁的Spartan n.斯巴达人a. 勇敢的，朴素的词根词缀法concise a.简洁的-cis 切 pre- 在前面 precise a.精确的excise v.切除incise v.切开词汇：消极词汇积极词汇口诀法GRE 考试重点词汇组(积极词汇)agate 玛瑙 congregate 汇总 instigate 煽动 propagate 繁殖(尤指植物)fumigate 消毒 profligate 挥霍无度 colligate 束缚 mitigate 缓和口诀：一个大门是玛瑙，GRE大门在汇总，街道里面在煽动，向前翻页才繁殖，门前有烟是消毒，向前飞离挥如土，共同束缚送缓和。
联想法ac- 尖 acid 尖酸的 acute 尖的，敏锐的 acumen 敏锐arc 弓箭，弧 arch 拱形的(h不发音)[ arc来自于arm，c很像弓]arch变成词根后表示主要的、统治的archive 档案(助记—主要的东西都记在档案中)archenemy 主要敌人 archer 射手座solar 太阳的 solace 平息，抚慰，缓和，减轻(mitigate) console 安慰增减字母法：利用已知推未知acrid 尖酸的，刻薄的 start 开始 upstart 暴发户goat 山羊 oat 燕麦 swine(公猪) sow (母猪)同义联想法逃避系列单词： avoid escape evade (lope 慢跑) elope elude (shuttle 航天飞机，梭子 loom 织布机) scuttle sidestep shrik卡片法背GRE单词的是 prizefighter (职业拳击手)wordlist 13emulate 努力赶上，超越 imitate 模仿emulsify 使乳化 galaxy 银河，显赫的人enact 制定法律enamel 珐琅enamored 珍爱的 amor-情爱encapsulate 装入胶囊 capsule 胶囊enchant 使迷醉 chant 圣歌enclosure 圈地encomiast 赞美者 com-赞美encomium 颂词 (反)diatribe 辱骂encompsaa 包围 compass 罗盘，指南针encounter 遭遇encroach 侵占 couch 沙发 crouch 弯腰 croching tiger and hiden dragon 卧虎藏龙encumber 妨碍 cucumber 黄瓜encyclopedia 百科全书 ped-儿童endearing 讨人喜欢的endemic 地方性的 epidemic 流行的 pandemic 全国性的 (反)exotic 外来的endorse 背书endow 捐助endure 忍受enduring 持续的 (反)ephemeral 短暂的enervate 使虚弱 nerve 神经 e-出e-ate 变动词联想—emanate 起源、发源 enervate 虚弱的、脆弱的 enumaerate 列举 esalate 上升 eradicate 根除(助记)口诀：人类的发源，Lucy的阐明，虚弱的神经，数字的列举，等级的上升，彻底的根除。
舒伯特的《圣母颂》是他根据1825年根据英国诗人瓦尔特·司各特的叙事长诗《湖边夫人》中的《爱伦之歌》而创作。
《湖上夫人》叙述的是中世纪苏格兰国王和骑士冒险的事迹，一些章节使他非常感动。
其中有一个场面，在战火纷飞的日子里，某一天黄昏，骑士罗德利克在郊野漫步，隐约听到舒缓的歌声，循着歌声找去，原来是道格拉斯国王的女儿爱伦，在竖琴的伴奏下唱出的祈祷歌，倾诉她内心的烦恼。
舒伯特根据这一段情节写出了三首《爱伦的歌》。
其中的第三首就是现在的《圣母颂》。
这首《圣母颂》因为歌词来自文学作品，内容与宗教礼仪并无关系，表达的是一位生活在战争动乱年代的少女对和平安宁生活的渴望，感情极为纯洁虔诚。
歌曲的旋律柔美委婉、纯净朴实，音乐表情细腻丰满，表现了作者对真善美的向往。
由于这首歌曲的艺术魅力，后人将其改编成器乐曲演奏，其中小提琴独奏及弦乐演奏主旋律、竖琴伴奏的谱本流传较广。
Encomium to Lisa DelpitI. Lisa Delpit’s rolesNot only known as an author, Lisa Delpit also functioned in a variety of other roles throughout her career. First of all, as a single mother of her daughter, Delpit has ever frequently referenced her daughter’s educational experience that attended nine schools in ten years in the search for a good fit. As scholar, she served on the Commission for Research in Black Education. What’s more, she worked as teacher and Professor at Georgia State University GSU and later assumed the capacity of Professor at Florida International University College of Education. Such many identities made Delpit an outstanding figure in America and built her reputation in educational area. As the Macarthur “genius”award winner in 1990, she was again acknowledged by the general public and won respect and admiration in America as well as the world. Above all, she contributed a lot in promoting American educational reform through years of exploration and practical researches.II. The early years of Lisa DelpitDespite the achievements and awards she has obtained later, Delpit really suffered poverty and endured racial discriminations in all aspects in her childhood.Lisa Delpit spent her childhood years on Lettsworth St. in “Old South Baton Rouge”, the first black settlement in the city. The house in which she lived as a child was bu ilt next to the “Chicken Shack”, a community restaurant that her father started. Much of her young life was spent in the kitchen with her father. Delpit recalls a Baton Rouge where her mother could not try on a hat in the department store and where black children were unable to attend school with white children. She remembers black nuns told her 'Act your age, not your color', which then became internalized views in society concerning black people. At only the age of seven, her father died of kidney failure because of having no access to a dialysis machine, Delpit remembers the local hospital having a separate ward for colored patients. She recalls: “When I was growing up, my mother and my teachers in the pre-integration, poor black Catholic school that I attended, corrected every word I uttered in their effort tocoerce my black English into sometimes hypercorrect standard English forms acceptable to black nuns in Catholic schools. In elementary school, I diagrammed thousands of sentences, filled in tens of thousands of blanks, and never wrote any text longer than two sentences until I was in the 10th grade of high school” (Delpit 35 ). III. Lisa Delpit’s two remarkable books on education towards students of color Due to her bitter and unforgettable experiences in early years, Delpit deeply realized the importance of quality education for children especially for students of color. Currently, being an African-American researcher and educationalist, Delpit’s emphasis has been elementary education with a focus on language and literacy development. She has also been concerned with issues relating to race and access granted to minority groups in education. Below are two of her notable works which reflect her assertions on education:1. Other Peope’s children: Cultural Conflict in the ClassroomOnce published, the book received great popularity and became the best-seller. This book focused on cultural slippage in the classroom between white teachers and students of color in public schools of America.Delpit asserted that there is no culture of poverty. The problem is the cultural convention rooted in people’s mind that “black” is bad and inferior while “white” is good and superior. This perspective is so normalized that even the students of color themselves internalize the social belief that they are dumb and unmotivated. In the book, “she used the tragedy of Hurricane Katrina in 2005 as an allegory for the state of poor people and non-whites. She skillfully links the tragic effects of this natural disaster to the quality of education in America” (Banks-Rogers 231). She wrote one of the reasons that having teachers and children of different cultural group led to difficulties in teaching and learning was a lack of understanding about the other group’s culture. For example, African-Americans kids would know—like “po po” [slang for “police”]—but it was unlikely the white would know. Obviously, if you don’t know the culture, you may not know what words kids do know. Granted, they may not be words that would be validated in school, but it may be the case that children’s vocabularies are greater than we anticipate.She also emphasized the character development of children. Delpit expressed hope in schools that encourage character development. This strong belief was supported by some researchers who held the opinion that character education is the key to improving the quality of education. As described in Delpit’s book, teachers were too tired to face themselves and were too tired to change the portraits that they hold of their students and their students’ families (Meyer 56). Therefore, Delpit didn’t give teachers suggestions for improving their abilities to teach poor minority children. Instead, she called for teachers to challenge their own practices and beliefs and not to accept conventional thinking. In other words, teachers should prepare themselves for cultural, linguistic and ethnic diversity, ensuring all the children access to strategies necessary for succeeding in the context of American society.2. Multiplication is for white peopleDelpit figuratively said that b lack people don’t multiply; black people just add and subtract. Multiplication is for white people. In spite of having a president who is half white and half black, she was angry at the racism that still permeated America (Delpit 221). The book just focused on how to fix the persistent black/white achievement gap in American’s public schools. In the book, “she reflected on two decades of reform efforts—including No Child Left Behind, standardized testing, and the charter school movement—that have still left a generation of poor children of color feeling that higher educational achievement isn’t for them”(Lee 152).Delpit thought it is not difficult to explain the persistence of the achievement gap. For public school used all kinds of methods to isolate the poor and colored students. They were more inclined to treat them in a fixed model, rather than treat them individually. That is the reason why African Americans can’t achieve at levels like others with their ability. However, Delpit reminded us that there is no achievement gap at birth actually. She outlined an inspiring and uplifting blueprint for raising expectations for other people's children on condition that educators develop open-mindedness and eliminate bias of the “other” (Barlow 59).Delpit discussed the significance of educators taking on positive attitudes towards students of color. “She maintained educators can no longer continue to question whether low income students of color are capable, but must instead create rigorous and engaging instruction based on the students' cultural, intellectual, historical and political backgrounds” (Lee 153). She asserted educators have much to learn from pre-integration African-American institutions in which black intelligence is affirmed and which provide students with the motivation to achieve.In conclusion, Lisa Delpit spared no effort to put her theory into practice and dedicated to helping African American students overcome the stereotypes about themselves and their communities permeate their culture through years of hard work. Her books force people to think deeply about the equality of education and the public policy in America.BibliographyLee, Robert David. “Multiplication Is For White People”: Raising Expectations For Other Pe ople’S Children By Lisa Delpit.”Journal Of School Choice 8.1 (2014): 152-155. Academic Search Premier. Web. 28 Mar. 2014.Barlow, Dudley. “Multiplication Is For White People.”Education Digest 77.9 (2012): 59-60. Academic Search Premier. Web. 28 Mar. 2014.Banks-Rogers, Patrice S. “Others People's Children: Cultural Conflict In The Classroom.”Negro Educational Review 59.3/4 (2008): 231-233. Academic Search Premier. Web. 28 Mar. 2014.Delpit, Lisa. “Lessons From Teachers.”Journal Of Teacher Education57.3(2006): 220-231. Academic Search Premier. Web. 28 Mar. 2014.Delpit, Lisa. Other People’s Children: Cultural conflict in the classroom. New York, NY: The New Press, 1995. Print.Meyer, Rick. "Quality Education As A Constitutional Right: Creating A Grassroots Movement To Transform Public Schools."Encounter 24.2 (2011): 54-57. Academic Search Premier. Web. 28 Mar. 2014.。
