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As a teacher of English,I would like to discuss the importance of guiding our youth towards making the right choices.Here are some activities that teenagers should avoid, along with reasons why they should steer clear of them.1.Excessive Screen Time:Spending too much time on electronic devices can lead to a sedentary lifestyle,which is detrimental to physical health.It can also affect their social skills and academic performance.2.Skipping School:Education is a fundamental right and a key to a brighter future. Skipping school not only hampers academic progress but also fosters a habit of irresponsibility.3.Drug and Alcohol Abuse:The use of drugs and alcohol at a young age can have severe health consequences and can lead to addiction.It is crucial for teenagers to understand the risks associated with substance abuse.4.Engaging in Bullying:Bullying can cause emotional distress and can have longlasting effects on both the victim and the perpetrator.It is essential to promote kindness and empathy among teenagers.5.Disregarding Safety Rules:Whether its road safety,swimming safety,or general precautions at home,ignoring safety measures can lead to accidents and injuries.ck of Respect for Authority:Respect for elders,teachers,and other figures of authority is a cornerstone of social harmony.Disrespect can lead to misunderstandings and conflicts.7.Involvement in Illegal Activities:Engaging in theft,vandalism,or other criminal activities can have serious legal repercussions and can mar a young persons future prospects.8.Neglecting Personal Hygiene:Personal hygiene is not just about looking good its also about maintaining good health.Poor hygiene can lead to diseases and social exclusion.9.Excessive Spending:At a time when they are learning about financial responsibility, teenagers should be cautious about spending money.Overspending can lead to financial stress and a lack of appreciation for the value of money.10.Ignoring Mental Health:Mental health is as important as physical health.Teenagers should be encouraged to seek help if they are feeling overwhelmed or stressed,ratherthan bottling up their emotions.In conclusion,it is the responsibility of parents,educators,and society as a whole to guide teenagers towards making wise decisions.By providing them with the right tools and support,we can help them navigate the challenges of adolescence and grow into responsible adults.。
张培基英译现代散文选11. Phrasal Expression & Word…amid(st) thunderous applausea bare subsistence勉强糊口Tom earn a bare subsistence wage.汤姆挣得工资勉强糊口.A be characteristic of B=B be characterize d by AA bend in a river / mountainA blind alleyA brass drum 小铜鼓A bygoneage过去的时代a clot of bloodA mass confused of…庞杂的A faint scent ofA forgon e conclusion 预料中的必然结局A hired hand on contractA jumbleof…一大堆A keen sense ofA long-timer of BeijingA loose community of smaller familyA man of profound learningA mere drop in the oceanA niche in the templeof fameA passing glanceA philosophical approach to lifea positive outcom eA scene of poeticcharmA sensation of blissfulnessA speck of mudA stone’s throwA trace / shade / tint/ sprinkle of…A Treasury of Best Chines e Prose 古文观止A vast tract of landA virtuous man / a man of suprem e virtue/ moral integrity A widening expans e of waterabandon …to fateAche/agoniz e with painAdjoining roomadmiresb for sthaffected 做作aim highamiabl e by natureAmuse onesel f by…= do …for funAmusing episod ean enlightened kingAn odd-jobberAn opportune moment合适时机Ancestral homeApproach senilityaptly 恰如其分地Art troupe文工团At a stretch/sittingAt one’s comman dat the present momentAvaricious desires 贪念Bark up the wrong tree 攻击错了目标bashfulBask in the sunshineBe ablaze/aglow with lightbe advanced in yearsbe an encumbrance to…Be beset/troubled with/byBe blurre d by…Be boggeddown = be trappe dBe bound up with…密切关联be central/indispensabl e to sb.Be coopedup = be cagedbe deeplygrieve d to learn of…be distinguishe d byBe engrossed in…Be exquisite and nicelyarrangedbe forever cherished / treasuredBe hale and heartyBe havene d frombe humanly impossibleBe imprinted/carved/engraved/ingrained on/upon…be in a fixBe instrumentalinBe interwoven with 交织着be irrelevant / foreign toBe keenlyaware ofbe keyed up紧张Be led by the nosebe of southern breedBe off and onbe on an equal footing with…Be on the lips of…Be on the minds of..be out to do…be overgrown with wild woodsbe packedwith…Be plague d = annoye d = upsetBe possessedBe possessed ofbe reconciled to…be reduce d tobe saddle d withbe sent to gallowsBe short of/devoidofBe shrouded in = be covere d in= be enveloped inBe sloppyin thinkingBe strewn/covered/festooned with…Be stumpe d by = baffle dBe tantamount to…= equalBe tinted/ colore d by…Be troubled / seizedwith…Be tuckedaway in…Be weaned断奶Be weighe d down/ troubled withbe wet with perspiration/…Be wide of / far from the mark 离谱Be wild with excitement / joyBe worthyof…无愧于Beam = a big smile on faceBear a thin coating of…begin by degrees 逐渐开始Beguil e = while / idle / fritter away BibliomaniabickerBirds of a feather flock togetherBlackout: (战时)灯火管制Blurt 脱口而出bookish / pedantic / impractical view Bordersth on the westboudoir 闺房Bountiful free giftsBow down toBrazenly claim / credit厚颜无耻邀功Break into uncontrolledsobsBrilliant talentburst with vitalityBury the hatchetButtonup clothesBy dint of 凭借CaponCarcass: slaughtered animalfor food Cavernous mouthChant ancient Chines e books 诵读古籍chicken-and-egg 因果难断的Chit chatClick away the secondsCome dimly into sightCome out exceedingly wellCome to pass 出现，发生Come up againstCome upon a windfallCome/be of ageConfirmed = habitualConfirmed = habitualCongenial disposition 天性convulsive sobcool one’s heelCordiallycotton-paddedgown 棉衣Court ladies= palacemaidCrackling: sound made by burning wood Crane one’s necksCredit A with B = attribute B to ACrumbl e into dustCurl upcurtly= rudelyCut down on = economize ondecadent 颓废的Decorated archway 牌楼degenerationof publicmoralityDeliberatelymake a mystery of…departone’s lifeDevelop a likingfor…diehar d 顽固分子Dignitarydingy = dark + dirtyDiscontinuation of heartbeatdisheveled hairDispeldarknessdissipate one’s fatigu eDizzy = giddyDo … a / an + adj + justic eDo one’s bitDo sb a good turnDo.. by instinctdog-tireddoublesure = fully convincedDrab = dull, boring, monotonousDrag on : (neg.) lastDrain one’s teardrops / bloodDraw an analogy between A and BDrawn-out = prolongeddream = longing = aspiration 憧憬Dwell ondwindl e awayEat into…Eat with gusto 津津有味地吃edge away 慢慢离开eke out a living勉强度日Elegia c Address to My NephewShi’erlang祭祀十二郎文Emaciated = fragil eEmbellishment 点缀Empty into 注入，流入Enormously magnificent / generousEntertain ambitionEvery hook and cranny每个角落Exemplary 模范的Expanses of vacancyExtol 称赞Fall through = bubble= be disillusione d Falteringly 结巴地Familyrules of good behaviorFare likewiseFascinating=imposing=peerless=breath-takingfawn on / flatter / toady toFeeblyFickleman 薄情男子Fierce-browedFighting sceneFirst-hand experienceFlagstoneflowercultivationFollowone’s bent/inclination/willfor one’s part 就某人而言Forsaken rosesFrame/state of mindFrolic嬉闹，玩耍Frostbittenfruitsof laborGain accesstoGentlegracefulnessGesticulate = gestur eGet up to mischiefGet wind of…GloomysternnessgloomysternnessGnaw at sb = afflict / tortur e sbgo out of one’s way 特地Go out to…(be emotionally drawn to)Go soldiering 军旅生涯go through the wringer 历尽幸苦God of LongevityGrove 树林，果园Grow by/in leaps and boundsgrow in luxurianceGrow in rich abundanceGuileless 老实的，不奸诈Hang on to one’s presence 不肯离开hardier speciesHarp onHarp on 唠叨have …to one’s name= be in one’s possessionHave attachment for…Have blind faith in…Have designs on…Have no claim to…对…无拥有权Have nothing to live onhawk one’s waresHeart-rending = grievousHeavenly abodeHerculean strengthHoary-headed头发花白Hoodwink = cajolehousehold choreshumor editors 应付编辑I find them all. 尽收眼底Impassioned speech/ essayIn all earnest 再三，尽力，竭力In anticipationofIn defens e of…= in one’s defens e in every way 彻头彻尾in line with 符合In spite of onesel f 不由自主In the boom / prime of youthIn the morning hazeIn the prime of lifeIn unisonInadvertently 无意间indomitable = steadfastingratiate sb with…= toady to sbingratiate 讨好Inkling = hintIn-lawsInspiration gushes/comes gushing to one’s mind. Intermittently = continually InwardlyIrreparable lossJeer at 奚落jeering voiceJujubetree 枣树Jump down one’s throat猛地回击keep a wary eyeKeep early hoursKeep one’s body and soul together Keep up appearancesKitchen-maidKnack of farming 劳作技能LabyrinthLack of propriety = impropriety Lackluster 单调的Lamentwith a deep sighLangui d = lethargic = sluggish Laud sb to the skylavishattention onlazybonesLie wasteLie/remainunknownLiken / compar e sb to …LimpidbrookListless 无精打采Literati 文人学士Locusttree 槐树Longing note 杜鹃啼血look askanc e at 斜视Look over one’s shoulderloving/fond memoriesMake a clean break with…Make a fanfar eMake for…有助于Make light of 无视malicious squintmalingerman of lettersmandarin jacketmean everythingMeritorious servic emist-shroudedModel …after…Money-shopmoral excellenceMore dead than aliveMorning glory 牵牛花Moult one’s shellMyriads of fireflies荧光千点Mysterious lorenameless fear/atrocity/loneliness Negotiate gorgesNext to noneNot sleep a winknuptial chamber 洞房Obsequious = flatteringOctogenarian八十岁的人Old homeOmenon sentryduty 站哨On the pretext of…以…为借口/理由OstrichlikeOverflow with material desirepack the hallPalpable = noticeable = tangible Parting sorrowPass for = be regarded asPass out of existencepeaceful calmnesspendant 坠饰Peopleof all strataPerennially youngPersonal inclinationPersonal liking= preferenceperspire / blood profuselyPerusalPet phrasepetticoat influence = nepotismpigstyPit – a –pat = pitter–patteringPitch-darknessPlay up to = fawn on bigwigspleasure of lifePly sb with sth 不断供应Pounceon…猛地扑向Prostrate onesel f 顺重Prowl 潜行Puddles of rainwater雨水坑Put sb in the mind of…Quite a few varieties of…Reddening glow of setting sunReedRefrain from…Reign suprem e 占优势Render a servic e to…respect = reverent = well-mannered Reverberating bellRhapsody on E’pang Palace阿房宫赋rosary念珠Royal edictRubble碎石Rules and regulationssafe haven = soft / peaceful shelter Sallow蜡黄，灰黄Sapphire mountains and emeral d riverssave up forsb grow out of …长大Scarlet cloudschemeagainst each otherScrapealong/by艰难度日Scurry/hastenhomewardssedan-chairSee the light of day 出版问世Seek a livingseek solaceSentimental value 纪念价值Servant girlSet one’s mind on sth/ to do sthShadowboxingshed tears over…shoulder pole 扁担Shout / yell one’s head offShrug off one’s words = distrustShy away from…= avoid…Sickento seesidelong glancesideway growthSign with regretSit bolt uprightSize sb upSleep on/oversmart alecksnatchawaySocialstrataSodden浸湿的Sound traile d off.Sparkling starSpeak volubly 口若悬河Spell disasterSpell disasterspin cottoninto yarn 纺纱Springdrizzl eSpur onesel f onStand to benefit in …可能/将会有利于Starry= star-studde d= a constellation of performers and artistsStereotyped essaySth be ingrained 根深蒂固sth be written all over one’s faceStrengthen/toughen/brace up one’s spirits strideover / brush / whiz / flit pastStrokethe scar / chinSuperbattractionsupercilious高傲的supplicate 恳求Suprem e duty 最大责任swagger 昂首阔步走sweat streams down face.Tadpol eTake …at face value 只看表面take …very much to heartTake sb to task= severely reproach/reprimand sbtake to sth/doingtaste of = look likeTattered clothesTear itselfaway fromTemple太阳穴，鬓角That’s final.the askingprice 要价The hooting of an owlThe long night wore onamid(st) its dripping sound.The sea of mortals = the livingThere’s no limit to learning.Thinning hairTime and money he had noneTo complicate matters= to worsenthe situationTo one’s heart’s contentto the effectthat…大意是To the neglect of meals and sleepTo the tune of…touch off = sparkTower to the skyTram 有轨电车Treat sb/sth to…让某人享受…Tricolor 法国三色国旗Tumultuous = turbulentTurbid, sordid, corpulentTwig 树枝twine and climb 盘旋而上Twinkl e / sparkl e with…Twist and turnUmbilical cord 脐带unbosom onesel fUnder one’s wing / protectionUndiminished= remainstrong= not receding UnflinchinglyUnkempt = untidyunruffled = calm = placidunsettled lifeUnshirkable responsibilityUsurp the throneUtter/let out a soundVenerable Guovenomous = maliciousverand aVermin= harmful people/ objectVie in doing sthwane = pine away = wear awayWaysid e flower路边野花Waywardness 任性Wear an air of casualindifferenceWear and tear of timeWeeping willowWell upWheat in the ear 芒种whetstone 磨刀石Whimper = sobWhims and desires 奇思幻想white poplar白杨Wide erudition 博学Wind up staying…With no strings attachedWitheraway in solitude 在孤寂中凋零Without a soul in sightwryly = ironically2. SentenceA feeling of forlornness will begin to creep up on you.A glimmer of light filters into …A keen / biting/ stinging / cutting / savagesatireA life free from worries and caresA matterof survival or extinctionA soldier knows no compromise.As fresh as ever in my memoryAs smoothas a mirror道滑如拭Be besideonesel f / overwhelmed with joy / rageBe entranced / attracted / enthralled / entice dBe fraught with (dreams/concerns)Be more than eager to do…Be reserved and content to live in obscurityBe worthyof remembranceBring…into closercontact with…Conveyone’s regards to…Cries gradually recedefrom hearing.discredit / disgrace sb in publicDrink nonstop to…= propos e repeated toastsEndurecountless hardshipsGraduate with honorsHarbor/have an enmityagainst…Hardlybe able to escapecensur eHave sth to recommend itself总是好的He never made enoughmoney.His debts mounte d with each passing year.how many days I’ve got = I’m entitled toI feel duty-bound to…= I feel it incumbent on me to…It filledme with much concern to learn of your indisposition. Lapse into sympathetic silenc eMake a still betterplace of…Merge into a harmonious wholemuffle dMy heart was tramping / racing/ pounding.My heart’s throbbing with gratitude.nocturnal merry-makingunder candle-lightsRegister/recordthe days of youthreliveold days/timesSee through the vanityof human societyThe choiceis yours / lies in you.There reignspeace and quietness.There’s no denying the fact that…There’s nothing but stillness there.A strip of water shouldhave becomeso vast a distance=keep us poles apartBe representative/typical/symbolic/emblematic/quintessential of…Climb (up) the socialladder= rise to power and positionFulfill the task impose d on you and your fatherby historyIf I were the sea-tide, I’d marshal rolling waves to cleans e the beach of all accumulated filth.Lots of thingsare apt to fade away as one’s life experience accumulatesPlunge/throw/thrust/thrashthe house into deep darknessthe greatest / best …that ever breathed since time immemorialWith/have a slighttouch/portion/shade/trace/tint of regret微叹。
Chapter SixteenElements of Argument: EvidenceEvidence is one of the essential elements of any argument. In fact, evidence serves as an argument’s foundation. Evidence can be thought of as the material support for a claim. The concept of evidence discussed here is very broad, and goes beyond direct quotations of facts, opinions, or other materials found in published sources. Evidence can include anything a debater learns while preparing for debate, such as material from classes, theories of social and personal behavior, theories drawn from physical and life sciences, presumptions of how people behave, as well as individual values, statements of value hierarchies, or categories of values to which people subscribe. Thus, facts, theories, presumptions, values, value hierarchies, and value categories are all considered types of evidence.1As the foundation of argument, evidence consists of two categories: those relating to reality and those relating to preference. Evidence relating to reality is about how things “really” are, whereas evidence related to preference is about how people would like things to be. Evidence relating to reality includes facts, theories, and presumptions. A fact is, as the name implies, an individual bit of data. Theories go beyond individual facts and offer explanations or predictions. Presumptions describe expectations about people or events. Evidence relating to preference includes values, hierarchies, and categories of what people find to be preferable. Values are statements showing preference for some concept. Hierarchies order values, and categories of values are classifications of values that frequently are called upon to support an argument. These categories are briefly described in the following table:1 T he c ategory s ystem a dopted h ere c losely f ollows O lbrechts-‐Tyteca, L ucie a nd C haim Perelman. T he N ew R hetoric: A T reatise o n A rgumentation. N otre D ame: U niversity o f Notre D ame P ress, 1969, o nly m aking s light c hanges t o t he n ames o f s ome o f t heir categories t o m ake t hem w ork b etter f or c ommon u sage. A lthough c hanged substantially, t he d iscussions i n t his c hapter f ollow t he a uthor’s t reatment o f e vidence in a n e arlier w ork c alled D iscovering t he W orld T hrough D ebate. D riscoll, W illiam, J urate Motiejunaite, J oseph P. Z ompetti, a nd R obert T rapp. D iscovering t he W orld T hrough Debate: A p ractical g uide t o e ducational d ebate f or d ebaters, c oaches a nd j udges. U SA: IDEA P ress, 2005.196 Chapter SixteenCategories of EvidenceEvidence based on realityFacts Observed or potentially observable data.Theories Statements that explain other facts or that predict theoccurrence of events.Presumptions Statements concerning expectations of people or events.Evidence based on preferenceValues Evidence based on an audience’s preferences.Value hierarchies Evidence based on how values are arranged with respectto one another.Value categories Values arranged into categories such that the categoryitself could be used as evidence.Evidence Based on RealityAs s tated a bove, e vidence b ased o n r eality c onsists o f t he k inds o f i nformation r elating to h ow t hings “really” a re. A mong o ther t hings, e vidence b ased o n r eality c an c onsist o f facts, t heories, a nd p resumptions.FactsFacts include observed or potentially observable data. Sometimes the arguer directly observes facts, but in many cases facts are reported to the arguer through a third party such as a professor, a journalist, or someone else who directly observed the fact. At other times, factual evidence may consist of a previously supported claim of description or definition as noted in the previous chapter. Facts include things that people may come across during the course of their professional or their day-to-day lives. For example, arguers may find facts during day-to-day reading, observations made during classes, or reading specifically for preparation in debate. Debaters taking classes in history, sociology, or politics will learn all sorts of facts they can use in debates. Debaters can also collect facts from reading a daily newspaper, a weekly news magazine, or from various kinds of journals.Different kinds of factual evidence are useful to support claims and propositions. Some of these include direct observations, historical descriptions, examples and illustrations, statistics, and descriptions of empirical studies. Of course this list does not begin to exhaust the kinds of facts available to debaters.Evidence 197Direct observation is a very clear example of a fact and often is useful as evidence. Sometimes these kinds of facts are observed directly by the debater and sometimes they are reported from a third party. For instance, the observation that both giant and red pandas can be seen at the Chengdu Research Base of Giant Panda Breeding might be an observation made directly by a debater or it might be found using the Internet or library resources. In either case, this information constitutes a fact that might be used as partial support for an argument about the importance of protecting both kinds of pandas.Historical descriptions present the details of past events to support arguments. Using historical evidence, debaters lay out sequences of historical events to show how those events support their arguments. For instance, debaters wishing to make a claim that “by all rights, the Diaoyu Islands are a part of the People’s Republic of China” might point to an historical description. For instance, they might suggest that these islands were repeatedly referred to as a part of Chinese territory since 15342 and later were controlled by the Qing Dynasty along with Taiwan. The relationship between this historical evidence and the subsequent claim might be diagramed as follows:In this instance, the historical evidence provides support for the claim about the PRC’s legitimate entitlement to these disputed islands.Examples and illustrations include specific instances that can support an argument. Using a series of examples to prove a general rule is called an argument by example. In most cases, people may not have access to every single specific case that would lend support to their claim. The argument by example seeks to provide support for a generalization. A generalization is a statement suggesting that the pattern visible in the specific cases presented will also be visible in cases not presented. Thus, a generalization does not provide absolute proof of the claim; it simply makes a claim that is based on the presented examples.For example, persons claiming that International Studies is an appropriate major for students wanting careers in Foreign Service don’t base that claim on an examination of every single International Studies major to whom they refer. If they had such access, the question could be answered directly without the need to create a argument. Instead, an advocate may present several examples of International Studies majors who happen to be members of the Foreign Service, and then use those examples to support the claim that International Studies is an2 L ee, S eokwoo. “Territorial D isputes a mong J apan, C hina a nd T aiwan c oncerning t he Senkaku I slands.” B oundary & T erritory B riefing 3.7 (2002): 30.198 Chapter Sixteenappropriate major for students seeking a career in the Foreign Service. Such an argument by example is illustrated in the following diagram:Part of the persuasiveness of an argument by example is dependent on the number of examples provided and on the representativeness of those examples. For instance, a generalization based on very few examples may be just as unreliable as a generalization based on examples that are not representative. Thus, an arguer is well advised to present as many examples as they can given the constraints of time and to make sure that the examples they do present are representative of the population to which they want to generalize.Having provided examples to support an argument, a debater can then make the argument even more persuasive by providing a vivid illustration. Illustrations function differently than examples. Although illustrations alone may not speak to the certainty of an argument, they make an argument more vivid. Continuing the last hypothetical situation, the debater might find a particularly well-known member of the Foreign Service who also was an International Studies major and use that story to make their claim more vivid. Turning to a slightlyEvidence 199different example, take the claim that participation in debate is common for exceptional lawyers. An illustration might be thought of as a brief story to give added weight to the generalization. A debater might support this claim by finding several examples of exceptional lawyers who were also debaters and them might focus on a specific person who has a background in both law and debate. Thus, a debater might present a brief story about Laurence H. Tribe. Tribe was born in China to Russian Jewish parents. He was the US national debate champion in 1960 and has gone on to become the preeminent constitutional law authority in the United States, winning over 35 cases before the United States Supreme Court.3An illustration may not provide logical support to an argument, because, a single example does not provide sufficient support to make a generalization from one example to a general rule.4 An illustration enables the audience to “visualize” the point the debater is making and as a result, the claim becomes more vivid. Thus, examples and illustrations are complementary kinds of evidence: Sufficient and representative examples lend logical support to an argument and illustrations make the claim more vivid and persuasive. Statistics are useful when a debater wants to make a generalization about some group of people or things. Just as in the case of argument by example, the debater does not have information about every individual in the group. A statistic starts with a description of a sample of the group, which allows the arguer to state that the sample probably is like the group as a whole. For instance, if 80% of the members of debate team at a particular university are English majors, then the inference can be drawn (rightly or wrongly) that 80% of all collegiate debaters are English majors. In some cases, a statistic can be a persuasive form of factual evidence. Statistics, used properly, are especially powerful evidence in the hands of a skilled debater.Any form of evidence can be misleading and statistics are no exception. Debaters need to be wary about examining statistics closely to make sure that the claim supported by the statistics is a good one. For instance, statistics show that women taking hormone replacement therapy have a lower-than-average incidence of coronary heart disease. One interpretation of this statistics was that hormone replacement therapy protects women against coronary heart disease. However, a closer look at the data on which the statistics is bases also shows women who received hormone replacement theory were more likely to be from higher socio-economic groups with better-than-average diet and exercise regimens. Thus, the statistic supporting a relationship between hormone replacement therapy and coronary heart disease3 I nformation a bout L aurence T ribe a ccessed f rom h is H arvard f aculty w ebpage a t “Laurence H. T ribe.” H arvard L aw S chool. T he P resident a nd F ellows o f H arvard C ollege, 2013. W eb. 20 F eb.2013.</faculty/directory/index.html?id=74>4 M ore w ill b e s aid a bout h ow t o c onstruct a n a dequate a rgument b y e xample i n Chapter-‐Twenty O ne o n f allacies.200 Chapter Sixteenmay be confounded by socio-economic status of the women in the statistical sample.5 This is just one example where statistics can be misinterpreted. The main point is that statistics do not interpret themselves. People interpret statistics and need to be careful to provide accurate and complete interpretations.Descriptions of empirical studies generally include statistics associated with a number of variables. Empirical studies are sometimes more persuasive than “raw statistics” because they are based on underlying theoretical explanations as well as on figures.For instance, Shijie Yang collected statistics about the effect of hukou reforms on the income gap between rural and urban workers. Collecting data in five provinces between 1999 and 2005, Shijie Yang found that the hukou reforms in those provinces had the opposite of the intended effect. The study concluded that the hukou reforms “actually caused the income gap between urban and rural citizens to become wider, instead of decreasing.”6This study gathered statistics about two variables: hukou reform and the urban and rural income gap. The statistics were gathered systematically about each of the two variables and then were interpreted in a way that allows the researcher (and consumers of the research) to make a further statement about the relationship of the two variables. Well-conducted empirical studies are persuasive because of the systematic way evidence is gathered and interpreted. In the previous example, the authors began with an underlying theoretical position: that hukou reforms would decrease the income gap. The authors then systematically gathered evidence related to both variables and finally interpreted the statistical evidence as inconsistent with the theoretical position with which the study began. In this particular case, the statistician began with theoretical position and the data gathered actually cast doubt on the original position. Like statistics, different people can interpret empirical studies in different ways. Debaters need to take care to cautiously and accurately interpret empirical studies.Thus, observed data, examples and illustrations, historical descriptions, and statistics and descriptions of empirical studies are included in the category called “facts.” Factual evidence of this kind, used well, can be quite persuasive in debate. Sometimes a collection of facts is gathered together into a complex but coherent interpretation—a theory. The next category of evidence examines this idea of theory.TheoriesTheories are used to explain or predict and thus can be used as evidence in various cases. In scientific circles theories are more important than “mere” facts. These theories are formalized5 L awlor, D A, D avey S mith G, a nd E brahim S. "Commentary: t he h ormone r eplacement-‐coronary h eart d isease c onundrum: i s t his t he d eath o f o bservational e pidemiology?" International J ournal o f E pidemiology 33 (3) (2004): 464–7.6 S hijie Y ang. “The I mpact o f H ukou R eform o n t he R ural a nd U rban I ncome G ap.” Unpublished P aper, U niversity o f C alifornia, 2011. W eb. 1 O ct. 2013. P age 22.Evidence 201statements seeking to predict physical and social phenomena with greater or lesser precision depending on the theory. For instance, formal theories like Albert Einstein’s general and specific theories of relativity or Charles Darwin’s theory of evolution make predictions and explain phenomena.But theories need not be that formal to be useful as evidence in argumentation and debate. For instance, debaters might use Samuel Peltzman’s theory of risk compensation to argue against the introduction of kinds of safety devices on automobiles. Peltzman’s theory, which grew out of a study in the mid-1970s about automobile regulation,7 has since become a much more general theory about risk compensation. In simple form, his theory asserts that when governments issue safety regulations on things from automobiles to motorcycles to birth control devices, people who use those items engage in more risky behavior due to their perception that the safety concerns have been resolved.Thus, the Peltzman theory could be used as evidence to argue against instituting more stringent seat-belt laws in China. The argument might go like this: seat-belt laws will make drivers feel safer; this feeling of safety will cause drivers to drive more recklessly, thus endangering pedestrians and cyclists. The following diagram provides a visual illustration of such an argument:One of the reasons that theories are a persuasive category of evidence is that they offer apparently rational explanations for the relationships between and among facts. Contrary to popular opinion, facts do not speak for themselves. In the example presented above, someone might have noticed an increase in pedestrian deaths following the introduction of seatbelt laws but might not be able to explain why the two phenomena were related. The theory provides just such an explanation. Furthermore, that explanation can then be generalized to7 P eltzman, S am. “The E ffects o f A utomobile S afety R egulation.” J ournal o f P olitical Economy 83 (1975): 677-‐726.202 Chapter Sixteenother arenas that involve risk. So a debater might use the theory to argue about related phenomena such as sports helmets and speed limits.Theories are important as evidence because they go beyond “mere” facts and provide seemingly sensible interpretations of the importance and meaning of the facts. Even explanations that are not formal theories frequently are necessary complements to factual evidence.PresumptionsPresumptions are a kind of evidence that does not necessarily describe reality but describes how people expect reality to be. As such, presumptions are based on what we expect to happen in the ordinary course of events. Presumptions are based on facts even though they are not facts themselves.Presumptions can include assumptions about the nature of people in general or about specific persons. They also can be about events expected to occur or not to occur. For instance, we presume that next winter the weather in Guangxi will be warmer than the weather in Harbin. This presumption is not an observable fact because we cannot observe next winter’s weather today. However, the weather in Guangxi has been warmer for so many winters that we presume it will again be warmer next winter. We can use that presumption as evidence for a number of arguments such as where the family might vacation next December.Sometimes we make presumptions about particular persons based on our previous knowledge of that person or that person’s family characteristics. For instance, someone might argue that Wang Jingkai will become a public servant in China because many of his family members have chosen to do so. In this case, the presumption that a particular person will go into public service is based on a fact that other members of his family did just that.The laws of many nations contain a concept called a “rebuttable presumption.” These presumptions are “rebuttable” because a legal system has declared that the presumption stands until other evidence overcomes it. In the area of adoption law, for example, a rebuttable presumption “is used to ‘presume’ that if a woman is married when she gives birth to a child, that her husband is the father.”8 Thus, when one sees a child accompanied by a married woman and her husband, that person might presume that the wife is the mother and the husband is the father. Although one can think of numerous reasons why the presumption might be incorrect, it is a presumption nevertheless.Because presumptions are frequently as much about how things “ought” to be as about how they really are, presumptions blur the distinction between evidence pertaining to reality and evidence pertaining to preference. The next three categories however, provide examples of evidence that falls squarely in the category of evidence pertaining to preference.8 “Rebuttable P resumption.” A . A doption M edia, L LC, 1995-‐2013. W eb. 28 Feb. 2013. </rebuttable-‐presumption.html>Evidence 203ValuesValues provide evaluations of objects, persons, ideas, institutions, etc. Any statement expressing something other than indifference about an object9 is a statement of value. By their nature, values are abstract but can become more concrete when connected to an object to be evaluated. To argue that Ge is pretty or Jinkai is handsome is to attach a value of beauty to a human object. Although evidence is ordinarily thought of as factual, values also serve as evidence in argument.Obvious examples of debaters using values as evidence occur in arguments about individual or collective rights. For instance, the People’s Republic of China is currently engaged in an international argument about national sovereignty with regard to the Diaoyu islands. China rightly believes sovereignty to be an important national value and argues that Chinese sovereignty over the Diaoyu islands was never challenged for 400 years prior to 1895 when they islands were “stolen” by the Japanese. Therefore, the value of sovereignty might be used as evidence to support the claim that China should protect its claim to the Diaoyu islands. Because we do not ordinarily think of values as evidence in argumentation, perhaps a diagram of such an argument may help explain this category:The example in the previous diagram shows how a value can be combined with a fact to provide evidence to support a claim. In this case, the value involves Chinese national sovereignty and the fact is an historical example regarding Chinese sovereignty over the9 A ctually, e ven i ndifference c an i n s ome c ases b e a n e xpression o f v alue—that something d oes n ot e ven m erit d iscussion o r c onsideration.204 Chapter SixteenDiaoyu islands. Both of these two pieces of evidence are then combined to support a claim that “China is within its rights to assert its claim to the Diaoyu islands.” This example demonstrates that values can be important sources of evidence, especially in claims of evaluation.One problem with using values as evidence is the notion that sometimes audiences hold competing values related to a particular object. With regard to the previous illustration of the Diaoyu islands, some might also hold the value of peace as equally important to the value of sovereignty. While sovereignty might be used to argue for the claim that China should assert its claim to these islands, the value of peace, in this case peace with Japan might mitigate against that claim. In situations where values like sovereignty and peace collide, the more important type of evidence concerns value hierarchies.Value HierarchiesValue hierarchies order values and establish certain values as more important than others. Value hierarchies are important only when values collide. A person who could choose to act on both of two values would have no reason to order those two values hierarchically.So for instance, if a debater were to use a value hierarchy to argue about the Diaoyu islands, they might start with a value hierarchy that places national sovereignty higher than peace. The reason that one of these values is placed hierarchically over the other is because these two values might interfere with one another—especially in the case of the Diaoyu islands, people might not be able to achieve both values and thus would be forced to choose one over the other. Such an argument might be illustrated like this:In the example above, the evidence consists of a value hierarchy that places sovereignty over peace. The evidence then is linked to the claim that the PRC should be willing to risk peace to protect its sovereignty. In a great number of debates, arguers find themselves faced withsituations where their audiences favor two or more sets of values that seem to collide. In this situation, debaters must determine the proper hierarchy of values and use it as evidence for their positions.Value CategoriesValue hierarchies can be thought of as existing in different categories. For instance, Philosophers Perelman and Olbrechts-Tyteca sorted hierarchies into six categories: quantity, quality, order, existence, essence, and person.10 For instance, some hierarchies simply are founded on the category of quantity. This category assumes that more is better than less, thus more money is higher on the hierarchy than less money. On the other hand, a person whose value hierarchies are organized according to quality probably will argue for something based on its uniqueness or its irreplaceability. Therefore according to the category of quality, the unique or rare is valued more than the common and the replaceable. The dispute about global climate change can be used to illustrate the category of quality. The category of quality could be used to assert the importance of the irreplaceable (the environment) over the replaceable (the economy). A debater might use evidence consisting of quality to support a claim that protecting the environment is more important than sustaining the economy. A damaged economy can be restored but a damaged environment is much more difficult to repair. Thus, the values associated with the environment are unique and irreplaceable. An example of such an argument using evidence from this value category is illustrated below:10 C haim P erelman a nd O lbrechts-‐Tyteca, L ucie. T he N ew R hetoric: A T reatise o n Argumentation. N otre D ame: U niversity o f N otre D ame P ress,1969. P p. 85 – 94.Books about debating rarely treat the last three categories (values, value hierarchies, and value categories) as evidence. Nevertheless, they are important forms of evidence when debating propositions that require evaluation. In addition, as evaluation is central to argumentation and debate, these categories are quite important.Citing and Documenting EvidenceBefore concluding this chapter about evidence, a few words about citing and documenting evidence are important. The claim, since the debater creates it, can be considered the creative work of the debater. On the other hand, evidence usually does not consist of material created by the debater, but rather of material that is found using some formal or informal method of research. Thus, evidence usually is supporting material that is external to the debater; it is discovered rather than created. For this reason, the debater has an obligation to inform opposing debaters, judges, and audiences where the evidence was discovered. If the evidence consists of personal observations, the debater is obliged to let others know about the nature of those personal observations. If, as is frequently the case, the evidence was discovered by reading and surveying relevant publications on the subject, the debater is obliged to inform others where the evidence was found. How much detail should the debater report when citing the evidence? A good rule of thumb is that the debater should be prepared to provide sufficient detail that would allow the listener (or reader) to find the evidence on their own.The debater should be prepared to offer the name(s) of the author; the title of the book,magazine, or document from which the evidence was extracted; the title of the article in the book or magazine; the date of the article; and the pages on which the information appeared. Most who listen to an oral argument do not expect to hear all of the citation for every piece of evidence, but they do expect that the debater would provide the complete citation if requested. So a debater might say something like “According to a study conducted in 1975 by Professor Samuel Peltzman . . .” with the expectation that he or she would present the rest of the citation on request. In a written argument, the arguer needs to present the entire citation in the text. The difference between oral and written argument with regard to citing evidence is that a reader cannot always ask the arguer for a citation since the writer and reader may not be in the same physical location. On the other hand, speaker and listener are almost always physically together, so the need to present the citation orally is reduced. The important point about citing and documenting evidence is that the debater needs to present or at least be prepared to present enough information so that the listener can find the evidence using only the citation the debater presents.SummaryIn summary, evidence is the starting point of any argument. Categories of evidence discussed in this chapter include facts, theories, presumptions, values, value hierarchies, and value categories. Much remains to be said about evidence in debate. How does the debater research evidence? How does the debater go about selecting evidence for an argument? How does a debater criticize and evaluate the quality of evidence? We will consider these and other important questions later in this book.。
现代大学英语精读4第三版unit2读后感In Unit 2 of Modern College English Intensive Reading 4, we delve into the complex interplay between tradition and modernity, particularly in relation to cultural identity and values. This unit challenges us to consider how deeply-rooted beliefs can coexist with rapid social changes, and it personalizes this exploration through the narrative of individuals caught between these contrasting worlds.One of the primary themes that resonated with me is the struggle for identity in a globalized world. The charactersin the readings grapple with the expectations from their traditional backgrounds while being exposed to modern ideologies. This conflict is not unique to a specific culture but is a universal experience, particularly for young adults navigating the transition from adolescence to adulthood. Their experiences mirror my own journey of reconcilingpersonal beliefs with societal pressures, revealing that this conflict is both timeless and relevant.Moreover, the unit underscores the importance of cultural heritage. It emphasizes that while embracing modernity is essential for progress, one must not overlook the value of tradition. This balance is crucial for maintaining a sense of self. I have come to appreciate the idea that tradition can serve as a foundation upon which modern life is built. It acts as a guide that can inform our decisions and help us remain grounded amidst the chaos of contemporary demands.The reading materials also highlight resilience in the face of adversity, illustrating how individuals can draw strength from their culture. This empowerment from one’s roots can fuel personal growth and adaptability. I found this message particularly inspiring; it encourages us not to shun our backgrounds but to embrace them as sources of strength. This lesson is essential for fostering a deeper understandingof oneself and others, which is fundamental in our increasingly interconnected world.Additionally, the writing style of the narratives in this unit captivated me. The authors’ ability to convey profound ideas through compelling storytelling was impressive. It reminded me of the power of literature as a vehicle for expressing complex sentiments and social commentary. Through vivid imagery and relatable characters, the readings not only entertained but also prompted critical thinking about the implications of cultural shifts.In conclusion, Unit 2 of Modern College English Intensive Reading 4 serves as a thought-provoking exploration of identity, cultural values, and the balance between tradition and modernity. It has inspired me to reflect on my ownbeliefs and consider the broader implications of cultural identity in our global society. This unit is a reminder thatunderstanding our roots can empower us to navigate the future with confidence and resilience.。
小学上册英语下册试卷(含答案)考试时间：100分钟（总分:120）B卷一、综合题(共计100题共100分)1. 听力题：The process of converting liquid to solid is known as _______.2. 听力题：The ____ is a small insect that can jump high.3. 听力题：The chemical symbol for mercury is ________.4. 听力题：I will _____ (帮助) you with homework.5. 听力题：The ____ has a colorful shell and is often seen in the garden.6. 选择题：What do you call the place where you learn?A. SchoolB. HospitalC. StoreD. Office答案:A7. 选择题：What do we call the person who helps us learn at school?A. DoctorB. TeacherC. EngineerD. Artist8. 填空题：I call my grandmother __________. (奶奶/外婆)9. 听力题：The chemical symbol for calcium is ________.10. 选择题：What instrument is used to measure time?A. CompassB. ScaleC. ClockD. Ruler答案: C11. 听力题：Reactivity is the ability of a substance to undergo a _____.12. 听力题：Minerals have specific ______ that help identify them.13. 听力题：The bear catches fish in the ______.14. 听力题：A trench is a deep ______ in the ocean floor.15. 听力题：The Earth's atmosphere consists mostly of ______.16. 听力题：A heterogeneous mixture has a ______ composition.17. 听力题：A _______ can add charm to your home decor.18. 听力题：The chemical symbol for yttrium is _______.19. Wall was built over several _____. 填空题：The Grea20. 听力题：A _______ helps to measure the amount of energy consumed by a device over time.21. 听力题：My friend is ______ (smart) and funny.22. 选择题：How many legs does a dog have?一只狗有几条腿？B. FourC. SixD. Eight答案: B23. 听力题：We should ________ our environment.24. 填空题：The _____ (青蛙) can change its color for camouflage.25. 填空题：My sister loves __________ (动物园).26. 听力题：The cake is _______ (decorated) with sprinkles.27. 听力题：My grandma loves to play ____ (cards) with friends.28. 填空题：The rabbit's fur is very _________ (柔软).29. 听力题：A _______ is a substance that can increase the concentration of hydroxide ions in a solution.30. 听力题：The __________ is a feature of deserts.31. 填空题：The _____ (狮子) is known for its pride and loyalty.32. h Revolution marked the rise of ________ (民主). 填空题：The Fren33. 填空题：The _______ (Bill of Rights) guarantees fundamental rights and freedoms.34. 选择题：What do we call a person who sells goods?A. VendorB. CustomerC. Buyer答案: A35. 听力题：The chemical formula for hexanoic acid is ______.36. 选择题：What do we call a young deer?A. FawnB. CalfC. KidD. Lamb答案:A37. 听力题：I have a ___ (new) backpack.38. 选择题：What do you call the solid form of water?A. VaporB. IceC. SteamD. Liquid答案:B39. 选择题：What color is the sky on a clear day?A. GreenB. BlueC. RedD. Purple40. 填空题：I like to share my ____ with my friends. (玩具名称)41. 填空题：The park is _______ for playing games.42. 听力题：I want to ________ (discover) new things.43. 填空题：My teddy bear is soft and ______.44. 填空题：My favorite memory is _______ (与家人度过的时光).The park is ________ my house.46. 听力题：The city of Tehran is the capital of _______.47. 听力题：A ________ is a natural feature like a mountain or river.48. 填空题：My brother, ______ (我弟弟), is very talented at music.49. 听力题：The book is _____ the table. (on)50. 填空题：My cat enjoys watching birds from the ______ (窗户).51. 选择题：看图选词。
英美文学选读自考题-15(总分100,考试时间90分钟)Ⅰ.Multiple ChoiceSelect from the four choices of each item the one that best answers the question or completes the statement. Mark your choice by blacking the corresponding letter A, B, C or D on the answer sheet.1. Which of the following is not regarded as one of the characteristics of the Renaissance?______A. Rediscovery of ancient Roman and Greek culture. B. Attempt to remove the old feudalist ideas in medieval Europe. C. Introducing new ideas that expressed the interests of the rising bourgeoisie. D. Praise of man's efforts in soul delivery and personal salvation.2. Which of the following is not true about the Renaissance? ______A. Humanism is the essence of the Renaissance. B. Attitudes and feelings which had been characteristics of the 14th and 15th centuries persisted well down into the era of Humanism and Reformation. C. It was Chaucer who initiated the Reformation. D. The Elizabethan drama, in its totality, is the real main stream of the English Renaissance.3. Shakespeare's ______ are mainly written under the principle that national unity under a mighty and just sovereign is a necessity.A. history plays B. tragedies C. comedies D. plays4. "Shall I compare thee to a summer' s day?/Thou art more lovely and more temperate:/Rough winds do shake the darling buds of May,/And summer's lease' hath all too short a date", the above beautiful sonnet was written by ______.A. John Donne B. John Milton C. William Shakespeare D. Francis Bacon5. The British bourgeois or middle class believed in the following notions except ______.A. self-esteem B. self-reliance C. self-restraint D. hard work6. In this part the hero of the story, Robinson Crusoe, narrates in ______ how he goes to sea, gets shipwrecked and marooned on a lonely island, struggles to live for twenty-four years there and finally gets relieved and returns to England.A. the second person B. the first person C. the third person D. Defoe's mouth7. The best fictional work of Jonathan Swift is ______.A. A Tale of a Tub B. The Battle of the Books C. A Modest Proposal D. Gulliver's Travels8. The play The Tragedy of Tragedies is written by ______.A. Marlowe B. Fielding C. Shakespeare D. Sheridan9. ______, defined by Coleridge, is the vital faculty that creates new wholes out of disparate elements.A. Exaggerater B. Imagination C. Rhetoric D. Soliloquy10. Literarily ______ was the first important Romantic poet, showing a contempt for the rule of reason, Opposing the classical tradition of the 18th century, and treasuring the individual's imagination.A. William Wordsworth B. William Blake C. Robert Burns D. Samuel Taylor Coleridge11. In the Songs of Innocence and Songs of Experience, by William Blake, what is central to Blake's concern?______A. Youthhood. B. Childhood. C. Aged. D. All the above are not.12. In 1805, **pleted a long autobiographical poem entitled "______".A. Biographic literary B. The Prelude C. Lucy Poems D. The Lyrical Ballad13. William Wordsworth asserts that poetry originates from ______.A. form B. thoughts C. artistic devices D. emotion14. Which is Shelley's masterpiece?______A. Queen Mab. B. Prometheus Unbound. C. Prometheus Bound. D. The Revolt of Islam.15. The Victorian Age was largely an age of ______, eminently represented by Dickens and Thackeray.A. poetry B. drama C. novel D. epic prose16. The success of the novel ______ is due to its introduction to the English novel the first governess heroine.A. Wuthering Heights B. Pride and Prejudice C. Jane Eyre D. Sister Carrie17. Which of the following descriptions of Thomas Hardy is wrong?______A. Most of his novels are set in Wessex. B. Tess of the D'Urbervilles is one of the most representative of him as both a naturalistic and a critical realist writer. C. Among Hardy's major works, Under the Greenwood Tree is the most cheerful and idyllic. D. From The Mayor of Casterbridge on, the tragic sense becomes the keynote of his novels.18. In the mid-19th century, Karl Marx and Friedrich Engels put forward the theory of ______.A. ideal socialism B. materialism C. scientific socialism D. analytical psychology19. Modernism is, in many aspects, a reaction against ______. It rejects rationalism which is the theoretical base of realism.A. Romanticism B. humanism C. symbolism D. realism20. The following are English stream-of-consciousness novels except ______.A. Pilgrimage B. Ulysses C. Mrs. Dalloway D. A Passage to India21. Mrs. Warren's Profession is one of George Bernard Shaw's plays. What is Mrs. Warren's profession then?______A. Real estate. B. Prostitution. C. House keeping. D. Farming.22. "The Love Song of J. Alfred Prufrock", in a form of dramatic monologue, presents the meditation of an aging ______ man over the business of proposing marriage.A. grown B. lunatic C. old D. young23. Which of the following writings is not the novel of D.H. Lawrence's?______A. Sons and Lovers. B. A Portrait of the Artist as a Young Man. C. The White Peacock. D. The Rainbow.24. The development of the American society nurtured "the ______ of a great nation".A. literature B. painting C. music D. art25. Of the following works by Hawthorne, which one was a romance set in Italy?______A. The House of the Seven Gables. B. The Blithedale Romance. C. The Marble Faun. D. Twice-Told Tales.26. Which of the following works best illustrates the Calvinistic view of original sin?______A. Mrs. Stowe's Uncle Tom's Cabin. B. James's The Portrait of a Lady. C. Hemingway's A Farewell to Arms. D. Hawthorne's The Scarlet Letter.27. Whitman's poems are characterized by all the following features except ______.A. the strict poetic form B. the free and natural' rhythm C. the easy flow of feelings D. the simple and conversational language28. Herman Melville wrote his semi-autobiographical novel ______ concerning the sufferings of a genteel youth among brutal sailors.A. Typee B. Redburn C. Moby-Dick D. Mardi29. After the American Civil War, the literary interest in the so-called "reality" of life started a new period in the American literary writings known as the Age of ______.A. Realism B. Reason and Revolution C. Romanticism D. Modernism30. Generally speaking, all those writers with a naturalistic approach to human reality tend to be ______.A. transcendentalists B. optimists C. pessimists D. idealists31. As a sequel to The Adventures of Tom Sawyer, ______ marks the climax of Mark Twain's literary activity.A. Adventures of Huckleberry Finn B. Life on the Mississippi C. The Gilded Age D. Roughing It32. Linguistically, compared with the writings of Mark Twain, Henry James's fiction is noted for his ______.A. frontier vernacular B. rich colloquialism C. vulgarly descriptive wordsD. refined elegant language33. Which of the following works does not show Dickinson's confusion and doubt about the role of women in the 19th century America?______A. I'm "wife"—I've finished that B. I heard a Fly buzz—When I died C. I cannot live with You D. I'm ceded—I've stopped being theirs34. The Financier, The Titan and The Stoic written by ______ are called his "Trilogy of Desire".A. Henry James B. Theodore Dreiser C. Mark Twain D. Herman Melville35. Which terms can best describe the modernists' concern of the human situation in their fiction?______A. Fragmentation and alienation. B. Courage and honor. C. Tradition and faith. D. Poverty and desperation.36. The first book Robert Frost wrote was ______.A. Mountain Interval B. New Hampshire C. A Further Range D. A Boy's Will37. In ______, Robert **pares life to a journey, and he is doubtful whether he will regret his choice or not when he is old, because the choice has made all the difference.A. After Apple-Picking B. The Road Not Taken C. Stopping by Woods on a Snowy Evening D. Fire and Ice38. In the beginning paragraph of Chapter 3, The Great Gatsby, Fitzgerald describes a big party by saying that "men and girls came and went like moths". The author most likely indicates that ______.A. there was a crowd of party goers B. such life does not have real meaning C. these people were light-hearted D. these were crazy and ignorant characters39. In Hemingway's Indian Camp, Nick's night trip to the Indian village and his experience inside the hut can be taken as ______.A. an essential lesson about Indian tribes B. a confrontation with evil and sin C. an initiation to the harshness of life D. a learning process in human relationship40. The American writer ______ was awarded the Nobel Prize for the anti-racist Intruder in the Dust in 1950.A. Ernest Hemingway B. Gertrude Stein C. William Faulkner D. T.S. EliotⅡ.Reading ComprehensionRead the quoted parts carefully and answer the questions in English. Write your answers in the corresponding space on the answer sheet.1. "And thus the native hue of resolution/Is sicklied o'er with the pale cast of thought."(Shakespeare, Hamlet)Questions:A. What does the "native hue of resolution" mean?B. What does the "pale cast of thought" stand for?C. What idea do the two lines express?2. "The early lilacs became part of this child,/And grass and white and red morning-glories, and white and red clover, and the song of the phoebe-bird,/And the Third-month lambs and the sow's pink-faint litter, and the mare's foal and the cow's calf,/And the noisy brood of the barnyard or by the mire of the pond-side,/And the fish suspending themselves so curiously below there, and the beautiful curious liquid,/And the water-plants with their-graceful flat heads, all became part of him."Questions:A. Name the author of the poem.B. What is the poetic style called?C. What does the passage describe?3. "I celebrate myself, and sing myself,/And what I assume you shall assume,/For every atom belonging to me as good belongs to you./I loafe and invite my soul,/I lean and loafe at my ease observing a spear of summer grass." (from Walt Whitman's "Song of Myself") Questions:A. Whom does "myself" refer to?B. How do you understand the line "I loafe and invite my soul"?C. What does "a spear of summer grass" indicate?4. "And so she died. Fell ill in the house filled with dust and shadows, with only a doddering Negro man to wait on her, we did not even know she was sick; we had long since given up trying to get any information from the Negro. He talked to no one, probably not even to her, for his voice had grown harsh and rusty, as if from disuse."Questions:A. Identify the author and the title of the work from which the passage is taken.B. Who dies?C. How do you describe the relationship between her and her neighbors?Ⅲ.Questions and AnswersGive a brief answer to each of the following questions in English. Write your answers in the corresponding space on the answer sheet.1. What are **mon features in Shakespear's characterization of the four greatest tragedy heroes?2. What is the position of Henry Fielding in the history of English literature?3. Whitman has made radical changes in the form of poetry by choosing free verse as his medium of expression. What are the characteristics of Whitman's free verse?4. Give a brief analysis of Carrie Meeber in Theodore Dreiser's Sister Carrie?Ⅳ.Topic DiscussionWrite no less than 150 words on each of the following topics in English in the corresponding space on the answer sheet.1. Discuss what is "stream-of-consciousness" in novel writing.2. Under the influence of the leading romantic thinkers like Kant and the Post-Kantians, Romanticists demonstrated a strong reaction against the dominant modes of thinking of the 18th-century's Neoclassicists. Discuss the relation to the works you know, the difference between Romanticism and Neoclassicism.。
成功之路起步篇1 英文The Journey to Success: The Beginner's Guide.Embarking on the journey to success can be an exciting and daunting prospect. It involves setting goals, making plans, and taking consistent steps forward. But where do you start? What are the essential elements that you need to consider as you begin this transformative journey?1. Define Your Success.First and foremost, you need to define what success means to you. Is it a promotion at work? Achieving a specific financial goal? Or perhaps it's findingfulfillment and happiness in your daily life. Define your success in terms that resonate with your values and aspirations.2. Set Clear Goals.Once you know what success looks like for you, the next step is to set clear, measurable goals. These goals should be specific, achievable, relevant, and time-bound (SMART). For example, if your goal is to improve your financial situation, you might set a target to save a certain amount of money each month or increase your income by a specific percentage.3. Create a Plan.Goal setting is only the beginning. You need a plan to achieve those goals. Break your goals down into smaller, manageable steps. Identify the actions you need to take and the resources you will require. Be realistic about what you can achieve in a given timeframe and adjust your plan accordingly.4. Take Action.The key to success is consistent action. It's not enough to have a plan; you need to put it into action.Start small if necessary, but make sure you are takingsteps forward every day. Be disciplined and stay focused on your goals, even when faced with challenges or setbacks.5. Learn and Grow.As you progress on your journey, you will encounter new challenges and opportunities for growth. Embrace these moments as they provide valuable lessons and insights. Seek feedback from others, read books and articles, and participate in courses or workshops that align with your goals. Continuous learning and personal development are crucial to achieving long-term success.6. Stay Motivated.Maintaining motivation can be challenging, especially when faced with setbacks or difficult times. Find ways to stay inspired and motivated by setting reminders of your goals, celebrating small achievements, and surrounding yourself with positive influences. Remember, every step forward is a step closer to achieving your dreams.7. Embrace Failure.Failure is a natural part of the success process. Don't be afraid to fail; instead, view it as an opportunity to learn and grow. Use failure as a tool to identify weaknesses and areas for improvement. Embrace failure,learn from it, and move forward stronger and wiser.8. Stay Persistent.Success doesn't happen overnight; it requires time, effort, and perseverance. Be patient with yourself and your progress. Stay persistent in the face of challenges and setbacks, and never give up on your dreams. Remember, the journey is often more rewarding than the destination itself.In conclusion, the journey to success is a personal and transformative experience. It requires clarity, planning, action, learning, motivation, failure, and persistence. By defining your success, setting SMART goals, creating a plan, taking action, learning and growing, staying motivated, embracing failure, and staying persistent, you can embarkon this journey with confidence and enthusiasm. Remember, the destination is worth the journey, and every step forward brings you closer to achieving your dreams.。
小学上册英语第1单元期中试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1. A _______ is a type of reaction that produces a precipitate.2.The weather is ________ (宜人).3.What do we call a person who studies ancient cultures?A. ArchaeologistB. HistorianC. AnthropologistD. SociologistA4.The dog loves to dig in the ______.5.My favorite game to play during recess is ________ (跳绳) with my friends.6.My aunt loves __________ (手工艺品).7. A _______ is used to measure electrical current.8.The penguin is a flightless ______ (鸟) that swims well.9.I can ___ (count/read) numbers.10.The first successful heart-lung transplant was performed in ________.11.The ____ is a tiny bird that builds nests in trees.12.Did you see the _____ (小鸟) taking a bath?13.I want to ride a _____ (马).14.The first successful vaccine was developed for ________ (天花).15.The _______ (鸽子) coos softly.16.Chemical bonds are formed when atoms ______ with each other.17.The __________ (历史的优势) inform strategies.18.We have a big ______ in our backyard. (tree)19.I enjoy _____ (painting/drawing).20._____ (生态保护) is necessary for future generations.21.What is the term for a baby horse?A. ColtB. FoalC. CalfD. KidB22.We see a ___ (tree/rock) in the garden.23.What do we call the time when the sun rises?A. SunsetB. SunriseC. NoonD. Midnight24.What is the hardest mineral?A. DiamondB. GoldC. SilverD. CopperA25.My town is located near a __________ (湖).26.The sun is shining ________.27.What is 3 x 4?A. 10B. 12C. 14D. 1628.Oxygen is essential for ______.29.The chemical symbol for selenium is ______.30.What do we call a small, sweet dessert?A. CakeB. CookieC. PieD. All of the above31.How many continents are there?A. 5B. 6C. 7D. 8C32.The musician plays at local _____ (活动).33.What is 10 - 3?A. 5B. 6C. 7D. 834.What do you call a person who repairs cars?A. MechanicB. ElectricianC. PlumberD. CarpenterA35.What do you call the process of heating water to create steam?A. BoilingB. MeltingC. FreezingD. Condensing36. A turtle can be found in ______ (湖泊) or oceans.37.________ (绿化) improves air quality.38.The garden is ______ (full) of butterflies.39.What is the main ingredient in pizza?A. RiceB. DoughC. ChickenD. FishB40.The _____ (橡树) provides shade in summer.41.What is the name of the famous wizard in Harry Potter?A. FrodoB. HarryC. PercyD. Ron42.What is the capital of Sweden?A. StockholmB. OsloC. CopenhagenD. HelsinkiA43.What do we call the act of using your senses to gather information?A. ObservationB. ExplanationC. PredictionD. ConclusionA44.What is the capital city of France?A. LyonB. ParisC. MarseilleD. Bordeaux45.The __________ (历史的洞察) fosters enlightenment.46.The nurse provides emotional _____ (支持) to patients.47.I have ________ toys at home.48.What do you call the first meal of the day?A. LunchB. BreakfastC. DinnerD. SnackB49.My brother is very __________ (友善) to his classmates.50.I found a _______ (小狗) at the shelter.51.What do you call a person who studies fossils?A. PaleontologistB. ArchaeologistC. GeologistD. AnthropologistA52.We eat _____ (breakfast/lunch) at noon.53.The chemical symbol for vanadium is ______.54.My cat loves to explore the ______ (花园).55.What do you call a large animal that lives in the ocean?A. SharkB. WhaleC. DolphinD. All of the aboveD56. A __________ is a geological feature that can be seen from afar.57.The _____ (dragonfruit) is unique and tasty.58.Which animal is known for building dams?A. BeaverB. OtterC. FoxD. WolfA59.I want to ________ (inspire) others.60.The owl flies silently to catch its _______ (猎物).61.What do you call a baby sheep?A. CalfB. KidC. LambD. Foal62.The _______ of a swing is caused by gravity.63. A goat likes to eat ________________ (植物).64.What do you call the sweet food made from sugar and milk that is often used in baking?A. CreamB. FrostingC. CustardD. PuddingC65. A __________ is a reaction that absorbs heat energy.66.The _____ (温度) can affect how fast a plant grows.67.She is _______ (climbing) the ladder.68.I saw a ________ at the pet shop.69.The capital of Turkmenistan is __________.70.What color do you get when you mix blue and yellow?A. GreenB. OrangeC. PurpleD. BrownA71.What do you call a place where you can see animals in their natural habitat?A. ZooB. SanctuaryC. AquariumD. ReserveD72.What is the first month of the year?A. FebruaryB. MarchC. JanuaryD. April73.The process of separating components based on their density is called ______.74.I like to play ______ (soccer) with my friends.75.What is the name of the famous song by The Beatles?A. Hey JudeB. Smells Like Teen SpiritC. I Want to Hold Your HandD. Imagine76.The invention of ________ has altered the landscape of commerce.77.What is the sum of 5 + 5?A. 12B. 10C. 8D. 11B78.You can find _______ in a garden or park.79.What is the name of the famous American singer known as the "King of Rock and Roll"?A. Elvis PresleyB. Chuck BerryC. Little RichardD. Buddy HollyA80.Which animal is known as the "king of the jungle"?A. ElephantB. LionC. TigerD. BearB81. A __________ is a substance formed when two or more elements combine.82.What is the opposite of "day"?A. MorningB. AfternoonC. NightD. EveningC83.It is _____ outside today. (cold/hot/warm)84.Have you ever seen a _______ (小老鼠) eat cheese?85.Acids can donate protons, while bases can accept ______.86.The ice cream is ______ on a hot day. (refreshing)87.What do we call a collection of books?A. LibraryB. ShelfC. StoreD. Study88.I can speak ________ languages.89.The skunk sprays when it feels _________. (威胁)90.The __________ (历史的前瞻) encourages planning.91.I have a toy _______ that can move its arms and legs.92.I want to ___ a new toy. (get)93.What do you call the process of producing energy from food?A. DigestionB. AbsorptionC. FermentationD. RespirationA94.My sister is a _____ (美术家) who loves to paint.95.What do you call a large body of fresh water?A. OceanB. LakeC. RiverD. StreamB96.The condor is one of the largest ________________ (鸟类).97.I want to grow a ________ that attracts butterflies.98.What do you call the protective outer layer of an egg?A. ShellB. YolkC. AlbumenD. MembraneA99.What do we call a person who studies the universe?A. AstronomerB. AstrophysicistC. CosmonautD. CosmologistA 100.The ________ grows tall and flowers beautifully.。
