CHAPTER 8 提纲

（空行）Outline（空行）Thesis statement: This paper makes a tentative study on differences of cultural taboos in China and western countries, aiming at strengthening people’s cross-cultural consciousness.Chapter I IntroductionChapter II General Views on Taboos2.1 The Definition of Culture2.2 The Definition and Origin of Taboos2.3 Characteristics of TaboosChapter III Specific Differences of Taboos between Chinese and Western Cultures3.1 Taboos on Food and Drinks3.2 Taboos on Language3.3 Taboos on Colors3.4 Taboos on Animals3.5 Taboos on Numbers and Dates3.6 Taboos on Festivals3.7 Taboos on Sending GiftsChapter IV Conclusion提纲论文主旨：第一章引言第二章禁忌总论2.1 文化的定义2.2 禁忌的定义及起源2.3 禁忌的特点第三章中西方文化中禁忌的具体差异3.1 饮食禁忌3.2 语言禁忌3.3 色彩禁忌3.4 动物禁忌3.5 数字日期禁忌3.6 节日禁忌3.7 送礼禁忌第四章结论AbstractTaboo, as a specific cultural phenomenon, develops on the deep basis of different native cultures of different countries, representing their cultural background, social psychology, changes and development. It has great impact on all aspects of people’s life, especially on the cross-cultural communications. This paper introduces the meaning and origin of taboos, the general views as well as specific comparison of cultural taboos between China and the West, aiming at enhancing people’s cross-cultural consciousness.Key Words:taboos; culture; China; western countries; cross-cultural communication摘要禁忌作为一种特殊的文化现象深深地根植于各国的本土文化之中，体现着它们各自不同的文化背景、社会心理和演变发展。

SLA 期末考试提纲Week 9Chapter 1 Introducing Second Language AcquisitionChapter 2 Foundations of Second Language AcquisitionPART ONE: Definition:1.Second Language Acquisition (SLA): a term that refers both to the study of individuals and groups who arelearning a language subsequent to learning their first one as young children, and to the process of learning that language.2.Formal L2 learning: instructed learning that takes place in classrooms.rmal L2 learning: SLA that takes place in naturalistic contexts.4.First language/native language/mother tongue (L1): A language that is acquired naturally in early childhood,usually because it is the primary language of a child’s family. A child who grows up in a multilingual setting may have more than one “first” language.5.Second language (L2): In its general sense, this term refers to any language that is acquired after the first languagehas been established. In its specific sense, this term typically refers to an additional language which is learned within a context where it is societally dominant and needed for education, employment, and other basic purposes.The more specific sense contrasts with foreign language, library language, auxiliary language, and language for specific purposes.6.Target language: The language that is the aim or goal of learning.7.Foreign language: A second language that is not widely used in the learners’ immediate social context, but ratherone that might be used for future travel or other cross-cultural communication situations, or one that might be studied be studied as a curricular requirement or elective in school with no immediate or necessary practical application.8.Library language: A second language that functions as a tool for further learning, especially when books andjourna ls in a desired field of study are not commonly published in the learner’s L1.9.Auxiliary language: A second language that learners need to know for some official functions in their immediatesociopolitical setting. Or that they will need for purposes of wider communication, although their first language serves most other needs in their lives.10.Linguistic competence: The underlying knowledge that speakers/hearers have of a language. Chomskydistinguishes this from linguistic performance.11.Linguistic performance: The use of language knowledge in actual production.municative competence: A basic tenet (原则、信条、教条) of sociolinguistics defined as “what a speakerneeds to know to communicate appropriately within a particular language community” (Saville-Troike 2003) 13.Pragmatic competence: Knowledge that people must have in order to interpret and convey meaning withincommunicative situations.14.Multilingualism: The ability to use more than one language.15.Monolingualism: The ability to use only one language.16.Simultaneous multilingualism: Ability to use more than one language that were acquired during early childhood.17.Sequential multilingualism: Ability to use one or more languages that were learned after L1 had already beenestablished.18.Innate capacity: A natural ability, usually referring to children’s natural ability to learn or acquire language.19.Child grammar: Grammar of children at different maturational levels that is systematic in terms of production andcomprehension.20.Initial state: The starting point for language acquisition; it is thought to include the underlying knowledge aboutlanguage structures and principles that are in learners’ heads at the very start of L1 or L2 acquisition.21.Intermediate state: It includes the maturational changes which take place in “child grammar”, and the L2developmental sequence which is known as learner language.22.Final state: The outcome of L1 and L2 leaning, also known as the stable state of adult grammar.23.Positive transfer: Appropriate incorporation of an L1 structure or rule in L2 structure.24.Negative transfer: Inappropriate influence of an L1 structure or rule on L2 use. Also called interference.25.Poverty-of-the-stimulus: The argument that because language input to children is impoverished and they stillacquire L1, there must be an innate capacity for L1 acquisition.26.Structuralism: The dominant linguistic model of the 1950s, which emphasized the description of different levels ofproduction in speech.27.Phonology: The sound systems of different languages and the study of such systems generally.28.Syntax: The linguistic system of grammatical relationships of words within sentences, such as ordering andagreement.29.Semantics: The linguistic study of meaning.30.Lexicon: The component of language that is concerned with words and their meanings.31.Behaviorism: The most influential cognitive framework applied to language learning in the 1950s. It claims thatlearning is the result of habit formation.32.Audiolingual method: An approach to language teaching that emphasizes repetition and habit formation. Thisapproach was widely practiced in much of the world until at least the 1980s.33.Transformational-Generative Grammar: The first linguistic framework with an internal focus, whichrevolutionized linguistic theory and had profound effect on both the study of first and second languages. Chomsky argued effectively that the behaviorist theory of language acquisition is wrong because it cannot explain the creative aspects of linguistic ability. Instead, humans must have some innate capacity for language.34.Princ iples and Parameters (model): The internally focused linguistic framework that followed Chomsky’sTransformational-Generative Grammar. It revised specifications of what constitutes innate capacity to include more abstract notions of general principles and constraints common to human language as part of a Universal Grammar.35.Minimalist program: The internally focused linguistic framework that followed Chomsky’s Principles andParameters model.This framework adds distinctions between lexical and functional category development, as well as more emphasis on the acquisition of feature specification as a part of lexical knowledge.36.Functionalism: A linguistic framework with an external focus that dates back to the early twentieth century andhas its roots in the Prague School (布拉格学派) of Eastern Europe. It emphasizes the information content of utterances and considers language primarily as a system of communication. Functionalist approaches have largely dominated European study of SLA and are widely followed elsewhere in the world.37.Neurolinguistics: The study of the location and representation of language in the brain, of interest to biologists andpsychologists since the nineteenth century and one of the first fields to influence cognitive perspectives on SLA when systematic study began in 1960s.38.Critical period: The limited number of years during which normal L1 acquisition is possible.39.Critical Period Hypothesis: The claim that children have only a limited number of years during which they canacquire their L1 flawlessly; if they suffered brain damage to the language areas, brain plasticity in childhood would allow other areas of the brain to take over the language functions of the damaged areas, but beyond a certain age, normal language development would not be possible. This concept is commonly extended to SLA as well, in the claim that only children are likely to achieve native or near-native proficiency in L2.rmation processing (IP): A cognitive framework which assumes that SLA (like learning of other complexdomains) proceeds from controlled to automatic processing and involves progressive reorganization of knowledge.41.Connectionism: A cognitive framework for explaining learning processes, beginning in the 1980s and becomingincreasingly influential. It assumes that SLA results from increasing strength of associations between stimuli and responses.42.Variation theory: A microsocial framework applied to SLA that explores systematic differences in learnerproduction which depend on contexts of use.43.Accommodation theory: A framework for study of SLA that is based on the notion that speakers usuallyunconsciously change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to.44.Sociocultural theory (SCT): An approach established by Vygotsky which claims that interaction not onlyfacilitates language learning but is a causative force in acquisition. Further, all of learning is seen as essentially a social process which is grounded in sociocultural settings.45.Ethnography(人种论、民族志) of communication: A framework for analysis of language and its functions thatwas established by Hymes(1966). It relates language use to broader social and cultural contexts, and applies ethnographic methods of data collection and interpretation to study of language acquisition and use.46.Acculturation(文化适应): Learning the culture of the L2 community and adapting to those values and behaviorpatterns.47.Acculturation Model/Theory: Schumann’s (1978) theory that identifies group factors such as identity and statuswhich determine social and psychological distance between learner and target language populations. He claims these influence outcomes of SLA.48.Social psychology: A societal approach in research and theory that allows exploration of issues such as howidentity, status, and values influence L2 outcomes and why. It has disciplinary ties to both psychological and social perspectives.PART TWO: Short & Long answers:Chapter 11.What are the similarities and differences between linguists, psycholinguist, sociolinguists and socialpsycholinguists? P3（1）Linguists emphasize the characteristics of the differences and similarities in the languages that are being learned, and the linguistic competence (underlying knowledge) and linguistic performance (actual production) of learners at various stages of acquisition.（2）Psychologists and psycholinguists emphasize the mental or cognitive processes involved in acquisition, and the representation of languages in the brain.（3）Sociolinguists emphasize variability in learner linguistic performance, and extend the scope of study to communicative competence (underlying knowledge that additionally accounts for language use, or pragmatic competence).（4）Social psychologists emphasize group-related phenomena, such as identity and social motivation, and the interactional and larger social contexts of learning.2.What are the differences between second language, foreign language, library language and auxiliarylanguage? P4（1）A second language is typically an official or societally dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively. In this more restricted sense, the term is contrasted with other terms in this list.（2）A foreign language is one not widely used in the learners' immediate social context which might be used for future travel or other cross-cultural communication situations, or studied as a curricular requirement or elective in school, but with no immediate or necessary practical application.（3）A library language is one which functions primarily as a tool for future learning through reading, especially when books or journals in a desired field of study are not commonly published in the learners' native tongue.（4）An auxiliary language is one which learners need to know for some official functions in their immediate political setting, or will need for purposes of wider communication, although their first language serves most other needs in their lives.3.Why are some learners more (or less) successful than other? P5The intriguing question of why some L2 learners are more successful than others requires us to unpack the broad label “learners” for some dimensions of discussion. Lin guistics may distinguish categories of learners defined by the identity and relationship of their L1 and L2; psycholinguists may make distinctions based on individual aptitude for L2 learning, personality factors, types and strength of motivation, and different learning strategies;sociolinguists may distinguish among learners with regard to social, economic, and political differences and learner experiences in negotiated interaction; and social psychologists may categorize learners according to aspects of their group identity and attitudes toward target language speakers or toward L2 learning itself.Chapter21.List at least five possible motivations for learning a second language at an older age. P10The motivation may arise from a variety of conditions, including the following:●Invasion or conquest of one’s country by speakers of another language;● A need or desire to contact speakers of other languages in economic or other specific domains;●Immigration to a country where use of a language other than one's L1 is required;●Adoption of religious beliefs and practices which involve use of another language;● A need or desire to pursue educational experiences where access requires proficiency in another language;● A desire for occupational or social advancement which is furthered by knowledge of another language;●An interest in knowing more about peoples of other cultures and having access to their technologies orliteratures.2.What are the two main factors that influence the language learning? P13（1）The role of natural ability: Humans are born with a natural ability or innate capacity to learn language.（2）The role of social experience: Not all of L1 acquisition can be attributed to innate ability, for language-specific learning also plays a crucial role. Even if the universal properties of language arepreprogrammed in children, they must learn all of those features which distinguish their L1 from all other possible human languages. Children will never acquire such language-specific knowledge unless that language is used with them and around them, and they will learn to use only the language(s) used around them, no matter what their linguistic heritage. American-born children of Korean or Greek ancestry will never learn the language of their grandparents if only English surrounds them, for instance, and they will find their ancestral language just as hard to learn as any other English speakers do if they attempt to learn it as an adult. Appropriate social experience, including L1 input and interaction, is thus a necessary condition for acquisition.3.What is the initial state of language development for L1 and L2 respectively? P17-18The initial state of L1 learning is composed solely of an innate capacity for language acquisition which may or may not continue to be available for L2, or may be available only in some limited ways. The initial state for L2 learning, on the other hand, has resources of L1 competence, world knowledge, and established skills for interaction, which can be both an asset and an impediment.4.How does intermediate states process? P18-19The cross-linguistic influence, or transfer of prior knowledge from L1 to L2, is one of the processes that is involved in interlanguage development. Two major types of transfer which occur are: (1) positive transfer, when an L1 structure or rule is used in an L2 utterance and that use is appropriate or “correct” in the L2; and (2) negative transfer (or interference), when an L1 structure or rule is used in an L2 utterance and that use is inappropriate and considered a n “error”.5.What is a necessary condition for language learning (L1 or L2)? P20Language input to the learner is absolutely necessary for either L1 or L2 learning to take place. Children additionally require interaction with other people for L1 learning to occur. It is possible for some individuals to reach a fairly high level of proficiency in L2 even if they have input only from such generally non-reciprocal sources as radio, television, or written text.6.What is a facilitating condition for language learning? P20While L1 learning by children occurs without instruction, and while the rate of L1 development is not significantly influenced by correction of immature forms or by degree of motivation to speak, both rate and ultimate level of development in L2 can be facilitated or inhabited by many social and individual factors, such as(1) feedback, including correction of L2 learners' errors; (2) aptitude, including memory capacity and analyticability; (3) motivation, or need and desire to learn; (4) instruction, or explicit teaching in school settings.7.Give at least 2 reasons that many scientists believe in some innate capacity for language. P21-24The notion that innate linguistic knowledge must underlie language acquisition was prominently espoused by Noam Chomsky. This view has been supported by arguments such as the following:(1)Children’s knowledge of language goes beyond what could be learned from the input they receive: Childrenoften hear incomplete or ungrammatical utterances along with grammatical input, and yet they are somehow able to filter the language they hear so that the ungrammatical input is not incorporated into their L1 system.Further, children are commonly recipients of simplified input from adults, which does not include data for all of the complexities which are within their linguistic competence. In addition, children hear only a finite subset of possible grammatical sentences, and yet they are able to abstract general principles and constraints which allow them to interpret and produce an infinite number of sentences which they have never heard before.(2)Constraints and principles cannot be learned: Children’s access to general constraints and principles whichgovern language could account for the relatively short time it takes for the L1 grammar to emerge, and for the fact that it does so systematically and without any “wild” divergences. This could be so because innate principles lead children to organize the input they receive only in certain ways and not others. In addition to the lack of negative evidence , constraints and principles cannot be learnt in part because children acquire a first language at an age when such abstractions are beyond their comprehension; constraints and principles are thus outside the realm of learning process which are related to general intelligence.(3)Universal patterns of development cannot be explained by language-specific input: In spite of the surfacedifferences in input, there are similar patterns in child acquisition of any language in the world. The extent of this similarity suggests that language universals are not only constructs derived from sophisticated theories and analyses by linguists, but also innate representations in every young child’s mind.8.Linguists have taken an internal and/or external focus to the study of language acquisition. What is thedifference between the two? P25-26Internal focus emphasizes that children begin with an innate capacity which is biologically endowed, as well as the acquisition of feature specification as a part of lexical knowledge; while external focus emphasizes the information content of utterances, and considers language primarily as a system of communication.9.What are the two main factors for learning process in the study of SLA from a psychological perspective?P26-27(1) Information Processing, which assumes that L2 is a highly complex skill, and that learning L2 is notessentially unlike learning other highly complex skills. Processing itself is believed to cause learning;(2) Connectionism, which does not consider language learning to involve either innate knowledge or abstractionof rules and principles, but rather to result from increasing strength of associations (connections) between stimuli and responses.10.What are the two foci for the study of SLA from the social perspective? P27(1) Microsocial focus: the concerns within the microsocial focus relate to language acquisition and use inimmediate social contexts of production, interpretation, and interaction. (2) Macrosocial focus: the concerns of the macrosocial focus relate language acquisition and use to broader ecological contexts, including cultural, political, and educational settings.Week10Chapter 5 Social contexts of Second Language AcquisitionPART ONE: Definitionmunicative competence: A bas ic tenet of sociolinguistics defined as “what a speaker needs to know tocommunicate appropriately within a particular language community”(Saville-Troike 2003)nguage community: A group of people who share knowledge of a common language to at least some extent.3.Foreigner talk: Speech from L1 speakers addressed to L2 learners that differs in systematic ways from languageaddressed to native or very fluent speakers.4.Direct Correction: Explicit statements about incorrect language use.5.Indirect correction: Implicit feedback about inappropriate language use, such as clarification requests when thelistener has actually understood an utterance.6.Interaction Hypothesis: The claim that modifications and collaborative efforts which take place in social interationfacilitate SLA because they contribute to the accessibility of input for mental processing.7.Symbolic mediation: A link between a person’s current mental state and higher order functions that is providedprimarily by language; considered the usual route to learning (of language, and of learning in general). Part of Vygosky’s Sociocultural Theory.8.Variable features: Multiple linguistic forms (vocabulary, phonology, morphology, syntax, discourse) that aresystematically or predictably used by different speakers of a language, or by the same speakers at different times, with the same meaning or function.9.Linguistic context: Elements of language form and function associated with the variable element.10.Psychological context: factors associated with the amount of attention which is being given to language formduring production, the level of automaticity versus control in processing, or the intellectual demands of a particular task.11.Microsocial context: features of setting/situation and interaction which relate to communicative events withinwhich language is being produced, interpreted, and negotiated.12.Accommodation theory: A framework for study of SLA that is based on the notion that speakers usuallyunconsciously change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to .13.ZPD: Zone of Proximal Development, an area of potential development where the learner can only achieve thatpotential with assistance. Part of Vygosky’s Sociocultural Theory.14.Scaffolding: Verbal guidance which an expert provides to help a learner perform any specific task, or the verbalcollaboration of peers to perform a task which would be too difficult for any one of them in individual performance.15.Intrapersonal interaction: communication that occurs within an individual's own mind, viewed by Vygosky as asociocultural phenomen.16.Interpersonal interaction: Communicative events and situations that occur between people.17.Social institutions:The systems which are established by law, custom, or practice to regulate and organize the lifeof people in public domains: e.g. politics, religion, and education.18.Acculturation: learning the culture of the L2 community and adapting to those values and behavioral patterns.19.Additive bilingualism: The result of SLA in social contexts where members of a dominant group learn thelanguage of a minority without threat to their L1 competence or to their ethnic identity.20.Subtractive bilingualism: The result of SLA in social contexts where members of a minority group learn thedominant language as L2 and are more likely to experience some loss of ethnic identity and attrition of L1 skills—especially if they are children.21.Formal L2 learning: formal/instructed learning generally takes place in schools, which are social institutions thatare established in accord with the needs, beliefs, values, and customs of their cultural settings.rmal L2 learning: informal/naturalistic learning generally takes place in settings where people contact—andneed to interact with—speakers of another language.PART TWO: Short & Long answers1.what is the difference between monolingual and multilingual communicative competence?Differencese between monolingual and multilingual communicative competence are due in part to the different social functions of first and second language learning, and to the differences between learning language and learning culture. The differences of the competence between native speakers and nonative speakers include structural differences in the linguisitc system, different rules for usage in writing or conversation, and even somewhat divergent meanings for the “same” lexical forms. Further, a multilingual speaker’s total communicative competence differs from that of a monolingual in including knowledge of rules for the appropriate choice of language and for switching between languages, given a particular social context and communicative purpose.2.what are the microsocial factors that affect SLA? P101-102a) L2 variation b) input and interaction c) interaction as the genesis of language3.What is the difference between linguistic & communicative competence (CC)?Linguistic competence- It was defined in 1965 by Chomsky as a speaker's underlying ability to produce grammatically correct expressions. Linguistic competence refers to knowledge of language. Theoretical linguistics primarily studies linguistic competence: knowledge of a language possessed by “an ideal speak-listener”.Communicative competence- It is a term in linguistics which refers to “what a speaker needs to know to communicate appropriately within a particular language community”, such as a language user's grammatical knowledge of syntax ,morphology , phonology and the like, as well as social knowledge about how and when to use utterances appropriately.4.Why is CC in L1 different from L2?L1 learning for children is an integral part of their sociolization into their native language community. L2 learning may be part of second culture learning and adaptation, but the relationship of SLA to social and cultural learning differs greatly with circumstances.5.What is Accommodation Theory? How does this explain L2 variation?Accommodation theory: Speakers (usually unconsciously) change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to. This accounts in part for why native speakers tend to simply their language when they are talking to a L2 learner who is not fluent, and why L2 learners may acquire somewhat different varieties of the target language when they have different friends.6.Discuss the importance of input & interaction for L2 learning. How could this affect the feedback providedto students?ⅰ. a) From the perspective of linguistic approaches: (1) behaviorist: they consider input to form the necessary stimuli and feedback which learners respond to and imitate; (2) Universal Grammar: they consider exposure to input a necessary trigger for activating internal mechanisms; (3) Monitor Model: consider comprehensible input not only necessary but sufficient in itself to account for SLA;b) From the perspective of psychological approaches: (1) IP framework: consider input which is attended to as essential data for all stages of language processing; (2) connectionist framework: consider the quantity or frequency of input structures to largely determine acquisitional sequencing;c) From the perspective of social approaches: interaction is generally seen as essential in providing learners with the quantity and quality of external linguistic input which is required for internal processing.ⅱ. Other types of interaction which can enhance SLA include feedback from NSs which makes NNs aware that their usage is not acceptable in some way, and which provides a model for “correctness”. While children rarely receive such negative evidence in L1, and don’t require it to achieve full native competence, corrective feedback is common in L2 and may indeed be necessary for most learners to ultimately reach native-like levels of proficiency when that is the desired goal.7.Explain ZPD. How would scaffolding put a student in ZPD?Zone of Proximal Development, this is an area of potential development, where the learner can achieve that potential only with assistance. Mental functions that are beyond an individual's current level must be performed in collaboration with other people before they are achieved independently. One way in which others help the learner in language development within the ZPD is through scaffolding. Scaffolding refers to verbal guidance which an expert provides to help a learner perform any specific task, or the verbal collaboration of peers to perform a task which would be too difficult for any one of them individually. It is not something that happens to learners as a passive recipient, but happens with a learner as an active participant.8.Think of a macrosocial factor that affects English learning in China. Which of does it fall under? What arethe effects? What are the results?The 5 topics are:●Global abd national status of L1 and L2●Boundaries and identities●Institutional forces and constraints●Social categories。

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conditioner / conditioning 空调heating取暖cabinet 橱柜plates and dishes 碗盘closed-circuit TV / video surveillance 闭路电视/监控系统TRAVELLINGTravel arrangementtravel agency旅行社tour guide导游guided tours带导游的旅行reserve/reservation预定book/booking预定recreation/ entertainment/ leisure娱乐relaxed 放松的refreshed 恢复精神的leaflet/ booklet/ brochure 小册子special offer 特价优惠discount 折扣Tourist Attraction旅游景点downtown 市中心countryside 郊区highlight热点rainforest雨林swamp / marsh 沼泽wetland湿地desert沙漠grassland草原bush灌木丛mountainous region山区waterfall 瀑布viewpoint 观景点，制高点viewing shelter观景棚historic(al) interest历史遗迹castle城堡cathedral大教堂palace 宫殿temple 寺庙botanical garden植物园market garden 商品菜园garden hall 花园厅art gallery画廊museum博物馆ancient temple古寺theme park主题公园organic farm有机农场fish farm 养鱼场aquarium水族馆undersea worlds海底世界amusement park游乐园orchard果园beach / coast/ shore沙滩、海滨hot spring温泉water mill水力发电站factory 工厂warehouse/storehouse 仓库dock港口dam水坝footbridge人行小桥restaurant 餐厅café咖啡馆bookshop 书店nature reserve 自然动物保护区rare breeds section 稀有动物保护区Great Barrier Reef大堡礁Stonehenge巨石阵Sydney Opera House悉尼歌剧院Tower of London伦敦塔American museum 美国博物馆ActivitiesOutdoor exhibit 户外展览bushwalk林中漫步hiking徒步旅行trekking跋涉camping野营campsite营地cycling骑自行车mountain climbing 爬山rock climbing / cliff walks攀岩barbecue 烧烤diving 潜水carving/ sculpture 雕刻model making 模型制作Entertainment娱乐star attraction 主秀musical instrument乐器keyboard键盘piano钢琴；pianist钢琴家string instrument弦乐器violin小提琴；violinist小提琴家cello大提琴；cellist大提琴家guitar吉他；guitarist吉他手guitarriniflute笛子drum鼓pop流行音乐jazz爵士乐folk民谣easy listening轻音乐classical古典音乐live music现场音乐disco跳舞厅pub酒吧clubhouse会所concert hall音乐厅opera house歌剧院complex 娱乐中心cultural centre 文化中心karaoke bars卡拉OKconcert音乐会symphony orchestra 交响乐团cinema电影院Studio Theatre演播剧场theatre剧院theatrical events戏剧theatrette 剧院exhibition展览department stores百货商场Transportationvehicle车辆four-wheel drive四驱车jeep吉普车minibus中巴coach长途客车railway station火车站Central Station中央车站airport机场river cruise游艇游览flight/ plane 飞机helicopter直升飞机shuttle bus班车tram 有轨电车cab / taxi计程车bicycle 自行车one-way 单程Stufffridge/ ice box 冰箱mop 拖把bucket 水桶tent 帐篷backpack 背包MEMBERSHIPDivisionssports club健身俱乐部fitness centre健身俱乐部gym健身房reception前台locker room更衣室keep-fit studio健身室dance studio舞蹈教室tennis court网球场swimming pool游泳池salad bar沙拉吧security entrance 安全入口Staffreceptionist前台接待人员coach/trainer教练instructor指导教练dietician饮食专家internal member内部人员external member外部人员clerk/staff 员工section/department manager 部门经理Registrationapplication form申请表reference number档案号passport photo护照照片present address 现住址postcode 邮编contact number 联系号码documents for ID/ ID card证明文件identity card 身份证driver’s license驾照passport护照student card学生证bank statement银行对账单utility bills (water, electricity, phone, gas)水电费账单reference letter from employer雇主证明信joining fee入会费annual fee年费discount 折扣door-to-door service 送货上门SportsTEAM SPORTSsoccer/ football足球beach volleyball沙滩排球basketball篮球baseball棒球hockey曲棍球handball手球BALL GAMESgolf高尔夫badminton羽毛球table tennis乒乓球RACKET BALLtennis网球squash壁球EXERCISEboxing拳击kick-boxing搏击judo柔道yoga瑜伽cycling 骑自行车jogging慢跑aerobics有氧运动stretch class拉伸运动CARmake 牌子model 型号manufacturer 厂商engine size排量(litre升, cc)gear change 变速器manual 手动挡automatic 自动挡top speed 最高速mileage 里程数instrument panel 仪表盘frame 车架wheel (front, rear) 车轮（前轮，后轮）steering wheel方向盘car bumper保险杠insurance company 保险公司Rolls-Royce 劳斯莱斯part exchange 部分抵换BANKINGPaymentcash现金check(cheque)支票credit card 信用卡(VISA, MASTER, American Express)Currencyforeign currency 外汇exchange rate 汇率pound ￡dollar $euro ?Opening an accountcurrent account 活期账户deposit account定期账户joint account 联合账户instant account 速成账户select account 高级账户opening sum 开户额identity security身份认证bank statement 银行对账单Transactiondeposit 存款withdraw (withdrawal) 取款overdraft/ overdraw 透支balance 余额interest 利息interest rate 利率teller 出纳transfer 转账loan贷款JOB AND INTERVIEWPersonal details application form 申请表occupation 职业department 部门recruit 招募part-time job 兼职employer 雇主employee 雇员clerical assistant 文书officer assistant 行政助理waiter 服务员cook 厨师temporary staff 临时工Requirementpotential 潜力cooperative 合作性independent 独立地individual 个人地problem solving 解决问题能力obey 遵循conformity 顺应creativity 创造力talent 天资teamwork 团队合作encourage 鼓励attitude 态度conflict 矛盾behavior 行为culture 文化workplace 工作地点stress/ strain 压力tension 紧绷Benefitprofit 收益reward 报酬tip 小费incentive 奖励诱因day / late shift 白班/晚班break 休息时间Dress codeuniform 制服shirt 衬衫trousers 裤子waistcoat 背心jacket 夹克COURSE DELIVERYStaffhead领导principal校长faculty师资lecturer讲师instructor导师tutor导师director主任convenor老师administration行政管理counselor顾问consultant顾问assistant助理supervisor监管者treasurer财务主管CoursesAdvanced English Studies高级英语研究General English普通英语Academic English学术英语Gender Studies性别研究Second Language Acquisition第二语言习得Indigenous Women’s Lives当地的妇女生活Course objectives/purposesanalyze materials分析材料build technique建立技巧improve clarity改善（文字表达的）清晰度develop literacy skills提高文字表达技能motivational side激发积极性的方面positive积极的enthusiastic热心的、热情的Sessionsprocedure程序session（一节）课enroll报名参加register 注册登记book/reserve in advance提前预定consecutive连续的course type 课程类型diploma course文凭课程modular course 模块课程training session 培训课程refresher course补习课程intensive course强化课程review course复习课程orientation新生指导课程introduction入门课lecture讲座tutorial辅导课seminar研讨会group discussion小组讨论workshop讨论会debate辩论experimentequipment & facility needed需要的设施balloon气球paperclip回纹针cardboard卡纸板string线绳drill钻机pin大头针bolt门闩crystal结晶SubjectBiology生物Biophysics生理Cartography绘图法Economics经济学Education教育Engineering工程学Elementary Physics基础物理学Finance金融Geography地理Mathematics数学Marketing营销Politics政治Sociology社会学Statistics统计学Social Science社会科学Topography地形学Education primary school小学secondary school初中undergraduate本科postgraduate研究生Bachelor学士Master硕士Doctor博士ASSIGNMENTCourseworkassignment作业essay论文video report视频报告case study案例分析project项目presentation演示，报告dissertation学位论文experiment实验written work书面作业proposal计划、提议Methodologyembark on/upon开始从事……（工作、研究）branch study分支研究small-scale study小范围研究research area/field研究领域reasons for changing accommodation搬家原因entertainment industry娱乐业music preference音乐偏好material sources资料来源embassy大使馆research process研究过程select appropriate data/statistics/figures筛选恰当的数据analyze v.分析analysis n.分析analytical adj.分析的collate results核对结果identify鉴定，验明investigation/survey methods/approach/strategy调查方法1) questionnaire 问卷调查response rate回复率respondent受访人substance实质consensus一致意见confidentiality保密reassurance保证traceable可查出的2) Interview采访telephone interview电话采访face-to-face interview面对面的采访3) observation观察4) field trip（科研人员）实地调查旅行、（学生）校外考察旅行Requirementsdeadline最后期限timetable/schedule时间表priority优先submit/hand in上交extension延期reasons for extension延期的原因medical or compassionate reasons由于身体原因或有特殊困难writing convention写作规范essential recommendation必要的推荐length/word limit篇幅/字数限制check out检查typos拼写错误formatting格式layout排版sequence顺序title标题subheadings副标题bullet points要点列举chapter/section章，节contents page目录页outline提纲numbering编码page numbers页码headers页眉footers页脚conclusion结论bibliography参考书目draft初稿Assessmentreview批改revise v.修改revision n.修改evaluation评估assess评价drawback不足marking criteria评分标准feedback反馈inform告知oral / written test口（笔）试placement test分级考试LIBRARYLoansbooks书籍textbooks 教材reference book 参考书fiction小说manual手册periodical期刊current / back issue 现（过）刊journal 学术期刊newspaper(papers)报纸(local, national)magazine杂志multimedia materials多媒体资料audio-visual materials 音像材料video录像cassette磁带tape录像带category 种类publisher出版人，出版方press出版社author作者Procedure borrowing/loan period借阅期限due date还书日overdue 过期fines 罚款renew 续借recall 预借FacilitiesCD-ROM 只读光盘database 数据库Internet access网络接入laptop 笔记本电脑scanner扫描仪photocopier复印机laser printer激光打印机overhead projector投影仪Other itemscatalog(ue)分类目录checklist检查清单CAMPUS LIFECollege facilitiesmain hall大厅，礼堂lecture room阶梯教室lecture theater演讲厅drama theater剧院halls of residence宿舍living quarters居住区refectory自助餐厅canteen自助餐厅cafeteria自助餐厅dining room食堂diner饭馆laboratory实验室media room媒体室resources room资源室computer center计算机中心fitness center/gym健身房stadium露天体育馆equipment room器材室student health center医务室insurance center保险中心counseling center咨询中心careers advice就业指导处travel agency旅行社college club学院俱乐部faculty office老师办公室Business Faculty商学院welfare office福利办公室union committee学校委员会nursery托儿所child care centre托儿所security measures安全措施video surveillance视频监控closed-circuit TV闭路电视Problemsdietary problem饮食问题food allergy食物过敏study problem学习问题unmotivated动力不足的demotivated失去动力的、消极的procrastination拖拉fail a subject学科挂科personal crisis个人危机lose self-esteem失去自尊disruption打扰socialize社交desperate绝望的financial assistance经济援助grant助学金scholarship奖学金low-interest loan低息贷款sponsor资助、赞助understaffed人员配备不足的BUSINESSoverheads经费*outlay经费investment投资capital资本strike罢工*takeover收购*issue发行stock股票share股份stock market股市market share市场份额outlet商店chain连锁retail零售wholesale批发*distributer分销商marketing市场营销campaign战略advertising广告sales销售额profit利润product产品production生产manufacture生产manufacturer出厂商storehouse/warehouse仓库competition竞争cooperation合作interest rates利率training培训*favorable terms优惠的条款innovation创新outdated落后的machinery机器（总称）management team/ layers管理层employer雇主employee雇员staff员工applicant申请者corporate公司organization组织corporate crime集团犯罪embezzlement盗用，侵吞fraud诈骗import进口export出口branch bank分行*parent organization母公司call centres电话客服中心real estate agency房屋中介*business setting商业环境BIOLOGYspecies物种sub-species亚种*gene pool基因库ancestor祖先descend传承breed繁殖rear养育extinction灭绝endanger濒危threaten威胁*eradicate灭绝*infest感染introduced animals外来动物wildlife reserve野生动物保护区nature reserve自然保护区*sanctuary 保护区*refuge保护区habitat栖息地prohibit禁止*quarantine service检疫局creature生物*parasite寄生虫*mite(s) 螨pest害虫insect昆虫honey bee蜜蜂reptile爬行动物snake蛇*serpent大蛇crocodile 鳄鱼dinosaur恐龙mammal哺乳动物lion狮子marine海洋的whale鲸鱼dolphin海豚shark鲨鱼sea horse海马kiwi几维鸟*emus鸸鹋*ostrich鸵鸟*penguin企鹅kangaroo袋鼠*pollinate授粉*flora植物群sting（昆虫）叮咬sense of smell嗅觉vision视觉，视野eye-sight 视力*skeleton骨骼organ(s)器官*limbs四肢*hoof蹄子horn角hair/fur皮毛skin/hide兽皮leather皮革*mane鬃毛*pouch育儿袋*scale鱼鳞tail尾巴*fin(s)鱼鳍shell(s)贝壳*beak喙feather羽毛wings翅膀flightless不会飞的chick雏鸟*hatch孵化*pellet(s)坚硬小球，团粒AGRICULTUREproduce农产品livestock牲畜*poultry家禽*fishstock养鱼业cattle牛群herd（兽）群crops农作物cereal crops谷物wheat小麦barley大麦grain谷粒*sweet potato红薯farmland农地*plough犁；耕地cultivation耕作husbandry农业，耕作*animal husbandry畜牧irrigation灌溉pot罐子pottery陶器clay粘土stone age石器时代*Neolithic新石器时代的hunter-gatherer狩猎和采集者dwellings居住地dweller居民inhabitant居民craftsman工匠carpenter木匠merchant商人money-lender借贷者*water wheel水车*water mill水磨坊*quarry采石场cottage农舍*stables马厩*iron forge打铁铺，锻铁厂*furnace熔炉*grinding shop磨坊*engine room发动机房*steam engine蒸汽机industry工业ENVIRONMENT*incineration plants垃圾焚化场*landfill sites垃圾填埋场carbon dioxide emission二氧化碳排放greenhouse effect温室效应greenhouse gas温室气体fuel燃料coal煤firewood柴火fossil fuels矿物燃料carbon fuelsrecycling回收再利用*household waste家庭垃圾*soil conditioner土壤调节剂recycling containers回收容器raw materials原始材料virgin materials原材料drop-off sites回收站*bring banks回收银行*toughened glass强化玻璃plastic bags塑料袋*water filtration水处理*fiberglass manufacture玻璃纤维制造*crushed glass碎玻璃*polystyrene cups聚苯乙烯杯子temperature温度humid潮湿humidity潮湿landscape风景，地形vegetation植被climate change气候变化windy有风的inland内陆的shady有树荫的evaporate蒸发leaf叶子*gust阵风；狂风canyon峡谷ocean currents洋流GEOGRAPHYAustralia澳大利亚England英格兰Scotland苏格兰Ireland爱尔兰Britain英国Canada加拿大Queensland昆士兰New South Wales新南威尔士Portuguese葡萄言语Spanish西班牙语Latin America拉丁美洲New Zealand新西兰Arctic Ocean北冰洋Antarctic南极洲Christchurch基督城Antarctic Treaty南极协议South Pole南极North Pole北极geographical features地理特征physical features物理特征dome穹顶census人口普查impact of tourism旅游业影响surface地表Earth地球planet行星desert沙漠volcano火山*monoliths巨石*spires尖顶hectares公顷caves洞穴drought干旱rainwater雨水vegetation植被wildlife野生动物*shallow-rooted species浅根物种fossil化石territory领地*outcrop露出地面的岩层plain平原plateau(x)高原cliff悬崖landscape地形erode腐蚀sandstone砂岩aboriginal土著的two-dimensional二维的lifestyle生活方式density密度myths and legends神话和传说dynamic（人或事物）相互作用的方式cause and effect因果关系technology技术pattern模式monitor监查interact互动migration迁移traffic density交通密度population density人口密度*ocean floor海床landsat= landsatellite 大地卫星satellite卫星distortion扭曲*aerial空气的ice age冰河时期aboriginal土著的*indigenous土生土长的，当地的symbolic象征性的sea levels海平面ocean currents洋流inland内陆characteristic(s)特征*naturalistic自然主义的，博物学的*template模型，样板CHEMISTRYcarbon dioxide二氧化碳ozone臭氧metal金属iron铁mineral矿物质nutrition营养物salinity盐分carbohydrate碳水化合物amino acid氨基酸protein蛋白质vitamin维生素*cholesterol胆固醇bitterness苦味sourness酸味kilocalorie千卡metabolism新陈代谢*photosynthesis光合作用fossil化石toxin毒素MSG (Monosodium Glutamate)味精digest消化indigestible无法消化的x-ray X射线。

8BU3单元测试Paper I Listening (25%)I. Listen and choose the right picture (根据你听到的内容，选出相应的图片): (共5分)A B CD E F1. _________2. _________3. _________4. _________5. _________II. Listen to the dialogue and choose the best answer to the question you hear (根据你听到的对话和问题，选出最恰当的答案)：（共10分）( ) 6.A) A waiter. B) The boss.C) A cook. D) The girl‟s friend.( ) 7. A) He has a bad cold. B) .He feels better.C) He feels cold. D) He‟s wrong.( ) 8. A)He moved into Los Angeles. B) He visited his brother..C) He stayed at home with his brother. D) He worked in California.( ) 9. A) By ship. B) By train. C. By plane. D. By underground. ( ) 10 A) Because he lost the girl‟s book.B) Because he couldn‟t lend the girl the book.C) Because he couldn‟t get a new one.D) Because he broke the girl‟s book.( )11 A) Cloudy and cold. B) Fine and sunny.C) Rainy and hot. D) Warm and pleasant( )12 A) Two hours. B) Two hours and a quarter.C) Two hours and a half. D) Two hours and three quarters.( )13 A)The news. B) The baseball game.C) The film. D) The weather report.( )14.A) At a fast food restaurant. B) In the girl‟s dining room.C).At a well-known restaurant. D) In the girl‟s kitchen.( )15.A) New Y ork. B).England.C) JKF Airport. D. America.III. Listen to the passage and tell whether the following statements are true or false (判断下列句子是否符合你听到的短文内容，符合的用“T”表示，不符合的用“F”表示)：（共5分）( )16. I used to ride a bicycle to work.( )17. I will be able to go to work by car soon.( )18. I had my first driving lesson yesterday.( )19. I learned to drive on some busy streets yesterday.( )20. I was very slow and careful when I was driving.V. Listen to the passage and complete the table (听短文，完成下列空格):（共5分）Dear John,I‟m sorry you spent so much time looking for the two (21)______. Y ou must have forgotten that you had left with me. They‟re quite (22)______ in my bag. So don‟t trouble about getting other tickets for the (23)______. Unless you want to listen to it for a (24)______ time! It begins at 7：30. I‟ll be meeting you outside the gate of Shanghai Music Hall at 7:15, Don‟t (25)______ it this time.Y ours sincerely,LindaPaper II Vocabulary and GrammarI. Choose the best answer (选择最佳答案) 25%( )26 He‟s ____________ electrician, he can deal with the _______________ problem..A. a, electricalB. an, electricalC. the, electricalD. the, electric ( )27 These _____________ thick wires that are buried under the street..A. connect toB. are connected toC. are connectedD. connect with ( )28 Water flows _________ our homes ________ pipes.A. in, fromB. /,fromC. /, throughD. into, through( )29.------__________I take the dictionary?------Y es, but you ___________ return it to me before next Monday.A.Can, mayB. may, needC. Need, mustD. May, must( )30 Jane is a shy girl. She always ____________ but seldom speaks.A. grinsB. laughsC. jokeD. smiles( )31 Our light is broken. Let‟s change the _____________ quickly!A. cableB. bulbC. wireD. battery( )32 Which one can produce movement energy?A. A radioB. a torchC. a fanD. a kettle( )33 Some rich men like to ________ their treasure under the ground in order not to let others know it.A. buriedB. buryC. are buriedD. to be buried( )34 We can __________ forms of energy that we can see, hear or feel.A. change them toB. change it toC. change them intoD. change it into( )35 Water is _____________ as well as electricity, isn‟t it?A. a dangerous servantB. a danger servantC. dangerous servantD. a good friend( )36. It‟s only ______ walk, so you can get here on foot.A.half an hourB. h alf an hour‟sC. half an hoursD. h alf an hours‟( )37. A number of ______ in our class ______ playing basketball in the playground.A.the students , isB. the students, areB.student, is D. students, are( )38.Y ou‟d better ______ too much meat, you are already overweight.A.not to eatB. to eatC. not eatD. eat( )39.It will ______ them a few years to build the high building.A.spendB. payC. costD. take( )40.A: She didn‟t come to school yesterday, did she?B: ____________, though she was not feeling very well.A.Yes, she didn‟t.B. Y es, she was.C. No, she wasn‟tD. Y es, she did.( )41. There are many high buildings on ______ side of Huaihai Road.A.eitherB. neitherC. bothD. all( )42.The high building is about ______.A.100-metre-highB. 100 metres highC. 100-metres-highD. 100 metre high( )43.Garden City is one of ______ in China.A.The most beautiful cityB. more beautiful citiesC. the most beautiful citiesD. most beautiful cities( )44.---______ is it from the center of Shanghai to Hangzhou?--- An hour‟s train ride.B.How long B. HowC. How farD. How fast( )45. It is kind ______ you to help me.A.forB. ofC. toD. about( )46 Great changes have taken place in Shanghai ______ 1992.A.sinceB. afterC. duringD. until( )47.Anne was very sorry for being late. But the teacher‟s smile made her ______ better.A.feelB. feltC. feelingD. feels( )48.The weather report doesn‟t say______.A.if it rains tomorrowB. if it would rain tomorrowC. when will it rain tomorrowD. if it will rain tomorrow( )49.They ______ Suzhou and will stay there for two months..A.have gone toB. have been toC. has gone toD. has been to( )50.Mary is not so ______ as her brother.A. tallerB. tallC. tallestD. much tallerII. Complete the sentences with the words given in their proper forms（用所给词的适当的词形填空）5%51.There is a new project. It is an ______ program.(change)52.Our school is very good. And our teachers are very ______.(experience)53.English is an ______ language now, we must learn it well.(national)54.The trees can protect themselves by ___________ a chemical that makes their leaves tastenasty. ( produce)55.What are the ______ between American classes and ours?( different)III. Rewrite the sentences as required (按要求改写句子，每空格填一词) 8%56.I don‟t know when we shall leave for Nanjing?( 改成简单句)I don‟t know when______ ______ for Nanjing.57. Y ou are going to fly to Beijing.(改成反意疑问句)Y ou are going to fly to Beijing,______ ______ ?58. Does this shop sell stamps? He asked. (合并为一句)He asked ________ this shop ________ stamps.59.She‟s got some advice from the doctor..(改成否定句)She______ got ______ advice from the doctor.Part 3 Reading and Writing（第三部分阅读和写话）Ⅷ. Reading comprehension ( 阅读理解):A. T rue or False（判断下列句子是否符合短文内容，符合的用“T”表示，不符合的用“F”表示): ( 5分)My friend Alice decided to be a nurse when she was four years old. She alwayswanted to play as “doctor and nurse” with her playmates. When she left school lastyear, she still wanted to be a real nurse. One day she saw an advertisement in thenewspaper:DO YOU WANT TO HELP PEOPLE?STUDY NURSINGSEND THIS FORM TO US FOR MORE INFORMA TIONAlice filled in the form with her name and address. She cut it out and posted it at once. Last September, she started her study in a big hospital in Newcastle. She had to work very hard. She went to classes every day and studied late into the night. The really important day came: her first day in a ward(病房). At last she was really helping sick people, not just sitting in classes or learning from books.At first, student nurses do lots of small jobs in the ward. They help to serve meals, or wash the patients. They also keep the ward tidy and make the beds. They cannot give injections（注射）or help the doctors. One of Alice‟s first jobs was in a ward of old people. She was told to clean all the patients‟false teeth. She collected all the teeth and took them to the bathroom. Instead of cleaning each set of teeth one by one, she put them all into one big bowl.“It‟ll be quicker this way,” she said to herself. “Then I can give back everyone‟s teeth in a few minutes.”Give back everyone‟s teeth! Alice stood in the middle of the ward with her big bowl of teeth. She had no idea which teeth belonged to which old man! Y ou can imagine the confusion(混乱) the next half hour when each patient had to find his own teeth.60. Alice will finish school soon.61.She decided to be a nurse as a child.62.She really became a nurse with the help of a newspaper advertisement.63.Alice studied nursing before she worked in a hospital.64.Student nurses usually do lots of small jobs and help the doctors in the ward.B. Choose the best answer（根据短文内容，选择最恰当的答案): (5分)Post your problems on the blog(博客)and get other bloggers’ advice!65. There are _________ pieces of advice in all in the table above.A) 2 B)3 C) 5 D)766. Helen‟s problem is about her _________.A) classmates B) study C) homework D) parents67. Gimbya complains about his_________ in his blog.A) pet B) friend C) teacher D)brother68. _________ has the same problem as Gimbya.A) George B) Aisha C) Helen D) Simon69. From the blog, we can guess that an ex-friend is a person who is _________.A) ready for asking you for help all the timeB) quite helpful when you have any problemC) no longer a good friend as beforeD) hardworking and honestC. Choose the words or expressions and complete the passage（选择最恰当的单词或词语完成短文):（5分）Each year, thousands of Chinese middle school students go to study in foreign countries such as the US, the UK, Australia and Japan.Chen Y i, a Chinese writer who has lived in America for 16 years, told more than 300 parentsand their children that life in foreign countries can be 85 for youngpeople. “They have to meet a culture shock(冲突) and languageproblems.”86 , these are not the most difficult things. To most children,looking after themselves when studying alone in a foreign country is a bigchallenge.Zhang Jia, a 16-year-old student, began to study in a high school inSydney last October. To his surprise, his teachers there 87 pushed students to study. And usually there wasn‟t homework. “With these education systems, we have more 88 time and more space for thinking,” said Zhang. “But if you don‟t know how to plan your time and money, you will not have an easy time.” Some of his friends spent their whole year‟s money in the first two months of the term, and they didn‟t pass their exams.“Studying abroad at a young age can help students learn foreign language fast and broaden(拓宽) their minds, but students and parents should know about the challenges. Before going abroad, talk to someone with 91 in foreign countries. Make sure that you are ready for it.”70. A) sad B) happy C) easy D) hard71. A) However B) Luckily C) Suddenly D) For example72. A) ever B) hardly C) almost D) nearly73. A) busy B) safe C) boring D) free74. A) entrance B) chance C) experience D) differenceD. Read the passage and fill in the blanks with proper words（在短文的空格内填入适当词，使其内容通顺，每空格限填一词，首字母已给):（5分）On a snowy evening, a rich lady was standing by the road. She was worried. Her car hadb 75 down. Just then a poor man named Robert came. He was on his way back home from work as usual.The lady wondered, "Is the man going to kill me? He looks very c 76 and hungry." But to her surprise, he stopped and said with a smile. "Can I help you, madam?" The lady told him what was happening.After forty minutes, the car was at last fixed by Robert. The lady wanted to pay him. "No, that is n 77 , madam." he said, "I was just helping someone in need. If you really want to pay me back, I hope whenever you see someone in trouble, you should give him a hand."A few minutes later, the lady saw an old house by the road. She remembered Robert's words, s 78 she stopped. The hostess(女主人)warmly asked her in. The lady could see that was a poor family and that they needed help. When the hostess was making tea in the kitchen, the lady left 500 dollars on a table and went away quietly.Robert came home later than before, thinking how hard their life was. Their baby was to be born the next month, but there was not e 79 money. His wife went up to him, gave him a kiss and said softly, "Don't worry, dear! Everything's going to be all right. A stranger has helped us out!"Let's always be ready to help others because helping others is helping ourselves.F. Answer the questions （根据短文内容回答下列问题）（5分）The most frightening words in the English language are “Our computer is down”. The other day I was at the airport waiting for a ticket to Washington and the girl in the ticket office said,“I‟m sorry, I can‟t sell you a ticket. Our computer is down.”“If your computer is down, just write me out a ticket.”“I can‟t write you out a ticket. The computer is the only one allowedto do so.”I looked down the counter and every passenger was just standingthere drinking coffee and looking at the black screen. Then I asked her, “What do all of your people do?”“We give the computer the information about your trip, and then it tells us whether you can fly with us or not.”“How long will the computer be down?” I wanted to know about it.“Sometimes it‟s down for 10 minutes, sometimes for two hours. I have no idea. There is no way we can find out without asking the computer.”After the girl told me that they had no backup(备用的)computer, I said, “Let‟s forget the computer. What about your planes? They‟re still flying, aren‟t they?”“I couldn‟t tell without asking the computer.”“Is there any other aeroplane flying to Washington inside the next few hours?”“I don‟t know,” she said, pointing at the dark screen. “Only …IT‟knows. …IT‟ just can‟t tell me.”By this time, there were quite a few people standing in lines. Thewords that the computer was down soon spread to other travelers. Somepeople became angry. Some people started to cry and others kicked theirown bags.80. Where was the writer that day?_____________________________________81. Which city did the writer possibly want to visit?_____________________________________82. What does the sentence “The computer is down” mean in English?It means “__________________________________”.83. What could the girl do for the passengers without asking the computer?_____________________________________84.Can you imagine how the writer felt at that time?He_____________________________________III. Write a short article (at least 60 words) on the topic‘Electricity in our life’.1.What‟s the importance of the electricity in our daily2.Is electricity dangers sometimes? Give us at least two examples.3.How should we use the electricity properly?______ ______ _______ ________ _______ _______ _______ _______ ______________ ______ _______ ________ _______ _______ _______ _______ ________初二年级英语试题答题纸Part 1 ListeningⅠ. Listen and choose the right picture: (5’)1.__________2.__________3.________4.________5. _________Ⅱ. Listen to the dialogue and choose the best answer : (10’)6.________7.________8._________9.________ 10. ________11.________ 12._______ 13.________ 14.______15._______Ⅲ. Listen to the passage and tell whether the following statements are true or false: (5’)16.______17.______18.______19.______ 20.______Ⅳ. Listen to the dialogue and complete the table: (6’)21. ____________ 22. ____________23.___________ 24. ____________ 25. ___________Part 2 Vocabulary and GrammarⅤ. Choose the best answer: (20’)26._________ 27._________28.________ 29._______ 30. _______ 31._________ 32.________33.________ 34._______ 35. ________ 36._________ 37._________38.________ 39.________ 40. ________ 41.________ 42. ________ 43. _______ 44._________ 45. _________ 46. ________ 47. ________ 48.________ 49. ________ 50. ________ VI. Complete the sentences with the words in their proper forms: (5’)51._________ 52.________ 53._________ 54.________ 55. ________VII. Rewrite the following sentences as required: (8’)56.___________ ____________ 57._________ ____________58.____________ _____ _____ 59.____ ___ ___________Part 3 Reading and WritingVIII. Reading comprehension:A. True or False: ( 5’)60. ________61._______ 62.________ 63.________ 64.____ __B. Choose the best answer: ( 5’)65. ______66._____ 67._____ 68._____ 69._____C. Choose the words or expressions and complete the passage:（5’）70._____ 71.______ 72.______ 73. 74.D. Read the passage and fill in the blanks with proper words:（5’）75. 76. 77.__ _ 78. 79.F. Answer the questions: ( 5’)80._______________________________________________________81._______________________________________________________82._______________________________________________________83._______________________________________________________84._______________________________________________________IX. Writing: (10’)______ ______ _______ ________ _______ _______ _______ _______ ______________ ______ _______ ________ _______ _______ _______ _______ ______________ ______ _______ ________ _______ _______ _______ _______ ______________ ______ _______ ________ _______ _______ _______ _______ ______________ ______ _______ ________ _______ _______ _______ _______ ______________ ______ _______ ________ _______ _______ _______ _______ ______________ ______ _______ ________ _______ _______/ _______ _______ ________听力材料及参考答案：ListeningI. Listen and choose the right picture（根据你听到的句子，选出相应的图片）I. 1. At Christmas, Jack went skating for relaxing. (B)2. It cost Jane $30 to buy the sweater.(F)3. Lucy‟s favourite sport is playing tennis.(A)4. When Linda came to the bus stop, the bus had already left.(C)5. My father bought me a new pair of sports shoes as my birthday present.(D)II. Listen to the dialogue and choose the best answer to the question you hear(根据你听到的对话和问题，选出最恰当的答案)：（共10分）6. M: What are you going to eat tonight?W: I‟ll have some beef and rice.M: Anything to drink?W: No, thank you.Q: What is the man?(D)7. M: How‟s your father ?W: He‟s not very well..M: What‟s wrong with him?W: He has a bad cold.Q: How is the girl‟s father? (A)8. W: Hello! Where have you been?M: I have been to California for a few weeks.W:Oh, really?M: Y es, I visited my brother.Q: What did the man do a few weeks ago?（B）9. W: I‟d like to say goodbye to everyone. New Y ork is indeed a beautiful city.M: What time are you going?W: My plane leaves at 7:25.M: Well, goodbye and have a good trip!Q: How is the lady going to go?(C)10. M: I‟m sorry, I can‟t find the book you lent me.W: That‟s OK.M: I really feel bad about it. Let me buy you a new one.W: No. I wouldn‟t let you do that.Q: Why does the boy say sorry to the girl?(A)11. W: Look! It‟s going to be sunny and warm.M: Oh, that‟s very good.W: I really felt very cold yesterday.Q: What was the weather like yesterday?(A)12. M: What time does the train for Boston leave?W: 9:15.M: When does it arrive?W: It should be there at 11:45.Q: How long does it take for the train to Boston.(C)13.W: Do you know what‟s on after the news?M: There is a weather report..W:Do you mind if I watch it?M: But I want to watch the ball game.Q: What program does the girl want to watch?(D)14. M: What do you want, Judy?W: I think I‟ll have a hamburger.M: Do you want something to drink?W: Yes, a cup of coffee .M: OK. Sit down and I‟ll get it.Q: Where are the boy and the girl?(A)15. M: Which plane can I take if I want to go to England?W: Y ou can take the flight at 9:25.Q: Where is the man going?(B)III. Listen to the passage and tell whether the following statements are true or false (判断下列句子是否符合你听到的短文内容，符合的用“T”表示，不符合的用“F”表示)：（共5分）I used to go to work by bicycle. But now I am learning how to drive a car so that I can drive my own car to work soon. A week ago I had my first lesson. Y esterday my teacher took me out on some busy streets. They were full of cars and people. I drove very slowly and carefully, but I was afraid all the time. Finally the lesson was over and I went home. I felt very tired. I have learned a lot, but there is still a long way to go.16.T 17. T 18. F 19. T 20. TIV. Listen to the passage and complete the table (听短文，完成下列空格):（共5分）Dear John,I‟m sorry you spent so much time looking for the two tickets. Y ou must have forgotten that you had left with me. They‟re quite safe in my bag. So don‟t trouble about getting other tickets for the concert. Unless you want to listen to it for a second time! It begins at 7：30. I‟ll be meeting you outside the gate of Shanghai Music Hall at 7:15, Don‟t forget it this time.Y ours sincerely,Linda21.tickets 22. safe 23. concert 24. second 25. forgetPart II V ocabulary and GrammarI.Choose the best answer26-30 B D D D D 31-35 B C B D A36-40 B D C B D 41-45 A B C C B46-50 A A D A Bplete the sentences with the words given in their proper forms（用所给词的适当的词形填空）6%51—55 1.exchange 2.experienced 3.international 4. producing 5.differencesIV. Rewrite the sentences as required (按要求改写句子，每空格填一词) 8%56—59 1. to , leave 2. aren‟t you 3.whether sold 4. hasn‟t , anyPaper 3 Reading and WritingI. Reading and comprehension（阅读理解）20%60—64 A) 71.F 72.T 73.T 74. T 75. F 76. F 77. F65—69 B) C D B A CC) 70. D 71. A72. B 73. D 74.CD) 75. broken 76. cold 77. nothing 78. so 79. enoughE) 80. He was at the airport. / At the airport.81. He (possibly) wanted to visit Washington. / Washington.82.The computer doesn‟t work / run/ There was something wrong with the comp uter….83. She could do nothing. / Nothing.84.He felt(was) upset / worried / angry……(Any reasonable answer is accepted)Ⅸ. 85.（Omitted）The air around us is important to everyone. Without air, we couldn‟t live. Everyone u______ that. And air is also important in many other ways--- ways that are not always widely known. For example, if we didn‟t have air, there would be no sound. Sound travel t______ air. Without air, there would be no fire. Without air, there would be no wind or clouds. So there would be no w______ as we know it. The night time would be very cold and the days are very h______. We would have to look for shelter f______ the sun, as there would be no atmosphere（大气）to p______ us from the deadly rays.(光线)understands 2. through 3. weather 4. hot 5. from 6.protect( ) 1.Of all the stars, _____ sun is the nearest to ______ earth.A. the , /B. / , theC. the, theD. / , /( )2. Li Dong is a friend of my ______. We often play games together.A.brotherB. brothersC. brother‟sD. b rothers‟( )7.I have ______ a new bike. Is it beautiful?A.boughtB. borrowedC. lentD. had82. _________ don‟t agree with Helen. They think she should change her idea.A)Tom and Emily B) Emily and SimonC) Simon and Tom D) Tom and Aisha。

《语言学导论》复习提纲1、Termsrecursiveness：It mainly means that a constituent can be embedded within（i.e.，be dominated by）another constituent having the same category，but it can be used to any means to extend any constituent. Together with openness，recursiveness is the core of creativity of language. For example，“I met a man who had a son whose wife sold cookies that she had baked in her kitchen that was fully equipped with electrical appliances that were new”.duality：the structural organization of language into two abstract levels：meaningful units（e.g. words）and meaningless segments（e.g. sounds，letters）.compositionality：Compositionality refers to the principle that the meaning of a sentence depends on the meanings of the constituent words and the way they are combined. Take，for example，the sentence“Socrates was a man”. Once the meaningful lexical items are taken away－“Socrates”and“man”－what is left is the pseudo-sentence，“S was a M”.ontological metaphors：Ontological metaphors mean that human experiences with physical objects provide the basis for ways of viewing events，activities，emotions，ideas，etc.，as entities and substances. Take the experience of rising prices as an example，which can be metaphorically viewed as an entity via the noun inflation. This gives us a way to refer to experiences：INFLATION IS AN ENTITYmorpheme：Morpheme is the smallest unit of language in regard to the relationship between sounding and meaning，a unit that cannot be divided into further smaller units without destroying or drastically altering the meaning，such as boy and –s in boys，check and –ing in checking，dis-，appoint，and –ment in disappointment. Morphemes cannot be further analyzed. For instance，chair cannot be analyzed into ch and air because there is no relationship between the parts ch，air，and the whole chair.displacement：the ability of language to refer to contexts removed from the speaker’s immediate situation. When a man，for example，is crying to a woman，about something，it might be something that had occurred，or something that is occurring，or something that is to occur.2、Short questionsChapter 16、Does the traffic light system have duality？Can you explain by drawing a simple graph？Traffic light does not have duality. Obviously，it is not a double-level system. There is only one-to-one relationship between signs and meaning but the meaning units cannot be divided into smaller meaningless elements further. So the traffic light only has the primary level and lacks theexpression. Do body language and facial expression share or lack the distinctive properties of human language？On a whole，body language and facial expression lack most of the distinctive properties of human language such as duality，displacement，creativity and so on. Body language exhibitsarbitrariness a little bit. For instance，nod means“OK/YES”for us but in Arabian world it is equal to saying“NO”. Some facial expressions have non-arbitrariness because they are instinctive such as the cry and laugh of a newborn infant.15、Why is the distinction between competence and performance important in linguistics？Do you think the line can be neatly drawn between them？How do you like the concept communicative competence？This is proposed by Chomsky in his formalist linguistic theories. It is sometimes hard to draw a strict line. Some researchers in applied linguistics think communicative competence may be a more revealing concept in language teaching than the purely theoretical pair－competence and performance.Chapter 33、MORPHEME is defined as the smallest unit in terms of relationship between expression and content. Then is morpheme a grammatical concept or a semantic one？What is its relation to phoneme？Can a morpheme and a phoneme form an organic whole？As a matter of fact，morpheme is both a grammatical concept and a semantic one. For instance，we can recognize that English word-forms such as talks，talker，talked and talking must consist of one element talk，and a number of other elements such as -s，-er，-ed，-ing. All these elements are described as morphemes. The definition of morpheme is“the smallest unit of language in terms of the relationship between expression and content”. We would say that the word reopened in the sentence The police reopened the investigation consists of three morphemes. One minimal unit of meaning is open，another minimal unit of meaning is re-（meaning again），and a minimal unit of grammatical function is -ed（indicating past tense）. Therefore，we are in a position to conclude that those which can stand by themselves as single words，e.g. open，are semantic concepts，and those which cannot normally stand alone，but which are typically attached to another form，e.g. re-，-ist，-ed，-s，are grammatical concepts.As we know，each one of the meaning-distinguishing sounds in a language is described as a phoneme. An essential property of a phoneme is that it functions contrastively. If we substitute one sound for another in a word and there is a change of meaning，then the two sounds represent different phonemes.The relation between morpheme and phoneme is also of twofold feature，viz. one-to-one，one-to-more. As with the former type，one-to-one，re-is the kind of morpheme that always consists of two phonemes /ri:/；as for the latter type，one-to-more relation，a typical example would be the plural morpheme that follows a noun or a verb. {s} after a noun can be pronounced in three ways，viz. /s/，/z/，and /iz/，as in locks，bags，and watches；{z} after a verb can also be pronounced in three ways，viz. /s/，/z/，and /iz/，as in stops，drags，and catches.Seem from an integrative perspective，a morpheme and a phoneme，indeed，can form an organic whole，as the number of the sound of each morpheme cannot be unlimited.Chapter 47、Use examples to illustrate different ways to extend syntactic constituents.In this chapter，several ways to extend syntactic constituents are brought under the category of recursiveness，including coordination and subordination，conjoining and embedding，hypotactic and paratactic and so on. Coordination and conjoining are the different names for the same linguistic phenomenon，that is，to use and，but or or to join together syntactic constituents with the same function. For instance，the sentence A man got into the car could be extended into a sentencelike this“[NP A man，a woman，a boy，a car and a dog] got into the car”. While subordination and embedding can be understood as the extension of any syntactic constituent by inserting one or more syntactic elements with different functions，into another. I saw the man who had visited you last year is an extended sentence by changing the independent clause The man had visited you last year into a dependent element（here a relative clause）.However，hypotaxis and parataxis are the two traditional terms for the description of syntactic relations between sentences. In the examples below，the former is hypotactic，while the latter is paratactic：We live near the sea. So we enjoy a healthy climate.He dictated the letter. She wrote it.Chapter 57、The British linguist F. R. Palmer argues in his Semantics（p. 97）that“there is no absolute distinction between [gradable antonyms and complementary antonyms]. We can treat male/female，married/single，alive/dead as gradable antonyms on occasions. Someone can be very male or more married and certainly more dead than alive.”Comment on it.It is not advisable to tell beginners of linguistics that the distinction between gradable antonyms and complementary antonyms is relative. The expression“more dead than alive”is not a true comparative.8、姜望琪（1991：79）claims that“To some extent，we can say that any two words of the same part of speech may become antonyms，as long as the meaning difference between them is what needs to be emphasized in the particular context.”He uses the two sentences below as examples. What do you think of the claim？You have to peel a raw potato but you can skin a boiled one.He’s no statesman，but a mere politician.This is a reasonable claim. As the author said in the paper，“man”can be the antonym of “woman”，but it can also be the antonym of“boy”in a situation when the age difference is important. When the difference between a man and an animal is important，“man”can also be the antonym of“dog”. And when the difference between something animate and something inanimate is important，then“man”can even be the antonym of“stone”. In the extreme cases，so-called synonyms may also become antonyms，for example，“You have to peel a raw potato but you can skin a boiled one”，“He’s no statesman，but a mere politician”.Supplement：Give your comment on the distinction between word group and phrase.A“phrase”is a single element of structure containing more than one word，and lacking the subject-predicate structure typical of“clauses”. Traditionally，it is seen as part of a structural hierarchy，falling between a clause and word，e.g. “the three tallest girls”（nominal phrase）. There is now a tendency to make a distinction between word groups and phrases. A“word group”is an extension of a word of a particular class by way of modification with its main features of the class unchanged，e.g. right behind，all along. Thus we have nominal group，verbal group，adverbial group，conjunction group and preposition group.In general，word group can be a phrase，but phrase not always a word group.。

《土鸡的冒险》章节和页码哎内容提纲精彩词语和句子。

"Adventure of the Rooster" is a captivating story about the journeyof a brave rooster named Xiaohua. As he embarks on a perilousquest to save his fellow farm animals, Xiaohua encounters many challenges and adversaries along the way.《土鸡的冒险》是一个关于一只勇敢的公鸡小花冒险的吸引人的故事。

当他踏上一场艰难的旅程，拯救他的同伴农场动物时，小花在旅途中遇到了许多挑战和对手。

The chapter and page outlines of this novel are filled with vivid descriptions, compelling dialogues, and exciting action scenes that keep readers on the edge of their seats. From the lush green pastures of the farm to the dark and intimidating forest, the story takes readers on a thrilling rollercoaster ride through various landscapes.这本小说的章节和页码提纲充满了生动的描述，引人入胜的对话，以及令人兴奋的动作场景，让读者坐立不安。

从生机勃勃的农场绿草地到黑暗威胁的森林，故事带领读者穿越各种景观，乘坐一次惊心动魄的过山车之旅。

One of the most memorable aspects of the novel is Xiaohua's unwavering courage and determination in the face of danger. His selfless actions inspire the other farm animals to join forces and stand up against their common enemy, showcasing the power of unity and bravery in the face of adversity.小说中最令人难忘的一点是小花面对危险时坚定的勇气和决心。

朗文5B c h a p t e r 1-2重点(家长版)5B重点chapter 1 TeamworkPartA单词1. list 清单2.yet 已经，还（没有），仍（未），常用于问句和否定句句尾3.already 已经（常用于现在完成时的肯定句，句中，句尾都可以）4.just刚刚（常用于现在完成时的肯定句，句中）5.lovely 好看的，可爱的6.clean 干净的7.draw-drew-drawn 画8.write-wrote-written 写9.break-broke-broken打破10.paint-painted-painted 粉刷，油漆，涂色短语1 do some voluntary work 做一些志愿者工作2.give … a new look 给。

一个新面貌，使。

焕然一新3. draw the signs 画标志牌4.write the notices 写通知5.paint the fence 给篱笆刷油漆6.finish one’s work 完成某人的工作7.a flower pot 一个花盆课文句子翻译1.Girls, we’re going to give the park a new look. Here’s a list of things for you to do. 女孩儿们，我们将要让这个公园焕然一新。

这里有一张清单（写着）你们要做的事情。

2. Have you finished your work, girls? 你们已经完成了你们的工作了吗，女孩儿们？3. Yes, we’ve painted the fence. 是的，我们已经给篱笆刷了油漆。

4. Good! It looks lovely and clean now. 好的！现在它看起来漂亮又干净。

5. I’m sorry, Miss. I’ve broken a flower pot. 对不起，Miss。

Chapter Two Pollution FightersI。

章节分析（一）综述本单元的Reading部分的文章是关于“树和环境”.通过一名中学生采访科学家来了解“树”对环境保护所起的作用。

“污染"问题是一个旧话题，在6B Module 1The Natural Elements 和教材后面的Project 1 The Environment 都谈论到环境与污染的问题；7A Module 3 Natural Elements Unit 4 Forests and land中谈到了森林,实际上就是谈树的作用和用途。

其中的大部分内容都是我们的学生很熟悉的，所以老师在引入新课时，可以从学生们熟悉的话题“森林”谈起，很自然的进入新课内容。

本单元的Listening部分也是围绕主题,通过Completing a notice的形式,进一步让学生了解树的作用，从而积极投入到“植树战役"中去。

Language部分介绍了现在进行时（the present continuous tense）的用法。

Speaking部分围绕本课的主题讨论How to fight pollution？我们可以把这部分内容放在Post-reading环节,让学生进行讨论。

Using English部分(The index) 老师可以告诉学生the index 与the contents page 都可以帮助我们快速了解一本书的信息，只是the index 的排版大部分在书后，而且是以字母循序排列的,有主题，比较详细而the contents page 的排版在书的前面，按页码排序。

Writing部分是为学校报纸写一篇有关工人们是如何建造一个sitting-out area的文章.(二)教学目标1。

知识目标1）词汇：掌握本章出现的生词。

2）语法：能熟练运用现在进行时的陈述句,一般疑问句，特殊疑问句。

3)功能:能和同学，老师表达自己的思想。