key_points_in_Lecture_5
英语卷作文答题卡模板
英语卷作文答题卡模板English Composition Answer Sheet Template。
Section A: Reading Comprehension。
1. Read the following passage and answer the questions that follow.(Passage to be provided)。
Questions:What is the main idea of the passage?What are the key supporting points?According to the passage, what are the causes of the problem being discussed?What are the potential solutions to the problem?2. Read the following poem and answer the questions that follow.(Poem to be provided)。
Questions:What is the theme of the poem?What are the literary devices used in the poem?How does the poem reflect the poet's personal experiences or emotions?Section B: Writing Task。
1. Essay。
Topic: Discuss the advantages and disadvantages of social media in modern society.Instructions:Write an essay of at least 500 words.Organize your essay into clear paragraphs.Provide specific examples and evidence to support your points.Conclude your essay with a summary of your main arguments.2. Short Story。
研究生学术英语读写教程unit5
Unit 5: Academic WritingAcademic writing is an essential skill for graduate students. Whether it's writing research papers, essays, or dissertations, the ability to conveyplex ideas in a clear and organized manner is crucial for success in academia. In this unit, we will delve into the keyponents of academic writing, including structure, language, and style, and offer practical tips for developing your skills in this area.1. Understanding the Structure of Academic WritingAcademic writing typically follows a specific structure that includes an introduction, body, and conclusion. The introduction should provide background information on the topic and clearly state the purpose of the paper. The body should present evidence, arguments, and analysis to support the m本人n thesis, while the conclusion should summarize the key points and reiterate the significance of the research. Understanding and following this structure is essential for producing coherent and persuasive academic writing.2. Developing an Academic Writing StyleAcademic writing requires a formal and objective tone. This means avoiding colloquial language, personal opinions, and emotional language. Instead, focus on using clear, precise, and formal language to convey your arguments and ideas. Additionally, pay attention to the use of citations and referencing to acknowledge the sources of your information and evidence. Developing a strong academic writing style takes practice, but it is a crucial skill for graduate students to master.3. Using Language Effectively in Academic WritingIn academic writing, it is important to use language that is precise and unambiguous. Avoid vague or ambiguous language, as this can weaken the clarity and effectiveness of your writing. Additionally, pay attention to the use of transitions and cohesive devices to ensure smooth and logical connections between ideas. By using language effectively, you can enhance the coherence and flow of your academic writing.4. Incorporating Research and EvidenceAcademic writing is heavily reliant on research and evidence tosupport arguments and cl本人ms. As a graduate student, it is important to develop strong research skills and the ability to critically evaluate sources. This includes identifying reliable and credible sources, synthesizing information from multiple sources, and effectively integrating evidence into your writing. By incorporating research and evidence, you can strengthen the validity and persuasiveness of your academic writing.5. Editing and Revising Academic WritingEffective academic writing is the result of careful editing and revision. After drafting your paper, take the time to review and revise it for clarity, coherence, and organization. Pay attention to the overall structure and flow of the paper, as well as the language, style, and tone. Additionally, proofread your work for grammar, punctuation, and spelling errors. By editing and revising your academic writing, you can ensure that it meets the highest standards of clarity and accuracy.ConclusionAcademic writing is a fundamental skill for graduate students, and mastering this skill is key to success in academia. Byunderstanding the structure of academic writing, developing a formal and objective writing style, using language effectively, incorporating research and evidence, and editing and revising your work, you can produce high-quality academic writing that is clear, coherent, and persuasive. With practice and dedication, you can continue to refine your skills in academic writing and excel in your academic pursuits.。
lecture 5 汉英词语翻译
7). 昨天看电影我没有买到好票：
* I did not buy a good ticket for yesterday’s film. I did not buy a good seat for yesterday’s film.
8). 这所全国重点大学为社会输送了大批人才
(batches of )。 * The national heavy university has sent/transported batches of qualified talents to the society. The national key university has prepared batches of qualified graduates for the society. 9). 他们省吃俭用，为的是攒钱买房子。 * They save food and expenses to accumulate more funds to buy an apartment. They live frugally/economically/thriftily to accumulate more funds to buy an apartment.
Appropriateness in word selection-ii
To choose word according to the collocation 2). 好： 好教徒 好父母 好儿女 好妻子 好丈夫 3). 水平： 英语水平 生活水平 游泳水平
2) good a faithful/devout/pious/sincere/ devoted Christian/believer a loving/caring parent an obedient/filial child a virtuous/devoted wife a dutiful/responsible husband 3) level English proficiency/ level living standard swimming skill
托福写作评分标准
托福写作评分标准托福写作评分标准如下：新托福写作考试总共分为独立写作和综合写作两部分，它们有着不同的考察点，所以后面的托福考生了解每部分所测试的能力是非常重要的。
托福独立写作旨在考察考生是否有效回应题目，阐明*主题，*逻辑是否条理清楚及能否充分展开论证;内容是否连贯一致以及考生遣词造句的能力。
托福综合写作的考察在于总结归纳和改写两个方面，总结归纳的能力是说考察方希望考生能够在规定的时间内掌握一定长度和一定难度的阅读和听力材料中所涉及到的重点信息和论证结构;改写能力则要求考生将两部分材料中的重点信息和论证方式用新的语言和结构系统的进行展示和归纳。
托福独立写作评分标准(Independent Wring Rubrics)1.托福独立写作得5分情况An essay at this level largely accomplishes all of the following:●Effectively addresses the topic and task●Is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details●Displays unity, progression, and coherence●Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errorsAn essay at this level largely accomplishes all of the following:●Addresses the topic and task well, though some points may not be fully elaborated●Is generally well organized and well developed, using appropriate and sufficient explanations, exemplifi-cations, and/or details●Displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connections●Displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiom-atic language that do not interfere with meaning3.托福独立写作得3分情况An essay at this level is marked by one or more of the following:●Addresses the topic and task using somewhat developed explanations, exemplifications, and/or details●Displays unity, progression, and coherence, though connection of ideas may be occasionally obscured●May demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning●May display accurate, but limited range of syntactic structures and vocabularyAn essay at this level may reveal one or more of the following weaknesses:● Limited development in response to the topic and task●Inadequate organization or connection of ideas●Inappropriate or insufficient exemplifications, explanations, or details to support or illustrate generaliza-tions in response to the task●A noticeably inappropriate choice of words or word forms●An accumulation of errors in sentence structure and/or usage5.托福独立写作得1分情况An essay at this level is seriously flawed by one or more of the following weaknesses:●Serious disorganization or underdevelopment●Little or no detail, or irrelevant specifics, or questionable responsiveness to the task●Serious and frequent errors in sentence structure or usage6.托福独立写作得0分情况An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not con-nected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.托福综合写作评分标准(Integrated Wring Rubrics)A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.2.托福综合写作得4分情况A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.3.托福综合写作得3分情况A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following:●Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.●The response may omit one major key point made in the lecture.●Some key points made in the lecture or the reading, or connections between the two, may be incom-plete, inaccurate, or imprecise.●Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections.4.托福综合写作得2分情况A response at this level contains some relevant information from the lecture, but is marked by sig-nificant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:●The response significantly misrepresents or completely omits the overall connection between the lec-ture and the reading.●The response significantly omits or significantly misrepresents important points made in the lecture.●The response contains language errors or expressions that largely obscure connections or meaning at key junctures or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture.5.托福综合写作得1分情况A response at this level is marked by one or more of the following:●The response provides little or no meaningful or relevant coherent content from the lecture.●The language level of the response is so low that it is difficult to derive meaning.6.托福综合写作得0分情况A response at this level merely copies sentences from the reading, rejects the topic or is otherwise notconnected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.An essay at this level largely accomplishes all of the following:1. Effectively addresses the topic and task2. Is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details3. Displays unity, progression, and coherence4. Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors.托福写作标准解读：要点1: addresses the topic在托福写作中，考生所表达的观点要和题目要求相关、一致。
lecture的英语作文
lecture的英语作文Lectures are an integral part of academic life, offering students the opportunity to learn from experts in their field.A well-structured lecture can be both informative and engaging, providing a wealth of knowledge in a condensed format.IntroductionA good lecture begins with a clear introduction that outlines the main topics to be covered. This sets the stage for the students, allowing them to anticipate what they will learnand how it relates to their broader studies.Content DeliveryThe content of a lecture should be delivered in a logical sequence, ensuring that each point builds upon the previous one. It's important for the lecturer to maintain a clear and concise delivery, avoiding unnecessary jargon that could confuse students.EngagementTo keep students engaged, lecturers can incorporateinteractive elements such as questions, discussions, andreal-world examples. This not only helps to maintain interest but also reinforces learning by encouraging students to think critically about the material.Visual AidsVisual aids like slides, diagrams, and videos can greatly enhance a lecture. They provide a visual representation of complex ideas and can help to clarify concepts that might be difficult to understand through spoken words alone.ConclusionA strong conclusion wraps up the lecture by summarizing the key points and highlighting their significance. This helps students to consolidate their learning and understand the broader implications of the topics discussed.Follow-upAfter the lecture, it's beneficial for students to have access to supplementary materials, such as lecture notes or further reading. This allows them to review the material and deepen their understanding.Personal ReflectionReflecting on a lecture can help students to process the information and apply it to their own learning. Encouraging students to write reflections or discuss the lecture with peers can enhance their comprehension and retention of the material.In conclusion, a successful lecture is one that is well-prepared, engaging, and informative. It should challenge students to think critically and provide them with the tools they need to succeed in their academic pursuits.。
Unit_5_key_points
Unit 5 Education in CyberspaceI. Difficult Sentences1. A peculiarly honest answer came out of my mouth before I could think.(1) Paraphrase this sentence.(=Without thinking, I answered him frankly.)(2) Translate the sentence into Chinese.(=我不假思索，老老实实地答道。
)2. Where I teach is inside that electrically charged space that lies between my phone jack and the home computers of a group of generally older-than-average college students. (1) Paraphrase this sentence.(=My students are generally older than the average college students. I teach them not in the traditional lecture rooms, but on the Internet where I am linked with them via their home phone lines and modems.)(2) Translate this part into Chinese.(=我的课堂是在充满电荷的空间里，其间一端连着我的电话插座，另一端连着一群年龄偏大的大学生家里的电脑。
)3. The man‟s face remained as blank as a clear summer sky.(1) What figure of speech is used here？(= simile.More examples:…sing like an angel…sleep as sound as a log…be as brave as a lion)(2) Translate this part into Chinese.(=那人的脸上仍旧一片茫然。
英语作文讲座过程记录
英语作文讲座过程记录Title: A Record of the Lecture Process。
Introduction:Attending a lecture is an excellent opportunity to gain knowledge and broaden one's horizons. Recently, I had the privilege of attending a lecture on a topic of great interest to me. In this essay, I will provide a detailed account of the lecture process, highlighting the key points discussed and the impact it had on me.Body:1. Pre-lecture anticipation:Before attending the lecture, I was filled with anticipation and excitement. I had done some preliminary research on the topic and had a basic understanding of the subject matter. I was eager to delve deeper into thesubject and learn from the expert speaker.2. Arrival and registration:Upon arriving at the lecture venue, I joined a long queue of enthusiastic attendees. The registration process was well-organized, and I received a name tag and a booklet containing information related to the lecture. The atmosphere was charged with anticipation as everyoneeagerly awaited the beginning of the lecture.3. Introduction and speaker's credentials:The lecture commenced with a brief introduction by the host, who highlighted the speaker's impressive credentials and expertise in the field. This further piqued my interest and raised my expectations for the lecture.4. Speaker's presentation:The speaker began by providing an overview of the topic, setting the stage for the rest of the lecture. Thepresentation was well-structured and accompanied byvisually appealing slides. The speaker's delivery was engaging and captivating, effortlessly holding the audience's attention.5. In-depth analysis:As the lecture progressed, the speaker delved into the intricacies of the topic, providing in-depth analysis and insights. The information presented was supported by relevant data, case studies, and real-life examples, making it easier for the audience to comprehend complex concepts. The speaker's expertise and passion for the subject were evident, making the lecture both informative and inspiring.6. Interactive session:To promote active participation, the speaker encouraged the audience to ask questions and share their thoughts. This interactive session allowed for a deeper understanding of the topic as various perspectives were discussed. The speaker skillfully addressed each question, furtherenhancing the learning experience.7. Networking opportunities:During the break, attendees had the opportunity to network with like-minded individuals who shared a common interest in the subject matter. Engaging in conversations with fellow attendees enriched my understanding and provided valuable insights from different viewpoints.8. Conclusion and takeaways:As the lecture drew to a close, the speaker summarized the key points discussed and emphasized their practical applications. The lecture had broadened my understanding of the topic and had sparked a desire to explore it further. I left the venue with a sense of fulfillment and a list of recommended readings and resources provided by the speaker.Conclusion:Attending the lecture was a rewarding experience thatexceeded my expectations. The well-structured presentation, interactive session, and networking opportunities contributed to a comprehensive learning experience. The knowledge gained from the lecture will undoubtedly have a lasting impact on my personal and professional growth. I am grateful for the opportunity to have attended such an insightful lecture and look forward to applying the knowledge gained in my future endeavors.。
学术英语(理工)Unit5
Learning Method
01
Inquiry-based learning
Students will engage in hands-on activities and experiments to
explore the topic and develop their understanding.
Grammar and Sentence Patterns
非谓语动词用法多
非谓语动词在本单元中频繁出现，包括不定式、现在分词 和过去分词等。学生需要了解这些非谓语动词的用法和区 别，以便在写作中更加灵活地运用。
Reading and Writing
阅读材料难度大 写作要求高
本单元的阅读材料涉及大量专业知识和理论，语 言难度较高。学生需要具备较好的阅读能力和技 巧，如快速阅读、归纳总结等，才能有效理解文 章内容。
Vocabulary and expression
抽象概念多
本单元涉及许多抽象的概念和理论，如量子力学、电路分析等。学生需要具备较好的逻辑思维和推理能力，才能理解这些概 念和理论的含义。
Vocabulary and expression
表达方式多样
为了更好地理解和应用科学和工程知识，学生需要掌握多种表达方式，如公式、图表、示意图等。此 外，学生还需要了解如何将这些表达方式与英语语言结合起来，以清晰地传达信息。
Students will work in groups to complete projects and tasks,
enhancing their teamwork and协作精神.
Learning Resources
01
Textbooks
The official textbook for this unit is "Science and Technology in Society: An Introduction to the Principles and Applications".
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Chapter III Word-formation (I)-----The Three Major Processes of Word-formation1. General RemarksV arious ways of forming words can be classified on the basis of frequency of usage, into major or minor processes. The major processes are three, namely, compounding, derivation and conversion. The minor processes are eight, namely, acronymy, blending, clipping, words from proper names, back-formation, reduplication, neo-classical formation and miscellaneous.A. Percentage of new words coined by the different word-formation processes after World War II The percentage of firmly established new words coined by the above processes since World War II is shown in the following:1. The three major processes of word-formation:(a) Compounding or composition (about 27%):raindrop, snow-white, baby-sit;(b) Derivation or affixation (about 17.5 %): Prefixation: deescalate, antihero;Suffixation: hawkish, modernize;(c) Conversion (about 10.5%):bottle (verb), buy (noun).Note that words formed by these processes account for 55% of the new vocabulary.2. The eight minor processes of word-formation:(a) Initialisms and acronyms (about 9%): U. N., TV, UNESCO, NATO;(b) Blending (about 6%): brunch, telex, airtel;(c) Clipping (about 2%): phone, flue, lab;(d) Words from proper names (about 2%): an Uncle Tom, xerox;(e) Back formation (about 1%): gangle, vacuumclean;(f) Reduplication (about 0.5%): walkie-talkie, go-go;(g) Neoclassical formations (about 4%): psychodelic, neurolinguistic;(h) Others (about 3%): pizzazz, gazump.Words formed by these minor processes account for 26.5% of the new vocabulary. The remaining 18.5% is from borrowing, e.g. discotheque, ombudsman and many others.B. Some basic concepts of word-formation1. Word-formation rules: Any rule of word-formation is of limited productivity in the sense that not all the words which result from the application of the rule are acceptable. Thus readable, fashionable are acceptable, but writable, deskable are not acceptable.2. Root, stem, base: The three are terms used in linguistics to designate that part of a word that remains when all affixes have been removed.A root is a form that is not further analysable, either in terms of derivational or inflectional morphology. It is that part of a word-form that remains when all the inflectional and derivational affixes have been removed. Thus in the word undesirables, the root is desire, to which first the suffix –able, then the prefix un- and finally the inflectional suffix –s have been added. In a compound word like greenhouse, there are two roots, green and house.A stem is of concern only when dealing with inflectional morphology. It is the part of word form which remains when all inflectional affixes have been removed. Thus in the word undesirables, the stem is undesirable; but in the word desired, the stem is desire; in the wordgreenhouses the stem is greenhouse, even though the stem consists of two roots.A base is any form to which affixes of any kind can be added; it may also be defined as “a form to which a rule of word-formation is applied.” Therefore, this means that any root or stem can be termed a base. But a base differs from both a root or a stem, because they have their own special features as we have discussed before.2. Compounding2．1．Definition: Compounding or composition is a word-formation process consisting of joining two or more bases to form a new unit, a compound word.Today the largest number of new words are formed by compounding.Compounds are written in various ways, e.g.(a) solid: airtight, airmail;(b) hyphenated: air-conditioning;(c) open: air force, air raid.The general tendency nowadays is for compounds to be written “solid” as soon as they have gained permanent status; otherwise they are written open.2．2. Classification of CompoundsCompound words may be idiomatic or non-idiomatic. A compound word is considered idiomatic when its meaning is not equal to the sum total of the meanings of its components and there is a transfer of meaning. green-room: “a room in a theatre for actors and actresses when they are not on the stage”. A compound is non-idiomatic when the meaning is nothing but the sum total of the meanings of its components, e.g. half-dead, half brother, half sister, half holiday, half- time.Compounds are here classified according to parts of speech of the compounds, i.e. as noun compounds, adjective compounds and verb compounds, which are then subdivided by the syntactic relation of the compounding elements (this relation is indicated by syntactic paraphrase).2.2.1. Noun compounds:2. 2.1.1The principal structural types:(1) Noun + noun: lip service, Line-item-veto, fortune hunter, nest egg, Scapegoat(2) Adjective + noun:green-room, deadline, highway, hardware(3) Verb + noun: cutthroat, pickpocket, driveway, makeshift, glowworm(4) ving + noun: living-room, freezing point, running water, sleeping car, drinking water(5) Pronoun + noun: he-goat, she-devil, she-wolf, self-sacrifice(6) Preposition + noun: aftereffect, underclothes(7) Noun + verb: toothpick, snowfall, daybreak, heartbeat(8) Noun + ving: handwriting, housekeeping, drugdealing(9) Verb +adverb: makeup, breakthrough, handout, startup(10) Adverb + verb: income, upstart, downfall(11) Compounds connected by a preposition or a conjunction:editor-in-chief, good-for-nothing, give-and-take, come-and-go(12) Compounds connected by “s”: herdsman, sportsman, cockscomb(13) Miscellany: forget-me-not, pick-me-up, merry-go-round( 旋转木马)2. 2.1.2 The syntactical relations between the two components of a compound word .(1) Subject and predicate: sunset, crybaby, headache heartbeat(2) Verb and object: sightseeing, handshake, drinking water(3) Subject and object; sugar cane, gas light, oil well, tear gas, power plant(4) Appositive relation: manservant, lady-doctor, girlfriend(5) Coordinate relation: deaf-mute,(6) Predicate and adverbiala. adverbial of place: living room, field workb. adverbial of time: day dreamc. adverbial of manner: chain reaction(7) Part and whole:piano key, bottleneck, arrowhead, doorknob2.2.2 Compound adjectives2.2.2.1The principal structural types of compound adjectives are as follows:(1) Noun + adjective: snow-white, homesick, duty-free(2) Adjective + adjective: bittersweet, dead-alive(3) Noun +present participle: record-breaking, epoch-making(4) Noun + past participle: heart-felt, suntanned(5) Adjective + present participle: easy-going(6) Adjective + past participle: quick-frozen, ready-made(7) Adverb + present participle: ever-lasting, far-reaching, well-meaning(8) Adverb + past participle: well-informed, hard-earned(9) Adjective + noun: full-time, large-scale, red-letter, white-collar(10) Verb + noun: telltale, breakneck(11) Numeral + noun: first-rate, second-hand(12) Adjective + noun + ed: short-sighted, tender-hearted strong-voiced, strong-willed(13) Noun + noun + ed: iron-willed, paper-backed, honey mouthed(14) Numeral + noun + ed: three-legged, five-storeyed(15) Verb + adverb: see-through, backup(16) Preposition + noun downhill, In-flight, offhand(17) Adverb + adjective: all-round, evergreen, overanxious(18) Past participle + adverb: made-up, grown-up(19) Compound connected by a conjunction or a preposition: wait-and-see, matter-of-fact,(20) Compounds formed by a phrase: out-of-the-way behind-the-scenes on-the-spot(21) Compounds formed by a sentence:a. He spoke in a look-who’s-talking tone.b. There was an I-told-you-so air on his face.c. They face a damned-if-they-do, damned-if-they-don’t choice.d. What he follows is the-end-justifies- the-means philosophy.e. Zhang Fei was a person stereotyped as devil-may-care man.2.2.2.2The syntactic relations between the two components of a compound adjective(1) Subject and predicate: manmade, thunder-struck, suntanned, poverty-stricken(2) Verb and object: fault-finding, telltale, record-breaking, time-saving(3) Coordinate relations: bitter-sweet, dead-alive, deaf-mute(4) Modifying relations:a. adverbial of place: home-made, ocean-going, town-bredb. Adverbial of time: ever-lasting, new-born, summer-floweringc. Adverbial of degree:far-reaching, half-baked,d. Adverbial of cause: home-sick, travel-worne. Adverbial of comparison: stone-deaf, ice-cold, paper-thin,snow-white, grass-greenf. Adverbial of manner: hard-working, quick-frozen, hard-won2.2.3 Compound verbs(1) verb + object: sightsee, housekeep(2) verb + adverbial: baby-sit, vacuum-clean, browbeatCompounds are very often used because of their brevity and vividness. e.g. “up-to-the-minute information” is more vivid than “the latest information.”(1) We’ve done last-minute change.cf. We changed it at the last minute.(2) up-to-the-minute information cf. the latest information(3) The old man would sit for hours, thinking sadly of all the might-have-beens.cf. …, thinking sadly of the desirable thingsthat could have happened in the past.。