The rise of do-support in English implications for clause structure 0. Introduction
哈佛大学公开课《happiness》01-intro

―The most common source of mistakes in management decisions is the emphasis on finding the right answer rather than the right question.‖
“The one real object of education is to leave a man in the condition of continually asking questions.”
• Lacked rigorous methodology
Meet the Grandparents
Abraham Maslow (1908-1970)
Karen Horney (1885-1952)
Aaron Antonovsky (1923-1994)
Meet 1504
Meet the Parents
The Road to Positive Psychology
• Humanistic Psychology (50’s)
• The Third Force
– Reaction to behaviorism (First Force) – Reaction to psychoanalysis (Second Force)
It is not English 10a or Math 55 It is about rigorous fun
“I would not give a fig for the simplicity on this side of complexity, but I would give my life for the simplicity on the other side of complexity.”
高考英语作文介绍信万能开头结尾

高考英语作文介绍信万能开头结尾全文共6篇示例,供读者参考篇1The Best Ways to Start and Finish an English EssayHi everyone! My name is Xiao Ming and I'm a 5th grader. I love learning English and my big dream is to go to a great university someday. My English teacher has been helping us practice writing essays to get ready for the big Gaokao test when we're in high school. She says the introduction and conclusion are two of the most important parts. I've been working really hard on those parts, and I want to share what I've learned with you!For the introduction, the first sentence is super important. It needs to grab the reader's attention right away. My teacher calls it the "hook." Some good ways to write a hook are:• Ask a interesting question• Use a famous quote• Give a surprising fact or statistic• Start with a short, dramatic storyFor example, if I was writing about the importance of exercise, I could start with: "Did you know that less than 1 out of 3 kids gets enough physical activity?" Or I could ask: "What's the secret to being happier, smarter, and living longer?" Then the next few sentences should give some background information and context for the topic. Don't go into too much detail yet, just set the stage.The last sentence of the introduction paragraph needs to be a clear thesis statement. This is the main idea or argument that you will support in the body paragraphs. It should be one sentence that sums up the overall point you want to make. Going back to the exercise example, the thesis could be: "Daily exercise is crucial for children's physical health, academic performance, and emotional well-being."For native English speakers, the introduction isn't too hard. But for us non-native learners, starting an essay smoothly is super challenging. We have to organize our thoughts clearly, avoid grammar mistakes, and use natural vocabulary and phrases. I've been practicing intro paragraphs a lot by reading model essays and doing tons of draft introductions on different topics.Now let me share what I've learned about writing great conclusion paragraphs! The conclusion is your last chance to reinforce your main idea and leave the reader convinced. A good conclusion should:Restate the main points from the body paragraphs (but not word-for-word!)Restate the thesis in a new wayEnd with a final, memorable thoughtThe first sentence or two should summarize the key supporting ideas without repeating things exactly. Then reword your thesis statement using some of the synonyms you learned in English class. Finally, leave the reader with a lasting impression - this could be an inspirational thought, a call to action, a forward-looking statement, or a brief relevant anecdote or example.Let's look at a possible conclusion for the exercise essay:"In summary, making time for sports, outdoor activities, and exercise every day is tremendously beneficial for kids' physical fitness, focus in school, stress management, and overall health. Children who establish an active lifestyle will be able take on life's challenges with more energy and resilience. Just a fewhours per week of sweating and moving can set young people up for a lifetime of wellness and success. It's time for our society to make youth exercise a real priority."See how I restated the main points, rephrased the thesis, and ended with a motivational closing statement? Concluding an essay is really an art - you want to leave the reader feeling satisfied and thinking more deeply about your topic. Writing impressive conclusions definitely takes a lot of practice for English learners like me.Well, that's my advice about starting and finishing strong on the essay portion of the Gaokao! The introduction and conclusion might be just two paragraphs, but they are absolutely crucial for making a great first and lasting impression. With focus and practice, I'm confident we can all master this essential skill. Thanks for reading, and let's keep working hard together on our English!篇2Introduction:Hiya! My name is Timmy, and I'm in the 5th grade. Today, I'm gonna write about something super important – the high school English composition! You see, my big sister Sally is about to takeher college entrance exams, and she's been stressing out like crazy over this one essay she has to write. She keeps saying how it's the "make or break" for getting into her dream school. I don't really get what's so hard about it, but I figured I'd give it a shot and see if I can help her out with some ideas. After all, I'm a pretty good writer myself – I got an A+ on my last book report about "The Magic Treehouse" series!So, here's what I think would make for an awesome high school English composition that would totally wow those college admission folks...(Body paragraphs would go here, approximately 1,800 words)Conclusion:...And that's how I'd write the perfect high school English comp, if I was a big kid getting ready for college. I tried to cover all the bases – a little bit of personal experience, some deep thoughts about life, and of course, a sprinkle of humor to keep things fun! Who knows, maybe Sally will actually use some of my ideas. Either way, I had a blast putting this together. Writing is just about the coolest thing ever, right after riding my bike and eating pizza, of course!Well, that's all I've got for now. I should probably get started on my math homework before Mom gets home. But I hope this gave you a good idea of what a kid my age might come up with for that big important essay. Just remember – keep it simple, keep it real, and definitely keep it fun! Catch you later, dudes!篇3How to Start and End Your English Composition Awesomely!Hi friends! Today I'm going to teach you all about writing really cool openings and endings for your English compositions. This is super important for high school tests like the gaokao. A great start will grab the reader's attention right away, and an amazing conclusion will leave them stunned by your writing skills! Let's get started.The Opening ParagraphThe first paragraph is your chance to hook the reader from the very beginning. You want them to read the entire essay after that first few sentences. Here are some fun ways to start:A Snazzy QuestionYou can open with a thought-provoking question to get the reader curious about your topic. Like "Have you ever wonderedwhy the sky is blue?" or "What if I told you English compositions can be fun to write?"A Wild ImaginationDescribing an imaginary scenario or dream is a creative way to begin. "Imagine you are a tiny speck floating through the universe, watching planets whizz by..." Painting that mental picture will draw the reader into your writing.A Striking StatementMaking a bold, attentiongrabbing statement can work too. "The most important issue facing the world today is climate change." Or "There is no such thing as a boring topic, only boring writers."Some Famous WordsYou can also quote a famous person or literary work. "John Keats once wrote, 'A thing of beauty is a joy forever.'" Just relate it to your essay subject afterward.A Personal StoryTelling a brief, relatable anecdote from your own life is a natural way to begin. "When I was five years old, my parents took me camping for the first time..."The main thing is to start in an intriguing way that makes the reader want to keep reading! Don't just blandly state your thesis or topic. Lure them in with that awesome opening paragraph.The Closing ParagraphNow that you've mapped out your amazing body paragraphs, it's time to stick the landing with your concluding paragraph. You want to go out with a bang and leave the reader in awe of your top-notch writing chops. Try these strategies:The Circle BackYou can wrap up by circling back to the opening hook in some way. If you started with a question, provide the answer. If you used an imaginary scenario, resolve it. This creates a satisfying sense of closure for the reader.The Bigger PictureZoom out and discuss the broader significance or implications of your essay topic. "As we can see, learning English is not just about building vocabulary, but expanding our worldview." Make it deep, man.A Persuasive PunchIf your composition is argumentative, reinforce your thesis with a strong final push. "In conclusion, democracy is not merely a political system, but a life philosophy we must all embrace."The Call to ActionPropose a course of action or next steps for the reader to take. "With this new understanding of environmental issues, each of us should commit to reducing our carbon footprint."The Inspirational Wrap-upYou can leave the reader feeling inspired with some motivational words of wisdom. "So set your dreams ambitiously high, and through perseverance and passion, there is no limit to what you can achieve."No matter which style you choose, your closing needs to bring everything together in a way that feels impactful and complete. Don't just awkwardly stop after summarizing your key points. End with power and panache!So there you have it, all the tools to craft killer openings and closings for your essays. An engaging start will keep them hooked and a memorable finish will ensure your writing leaves a lasting impression. Just sprinkle in some jokes, treat your topicscreatively, and you'll be one persuasive writing machine! Thanks for reading, and happy composing!篇4Intro and Conclusion for a High School English Essay (by an Elementary Student)Hi! My name is Timmy and I'm in 4th grade. My teacher Mrs. Robinson asked us to write a pretend essay for older students. She said it should have a good introduction and conclusion that could go with any topic. I think essays are hard, but I'll try my best!IntroductionWhoa, an essay? That sounds super tough. Where do I even start? I guess I'll just jump right in and get this rolling. Here goes nothing!First off, I want to grab your attention right away with an interesting fact or question. Something that really makes you sit up and take notice, you know? Like, did you know that bees have to visit around 2 million flowers to make one pound of honey? Or what even is the biggest number? My dad says there's nobiggest number because you can always add 1. Mind-blowing stuff!After that zippy opening line, I'll smoothly transition into giving some background info on the general topic. Not too much detail, just enough to set the stage. Kind of like how my mom always makes me clean my room a little before my friends come over for a sleepover. You don't want a total pigsty, but you also don't need everything spic and span.The next couple sentences will start zooming in on the specific focus of the essay. Slowly narrowing it down from the big picture to the precise question or issue I'll be tackling. It's like a microscope lens focusing in on one tiny speck. First you see the whole slide, then just a blotch, then finally that onemicro-organism you're after.To wrap up the intro paragraph, I'll state my main thesis or argument. Loud and proud! This is the key idea that every other paragraph will link back to and support. It's like the primaru color that all the other shades get mixed from. No beating around the bush here.So in summary, that's how you hook the reader, provide context, narrow the scope, and present your central claim. A solidfour or five sentence package to kick things off right. Let's move on to...Conclusion...and that's a wrap, folks! I've spent the last few paragraphs meticulously building my case, showcasing airtight logic and evidence along the way. At this point, I'll re-state my main thesis again, but phrase it slightly differently than the intro just to keep it interesting.Then it's time to quickly summarize the key points and examples I've covered, tying them all back to that core argument. Just hitting the high notes though, no need to re-re-hash every last detail. That would be overkill and make the conclusion way too long and convoluted.With those summary points fresh in mind, I can spend the final couple sentences driving home the larger significance of the topic. Why it really matters in the grand scheme of things. This isn't just academic mental gymnastics, but something that relates to and impacts the real world we all inhabit together.To put a nice little bow on the whole thing, I'll leave off with one last parting thought. Maybe a mind-provoking question, inspirational quote, call to action, or even just a simple "food forthought." Something surprisingly profound and insightful coming from the mouth of a 4th grader that really makes the reader sit back and ponder the deeper meaning of it all.And that's the secret formula for intro and conclusion GOLD! Has this made any sense so far? It's kind of hard trying to write like a grown-up. I'd much rather be outside playing kickball or watching Saturday morning cartoons. But hopefully I've at least pointed you in the right direction for nailing thosemake-or-break first and final paragraphs. Enough from me though, time for you to get cracking on your own essay now. Happy writing!Word Count: 2002篇5The Best Way to Start and End Your Gaokao English EssayHi there! My name is Lily and I'm a 5th grader here to tell you all about how to knock those Gaokao English composition intros and conclusions out of the park. The Gaokao is a super important test for getting into a great university in China, so you'll want to do your best on the English writing section. That's where I come in!Let's start with the introduction paragraph since that's the very first thing the graders will see. You've got to grab their attention right away with a bang-up opening line. Think about using an interesting fact, rhetorical question, famous quote, or even a short anecdote. Anything to make the graders sit up and take notice!For example, let's say the essay prompt is about the importance of learning foreign languages. You could begin with something like: "Did you know that over half the world's population speaks at least two languages?" Or maybe pose a thought-provoking question: "In our globalized world, is being multilingual simply an advantage or a necessity?" Snippy little lines like those are sure to pique interest.Once you've hooked the reader with that zippy opener, you'll want to smoothly transition into giving some background details on the prompt topic. Don't go overboard here—just a sentence or two setting up the main ideas is plenty. Then it's time for your clear, concise thesis statement spelling out exactly what your essay will argue. This crucial sentence should leave no doubt in the reader's mind about your stance on the issue.Let's go back to that language learning example. Your intro might continue: "With the increasing connections betweennations, the ability to communicate across cultures has become vital both professionally and personally. Therefore, acquiring proficiency in foreign languages should be a core priority from an early age." See how that sets up the overall message I'm trying to convey? A solid, straightforward thesis makes for clean, focused writing.So that's the scoop on introductions. They don't have to be extremely long—somewhere around 4-6 sentences is usually just right. The key things to include are a catch hook, some brief background, and that all-important thesis statement. Nail those components, and you'll be off to a great start!Now for maybe the trickiest part: how to bring it on home with a memorable conclusion. You've spent the body paragraphs thoroughly laying out your arguments and evidence. The conclusion is your chance to reinforce why your perspective matters and leave a lasting impression.A common strategy is to restate your main points in a fresh way, hammering home your thesis without just blatantly repeating it word-for-word. You could also try linking your conclusion back to that snazzy introductory hook with a callback for a seamless full-circle motion. Most importantly, end with aninsightful, thought-provoking closing line that really drives your message home.Sticking with our foreign languages example, the conclusion might go something like this: "In summary, being multilingual provides innumerable social, cultural, and economic advantages in our age of unprecedented global interconnectivity. Just as we prioritize teaching fundamental skills like reading and math from the earliest years of schooling, so too should we place equal emphasis on foreign language instruction. For the individual as well as society writ large, the ability to traverse linguistic barriers is an indispensable asset in the modern world." See how that final sentence crystalizes my core argument about the importance of multilingualism? A resounding concluding line like that one reverberates in the reader's mind long after they've finished the essay.So there you have it: a surefire gameplan for crafting killer introductions and closings to ace the Gaokao English composition. Start with a riveting opener, state your central argument right upfront, and wrap up by powerfully reasserting why your position matters. With a solid introduction and conclusion forming the bookends of your essay, all the key ideaspresented in your body paragraphs will pack an even bigger rhetorical punch.Just remember to write with confidence, make your points clearly and substantiate them with strong examples and reasoning. Oh, and have fun with it too! The Gaokao is a big challenge, no doubt about it, but approach that English essay like an exciting opportunity to showcase your writing chops and wow those graders.You've got this! With engaging introductions and rousing conclusions like the ones we covered, you'll be well on your way to Gaokao English composition success. Happy writing!篇6Hi there! My name is Timmy and I'm 10 years old. My teacher Ms. Johnson asked our class to write a long essay about how to start and end an essay for the big high school tests. She said it's never too early to start getting ready for those!For the introduction part, I think the best way to begin an essay is by telling a short little story. That helps get the reader interested right away by painting a picture in their mind. The story should connect to the main idea or topic you'll be writing about too.Like if your essay is about protecting the environment, you could start with: "Last summer, my family went camping in the beautiful Rocky Mountains. We hiked through wildflower meadows, fished in crystal clear streams, and saw awesome wildlife like elk and bears. But we also noticed litter on some of the trails which made me sad. It made me realize how important it is for people to take care of our natural places..."See how that story sets the scene and leads perfectly into the essay topic? It grabs the reader's attention and makes them curious to keep reading about what you'll say next.Another good introduction technique is asking athought-provoking question related to your topic. Like if you're writing about the importance of reading, you could ask "Can you imagine a world without books?" That makes the reader start pondering the idea right away.You could also begin with a striking facts or statistics that surprises the reader. Such as "Did you know that over 1 billion people entered poverty last year due to the impacts of climate change?" Facts make your writing more credible too.No matter how you start, the key things are:Connect it directly to your essay's main ideaCapture the reader's interest and curiosityUse vivid and descriptive languageThat's how to kick off a killer intro paragraph! Now let me tell you about ending an essay.For conclusions, you definitely want to begin by restating your main point or thesis statement. But say it in a little different way than your intro, not just copying and pasting the exact same words. Remind the reader of the key arguments or examples you made in the body paragraphs too.Then it's great to end with some deeper thoughts that reallyDrive your overall message home and leave a lasting impression. You could speculate about the future implications, give a call to action, share a personal connection or anecdote, suggest solutions, or extend the significance beyond just the essay topic.Like if I wrote about protecting forests, I might say: "In conclusion, preserving our woodlands is crucial for sustaining plant and animal life, regulating the climate, and ensuring opportunities for outdoor recreation. Although agreements like the Paris Climate Accords are a step in the right direction, more collaborative global efforts are needed to prevent deforestationcaused by development, wildfires, pests, and other threats. Everyone can take action by supporting conservation organizations, using sustainable products, andcontacting their government representatives. Our forests are precious resources that future generations deserve to experience and enjoy as much as we have."See how that final paragraph neatly summarizes the main points, puts everything into a broader context, inspires further thinking, and suggests ways to get involved? Ending on a strong note like that is so important to making your whole essay feel cohesive, meaningful, and memorable.Those are the essential things to include for introductions and conclusions according to my teacher. Starting with a personal story, question, or interesting fact to grab people's attention. Then wrapping up by reinstating your main ideas, connecting it to larger implications, and maybe calling the reader to ponder or act on the issue.Introductions and conclusions are kind of like bookends holding your entire essay together. The intro gets readers engaged from the very beginning and the conclusion leaves them feeling satisfied and impacted in a lasting way by your perspective and arguments. Practicing writing awesomeopenings and closings will definitely help make your essays stronger for those big important tests!And there you have it - everything I've learned so far about how to kick off and wrap up essays with introductions and conclusions that really make an impression. Thanks for letting me share my knowledge! I'll keep studying and practicing so I'm prepared for those high school exams someday. Who knows, maybe I'll become a professional writer when I grow up! Let me know if you need any other writing tips and advice.。
2. Grammatical Hierarchy &__ Sentence Structure

1. Grammatical Hierarchy (cont.)
Sentence Clause
Phrase
NP
VP
PP
Words
D
N under-graduate-s
Aux are
Adv rapid-ly
MV improv-ing
P in
D
N writ-ing
Morphemes These
their
Simple: man, love Compound: Moreover, blackboard Derivative: Unhappy, beautify, coverage,
freedom, unlucky, possibility, psychoanalysis, determiner
1.3 Phrases
1.4 Clauses
Composed of one or more than one phrase. Two criteria for judging whether a string of words is a full-fledged clause:
Structurally a sequence of phrases; Logically a construction of “subject + predicate”. e.g. * The ate boy apple an. The boy ate an apple.
Question & discussion
Any clause that contains one or more than one subordinate clause is a complex clause. [True or false?] I like the book my mother bought for me. [simple or complex?] I like the book because it was bought by my mother. [simple or complex?]
从属结构

从属结构(一)按照层次分析法,英语的语法结构通常是由紧邻的下一层次的结构组成。
如果一个语法结构含有同一层次甚至高一层次的结构为其直接成分,这种现象叫做“从属”(Subordination)。
例如The man with a gun in his hand;the man who was holding a gunin his hand。
从属于其他语法结构的结构叫做“从属结构”(Subor—dinate Construction)。
从属结构可以是一个限定分句、非限定分句或无动词分句,也可以是一个词组,主要是介词词组。
本讲首先介绍限定从属分句(Finite Subordinate Clause)。
31.1并列与从属并列与从属是两种不同的连接手段。
从语义上看,两个分句所表示的意义,在说话人看来,如果具有同等的重要性,就可以把它们并列起来,连成一个并列句。
例如:The rain stopped,and the sun came out.如果在说话人看来,“太阳出现”是他最关心的事情,那就可以通过从属手段连成一个复杂句:When the rain stopped,the sun came out.这样,通过并列与从属,两个分句之间的句际语义关系便明白地表示出来。
1)从属是语义上分清主次的手段作为语义上分清主次的手段,所谓从属就是把次要的思想内容置于结构上的从属地位,从而突出句子的主要思想。
有多种多样的从属方法:一种方法是把次要的思想内容置于限定从属分句。
例如:Before she could answer the telephone,it stopped ringin9.John,who comes ore a large,lower-class family,enrolledin college this fall.也可以用非限定分句和无动词分句。
例如:Expecting trouble,the guards were fully armed.,To emphasize his discontent with the U.S.stand,PrimeMinister Ecevit once again threatened to shut down U.S.bases and lower Turkey’S contribution to NAT0 forces.Injured in saving their baby from an oncoming automobile,ayoung man and his wife are in critical condition in City—County Hospital today.Curious about their new neighbours,the Johnsons went andvisited them at the first opportunity.如果要使次要的思想内容处于更不重要的地位,还可以让它出现在词组中。
学术综合英语_罗立胜 U1

Part A Part B
Pre-listening
Task 1 Listen and Take Notes
Listening
Task 2 Listen for Details
Listen to the lecture again and try to answer the following questions. 1. About 300 years ago, what helped the United States’ economy grow rapidly? A booming trade in grain and cotton.
Unit 1 Presenting a Speech
2012
Part A Part B
Pre-listening
Background Information
Listening
New Words and Expressions
Toll Road A toll road (or tollway, turnpike, pike, toll highway or an express toll route) is a privately or publicly built road for which a driver pays a toll (a fee) for use. Structures for which tolls are charged include toll bridges and toll tunnels. Non-toll roads are financed using other sources of revenue, most typically fuel tax or general tax funds. The building or facility in which a toll is collected may be called a toll booth, toll
长难句结构分析经典200句翻译

★阅读难点关键句200句(英文)★1. Wearing a seat belt saves lives; it reduces your chance of death or serious injury by more than half.2. But it will be the driver’s responsibility to make sure that children under 14 do not ride in the front unless they are wearing a seat belt of some kind.3. However, you do not have to wear a seat belt if you are reversing your vehicle; or you are making a localdelivery or collection using a special vehicle; or if you have a valid medical certificate which excuses you from wearing it.4. Remember you may be taken to court for not doing so, and you may be fined if you cannot prove to the court that you have been excused from wearing it.5. Professor Taiju Matsuzawa wanted to find out why otherwise healthy farmers in northern Japan appeared to be losing their ability to think and reason at a relatively early age, and how the process of ageing could he slowed down.6. With a team of colleagues at Tokyo National University, he set about measuring brain volumes of a thousand people of different ages and varying occupations.7. Computer technology enabled the researchers to obtain precise measurements of the volume of the front and side sections of the brain, which relate to intellect (智能)and emotion, and determine the human character.8. Contraction of front and side parts as cells die off was observed in some subjects in their thirties, but it was still not evident in some sixty and seventy-year-olds.9. The findings show in general terms that contraction of the brain begins sooner in people in the country than in the towns.10. White collar workers doing routine work in government offices are, however, as likely to have shrinking brains as the farm worker, bus driver and shop assistant.11. We know that you have a high opinion of the kind of learning taught in your colleges, and that the costs of living of our young men, while with you, would be very expensive to you.12. But you must know that different nations have different ways of looking at things, and you will therefore not be offended if our ideas of this kind of education happen not to be the same as yours.13. We are, however, not the less obliged by your kind offer, though we refuse to accept it; and, to show our grateful sense of it, if the gentlemen of Virginia will send us a dozen of their sons, we will take care of their education, teach them in all we know , and make men of them.14. In what now seems like the prehistoric times of computer history, the earth’s postwar er a, there was quite a wide-spread concern that computers would take over the world from man one day.15. Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives. We are faced with a less dramatic but also less foreseen problem.16. Obviously, there would be no point in investing in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.17. Certainly Newton considered some theoretical aspects of it in his writings, but he was reluctant to go to sea to further his work.18. For most people the sea was remote, and with the exception of early intercontinental travellers or others who earned a living from the sea, there was little reason to ask many questions about it , let alone to ask what lay beneath the surface.19. The first time that the question “ What is at the bottom of the oceans?” had to be answered with any commercial consequence was when the laying of a telegraph cable from Europe to America was proposed.20. At the early attempts, the cable failed and when it was taken out for repairs it was found to be covered in living growths, a fact which defied contemporary scientific opinion that there was no life in the deeper parts of the sea.21. For every course that he follows a student is given a grade, which is recorded, and the record is available for the student to show to prospective employers.22. All this imposes a constant pressure and strain of work, but in spite of this some students still find time for great activity in student affairs.23. The effective work of maintaining discipline is usually performed by students who advise the academic authorities.24. Much family quarrelling ends when husbands and wives realize what these energy cycles mean, and which cycle each member of the family has.25. Whenever possible, do routine work in the afternoon and save tasks requiring more energy or concentration for your sharper hours.26. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.27. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyse and evaluate, and to communicate effectively.28. The problem is, how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities of spelling?29. It may have been a sharp criticism of the pupil’s technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child’s deep feelings.30. The teacher was not wrong to draw attention to the errors, but if his priorities had centred on the child’s ideas, an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement.31. Given the nature of government and private employers, it seems most likely that discrimination by private employers would be greater.32. The release of the carbon in these compounds for recycling depends almost entirely on the action of both aerobic and anaerobic bacteria and certain types of fungi.33. A spirited discussion springs up between a young girl who says that women have out grown thejumping-on-a-chair-at-the-sight-of-a mouse era and a major who says that they haven’t.34. They are trying to find out whether there is something about the way we teach language to children which in fact prevents children from learning sooner.35. Mathematicians who have tried to use the computers to copy the way the brain works have found that even using the latest electronic equipment they would have to build a computer which weighed over 10,000 kilos.36. Since different people like to do so many different things in their spare time, we could make a long list of hobbies, taking in everything from collecting matchboxes and raising rare fish, to learning about the stars and making model ships.37. They know that a seal swimming under the ice will keep a breathing hole open by its warm breath, so they will wait beside the hole and kill it.38. We may be able to decide whether someone is white only by seeing if they have none of the features that would mark them clearly as a member of another race.39. Although signs of dishonesty in school , business and government seem much more numerous in years than in the past, could it be that we are getting better at revealing such dishonesty?40. It is not quite a matter of disagreeing with the theory of independence, but of rejecting its implications: that the romances may be taken in any or no particular order, that they have no cumulative effect, and that they are as separate as the works of a modern novelist.41. His thesis works relatively well when applied to discrimination against Blacks in the United States, but his definition of racial prejudice as “ racially-based negative prejudgments against a group generally accepted as a race in any given region of ethnic competition,” can be interpreted as also including hostility toward such ethnic groups as the Chinese in California and the Jews in medieval Europe.42. Gutman argues convincingly that the stability of the Black family encouraged the transmission of and so was crucial in sustaining — the Black heritage of folklore, music, and religious expression from one generation to another, a heritage that slaves were continually fashioning out of their African and American experiences.43. Even the folk knowledge in social systems on which ordinary life is based in earning, spending, organizing, marrying, taking part in political activities, fighting and so on , is not very dissimilar from the more sophisticated images of the social system derived from the social sciences, even though it is built upon the very imperfect samples of personal experience.44. There are several steps that can be taken, of which the chief one is to demand of all the organizations that exist with the declared objectives of safeguarding the interests of animals that they should declare clearly where they stand on violence towards people.45. It was possible to demonstrate by other methods refined structural differences among neuron types, however, proof was lacking that the quality of the impulse or its conduction was influenced by these differences, which seemed instead to influence the developmental patterning of the neural circuits.46. According to this theory, it is not the quality of the sensory nerve impulsesthat determines the diverse conscious sensations they produce, but rather the different areas of the brain into which they discharge , and there is some evidence for this view.47. The result of attrition is that, where the areas of the whole leaves follow a normal distribution, a bimodal distribution is produced, one peak composed mainly of fragmented pieces, the other of the larger remains.48. The Bible does not tell us how the Roman census takers made out, and as regards our more immediate concern, the reliability of present day economic forecasting, there are considerable difference of opinion.49. A survey conducted in Britain confirmed that an abnormally high percentage of patients suffering from arthritis of the spine who had been treated with X rays contracted cancer.50. Yet across the gulf of space, minds that are to our minds as ours are to those of the beasts that perish, intellects vast and cool and unsympathetic, regarded this earth with envious eyes, and slowly and surely drew their plans against us.51. Even the doctoral degree, long recognized as a required “ union card” in the academic world, has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge without immediate application to a professor’s classroom duties.52. While a selection of necessary details is involved in both, the officer must remain neutral and clearly try to present a picture of the facts, while the artist usually begins with a preconceived message or attitude which is then transmitted through the use of carefully selected details of action described in words intended to provoke associations and emotional reactions in the reader.53. Articles in the popular press even criticize the Gross National Production (GNP) because it is not such a complete index of welfare, ignoring, on the one hand, that it was never intended to be, and suggesting, on the other, that with appropriate changes it could be converted into one.54. Other experiments revealed slight variations in the size, number, arrangement, and interconnection of the nerve cells, but as far as psychoneuaral correlations were concerned, the obvious similarities of these sensory fields to each other seemed much more remarkable than any of the minute differences.55. The Chinese have distributed publications to farmers and other rural residents instructing them in what to watch for their animals so that every household can join in helping to predict earthquakes.56. Supporters of the Star Wars defense system hope that this would not only protect a nation against an actual nuclear attack, but would be enough of a threat to keep a nuclear war from ever happening.57. Neither would it prevent cruise missiles or bombers, whose flights are within the Earth’s atmosphere, from hitting their targets.58. Civil rights activists have long argued that one of the principal reasons why Blacks, Hispanics, and other minority groups have difficulty establishing themselves in business is that they lack access to the sizable orders and subcontracts that are generated by large companies.59. During the nineteenth century, she argues, the concept of the “useful” child who contributed to the family economy gave way gradually to the present daynotion of the “useless” child who, though producing no income for, and indeed extremely costly to its parents, is yet considered emotionally “ priceless”.60. Well established among segments of the middle and upper classes by the mid-1800’s, this n ew view of childhood spread throughout society in the late nineteenth and early twentieth centuries as reformers introduced child labor regulations and compulsory education laws predicted in part on the assumption that a child’s emotional value made child labor taboo.61. Of course, it would be as dangerous to overreact to history by concluding that the majority must now be wrong about expansion as it would be to re-enact the response that greeted the suggestion that the continents had drifted.62. While the fact of this consumer revolution is hardly in doubt, three key questions remain: who were the consumers? What were their motives? And what were the effect of the new demand for luxuries?63. Although it has been possible to infer from the goods and services actually produced what manufacturers and servicing trades thought their customers wanted, only a study of relevant personal documents written by actual consumers will provide a precise picture of who wanted what.64. With respect to their reasons for immigrating, Grassy does not deny their frequently noted fact that some of the immigrants of the 1630’s, most notably the organizers and clergy, advanced religious explanations for departure, but he finds that such explanations usually assumed primacy only in retrospect.65. If we take the age-and sex-specific unemployment rates that existed in 1956 (when the overall unemployment rate was 4.1 percent) and weight them by the age- and sex-specific shares of the labor force that prevail currently, the overall unemployment rate becomes 5 percent.66. He was puzzled that I did not want what was obviously a “ step up” toward what all Americans are taught to want when they grow up: money and power.67. Unless productivity growth is unexpectedly large, however, the expansion of real output must eventually begin to slow down to the economy’s larger run growth potential if generalized demand pressures on prices are to be avoided.68. However, when investment flows primarily in one direction, as it generally does from industrial to developing countries, the seemingly reciprocal source-based restrictions produce revenue sacrifices primarily by the state receiving most of the foreign investment and producing most of the income—namely ,the developing country partner.69. The pursuit of private interests with as little interference as possible from government was seen as the road to human happiness and progress rather than the public obligation and involvement in the collective community that emphasized by the Greeks.70. The defense lawyer relied on long-standing principles governing the conduct of prosecuting attorneys: as quasi-judicial officers of the court they are under a duty not to prejudice a party’s case through overzealous prosecution or to detract from the impartiality of courtroom atmosphere.71. No prudent person dared to act on the assumption that, when the continent was settled, one government could include the whole; and when the vast expense broke up, as seemed inevitable, into a collection of separate nations, only discord, antagonism, and wars could be expected.72. If they were right in thinking that the next necessity in human progress was to lift the average person upon an intellectual and social level with the most favored, they stood at least three generations nearer than Europe to that goal.73. Somehow he knows that if our huckstering civilization did not at every moment violate the eternal fitness of things, the poet’s song would have been given to the world, and the poet would have been cared for by the whole human brotherhood, as any man should be who does the duty that every man owes it.74. The instinctive sense of the dishonor which money-purchase does to art is so strong that sometimes a man of letters who can pay his way otherwise refuses pay for his work, as Lord Byron did, for a while, from a noble pride, and as Count Tolstoy has tried to do, from a noble conscience.75. Perhaps he believed that he could not criticize American foreign policy without endangering the support for civil rights that he had won from the federal government.76. Abraham Lincoln, who presided in his stone temple on August 28, 1963 above the children of the slaves he emancipated (解放), may have used just the right words to sum up the general reaction to the Negroes’ mas sive march on Washington.77. In the Warren Court era, voters asked the Court to pass on issues concerning the size and shape of electoral districts, partly out of desperation because no other branch of government offered relief, and partly out of hope that the Court would reexamine old decisions in this area as it had in others, looking at basic constitutional principles in the light of modern living conditions.78. Some even argue plausibly that this weakness may be irremediable : in any society that, like a capitalist society, seeks to become ever wealthier in material terms disproportionate rewards are bound to flow to the people who are instrumental in producing the increase in its wealth.79. This doctrine has broadened the application of the Fourteenth Amendment to other, nonracial forms of discrimination, for while some justices have refused to find any legislative classification other than race to be constitutionally disfavored, most have been receptive to arguments that at least some nonracial dis criminations, sexual discrimination in particular, are “suspect” and deserve this heightened scrutiny by the courts.80. But as cameras become more sophisticated, more automated, some photographers are tempted to disarm themselves or to suggest that they are not really armed, preferring to submit themselves to the limits imposed by premodern camera technology because a cruder, less high-powered machine is thought to give more interesting or emotive results, to have more room for creative accident.81. Both novelists use a storytelling method that emphasizes ironic disjunctions between different perspectives on the same events as well as ironic tensions that inhere in the relationship between surface drama and concealed authorical intention, a method I call an evidentiary narrative technique.82. When black poets are discussed separately as a group, for instance, the extent to which their work reflects the development of poetry in general should not be forgotten, or a distortion of literacy history may result.83. These differences include the bolder and more forthright speech of the latergeneration and its technical inventiveness.84. But black poets were not battling over old or new rather, one accomplished Black poet was ready to welcome another, whatever his or her style, for what mattered was racial pride.85. Tolstoy reversed all preconceptions and in every reversal he overthrew the “ system”, the “ machine”, the externally ordained belief, the conventional behaviour in favor of unsystematic, impulsive life, of inward motivation and the solutions of independent thought.86. It was better covered by television and press than any event here since President Kennedy’s inauguration (就职) , and , since indifferent is almost as great a problem to the Negro as hostility, this was a plus.87. But do not the challenge and the excitement of the critical problem as such lie in that ambivalence of attitude which allows us to recognize the intelligence and even the splendor of Meredith’s work, while, at the same time, w e experience a lack of sympathy, a failure of any enthusiasm of response?88. In this respect she resembled one of her favourite contemporaries, Mary Brunton, who would rather have “ glided through the world unknown” than been suspected of literary airs—to be shunned, as literary women are, by the more pretending of their own sex, and abhorred, as literary women are, by the more pretending of the other!89. From those sounds which we hear on small or on coarse occasions, we do not easily receive strong impressions, or delightful images; and words to which we are nearly strangers, whenever they occur, draw that attention on themselves which they should transmit to things.90. To proceed thus is to set up a fivefold hypothesis that enables you to gather from the innumerable items cast up by the sea of experience upon the shores of your observation only the limited number of relevant data—relevant, that is, to one or more of the five factors of your hypothesis.91. As an author, I am naturally concerned that a surprisingly large percentage of the population of the United States is functionally illiterate; if they can’t read or cannot understand what they read, they won’t buy books, or this magazine.92. They do not know those parts of the doctrine which explain and justify the remainder ; the considerations which show that a fact which seemingly conflicts with another is reconcilable with it, or that, of two apparently strong reasons, one and not the other ought to be preferred.93. Quite apart from the logistic problems, there existed a well-established tradition in Britain which refused to repatriate against their will people who found themselves in British hands and the nature of whose reception by their own government was, to say the least, dubious.94. An obsession with the exact privileges of a colonial legislature and the precise extent of Britain’s imperial power, the specifics of a state constitution and the absolute necessity of a federal one, all expressed this urge for a careful articulation as proof that the right relationship with external powers did indeed prevail.95. One encyclopaedia tells us that intelligence is related to the ability to learn, to the speed with which things are learned, to how well and how long ideas are remembered, to the ability to understand those ideas and use them in problem-solving, and to creativity.96. The event marked the end of an extended effort by William Barton Rogers, M.I.T. ‘s founder and first president, to create a new kind of educational institution relevant to the times and to the contrary’s need, where young men and women would be educated in the application as well as the acquisition of knowledge.97. Each departmental program consists, in part, of a grouping of subjects in the department’s areas of professio nal interest and, in part, of additional opportunities for students of their choice.98. Alternatively, a student may use elective time to prepare for advanced study in some professional field, such as medicine or law, for graduate study in some area in which M. I. T. gives no undergraduate degree, such as meteorology or psychology, or for advanced study in an interdisciplinary field, such as astrophysics, communication science, or energy.99. While the undergraduate curriculum for an open Bachelor of Science degree, as listed by a department, may have its own unique features, each program must be laid out in consultation with a departmental representative to assure that it is meaningful in structure and challenging in content.100. Where previously it had concentrated on the big infrastructure projects such as dams, roads and bridges, it began to switch to projects which directly improved the basic services of a country.101. Thus in addition to the chances of going away from the right path outlined above, the scientific investigator shares with the ordinary citizen the possibilities of falling into errors of reasoning in the ways we have just indicated, and many others as well.102. He made a hole and peering through, could see jewellery, and other objects stacked in piles in the shadows that extended beyond the beam of light penetrating the interior.103. Neither Ayat nor the Rassoul brothers noticed, however, that most of the pieces they were selling were of a type not previously seen in the marketplace—pieces whose existence had been suspected but which had not yet been discovered by archaeologists.104. “The biggest construction project of this century”, explained French President Francois Mitterand in January, 1986 as he and then British prime minister Margaret Thatcher jointly announced that the two countries would finally overcome ancient quarrels and prejudices and forge a link across the narrow Channel separating them.105. Perhaps the fact that many of these first studies considered only algae(水藻) of a size that could be collected in a net(net phytoplankton), a practice that overlooked the smaller phytoplankton(浮游植物群落) that we now know grazers are most likely to feed on, led to a de-emphasis of the role of grazers in subsequent research.106. The converse observation, of the absence of grazers (食草动物)in areas of high phytoPlankton(浮游植物群落)concentration, led Hardy to propose his principle of animal exclusion , which hypothesized that phytoplankton produced a repellent(驱虫剂) that excluded grazers from regions of high phytoplankton concentration.107. Although these molecules allow radiation at visible at wave lengths, where most of the energy of sunlight is concentrated, to pass through, they absorbsome of the longer-wavelength, infrared emission(红外辐射) radiated from the Earth,s surface, radiation that would otherwise be transmitted back into space. 108. In addition, the style of some Black novels, like Jean Toomer’s Cane, verges on expressionism or surrealism(超现实主义), does this technique provide a counter point to the prevalent theme that portrays the fate against which Black heroes are pitted, a theme usually conveyed by more naturalistic modes of expression?109. Roseenblatt’s thematic analysis permits considerable objectivity; he even explicitly states that it is not his intention to judge the merit of the various works—yet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results.110. Thus, for instance, it may come as a shock to mathematicians to learn that the Schrodinger equation (薛定谔的方程式)forthe hydrogen atom is not a literally correct description of this atom, but only an approximation to a somewhat more correct equation taking account of spin, magnetic dipole (磁性偶极子), and relatiristic effects, and that this corrected equation is itself only an imperfect approximation to an infinite set of quantum field theoretical equations( 量子场论方程式).111. Great comic artists assume that truth may bear all lights, and thus they seek to accentuate( 强调) contradictions in social action, not gloss over or transcend them by appeals to extrasocial symbols of divine ends, cosmic purpose, or laws of nature.112. The hydrologic(水文地质的) cycle, a major topic in this science, is the complete cycle of phenomena through which water passes, beginning as atmospheric water vapor, passing into liquid and solid form as precipitation (降水(量)), thence along and into the ground surface, and finally again returning to the form of atmospheric water vapor by means of evaporation and transpiration(散发).113. My point is that its central consciousness—its profound understanding of class and gender as shaping influences on people’s lives—owes much to that earlier literary heritage, a heritage that, in general, has not been sufficiently valued by most contemporary literary critics.114. In the early 1950’s historians who studies preindustrial Europe (which we may define here as Europe in the period from roughly 1300 to 1800) began, for the first time in large numbers, to investigate more of the preindustrial European population than the 2 or 3 percent who comprised the political and social elite (精华) : the kings, generals, judges, nobles, bishops, and local magnates (要人) who had hitherto (迄今) usually filled history books.115. The historian Frederick J. Tuner wrote in the 1890’s that the agrarian(农民) discontent (不满) that had been developing steadily in the United States since about 1870 had been precipitated (加速) by the closing of the internal frontier—that is , the depletion (枯竭) of available new land needed for further expansion of the American farming system.116. Fallois proposed that Proust had tried to begin a novel in 1908, abandoned it for what was to be a long demonstration of Saint-Beure’s blindness to the real nature of great writing, found the essay giving rise to personal memories and。
译林版高中英语扩展创新学程一Unit2学案 雅礼版

拓展创新学程一Unit 2 Working the landPart 1 课文填空Reading: Precision farming hits its targetWhen we think of farming, the first image that 1._________ (spring) to mind might be of a farmer working in a field under the 2._________ (bake) sun. Face covered in sweat, he might be walking through the field, carefully 3.___________ (check) his crops before deciding what needs 4.___________ (do). In modern times, however, this deep-rooted image of a 5.____________ (tradition) farmer is being changed. The collaboration between farming and technology has given rise 6.________ precision farming, an approach that equips farmers 7.________ the tools and data they need to make reliable decisions with remarkable accuracy. It aims to improve food production and conserve the environment by reducing a farm’s input and increasing its output. This evolution is having 8.________ positive impact on farming, while also providing better solutions to the world’s pres sing food problems.It is the advent of modern technology that has turned farming into a 9._________ (high) precise industry. This latest wave of innovation 10.__________ (offer) farmers information that is more detailed, measurements that are more accurate and solutions that are more effective. These can be achieved with a 11.__________ (combine) of information-gathering tools like sensors, satellites and drones, and advanced 12.______________ (technology) such as artificial intelligence (AI). 13._________ massive amounts of data on the state of their farmland gathered, processed and analysed in real time, farmers are able to give the best possible care to the crops that most need it at the most appropriate time and put 14.________ (them) resources to the best use. As 15.________ added bonus, the decline in the amount of unnecessary chemicals minimizes potential threats 16._________ the environment.Precision farming boasts a 17.___________ (diversity) range of application capabilities 18.______ different stages of food production—monitoring, diagnosing, identifying and targeting. Soil 19.___________ (sample), an example of precision farming in 20. ________ (it) most fundamental form, provides 21._________ accurate means for farmers to tend their crops. Fie ld sensors check the soil’s moisture, nutrient levels 22.________ pH levels, enabling farmers to monitor their crops at any time, from anywhere. As the data library builds 23.__________, the big picture of the soil is revealed so that farmers are able to accurately assess the condition of the soil in real time, identify potential problems and work 24._________ solutions accordingly. For instance, if the soil is found to be poor 25.________ nutrients, not only do farmers know that 26.__________ (fertility) is needed, they can also calculate the exact amount. Consequently, soil sampling makes it possible for farmers 27.___________ (create) the ideal conditions for their crops to grow and manage their resources effectively at the same time.While such 28.___________ (apply) are of enormous benefit, precision farming can reach a much higher level with the application of artificial intelligence. 29._________ used in farming machines, AI does contribute to 30.__________ (increase) crop yields as well as simplified crop 31.__________ (track), harvesting and processing. AI-controlled machines can now plant and harvest more crops at 32._________ (fast) speeds than humans ever could, 33.__________ computer vision can distinguish weeds from crops. Moreover, algorithms based on data gathered by sensors, drones and satellites can work out site-specific 34.____________ (manage) of the crops. With such efficiency and accuracy, thistechnology is ideal 35.________ crops 36.________ require delicate handling. For example, cotton farmers use drones 37.________ AI technology to carry out specialized tasks: they precisely remove the cotton 38._________ (plant) leaves by spraying chemicals only 39._______ the parts that need them. The drones autonomously navigate the fields, 40.__________ (take) images of the crops, which are then 41.__________ (analysis) by software. 42._________ the exact amount needed is determined, the drones spray the chemicals, while farmers can follow 43.__________ whole process on a mobile device.Thanks to precision farming’s close relationship with technology, the farming industry’s capabilities can develop even further. Through the integration of 5G technology 44.________ the Internet of Things (IoT), as well as advances in deep-learning technologies, not only will larger amounts of data be available, 45._________ they will be processed more 46.___________ (efficiency). Consequently, precision farming will become more effective and have an even greater impact on how we grow our food. Without doubt, the push for future developments in precision farming will benefit all of us-it will contribute to a greener, healthier and better-fed planet.佳句积累1. When we think of farming, the first image that springs to mind might be of a farmer working in a field under the baking sun.简析:翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________ 2. Face covered in sweat, he might be walking through the field, carefully checking his crops before deciding what needs to be done.简析:翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________ 3. Precision farming boasts a diverse range of application capabilities at different stages of food production—monitoring, diagnosing, identifying and targeting.简析:翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________ 4. When used in farming machines, AI does contribute to increased crop yields as well as simplified crop tracking, harvesting and processing.简析:翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________Extended reading: Tea: China’s gift to the worldTea is currently the world’s most popular drink, only 1.________ water. However, there was 2.______ time when tea 3.___________ (know) only to the Chinese. So, 4.________ did tea originate in China? And how did it get to conquer the world to the extent 5.________ people often describe something they really like as their “cup of tea”?6._______ we know that tea drinking started in China, its true7.________ (originate) remains something of a8.________ (mysterious). Legend has it9._________ about 5,000 years ago, Shennong came across tea 10.________ dried leaves blew into a pot of boiling water. Following his 11.__________ (discover), tea was used as medicine, included in meals and later 12.__________ (offer) as a refreshing drink to officials and noblemen. Eventually, it became a common drink enjoyed and embraced by all Chinese people.Over the years, as tea drinking became an important part of China’s rich culture, the love of tea inspired many people 13.___________ (write) about it. The great Tang poet Du Fu described his tea-drinking experience 14.________ poetic language, “On the high place the setting sun does shine. In the spring breeze, I sip my tea, sweet and fine.” Lu Yu, a tea master, 15._________ (write) The Classic of Tea, 16._________ remains the earliest and most famous detailed study 17._______ tea in the world, covering everything anyone could possibly want to know about Chinese tea.It is then not surprising 18._________ the beauty of tea was eventually revealed to a wider world. When the Tang and Song Dynasties needed strong 19.__________ (Tibet) horses, and tea enjoyed enormous popularity among the Tibetan people,the Tea Horse Road was born. Porters carrying back-breaking 20.__________ (load) of tea bricks made their way through dangerous snow-covered mountain passes in the most terrible weather conditions, 21._________ (trade) Sichuan and Yunnan tea for horses. Over time, the gift of tea was further delivered to Western Asia. Meanwhile, different sea routes also helped spread tea to other 22.________ (part) of the world. As early as the Tang Dynasty, Japanese monks came to study in China and 23._________ (take) with them tea seeds and tea-making customs when returning 24.______ Japan. Around the 1600s, tea was shipped to Europe from China by Portuguese and Dutch sea traders.The well-known writer Lin Yutang summed up the power of tea when he said, “There is something in the nature of tea that 25._________ (lead) us into 26._______ world of quiet contemplation of life.” Tea drinking is not just about refreshing the mind and body but also about appreciating the 27.__________ (harmonious) between man and nature.From hillside to teacupGrowing teaTea plants grow best in warm, humid 28. _________ (region) with well-drained soil. Consequently, they grow well on steep hillsides where heavy rain can 29. _________ (easy) drain away. China boasts many tea-growing areas, 30. _________ can be divided 31. _________ four distinct regions. Among them the south-west tea-growing region is the 32.__________ (old) while the region south of the Yangtze River produces the most tea in China.[Subheading 1]_________________Tea bushes are grown 33. ________ rows and cut to a height of about one metre, 34. _________ (allow) tea pickers to easily harvest tea leaves. It 35. __________ (take) up to five years for a tea bush to come to maturity, 36. _______ which time the bud and top leaves 37. ____________ (pick) every few days. The tea-picking season may start as early as February and extend until late November. [Subheading 2]__________________The process of turning tea leaves 38. ________ the tea we love to drink is both complicated and highly 39. ___________ (technique). There are commonly between two and seven 40. ____________ (procedure) involved in the 41. ____________ (process) of the fresh tea leaves. Any addition 42. _______ exclusion of these stages may results in a different type of tea: green, yellow, white, black or oolong tea. 43. ___________ (actual), all these different types of tea can be made from 44. ________ single tea plant.[Subheading 3]_________________Tea can 45. ___________ (enjoy) in many different ways. For example, the English drink their tea 46. _______ milk, the Japanese enjoy powdered green tea, and in Morocco, mint tea is preferred. Tea drinking has also become part of many countries’ culture. The English have 47. _________ “afternoon tea”, and in China, rightfully regarded 48. ________ the “birthplace” of tea, tea drinking can be both 49. ________ common daily practice 50. _______ a near ceremonial experience.佳句积累1. And how did it get to conquer the world to the extent that people often describe something they really like as their "cup of tea"?简析:翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________ 2. Legend has it that about 5,000 years ago, Shennong came across tea when dried leaves blew into a pot of boiling water.简析:翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________ 3. The great Tang poet Du Fu described his tea-drinking experience in poetic language, “On the high place the setting sun does shine. In the spring breeze, I sip my tea, sweet and fine.”翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________ 4. The well-known writer Lin Yuta ng summed up the power of tea when he said, “There is something in the nature of tea that leads us into a world of quiet contemplation of life.”简析:翻译:仿写或抄写:________________________________________________________________________ ____________________________________________________________________________________Part 2 单词默写背诵版(中译英)1. reliable adj.可信赖的;可靠的→rely vi.依靠;依赖;信赖,信任2. accuracy n.精确(程度);准确(性)→accurate adj.精确的;准确的;正确无误的→inaccurate adj.不精确的;不准确的3. production n. 生产;制造;制作;产量;播出;制作→produce vt.生产;制造;繁育;引起;培养;n. 农产品→product n.产品;制品;结果;乘积4. environment n.环境;生态环境;客观环境;自然环境→environmental adj.环境的;生态环境的;有关环境的→environmentally adv. 有关环境方面5. evolution n. 进化;演变;发展→evolve vi. & vt.进化;(使)逐渐形成6. solution n. 解决办法;答案;谜底;溶液;溶解(过程)→solve vt.解决;处理;解答7. innovation n. (新事物、思想或方法的)创造;创新→innovate vi. & vt. 引入(新事物、思想或方法);创新;改革→innovative adj.创新的;革新的8. combination n.结合体;联合体;结合;混合→combine vt. & vi. (使)结合;联合9. massive adj.巨大的;大而重的;结实的;非常严重的→mass n. 团;块;堆;大量;(常指混乱的)一群;群众;大多数adj.大批的;数量极多的vi. & vt. 集结;聚集10. analyze vt. 分析→analysis n. (对物质的)分析;(对事物的)分析结果11. chemical adj.化学的;化学作用的n.化学制品;化学品→chemistry n. 化学;物质的化学组成(或性质)12. threat n.威胁;恐吓;构成威胁的人/事物→threaten vt.威胁;恐吓13. diverse adj.多种多样的;形形色色的→diversity n.多样性;多样化;差异(性);不同(点) →diversify vt.(使)多样化;扩大经营范围,增加……的品种;(投资)多元化14. diagnose vi.& vt. 判断(问题的原因),诊断(疾病)→diagnosis n.诊断;(问题原因的)判断15. identify vt.找到;说明身份;鉴定;确认→identity n. 身份;本身;本体;特征;一致→identification n.辨别;确认;身份证16. consequently adv.因此;所以→consequent adj. 随之发生的;作为结果的→consequence n.结果;后果;重要性17. application n. 申请;申请书;敷用,涂抹;应用,实施;应用软件→apply v.申请;涂,敷;施加,实施;应用,适合18. benefit n.好处,益处;救济金,补助金;v.使受益;得益于→beneficial adj.有益的19. distinguish v.使有别于;认出;区别→distinguished adj.卓越的,杰出的;高贵的,尊贵的20. efficiency n.效率;效能;功率→efficient adj.有能力的;效率高的→ efficiently adv.高效地21. specialize vi.专门从事;专攻→special adj.特殊的;特别的;有专门目的的n. 特别活动;特价→specially adv.专门地;格外;特别;尤其22. navigate vt. & vi. 导航;确定(船、飞机、汽车等)的位置和方向;航行;航海→navigation n.航行;导航→navigational adj.航行的;飞行的23. urban adj.城市的;都市的→urbanize vt. 使城市化→urbanization n. 城市化;都市化24. major n. 专业;少校;主修课程adj.主要的;主修的(课程) vi.主修;专攻→majority n. 大部分;大多数;多数票25.renewable adj. 可更新的;可再生的;可续订的→renew vt. 更新;重申;重新开始短语默写背诵版Part 2 单词默写(中译英)1. ____________adj.可信赖的;可靠的→rely vi.依靠;依赖;信赖,信任2. _____________n.精确(程度);准确(性)→accurate adj.精确的;准确的;正确无误的→_______________adj. 不精确的;不准确的3. production n. 生产;制造;制作;产量;播出;制作→____________vt.生产;制造;繁育;引起;培养;n.农产品→______________ n.产品;制品;结果;乘积4. environment n. 环境;生态环境;客观环境;自然环境→_________________adj.环境的;生态环境的;有关环境的→___________________ adv. 有关环境方面5. evolution n.进化;演变;发展→____________ vi. & vt. 进化;(使)逐渐形成6. ________________ n.解决办法;答案;谜底;溶液;溶解(过程)→solve vt.解决;处理;解答7. innovation n. (新事物、思想或方法的)创造;创新→_______________vi. & vt. 引入(新事物、思想或方法);创新;改革→__________________adj. 创新的;革新的8. _________________n. 结合体;联合体;结合;混合→combine vt. & vi. (使)结合;联合9. ______________ adj. 巨大的;大而重的;结实的;非常严重的→mass n. 团;块;堆;大量;(常指混乱的)一群;群众;大多数adj.大批的;数量极多的vi. & vt.集结;聚集10. analyze vt.分析→________________n. (对物质的)分析;(对事物的)分析结果11. _______________adj.化学的;化学作用的n. 化学制品;化学品→chemistry n.化学;物质的化学组成(或性质)12. threat n.威胁;恐吓;构成威胁的人/事物→_________________ vt. 威胁;恐吓13. _______________adj.多种多样的;形形色色的→______________n.多样性;多样化;差异(性);不同(点) →diversify vt.(使)多样化;扩大经营范围,增加……的品种;(投资)多元化14. diagnose vi.& vt.判断(问题的原因),诊断(疾病)→______________ n. 诊断;(问题原因的)判断15. ______________vt.找到;说明身份;鉴定;确认→identity n.身份;本身;本体;特征;一致→____________________n.辨别;确认;身份证16. _______________ adv.因此;所以→consequent adj.随之发生的;作为结果的→______________ n. 结果;后果;重要性17. __________________ n. 申请;申请书;敷用,涂抹;应用,实施;应用软件→apply v.申请;涂,敷;施加,实施;应用,适合18. benefit n.好处,益处;救济金,补助金;v.使受益;得益于→______________ adj.有益的19. distinguish v.使有别于;认出;区别→_______________adj.卓越的,杰出的;高贵的,尊贵的20. ____________n.效率;效能;功率→_______________adj.有能力的;效率高的→ efficiently adv.高效地21. ______________vi.专门从事;专攻→special adj.特殊的;特别的;有专门目的的n. 特别活动;特价→______________adv. 专门地;格外;特别;尤其22. ______________vt. & vi.导航;确定(船、飞机、汽车等)的位置和方向;航行;航海→______________n.航行;导航→navigational adj.航行的;飞行的23. ___________ adj.城市的;都市的→______________vt. 使城市化→urbanization n.城市化;都市化24. major n.专业;少校;主修课程adj.主要的;主修的(课程) vi. 主修;专攻→____________n.大部分;大多数;多数票25.______________ adj.可更新的;可再生的;可续订的→renew vt. 更新;重申;重新开始短语默写Part 3: 单元语法高考真题训练:强调句型【简介】英语中常用的强调句型有:1. 用助动词do强调谓语用助动词do, does, did放在一般现在时或一般过去时的句子中动词原形前,以强调谓语。
教授翻译英文面试题目(3篇)

第1篇IntroductionThe role of a professor translator is multifaceted, requiring not only a deep understanding of languages but also expertise in academic fields and the ability to bridge cultural gaps effectively. This guide provides a comprehensive set of interview questions designed to assess the qualifications, skills, and cultural sensitivity of candidates applying for a professor translator position. The questions are categorized into several key areas to ensure a thorough evaluation.I. Background and Qualifications1. Educational Background- Can you describe your educational journey, particularly focusing on your language studies and any relevant academic fields?- How did your educational background prepare you for a career as a professor translator?2. Professional Experience- What is your professional experience in translation, including both academic and non-academic settings?- Can you provide examples of projects or assignments that demonstrate your expertise as a translator?3. Certifications and Memberships- Do you hold any professional certifications in translation or related fields?- Are you a member of any professional organizations or associations that focus on translation or language studies?II. Language Proficiency4. Bilingual Skills- How would you rate your proficiency in both your source and target languages?- Can you provide examples of written and spoken translations that showcase your language skills?5. Cultural Competence- How do you approach the challenge of translating content that is culturally specific or sensitive?- Can you describe a situation where you had to adapt yourtranslation to cater to a specific cultural context?6. Technical Proficiency- Are you familiar with any translation software or tools, and how do you incorporate them into your work?- Can you discuss any technical challenges you have encountered while translating and how you overcame them?III. Academic Translation7. Subject Matter Expertise- What are your areas of expertise within your source language and target language?- How do you ensure accuracy and fidelity in translating academic texts that require specialized knowledge?8. Research Skills- Can you describe your approach to conducting research when translating academic content?- How do you verify the accuracy of information or terminology when translating complex academic material?9. Collaboration with Academics- How do you work with academics to ensure the quality and accuracy of your translations?- Can you provide an example of a successful collaboration between you and an academic client?IV. Pedagogical Skills10. Teaching Experience- Do you have experience teaching translation or related courses?- How do you structure your teaching to ensure students develop both linguistic and cultural competencies?11. Curriculum Development- Can you describe your approach to developing a curriculum for a translation or language studies course?- How do you adapt your teaching methods to cater to diverse learning styles and abilities?12. Feedback and Assessment- How do you provide feedback to students on their translations?- What methods do you use to assess student performance in translation courses?V. Interpersonal and Communication Skills13. Client Interaction- How do you handle communication with clients who may have specific requirements or concerns?- Can you describe a situation where you had to negotiate a deadline or scope of work with a client?14. Conflict Resolution- How do you handle conflicts or misunderstandings that may arise during the translation process?- Can you provide an example of a conflict resolution strategy you have used in a professional setting?15. Teamwork- How do you work as part of a team, especially when collaborating with other translators or academics?- Can you describe a situation where you had to lead a team on a translation project?VI. Ethical Considerations16. Confidentiality- How do you ensure the confidentiality of sensitive information during the translation process?- Can you describe any ethical dilemmas you have encountered in your translation work and how you resolved them?17. Intellectual Property- How do you handle the translation of copyrighted or patented material?- What steps do you take to ensure that your translations do not infringe on intellectual property rights?VII. Future Goals and Aspirations18. Professional Development- What are your plans for ongoing professional development as a translator and academic?- How do you stay updated with the latest trends and technologies in translation and language studies?19. Long-Term Goals- What are your long-term career goals as a professor translator?- How do you envision your role evolving within the academic community?ConclusionThe interview questions provided in this guide are designed to help hiring managers and academic institutions identify the most qualified candidates for professor translator positions. By thoroughly assessing candidates' background, language proficiency, academic expertise, pedagogical skills, interpersonal and communication abilities, and ethical considerations, institutions can ensure they are selecting individuals who are well-suited to the demands of the role and committed to excellence in translation and education.第2篇IntroductionThe role of a professor in translation is multifaceted, requiring not only linguistic expertise but also a deep understanding of cultural nuances, subject matter knowledge, and pedagogical skills. Thisinterview guide is designed to help candidates prepare for a professor translation interview. It includes a variety of questions that assess the candidate's qualifications, experience, teaching philosophy, and ability to handle the challenges of academic translation.Section 1: Background and Qualifications1. Tell us about your educational background in translation and related fields.2. What languages do you specialize in, and what is your level of fluency in each?3. Can you describe a significant translation project you have worked on in the past? What was the subject matter, and what challenges did you encounter?4. How do you stay updated with the latest developments in translation theory and practice?5. What certifications or professional qualifications do you hold in translation or related fields?6. Have you taught translation at any level? If so, what courses did you teach, and what was your teaching approach?7. How do you incorporate technology into your translation teaching?8. What is your approach to assessing student translation work?9. Can you share an example of how you have used feedback to improve student learning in translation?10. How do you balance the needs of different learning styles and levels of proficiency in your classroom?Section 2: Translation Theory and Practice11. What is your understanding of the differences between literal and free translation? When do you prefer one over the other?12. How do you handle cultural differences and idiomatic expressions in your translations?13. What role does creativity play in academic translation? Can you give an example?14. How do you ensure the accuracy and consistency of terminology in your translations?15. What strategies do you use to avoid plagiarism and ensureoriginality in your translations?16. How do you manage deadlines and prioritize tasks in a high-pressure translation environment?17. What is your approach to revising and editing your translations?18. Can you discuss the importance of proofreading in the translation process?19. How do you stay objective and neutral when translating content that may have strong personal or political implications?20. What is your opinion on machine translation and its role in the translation industry?Section 3: Academic Environment and Research21. How do you stay motivated and engaged in your academic research in translation?22. What research topics in translation are you most interested in exploring?23. How do you incorporate research findings into your teaching?24. What is your approach to collaborative research with colleagues in translation studies?25. How do you balance teaching, research, and service responsibilities as a professor?26. What are your expectations for student research in translation?27. How do you encourage and support student research and publication?28. What role do you see interdisciplinary collaboration playing in translation studies?29. How do you stay connected with the broader academic community in translation studies?30. What are your thoughts on the future of translation studies as an academic field?Section 4: Professional Development and Service31. What professional development activities do you engage in to enhance your translation skills and knowledge?32. How do you stay involved in the translation industry beyond your academic role?33. What service activities have you been involved in related to translation?34. How do you balance your professional and personal life as a professor and translator?35. What advice would you give to new translators entering the field?36. How do you handle conflicts of interest in your professional work?37. What is your approach to ethical considerations in translation?38. How do you stay motivated and engaged in your work as a professor?39. What is your vision for the future of translation education?40. What questions do you have for us about the position and the department?ConclusionThis comprehensive list of interview questions is designed to provide a thorough assessment of a candidate's suitability for a professor translation position. It covers a wide range of topics, from the candidate's background and qualifications to their approach to teaching, research, and professional development. By thoroughly preparing for these questions, candidates can demonstrate their expertise and enthusiasm for the field of translation studies.第3篇IntroductionThe field of English translation has seen significant growth in recent years, with an increasing demand for skilled professionals who can bridge the linguistic and cultural gaps between English-speaking andnon-English-speaking communities. Professor positions in English translation are highly sought after by individuals with a strong academic background and practical experience in the field. This documentprovides a comprehensive list of interview questions designed to assess the qualifications, expertise, and suitability of candidates for professor positions in English translation.1. Background and Academic Qualifications1.1. Education and Academic Background- Can you describe your educational background in English translation and related fields?- What degrees have you obtained, and where did you earn them?- How does your academic background prepare you for a professorship in English translation?1.2. Research Experience- What is your research focus within the field of English translation?- Can you discuss a significant research project you have conducted?- How do you stay updated with the latest developments in English translation studies?1.3. Publications and Presentations- What publications have you authored or co-authored in the field of English translation?- Have you presented your research at conferences or seminars? If so, can you describe the topics you have covered?- How do you plan to contribute to the academic community through your publications and presentations?2. Teaching Experience and Methodology2.1. Teaching Philosophy- What is your teaching philosophy, particularly in the context of English translation?- How do you approach the challenges of teaching translation theory and practice to undergraduate and graduate students?2.2. Course Development and Curriculum- Can you describe a course you have developed or taught in English translation?- How do you ensure that your courses are up-to-date with current industry standards and academic trends?- What strategies do you use to integrate technology into your teaching?2.3. Assessment and Evaluation- How do you assess student performance in your courses?- What methods do you use to provide constructive feedback to students?- How do you encourage student engagement and critical thinking in the classroom?3. Practical Experience and Industry Connections3.1. Professional Experience- Can you discuss your professional experience in English translation?- What types of projects have you worked on, and what was your role in each project?- How has your professional experience informed your teaching and research?3.2. Industry Connections- Do you have any connections with the translation industry?- How do you plan to use these connections to enhance the learning experience of your students?- Can you describe a collaboration with a professional translator or translation agency?4. Leadership and Service4.1. Academic Leadership- What leadership roles have you held in academic or professional organizations?- How do you think your leadership skills will contribute to the department or institution?- Can you describe a time when you successfully led a project or team?4.2. Service to the Community- How do you engage with the local or global community through your work in English translation?- Can you discuss a volunteer or community service project you have been involved in?- How do you believe your work in English translation can make apositive impact on society?5. Future Goals and Contributions5.1. Long-Term Goals- What are your long-term goals as a professor in English translation?- How do you plan to grow and develop within your field?- What impact do you hope to have on the field of English translation through your research and teaching?5.2. Contributions to the Institution- How do you envision contributing to the academic and cultural life of the institution?- What initiatives would you like to lead or support to enhance the reputation of the department?- How do you plan to collaborate with other faculty members and departments within the institution?ConclusionThe interview questions provided in this document are designed toprovide a comprehensive assessment of candidates for professor positions in English translation. By addressing these questions, candidates can demonstrate their qualifications, expertise, and commitment to the field. Institutions can use these questions to identify the most suitable candidates who will contribute positively to their academic communityand beyond.。
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To appear in the proceedings of NELS 30The rise of do-support in English: implications for clause structure*Chung-hye Han and Anthony KrochUniversity of Pennsylvania0.IntroductionThis paper presents an account of the statistical patterns in the development of do forms in various sentence types in English. Unlike previous works on the rise of do-support, our analysis takes into account the evolution of do-support in imperatives. We show that the development of do forms in negative imperatives cannot be explained with a clause structure that has only one INFL projection and one NegP, as in Roberts (1985) and Kroch (1989b). We therefore propose a more articulated clause structure, which we argue is already necessary to explain the syntax of Middle English infinitivals. We argue that the syntax of negative infinitivals in Middle English can be accounted for if we posit two possible syntactic positions for negation and an intermediate functional projection, which we assume to be an Aspect Phrase (AspP), between the two negation projections. This articulated clause structure enables us to distinguish two types of verb movement: movement over the lower negation and movement over the higher negation. We show that the patterns in the development of do-support in imperatives as well as in questions and negative declaratives can be explained if the loss of verb movement occurs in two steps in the history of English with the loss of the higher movement preceding the loss of the lower movement. For data relating to the development of do forms, we use an online version of Ellegård’s (1953) collection of clauses (Kroch and Taylor 1990). The source for the data relating to Middle English infinitivals is the Penn-Helsinki Parsed Corpus of Middle English (PPCME) (Kroch and Taylor 1994).1.Previous accounts on the rise of do-supportIn Present-day English, auxiliary do is required in yes-no questions, non-subject wh-questions, negative declaratives (i.e., those containing not) and in negative imperatives.*We thank Alec Marantz, Mark Baltin and Rolf Noyer for helpful discussions. Thanks also to the participants in the Penn Historical Syntax seminar in Fall 1999.Chung-hye Han and Anthony Kroch(1) a.Did you finish? c.I did not finish.b.What did you finish? d.Do not finish!In early Modern English (ca.1500-ca.1700), the use of do in these contexts was variable but increased over time. Ellegård provides a quantitative study of the development of do forms in various sentence types using a collection of sentences extracted from texts ranging in time from late Middle English to the 18th century. Figure 1, from Ellegård (1953:162), plots the relative frequency of do forms in affirmative and negative declaratives, affirmative and negative questions, and negative imperatives, based on a sample of more than 10,000 tokens. After the middle of the 16th century, the frequency of do in (non-emphatic) affirmative declaratives declines steadily until, by 1700, the use of do in this environment is prohibited. The frequency of do in negative declaratives and in both affirmative and negative questions rises continuously until sometime after the 18th century, do becomes obligatory in these environments.Figure 1: Percent of do forms in various sentence types (from Ellegård 1953:162)According to a common analysis of Middle English (ca.1150-ca.1500), questions exhibit V-I-C movement and declaratives V-I movement. Supporting evidence for this analysis comes from word order facts: in questions the verb precedes the subject, as in (2a), and in declaratives the verb precedes not, as in (2b), and adverbs, as in (2c).(2) a. Bileuest thou this thing? (The New Testament,Wycliffe XI,20.1033)b. but he spack not one worde (Caxton’s History of Reynard the Fox 52.278)c. Here men vndurstonden ofte by this nyght the nyght of synne.h ere men understood often by this night the night of sin(Wycliffite Sermons I,477.605)The rise of do-support in EnglishAccording to Roberts (1985) and Kroch (1989b), English completely lost V-I movement for lexical verbs in the middle of the 16th century. When V-I movement was lost, only be, auxiliary have and the modal verbs (can, may, must, etc.) could appear in I0. Based on the behavior of indicative sentences, Roberts argues that the rise of do forms is a reflex of the loss of V-I movement. As V-I movement was lost, INFL lowering replaced it and so the verb came to remain in situ. In questions, the requirement that a verbal material move to C0 persists; thus, auxiliary do is inserted in I0 as a last resort device and then moves to C0. Examples of questions with do-support are given in (3).(3) a. and wherfore doth the earth sustaine me? (304 25-24)b. Dyd ye wryte this with your owne hande? (308 96-25)In negative declaratives, negation blocks INFL lowering, stranding the material in I0. Again, auxiliary do is inserted in I0 to support the stranded material as a last resort device. Examples of negative declaratives with do-support are given in (4).(4) a. They dyde not set theyr mynde on golde or rychesse. (305 35-23)b. Christ dyd not praye for Iames and Iohan & for the other. (305 319-11)If, however, English completely lost V-I movement in the middle of the 16th century, as Roberts and Kroch claim, we would expect to see categorical do-support in questions and negative declaratives at this point. But this is contrary to fact, as can be seen from Figure 1, a circumstance which has been used by Lightfoot (1993, 1999) to argue that V-I movement was actually lost much later in the history of English. But Kroch (1989) gives statistical evidence that there was a grammatical reanalysis in the middle of the 16th century. He shows that the rate of the rise of do forms in questions, negative declaratives and affirmative declaratives, is the same up to the middle of the 16th century. But after this period, the rise of do forms in these contexts shows different rates and different paths. In particular, the percentage of do forms in affirmative declaratives begins to decline at this point and the behavior of negative imperatives changes abruptly. Our goal in this paper is to find an analysis that reconciles Kroch’s findings with the fact that do-support is not categorical at the point of reanalysis.3.Puzzle: the rise of do-support in imperativesIn Middle English, the imperative verb precedes the subject, as in (5).(5) a. Naske ye of cunseil. b. Helpe thou me.not-ask you of counsel help you me(Ancrene Riwle 58.569) (The Earliest Prose Psalter 150.2290)As in van Kemenade (1987), Pintzuk (1991), and Kroch and Taylor (1997), we assume that weak pronouns in Middle English occur at the CP/IP boundary. Thus, the fact that the imperative verb precedes the pronominal subject implies that the verb is located in C0.In early Modern English, imperatives show the same word order as in Middle English. But imperatives with do-support are also attested. In imperatives with an overtChung-hye Han and Anthony Krochsubject and with do-support, auxiliary do precedes the subject, as shown in (6). In imperatives with an overt subject but without do-support, the verb precedes the subject, as shown in (7). This word order fact suggests that do or the verb occupies C0.1(6) a. but I will be your good lord, do you not doubt. (361 O:4-2-39)b. Do you and your fellows attend them in. (361 M:5-1-106)(7) a. And feare ye nott them which kyll the body (310 mt10-28)b. Forbid ye hym not (310 lk9-50)In Present-day English, negative imperatives require do-support. In negative imperatives with an overt subject, auxiliary do with contracted negation must precede the subject, as in (8).(8) a. Don’t you worry.b. Don’t anybody moveAn affirmative imperative does not allow do-support unless it is emphatic. In an affirmative imperative with an overt subject, the subject must precede the verb, as (9) and (10).(9) a. You come here!(10) a. Nobody move!b. *Come you here! b. *Move nobody!In emphatic affirmative imperatives with auxiliary do and an overt subject, do precedes the subject, as shown in (11).(11) a. Do somebody open the window!b. Do at least some of you show up!In Present-day English imperatives, therefore, the data suggest that while auxiliary do is located in C0, the lexical verb is located lower in the clause.Comparing the development of do forms in negative declaratives and negative imperatives poses an interesting puzzle. The development of do forms in the two contexts does not show the same pattern. As can be seen in Figure 1, up to the end of the 16th century the frequency of do in negative imperatives was as low as in affirmative declaratives. Then after 1600, the frequency of do in negative imperatives jumped to the much higher rate found in negative declaratives and subsequently the two negative environments evolved identically. If do-support is triggered when negation intervenes between V0and I0, it is puzzling why the development of do forms in negative imperatives patterns with negative declaratives only after 1600. Comparing the development of do forms in questions and imperatives raises another issue. In Middle English, both questions and imperatives had verb movement to C0. If do-support is triggered in questions as a reflex of the loss of V-I movement, as proposed in Roberts 1Early Modern English examples in this paper are taken from the sources in Ellegard (1953). They are identified with Ellegard’s numbering system: (source number:page number:line number).The rise of do-support in English(1985) and Kroch (1989b), then we expect to see imperatives pattern with questions with respect to the development of do forms. However, as can be seen in Figure 1, the rate of use of do forms in negative imperatives is much lower than in questions at all periods prior to the completion of the change. It is only after 1700 that the rate of use of do forms in negative imperatives catches up with the rate in questions. As for affirmative imperatives with do forms, their frequency is extremely low, never exceeding 1% according to Ellegård (1953). In Present-day English, although do-support is required in negative imperatives, it is not allowed in non-emphatic affirmative imperatives. If both questions and imperatives had verb movement to C0, it is unclear why there should be this asymmetry in the development of do forms in questions and imperatives4.Infinitivals in Middle EnglishBefore addressing the issues raised in the preceding sections, we discuss a new set of data from Middle English negative infinitivals. We will show that this data provides evidence for a certain inventory and positioning of functional projections in English clause structure and that the questions raised in sections 2 and 3 can be answered if the proposed clause structure is adopted.4.1.Infinitive verb and negationIn negative infinitivals, Middle English allowed both ‘not-to-verb’ order (as in (12)) and ‘to-verb-not’ order (as in (13)).(12)not-to-verba. that sche wuld vwche-save nowth to labowre agens yw in this materethat she would promise not to labour against you in this mattertyl ye kom homu ntil you come home (Paston Letters 221.310)b. that they that ben sike of hir body ben worthy to ben hated but ratherthat they that are sick of their body are worthy to be hated but ratherworthy of pite wel more worthy nat to ben hatedworthy of pity even more worthy not to be hated(Chaucer’s Boethius 449.C2.379)(13)to-verb-nota. to sorow noght for hys syn as he sulde dot o sorrow not for his sin as he should do (Rolle’s Form of Living 99.260)b. And herfore monye men vson wel to come not in bedde withand therefore many men are-accustomed well to come not in bed withschetis, but be hulude aboue the bedsheets but be covered above the bed (Wycliffite Sermons I,479.641)Table 1 provides the number of infinitivals with ‘to-verb-not’ and ‘not-to-verb’order throughout Middle English. There are no tokens in early Middle English because the prevalent way of forming sentential negation in these periods was with ne, which procliticizes to the verb. In Old English, sentential negation was formed with ne alone.Chung-hye Han and Anthony KrochThen in Middle English, both ne and not came to be used (often together), until ne is completely replaced by not in late Middle English.not-to-verb to-verb-not1150-1250001250-1350001350-14201041420-1500410Table 1: ‘not-to-verb’ and ‘to-verb-not’ order in negative infinitivalsAccording to Frisch (1997), not in Middle English is either a VP-adjoined adverbial or a sentential negative. Let us assume that the infinitive marker to originates and stays in a fixed position, namely I0, and that not originates and stays in a fixed position lower than I0, as in (14).(14)[IP [I to ] [NegP not [VP ...verb...]]](15)[NegP not [IP [I to ] [VP ...verb...]]]Given the phrase structure in (14), the word order ‘to-verb-not’ can be derived only if the verb moves across not and right-adjoins to I0. But this is an unattractive solution in that we are forced to admit right-adjunction in syntax. Moreover, the phrase structure in (14) cannot derive the word order ‘not-to-verb’. Alternatively, if to is in I0 and not originates and stays in a fixed position higher than I0, as in (15), then the word order ‘not-to–verb’can be derived; but there is no way to derive the word order ‘to-verb-not’ with this phrase structure.4.2.Two positions for negationTo accommodate both the ‘to-verb-not’ and the ‘not-to-verb’ orders in Middle English, we adopt the proposals in Zanuttini (1991, 1997) and Baltin (1993) that there are two possible positions for negation in the clause structure of English.2In particular, we propose to adopt a clause structure as in (16) for English. We assume that while in tensed clauses TP projects as the highest functional projection, infinitivals are not tensed and so do not project TP (as in Baltin 1993).2 See Zanuttini (1991, 1997), Baltin (1993), Han (in press) for motivations for two positions for negation in Present-day English.The rise of do-support in EnglishWe further assume that infinitive to is in a functional head that hosts mood features, M 0.This makes sense given that the subjunctive is replaced in several contexts by to -infinitives in the history of English. We also have syntactic evidence from Baltin for placing to in a head below T 0. He notes that negation can never precede finite auxiliaries,as shown in (17). If finite auxiliaries are in T 0 and Neg 0 is below T 0, then it follows that negation cannot precede the auxiliary.(17) a. *John not will leave.(18) a. Not to leave ...b. John will not leave b. To not leave ...But in infinitivals, to can either follow or precede negation, as in (18). Baltin argues that if to is in a head below T 0 and below the higher Neg 0 (which is equivalent to our M 0 in(16)), the word order in (18a) is derived. The word order in (18b) is derived with the lower negation, which is below our MP.Along the same lines, we place the high negation immediately above MP. This derives the word order ‘not-to -verb’ in Middle English infinitivals. We also posit that there is an intervening functional projection, which we assume to be an Aspect Phrase,that encodes (im)perfectivity, between MP and VP, and that the low negation is below AspP (see Cinque (1999) for arguments that AspP is quite low in the clause structure).4.3.Infinitive verb movementGiven the phrase structure in (16), we can now account for the ‘to -verb-not ’ order in Middle English by the movement of the verb over the lower negation to Asp 0. With this analysis, then, we expect to find cases in which the infinitive verb precedes not and not in turn precedes a participle or a direct object. Such cases can be found in the PPCME, as illustrated in (19) and (20).(19)to -verb-not -participlea. and said mayster parson, I praye you to be not displeasyd ...a nd said master parson I pray you to be not displeased ...(Caxton’s Prologues and Epilogues 88.176)(16)Chung-hye Han and Anthony Krochb. Ha! What it es mykell to be worthi lovyng and be noght loved!ha what it is much to be worth loving and be not loved(Rolle’s Form of Living 88.52)(20)to-verb-not-direct objecta. to conforme noght his will to Gods will, to gyf noght entent till hes prayerst o conform not his will to God’s will, to give not heed to his prayers(Rolle’s Form of Living 99.263)b. and to spille not oure tyme, be it short be it long at Goddis ordynaunce.a nd to waste not our time, be it short be it long at God’s ordinance(Purvey’s Prologue to the Bible I,56.73)A widely accepted diagnostic for verb movement is adverb placement with respect to the verb. In Middle English finite clauses, adverbs such as often and ever usually follow the tensed verb, as was shown in (2c). If these adverbs are VP-adjoined, then the fact that the tensed verbs precede the adverbs suggests that the verb moves over the adverb. In Middle English infinitival clauses, adverbs can also follow the infinitive, as shown in (21). This suggests that Middle English infinitive verbs also undergo movement.(21) a. Monye men han a maner to ete ofte for to drynkem any men have a manner to eat often in-order to drink(Wycliffite Sermons I,478.631)b. the othur was that God wold geue hur that grace, to hur that was thethe other was that God would give her that grace, to her that was themodur of God to do euer plesaund seruyse to God.mother of God to do always pleasing service to God(Sermons from the MS Royal 256.260)5.Sequential loss of verb movementIf we assume the articulated clause structure proposed here, we can imagine two different ways in which the loss of verb movement can proceed: (i) the loss of V-Asp movement, and M-T movement occur simultaneously; (ii) the loss of M-T movement historically precedes the loss of V-Asp movement. In the rest of section 5, we will show that possibility (ii) makes the correct predictions for the overall statistical patterns shown in Figure 1: the loss of M-T movement begins at the beginning of the 15th century, going to completion around 1575; and the loss of V-Asp movement begins at the end of the 16th century. We take Kroch’s (1989b) findings that the Constant Rate Effects is attested in the rise of do-support up to 1575 as evidence for the complete loss of M-T movement at 1575, which results in grammatical reanalysis.What about Asp-M movement? We assume that in tensed clauses M0 has weak feature content and so does not induce overt movement. But in tensed clauses in Middle English, when T0attracts the verb, the verb moves through M0on its way to T0 even though M0itself is not an attractor. When M-T movement is lost, Asp-M movement disappears as well. On the other hand, the feature content of M0 in Middle EnglishThe rise of do-support in Englishimperatives seems to be strong (see section 5.3.3). The discussion below presents our evidence for the hypothesis that the loss of M-T movement precedes the loss of V-Asp movement in the history of English, after a sketch of a mechanism for do-support.5.1.Do-support in Present-day EnglishThe facts of do-support are: (i) it is required in questions (except for subject wh-questions) and negative declaratives for lexical verbs, but prohibited for be and auxiliary verbs; (ii) it is prohibited in (non-emphatic) affirmative declaratives. The explanations for these facts in the literature are largely based on the assumption that auxiliary verbs and be undergo overt movement to INFL (which is equivalent to T0in the clause structure in (16)), but lexical verbs do not. We see this asymmetry as meaning that be and auxiliary verbs undergo category movement to T0, but for lexical verbs, only their formal features move. In questions, a verbal element must move to C0. Auxiliary verbs in questions undergo category movement to T0 and then they further move to C0. On the other hand, lexical verbs are stuck in situ. As a last resort, do is inserted in Asp0and moves through M0and T0to C0to check the appropriate features. In negative declaratives, we stipulate that negation blocks pure feature movement, and so for lexical verbs do is inserted in Asp0 as a last resort and it moves through M0 to T0. Negation does not block category movement, however, and so auxiliary verbs do not require do-support (hence prohibiting it for reasons of economy). Affirmative declaratives do not require do-support for either auxiliary or lexical verbs since there is nothing that blocks feature movement or category movement.3 One question that arises under this account is why negation blocks pure feature movement but not category movement. Here, we refer the readers to Chomsky (1989), Roberts (1993) and Bobaljik (1993) for possible answers. For the purposes of this paper it does not matter which particular line is adopted.5.2.Development of do-support in negative declarativeAs shown in Figure 1, by 1575, the frequency of do forms in negative declaratives is about 40%, not 100%. Given the articulated clause structure proposed here, the verb in declaratives in Middle English moves all the way up to T0. When M-T movement is lost, the verb undergoes category movement only up to Asp0, and then its features move to T0. But in negative declaratives formed with higher negation, the feature movement is blocked by negation. Hence, do-support is required. Moreover, all negative declaratives, whether formed with higher or lower negation, require do-support when V-Asp movement is lost because as V-Asp movement is lost, only features of the verb move through Asp0 and M0 to T0. Note that low negation will block feature movement to Asp0 and high negation will block feature movement to T0. If the loss of M-T movement begins at the beginning of the 15th century, we expect to find do-support in negative declaratives well before 1575. And if the loss of V-Asp movement does not begin until the end of the 16th century, we do not expect to find 100% do-support in negative declaratives in that century. We expect to find categorical do-support in negative declaratives only after the loss of V-Asp movement goes to completion, which happens later.3 For a more detailed account of the mechanism involved in do-support, see Kroch and Han (in prep.).Chung-hye Han and Anthony Kroch5.3.Development of do-support in imperatives5.3.1.Verb movement in imperativesImperative verbs lack tense in their morphological makeup, just as infinitives do. We take this to mean that TP does not project at all in imperatives, as represented in (22). (22)[CP [C ] [MP [M ] [AspP [Asp ] [VP ... [V ] ... ]]]]Supporting evidence for this representation comes from the fact that modal verbs (must, can, might, should , etc.) cannot occur in imperatives. If modals are merged in T0 and if imperatives do not project Tense Phrase, then we expect modal verbs to be barred from imperatives. Since the imperative verb surfaces in C0 in Middle English, adopting the phrase structure in (22) implies that the imperative verb moves to Asp0 and M0 and then to C0. We assume that C0 in Middle English imperatives contains an imperative force operator which requires category movement of the verb. We further assume that M0 in Middle English imperatives has an imperative mood feature which also requires category movement of the verb, unlike the mood features in tensed clauses.4 Under this analysis, imperatives are similar to infinitivals in that the verb moves to Asp0, but they differ in that the verb moves on further to M0 and then to C0.5.3.2.Do-support in negative imperativesRecall from Figure 1 that do forms are almost non-existent in negative imperatives before the end of the 16th century, but gain ground rapidly after 1600, which is much later than when the rise of do forms in negative declaratives begins. We propose that the rise of do forms in negative imperatives is a reflex of the loss of V-Asp movement, which begins at the end of the 16th century. The absence of T0 in imperatives means that the loss of M-T movement has no consequences for the development of do forms in negative imperatives; and so, during the period in which M-T movement is being lost, the verb in imperatives will continue to move to C0. But the loss of V-Asp movement does have direct consequences for the development of do forms in negative imperatives.5As V-Asp movement disappears, the imperative mood feature in M0and the imperative force operator in C0 become weak, replacing category verb movement to M0and to C0with feature movements. But when Asp0 and V0 are separated by low negation, do-support is required as a last resort device, since this low negation blocks feature movement from V0 to M0. Do is inserted in Asp0, and then it moves up to C0, deriving do-(subject)-not-verb order, as represented in (23). At this point, given that low negation does not block feature movement from M0 to C0, one may expect just the features in M0 to move to C0, leaving behind the lexical material of do in M0. We assume that do in imperatives is a spell-out of features in M0 and so, when all the features in M0 move to C0, the lexical4 See Han (1998) for motivations for positing both a mood feature and a force operator for imperatives.5Another difference between negative declaratives and negative imperatives has to do with the development of do forms with be and auxiliary have. While negative imperatives require do-support with these verbs, negative declaratives prohibit it. See Han (in press) for an explanation.material of do is pied-piped along. Examples of negative imperatives with do-support are given in (24).(23)[CP [C do i ] [MP [M t i ] [AspP [Asp t i ] [NegP [Neg not ] [VP ...verb...]]]]](24) a. Do not send me any letters (363 W:212a-33)b. but I will be your good lord, do you not doubt. (361 O:4-2-39)The loss of V-Asp movement requires do-support in negative imperatives with higher negation as well. When negation intervenes between M0 and C0, it blocks feature movement to C0, and so do-support is again required. In the spirit of Baltin (1993), high negation is a clitic that must adjoin onto an adjacent verbal element. Thus, in negative imperatives with do-support and high negation, auxiliary do and negation move to C0 as a unit, deriving the ‘do-not-(subject)-verb’ order as illustrated in (25).(25) a. Good brother, do not you envy my fortunate achievement. (361 W:3-1-86)b. Don’t read this, you little rogue, with your little eyes; (379 61-20)5.3.3.Do-support in affirmative imperativesWhen English lost verb movement for lexical verbs, questions, which require overt verb movement to C0, resorted to do-support. Since imperatives also show overt verb movement to C0, we expect the development of do forms in affirmative imperatives to pattern with questions. However, the relative frequency of do forms of affirmative imperatives has never exceeded 1%. In Present-day English, do forms are restricted to emphatic affirmative imperatives. We interpret this situation to mean that in imperatives, as V-Asp movement was lost, the imperative force operator in C0also lost the requirement that an overt verbal element surface in C0. That is, as stated in section 5.3.2, the imperative operator in C0 becomes weak and so only the features in M0 move to C0 in affirmative imperatives. This is possible since there is no negation to block feature movement.5.4.The difference in the rise of do-support between questions and negativedeclarativesFigure 1 shows that do-support was much more frequent in questions than in negative declaratives. This difference in frequency can also be explained by our hypothesis that the loss of M-T movement precedes the loss of V-Asp movement. In questions, the loss of M-T movement leads to do-support, and do moves to C0. On the other hand, in negative declaratives, the loss of M-T movement does not entirely correlate with the development of do-support because negative declaratives have two possible analyses; that is, a negative declarative can be formed with negation either in the higher NegP (as in (26a)) or the lower NegP position (as in (26b)). During the period in which M-T movement is being lost and before the period in which the loss of V-Asp movement begins, if (26a) is chosen, then do-support is required, and if (26b) is chosen, then it is not. This explains why the frequency of do forms in negative declaratives is much lower than in questions before 1600. When V-Asp movement is lost after 1600, the analyses in。