Prior knowledge and the creation of virtual examples for RBF networks
无产阶级的新世界观

无产阶级的新世界观英文回答:Proletarian's New Worldview.The proletarian's new worldview is a perspective that emerged from the struggles and experiences of the working class. As a member of the proletariat, I hold this worldview, which is shaped by my understanding of class struggle, the exploitation of labor, and the need for collective action.First and foremost, the proletarian's new worldview is rooted in the recognition of class struggle. I see society as divided into two main classes – the bourgeoisie, who own and control the means of production, and the proletariat, who sell their labor power to survive. This understanding helps me analyze the power dynamics and inequalities that exist in society. It also drives me to strive for the emancipation of the working class from theoppressive system.Furthermore, the proletarian's new worldview acknowledges the exploitation of labor by the bourgeoisie.I recognize that the capitalist system is built on the extraction of surplus value from the labor of the working class. This realization fuels my desire for a fairer economic system that prioritizes the well-being of all individuals rather than the accumulation of wealth by a few.In addition, the proletarian's new worldview emphasizes the importance of collective action. I understand that individual efforts alone are insufficient to challenge the existing power structures. Therefore, I activelyparticipate in workers' movements, trade unions, and other collective organizations that aim to protect and advancethe interests of the working class. Solidarity and unity among the proletariat are crucial in achieving meaningful social change.To illustrate the proletarian's new worldview, let me share a personal experience. Last year, I was part of astrike organized by my fellow workers to demand better wages and working conditions. We formed a picket line outside our workplace, chanting slogans and holding signs. It was a powerful display of collective action and solidarity. Despite facing resistance from management, we stood united and ultimately succeeded in negotiating improved terms of employment. This experience reinforced my belief in the strength of the working class when we come together and fight for our rights.In conclusion, the proletarian's new worldview is shaped by an understanding of class struggle, the exploitation of labor, and the importance of collective action. It is a perspective that seeks to challenge the existing power structures and create a more equitable and just society. As a member of the working class, I embrace this worldview and actively engage in efforts to bring about meaningful change.中文回答:无产阶级的新世界观。
英语阅读课教学设计全英教案

英语阅读课教学设计全英教案English Reading Class Teaching DesignI. IntroductionThe English reading class is an important component of language learning, as it helps students improve their reading skills and gain deeper insights into the English language and culture. This teaching design aims to provide a comprehensive and engaging lesson plan for English reading classes.II. Learning Objectives- Develop students' reading comprehension skills- Enhance students' vocabulary acquisition- Familiarize students with different text types and genres- Improve students' critical thinking and analytical skillsIII. Warm-up Activity: Vocabulary ReviewTo activate students' prior knowledge and engage them in the reading materials, a vocabulary review activity will be conducted at the beginning of each class. The teacher can use flashcards, word association games, or semantic mapping techniques to review key vocabulary related to the upcoming reading text.IV. Pre-Reading Activity: Predictions and DiscussionBefore diving into the main reading passage, students will be encouraged to make predictions based on the title, headlines, or visuals connected to the text. This pre-reading activity stimulates students' curiosity and prepares them for the upcoming reading tasks. Additionally, a short group or class discussion can be facilitated to activate students' background knowledge related to the topic.V. Reading Tasks1. Skimming: Students will read the text quickly to get a general understanding of the content. They will focus on identifying the main ideas, important dates, or key pieces of information within a given time limit.2. Scanning: Students will be given specific questions or statements to locate and retrieve information from the text. This activity aims to develop students' scanning skills, allowing them to find specific details efficiently.3. Detailed Reading: Students will read the text carefully and analyze the structure, style, and language used. They will answer comprehension questions, summarize paragraphs, or identify literary devices. This task promotes critical thinking and trains students to extract meaning from the text.4. Vocabulary Expansion: Throughout the reading process, students will encounter new words or expressions. In this phase, students will be guidedto infer word meanings from context, create personal vocabulary lists, and engage in vocabulary-related exercises such as word collocations, synonyms, or antonyms.VI. Post-Reading Activities1. Discussion and Reflection: After completing the main reading tasks, students will participate in a group or class discussion to share their opinions, thoughts, and reflections on the text. This activity encourages students to express themselves in English and develop their speaking and listening skills.2. Extension Activities: To further explore the text and expand students' comprehension, extension activities can be conducted, such as role-plays, debates, or creative writing tasks. These activities provide opportunities for students to apply the knowledge gained from the reading text in a practical and meaningful manner.VII. AssessmentTo evaluate students' progress and understanding, formative and summative assessments will be implemented. Formative assessments include classroom participation, group activities, and quizzes. Summative assessments may consist of reading comprehension tests, written assignments, or presentations based on the reading texts.VIII. ConclusionThis English reading class teaching design provides a systematic and engaging approach to developing students' reading skills. By incorporating various reading tasks, vocabulary expansion activities, and post-reading discussions, students will not only improve their reading comprehension but also enhance their critical thinking, analytical abilities, and overall language proficiency. This teaching design aims to create an immersive and dynamic learning environment that fosters a genuine love and appreciation for English literature and reading materials.。
sl英语四年级上册

sl英语四年级上册SL English Lesson Plan for Grade 4, Semester 1Introduction:In the fourth grade, students are introduced to more complex language elements and broaden their vocabulary. This lesson plan aims to enhance students' listening, speaking, reading, and writing abilities through various activities and exercises.I. Warm-up Activity: "Word Association" (15 minutes)Objective: To activate students' prior knowledge and engage them in the lesson.Instructions:1. Divide the class into small groups of 4-5 students.2. Give each group a sheet of paper and a pen.3. Choose a word related to the lesson topic, for example, "animals."4. Set a timer for one minute and ask students to write down as many words as they can think of that are associated with the given word.5. After one minute, each group takes turns sharing their list of words. Encourage discussion and additional words from other groups.II. Listening Skills: "Short Stories" (20 minutes)Objective: To enhance students' listening comprehension skills.Instructions:1. Play an audio recording of a short story related to the lesson topic, for example, "The Ant and the Grasshopper."2. Pause the recording at key points and ask comprehension questions, encouraging students to participate.3. After listening to the entire story, have a brief discussion to ensure students understand the main ideas and key details.III. Vocabulary Building: "Word Match" (15 minutes)Objective: To expand students' vocabulary related to the lesson topic.Instructions:1. Distribute vocabulary cards to each student. Each card should have a word related to the lesson topic on one side and its corresponding definition or picture on the other side.2. Have students work individually or in pairs to match the words with their definitions or pictures.3. Once completed, discuss the correct matches as a whole class, allowing students to provide explanations for their choices.IV. Speaking and Writing: "My Favorite Animal" (25 minutes)Objective: To encourage students to express their ideas and practice writing skills.Instructions:1. Ask each student to think about their favorite animal.2. Provide sentence starters, such as "My favorite animal is..." or "I like this animal because..."3. Have students take turns sharing their thoughts with a partner.4. Ask a few pairs to share their favorite animal and reasons as a class.5. Instruct students to write a short paragraph (3-4 sentences) describing their favorite animal and why they like it.6. Once completed, students can share their paragraphs with a partner or read them aloud to the class.V. Reading Comprehension: "Fill in the Blanks" (20 minutes)Objective: To assess students' reading comprehension skills.Instructions:1. Distribute a short passage related to the lesson topic with several blanks throughout.2. Explain that students need to read the passage carefully and fill in the blanks with the most suitable words from the word bank provided.3. Allow students time to complete the exercise individually.4. Review the answers together as a class, discussing any challenging vocabulary or sentence structures.VI. Wrap-up Activity: "Listening Reflection" (10 minutes)Objective: To reflect on the listening activity and reinforce comprehension skills.Instructions:1. Play the audio recording of the short story from earlier in the lesson.2. This time, instruct students to write down one or two sentences summarizing the story or sharing their favorite part.3. After playing the recording, ask a few students to share their reflections with the class.Conclusion:This lesson plan provides a structured approach to develop students' language skills in listening, speaking, reading, and writing. By engaging in various activities, students are exposed to new vocabulary, improve their comprehension, and enhance their ability to express themselves in English.。
读书明方向的英语作文

Reading is a journey of the mind,a path that illuminates the direction of our lives.It is through the pages of books that we find guidance,inspiration,and a clearer understanding of the world around us.Firstly,books are repositories of knowledge.They contain the collective wisdom of humanity,spanning from the ancient to the modern.By delving into the realms of literature,science,history,and philosophy,we can broaden our horizons and gain insights that were previously unknown to us.This wealth of information helps us to make informed decisions and guides us towards a more enlightened path.Secondly,reading fosters critical thinking.As we engage with different ideas and perspectives,we are challenged to think deeply and question our own beliefs.This process of intellectual exploration helps us to develop our analytical skills and discernment,enabling us to navigate the complexities of life with greater clarity and confidence.Moreover,books often serve as a source of inspiration.The stories and experiences of others can motivate us to pursue our own dreams and aspirations.Whether its a tale of triumph over adversity or a vision of a better world,literature has the power to ignite our passions and spur us to action.Furthermore,reading can provide a sense of direction in times of uncertainty.When faced with lifes challenges and dilemmas,the wisdom found in books can offer solace and guidance.They can help us to reflect on our values,reassess our priorities,and chart a course towards a more fulfilling and meaningful life.In addition,reading can enhance our empathy and understanding of others.By immersing ourselves in the lives and experiences of different characters,we learn to appreciate diverse perspectives and cultures.This broadened worldview can foster greater tolerance, compassion,and social awareness.Lastly,the act of reading itself can be a source of personal growth and selfdiscovery.As we engage with the written word,we are encouraged to reflect on our own thoughts, feelings,and experiences.This introspection can lead to a deeper understanding of ourselves and our place in the world.In conclusion,reading is a powerful tool for gaining knowledge,developing critical thinking skills,finding inspiration,seeking guidance,broadening our empathy,and fostering selfawareness.It is through the pages of books that we can find the light to illuminate our path and guide us towards a brighter future.。
尊重差异共谋合作赢的英语作文

In the modern world,it is essential to recognize and respect the differences among individuals and cultures.This understanding is crucial for fostering cooperation and achieving mutual success.The following essay will explore the importance of respecting differences and how it can lead to collaborative success.Firstly,respecting differences is the foundation of cultural diversity.Every culture has its unique traditions,values,and ways of life.By acknowledging and appreciating these differences,we can enrich our own perspectives and learn from the experiences of others. This cultural exchange not only broadens our horizons but also strengthens our understanding of the world.Secondly,respecting differences promotes tolerance and reduces conflicts.In a diverse society,misunderstandings and disagreements are inevitable.However,if we approach these situations with an open mind and respect for others viewpoints,we can find common ground and resolve conflicts more effectively.Tolerance is a key ingredient in building harmonious relationships and a peaceful society.Thirdly,embracing diversity can lead to innovation and creativity.When people from different backgrounds collaborate,they bring a variety of ideas and perspectives to the table.This diversity of thought can spark creativity and lead to innovative solutions to problems.In the workplace,for example,a diverse team is more likely to come up with unique and effective strategies than a homogeneous one.Moreover,respecting differences is essential for inclusiveness and social justice. Everyone should have the opportunity to participate in society and contribute their talents, regardless of their background.By valuing diversity,we can create an inclusive environment where everyone feels valued and respected.This inclusivity is vital for social cohesion and the wellbeing of all members of society.To achieve these benefits,we must actively work on promoting respect for differences. This can be done through education,which teaches us about different cultures and encourages empathy and understanding.Additionally,we should create spaces for open dialogue and exchange of ideas,where people can share their perspectives and learn from one another.In conclusion,respecting differences is not only a moral imperative but also a practical necessity for fostering cooperation and achieving success.By valuing diversity,we can create a more harmonious,innovative,and inclusive society.It is our collective responsibility to embrace these differences and work together towards a brighter future.。
知识就是力量的英语六级范文

知识就是力量的英语六级范文Knowledge Is PowerRecently there has been a discussion regarding the issue of knowl-edge in the newspaper. As can be seen from the picture, knowledge is symbolized by a clenched fist as power. The fist sends out a message for "obedience", threatening to crack with power any hard nut. The more demanding and challenging a task is, the more powerful the fist seems to grow. Similarly, knowledge, the strongest power for human beings, feeds up the field of science and technology. The more ad- vanced and developed a field is, the more profound knowledge seems to become.A specific example is the dunaping of Mir, Russias space station. As is the case of the Russian space program, the country could no longer afford to keep Mir aloft in orbit because of lack Of financial support. Therefore, Rus-sia decided to dump the space station. The effect is both immediate and far-reaching. As far as the present is concerned, the successful launching and dumping of IVrLr has proved to the world that mankind, armed with pro-fca. md knowledge, cannot just build things but can operate them welt. For the distant impact, the once- in- a- lifetime success of/VFtr provides man with valuable and indispensable experience for manned space flight in theyears to crane. Then, someday in the furore, them might appear in space more Mirs, visiting Mars, spreading friendship, parading the perfect maste- ry ofknowledge.As to the best way to master knowledge, I suggest that everyone of us "ask not what others will learn from you, but what you can learn from the others." By so doing, I sincerely believe each person, pro-tected by the "fist", will be learned and knowledgeable.Since the human being on the earth, knowledge will sprout in human wisdom, from ancient to contemporary rumaoyinxie high civilization, every society. It shows the great effect of knowledge. The progress of knowledge has promoted the development of history and promoted the civilization of mankind. Knowledge is power.At present, there is a popular saying in the world: to see whether a country or a nation is prosperous or prosperous depends on peoples cultural knowledge level. I think this statement is justified. Even if a country is not rich enough for a while, but as long as its intelligent people have knowledge of tradition, we can conclude that this country has a bright future. But if a nation is very rich, but to support a group of "acts, the results have neither learning nor skill" must be sad. It is bound to fade away.In the history of the Tang Dynasty, the prosperity of the "Kaiyuan flourishing world" was formed. In addition to the emperors enlightened, the most important reason was that the science and technology of all walks of life were fully developed at that time. The strong national power, a galaxy of talents, Megatron seas.In ancient times, natural phenomena such as wind and rain, thunder andlightning were regarded as the behavior of God. During the drought, the people butcher sheep. Send up the altar, kowtow to God, obey the Taoist priest call the rain. In todays view, these seem too silly and ridiculous, but it is the inevitable result of no knowledge. Now we have scientific knowledge, and we have artificial rainfall. Even if we meet the drought, the crops can grow very well. "God" cant be stuck to our neck. Rendingshengtian, that is because people have the knowledge.Thus, it can be seen that the prosperity and strength of the country can not be separated from knowledge.。
21世纪大学英语读写教程第三册第1单元课文讲解

21世纪大学英语读写教程第三册第1单元课文讲解21世纪大学英语读写教程第三册第1单元课文讲解导语:你记得第一次恋爱吗? 你让那个人知道你的感受吗? 你从经验中学到了什么,还是只是一个愚蠢的事件?下面是一篇关于这方面的英语课文,欢迎来学习。
How I Got Smart Steve BrodyA common misconception among youngsters attending school is that their teachers were child prodigies. Who else but a bookworm, with none of the normal kid's tendency to play rather than study, would grow up to be a teacher anyway?I've tried desperately to explain to my students that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus. On the contrary, I hated compulsory education with a passion. I could never quite accept the notion of having to go to school while the fish were biting.But in my sophomore year, something beautiful and exciting happened. Cupid aimed his arrow and struck me right in the heart. All at once, I enjoyed going to school, if only to gaze at the lovely face in English II.My princess sat near the pencil sharpener, and that year I ground up enough pencils to fuel a campfire. Alas, Debbie was far beyond my wildest dreams. We were separated not only by five rows of desks, but by about 50 I.Q. points. She was the top student in English II, the apple of Mrs. Larrivee's eye.Occasionally, Debbie would catch me staring at her, and she would flash a smile that radiated intelligence and quickened my heartbeat. It was a smile that signaled hope and made me temporarily forget the intellectual gulf that separated us.I schemed desperately to bridge that gulf. And one day, as I was passing the supermarket, an idea came to me. A sign in the window announced that the store was offering the first volume of a set of encyclopedias at the special price of 29 cents. The remaining volumes would cost $2.49 each.I purchased Volume I — Aardvark to Asteroid — and began my venture into the world of knowledge. I would henceforth become a seeker of facts. I would become Chief Brain in English II and sweep my princess off her feet with a surge of erudition. I had it all planned.My first opportunity came one day in the cafeteria line. I looked behind me and there she was."Hi," she said.After a pause, I wet my lips and said, "Know where anchovies come from?"She seemed surprised. "No, I don't."I breathed a sigh of relief. "The anchovy lives in salt water and is rarely found in fresh water." I had to talk fast, so that I could get all the facts in before we reached the cash register. "Fishermen catch anchovies in the Mediterranean Sea and along the Atlantic coast near Spain and Portugal.""How fascinating," said Debbie, shaking her head in disbelief. It was obvious that I had made quite an impression.A few days later, during a fire drill, I casually went up to her and asked, "Ever been to the Aleutian Islands?""Never have," she replied."Might be a nice place to visit, but I certainly wouldn't want to live there," I said."Why not?" said Debbie, playing right into my hands."Well, the climate is forbidding. There are no trees on any ofthe 100 or more islands in the group. The ground is rocky and very little plant life can grow on it.""I don't think I'd even care to visit," she said.The fire drill was over and we began to file into the building, so I had to step it up to get the natives in. "The Aleuts are short and sturdy and have dark skin and black hair. They live on fish, and they trap blue foxes and seals for their valuable fur."Debbie's eyes widened in amazement.One day I was browsing through the library. I spotted Debbie sitting at a table, absorbed in a crossword puzzle. She was frowning, apparently stumped on a word. I leaned over and asked if I could help."Four-letter word for Oriental female servant," Debbie said."Try amah," I said, quick as a flash.Debbie filled in the blanks, then turned to stare at me in amazement. "I don't believe it," she said. "I just don't believe it."And so it went, that glorious, joyous, romantic sophomore year. Debbie seemed to relish our little conversations and hung on my every word. Naturally, the more I read, the more my confidence grew.In the classroom, too, I was gradually making my presence felt. One day, during a discussion of Coleridge's "The Ancient Mariner", we came across the word albatross."Can anyone tell us what an albatross is?" asked Mrs. Larrivee.My hand shot up. "The albatross is a large bird that lives mostly in the ocean regions below the equator, but may be found in the north Pacific as well. The albatross measures as long as four feet and has the greatest wingspread of any bird. It feeds on fish and shellfish. The albatross has an enormous appetite, and when it's full it has trouble getting into the air again."There was a long silence in the room. Mrs. Larrivee couldn't quite believe what she had just heard. I sneaked a look at Debbie and gave her a big wink. She beamed proudly and winked back.What I failed to perceive was that Debbie all this while was going steady with a junior from a neighboring school —a basketball player with a C+ average. The revelation hit me hard, and for a while I felt like forgetting everything I had learned. I had saved enough money to buy Volume II —Asthma to Bullfinch — but was strongly tempted to invest in a basketball instead.I felt not only hurt, but betrayed. Like Agamemnon, but with less drastic consequences, thank God.In time I recovered from my wounds. The next year Debbie moved from the neighborhood and transferred to another school. Soon she became no more than a memory.Although the original incentive was gone, I continued poring over the encyclopedias, as well as an increasing number of other books. Having tasted of the wine of knowledge, I could not now alter my course. For:"A little knowledge is a dangerous thing:Drink deep, or taste not the Pierian spring."So wrote Alexander Pope, Volume XIV —Paprika to Pterodactyl.New Wordsprodigyn. a person who has unusual and very noticeable abilities, usually at an early age 奇才;天才child prodigyan unusually clever child 神童bookwormn. a person devoted to reading 极爱读书者;书呆子devoteen. a person strongly devoted to sth. or sb. 热爱…者;献身于…的人adolescencen. 青春期* compulsorya. required by law or a rule 义务的;强制的compelvt. oblige or force (sb.) to do sth. 强迫;强求passionn. a strong, deep, often uncontrollable feeling 热情;激情gazevi. look fixedly 注视;凝视princessn. 1. 理想中的女友;心目中追求的女友2. (oft, cap.) a female member of the royal family, usually the daughter of a king or queen or the wife of a prince [常大写]公主;王妃princen. 1. 少女理想中的未婚者,白马王子2. a male member of the royal family, especially the son of a king or queen 王子;亲王3. (usu. sing.) (among, of) a very great, successful or powerful man of some stated kind [常单数](喻)大王;巨头;名家sharpenern. 卷笔刀;卷笔器campfiren. a wood fire made in the open air by campers 营火,冓火quickenv. (cause to) speed up 加快schemev. make plans (for); plan in a deceitful way 计划;谋划n. 1. a formal, official or business plan 计划;规划2. a clever, dishonest plan 阴谋,诡计volumen. 1. one of a set of books of the same kind (一套书的)一册;一卷2. (of) 体积;容积encyclop(a)edian. a book or set of books dealing with a wide range of information presented in alphabetical order 百科全书aardvarkn. 土豚,非洲食蚁兽asteroidn. 小行星;海星* henceforthad. from this time onwards 自此以后hencead. 1. for this reason, therefore 因此,所以2. from this time on 今后,从此eruditionn. learning acquired by reading and study 博学;学问* cafeterian. a self-service restaurant 自助餐厅anchovyn. 凤尾鱼sighn. the act or sound of sighing 叹息(声);叹气(声)reliefn. feeling of comfort at the end of anxiety, fear, or pain(焦虑等的)解除;宽慰casuallyad. in a relaxed way 随便地;漫不经心地casuala. relaxed; not formal 随便的;漫不经心的;非正式的* sturdya. physically strong 强壮的sealn. 1. 海豹2. 印记,印章vt. 1. 盖章于2. 封,密封widenv. make or become wider 加宽;变宽* browsev. casually look or search, e.g. in a shop, in a library, at a book, etc., with no specific aim or object in mind 浏览crosswordn. (= crossword puzzle) 纵横字谜,纵横填字游戏frownvi. contract the brows, as in displeasure or deep thought 皱眉头* stumpvt. put an unanswerable question to; puzzle 把…难住;使为难* orientala. of, from or concerning Asia 东方的amahn. 阿妈(印度等一些东方国家的奶妈、女佣或保姆)gloriousa. having or deserving glory; very delightful and enjoyable 荣耀的;令人愉快的joyousa. full of or causing joy 充满欢乐的;令人高兴的romantica. 1. (of sth.) beautiful in a way that strongly affects one's feelings 有浪漫色彩的2. (of sb.) showing strong feelings of love 多情的;浪漫的3. being unrealistic or unpractical 不切实际的* relishvt. get pleasure out of; enjoy greatly 从…获得乐趣;很喜爱confidencen. belief in one's own or another's ability 信心marinern. (obsolete) a sailor 〈废〉水手marinea. 1. of ships and their goods and trade at sea 航海的;海事的2. of, near, living in, or obtained from the sea 海洋的.;海生的;海产的n. 水兵albatrossn. 信天翁wingspreadn. the distance between the tips of a pair of fully spread wings 翼幅shellfishn. 贝壳类动物shelln. 1. the hard covering of a sea creature, egg, fruit, seed, etc. 动物的壳(如贝壳、蛹壳等),蛋壳;果壳;荚2. the outside frame of a building (房屋的)框架;骨架appetiten. 1. one's desire to eat and one's feeling about how much to eat 食欲,胃口2. (for) a strong desire 欲望;爱好beamvi. shine brightly; smile warmly 照耀;(面)露喜色;满脸堆笑n. 1. 微笑;喜色2. 光束perceivevt. notice; be conscious of 注意到;感觉;察觉* revelationn. the act of revealing sth., usually of great significance 揭示;暴露asthman. 气喘,哮喘bullfinchn. 红腹灰雀investvi. put money into sth. with the expectation of profit or other advantage 投资investmentn. 1. 投资;投资额2. the spending of (time, energy, etc.) to make sth. successful (时间、精力等的)投入* betrayvt. be disloyal or unfaithful to 出卖,背叛* drastica. strong, violent or severe 激烈的;迅猛的consequencen. (usu. pi.) the result or effect of an action or condition [常复数]结果;后果* incentiven. encouragement to greater activity; motivating factor; stimulus 鼓励;刺激paprikan. 红灯笼辣椒pterodactyln. 翼手龙Phrases and Expressionsout of focusnot sharply defined 焦点没对准;模糊的beyond one's wildest dreams(in a way that is) better than what one expected or hoped for 超过某人所期望的(地);出乎某人意料的(地)the apple of sb.'s eyea person or thing that is the main object of sb.'s love and attention 某人的掌上明珠;宝贝sweep sb. off his/her feetmake sb. feel suddenly and strongly attracted to you in a romantic way 使某人倾心get sth. inmanage to say sth. about a subject 设法说完play into sb.'s handsdo something which gives sb. an advantage 干对某人有利的事file intoenter in a single line 鱼贯进入step up(infml) increase the size or speed of 〈口〉加快;增加hang on sb.'s wordslisten very carefully to 倾听;注意地听feed oneat habitually 以…为食物;靠…为生go steady withdate sb. regularly and exclusively 仅与(同一异性)经常约会invest in1. buy (sth.) with the expectation of profit or some other kind of advantage 投资于2. (infml) 〈口〉买in time1. eventually 经过一段时间后;最终2. at or before the right or necessary time 及时pore overstudy or give close attention to 钻研;专心阅读Proper NamesSteve Brody史蒂文·布罗迪(男子名)Cupid丘比特(罗马神话中的爱神)Debbie黛比(女子名)Larrivee拉里维(姓氏)Spain西班牙(欧洲西南部国家)Portugal葡萄牙(欧洲西南部国家)Aleutian Islands阿留申群岛(美国阿拉斯加州西南部)Aleut阿留申人Coleridge柯尔律治(1772—1834,英国诗人,评论家)"The [Rhyme of the] Ancient Mariner"《古舟子咏》(柯尔律治的著名诗作)Agamemnon阿伽门农(希腊神话中迈锡尼的国王,特洛伊战争中希腊联军统帅,战后回国被妻子及其情夫谋杀)Pierian spring比埃里亚圣泉;知识的源泉。
英国文学题库1(含正确答案)

英国文学题库1(含正确答案)1. ______ first made blank verse the principal instrument of English drama.A. MarloweB. ShakespeareC. SidneyD. Wyatt2. The religious reformation in the early 16th-century England was a reflection of the class struggle waged by the ______ .A. rising bourgeoisie against the feudal class and its ideologyB. working class against the corruption of the bourgeoisieC. landlord class against the rising bourgeoisie and its ideologyD. feudal class against the corruption of the Catholic Church3. The statement that a man gained the whole world but lost his own soul makes a good summary of the main plot of ______ .A. Paradise LostB. The Merchant of VeniceC. HamletD. The Tragic History of Doctor Faustus4. The essence of humanism is to ______ .A. restore a medieval reverence for the churchB. avoid the circumstances of earthly lifeC. explore the next world in which men could live after deathD. emphasize human qualities5. In reading Shakespeare, you must have come across the line “T o be or not to be” that is the question by ______ .A. Iago in OthelloB. Lear in King LearC. Shylock in The Merchant of VeniceD. Hamlet in Hamlet6. In the line “So long lives this, and this gives life to thee” of Sonnet 18, Shakespeare ______.A. meditates on man’s mortalityB. eulogizes the power of artistic creationC. satirizes human vanityD. presents a dream vision7. The sentence “Shall I compare thee to a summer’s day?” is the beginning of one of Shakespeare’s ______ .A. comediesB. tragediesC. sonnetsD. histories8. “So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.” (Shakespeare, Sonnet18)What does “this” refer to?A. Lover.B. Summer.C. Poetry.D. Time.9. Romance, which uses narrative verse or prose to tell stories of ______ adventures or other heroic deeds, is a popular literary form in the medieval period.A. ChristianB. knightlyC. GreekD. primitive10. Among the great Middle English poets, Geoffrey Chaucer is known for his production of ______ .A. Piers PlowmanB. Sir Gawain and the Green KnightC. Confessio AmantisD. The Canterbury Tales11. Which of the following historical events does NOT directly help to stimulate the rising of the Renaissance Movement?A. The rediscovery of ancient Greek and Roman culture.B. The new discoveries in geography and astrology.C. The Glorious Revolution.D. The religious reformation and the economic expansion.12. Which of the following statements best illustrates the theme of Shakespeare’s Sonnet 18?A. The speaker eulogizes the power of Nature.B. The speaker satirizes human vanity.C. The speaker praises the power of artistic creation.D. The speaker meditates on man’s salvation.13. “Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business.” Who wrote the above lines?A. Ralph Waldo Emerson.B. Thomas Gray.C. Alexander Pope.D. Francis Bacon.14. ______ cares more about axioms under the guidance of which man thinks and acts than human nature or morality.A. Francis BaconB. John BunyanC. Henry FieldingD. Samuel Johnson15. Among the following plays which is NOT written by Christopher Marlowe?A. Dr. Faustus.B. The Jew of Malta.C. Edward Ⅱ.D. The School for Scandal.16. ______ is NOT written by Francis Bacon.A. Of StudiesB. Novum OrganumC. The Advancement of LearningD. The History of the Reign of Henry Ⅶ17. Generally, the Renaissance refers to the period between ______ and ______ centuries.A. 16th/ mid-19thB. 14th/ mid-18thC. 14th/ mid-17thD. 16th/ mid-17th18. In his life, ______ shows himself a real revolutionary, a master poet and a great prose writer. He fought for freedom in all aspects as a Christian humanist, while his achievements in literature make him tower over all other English writers of his time and exert a great influence over later ones.A. Edmund SpenserB. John MiltonC. John DonneD. William Shakespeare19. ______ used wisdom in saving Antonio from being cut a pound of flesh by Shylock in The Merchant of Venice.A. JudgeB. PortiaC. BassanioD. Duke20. “Metaphysical poetry” refers to the works of the 17th-century writers who wrote under the influence of ______ .A. John MiltonB. Christopher MarloweC. John DonneD. John Bunyan21. Spenser’s masterpiece ______ is a great poem of its time.A. The Faerie QueeneB. The Shepherdes CalenderC. The Canterbury TalesD. Metamorphoses22. Which of the following is NOT among the literary giants of English Renaissance?A. Edmund Spenser.B. John Donne.C. Samuel Johnson.D. Francis Bacon.23. English Renaissance Period was an age of ______ .A. ballads and songsB. poetry and dramaC. prose and novelsD. essays and journals24. ______ is known as the “poets’ of poet.”A. Edmund SpenserB. John MiltonC. Christopher MarloweD. Robert Frost25. The masterpiece of Francis Bacon which opened a newgenre in English literature is ______ .A. philosophyB. essaysC. scienceD. poems26. Generally, the Renaissance refers to the period between the 14th and mid-17th centuries; its essence is ______ .A. scienceB. philosophyC. artsD. humanism27. Which of the following is NOT true about Renaissance?A. Humanism is the essence of the Renaissance.B. Attitudes and feelings which had been characteristic of the 14th and 15th centuries persisted well down into the era of Humanism and Reformation.C. It was Chaucer who initiated the Reformation.D. The Elizabethan drama, in its totality, is the real mainstream of the English Renaissance.28. Christopher Marlowe gave new vigor to ______ with his “mighty lines.”A. the Petrarchan sonnetB. sestinaC. blank verseD. terza rima29. All of the following are the most famous dramatists in the Renaissance England EXCEPT ______ .A. William ShakespeareB. Christopher MarloweC. Francis BaconD. Ben Jonson30. Which of the following statements about Shakespeare’s great est tragedies is NOT true?A. Macbeth’s lust for power stirs up his ambition and leads him to incessant crimes.B. The Old King Lear who is willing to totally give up his power makes himself suffer from treachery and infidelity.C. Hamlet, the melancholic scholar-prince, faces the dilemma between action and mind.D. Othello’s inner weakness is made use of by the outside evil force.31. A stanza of nine lines, with the first eight lines in iambic pentameter and the last line in iambic hexameter, rhyming ababbcbcc is called ______ .A. Shakespearean SonnetB. Petrarchan SonnetC. Spenserian StanzaD. Blank Verse32. In Spenser’s masterpiece The Faerie Queene, he speaks of ______ virtues of the private gentleman.A. 10B. 12C. 15D. 1133. “To be or not to be—that is the question; whether tis nobler in the mind to suffer.The slings and arrows of outrageous fortune,Or to take arms against a sea of troubles, And by opposing end them?”Who is the speaker?A. King Lear.B. Hamlet.C. Macbeth.D. Othello.34. Among the works by John Milton, which is indeed the only generally acknowledged epic in English literature since Beowulf?A. Paradise Regained.B. Paradise Lost.C. Areopagitica.D. Samson Agonistes.35. ______ lays the foundation for modern science with his insistence on scientific way of thinking and fresh observation rather than authority as a basis for obtaining knowledge.A. Francis BaconB. Thomas HardyC. Charles DickensD. William Blake36. Francis Bacon’s achievem ents mainly lie in the following fields EXCEPT ______ .A. poem writingB. scienceC. essay writingD. philosophy37. As the most gifted of the University Wits, Marlowe composed six plays within his short life. Which of the following writings does NOT belong to them?A. Dr. Faustus.B. The Jew of Malta.C. The Faerie Queene.D. Tamburlaine.38. The greatest masterpiece of Marlowe’s plays is ______ .A. TamburlaineB. Dr. FaustusC. The Jew of MaltaD. The Passionate Shepherd to His love39. ______ is a play based on the German legend of a magician aspiring for knowledge and finally meeting his tragic end as a result of selling his soul to the Devil.A. TamburlaineB. Hero and LeanderC. Dr. FaustusD. Amores40. According to your knowledge, which of the following sentences is NOT true?A. Marlowe is masterful in handling blank verse and creating dramatic effects; he is as strong as Shakespeare in dramatic construction.B. Marlowe’s second achievement is his creation of the Renaissance he ro for English drama.C. Shakespeare worked both as actor and playwright.D. Bacon’s essays are famous for their brevity, compactness and powerfulness.41. Paradise Lost is actually a story taken from ______ .A. The RenaissanceB. The Old TestamentC. Greek MythologyD. The New Testament42. Shakespeare’s greatest tragedies are ______ .A. Romeo and Juliet, Hamlet, Othello, and King LearB. Hamlet, Othello, Macbeth, and The Merchant of VeniceC. Hamlet, Othello, King Lear, and MacbethD. Romeo and Juliet, The Merchant of Venice, and Othello, Hamlet43. Which writing is regarded today as the national epic of the Anglo-Saxons?A. Beowulf.B. Blackness.C. The Seafarer.D. The Wife’s Complaint.44. The Elizabethan ______ , in its totality, is the real mainstream of the English Renaissance.A. poetryB. novelC. dramaD. humanism45. Humanists of the Renaissance turned to the spirit of ______ culture for inspiration.A. Greek and RomanB. Anglo-SaxonC. CelticD. Medieval46. ______ is the leading figure of the metaphysical school.A. John MiltonB. John DonneC. John BunyanD. John Keats47. ______ , the first of the great tragedies, is generally regarded as Shakespeare’s most popular play on the stage.A. Julius CaesarB. HamletC. King LearD. Othello48. In his “To be or not to be” soliloquy, Hamlet gives the reasons why he wants to commit suicide. Apart from his personal revenge, that he ______ is another reason.A. cannot bear the social injustice and grievancesB. is mentally tormented by his father’s ghostC. is unable to restore his earlier idealized image of his motherD. thinks the next world is far better than the harsh reality49. In King Lear, Shakespeare has not only made a profound analysis of the social crisis in which the evils can be seen everywhere, but also criticized ______ .A. the bourgeois egoismB. tyrannyC. anarchy and rebellionD. supernatural forces50. ______ is the most successful religious allegory in the English language.A. Genesis AB. ExodusC. The Pilgrim’s ProgressD. The Holy War。
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case he argues that the \hints" can be represented by new examples, generated from the existing data set by applying transformations that are known to leave the function to be learned invariant. This approach can be applied independently of the learning technique that is used: the learning technique remains the same, and the data set is augmented with new, \virtual" examples. An alternative approach consists in leaving the data set unaltered, but to use the prior knowledge to modify an existing technique to ensure that the approximated function has the desired invariance properties. This approach is clearly related to the creation of virtual examples, but it is not obvious that provides the same result. In the following we apply this alternative technique to the case in which the prior knowledge consists in knowing that a function is radially symmetric. The approximation technique we consider is Radial Basis Functions, because it can be derived as the solution of a functional minimization problem, in which prior knowledge about the smoothness of the function is already used. The presence of a functional to be minimized makes easy to introduce the additional prior knowledge as a constraint over the domain of the functional, and will let us derive an analytical solution, that is as simple as in the Radial Basis Functions case. Interestingly enough, the solution derived in this way is exactly the same that is obtained if the prior knowledge is used to create virtual examples, showing that the creation of virtual examples is the \right" thing to do, and providing another step in a rigorous mathematical analysis of the technique of virtual examples. Before describing these results we rst brie y review the regularization theory approach to function approximation. Suppose that the set D = f(xi ; yi ) 2 Rd RgN is a random, noisy sample i=1 of some multivariate function h. The problem of recovering the function h from the data D is ill-posed, and can be formulated in the framework of regularization theory (Tikhonov, 1963; Wahba, 1990; Poggio and Girosi, 1990). In this framework the solution is found by minimizing a functional of the form:
1 Introduction
Lack of examples is very often responsible for poor performances of learning algorithms. In many cases it is di cult, if not impossible, to collect additional data, leaving us with unsatisfactory solutions. However, it is often the case that not only the examples but also some prior knowledge on the learning target are available. Examples of prior knowledge are smoothness, invariance with respect to transformation groups (such as rotations or re ections) or information about time and/or space scale. Most of the existing learning schemes do not make use of prior knowledge, and therefore provide suboptimal solutions that do not fully exploit the amount of information available. One major contribution to this topic has been given by Abu-Mostafa (1993) who developed a methodology for integrating di erent kinds of \hints" (prior knowledge) into the usual learning-from-example procedure, and related them to the well-known concept of VC-dimension (Vapnik, 1982). AbuMostafa considers, among other things, the case in which the function that has to be learned is invariant with respect to certain transformations. In this
PRIOR KNOWLEDGE AND THE CREATION OF \VIRTUAL" EXAMPLES FOR RBF NETWORKS1 Federico Girosi and Nicholas Tung Chan
Center for Biological and Computational Learning and Arti cial Intelligence Laboratory Massachusetts Institute of Technology Cambridge MA 02139 USA
H f] =
N X i=1
2 Regularization Theory and RBF
(f (xi ) ? yi )2 +
Hale Waihona Puke f] :(1)where is a positive number that is usually called the regularization parameter and f ] is a cost functional that constrains the space of possible solutions according to some form of prior knowledge. The most common form of prior knowledge is smoothness, that, in words, ensures that if two inputs are close the two corresponding output are also close. We consider here a very general
Abstract We consider the problem of how to incorporate prior knowledge in supervised learning techniques. We set the problem in the framework of regularization theory, and consider the case in which we know that the approximated function has radial symmetry. The problem can be solved in two alternative ways: 1) use the invariance as a constraint in the regularization theory framework to derive a rotation invariant version of Radial Basis Functions; 2) use the radial symmetry to create new, \virtual" examples from a given data set. We show that these two apparently di erent methods of learning from \hints" (Abu-Mostafa, 1993) lead to exactly the same analytical solution.