A.P. U.S. History Notes_chapter 1
Chapter1
�
Chapter2
they thought of the idea of a cat trying to catch a mouse .(他们一 起想到一只猫试图抓住一只老鼠的主意) They thought it would be funny to make the mouse clever and always the .(他们想让老鼠变得聪明并且总是使猫陷入困难) The first Tom and Jerry cartoon was in cinemas in 1940.(起初汤 姆和杰瑞的卡通在1940年的电影院上映) It was a great , so their boss told Hanna and Barbera to make more.(这是一个巨大的成功,所以他们的老板告诉Hanna和Barbera制作更 多) Over the next seventeen years , Hanna and Barbera made huge Tom and Jerry cartoons.(在接下来的17年里,Hanna和Barbera制作了大 量的汤姆和杰瑞的动画)
In ,there are some amazing stories about memory .(在吉尼斯世界纪录大全,有一些关于记忆的令人吃惊的故 事) For example,Gou Yanling form Harbin in China has 15,000 telephone numbers.(例如,来自中国哈尔滨的勾艳玲可以记住15000 个电话数字) If someone shouts and puts a large spider on your hand ,you will probably remember the word 'spider'.(如果有人大叫'Spider'并 且把一只大蜘蛛放在你的手里,你将记住spider这个单词) If something happens , we usually remember it well.(如果 一些戏剧性的事情发生,我们通常可以记得住) For example , most old people in the USA can remember where they were when they heard about the of John F Kennedy in 1963.(例如,大多数美国老人可以记得在1963年当他们 听到总统Kennedy死亡的时候在哪里)
CHAPTER 1英文
CHAPTER 1INTO THE PRIMITIVEOld longings nomadic leap,Chafing at custom's chain;Again from its brumal sleepWakens the ferine strain.Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tidewater dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost.Buck lived at a big house in the sun-kissed Santa Clara Valley. Judge Miller's place, it was called. It stood back from the road, half-hidden among the trees, through which glimpses could be caught of the wide cool veranda that ran around its four sides. The house was approached by graveled driveways which wound about through wide-spreading lawns and under the interlacing boughs of tall poplars. At the rear things were on even a more spacious scale than at the front. There were great stables, where a dozen grooms and boys held forth, rows of vine-clad servants' cottages, an endless and orderly array of outhouses, long grape arbors, green pastures, orchards, and berry patches. Then there was the pumping plant for the artesian well, and the big cement tank where Judge Miler's boys took their morning plunge and kept cool in the hot afternoon. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless, strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops.But Buck was neither house dog nor kennel dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king--king over all creeping, crawling, flying things of Judge Miller's place, humans included.His father, Elmo, a huge St. Bernard, had been the Judge's inseparable companion, and Buck bid fair to follow in the way of his father. He was not so large--he weighed only one hundred and forty pounds--for his mother, She, had been a Scotch shepherd dog. Nevertheless, one hundred and forty pounds, to which was added the dignity that comes of good living and universal respect, enabled him to carry himself in right royal fashion. During the four years since his puppyhood hehad lived the life of a sated aristocrat; he had a fine pride in himself, was even a trifle egotistical, as country gentlemen sometimes become because of their insular situation. But he had saved himself by not becoming a mere pampered house dog. Hunting and kindred outdoor delights had kept down the fat and hardened his muscles; and to him, as to the cold-tubbing races, the love of water had been a tonic and a health preserver.And this was the manner of dog Buck was in the fall of 1897, when the Klondike strike dragged men from all the world into the frozen North. But Buck did not read the newspapers, and he did not know that Manuel, one of the gardener's helpers, was an undesirable acquaintance. Manuel had one besetting sin. He loved to play Chinese lottery. Also, in his gambling, he had one besetting weakness--faith in a system; and this made his damnation certain. For to play a system requires money, while the wages of a gardener's helper do not lap over the needs of a wife and numerous progeny.The Judge was at a meeting of the Raisin Growers' Association, and the boys were busy organizing an athletic club, on the memorable night of Manuel's treachery. No one saw him and Buck go off through the orchard on what Buck imagined was merely a stroll. And with the exception of a solitary man, no one saw them arrive at the little flag station known as College Park. This man talked with Manuel, and money chinked between them."You might wrap up the goods before you deliver them," the stranger said gruffly, and Manuel doubled a piece of stout rope around Buck's neck under the collar."Twist it, and you'll choke him plenty," said Manuel, and the stranger grunted a ready affirmative. Buck had accepted the rope with quiet dignity. To be sure, it was an unwonted performance but he had learned to trust in men he knew, and to give them credit for a wisdom that outreached his own. But when the ends of the rope were placed in the stranger's hands, he growled menacingly. He had merely intimated his displeasure, in his pride believing that to intimate was to command. But to his surprise the rope tightened around his neck, shutting off his breath. In a quick rage he sprang at the man, who met him halfway, grappled him close by the throat, and with a deft twist threw him over on his back. Then the rope tightened mercilessly, while Buck struggled in a fury, his tongue lolling out of his mouth and his great chest panting futilely. Never in all his life had he been so vilely treated, and never in all his life had he been so angry. But his strength ebbed, his eyes glazed, and he knew nothing when the train was flagged and the two men threw him into the baggage car.The next he knew, he was dimly aware that his tongue was hurting and that \he was being jolted along in some kind of a conveyance. The hoarse shriek of a locomotive whistling a crossing told him where he was. He had traveled too often with the Judge not to know the sensation of riding in a baggage car. He opened his eyes, and into them came the unbridled anger of a kidnaped king. The man sprang for his throat, but Buck was too quick for him. His jaws closed on the hand, nor did they relax till his senses were choked out of him once more."Yep, has fits," the man said, hiding his mangled hand from the baggage man, who had been attracted by the sounds of struggle. "I'm taking him up for the boss to 'Frisco. A crack dog doctor there thinks that he can cure him."Concerning that night's ride, the man spoke most eloquently for himself, in a little shed back of a saloon on the San Francisco water front."All I get is fifty for it," he grumbled, "and I wouldn't do it over for a thousand, cold cash."His hand was wrapped in a bloody handkerchief, and the right trouser leg was ripped from kneeto ankle."How much did the other mug get?" the saloon-keeper demanded."A hundred," was the reply. "Wouldn't take a sou less, so help me.""That makes a hundred and fifty," the saloon-keeper calculated, "and he's worth it, or I'm a squarehead."The kidnaper undid the bloody wrappings and looked at his lacerated hand. "If I don't get hydrophobia--""It'll be because you was born to hang," laughed the saloon-keeper. "Here, lend me a hand before you pull your freight," he added.Dazed, suffering intolerable pain from throat and tongue, with the life half throttled out of him, Buck attempted to face his tormentors. But he was thrown down and choked repeatedly, till they succeeded in filing the heavy brass collar from off his neck. Then the rope was removed, and he was flung into a cage-like crate.There he lay for the remainder of the weary night, nursing his wrath and wounded pride. He could not understand what it all meant. What did they want with him, these strange men? Why were they keeping him pent up in this narrow crate? He did not know why, but he felt oppressed by the vague sense of impending calamity. Several times during the night he sprang to his feet when the shed door rattled open, expecting to see the Judge, or the boys at least. But each time it was the bulging face of the saloon-keeper that peered in at him by the sickly light of a tallow candle. And each time the joyful bark that trembled in Buck's throat was twisted into a savage growl.But the saloon-keeper let him alone, and in the morning four men entered and picked up the crate. More tormentors, Buck decided, for they were evil-looking creatures, ragged and unkempt; and he stormed and raged at them through the bars. They only laughed and poked sticks at him, which he promptly assailed with his teeth till he realized that was what they wanted. Whereupon he lay down sullenly and allowed the crate to be lifted into a wagon. Then he, and the crate in which he was imprisoned, began a passage through many hands. Clerks in the express office took charge of him; he was carted about in another wagon; a truck carried him, with an assortment of boxes and parcels, upon a ferry steamer; he was trucked off the steamer into a great railway depot, and finally he was deposited in an express car.For two days and nights this express car was dragged along at the tail of shrieking locomotives; and for two days and nights Buck neither ate nor drank. In his anger he had met the first advances of the express messengers with growls, and they had retaliated by teasing him. When he flung himself against the bars, quivering and frothing, they laughed at him and taunted him. They growled and barked like detestable dogs, mewed, and flapped their arms and crowed. It was all very silly, he knew; but therefore the more outrage to his dignity, and his anger waxed and waxed. He did not mind the hunger so much, but the lack of water caused him severe suffering and fanned his wrath to fever-pitch. For that matter, high-strung and finely sensitive, the ill treatment had flung him into a fever, which was fed by the inflammation of his parched and swollen throat and tongue.He was glad for one thing: the rope was off his neck. That had given them an unfair advantage; but now that it was off, he would show them. They would never get another rope around his neck. Upon that he was resolved. For two days and nights he neither ate nor drank, and during those two days and nights of torment, he accumulated a fund of wrath that boded ill for whoeverfirst fell foul of him. His eyes turned bloodshot, and he was metamorphosed into a raging fiend. So changed was he that the Judge himself would not have recognized him; and the express messengers breathed with relief when they bundled him off the train at Seattle.Four men gingerly carried the crate from the wagon into a small, high-walled back yard. A stout man, with a red sweater that sagged generously at the neck, came out and signed the book for the driver. That was the man, Buck divined, the next tormentor, and he hurled himself savagely against the bars. The man smiled grimly, and brought a hatchet and a club."You ain't going to take him out now?" the driver asked."Sure," the man replied, driving the hatchet into the crate for a pry.There was an instantaneous scattering of the four men who had carried it in, and from safe perches on top the wall they prepared to watch the performance.Buck rushed at the splintering wood, sinking his teeth into it, surging and wrestling with it. Wherever the hatchet fell on the outside, he was there on the inside, snarling and growling, as furiously anxious to get out as the man in the red sweater was calmly intent on getting him out. "Now, you red-eyed devil," he said, when he had made an opening sufficient for the passage of Buck's body. At the same time he dropped the hatchet and shifted the club to his right hand. And Buck was truly a red-eyed devil, as he drew himself together for the spring, hair bristling, mouth foaming, a mad glitter in his bloodshot eyes. Straight at the man he launched his one hundred and forty pounds of fury, surcharged with the pent passion of two days and nights. In mid-air, just as his jaws were about to close on the man, he received a shock that checked his body and brought his teeth together with an agonizing clip. He whirled over, fetching the ground on his back and side. He had never been struck by a club in his life, and did not understand. With a snarl that was part bark and more scream he was again on his feet and launched into the air. And again the shock came and he was brought crushingly to the ground. This time he was aware that it was the club, but His madness knew no caution. A dozen times he charged, and as often the club broke the charge and smashed him down.After a particularly fierce blow he crawled to his feet, too dazed to rush. He staggered limply about, the blood flowing from nose and mouth and ears, his beautiful coat sprayed and flecked with bloody slaver. Then the man advanced and deliberately dealt him a frightful blow on the nose. All the pain he had endured was nothing compared with the exquisite agony of this. With a roar that was almost lion-like in its ferocity, he again hurled himself at the man. But the man, shifting the club from right to left, cooly caught him by the under jaw, at the same time wrenching downward and backward. Buck described a complete circle in the air, and half of another, then crashed to the ground on his head and chest.For the last time he rushed. The man struck the shrewd blow he had purposely withheld for so long, and Buck crumpled up and went down, knocked utterly senseless."He's no slouch at dog-breaking, that's what I say," one of the men on the wall cried with enthusiasm."Druther break cayuses any day, and twice on Sundays," was the reply of the driver, as he climbed on the wagon and started the horses.Buck's senses came back to him, but not his strength. He lay where he had fallen, and from there he watched the man in the red sweater." `Answers to the name of Buck,' " the man soliloquized, quoting from the saloon-keeper's letter which had announced the consignment of the crate and contents. "Well, Buck, my boy," he wenton in a genial voice, "we've had our little ruction, and the best thing we can do is to let it go at that. You've learned your place, and I know mine. Be a good dog and all will go well and the goose hang high. Be a bad dog, and I'll whale the stuffing outa you. Understand?"As he spoke he fearlessly patted the head he had so mercilessly pounded, and though Buck's hair involuntarily bristled at touch of the hand, he endured it without protest. When the man brought him water, he drank eagerly, and later bolted a generous meal of raw meat, chuck by chunk, from the man's hand.He was beaten (he knew that); but he was not broken. He saw, once for all, that he stood no chance against a man with a club. He had learned the lesson, and in all his afterlife he never forgot it. That club was a revelation. It was his introduction to the reign of primitive law, and he met the introduction halfway. The facts of life took on a fiercer aspect; and while he faced that aspect uncowed, he faced it with all the latent cunning of his nature aroused. As the days went by, other dogs came, in crates and at the ends of ropes, some docilely, and some raging and roaring as he had come; and, one and all, he watched them pass under the dominion of the man in the red sweater. Again and again, as he looked at each brutal performance, the lesson was driven home to Buck: a man with a club was a lawgiver, a master to be obeyed, though not necessarily conciliated. Of this last Buck was never guilty, though he did see beaten dogs that fawned upon the man, and wagged their tails, and licked his hand. Also he saw one dog, that would neither conciliate nor obey, finally killed in the struggle for mastery.Now and again men came, strangers, who talked excitedly, wheedlingly, and in all kinds of fashions to the man in the red sweater. And at such times that money passed between them the strangers took one or more of the dogs away with them. Buck wondered where they went, for they never came back; but the fear of the future was strong upon him, and he was glad each time when he was not selected.Yet his time came, in the end, in the form of a little weazened man who spat broken English and many strange and uncouth exclamations which Buck could not understand."Sacredam!" he cried, when his eyes lit upon Buck. "Dat one dam bully dog! Eh? How much?" "Three hundred, and a present at that," was the prompt reply of the man in the red sweater. "And seeing it's government money, you ain't got no kick coming, eh, Perrault?"Perrault grinned. Considering that the price of dogs had been boomed skyward by the unwonted demand, it was not an unfair sum for so fine an animal. The Canadian Government would be no loser, nor would its dispatches travel the slower. Perrault knew dogs, when he looked at Buck he knew that he was one in a thousand--"One in ten thousand," he commented mentally.Buck saw money pass between them, and was not surprised when Curly, a good-natured Newfoundland, and he were led away by the little weazened man. That was the last he saw of the man in the red sweater, and as Curly and he looked at receding Seattle from the deck of the Narwhal, it was the last he saw of the warm Southland. Curly and he were taken below by Perrault and turned over to a black-faced giant called Francois. Perrault was a French Canadian, and swarthy; but Francois was a French Canadian half-breed, and twice as swarthy. They were a new kind of men to Buck (of which he was destined to see many more), and while he developed no affection for them, he none the less grew honestly to respect them. He speedily learned that Perrault and Francois were fair men, calm and impartial in administering justice, and too wise in the way of dogs to be fooled by dogs.In the 'tween-decks of the Narwhal, Buck and Curly joined two other dogs. One of them was a big,snow-white fellow from Spitzbergen who had been brought away by a whaling captain, and who had later accompanied a Geological Survey into the Barrens.He was friendly, in a treacherous sort of way, smiling into one's face the while he meditated some underhand trick, as, for instance, when he stole from Buck's food at the first meal. As Buck sprang to punish him, the lash of Francois's whip sang through the air, reaching the culprit first; and nothing remained to Buck but to recover the bone. That was fair of Francois, he decided, and the half-breed began his rise in Buck's estimation.The other dog made no advances, nor received any; also, he did not attempt to steal from the newcomers. He was a gloomy, morose fellow, ant he showed Curly plainly that all he desired was to be left alone, and further, that there would be trouble if he were not left alone. "Dave" he was called, and he ate and slept, or yawned between times, and took interest in nothing, not even when the Narwhal crossed Queen Charlotte Sound and rolled and pitched and bucked like a thing possessed. When Buck and Curly grew excited, half-wild with fear, he raised his head as though annoyed, favored them with an incurious glance, yawned, and went to sleep again.Day and night the ship throbbed to the tireless pulse of the propeller, and though one day was very like another, it was apparent to Buck that the weather was steadily growing colder. At last, one morning, the propeller was quiet, and the Narwhal was pervaded with an atmosphere of excitement. He felt it, as did the other dogs, and knew that a change was at hand. Francois leashed them and brought them on deck. At the first step upon the cold surface, Buck's feet sank into a white mushy something very like mud. He sprang back with a snort. More of this white stuff was falling through the air. He shook himself, but more of it fell upon him. He sniffed it curiously, then licked some up on his tongue. It bit like fire, and the next instant was gone. This puzzled him. He tried it again, with the same results. The onlookers laughed uproariously, and he felt ashamed, he knew not why, for it was his first snow.IndexNextThis Free Ebook is ProducedBy "Eshu Space".Need More Free Ebooks, Pls Go To/。
爱丽丝梦游仙境读书笔记英文
Alice’s Adventures in Wonderland Reading Notes Chapter 1: Down the Rabbit HoleIn the opening chapter of Alice’s Adventures in Wonderland, we are introduced to the protagonist, Alice, who follows a white rabbit down a rabbit hole. This sets the tone for the whimsical and fantastical journey that Alice is about to embark on.As Alice falls down the rabbit hole, she experiences a sense of confusion and disorientation. This sense of falling symbolizes her descent into the strange and unpredictable world of Wonderland. The rabbit hole acts as a portal to another reality, where the rules of logic and reason do not apply.Chapter 2: The Pool of TearsAfter falling down the rabbit hole, Alice finds herself in a room with doors of all sizes. This scene highlights the theme of transformation and change, as Alice experiences shifts in her own size throughout the story. The Pool of Tears represents Alic e’s feelings of confusion, frustration, and sorrow as she grapples with the bizarre events unfolding around her.Chapter 3: A Caucus Race and a Long TaleIn this chapter, Alice encounters a group of animals who are caught up in a nonsensical caucus race. This episode satirizes the absurdity of politics and social conventions. The Long Tale told by the mouse highlights the importance of storytelling and the power of narrative to shape our perceptions of reality.Chapter 4: The Rabbit Sends in a Little BillThe White Rabbit makes another appearance in this chapter, sending a bill down the chimney that turns into a pig. This surreal scene embodies the sense of chaos and unpredictability that permeates Wonderland. The pig’s absurd transformation reflects Alice’s own sense of confusion and displacement in this strange new world.ConclusionAs Alice navigates the strange and surreal landscape of Wonderland, she learns valuable lessons about herself and the world around her. Through her encounters with a colorful cast of characters and her own experiences of growth and change, Alice’s Adventures in Wonderland invites readers to reflect on the nature of reality, identity, and imagination.Overall, this classic tale of fantasy and adventure offers a whimsical and thought-provoking exploration of the power of the imagination and the importance of embracing the unknown.。
高中英语阅读理解：history实用一份
高中英语阅读理解：history实用一份高中英语阅读理解：history 1If we were asked exactly what we were doing a year ago，we should probably have to say that we could not remember But if we had kept a book and had written in it an account of what we did each day，we should be able to give an answer to the question.It is the same in history Many things have been forgotten because we do not have any written account of them Sometimes men did keep a record of the most important happenings in their country，but often it was destroyed by fire or in a war.Sometimes there was never any written record at all because the people of that time and place did not know how to Write.For example，we know a good deal about the people who lived in China 4，000 years ago, because they could write and leave written records for those who lived after them.But we know almost nothing about the people who lived even 200 years ago in central Africa. because they had not learned to write. Sometimes.of course，even if the people cannot write，they may know something of the past.They have heard about it from older people，and often songs and dances and stories have been made about the mostimportant happenings，and these have been sung and acted and told for many generations For most people are proud to tell what their fathers did in the past.This we may call ‟remembered history’.Some of it has now been written down. It is not so exact or so valuable to us as written history is，because words are much more easily changed when used again and again in speech than when copied in writing.But where there are no written records，such spoken stories are often very helpful.1. Which of the following ideas is not suggested in the passage?A.“Remembered history”，pared with written history，is less reliableB.Written records of the past play the most important role in our learning of the human history.C.A written account of our daily activities helps US to be able to answer many questions.D.Where there are no written records.there is no history.2.We know very little about the central Africa 200 years ago becauseA.there was nothing worth being written down at that timeB .the people there ignored the importance of keeping arecordC.the written records were perhaps destroyed by a fireD.the people there did not know how to write3.“Remembered history”refers toA.history based on a person‟s imaginationB .stories of important happenings passed down from mouth to mouthC .songs and dances about the most important eventsD .both B and C4.“Remembered history”is regarded as valuable only whenA. it is written downB .no written account is availableC.it proves to be timeD.people are interested in it5 .The passage suggests that we could have learned much more about our past than we do now if the ancient people hadA.kept a written record of every past eventB. not burnt their written records in warsC.told exact stories of the most important happeningsD.made more songs and dances答案：DDDBA当我们被问起准确的说书一年之前的这个时候我们正在做什么，我们可能不得不承认记不得了。
研究生英语多维教程第一册听力原文Chapter 1-2
研究生英语——多维教程——熟谙第一册原文TypescriptChapter 1 Learning to Listen1. Using What You Already KnowExercise 1Student: Excuse me.Counselor: Yes?Student: Do I need to make an appointment to register for an ESL class?Counselor: No, but you first have to take a placement test.Student: A test?Counselor: We need to find out what your ESL level is.Student: Oh, Okay. Where do I go to take the test?Counselor: We will be giving the test tomorrow at 3 o’clock in room 303. Can you come then? Student: Yes.Counselor: Good. Now, let me give you some forms to fill out so we can begin the registration process. Please write your name and address here, and your ID number here.Student: Okay. What do I write under teacher and section?Counselor: You can leave those blan k. We’ll fill it in tomorrow.Exercise 2Student A: I didn’t really understand what Ms. Smith was saying about the id, the superego and the ego.Student B: Oh, that’s easy. Look here on page 53. The id is the part of our personality that wants instant gratification. The ego tries to help the id get what it wants, but in a logical and practical way. The superego is like the personality’s police force. It monitors the id and the ego.Student A: Oh, I think I’m getting it. You mean the id, ego and superego are all part of our personality?Student B: Right. They are all interacting.Student A: Do you think we’ll need to give definitions?Student B: I don’t know. We may just have to match the names with the definitions. But we’d better study this some more just to be safe.2. Scanning for the Main IdeaExercise：A: I can’t believe it’s closed. I’ve got a class from 7 o’clock to 10 o’clock. What am I going to do? B: Well, there are some food machines in the Student Union. You could always go there.A: No way! I tried that once last semester and I got as s ick as a dog. There’s got to be something better.B: Well, we can go down to Main Street. There are a couple of places that I’m sure are open.A: We’d never make it back in time. It’s already 6:40. I think I’ll pass out if I don’t get something.I came her e right from work. I didn’t have time to stop by my apartment.B: I think there’s a stand in front of Smith Hall. You can at least get something warm there.A: Well, I guess we don’t have any other choice.B: Yeah, it’s either the canteen or three hours of listening to your stomach growl.3. Scanning for the Important PointsExercise：●Teacher: Good evening class. Before we begin tonight’s lesson. I want to remind you aboutnext Thursday’s midterm. Remember to review chapters one through eight in the book. You will be responsible for knowing all of the information in the chapters plus all of the other topics we have discussed in class. This test will include multiple choice, True/False, and essay questions. You will not be able to use any books, notes or dictionaries.●Now, last week, I spoke about the importance of using note cards and visual aids to prepareyour speeches. Tonight I’m going to talk about specific things that will help you with your speech delivery. Please take careful notes so you can use those techniques to improve your speech delivery.The first and perhaps the most important element of good speech delivery is eye contact. It is extremely important, especially in the English-speaking world, to make eye contact with your entire audience. This may be very difficult for you if you come from a culture where making direct eye contact is a sign of disrespect. But, you really need to practice this skill until you are comfortable looking directly at all of your audience members when you are speaking to them. Please note that you need to look at the entire audience. Please don’t direct your attention to just one person or one side of the room, and really be sure not to stare into the eyes of anyone for too long of a period.●Next, you need to make sure that when you talk to your audience, you are enthusiastic aboutyour topic and excited to share it with your audience. Vitality is a way of maintaining the audience’s attention and indicating to them that you firmly believe in what you are saying.V olume, intonation, facial expressions, and gestures all add to the vitality of your speech.Think abut a speaker you really liked. Did he or she just stand there and read words from a piece of paper? No, of course not. Probably the speaker was full of life and his or her energy forced you into becoming involved in caring about the topic of the speech.4. Inferencing (Making Intelligent Guesses)Exercise:Dr. Stevens: Ted, can I speak to you a minute?Ted: Yes, Doctor Stevens?Dr. Stevens: I finished reading your essay and before I return it to you, I was hoping you might be able to come in and speak with me about it.Ted: Oh, uh, okay, sure.Dr. Stevens: Can you come during my office hours?Ted: I think so. When are they again?Dr. Stevens: Tuesdays and Thursdays from 3 o’clock until 4:30.Ted: That’s no problem. Oh, wait a minute, I have football practice every day from 2 o’clock until 5 o’clock.Dr. Stevens: Hmm. Well, how about if we get together tomorrow right before class?Ted: Sure.5. Scanning for Specific Pieces of InformationExercise:You have reached the Student Union Activity Hotline. The following is a list of information and events for Thursday, September 18.The Student Union is open from 7:00 a.m. until 11:30 p.m. The cafeteria will be serving breakfast from 7 o’clock until 8:30, lunch from 11 o’clock until 1 o’clock, and dinner from 5 o’clock until 7 o’clock, The snack bar will be open from 9:00 a.m.—8:00 p.m.Assembly member Carole Berg will be speaking on the topic: “Parity pay for Women: It’s St ill Not Here.” Assembly woman Berg will speak in the Oak Room from 9 o’clock. Admission is free, and a question/answer period will follow.The Student Council will meet in room 27 from noon until 1:30. Elections will be held for all major offices. All students are welcome.The campus folk dance club meets in the Green Room from 2 o’clock until 5 o’clock today. All are welcome to attend; dance experience is not necessary.Bette Milder will be performing live in the Campus Corner Cabaret. The show begins at 8 o’clock. Tickets are available at the Ticket Office. All seats are $7.00.Tonight’s movie, the experimental “Dial Tones,” will be shown in the Union theater at 7:00 and 9:00 p.m. Tickets for both shows are $5.00 and are available at the ticket office.If you have missed anything on this recording, please press the pound key for the message to repeat. Thank you for calling the Student Union.6. Using Context CluesExercise 1A: Let’s exchange phone numbers. That way, if one of us is absent, we can call eac h other for the homework assignments.B: That’s a great idea. My number is 555---A: Wait a second, this pen just died. Let me get another one.B: Here, take my pencilA: Thanks. Okay, what was it?Exercise 21. Sentence: H e’s a real stickler.A: Who’s you r history professor?B: I’m in Dr. Leydorf’s class.A: Oh, How is he?B: The class is interesting and I really like him, but he’s a real stickler. If you’re more than fifteen minutes late, he marks you absent, and you have to hand in every assignment on time or he lowers your grade.A: Ooh! He sounds really tough.2. Sentence: you could have knocked me over with a feather!A: How did you do on your composition?B: Oh, you won’t believe it. I hadn’t worked on it very long and I didn’t have time to check it o ver. When the teacher returned it to me with an “A” on it, you could have knocked me over with a feather!A: Wow. That’s great. You must be really smart.B: Or else just lucky.3. Sentence: I’ve got to cram for a test.A: Let’s go to a movie tonight.B: So rry, I’ve got to cram for a test tonight. I haven’t had a chance to study before now.A: Well, how about going to the late show?B: No, I’m going to need a good night’s sleep. I want to make sure that I’m ready for the test.4. Sentence: Let’s get cracking.A: All right. We promised each other we’d get this report done today. Let’s get cracking.B: Aw, it’s such a beautiful day. Can’t we go for a walk and do this later?A: No, we’ll need to return these books to the library by five o’clock. We really have t o do this now.5. Sentence: Fat chance.A: Gee. It’s already a quarter after ten. Maybe Ms. Hughes is absent today.B: Fat chance. She’s never been absent a day in her life. I was in her class last year and she even came in when she had the flu.A: Well I guess she really loves teaching. Oh, here she comes now.7. Using Structure and Intonation CluesUsing StructureExercise 11. I’m taking Biology 101 this semester.2. I’m going to the Student Union at 7:00.3. We’re discussing parapsychological phenomena.4. When are you returning to the computer lab?5. We’re meeting with Dr. Stevens at the end of the lesson.Exercise 21.I am transcribing my sociology notes.2.John is defending his dissertation on Tuesday.3.We are forming a study group on the first day of class.4.I’m applying for financial aid to help pay my tuition and expenses.5.Ms. Wilson is correcting our essays over the weekend.Exercise 31.The professor is coming.2.The professor is coming in a little while.3.The Shakespeare Theater Group is performing Romeo and Juliet on the 17th.4.The Shakespeare Theater Group is performing Romeo and Juliet.5.The campus bookstore is having a big sale on all college sweatshirts.6.The campus bookstore is having a big sale on all college sweatshirts during Spring Break.Using Intonation CluesExercise1.I really wanted the new David Sedaris book. The professor in my contemporary lit classpraised it all last semester. The bookstore hasn’t been able to get a single copy for the last month. Oh, well. Maybe I can find a copy on .2.I used the new computer registration system to charge my tuition on my credit card, and theytotally messed it up. They were supposed to charge me $500 for the two art classes, and instead, it says that I’m enrolled in three history classes to the tun e of $900. This is ridiculous!3.Today is my graduation day. I am done! Now, I can finally spend my weekends doingsomething other than cramming for exams and writing term papers. Yippee!4.This schedule is baffling. It says that English 90 is offered at both the midtown and downtowncampuses, but the times are vague. Look here; does this nine mean AM or PM? Hmm, I’m stumped.5.Oh yeah. I absolutely recommend professor Ponz. She’s a real dilly, let me tell you. If youenjoy writing endless term papers on meaningless subjects, participating in class activities that have zero relevance to the topic of the course, she’s the teacher for you!Chapter TwoPart Two Main DialogueDenise: Excuse me, miss, how much does it cost to ride BART?Stranger: Well, that depends on your destination. From here to Glen Park it’s only a dollar ten, but if you go as far as Fremont, it costs a lot more.Tom: We’re going to Berkeley. Do you know what the fare is?Stranger: There are two stations in Berkeley. Which one are you interested in?Denise: Oh, gee, I’m not sure. We’re from out of town. We’re visiting my sister. She told me her house is just a stone’s throw from the UC Berkeley campus. Which station is that?Stranger: The downtown Berkeley station is really close to the university. I’m sure that’s the one you want.Denise: Tom, are you going to remember this, or should I be jotting this down?Tom: What is there to write down, Denise? The woman is giving us very simple directions. So, how much is the fare to downtown Berkeley?Strang er: Let’s go take a look at the map over there. You see, the map shows you how much it costs to go from one station to another. Ah, there it is: two dollars and sixty-five cents.Tom: Two sixty-five? That’s highway robbery for such a short distance!Denise: You think that’s expensive? Tom from our house to Amherst it costs twice as much as that. Tom: Yeah, but that’s an hour ride. You really get your money’s worth.Stranger: Yeah…Uh…Well, did your sister explain which train to take?Tom: Berkeley. We take the Berkeley train to Berkeley, right?Stranger: Well, no actually. That’s just one stop on the Richmond line. Here, let me show you on this map. Here we are a t Powell Street in San Francisco, and it’s basically a straight shot on the Richnond line to the downtown Berkeley station.Denise: Yes, my sister said we wouldn’t have to change trains.Stranger: Uh-oh, what time is it?Denise: It’s 8:15.Stranger: You can’t go directly to Berkeley from San Francisco after 8:04.Tom: Uh-oh. Is there another train we can catch?Stranger: Don’t worry. You can take the Pittsburg line. Look here, take the Pittsburg line to the 12th Street Station in Oakland, and then transfer to the Richmond train. The Richmond train willstop in Berkeley. Get off at the downtown station. From there you can walk to your sister’s house. Denise: We want to be there by 9 o’clock. If we have to transfer, we might be late. Do you think we’ll make it in time?Stranger: It doesn’t take that long. Let’s see; there’s a train from here at 8:18. It arrives at the 12th Street Oakland station at 8:34. You can get a Richmond train right away at 8:34, and you’ll arrive in Berkeley at 8:46.Tom: Let’s see if I’ve go t this right: We take the 8:18 Pittsburg train and arrive in Oakland at 8:34. Then we take the 8:34 Richmond train to Berkeley. That should be a snap.Stranger: Yeah, you’ll have no trouble.Tom: Thank you very much for your help, Miss. You’re a very kind young lady.Denise: And so pretty and smart, too! Tell me dear, I notice you’re not wearin g a ring. Stranger: Well, no, uh…Denise; You know, my sister’s son is very handsome. I think you two would like each other…Stranger: Uh, well; oh! I think I hear your train coming! You’d better hurry so you don’t miss it!Part ThreeExercise 3AThe BART system is a modern metro that links thirty-nine stations throughout Northern California’s San Francisco Bay Area. The trains are operated by computers and the BART station platforms have electronic signs that light up with information about trains that will be arriving.Exercise 3C1.How long does it take to get from JFK Boulevard to Town Plaza? That’s JFK Boulevard toTown Plaza.2.What is the fare from Oxford Avenue to College Avenue? That’s Oxford Avenue to CollegeAvenue.3.How much does it cost an dhow long does it take to go from Fifth Street/Florida to GroveStreet? Again, that’s both the fare and time from Fifth Street/Florida to Grove Street.4.How much is a round-trip ticket from 75th Street to Kentucky Street? That’s a round-tripticket from 75th Street to Kentucky.5.How much time does it take to travel from Kansas Street to 20th Street? Again, how muchtime does it take to travel from Kansas Street to 20th Street?6.You are at the Alabama Street station. It’s twelve noon and you just got on the train. Wha ttime will you arrive at the Madrid Avenue station? Again, it’s twelve noon and you’re going from Alabama Street to Madrid Avenue. What time will you arrive at the Madrid Avenue station?7.What time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal? Again,what time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal?8.What time does the 6:20 AM train from Grand Central Terminal arrive in Yonkers? That’sthe 6:20 AM train from Grand Central Terminal arrive in Yonkers.9.9. How many trains are there from Grand Central Terminal to Yonkers from 4:20PM until7:53 Pm? Again, how many trains are there from Grand Central Terminal to Yonkers from 4:20PM until 7:53 PM?10.How long is the trip from Yonkers to Grand Central Terminal? Again, that’s the time fromYonkers to Grand Central Terminal.11.Which trains from Yonkers to Grand Central Terminal do not stop at 125th Street? Again,which trains do no stop at 125th Street going from Yonkers to Grand Central Terminal? 12.Look at your watch. What time is it right now? What time will the next train from GrandCentral Terminal arrive at 125th Street? Again, using the time now, when will the next train from Grand Central Terminal arrive at 125th Street?Part FourExercise 11.Was her flight from New York on time?2.Did you get the rental car information?3.Which bus do I take to go downtown?4.Is Alice meeting us at the train station?5.Why was the man yelling at the stranger?6.Are you going to call the travel agent today?7.How long do we have to wait for the next bus?8.Where are you going after the meeting?9.What did you do with your extra ticket?10.Were you going to go to the airport alone?Exercise 21.What time did the plane arrive?2.How often do you take the bus?3.Did someone meet them at the airport?4.Why didn’t she tell us she would be late?5.Who will pay for the extra ticket?6.Were you at the bus station yesterday?7.How far is it from here to New Jersey?8.Which bus do you think we should take?9.Whose purse was left on the bus?10.Are you meeting your brother at the bus station?Part FiveExercise 11.How much is the fare to Kansas ST.?2.When is the next Yonkers train?3.Does this bus go to City Hall?4.How long does it take to get to Park Lane?5.Which line do I need to take to get to the Macarthur Station?6.Can you tell me how far the trip from Boston to San Diego is?7.What’s the fastest way to get to Grand Central Terminal from here?8.Do you know where the train for Atlanta stops?9.Exercise 21.The 12:20 train to Seattle will leave in two minutes.2.The next train to Yonkers will leave from Grand Central Terminal in ten minutes.3. A round-trip ticket from JFK Boulevard to Kansas St. is $2.90.4.We’re sorry, but the 12:10 train Riverdale will be six minutes late.5.The bus from Los Angles to Burbank leaves every fifteen minutes at that time of the day.6.The next Fremont train will leave from platform number 4 in half an hour.Exercise 31.Question: Where does this person want to go?A: Pardon me, how much does it cost to go to the Jefferson Auditorium?B: That’s $1.80 one way, but you can’t go directly there after 6:00 PM. You’ll have to take a Lenox train at that hour and then transfer to a Hastings train at the Portsmouth station. 2．Question: What time will the next bus for Chicago leave?A: Excuse me, when does the next bus to downtown Chicago leave?B: Let’s see. One just left at 8:00. The schedule says that that bus leaves every fifteen minutes, so…A: Uh-oh;it’s already 8:10. I’d better hurry.B: Ooh, I hope you make it.2.Question: What is the total round-trip fare for the children?A: May I help you?B: Yeah, we’d like to get tickets from Portland to Long beach.A: When are you planning on going?B: We were thinking of going the week of June 15th.A: Gook. That’s far enough in advance to take advantage of our supersaver fares. If you purchase your tickets thirty days in advance, it will only cost $240 round trip.B: $240. That sounds good.A: How many people are in your party?B: There’s my wife and me, plus our two kids.A: Ooh, we have a special discount available for our young travelers. Let’s see, kids under twelve fly for half price and those under three can go for free.B: Well, Evelynne is six and Renee is two.A: Very good. Let me check the computer to see which flights are open the week of the 15th. Exercise 41.It’s really easy to get to school from my house by bus.2.Greenwich is very close to London.3.I take a 20-minute bus ride from home to work every day.4.I leave my house each day at 8 am.5.We’re going to Hawaii for our next vacation.6.According to this, the train to Vancouver will arrive in ten minutes.7.Do I need a Bakerloo or a Victoria train to get to Picadilly Circus?8.How much is a ticket to Baltimore and then back again?9.You need to take a #5 bus to the Berman Station. Then, catch a #12.10.This bus is too crowded between 7am and 9am.。
story
storyTitle: StoryIntroduction:Stories hold a special place in the human experience. Throughout history, people have used stories to entertain, educate, and convey messages. From ancient myths and legends to modern novels and films, stories provide a means of escape and a reflection of reality. This document aims to explore the significance of storytelling, its transformative power, and its role in shaping our understanding of the world.Section 1: The Power of Storytelling1.1 History and Evolution of StorytellingStorytelling has been an integral part of human communication for thousands of years. From oral traditions in ancient civilizations to the written word, storytelling has evolved into various mediums. It showcases the cultural and social changes that have taken place throughout history.1.2 Emotional ConnectionStories have the ability to connect with people on an emotional level. Whether it is through identifying with a character's struggles or experiencing empathetic responses, storytelling can evoke a range of emotions within the audience.1.3 Bridging the GapStories have a unique ability to bridge the gap between cultures, generations, and even time periods. They offer insights into the lives of others and provide perspectives that may not be available to us in our own experiences. Therefore, stories promote understanding and empathy on a global scale.Section 2: The Transformative Power of Stories2.1 Personal Growth and EmpowermentStories have the power to inspire, uplift, and transform individuals. They can provide solace and guidance during tough times. By identifying with characters who overcome challenges and achieve their goals, readers can find the motivation to apply these lessons to their own lives.2.2 Social Change and AdvocacyStories have been instrumental in driving social change throughout history. From influential novels like Uncle Tom's Cabin to contemporary films tackling social issues, storytelling acts as a catalyst for societal reflection and action. Stories bring awareness and evoke empathy, encouraging individuals to advocate for positive change.Section 3: Stories and Our Understanding of the World3.1 Cultural Awareness and DiversityBy exploring stories from different cultures and perspectives, we gain a deeper understanding of the world's vast diversity. Stories allow us to immerse ourselves in unfamiliar experiences and foster appreciation for the complexities of human existence.3.2 Moral and Ethical ReflectionsStories often present moral dilemmas and ethical choices, forcing readers to question their own values and beliefs. Through fictional scenarios, stories prompt introspection and encourage critical thinking about the moral implications of our actions.3.3 Escapism and EntertainmentBeyond all the profound impacts, stories serve as a means of escape and entertainment. They provide a temporary respite from the pressures of daily life, transporting readers to imaginary worlds, and offering moments of relaxation and enjoyment.Conclusion:Stories are an integral part of human existence, shaping our understanding of the world and connecting people across time and space. Through their power to inspire, inform, and entertain, stories allow us to explore new perspectives, challenge societal norms, and foster empathy and understanding. They are powerful tools for personal growth, social change, and cultural understanding. So, let us embrace the incredible power of storytelling and continue to share and listen to the stories that enrich our lives.。
unit_1_课文
Unit one A Brief History of EnglishPaul McHenry Roberts (1917- 1967) was an American author and journalist. He taught college English for over twenty years，first at San Jose State College and later at Cornell University. He published numerous books on linguistics, including Understanding Grammar (1954)，Patterns of English (1956)，and Understanding English (1958). In this selection excerpted from the book Understanding English (1958)，Roberts recounts the major events in the English history and discusses their implications for the development of the English language.No understanding of the English language can be very satisfactory without a notion of the history of the language. But we shall have to make do with just a notion. The history of English is long and complicated, and we can only hit the high spots.The history of our language begins a little after A.D. 600. Everything before that is pre-history, which means that we can guess at it but cannot prove much. For a thousand years or so before the birth of Christ our linguistic ancestors, the Anglo-Saxons, were wandering through the forests of northern Europe. Their language was a part of the Germanic branch of the Indo-European Family.Not much is surely known about the arrival of the Anglo-Saxons in England. We do know, however, that they were a long time securing themselves in England. Fighting went on for as long as a hundred years before the Celts in England were all killed, driven into Wales, or reduced to slavery. This is the period of King Arthur, who was not entirely mythological. He was a Romanized Celt, a general, though probably not a king. He had some success against the Anglo-Saxons, but it was only temporary. By 550 or so the Anglo-Saxons were firmly established. English was in England.It is customary to divide the history of the English language into three periods: Old English, Middle English, and Modern English. Old English runs from the earliest records—i.e., seventh century— to about 1100 ; Middle English from 1100 to 1450 or 1500; Modern English from 1500 to the present day. Sometimes Modern English is further divided into Early Modern,1500-1700, and Late Modern.1700 to the present.When England came into history, it was divided into several more or less autonomous kingdoms, some of which at times exercised a certain amount of control over the others. In the sixth century themost advanced kingdom. Northumbria, developed a respectable civilization, the finest in Europe. It was in this period that best of the Old English literature was written, including the epic poem Beowulf.In the eighth century. Northumbrian power declined, and the center of influence moved southward to Mercia, the kingdom of the Midlands. A century later the center shifted again, and Wessex the country of the West Saxons, became the leading power. The most famous king of the West Saxons was Alfred the great, whose military accomplishment was his successful opposition to the Viking invasions. In the ninth and tenth centuries, the Norsemen emerged in their ships from their homelands in Denmark and the Scandinavian Peninsula. The linguistic result of all this was a considerable injection of Norse into the English language. Norse was at this time not so different from English as Norwegian or Danish is now. Probably speakers of English could understand, more or less, the language of the newcomers who had moved into eastern England. At any rate, there was considerable interchange and word borrowing. Examples of Norse words in the English language are sky, give, law. egg, outlaw, leg. ugly, scant, sly, crawl, scowl, take, thrust. There are hundreds more. We have even borrowed some pronouns from Norse-they, their and them.These words were borrowed first by the eastern and northern dialects and then in the course of hundreds of years made their way into English generally.In grammar, Old English was much more highly inflected than modern English is. That is, there were more case endings for nouns, more person and number endings for verbs, a more complicated pronoun system, various endings for adjectives, and so on. Present-day English has only two cases for nouns- common case and possessive case. Adjectives now have no case system at all. On the other hand, we now use a more rigid word order and more structure words (prepositions, auxiliaries, and the like) to express relationships than Old English did. In vocabulary, most of the Old English words are what we may call native English: that is, words which have not been borrowed from other languages but which have been a part of English ever since English was a part of Indo-European. Old English did certainly contain borrowed words. We have seen that many borrowings were coming in from Norse. Rather large numbers had been borrowed from Latin, too. Some of these were taken while the Anglo-Saxons were still on the Continent (cheese, butter, bishop, kettle, etc.). But the greatmajority of Old English words were native English. Now, on the contrary, the majority of words in English are borrowed，and only about 14 percent are native.Sometime between the years 1000 and 1200 various important changes took place in the structure of English, and Old English became Middle English. The political event which facilitated these changes was the Norman Conquest. The Normans, as the name shows, came originally from Scandinavia. In the early tenth century they established themselves in northern France, adopted the French language, and developed a vigorous kingdom and a very passable civilization. In the year 1066, led by Duke William, they crossed the Channel and made themselves masters of England. For the next several hundred years, England was ruled by kings whose first language was French.One might wonder why, after the Norman Conquest, French did not become the national language, replacing English entirely. The reason is that the Conquest was not a national migration, as the earlier Anglo -Saxon invasion had been. Great numbers of Normans came to England, but they came as rulers and landlords. French became the language of the court, the language of the nobility, the language of polite society, the language of literature . But it did not replace English as the language of the people. There must always have been hundreds of towns and villages in which French was never heard except when visitors of high station passed through.But English, though it survived as the national language, was profoundly changed after the Norman Conquest. It is in vocabulary that the effects of the Conquest are most obvious. French ceased, after a hundred years or so, to be the native language of very many people in England, but it continued - and continues still ---to be a zealously cultivated second language, the mirror of elegance and civilization . When one spoke English, one introduced not only French ideas and French things but also their French names. This was not only easy but socially useful. To pepper one’s conversation with French expressions was to show that one was well- bred, elegant, au courant. The last sentence shows that the process is not yet dead. By using au courant instead of, say , abreast of thing the writer indicates that he is no dull clod who knows only English but an elegant person aware of how things are done in le haunt monde.Thus French words came into English, all sorts of them. These words to do with government：parliament , majesty, treaty , alliance , tax ,government ; church words：parson, sermon, baptism, incense, crucifix, religion; words for foods : veal , beef ，mutton , bacon , jelly，peach, lemon, cream, biscuit; colors : blue , scarlet , vermilion ; household words : curtain , chair , lamp , towel , blanket , parlor ; play words : dance , chess , music, leisure , conversation ; literary words : story , romance , poet, literary ; learned words : study, logic , grammar , noun , surgeon , an atomy , stomach ; just ordinary words of all sorts : nice, second ,very, age bucket, gentle , final , fault , flower , cry , count, sure , move , surprise , plain．All these and thousands more poured into the English vocabulary between 1100 and 1500 until, at the end of that time, many people must have had more French words than English at their command. This is not to say that English became French. English remained English in sound structure and in grammar, though these also felt the ripples of French influence. The very heart of the vocabulary, too, remained English. Most of the high-frequency words -- the pronouns, the preposition, the conjunctions , the auxiliaries , as well as a great many ordinary nouns and verbs and adjectives---were not replaced by borrowings.Middle English, then, was still a Germanic language, but it differed from Old English in many ways. The sound system and the grammar changed a good deal. Speakers made less use of case systems and other inflectional devices and relied more on word order and structure words to express their meanings. This is often said to be a simplification, but it is not really. Languages don ' t become simpler; they merely exchange one kind of complexity for another. Modern English is not a simple language, as any foreign speaker who tries to learn it will hasten to tell you.The period of Early Modern English --that is , the sixteenth and seventeenth centuries --was also the period of the English Renaissance，when people developed , on the one hand , a keen Interest in the past and , on the other , a more daring and imaginative view of the future. New ideas multiplied, and new ideas meant new language. Englishmen had grown accustomed to borrowing words from French as a result of the Norman Conquest; now they borrowed from Latin and Greek. As we have seen, English had been raiding Latin from Old English times and before, but now the floodgates really opened, and thousands of words from the classical languages pouredin.Pedestrian,bonus,anatomy,controdict,climax,dictionary,benefit,multiply,exist,paragraph,initiate,sc ene,inspire are random examples. Probably the average educated American today has more words from French in his vocabulary than from native English sources, and more from Latin than from French.The greatest writer of the Early Modern English period is of course Shakespeare, and the best-known book is the King James Version of the Bible, published in 1611. The Bible (if not Shakespeare) has made many features of Early Modern English perfectly familiar to many people down to the present time, even though we do not use these features in present-day speech and writing. For instance, the old pronoun thou and thee have dropped out of use now, but they are still familiar to us in prayer and in Biblical quotations, such as “Whither thou goest, I will go.”The history of English since 1700 is filled with many movements and countermovement, of which we can notice only a couple. One of these is the vigorous attempt made in the eighteenth century, and the rather half-heated attempts made since, to regulate and control the English language. Many people of the eighteenth century, not understanding very well the forces which govern language, proposed to polish and prune and restrict English, which they felt was proliferating too widely. There was much talk of an academy which would rule on what people could and could not say and write. The academy never came into being, but the eighteenth century did not succeed in establishing certain attitudes which, though they ha ven’t had much effect on the development of the language itself, have certainly changed the native speaker’s feeling about the language.In part, a product of the wish to fix and establish the language was the development of the dictionary. The first English dictionary was published in 1603; it was a list of 2500 words briefly defined. Many others were published his English Dictionary in 1755. This, steadily revised, dominated the field in England for nearly a hundred years. Meanwhile in America, Noah Webster published his dictionary in 1828, and before long dictionary publishing was a big business in this country. The last century has seen the publication of one great dictionary: the twelve-volume Oxford English Dictionary, compiled in the course of seventy-five years through the labors of many scholars. We have also, of course, numerous commercial dictionaries which are as good as the public wantsthem to be if not, indeed, rather better.Another product of the eighteenth century was the invention of “English grammar.” As English came to replace Latin as the language of scholarship, it was felt that one should also be able to control and dissect it, parse and analyze it, as one could Latin. What happened in practice was that the grammatical description that applied to Latin was removed and superimposed on English. This was silly, because English is an entirely different kind of language, with its own forms and signals and ways of producing meaning. Nevertheless, English grammars on Latin model were worked out and taught in the schools. In many schools they are still being children, but it is sometimes an interesting and instructive exercise in logic. The principal harm in it is that it has tended to keep people from being interested in English and has obscured the real features of English structure.But probably the most important force on the development of English in the modern period has been tremendous expansion of English-speaking peoples. In 1500 English was a minor language, spoken by a few people on a small island. Now it is perhaps the greatest language of the world, spoken natively by over a quarter of a billion people and as a second language by many millions more. When we speak of English now, we must specify whether we mean American English, British English, Australian English, Indian English, or what, since the differences are considerable. The American cannot go to England or the Englishman to America confident that he will always understand and be understood. It is only because communication has become fast and easy that English in this period of its expansion has not broken into a dozen mutually unintelligible languages.。
必修一U2Castleofmemories学生版
纯英版本：U2Castle of memories In the heart of a,I my dreams,By Kevin Chen A in hand,as as it seems.,my hopes so high,An amazing,under the sky.eager,I my courage,Through the,my journey I encourage.A in the,a sight,'s legacy,in the moonlight.At the site,I,the of my role.A to the past,an so,to my,is what I seek.the usual,I the,so grand,under the sky so blue.in hand,a I find,the past,leave the present behind.In the heart of the civilization,I make up my mind,Soldiers of history,their stories intertwined.Transport to the past,hike through the time,Contact the past,leave the present behind.In the heart of the,I,of history,their stories intertwined.to the past,through the time,of memories,worth every dime.to the details,in every stone,to the past,where emperors had shone.the view,a,of an,under the moonlight.,a comment on the past,In the heart of the,shadows are cast.the lessons,the tales,journey,where history prevails.From the of power,to the,In the flat of history,feel the aftermath.,'s reign,At the of the past,memories remain.中英对照：In the heart of a castle,I apply my dreams,在城堡的中心，我实现我的梦想，A visa in hand,as exciting as it seems.手持签证，看起来如此激动人心。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
A.P. U.S. History NotesChapter 1: “New World Beginnings”Summary:225 million years ago, Earth was one supercontinent (Pangaea) and ocean. About 10 million years ago, the North America that we know today was formed (geographical shape). The first discoverers of North America were nomadic Asians who wandered over here by way of an exposed land bridge from Russia to Alaska during the Ice Age. Though they were hunters at first, by 5000 BC, they had become hunter-gatherers with a diet of basically corn. Great pre-European Indian cultures included the Pueblos, the Iroquois, the Mound Builders, the Mayans, the Incas, the Aztec, and the Sioux, among others (map of tribes on pg. 8). The Indians revered nature and land, and didn’t carelessly destroy it. Everything was put to use.In 1000 AD, Vikings discovered Newfoundland, but later abandoned it due to unfavorable conditions. Europeans, though, slowly began to proliferate into non-European worlds starting around the 1400s. After Marco Polo came back with stories of China and its riches, Europeans began to explore. First, they set up settlements in Africa, near the coast, where they used African slaves to work on plantations. In 1498, Vasco da Gama reached India, opening a sea route to the Far East.Complications and dangers of this eastern sea route influenced Christopher Columbus to sail west. In doing so, he inadvertently discovered the Americas, though he never knew it. The Portuguese were first to settle in America, but the Spanish later became the dominant nation in the Americas. Spanish Conquistadores swept through Latin and South America, destroying the Aztecs and the Incas. Meanwhile, Magellan’s crew sailed around the world in 1519, becoming the first voyage to do so. As the chapter ended, Spain was very much in control of much of the Americas, though other countries were beginning to challenge the Spanish dominance.Important People:The Aztecs-Native Americans who that lived in what is now Mexico and routinely offered their gods human sacrifices, these people were violent, yet built amazing pyramids and built a great civilization without having a wheel.The Mound Builders-Indians of the Ohio River Valley.The Mississippian settlement-At Cahokia, near present-day East St. Louis, Illionis, was home to about 40,000 people in at 1100 A.D.Hiawatha-This was legendary leader who inspired the Iroquois, a powerful group of Native Americans in the northeaster woodlands of the U.S.The Norse-These Vikings discovered America in about 1000 A.D., when they discovered modern-day Newfoundland. They abandoned it later due to bad conditions. Marco Polo-Italian adventurer who supposedly sailed to the Far East (China) in 1295 and returned with stories and supplies of the Asian life there (silk, pearls, etc…)Bartholomeu Días-A Portuguese sailor, he was the first to round the southernmost tip of Africa, a feat he did in 1488.Vasco da Gama-In 1498, he reached India and returned home with a small but tantalizing cargo of jewels and spices.Ferdinand of Aragon and Isabella of Castile-The wedded king and queen of Spain, their marriage united the previously non-existing country.Christopher Columbus-An Italian seafarer who persuaded Spain to give him three ships for which to sail west to look for a better route to India, he “discovered” America in 1492Vasco Nuñez Balboa-Discoverer of the Pacific Ocean in 1513.Ferdinand Magellan-In 1519, his crew began a voyage and eventually ended up becoming the first to circumnavigate the world, even though he died in the Philippines. The sole surviving ship returned to Europe in 1522.Ponce de León-In 1513 and 1521, this Spanish Explorer explored Florida, searching for gold (contrary to the myth of his seeking the “Fountain of Youth”).Francisco Coronado-From 1540 to 1542, he explored the pueblos of Arizona and New Mexico, penetrating as far east as Kansas. He also discovered the Grand Canyon and enormous herds of bison.Hernando de Soto-From 1539 to 1542, he explored Florida and crossed the Mississippi River. He brutally abused Indians and died of fever and battle wounds.Francisco Pizarro-In 1532, he crushed the Incas of Peru and got lots of bounty.Bartolomé de Las Casas-A Spanish missionary who was appalled by the method of encomienda, calling it “a moral pestilence invented by Satan.”Hernán Cortés-Annihilator of the Aztec in 1519.Malinche-A female Indian slave who knew Mayan and Nahuatl, the language of the Aztec. Montezuma-The leader of the Aztecs at the time of Cortés’ invasion who believed that Cortés was the Aztec god Quetzalcoatl.Giovanni Caboto-AKA John Cabot, he explored the northeastern coaster of North America in 1497-98.Giovanni da Verranzo-An Italian explorer dispatched by the French king in 1524 to probe the eastern seaboard of U.S.Don J uan de Oñate-Leader of a Spanish group that traversed parts of Mexico, Arizona, New Mexico, and Texas in 1598, he and his men proclaimed the province of New Mexico in 1609 and founded its capital, Santa Fe.Robert de La Salle-Sent by the French, he went on an expedition down the Mississippi in the 1680s. Juan Rodriquez Cabrillo-He explored the California coast in 1542 but failed to find anything of interest.Father Junipero Serra-The Spanish missionary who founded 21 missions in California, in 1769, he founded Mission San Diego, the first of the chain.Key Terms & Words, etc…:maize - the Indian word for cornConquistadores- the Spanish word for “conqueror,” these explorers claimed much of America for Spain, slaughtering millions ofnatives in the processencomienda - a euphemism for slavery in which Indians were given to colonists to be “Christianized.”Día de la Raza- Spanish for Columbus Day.Lake Bonneville - massive prehistoric lake, all of which remains today in the form of the Great Salt Lake.Treaty of Tordesillas - treaty that settled Spanish and Portuguese differences in the Americas, Portugal got modern-day Brazil;Spain got the rest.Popé’s Rebellion - revolt in which Indians took over New Mexico and held control for nearly half a century.Places and Countries:Timbuktu-Capital of the West African kingdom of Mali, a place located in the Niger River Valley.Madeira, the Canaries, São Tomé, Pricipe-Areas where sugar plantations were established by Portugal then Spain where African slaves were forced to work.Potosí-A rich silver mine in Bolivia that enriched Spain with lots of wealth.Makers of America:-Conquistadores included Hernán Cortes a nd Francisco Pizarro, who conquered the Aztecs and the Incas respectively.-Within half a century of Columbus’ “discovery” of America, they had claimed, for Spain, territory that stretched form Colorado to Argentina.-They spread from Cuba through Mexico and from Panama, south through Peru.-As the Spanish crown tightened its grip on its colonies, though, the conquistadors lost more and more power.-Most of them never achieved their dreams of glory, though a few received royal titles.-Many of them married Indian women, creating a new class of people called mestizos.-The mestizos formed a bridge between Latin America’s Indian and European races.。