Contexts to Contrasting Words2
2024年教师资格(初级中学)-英语知识与教学能力(高中)考试历年真题摘选附带答案
2024年教师资格（初级中学）-英语知识与教学能力（高中）考试历年真题摘选附带答案第1卷一.全考点押密题库(共100题)1.(单项选择题)(每题2.00 分)I lost my wallet last week, but ___________ it didn′ t contain much money.A. luckilyB. hopefullyC. gladlyD. normally2.(单项选择题)(每题 2.00 分) In Britain,______has the ultimate authority of legislation.A. the QueenB. the House of CommonsC. the Prime MinisterD. the House of Lords3.(单项选择题)(每题 2.00 分) Which of the following test belongs to subjectivityquiz?______.A. multiple choiceB. right or wrongC. translationD. cloze test4.(单项选择题)(每题 2.00 分)If a teacher asks students to talk about their hobbies in groups, he/she istryingto encourage __________.A. peer correctionB. peer feedbackC. peer interactionD. peer assessment5.(单项选择题)(每题 2.00 分) Writing exercises such as completion, reproduction, compression, and transformation are mainly the type of exercises used in ______ task.A. imitative writingB. guided writingC. free writingD. creative writing6.(单项选择题)(每题 2.00 分) Which of the following sets of phonetic features characterizes the English phoneme/o:/?A. [+semi—closed, +back, —rounded]B. [+semi—open, +back, +rounded]C. [+closed, +back, +rounded]D. [+open, +front, +rounded]7.(单项选择题)(每题 2.00 分) Which of the following sounds does“lateral”refer to?A. [w]B. [1]C. [j]D. [h]8.(单项选择题)(每题 2.00 分)"Can I borrow your bike?" __________"You have a bike."A. is synonymous withB. is inconsistent withC. entailsD. presupposes9.(单项选择题)(每题 2.00 分)Why does the author cite the findings of previous studies in Paragraph3?A. To introduce a new topic.B. To place a topic in a larger context.C. To discuss a solution to a certain problem.D. To provide empirical data to confirm a prior belief.10.(单项选择题)(每题 2.00 分)Import for the first three months this year is larger than that for the__________period last year.A. relatingB. concerningC. correspondingD. regarding11.(单项选择题)(每题 2.00 分) Teaching cases mainly include teaching reflection, teaching record, and ______ .A. instructional designB. teaching activitiesC. teaching progressD. teaching cases12.(单项选择题)(每题 2.00 分) Which of the following nominating patterns can a teacher adopt to ensure that all students are actively i nvolved in classroom activities?→ ←.A. Nominating those who are good at English.B. Asking questions in a predicable sequence.C. Nominating students after the question is given.D. Nominating students before giving the question.13.(单项选择题)(每题 2.00 分) Electronic books could revolutionize reading, but people ought to consider their far-reaching. “The e-book promises to wreak a slow havoc on life as we know it,” Jason Ohler, professor of technology assessment, University of Alaska Southeast in Juneau, warned the World Future Society, Bethesda, MD. His assessment weighed the pros and cons of e-book technology’s impact on social relationships, the environment, the economy，etC. Before you curl up with an e-book, consider the disadvantages.They increase eyestrain due to poor screen resolution, replace a relatively cheap commodity with a more expensive one, and displace workers in print book production and traditional publishing. E-books make it easy to share data, thereby threatening copyright agreements and reducing compensation of authors, as well as creating no biodegradable trash. On theother hand, e-books save paper and trees, reduce the burden of the carrying and storing of printed books, promote self- sufficiency in learning, and make reading a collaborative experience online. They also create new jobs for writers and artists and encourageself-publishing. In final analysis, Ohler points out, e-books should gain society’s approval if a few conditions are met: make them biodegradable and recyclable，solve the problem of eye fatigue，be sure the “have-nots” get the technology，and support e-book training in schools and business.What is e-books negative impact on social relationships?______.A. They create new jobs only for writers.B. Fewer and fewer people have access to new technology.C. They may threaten some traditional trades.D. They isolate people from one another.14.(单项选择题)(每题 2.00 分) Which of the following sounds does “lateral” referto?______.A. [w]B. [l]C. [j]D. [h]15.(单项选择题)(每题 2.00 分)Which of the following is the last step in the process of writingessays?A. Editing the writings.B. Writing topic sentences for paragraphs.C. Gathering information and ideas relevant to the topic.D. Organizing the information and ideas into a logical sequence.16.(单项选择题)(每题 2.00 分) Was it five o’ clock______the fire broke out?A. whenB. thatC. whichD. in which17.(单项选择题)(每题 2.00 分) The girl likes______and______.A. tomato; chickenB. tomatoes; chickensC. tomatoes; chickenD. tomato; chickens18.(单项选择题)(每题 2.00 分) Which of the following is NOT a romantic poet?______.A. William Wordsworth.B. George Elliot.C. George C. Byron.D. Percy B. Shelley.19.(单项选择题)(每题 2.00 分) Which of the following statements about course design is NOT true?______.A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should enrich the learners5 knowledge.C. The assessment activities should reflect those taught in a course.D. The contents of a course should be selected to fit in with the learning experiences.20.(单项选择题)(每题 2.00 分) Last Sunday she came to visit us out of the blue. The italicized phrase means→ ←.A. unexpectedlyB. unhappilyC. untidilyD. unofficially21.(单项选择题)(每题 2.00 分)According to John Kounios, what does the underlined word \"that\"in PARAGRAPH two refer to?A. Bending the stiffwire.B. Holding papers in place.C. The idea of making a paperclip.D. The process of making a paperclip.22.(单项选择题)(每题 2.00 分) When we analyze the salt salinity (盐浓度)of ocean waters, we find that it varies only slightly from place to place. Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation. In this manner, the salinity is increased, since the salt stays behinD. If this is carried to the extreme, of course, white salt would be left behind; this, by the way, is how much of the table salt we use is actually obtaineD.The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreaseD. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinitymay be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation.Normally, in hot regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions where rivers dilute the sea, salinity is somewhat lower than in other oceanic areas.A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behinD. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeareD. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water.In the Weddell Sea, the densest water in the ocean is formed as a result of this freezing process, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portion of the oceans of the worlD.It can be known from the passage that increase in the salinity of ocean water is caused by______.A. melting of sea iceB. precipitationC. evaporationD. supplement of salt23.(单项选择题)(每题 2.00 分) The phoneme /n/in the first word of all the following phrases changes to/m/ except______.A. clean billB. clean houseC. green woodD. green pepper24.(单项选择题)(每题 2.00 分) Which of the following is NOT the advantage of group work?A. creating some peaceful and quiet time in classB. encouraging cooperation and negotiation skills among studentsC. encouraging different opinions and contributions to the workD. promoting students5 autonomy rather than follow the teachers25.(单项选择题)(每题 2.00 分)What can be drawn from Villasenor′ s experience?A. Some editors of mainstream publishers are critical.B. Many Latino writers were mostly favored by small presses.C. \"Rain of Gold\" was going to be one of the first Chicano books.D. \"Rain of Gold\" was intended to be published as a novel by theauthor.26.(单项选择题)(每题 2.00 分) Which of the following belongs to the oral communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategiesD. focus on comprehension27.(单项选择题)(每题 2.00 分)Though the government encourages foreign investment,__________ investors arereluctant to commit fimds in the current climate situation in the country.A. potentialB. affluentC. optimisticD. solid28.(单项选择题)(每题 2.00 分) —Must I finish the work today, Mom?__No, you_____. You can finish it tomorrow.A. mustn’tB. can’tC. shouldn’tD. needn’t29.(单项选择题)(每题 2.00 分)What does the author think of intellect?A. It is second to intelligence.B. It evolves from common sense.C. It is to be pursued.D. It underlies power.30.(单项选择题)(每题 2.00 分)Modem scientists divide the process of dying into two stages-clinical or temporary death and biological death. Clinical death occurs when the vital organs, such as the heart or lungs, have ceased to function, but have not suffered permanent damage. The organism can still be reviveD. Biological death occurs when changes in the organism lead to the disintegration of vital cells and tissues. Death is then irreversible and final.Scientists have been seeking a way to prolong the period of clinical death so that the organism can be revived before biological death occurs. The best method developed so far involves cooling of the organism, combined with narcotic sleep. By slowing down the body^ metabolism, cooling delays the processes leading to biological death.To illustrate how this works, scientists performed an experiment on a six-year-old female monkey called KetA. The scientists put Keta to sleep with a narcotic. Then they surrounded her body with ice-bags and began checking her body temperature. When it had dropped to 28 degrees the scientists began draining blood from its body. The monkey’s blood pressure decreased and an hour later both the heart and breathing stopped; clinical death set in. For twenty minutes Keta remained in this state. Her temperature dropped to 22 degrees. At this point the scientists pumped blood into its body in the direction of the heart and started artificial breathing. After two min utes the monkey’s heart became active once more. After fifteen minutes, spontaneous breathing began, and after four hours Keta opened her eyes and lifted her heaD. After six hours, when the scientists tried to give her a penicillin injection. Keta seized the syringe and ran with it around the room. Her behavior differed little from that of a healthy animal.This passage focuses on______.A. the difference between biological and clinic deathB. the process of dyingC. prolonging the period of clinical deathD. the nature of clinical death31.(单项选择题)(每题 2.00 分) The world market is______changing. We must anticipate the changes and make timely adjustments.A. stablyB. constantlyC. scarcelyD. occasionally32.(单项选择题)(每题 2.00 分) I arrived at the airport so late that I______missed the plane.A. onlyB. quiteC. narrowlyD. seldom33.(单项选择题)(每题 2.00 分)In my opinion she is kind and polite, so I put her rudeness today downas __________.A. ordinaryB. untimelyC. progressiveD. accidental34.(单项选择题)(每题 2.00 分)She is __________ , from her recording, the diaries of Simon Forman.A. transcribingB. keepingC. paraphrasingD. recollecting35.(单项选择题)(每题 2.00 分) —Jerry and Lucy must both like movies. I often meet them at the cinemA.—______is Lucy, not Jerry, who likes movies.A. SoB. ThatC. ItD. Such36.(单项选择题)(每题 2.00 分) The phoneme / v / in the first word of all the following phrases changes to / f / except ______ .A. five plusB. love toC. twelve cupsD. give in37.(单项选择题)(每题 2.00 分) When a teacher teaches young learners English pronunciation, he should______.A. listen as much as possibleB. input regardless of students5 abilityC. tolerate small errors in continuous speechD. read more English materials38.(单项选择题)(每题 2.00 分) If a teacher gets an incorrect answer from students, it is most appropriate for him or her to say“______"in order to encourage them.A. No, I don't like your answers.B. Nonsense, it is not what I want!C. Your answer is far beyond the point.D. You missed the point, but I'm glad you mentioned another point.39.(单项选择题)(每题 2.00 分)What rhetoric device is used in the sentence \"This is a successfulfailure\"?A. SimileB. MetonymyC. MetaphorD. Oxymoron40.(单项选择题)(每题 2.00 分) I will always remember my mother^ last few days in this worlD.On February 14th,2000, my class went on a field trip to the beach. I had so much fun. When we returned to school, my teacher told me to go to the headmaster’s office. When I got into the office，I saw a police officer. Suddenly I realized something was wrong. The police officer told me what had happened and we went to pick my sister up. After that, we went to the hospital and waiteD. Time went slowly.Finally, we got to see our mother, it was terrible.On the next day, the headmaster came and told my two teachers what had happeneD. I was taking a rest that day. I knew it had something to do with my mother. I kept thinking that she either died or had got better. How I wished that she had got better. When my teacher took me outside, my sister ran up to me. She started crying, “She’s gone. Teresa mommy’s gone. She’s deaD. ”1 couldn’t believe it. We jumped into the car and drove straight to the hospital. Most of my family were there. The silence was terrible. I knew I had to say goodbye.Today when I look back, I still miss my mother very much, but I know that I will live. My mother was a strong mother，who had the biggest heart. My mother was an angel walking on the earth. I will always remember her as she is living. When someone is asked who their heroes are ,they usually say someone famous, like Michael Jordan or Britney Spears. When someone asks me who my hero is, I tell them, my mother. My mother lives every day. That is what makes her a true hero.From the last paragraph of the passage we know that______.A. the writer is afraid of her mother.B. the writer is proud of her mother.C. the writer feels sad about her mother.D. the writer feels sorry for her mother.41.(单项选择题)(每题 2.00 分)Diagnostic test is often used for the purpose of__________.A. finding out what students know and don' t knowB. measuring students' general language proficiencyC. knowing whether students have the right language aptitudeD. checking whether students have achieved the teaching objectives42.(单项选择题)(每题 2.00 分)Which rhetoric device is used in the following sentence?The fair breeze blew, the white foam flew; the furrow followed free.A. Alliteration.B. Assonance.C. Onomatopoeia.D. Metonymy.43.(单项选择题)(每题 2.00 分) Five years ago, David Smith wore an expensive suit to work every day. “I was a clothes ad diet, ’Tie jokes。
关于对比的英文花式表达
关于对比的英文花式表达Literary Devices for Contrasting Ideas: A Comprehensive Guide.In the realm of written expression, the ability to effectively convey contrasting ideas is crucial. Language possesses a myriad of nuanced tools that enable writers to juxtapose opposing concepts, highlight disparities, and underscore points of divergence. This guide delves into an array of literary devices that serve this specific purpose, providing a comprehensive understanding of their usage and impact.1. Antithesis.Antithesis, a staple of rhetorical discourse, places two opposing ideas side by side to accentuate their contrasting nature. Its essence lies in presenting a stark contrast that draws the reader's attention to the fundamental differences between two concepts.Example: "The world is a comedy to those who think, a tragedy to those who feel." (Horace Walpole)。
英文单词Vocabulary
• We have found that no one in the freshman class can add, multiply, subtract or divide simple sums--- therefore, we are setting up a special remedial arithmetic course---
• German. • 日耳曼的
• Of or relating to any of the Germanic peoples or languages. • 日耳曼人的，日耳曼语的：任一日耳曼人或其语言的、或与之有关的
• Of or relating to the Pennsylvania Dutch. • 宾夕法尼亚州荷兰人的：宾夕法尼亚州荷兰人的、或与之有关的n.（名词）
Attack 2: Learning Vocabulary From Word Formation
• Method 1: Learning Vocabulary Derived From Greek and Latin
• (Assistance to learning vocabulary by heart) • root prefix suffix • Method 2: Learning to Form Derivatives • Suppose you have just learned a new word—
Why Vocabulary Development Counts
如何发展学生的批判性思维英语作文范文
如何发展学生的批判性思维英语作文范文全文共3篇示例，供读者参考篇1How to Help Students Become Better Critical ThinkersHi there! My name is Jamie and I'm a 5th grader. Today I want to talk about an important skill that all students should learn - critical thinking. Critical thinking means questioning things instead of just accepting them at face value. It means looking at issues from multiple angles before making up your mind. It's an essential skill for school, work, and life in general.As students, we are constantly bombarded with information from textbooks, teachers, the internet, and other sources. How do we know what to believe and what is misleading or even false? That's where critical thinking comes in. With strong critical thinking abilities, we can analyze information, identify biases, distinguish fact from opinion, and draw logical conclusions.Developing critical thinking early on will benefit students in so many ways. It will make us better learners because we'll question assumptions and dig deeper into topics instead of just memorizing facts. It will make us better problem solvers becausewe'll consider alternative solutions instead of getting stuck on the first idea that pops into our heads. Overall, critical thinking empowers us to become independent thinkers rather than just absorbing whatever information is presented to us.So how can teachers cultivate critical thinking in the classroom? Here are some ideas based on my own experiences as a student:Encourage questioningToo often, students are conditioned to be silent receptacles for information. We need to create classroom environments where questioning is not only allowed but actively encouraged. Teachers should model this by asking thought-provoking questions themselves. Why do you think that is? What evidence supports that claim? Are there any other perspectives we should consider?When students ask questions, teachers shouldn't shut them down or provide simplistic answers. Instead, they could rephrase the question to probe deeper or open it up for class discussion. The aim is to get students critically analyzing the underlying assumptions and reasoning behind the questions and potential answers.Teach source evaluationNowadays with the internet, it's easy to find information or "facts" to support any viewpoint, no matter how farfetched. Students need to learn how to evaluate the credibility and trustworthiness of sources. Is this source knowledgeable and unbiased on the topic? Is the information backed by solid evidence or just opinion? Does the source have a particular agenda they are pushing?Learning these source evaluation skills will help inoculate students against falling for misinformation, conspiracy theories, pseudo-science, and other forms of manufactured doubt and deception that are so pervasive these days. It will also help us better navigate the overabundance of information and separate high-quality sources from low-quality ones.Analyze contrasting viewpointsWhen covering any complex issue, teachers shouldn't just present one viewpoint. They should expose students to the various perspectives surrounding the issue so we can weigh the different arguments and evidence. For example, if learning about climate change, share the views of those who dispute the causes or existence and have students critique the reasoning and data.Discussing contrasting viewpoints teaches students to double check their own assumptions and consider other frames of reference. It also models intellectual humility - the ability to change your stance when presented with new compelling evidence, rather than stubbornly clinging to your original beliefs regardless.Develop reasoning abilitiesCore reasoning skills like deductive and inductive logic, recognizing logical fallacies, understanding cause and correlation, and analyzing evidence should be explicitly taught. Students need a solid foundation in these modes of thinking to avoid making faulty inferences and conclusions.For instance, when presented with the argument "Ice cream sales and crime rates increase during the summer months, therefore ice cream causes crime" - students should be able to identify the flawed causation logic. There is likely a common cause (hotter temperatures) behind the correlated increases in both variables.These analytical and reasoning abilities are invaluable thinking tools that students can apply across all subjects and in their daily lives when navigating our complex,information-drenched world.Let us practiceThe best way for students to build critical thinking muscles is through practice and application across different contexts. For math classes, have students analyze realistic word problems and identify any gaps, ambiguities, or unspecified assumptions in the problem before solving. In literature, critically examine the author's potential biases, the historical context the work was written in, and whose perspectives may have been omitted.For current events, have students find examples of flawed reasoning like ad hominems, false dichotomies, composition fallacies, and dissect what makes the arguments logically inconsistent or invalid. Regardless of the specific subject, teachers should regularly create opportunities for students to grapple with open-ended questions, examine issues from multiple lenses, and articulate their critiques and reasoning.I hope this gives you some useful ideas! Developing critical thinking skills takes consistent practice and an educational environment that promotes intellectual curiosity, healthy skepticism of information sources, and respectful consideration of diverse viewpoints. It's so important for creating engaged learners and responsible citizens. Let's get our students thinking critically from an early age!篇2How to Develop Students' Critical ThinkingHi there! My name is Emma and I'm a 5th grader at Oakwood Elementary School. Today I want to talk about how teachers can help students like me develop our critical thinking skills. Critical thinking is really important because it helps us learn how to look at information and ideas more deeply instead of just accepting everything at face value.One of the best ways teachers can encourage critical thinking is by asking us lots of "why" questions during lessons. For example, if we're learning about the causes of the American Revolution in history class, the teacher shouldn't just tell us the facts. They should also ask us "Why do you think the colonists were upset about the taxes from Britain?" or "Why do you think the Boston Massacre was an important event?"Asking "why" makes us stop and really think about the reasons behind events instead of just memorizing dates and names. It pushes us to analyze the motivations and logic behind people's actions in history. The teacher can take it even further by asking "Do you agree with the colonists' reasons forrebelling?" That gets us thinking critically about whether we feel the colonists were justified based on the facts we know.Another great way to build critical thinking is through classroom discussions and debates. Our teacher Mr. Davis often has us break into small groups to discuss questions he gives us about whatever we're studying. He'll put a question up on the board like "Should the United States have dropped the atomic bombs on Japan during World War II?" Then we have to talk it over in our groups, look at evidence from multiple perspectives, and develop arguments for both sides.After discussing in our small groups, we'll come back together as a class and Mr. Davis will call on different students to share the key points their group made for and against dropping the bombs. As we're listening, he encourages us to think critically by asking things like "Does your group's evidence from historical sources support your argument or go against it?" or "What are the strengths and weaknesses of the other group's reasoning?" Having those types of discussions and debates gets our minds working really hard to analyze different viewpoints and piece together logical arguments based on facts.Reading is also a wonderful way for teachers to help students practice critical thinking. But instead of just having usread stories and books on our own, our literacy teacher Ms. Ramirez gives us special assignments that go beyond just comprehending the basic plot line. For example, when we read the novel Number the Stars by Lois Lowry about kids living in Denmark during World War II and the Holocaust, Ms. Ramirez had us write a paper analyzing the author's potential motivations and perspectives based on ties we could find between details in the story and Lowry's own life experiences.Writing assignments like that push us to think more critically because we can't just regurgitate surface-level information we've memorized from the book's plot. We have to dig deeper to spot symbolic meanings, understand the historical context behind the story's setting, make inferences about the author's viewpoints and intentions, and find evidence to back up our own analysis and interpretations. Tough assignments like that are a great way for teachers to stretch our critical thinking muscles!In math class, our teacher Mr. Khan gives us lots of word problems that require critical thinking too. Instead of just giving us equations to solve, the problems will have long backstories about situations where we need to analyze the information given, determine what mathematical operations are needed to find a solution, decide if we have all the information required or if we'remissing any important details, and then explain and justify our step-by-step work to solve it.Those types of math problems are a lot harder than just being given the numbers and operations to use. We have to think critically about the language used in the problem, identify the relevant details, determine if any of the information is irrelevant or missing, and decide on a logical strategy for solving it. Then we have to justify and explain our thinking clearly so others could follow our mathematical reasoning. It really works our critical thinking abilities!Science class is another great place for developing critical thinking skills through hands-on experiments. Our teacher Mrs. Peters is always having us form hypotheses about what we think will happen during an experiment, and then make observations to find out if our predictions were correct or not. If the results didn't match our hypothesis, we have to come up with possible reasons for why that happened based on the evidence we collected.For instance, when we did an experiment last month on how different variables like salt, vinegar, or oil affect how quickly food scraps decompose, my group hypothesized that the vinegar would make the food break down faster than the other materialsbecause of the acidity. But our observations showed the food actually decomposed more slowly in the vinegar compared to the other samples. So we had to think critically about explanations for why our hypothesis was incorrect. Maybe the acetic acid in vinegar acts as a preservative or creates an environment that inhibits bacterial growth needed for decomposition. Being forced to analyze unexpected results gets us thinking a lot more critically!Overall, there are so many ways teachers can incorporate more critical thinking into our daily lessons across every subject. Asking lots of open-ended "why" questions, having classroom debates over complex issues, assigning reading and writing tasks that require analysis beyond just surface-level comprehension, giving multi-step math word problems where we have to think through the logic, and doing hands-on science experiments where we have to investigate unanticipated outcomes are all wonderful strategies that really exercise our critical thinking abilities. The more teachers challenge us to move beyond just memorizing information and reciting facts, the better we'll become at thinking critically, which is such an important skill for academic success and life in general.I hope this essay has helped explain how elementary teachers can nurture critical thinking in their students. Let me know if you have any other questions!篇3How to Help Students Become Critical ThinkersHi there! My name is Emily and I'm a 5th grader. Today I want to talk to you about something really important - critical thinking skills. These are abilities like questioning ideas, analyzing information, making connections, and solving problems. Developing strong critical thinking skills can help kids like me in so many ways at school and in life.First off, let me explain what critical thinking actually means. It's all about not just accepting everything at face value, but digging deeper. Critical thinkers ask lots of questions to understand things better. Like if our teacher tells us something in history class, a critical thinker wouldn't just believe it right away. They might ask "How do we know that's true?" or "What other perspectives are there on this event?".Critical thinkers also analyze information to see if it makes sense and is supported by good evidence. They don't just believe every statistic they hear or take ads and social media posts atface value. They look at the sources and fact-check claims. This helps them avoid being misled and makes better decisions.Another key part of critical thinking is making connections between different ideas and seeing the bigger picture. Like if we're learning about the inventions of the Industrial Revolution, a critical thinker might connect those to how they impacted the environment or workers' rights. Making connections like this deepens our understanding.Finally, critical thinkers are great problem solvers. When faced with a challenge, they can look at it from multiple angles, think through different solutions, and choose the best approach. These problem-solving skills are super useful for schoolwork but also for handling any tough situations life throws our way.So those are the core parts of being a critical thinker. Now how can teachers and parents help kids like me develop these invaluable skills? Here are some of my thoughts:Ask us lots of questions and have us ask questions too. Don't just give us information and facts. Have us question where that information comes from, if we agree with it, what other perspectives there might be, etc. Asking "What do you think about that?" gets our critical thinking gears going.Encourage us to analyze and evaluate what we're learning. Maybe have us debate different viewpoints on a novel we read or analyze different data sources about an issue. Practicing analyzing information in lots of subjects is key.Connect our learning to real-life situations we can relate to. Like if we're learning about persuasive writing techniques, have us analyze ads aimed at kids to see those techniques in action. Making those connections makes critical thinking feel relevant and applicable.Let us problem-solve on our own as much as possible. Don't just give us information and assignments with one rigid way of doing them. Give us challenges to figure out solutions for, like designing a new classroom gameoror creating an environmental awareness campaign. Thentalk through the problem-solving process with us.Expose us to different perspectives beyond our own backgrounds and communities. Have us read texts from diverse authors, watch documentaries on different cultures, and interact with people who have had different life experiences. This gives us more contexts to analyze and think critically about.Model being a critical thinker yourself. When you ponder something, talk through your thought process out loud. Explainhow you question sources, analyze different angles, make connections, and arrive at judgments. Showing us the critical thinking approach in action really helps.Be patient! Critical thinking is really hard, especially for kids. We're just starting to develop these high-level skills. Make sure to celebrate when we use critical thinking, even if we don't get everything right. That positive reinforcement keeps us motivated.Those are some of the top ways I think teachers and parents can nurture our critical thinking abilities from an early age. It's such an important skillset that will help us inside and outside the classroom. The more we can question, analyze, connect ideas, and solve problems, the better we'll understand ourworld and complexities.The ability to think critically is one of the most valuable tools an education can provide. It helps us avoid being misled by bad information and make wise, well-reasoned decisions. It allows us to deeply understand multiple viewpoints on issues before forming our own stances. Most importantly, strong critical thinking skills empower us to keep learning, growing, and making sense of our fascinating, intricate world throughout our lives.So teachers, parents, please take the time to develop our critical thinking skills starting from when we're little kids. Ask us lots questions to get us thinking. Have us analyze sources and make connections between ideas. Let us wrestle withopen-ended problems and figure out our own solutions. Expose us to diverse perspectives beyond our own. And model being critical thinkers yourselves.If you nurture these abilities in us from an early age, we'll grow up to be curious critical thinkers. We'll question information rather than just accepting it. We'll look at situations from multiple angles before judging. We'll be great problem solvers who can analyze different solutions. Most of all, we'll have the crucial skills needed to successfully navigate our complex world.Thanks for letting me share my thoughts! Critical thinking is a superpower that every kid deserves to develop. I appreciate you taking the time to learn how to build these invaluable abilities in us from a young age.。
英语升调和降调规则
英语升调和降调规则Rising and Falling Tone Rules in EnglishEnglish is a language with a complex system of intonation, which includes both rising and falling tones. Understanding the rules for when to use rising and falling tones is essential for effective communication in English.In this article, we will explore the rules for rising and falling tones in English and provide examples to help you master this important aspect of the language.Rising Tone Rules1. Question Intonation: When asking a yes-no question, the tone of your voice should rise at the end of the sentence. For example, "Are you coming to the party?" The rising tone at the end of the sentence indicates that it is a question and invites a response from the listener.2. Confirmation: When seeking confirmation or agreement,the tone of your voice should rise at the end of the sentence. For example, "You enjoyed the movie, didn't you?" The rising tone indicates that you are seeking agreement or confirmation from the listener.3. Lists: When listing items or making a series of statements, the tone of your voice should rise at the endof each item or statement. For example, "I need to buy eggs, milk, and bread." The rising tone at the end of each item indicates that there are more items to come.4. Politeness: When making polite requests or offers, the tone of your voice should rise at the end of the sentence. For example, "Could you pass the salt, please?" The rising tone indicates politeness and a request for assistance.Falling Tone Rules1. Statements: When making a statement or providing information, the tone of your voice should fall at the endof the sentence. For example, "I am going to the store."The falling tone indicates that the speaker has completed their thought and is not seeking a response.2. Commands: When giving a command or directive, the tone of your voice should fall at the end of the sentence. For example, "Close the door." The falling tone indicates authority and a clear directive to the listener.3. Exclamations: When expressing surprise or strong emotion, the tone of your voice should fall at the end of the sentence. For example, "What a beautiful sunset!" The falling tone indicates the speaker's emotional reaction to the situation.4. Contrast: When contrasting two ideas or options, the tone of your voice should fall on the first option and rise on the second. For example, "I prefer coffee to tea." The falling tone on "coffee" and rising tone on "tea" indicate the speaker's preference.Mastering the use of rising and falling tones in English is essential for effective communication. Byunderstanding and applying these rules, you can improve your spoken English and convey your intended meaning more accurately. Practice using rising and falling tones in different contexts to become more proficient in this important aspect of the English language.。
【免费】新编英语教程7课文讲解(综合英语7)
A New English Course (Level 7)Unit OneText IEnglish and American Concepts of SpaceI. About the Author --- Edward Twitchell Hall (1914 ---), . anthropologist, author, and teacher, received his . degree in anthropology from Columbia University. He has taught at various institutions, such as Harvard Business School, the Illinois Institute of Technology, and Northwestern University. His works include: The Silent Language (1959), a study of nonverbal communication, and The Hidden Dimension (1966), a study of “social and personal space and man’s perception of it.” The present text, a selection from The Hidden Dimension, gives a contrast between English and American concepts of personal space.About the author:Down the drainEdward ’s The Hidden Dimension, perhaps the scariest book (even scarier than 1984) I ever read. Scary, because it isn’t fiction, but a rather elaborate essay on anthropology and proxemic behavior. If Hall’s right, things as disregard for other cultures, mindless urban development and demographic growth have generated a behavioral sink in which stress, crime, intolerance and physical and psychic disease grow everyday, and to make things worse, our governments take measures that only accelerate the process. We are all going down the drain.Put Ed Hall’s Insights to Work in Your World Ed Hall is one of the preeminent cultural anthropologists of all times. His works, studies, and insights into the rich modern anthropology reflect a life long passion he developed as a teenager in the 1930’s Southwest . assigned to work on white-managed WPA crews alongside Navajo workers whose cultural bearings and world views were vastly different than his own people’s views.Hidden Dimensions examines the cultural contexts of space, how people define their personal and community spaces as part of their cultural norms.How far apart or close do people of a similar culture feel comfortable standing or sitting next to one another and in what circumstances When do you feel someone is “in your space”This personal comfort zone differs culture to culture. Yours may be different than mine. Hall develops these “proxemics” (proximity) in this book by observing and visiting with peoples from around the globe, and shares the wisdom gained with you so that you might expand your own world views and spatial orientations when mixing with foreign cultures to your own.Well worth the sheckles to add this great work to your life’s library. Collect all of Hall’s works.Best of the BestA fabulous writing on how human beings react to and make use of special distance from a physical and psychological viewpoint, . the study of proxemics. The type of book that should be reissued without fail by the publisher, though it is old, since it is a classic in its field. Actual numerical distances and their effect / use / experience by humans are explained as well as much about eyesight and its abilities. Hall alsoexplains how different Euro cultures (German, French, and others) plus how Americans use space differently. I’m seldom this positive about any book but must give this one a highest rating.II. Organization and DevelopmentLike most writings of an academic nature, this article is neatly-structured. Its thesis is clearly stated in the first paragraphand is developed in the rest of the article by contrast. Can you identify the sentence in the first paragraph that states the thesis The sentence in the 1st paragraph that states the thesis:If there ever were two cultures in which differences of the proxemic details are marked it is in the educated English and the middle-class Americans.The contrasts Hall has made are frequently marked by words or phrases generally known as sentence adverbials or connectives. Locate such items throughout the writing and try to tell what contrast they introduce.Words or phrases used to indicate contrasts:Paragraph 1“whereas” --- contrasting space for Americans with the socialsystem for the English as a factor determining aperson’s social status“however” --- contrasting the importance of one’s address inthe United States with that of the position in thesocial system into which a person is born in Britain Paragraph 3“on the other hand” --- contrasting what is said in the 2ndparagraph with what is said in the 3rd, . theAmerican’s sense of space that can be called his ownwith the Englishman’s sense of shared space Paragraph 5“on the other hand”--- contrasting the different ways in whichAmericans and the English behave when seekingseclusionThe contrast Hall has made serves to explain the apparent clashbetween theEnglish and Americans, . why they behave differently when they have the same need to satisfy.III. Notes1.In what sense does Hall use the word “separated”in the first sentenceMade culturally different.2.What, according to the author, has really separated the English andthe AmericansNot the different ways in which the English language is used as assumed by most people, but the different ways of handling time, space and materials.munications on other levels --- Broadly speaking, communication isof two kinds: verbal and nonverbal. Verbal communication consists of word language and the variations in meaning which a person puts into words through the way they are said. Thus different intonation mayimpart different meanings. Nonverbal communication consists of non-word language such as gestures and bodily action, visual aids like graphs and photos, certain activities, and time, space, and materials as mentioned by the author. What the author means here is that words do not account as much for the differences of the two peoples as the other levels of communication.4. ego --- 1) self, especially as contrasted with another self or the world;2) one’s opinion of oneself; self-esteem, .: He has an enormous ego. (= thinks he is a very fine person).3) tech. (in Freudian psychology) the one of the three parts of the mind that connects a person to the outside world, because it can think and act; conscious self5. rephrase the sentence:The differences for which language gets blamed may not be due so much to words as to communications on other levels beginning with English intonation (which sounds affected to many Americans) and continuing to ego-linked ways of handling time, space, and materials.Some people complain about the English language for its being so different in the two countries. These differences, however, may have resulted not from the words people use, but rather from individual linguistic habits, which are displayed in the adoption of a particular intonation (English intonation sounds unnatural to Americans), and extend down to the way people look at the world.6. Proxemics is the study of the communicative value of space and distancein various cultures. It includes the study of the physical distance between people when they are talking to each other, as well as their postures and whether or not there is physical contact during their conversation. These factors can be looked at in relation to the sex, age, and social and cultural background of the people involved, and also their attitudes to each other and their state of mind. Of interest are such features as the physical distance considered proper or comfortable between two people engaged in conversation or standing near each other in public places. These and other nonverbal behavioral features, which vary from culture to culture, have been called “silent language” by Edward T. Hall.“The proxemic details” refers to facts or pieces of information related to proxemics, ., how closely two people should stand or sit apart when talking to each other, whether one should have his office door open or closed, etc.7. A public school in Britain is a private secondary boarding school witha pre-university curriculum. Admission is by entrance examination. The term “public school” emerged in the eighteenth century when the reputation of certain grammar schools spread beyond their immediate environs. They began taking pupils whose parents could afford residential fees and thus became known as “public schools”, in contrast to “local schools”. A public school is different from a comprehensive school, where children of all abilities and social backgrounds are taught together. A public school generally prepares students academically for higher education. Therefore, students who go to public schools are supposed to be better educated than those who goto comprehensive schools.8. Middle-class Americans are a heterogeneous socioeconomic grouping composed principally of business and professional people such as managers, doctors, lawyers, teachers, government officials, some farmers and skilled workers. They are characterized by a comfortable material standard of living, and respect for property. Since World War II, the middle class has been the largest social class in the United States. In the most people identify themselves as “middle-class.”9. disparity --- (C,U) (between, in, of)fml(an example of) being completely different or unequal; a noticeable difference. There is (a) considerable disparity in the rates of pay for men and women.10. What does the “social system” in England refer toThe traditional way of stratify societying into classes, which remains important / influential even today.11. Rephrase the sentence:One of the basic reasons for this wide disparity is that in the United States we use space as a way of classifying people and activities, whereas in England it is the social system that determines who you are. One of the important factors that has contributed to such a big difference is that the place where one lives, to Americans, can present a symbol of one’s status or activity, while in England, the class one belongs to identifies one’s position in society.12. Why do you think one’s spatial location means almost as much to theAmericans as one’s social location does to the EnglishThink of the different history of the two countries. Britain has a long history of feudal social hierarchy, which had been firmly rooted and survived the bourgeois revolution in the 17th century. This system has not been completely overcome and the country is still a kingdom today. Aristocratic titles have been hereditary and are still regarded as a mark of a person’s social status. On the other hand, the United States has a short history of about 200 years, which began with a vast expanse of land that provided abundant space for people to fully exercise their imagination and develop their talent. A person’s background is far less important than what space he can find for himself and what he can achieve in that space.13. prestigious --- having prestige, . general respect or admiration felt for someone or something, because they have high quality, social influence, success, etc.14. fishmonger --- a person who owns or works in a shop (fishmonger’s) which sells fish: I bought a nice piece of cod from the fishmonger / at the fishmonger’s.15. stall --- a table or small open-fronted shop in a public place: a market stall16. allot --- give as a share or set apart for a purpose. Most of the money has already been allotted.They allotted us three weeks to finish the job.We were unable to finish it in the allotted time.17. What conclusion has the author reached by the end of the first paragraph？Spatial allocation does not have the same implication for the English and for Americans.18. How is the first paragraph related to the second oneThe last sentence of the first paragraph introduces the next two paragraphs, which illustrate differences between the English and the Americans in the allotment of space.19. den ---infml. a small quiet comfortable room in a house, where a person, usually a man, can be alone (小书斋; 小巧而舒适的私室) . Father’s in his den.--- the home of a usu. Large fierce wild animal, such as a lion --- a center of secret, esp. illegal, activity, . a den of thieves20. “the shop” --- a place where things made or repaired “工场”21. What does the author try to contrast in the second and the third paragraphHow differently space is allotted in Britain and the United States, the former having a strong sense of “shared space”and the latter of “one’s own space.”22. vacate --- give up the occupancy of; stop using; leaving (a room or place) so that it is available for someone else to use23. inconsequential --- unimportant; insignificant24. be entitled to --- possess the right to have or to do something25. Rephrase the sentence:As a consequence, the English are puzzled by the American need for a secure place in which to work, an office.As a result, it is hard for the English to figure out why Americans invariably feel it is necessary to find themselves a space, such as an office, where they may work without being disturbed.26. implication --- something that is suggested or implied by a particular situation, event, or statement27. typify --- v. 1) (not in progressive forms) be a typical example of; show all the most usual characteristics of something, . The shoe-shine boy who becomes a millionaire typifies the American Dream.2) (not in progressive forms) to be a typical mark or sign of 成为…的标记: the high quality that typifies all this work3) fml. to represent in a typical manner, . by an image, model, or likeness, . In this book we have tried to typify the main classes of verbs. 在本书中, 我们力图以明显的方式把动词分成几大类.28. strain --- a state of tension within or among people; . the current strain in relations between the two countries29. How do you interpret “experiencing strain in his relationships with Americans” in paragraph 4Having trouble getting along with Americans30. Rephrase the sentence:It took some time but finally we were able to identify most of the contrasting features of the American and British problems that were in conflict in this case.It was not until some time later that we managed to discover the major differences that had frustrated both sides in the above story.31. How differently would the English and the Americans behave when they want to be aloneThe Americans would go to their own rooms and shut the door, whereas the English, instead of finding architectural screens to shut themselves off, would provide subtle clues to others present that they do not wish to be disturbed.32. How would the English and the Americans feel if they are not talked to by people present in the same roomAmericans would feel that they are being rejected. The English would feel happy that others have recognized the unseen barrier they have erected to keep off intrusion.33. Rephrase the sentence:They have in effect internalized a set of barriers, which they erect and which others are supposed to recognize.They have virtually built up, for themselves, a wall, which may keep them safe from disturbance when necessary and which, they assume, others should be able to perceive and respect.34. The article is written not by a lay person based on casual observations but by a professor of anthropology based on his research findings. Somewords the author uses has added to the academic flavor of the writing. Can you identify some of them and explain what they meanProxemic --- adj. of proxemics, a branch of sociology that studies spatial relations, people’s sense of space and their need of space in different situations, etc.Subject --- a person that undergoes scientific experimentation or investigationEgo --- the self of a personCondition --- determine, accustomSeminar --- regular meeting of a group of students under the guidance of a tutor or a professorUnit TwoTEXT ITouristsI. About the author --- Nancy Mitford (), English writer of novels, biographies, and essays, is noted for her witty novels of upper-class life. Her workers include: Pursuit of Love (1945), Vlotaire in Love (1957), and The Sun King (1966), about Louis XIV. One of her most widely read books was Noblesse Oblige: An Inquiry into the Identifiable Characteristics of the English Aristocracy (1956). The text is from an essay called “The Tourist,”part of a collection published under the title of The Water Beetle (1962).II. Organization and DevelopmentAlthough part of a collection, the selection is quite complete in itself as far as structure is concerned. The author seems to have followed a well-worked-out outline. Now try to restore that outline, indicating the main parts and the major subdivisions under each of them.Outline for reference:1.The island and the touristsThe island: location, natural features, the cathedral and itsbellsThe tourists: number, transport, lack of taste, ill-mannered behavior, American-Englishmen-Germans2.Behavior of the islandersThe author’s general attitudeComparison of the island to a stageYoung men from Burano (Little Eric)Old women selling lacesThe priestThe tourists’ response3.Torcello back to its life routineYoung menOld womenFather of the clover babiesThe brief description of the small island creates the impression that it might be a nice, quiet retreat for writers like the author herself, but it might not be a good tourist resort. This helps to strengthen the point the author wants to make, . the tourists who swamp the place are aimless in their touring.III. Notes1. Based on the author’s description, try to think of just a few words and phrases that bring out the most important features of the island Torcello.Small, ancient, abundant in wild flowers, crisscrossed by waterways2. Rephrase the sentence:The most intensive study I ever made of tourists was at Torcello, where it is impossible to avoid them.Since tourists can be seen almost everywhere at Torcello, I decided to observe them closely.3. minute: very small4. lagoon: an area of calm sea water partly or completely separated from the sea by banks of sand, rock, coral, etc.5. a great cathedral --- referring to SantaMaria Assunta Cathedral, which was founded in about 639, and rebuilt in the ninth and the eleventh century. It is a Byzantine cathedral, decorated with fine Veneto-Byzantine mosaics.6. What does the word “chorus” in line 8 refer tobells ringing out7. Explain the sentence:Bells from the campanile ring out reproaches three times a day …joined by a chorus from the surrounding islands. --- From the campanile, or the high bell tower, can be heard the reproaches, or sets of verses representing reproaches of Jesus Christ to his people, three times a day. Such reproaches ring out from the nearby islands too.“cloches, cloches, divins reproches”= (French) “bells, bells, divine reproaches”8. lonely as a cloud --- This is an echo of William Wordsworth’s poem “I Wandered Lonely as a Cloud” (1804). The first verse of the poem is as follows:I wandered lonely as a cloudThat floats on high o’er vales and hills,When all at once I saw a crowd,A host of golden daffodils;Beside the lake, beneath the trees,Fluttering and dancing in the breeze.9. Rephrase the sentence:Torcello which used to be lonely as a cloud has recently become an outing from Venice.Torcello was at one time an island scarcely visited by people, but today it has grown to be a magnet for tourists from Venice.10. chartered --- hired for use by a particular group or person11. yacht --- a large boat, often motor-driven, used for pleasure; a light sailing boat12. towpath --- a path (as along the bank of a canal or river) traveled by men or animals towing / pulling boats13. Possibly there is a double meaning in the phrase much restored in line 13.The early mosaics are made to look new again; the scenes from hell are brought back to life.14. a great, sad, austere Madonna --- the image of Mary, mother of JesusChrist, in mosaics, who appears sorrowful and stern15. Byzantine art --- the symbolical system of art which was developed by the early Greek or Byzantine artists out of the Christian symbolism. Its chief features are the circle, dome, and round arch; and its chief symbols the lily, cross, vesica, and nimbus.16. Explain the sentence in line 14 “Byzantine art is an acquired taste.”One needs to cultivate a certain taste to be able to appreciate Byzantine art.17. Rephrase the sentence:Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it.Byzantine art is a highly refined heritage, but few of the tourists here have arrived at that sophistry as to be able to appreciate it. / To appreciate Byzantine art, one needs to cultivate a particular sense of beauty, but few of the tourists to Torcello have been so equipped.18. the village green --- a small stretch of grass in the village19. Attila --- king of the Huns, a nomadic people from central Asia, from 434 . to 453 ., and one of the greatest of the barbarian rulers who attacked the Roman Empire. In 452 he invaded northern Italy and sacked several cities there.20. leave the devil of a mess behind them --- leave behind them all kinds of litter / a terrible mess. Devil is often used to give force to various expressions, especially of displeasure, . We had a devil of a job trying to persuade her.Why the devil did he comeWhat the devil is she doing now21. marching as to war --- This is an echo of a Christian hymn written by Sabine Baring-Gould (1834-1924). The first stanza goes thus:Onward, Christian soldiers,Marching as to war,With the Cross of JesusGoing on before! (1864)22. a Leader --- apparently referring to the tourist guide23. a standing order --- a permanent request (for something by a customer)24. From what Mitford has said of the tourists in the first paragraph, can you imagine what, in her opinion, a good tourist should be like He should have a clear purpose when going sightseeing, be appreciative of what there is supposed to be seen; he should not litter, or do anything harmful to the environment.25. What different images has Mitford created of the Americans, the Englishmen, and the Germans with her brief description of themAmericans --- well-to-do but having no taste at allEnglishmen --- mean, not attentive to public hygieneGermans --- well-organized and well-disciplined but not appreciative26. extract --- obtain by much effort27. Rephrase the sentence:As they are obliged, whether they like it or not, to live in public during the whole summer, they very naturally try to extract some financial benefit from this state of affairs.They have no choice but to come into contact with the tourists throughout the summer, and it is not hard to imagine why they should not try to earn some money out of this opportunity.28. What does the word Italian in line 31 refer toThe Italian nation as a whole29. gondolier --- the boatman who propels a gondola, a long narrow flat-bottomed boat with a high prow and stern used on the canals of Venice30. sandolos --- small boats used on the Venetian canals31. Buona fortuna --- (Italian) Good luck32. trinket --- a small ornament (as a jewel or ring) of little value33. point de Venise lace --- lace that is made with a needle or needle point. Burano is known for its Venetian point lace industry.34. four-leafed clovers --- or four-leafed clovers, four-leaf clovers.A four-leafed clover is a clover plant that has a set of four leaves instead of the usual three, and is believed to bring good luck to a person who finds it.Clover –is a small usu. three-leafed plant with pink, purple, or white flowers, often grown as food for cattle.35. holy processions --- religious parades36. Rephrase the sentence:The priest organizes holy processions to coincide with the arrival of the steamer.The priest arranges for the religious pageant to begin the moment the ship arrives.37. flapping --- swaying loosely, and making a noise, especially when moved by wind38. Daily Mail --- name of a newspaper39. Where in paragraph 2 does Mitford reveal her attitude towards the way the islanders behaveShe is somewhat sympathetic to them. Refer to lines 29-31, “As they are obliged, whether they like it or not …from this state of affairs.”40. A metaphor runs through paragraphs 2 and 3. What is it Which sentence sets up the comparison Pick out words that continue the metaphor.The island is compared to a stage, and the activities to a play.Line 31, “The Italian is a born actor …”dress up, sweet-faced old women, apparently, organizes holy procession to coincide, the curtain, shed their jackets, let the smiles fade41. How do you understand the last sentence “Tocello is itself again” The play is over; ordinary life on the island is restored, and the islanders are their normal selves again.Unit ThreeText IThe SubwayTom WolfeI. About the AuthorThe Author --- Tom Wolfe (Thomas K. Wolfe, Jr., 1931-), . author, is one of the new journalists, who write, like journalists, about the people,the places, and the events of the contemporary world, but who write with the imagination, the personal vision, and the rhetorical flair which is usually associated with the creative writer. Wolfe’s writings appear in magazines such as Confidential and Harper’s Bazaar. Wolfe, like any good reporter, observes closely from a particular angle of vision --- often satiric --- and he projects what he feels and thinks into his description by the details he selects to show us and the words he chooses to describe them. His works include: The Kandy-Kolored Tangerine-Flake Streamline Baby (1965), New Journalism (1973), and In Our Time (1980).II Organization and DevelopmentThe topic sentence of paragraph 2 extends, at least in part, to paragraph 3.For paragraph 5, the following words from paragraph 4 with some modifications may serve the purpose of a topic sentence: “However, some men do fall to the state of being a bum. For example, on the East Side IRT subway line…”In paragraph 3, apart from sticking to using “he”as the subject in a series of sentences to describe the actions of the two black boys in the car, the conjunction “then”is used twice to show the chronological progression of the actions.The last four sentences of paragraph 4 all keep to “he” as the subject.III. Notes1. the living symbol of all that adds up to lack of status in New York --- the very indication that those who take the subway have a low social position2. disorientation --- confusion, loss of one’s bearings3. express stop --- a major rapid transit stop where “express trains”stop, as contrasted to a “local stop” where all trains stop4. Rephrase the following.In a way, of course, the subway is the living symbol… every express stop.In New York’s underground transportation system, one finds many examples of what is low-class behavior in New York. The subway is disorganized and people move about wildly at each express stop.5. vistas --- sweeping views6. eerie --- frightening because of strangeness or gloominess7. How is the statement “The whole place is a gross assault on the senses”supported by details in the first paragraphassault on the sense of hearing --- noise of the trains, high-pitched harshness, metallic tones from recordsassault on the sense of touch --- pushing and being pushed in crowds assault on the sense of smell --- unbearable odorsassault on the sense of sight --- The sight of customers with bread flakes caked on their mouths and flatulent cheeks at lunch counters is far from pleasant.8. qualm --- feelings of uneasiness or uncertainty as to whether something is right9. What does the word “qualms”in line 7 mean What does the whole sentence containing the word implyunease, a pang or sudden feeling of doubt, esp. concerning moral conduct Pushing others in a crowded public place is considered rude, but in the . subway the passengers, when in a crowd, seem to have forgotten this basic moral norm.10. tactile --- relating to the sense of touch11. crucifying --- torment, torture12. Rephrase the sentenceYour tactile sense takes a crucifying you never dreamed possible.You are being bumped, shoved and prodded amidst the crowd more than you ever have been before / more than you ever expected.13. 45 records --- The abbreviation “ stands for “revolutions per minute.” It is a measure of the speed of a record. A 45 record goes。
语言学重要概念梳理(中英文对照版)
第一节语言的本质一、语言的普遍特征（Design Features）1.任意性 Arbitratriness：shu 和Tree都能表示“树”这一概念；同样的声音，各国不同的表达方式2.双层结构Duality：语言由声音结构和意义结构组成（the structure ofsounds and meaning）3.多产性productive：语言可以理解并创造无限数量的新句子,是由双层结构造成的结果(Understand and create unlimited number withsentences）4.移位性 Displacemennt:可以表达许多不在场的东西，如过去的经历、将来可能发生的事情，或者表达根本不存在的东西等5.文化传播性 Cultural Transmission：语言需要后天在特定文化环境中掌握二、语言的功能（Functions of Language)1.传达信息功能 Informative：最主要功能The main function2.人际功能 Interpersonal：人类在社会中建立并维持各自地位的功能establish and maintain their identity3.行事功能 performative：现实应用——判刑、咒语、为船命名等Judge,naming，and curses4.表情功能 Emotive Function: 表达强烈情感的语言，如感叹词/句exclamatory expressions5.寒暄功能 Phatic Communion：应酬话phatic language，比如“吃了没？”“天儿真好啊！”等等6.元语言功能 Metalingual Function：用语言来谈论、改变语言本身，如book可以指现实中的书也可以用“book这个词来表达作为语言单位的“书”三、语言学的分支1. 核心语言学 Core linguistic1)语音学 Phonetics：关注语音的产生、传播和接受过程，着重考察人类语言中的单音。
Contexts to Contrasting Words6
Enlarging Vocabulary Through Central IdeasFind the definition of each word, and then use it to compose a complete sentence. After finding the definitions in each section, identity the central idea that unifies the grouping.1.aliasDefinition: false name used especially by a criminalSentence: If I were a superhero, I will choose a cool alias for myself in stead of Nina.2.clandestineDefinition: secretSentence:She can not let anyone know, including the clandestine relationship with president.3.enigmaDefinition: mysterySentence: People love enigma and mystery.tentDefinition: existing but not yet noticeable or developedSentence: The little girl have a big latent gift to be a singer.5.lurkDefinition: wait in hiding especially for a bad purposeSentence: The general said this is the best place for lurk.6.secludeDefinition: keep away from other peopleSentence: She secluded herself in order not to hear the bad news from her children in war.7.stealthyDefinition: quiet and secret or unseenSentence: She thought her passing me her paper was stealthy, but the teacher saw everything.CENTRAL IDEA: All the words are related to secret.8.appriseDefinition: informSentence: Selina was not apprised to run when the building exploded.9.avowalDefinition: open declarationSentence:The press carried his avowal about his marriage throughout the country.10.elicitDefinition: draw something from somebody, sometimes with difficultySentence: Cal can not elicit any useful information from that guy.11.enlightenDefinition: give more knowledge or information to doSentence: The coach enlightened me for the whole day on that pose, but I still can’t do that like her.12.manifestDefinition: show something clearlySentence: When he told a lie,fear was manifest on his face.13.overtDefinition: done or shown openly or publiclySentence: His opponent's intention of hurting him is quite overt.CENTRAL IDEA: All the words are related to apparently14.accedeDefinition: agreeSentence: Only when the House and the Senate both accede on the proposal, it will be passed.15.accordDefinition: agree with something or somebodySentence: You should make your behavior accord to your promises, otherwise no one would trust you.pactDefinition: agreement or contact between two or more partiesSentence: We both sighed on the compact on discounting, but you didn’t obey it till now .patibleDefinition: that can exist togetherSentence: Mac book is compatible with both the Windows and the Snow Leopard.promiseDefinition: giving up of certain demands by each side in a dispute, so that an agreement may be reached which satisfies both to some extentSentence: It is your compromises make him a guy that stingy.19.conformDefinition: keep to or comply withSentence: His ideas do not conform with mine on that project.20.consistentDefinition: always keeping to the same pattern or styleSentence: A person who is consistent in his actions is trustworthy.21.correspondDefinition: be in agreementSentence: Her red hat and shoes correspond with her red dress.22.dovetailDefinition: fit togetherSentence: I'll dovetail my plans to fit yours.23.reconcileDefinition: cause people to become friends againSentence: After broke up, I’ve never thought of reconciling with him.24.relentDefinition: decide to be less strict, determined, and harshSentence: After his father’s dead, he became even more relent that we never saw him quarrel with others again.CENTRAL IDEA: All the words are relate to agreement25.altercationDefinition: quarreling or arguing noisilySentence: Their altercation was so noisy that it kept me awake all night.26.antagonizeDefinition: arouse hostility in somebodySentence: Your words will antagonize your son to quarrel with you.27.cleavageDefinition: split or divisionSentence:He had made a great cleavage in his and his wife’s life .28.discordDefinition: disagreement and quarrelingSentence: Discord and happiness are both part of life.29.discrepancyDefinition: difference between two things that should be the sameSentence: There was a discrepancy in the two reports of the accident that make me quite confused.30.dissentDefinition: strong difference of opinion on a particular subjectSentence: I saw the fighting started on my own eyes, and I totally dissent from what you said.31.embroilDefinition: to cause someone to become involved in an argument or a difficult situation Sentence: I don’t want to be embroiled in the quarrel between my parents.32.estrangeDefinition: to become unfriendly to someoneSentence: His behavior estranged him from his brother from the beginning.33.frictionDefinition: a state of conflict between personsSentence: Constant friction wore out the heels of my shoes.34.irreconcilableDefinition: impossible to reconcileSentence: The problem between my wife and my ex-wife is irreconcilable.35.litigationDefinition:a legal proceeding in a court; a judicial contest to determine and enforce legal rights Sentence: Litigation often entails enormous expense.36.at varianceDefinition: not in accordSentence: They are not suitable for couple, all things can make them at variance.37.wrangleDefinition: an angry disputeSentence: Please do not wrangle, final is coming!CENTRAL IDEA: All the words are related to argument.38.condimentDefinition: a preparation (a sauce or relish or spice) to enhance flavor or enjoymentSentence: Pain is the condiment of life.39.devourDefinition: eat，dine，have，consume，devour，gorge，swallowSentence: We watched the flames devour the entire building.40.edibleDefinition: any substance that can be used as foodSentence: Most of the mushrooms are edible, but some are poisonous.41.gluttonDefinition: a person who is devoted to eating and drinking to excessSentence: I used to be a glutton, but now I’m on diet.42.lusciousDefinition: extremely pleasing to the sense of tasteSentence: The banana is really luscious that everybody want another one.43.palatableDefinition: acceptable to the taste or mindSentence: We liked the parade a lot but the event was hardly palatable to the locals.44.slakeDefinition: satisfy (thirst)Sentence: Nothing can slake his anger.45.succulentDefinition: full of juiceSentence: The salesman told me that the watermelon is succulent, but the watermelon is not.46.voraciousDefinition: devouring or craving food in great quantitiesSentence: Tom is often voracious, one day he ate as much as three pounds of meat.CENTRAL IDEA: All the words are related to delicious.Adapted from Levine, H., Levine, N., & Levine, R.T. (1994). “Enlarging vocabulary through central ideas.”Vocabulary for the High School Student. New York: Amsco.。
but的用法范文
but的用法范文"But" is a versatile conjunction that can be used in various ways and contexts. Here are some of the different ways "but" can be used:1. Conjunction to contrast ideas:"He is talented, but he lacks motivation."In this case, "but" is used to introduce a statement that presents a contrasting idea to what was said before. It highlights a difference or contradiction between two ideas or statements.2. Conjunction to indicate exceptions or concessions:"I like to exercise every day, but today I'm too tired.""But" is used here to introduce a contrasting idea that presents an exception to the general statement. It indicatesthat the speaker acknowledges and accepts the exception or concession.3. Preposition to mean "except for":"I can't help but feel sad about the situation."In this case, "but" is used as a preposition and is followed by a noun or pronoun. It implies that there are no alternatives except for the situation or feeling mentioned.4. Adverb to mean "merely" or "only":"She is but a child."Here, "but" is used as an adverb and means "only" or "nothing more than." It emphasizes the speaker's assertion that the person being referred to is young or inexperienced.5. Adverb to acknowledge a small degree or amount:"He is but a fraction of what he used to be."6. Adverb to express surprise or disbelief:"I cannot help but wonder why you did that."This usage of "but" is used to express surprise, disbelief, or even disappointment. It indicates that the speaker finds the preceding statement or action unexpected or inexplicable.7. As a conjunction to introduce an additional oralternative idea:"The rain was pouring, but he still decided to go for a walk."8. As a conjunction to express frustration or disappointment:"But why won't you listen to me?"9. As a filler word or hesitation marker:"I, uh, didn't mean to, but..."In informal speech, "but" can also be used as a filler word or hesitation marker when someone is struggling to find the right words or to express their thoughts clearly.Overall, the word "but" is a versatile conjunction that can serve various functions in a sentence. It introduces contrast, exceptions, concessions, and alternatives, and can also convey surprise, disbelief, frustration, or disappointment.。
CSI CONTEXTUAL SEMANTIC INVESTIGATION FOR WORD MEANING
CSI: CONTEXTUAL SEMANTIC INVESTIGATION FOR WORD MEANINGMichael W. KibbyUniversity at BuffaloDepartment of Learning and InstructionThe Center for Literacy and Reading InstructionWilliam J. RapaportUniversity at BuffaloDepartment of Computer Science & EngineeringDepartment of PhilosophyCenter for Cognitive ScienceKaren M. WielandUniversity at BuffaloDepartment of Learning & InstructionThe Center for Literacy and Reading InstructionDebra A. DechertUniversity at BuffaloDepartment of Learning & InstructionThe Center for Literacy and Reading InstructionSupporting Theory, Research, and RationaleWhat do you do when you are reading and you come across a word whose meaning you don’t know, yet you decide that you need to know the word in order to understand what you are reading? You have three choices: (1) you look the unfamiliar word up in a dictionary; (2) you ask someone else what the word means; or (3) you try to figure out the sense of the word on your own.The first solution is not always viable, for a number of reasons. You may not have a dictionary with you while you are reading. Even if you do, the word you seek to define might not be in the dictionary. The dictionary entry may offer multiple meanings, or the sense you are looking for may be new or obscure. Alternatively, the definition of your target word may be so complex that it creates another context, which requires you to look up or figure out the meanings of still more unknown words. For example, a fourth-grader in our center recently used the Mirriam-Webster Online Dictionary to find the meaning of “infract.” The meaning she found was “to infringe”; not knowing this word, she looked it up, finding the word “encroach”; again, not knowing this word and becoming perplexed, she looked this word up, finding its definition to be “to enter by stealth”—her teacher then told her the meaning of the word infract.The second solution, asking someone who knows the word’s meaning, is easier—provided there is someone nearby to ask—which is not always the case. The knowledgeable person would most likely require contextual information and BainesChapprobably will say, “Read me the whole sentence.” Using the textual constraints of this text segment in conjunction with background knowledge, your consultant will retrieve the correct sense of the word from his or her mental lexicon.Your third solution to encountering an unknown word is to hypothesize possible and logical senses of the word from its textual constraints. We use the term “using the textual constraints” in lieu of the more commonly used term “context clue” to make it clear that it is the information across the text that is used in CVA, not just a cue in a singular portion of the text or specific cues such as appositives or parenthetic statements.Expert readers enjoy the challenge of figuring out new word meanings from their comprehension of the text their reading, their prior knowledge, and their thinking or reasoning abilities. In fact, one of the characteristics that may distinguish highly successful readers from less adept peers is an interest in learning new words while reading. So rather than consulting a dictionary or another person to learn about a new word, readers can be taught to think as expert word learners think, and make hypotheses based on passage comprehension, textual constraints, prior knowledge, and reasoning. Inferring a word’s meaning from text is part skill, part strategy, and part practice; and the more practice a reader has with the technique, the more productive the technique becomes.Several researchers have investigated context in relation to vocabulary acquisition and proposed types of context clues that readers should look for in a text (Ames, 1966; Artley, 1943; Deighton, 1959; Dulin, 1970; McCullough, 1952; Sternberg, 1987; Sternberg & Powell, 1983), and a handful of studies have attempted to determine how readers use context (Ames, 1966; Carnine et al., 1984; Harmon, 1998, 1999, 2000; Kibby, Rapaport, & Wieland, 2004; McKeown, 1985; Sternberg & Powell, 1983; van Daalen-Kapteijns & Elshout-Mohr, 1981; van Daalen-Kapteijns et al., 2001; Werner & Kaplan, 1950; Wieland, 2005). Many of the suggestions for using context clues are vague (e.g., Blachowicz & Zabroske, 1990; Clarke & Nation, 1980). Determining what types of clues to look for in a text is only one part of the process, but most of the research on this topic focuses on clue types, perhaps because these are easier to teach and to test than are expert reading and reasoning strategies.What we are going to do in this lesson is show you and your students how to be “contextual semantic investigators” or CSIs. Finding out the meaning or sense of an unknown word from the meaning comprehended from the passage, the passage textual constraints, background knowledge, and reasoning ability is like a crime scene investigator—a CSI—finding out who committed a crime from the clues at the scene—only rather than dusting for finger prints, looking at tire tracks, analyzing polygraph results, or testing saliva samples for DNA, vocabulary CSIs utilize global comprehension strategies, look inward at their own background knowledge about the text’s topic, rearrange words syntactically, and apply their reasoning abilities to all this information together to try to gain a senseof the meaning of the word. Both crime scene and vocabulary CSIs require comprehending and remembering information from the text, reasoning about or making connections between this information and background knowledge, making hypotheses, weighing the evidence, and eventually drawing conclusions. This method for teaching CSI word detective skills to readers of all levels was derived from our own research with expert high school readers and our computational model of expert reading behavior (Ehrlich, 1995; Kibby et al., 2004; Rapaport, 2003, 2004; Rapaport & Ehrlich, 2000; Rapaport & Kibby, 2002; Wieland, 2005). We developed this CSI method by asking extremely adept high school readers to think aloud when they encountered unknown words while reading, and we validated our theories in an artificial intelligence environment. There is considerable validity for the think aloud or verbal report process (Ericsson & Simon, 1993; Pressley & Afflerbach; 1995). Our research gained verbal protocol from excellent readers in order for us to find the strategies that the best readers use, thus providing us insight into the strategies and skills that perhaps less than excellent readers should be taught. A brief summary of one component of our research follows. For more information on our full project, see our website on Contextual Vocabulary Acquisition(/~rapaport/CVA/).In a nutshell, what we found is that our readers rarely reported reinspecting the surrounding text looking for a specific printed context clue such as those we have been teaching kids for decades: e.g., appositives (e.g., “Abraham Lincoln, the 16th president, was a . . . .”), parenthetic definitions (e.g., “A sign of autism is perseveration [perseveration means to repeat an action or phrase over and over again]), connecting text (e.g., “such as,” “an example of this is,” “in contrast to”). To be sure, such textual clues are useful and our excellent readers surely did use them when they were present—but they are rarely present; writers do not write texts to teach new words, they write texts to convey meaning using words they think their reader already knows!Instead of re-inspecting surrounding text (some computational linguists call this the co-text), the processes reported by our excellent readers were much more conceptual or global: i.e., (a) summarizing their comprehension of the text segment, (b) making connections between that comprehension and their prior knowledge, (c) using their reasoning abilities (d) to derive a hypothesis of the sense of the word’s meaning. Sometimes readers reread the sentence with the hard word to determine its part of speech or to reinforce comprehension—but they rarely looked for specific, printed clues by reinspecting other portions of the paragraph in which the hard word occurred.There was in our research, one exception to this last point. After—and generally only after—our readers had encountered the word in several texts and were confident they had figured out a sense of the meaning of the word, they (e) did reinspect the surrounding text—but this was done only as a way of proving to theresearcher interviewing them (Karen) that the proffered meaning was actually congruent with the "clues" in the text. Indeed, the fact that our excellent-reading high school seniors did not report reinspecting texts for specific clues until they had already derived and iterated a sense of the word’s meaning provides further evidence that links between printed context clues and a word are obvious only when the reader already knows the word. This point needs elaboration.What we observed in working with our superior-reading high school participants as well as our own research groups' attempts to use CVA on texts containing hard words was that even the most intelligent and capable reader cannot readily identify those portions in a passage that link to the meaning of the word. This is because one has to have at least some sense of the word's meaning to make an association or link between a specific clue in the text and the hard word. When teachers teach contextual vocabulary acquisition skills, they usually use a text with a word they know, but their students do not. In this situation, the teacher is readily able to see the link between the hard word and specific clues in the text—but the students in the class do not see how the teacher saw or made those links, because they do not have the meaning of the hard word to begin with. Therefore, to teach students to become CSIs, teachers need to model the CVA skills and strategies using words whose meanings they do not know—otherwise students do not understand how it is that the teacher so immediately linked the context clue to the meaning of the hard word.Teachers and students should know that texts vary considerably in how much they help a reader hypothesize an unknown word’s meaning. Five sentences follow, each successive sentence provides more information to help the reader create a hypothesis about the meaning of the word aglet. Cover up sentences 2-5 and progress from 1-5 one sentence at a time, each time trying to predict the meaning of the word aglet.1. The missing aglet made it difficult to insert.2. Because the aglet was missing, it was difficult to insert the shoe lace.3. Because the aglet was missing, it was difficult to thread the shoelacethrough the shoe’s eyelets.4. The aglet had come off the end of the shoelace, thus the shoelace wasfrayed, making it difficult to insert the end of the shoelace through theshoe’s eyelets.5. The aglet (the metal or plastic band that encircles the tip of a shoelace)was missing, thus allowing the shoelace to become frayed and making itdifficult to insert the end of the shoelace through the shoe’s eyelets.One other important point in teaching CVA. Many philosophers, linguists, and psychologists differentiate knowledge of a concept—or thing—and knowledge of a word. Concepts refer to all the things in our universe: i.e., objects, actions, ideas and feelings. Everything that anyone can conceive is a thing, ergo, all objects, actions, ideas and feelings are things. Words, on the other hand, are justwritten or spoken units used to signify things in our universe—and the association between a word and the thing it signifies is arbitrary and must be learned. Sometimes we know a thing, but not the word for it. The thing “aglet” is a good example. Most readers here know that many shoelaces have a plastic or metal tip around its end to keep it from fraying, but few probably knew that that thing was called an “aglet.” It is because you had in your background knowledge this information about “a tip around the end of a shoelace” that you were able to associate this knowledge (known thing) with the unknown word “aglet.” But sometimes both the word and the thing are unknown, in which case the context will not be much help in learning what the unknown word might mean, unless that context is instructional: i.e., written for the purpose of teaching the reader what this new concept or thing is, as well as the word used to signify it.We make four general conclusions from our research.1. Reinspecting printed text for specific clues linked to the hard word usuallyfails, because making such a link requires some knowledge of the hardword’s meaning.2. Readers do not usually reinspect a text looking for specific clues that theythink link to the unknown word and give them insight to the word’smeaning. Instead, they use more global strategies: (a) summarizecomprehension of the text, (b) connect text meaning to prior knowledge;(c) apply reasoning to the meaning and prior knowledge, and (d)hypothesize a sense of the word’s meaning.3. Not every context provides enough textual information to help a readerform a hypothesis about a hard word’s meaning.4. Context may be useful for new words that signify things (i.e., objects,actions, ideas, feelings) we do know (e.g., “aglet); but context willgenerally be far less useful in helping us learn new words for things we do not know.On the basis of our research and literature reviews, the CSI teaching method we developed and present here includes several important components: (a) teacher modeling of CSI techniques (teacher does/students watch) (b) guided practice during which the teacher provides opportunities for students to try the techniques with varying levels of assistance (teacher does/students help); (c) peer group collaboration with teacher guidance (students do/teacher helps); (d) independent application of strategies while the teacher assesses and plans future instruction (students do/teacher watches); and finally (e) application or usage of newly learned vocabulary in speaking or writing, while teacher evaluates (studentsdo/teacher watches). This method is congruent with socioconstructivist theories about teaching and learning (Graves, 2000; Wilhelm, 2001; Wilhelm et al., 2001). Our CSI think-aloud procedures (“I do, you watch”; “I do, you help”; “you do, I help”; “you do, I watch”) are modeled on those recommended by Wilhelm (Wilhelm, 2001; Wilhelm et al., 2001). Our Instructions for CSI Investigators(Sidebar A) are derived from our verbal protocol from exert readers and our computational model of expert reading behavior.Helpful Hints for Teachers✓Students will have varying degrees of “word consciousness,” or awareness of and interest in unknown words (Kibby, 1995). Our methodasks students to select unknown words from their texts while reading, but this does not mean that all students will identify all unknown words. Bydiscussing the text in a global way, you can gain awareness of whichimportant words students are ignoring or misinterpreting.✓Not every hard word needs to be known! If the student is comprehending satisfactorily and lack of knowledge of a specific word(s) in the passage is not interfering with comprehension, perhaps the student should move on.✓Some students may require guidance in the construction of a meaning of new words. Word maps can be used to teach students about the types ofinformation—category, properties, and illustrations—that contribute toword meanings (Schwartz, 1988; Schwartz & Raphael, 1985) or conceptdevelopment (Peters, 1974-75). The software package Inspiration is anexcellent tool for demonstrating the building of the sense of a word’smeaning and for a student to use independently.✓If too many words in a text are unfamiliar, attempts to infer word meanings from context will not be very productive. So you may need to limit thenumber of target words for CSI instruction. Tell students the meanings ofthe other unfamiliar words in the text in order for them to infer successfully the meaning of the target word. The best texts for this type of lesson arethose that contain only a handful of unfamiliar words.✓Teachers must model the thinking process using words unfamiliar to them and most of their students. Since teachers usually know many more words than their students, finding unfamiliar words in your teaching materialsmay happen only rarely. A good source for strange and unusual words iscalled Spizzerinctum, compiled by Kevin Johnson (2004). The website can be found at /. For no fee, you may sign up toreceive a word-a-day E-mail, and the vast majority of those words will beunfamiliar to most teachers and students. These word-a-day E-mailsprovide a contextual use of the word in addition to its pronunciation andmeaning.✓You do not have to figure out the “correct” meaning of the target word; you just need to generate a reasonable hypothesis that can be defended withtextual cues and prior knowledge. Your goal should be to derive a logicalsense of the word given the context.✓The senses of new nouns are generally much easier to figure out than the senses of new verbs or new modifiers.✓Seeing a new word in just one context provides some useful information, but experts agree that multiple contextual exposures are required todevelop a thorough and in-depth understanding. So consider findingsupplemental texts with which to confirm or revise initial hypotheses about word sense.Instructional GuidelinesOur lesson plan is designed to be completed across several instructional days. Although we’ve broken it up into four segments of approximately 45-minutes each, you should feel free to modify the plan as it suits your schedule and resources.DAY 0 (the day before the unit begins)❑For homework, students find a difficult word in context, print out the passage, and bring it in to “stump the teacher.” A good source for strange and unusual words is called Spizzerinctum, compiled by Kevin Johnson(2004). The website can be found at /❑Teacher creates copies of the CSI Detective Notebook by copying the think-sheet labeled Sidebar F.DAY 1 (first day of CSI unit)❑Teacher hands out CSI Detective Notebooks or copies of the think-sheet page to students.❑Students present their challenging words/context to the teacher. For an example of how a teacher might respond, see Sidebar A.❑Teacher models CSI strategies using the texts the students provide (“I do, you watch.”).o Begin by rearranging the target sentence to put the unknown word in the subject position.o Then activate background knowledge about the topic.o Next, search for clues within the text that give a sense of the target word’s meaning.o See Instructions for CSI Investigators in Sidebar B for ideas of clues to look for, depending on the part of speech of the targetword.❑Students listen and watch.❑Students reconstruct the steps the teachers took onto a page in their CSI Researcher Notebook (use the reproducible page labeled Sidebar F).❑Teacher hands out a target text (we find short stories to be useful for this type of strategy lesson, however teachers might choose to utilize otherinstructional/ content-area texts). For the purposes of demonstration, wewill use Anton Chekov’s “The Lottery Ticket,” available at/fiction/the-lottery-ticket.html❑Teacher activates prior knowledge of the topic or theme of the story. See Sidebar C for suggestions.❑For homework, students are asked to read the story independently and note (underline) the hard words.DAY 2❑Teacher creates list of words that students underlined. Some suggestions for creating this list include having students volunteer hard words andtaking a hand count of how many others found the words difficult. Or theteacher may ask students to make a list of their hard words and hand it in.Then the teacher creates a ranked list of words to work on collaboratively.For a list of possible target words from the Chekov story, see Sidebar D.❑Teacher models CVA strategies again using a word from the beginning of the story that most students were stumped by (students are askedbeforehand to keep quiet about meanings they know, so their classmates can figure it out themselves). This time, though, she elicits help fromstudents. (“I do, you help.”). See Sidebar E for an example.❑While teacher is thinking aloud, students record the steps the teacher is taking and the reasoning strategies they used into their CSI DetectiveNotebooks (see example page, which is reproducible, in Sidebar F).Teachers may want to complete a model page in the notebook on anoverhead projector.❑Then the teacher asks a student volunteer to think-aloud about the meaning of another target word. The teacher and the other studentsscaffold this student’s thinking when necessary. Students wordcollaboratively and record their processes and cues and hypotheses intheir CSI Detective Notebooks. (“You do, I help.”)❑Once the teacher believes the process has been adequately modeled, the class breaks off into small groups. The teacher assigns a target word foreach group to work on. Students word collaboratively and record theirprocesses and cues and hypotheses in their CSI Detective Notebooks.(“You do, I help.”)❑For homework, each student is asked to pick out another word to work on independently, including the completion of a think-sheet in the CSIDetective Notebook.DAY 3❑ A spokesperson from each group reports back to the whole class, explaining the thinking that the group did and the hypothesis they came up with (recorded on Day 2 in students’ Notebooks). The whole classdiscusses the target word, the cues, and the thinking process of the group.❑Then each group is asked to pick another hard word from the text and work on that word. The teacher circulates around the room, taking notes,but does not help. (“You do, I watch.”)❑For homework, students are asked to find additional contexts for the target words they have worked on so far. This will allow them to either confirmtheir initial hypotheses or revise them based on new evidence. It will behelpful to ask students to take notes about their new contexts andhypotheses in their CSI Detective Notebooks.DAY 4 Extend the lesson using CSI writing activities, for example: ❑As a variation of the think-aloud procedure, students are asked to write out their reasoning about unknown words in context (write-aloud) into theirCSI Detective Notebooks.❑Students are asked to author a passage for one of their hard words, using sufficient cues for their fellow students to derive a sense of the word. Thewriter cannot provide a direct definition in the passage.❑Students are asked to turn their CSI Detective Notebooks into a narrative of what they did as word detectives. They could write up a report to thepolice chief, putting all the clues together into a story of their thinking.ReferencesAmes, W. S. (1966). The development of a classification scheme of contextual aids. Reading Research Quarterly, II(I), 57-82.Artley, A., Sterl. (1943). Teaching word meaning through context. Elementary English Review, 20, 68-71.Blachowicz, C. L. Z., & Zabroske, B. (1990). Context instruction: A metacognitive approach for at-risk readers. Journal of Reading, 33(7), 504-508. Carnine, D., Kame'enui, E. J., & Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. ReadingResearch Quarterly, 19(2), 188-204.Clarke, D. F., & Nation, I. S. P. (1980). Guessing the meanings of words from context: Strategy and techniques. System, 8, 211-220.Deighton, L. C. (1959). Vocabulary development in the classroom. New York: Teachers College Press.Dulin, K. L. (1970). Using context clues in word recognition and comprehension.The Reading Teacher, 23(5), 440-469.Ehrlich, Karen (1995), Automatic Vocabulary Expansion through Narrative Context. Technical Report 95-09. Buffalo: University at BuffaloDepartment of Computer Science.Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: MIT Press.Graves, M. F. (Ed.). (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. New York: Teachers CollegePress.Harmon, J. S. (1998). Constructing word meanings: Strategies and perceptions of four middle school learners. Journal of Literacy Research, 30(4), 561-599.Harmon, J. S. (1999). Initial encounters with unfamiliar words in independent reading. Research in the Teaching of English, 33, 304-339.Harmon, J. S. (2000). 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Nina 18090909Writing 0906Oct 8, 2010Contexts to Contrasting WordsWrite the meaning of the italicized word or expression. Look for a similar word or expression in the context.1.“In the marketplace of Goderville was a great crowd, a mingled multitude of men andbeasts.” –Guy de Maupassanta. Meaning: Multitude means “a lot of people”.b. Synonym: Crowd2.When I invited you for a stroll, you said it was too hot to walk.a. Meaning: Stroll means “wander, walk”.b. Synonym: Walk3.Jane’s little brother has discovered the cache where she keeps her photographs. She’llhave to find another hiding place.a. Meaning: Cache means “a place where something is hidden”.b. Synonym: Hiding place4.The spine, or backbone, runs along the back of human beings.a. Meaning: Spine means “the bone that supports human’s back”.b. Synonym: Backbone5.“The kings and his court were in their places, opposite the twin doors—those fatefulportals so terrible in t heir similarity.” –Frank R. Stocktona. Meaning: Portal means “front door”.b. Synonym: Door6.Ellen tried her best to hold back her tears, but she could not restrain them.a. Meaning: Restrain means “prevent, stop”.b. Synonym: Hold back7.Why are you so timorous? I tell you there is nothing to be afraid of.a. Meaning: Timorous means “not brave”.b. Synonym: Be afraid of8.Harriet’s version of the quarrel differs from your account.a. Meaning: Version means “explain, opinion”.b. Synonym: Account9.Our club’s first president, who knew little about democratic procedures, ran themeetings in such a despotic way that we called him “the dictator.”a. Meaning: Despotic means “arbitrary”.b. Synonym: The dictator10.“The Hispaniola still lay where she had anchored, but, sure enough, there was the JollyRancher—the black flag of piracy—flying form her peak.” –Robert Louis Stevensona. Meaning: Jolly Rancher means “the flag”.b. Synonym: The black flag of piracy11.The Empire State Building is a remarkable edifice; it has more than a hundred stories.a. Meaning: Edifice means “building”.b. Synonym: Building12.Some children who are reserved with strangers are not at all uncommunicative withfriends.a. Meaning: Reserve means “not talkative”.b. Synonym: Uncommunicative13.The problems of the period we are living through are different from those of anyprevious era.a. Meaning: Era means “a long period of time”.b. Synonym: Period14.Why should I retract my statement? It is a perfectly true remark, and I see no reason towithdraw it.a. Meaning: Retract means “cancel”.b. Synonym: Withdraw15.CELIA [urging Rosalind to say something]. Why, cousin! Why, Rosalind!... Not a word?ROSALIND. Not one to throw at a dog.CELIA. No, thy words are too precious to be cast away upon curs; throw some of them at me. –William Shakespearea. Meaning: Cur means “dog”.b. Synonym: Dog16.Jerry thought he saw a ship in the distance. I looked carefully but could perceive nothing.a. Meaning: Perceive means “feel, understand”.b. Synonym: See17.Nina claims that I stated the quarrel, but I have witnesses to prove that she initiated it.a. Meaning: Initiate means “begin”.b. Synonym: Start18.“He praised her taste, and she commended his understanding.” –Oliver Goldsmitha. Meaning: Commend means “praise”.b. Synonym: Praise19.Students attending private schools pay tuition. In the public schools, however, there isno charge for instruction.a. Meaning: Tuition means “money paid for education”.b. Synonym: Charge for instruction20.“His facts no one thought of disputing; and his opinions few of the sailors dared tooppose.” –Richard Henry Danaa. Meaning: Dispute means “argue”.b. Synonym: Oppose21.“When all at once I saw a crowd,/A host of golden daffodi ls,” –William Wordswortha. Meaning: Host means “a lot”.b. Synonym: Crowd22.Choosing a career is a matter that calls for reflection, but I haven’t yet given it enoughthought.a. Meaning: Reflection means “a lot of consideration”.b. Synonym: Give it enough thought23.How can Alice tolerate your whistling while she is studying? I would never be able tobear it.a. Meaning: Tolerate means “bear”.b. Synonym: Bear24.We can’t meet in the music room tomor row because another group has reserved it. Weshall have to convene somewhere else.a. Meaning: Convene means “gather to discuss”.b. Synonym: Meet25.Some of the students who arrive early gather near the main entrance, even though theywere not supposed to congregate there.a. Meaning: Congregate means “gather together”.b. Synonym: Gather26.“‘Ah, so it is!’ Edmond said, and, still keeping Mercedes’ hand clasped in his, he held theother one out in all friendliness to the Catalan. Instead, however, of responding to this show of cordiality, Fernand remained mute and motionless as a statue.” –Alexandre Dumasa. Meaning: Cordiality means “sincerity”.b. Synonym: Friendliness27.I can dispense with a midmorning snack, but I cannot do without lunch.a. Meaning: Dispense means “carry out”.b. Synonym: Do28.Up to now Diane has always started the disputes; this time Caroline is the aggressor.a. Meaning: Aggressor means “people who want to conquer others’ things”.b. Synonym: Start the disputes29.Some pitchers try to intimidate batters by throwing fast balls very close to them, butthey can’t frighten a hitter like Joe.a. Meaning: Intimidate means “make others be afraid”.b. Synonym: Frighten30.“Rip now resumed his old walks and habits. He soon found many of his former cronies,though all rather the worse for the wear and tear of time; so Rip preferred makingfriends among the younger generation, with wh om he soon grew into great favor.” –Washington Irvinga. Meaning: Corny means “good friends”.b. Synonym: Friend31.The English Office is at one end of the hall, and the library entrance is at the otherextremity.a. Meaning: Extremity means “the end”.b. Synonym: end32.“‘Slow, lad, slow,’ he said. ‘They might round upon us in a twinkle of an eye, if we wasseen to hurry.’“Very deliberately, then, did we advance across the sand…” –Robert Louis Stevensona. Meaning: Deliberately means “careful”.b. Synonym: Slow33.Two hours ago the weather bureau predicted rain for tomorrow; now it is forecastingrain mixed with snow.a. Meaning: Forecast means “say something before it happens”.b. Synonym: Predict34.The old edition had a preface. The new one has no introduction at all.a. Meaning: Preface means “a short introductory”.b. Synonym: Introduction35.Patricia’s dog ran off with our ball and would not relinquish it until she made him give itup.a. Meaning: Relinquish means “quit, give up”.b. Synonym: Give up36.By noon we had climbed to a height of more than 2000 feet. From that altitude, thehousetops in the town below seemed tiny.a. Meaning: Altitude means “height”.b. Synonym: Height37.“He bade me observe it, and should always find, that the calamities of life were sharedamong the upper and lower part of mankind; but that the middle station had the fewest disasters.” –Daniel Defoea. Meaning: Calamity means “disaster”.b. Synonym: Disaster38.Yesterday it looked doubtful that I could finish my report on time. Today, however, itseems less dubious.a. Meaning: Dubious means “doubtful”.b. Synonym: Doubtful39.The small fry always drew back in fear when the bully raised a fist, but this time they didnot recoil.a. Meaning: Recoil means “retreat, fall back”.b. Synonym: Draw back in fear40.Bears and bats hibernate in caves; frogs and lizards spend the winter in the earth, belowthe frost line.a. Meaning: Hibernate means “live in the winter”.b. Synonym: Spend the winter。