英文版

合集下载

英语说课稿范文英语版

英语说课稿范文英语版

英语说课稿范文英语版对于英语之类的说课稿,有心便可以写出全英文版本的稿件了。

下面是店铺给大家整理的英语说课稿范文英语版,供大家参阅!英文版英语说课稿教学前言Goodmorning everyone. Standing here, I’m very happy and excited. It’s my greathonor to be here to present my lesson, and the chance is very precious for me.And I’ll try my best. Now iwill introduce myself briefly, my name is , borninYunnan province. I wasgraduated from ________ my major is________.and i got my bachelor degree after mygraduation in the year of 2012, I spend most of my time on study, I have passed CET4、TEM4.and i have acquired basic knowledgeof my major during my school time. I'm capable of more responsibilities.My character? i cannot describe it well, but i know i am optimistic and confident. I'm a good team player and I'm a person ofgreat honesty to others. Also I am ableto work under great pressure, sometimes i prefer to stay alone,reading, listening to music, but i am not lonely, i like to chat with myclassmates, almost talk everything, myfavorite pastime is volleyball, playing cards or surf online. Through college life,i learn how to balancebetween study and entertainment. To be an English teacher is my dream, so now Iam standing here.Today I’ll talk about unit 9 , the topic is about saving our earth, mycontents consists of 8 parts ,the lesson is focusedon the topic of the problems of the earth. I will talk about it from …..英文版英语说课稿教材解说Analysisof the teaching materialAnalysis of the studentsTeaching methodsTeaching aims and demandsTeachingaids teaching aids英文版英语说课稿教学流程【Teaching procedure】【Blackboard design】【Conclusion】Well, firstly, I’ll talk about part 1analysis of the teaching material.. 1 . there are a lotpictures. For this, the kids will be interested in the book. As we all knowthat interest is best teacher for the students. 2. It lays stress on thecommunication. According to the problem of Chinese students learning English,the book design a lot of material to improve the students’ ability of listeningspeaking, reading, and writing. So I think the book is very good.Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playinggames very much, so during my class, I’ll design some interesting games toactivate them to participate and learn something. They will also be interestedin the class.Next I’ll talk about teaching methods. My teaching methods are task-based approach and situationalapproach. Using different methods can make the class active.Let’s move on to ano ther part,teaching aims and demands. There are knowledge aims andability aim. Knowledge aims areto enable the students to master the words and phrases… And the sentences…Knowledge Aims1. Talk about nature, ecology and the environment.2. Make the Ss know the Earth Summit and theimportance of the environment.3. Further develop students’ reading ability as well aslistening and speaking abilities.4. Make the Ss learn some useful words andexpressions.5.Arousethe Ss to take better care of the earth.(1) To enable the Ss tounderstand and speak this topic: “ Saving the earth makesure that Ss can use usefulexpressions in real situations.We must make sure that… I am all for…Sure/ certainly/Absolute It’s clear that…If nothing is done…, then… it would be better if we…I believe that wemust… I can’t imagine that….Is therea better way to…(2) To help Ss to learn Make Ss learn some useful words andexpressions as well as inversion.Ability aimsare to improve students’ listening and speaking ability byreading and joining activities.(1)To develop Ss’ abilities of listening and speaking.(2) To train the Ss’ ability of working ingroups.(3) Tofoster Ss’ abilities of communicationEmotional Aims(1)To build Ss’ senses of goodco-operation and care of our earth.(2) To lead Ss to show their loveliness to the poor.Now I’m going to talk about next part is the teaching aids. In thisclass, I’ll use pictures, PPT and tape recorder. These can arouse the students’interest in English.Now I’ll talk about most important part teac hing procedure.New English proverb said that the studentsare real master. In this lesson they are English learners and real master .Soteacher should act as a guider, an organizer and a director who play arolewhen necessary in teaching procedure. In my English Plan, It consists of 5 steps. Warming up, lead-in,contents key points and difficult points and homework.Step1 is warming up. Here I’ll use PPTto play an English song Bingo for the students and I’ll ask them try to followit to sing together. By this, the students can be interested in it and paytheir attention to our class easily andimprove their ability of speaking.1. Free talk between T and Ss about problems what weare facing in the classroom.Step2 is lead-in (导入根据所授内容设计,可通过展示与本课有关的话题或者图片等等引出本课话题)1.At the beginning,Beginthe class by showing some pictures of serious environmental problems.Now the earth is being seriously polluted2.Ask the Ss some questions.What’s the biggest problemfacing the earth? Why do you think so?What causes the problem?Wh at are the" bigthree”? Do you know of any other major problems facing the earth?What can we do solve the problem?Step 3 is contents(本部分为主要授课内容及组织的课堂活动。

经典诗歌英文版5篇中英对照

经典诗歌英文版5篇中英对照

经典诗歌英文版5篇中英对照托马斯·格雷(1716-1771),英国18世纪重要诗人.他出生在伦敦的一个经纪人家庭,一生的大局部时间在剑桥大学从事教学与研究工作.他的生活可谓中规中矩,捷足而又稳健.『乡村墓园挽歌』『Elegy Written in a Country Churchyard』是其代表作,把伤感文学推向了顶峰.下面就是给大家带来的经典诗歌英文版,希望能帮助到大家!经典诗歌英文版1A Blooming TreeXi Murong一棵开花的树席慕容May Buddha let us meet,如何让你遇见我in my most beautiful hours,在我最美丽的时刻I have prayed for it,为这我已在佛前求了五百年for five hundred years.求佛让我们结一段尘缘Buddha made me a tree,佛於是把我化做一棵树by the path you may take,长在你必经的路旁In full blossoms Im waiting in the sun,阳光下,慎重地开满了花every flower carrying my previous hope.朵朵都是我前世的盼望As you are near, listen carefully,当你走近,请你细听,那颤抖的叶the quivering leaves are my waiting zeal,是我等待的热情As you pass by the tree,而当你终於无视地走过without noticing me,在你身後落了一地的My friend, upon the ground behind you is not the fallen petals,朋友啊,那不是花瓣but my withered heart.那是我凋零的心经典诗歌英文版2Love at First SightWislawa Szymborska一见钟情维斯拉瓦·辛波丝卡Theyre both convinced that a sudden passion joined them.他们彼此深信是瞬间迸发的热情让他们相遇such certainty is more beautiful,这样确实定是美丽的but uncertainty is more beautiful still.但变幻无常更为美丽since theyd never met before, theyre sure that thered been nothing between them.他们素未谋面所以他们确定彼此并无任何瓜葛but whats the word from the streets, staircases, hallways但是自街道、楼梯、大堂传来的话语perhaps theyve passed by each other a million times?他们也许擦肩而过100万次了吧i want to ask them if they dont remember a moment face to face in some revolving door? 我想问他们是否记得在旋转门面对面那一刹perhaps a sorry muttered in a crowd?或是在人群中喃喃道出的对不起a curt wrong numbercaught in the receiver?或是在的另一端道出的打错了but i know the answer.但是我早知道答案no, they dont remember.是的,他们并不记得theyd be amazed to hear that chance has been toying with them now for years.他们会很讶异原来缘分已经戏弄他们多年not quite ready yet to become their destiny,时机尚未成熟变成他们的命运it pushed them close, drove them apart,缘分将他们推进it barred their path,距离阻挡他们的去路stifling a laugh,忍住笑声and then leaped aside.然后闪到一旁there were signs and signals,有一些迹象和信号存在even if they couldnt read them yet.即使他们尚无法解读perhaps three years ago or just last tuesday也许在三年前或者就在上个星期二a certain leaf fluttered from one shoulder to another?有某片叶子飘舞于肩与肩之间?something was dropped and then picked up.有东西掉了又捡了起来?who knows, maybe the ball that vanished into childhoods thicket?天晓得,也许是那个消失于童年灌木丛中的球?there were doorknobs and doorbells where one touch had covered another beforehand. 还有事前已被触摸层层覆盖的门把和门铃suitcases checked and standing side by side.检查完毕后并排放置的手提箱one night. perhaps, the same dream,有一晚,也许同样的梦,grown hazy by morning.到了早晨变得模糊.every beginning is only a sequel, after all,每个开始毕竟都只是续篇,and the book of events is always open halfway through.而充满情节的书总是从一半开始看起经典诗歌英文版3Down by the Salley GardensWilliam ButlerYeats漫步在莎莉花园威廉·巴特勒·叶芝Down by the salley gardens my love and I did meet;在莎莉花园深处,吾爱与我曾经相遇.She passed the salley gardens with little snow-white feet.她穿越莎莉花园,以雪白的小脚.She bid me take love easy, as the leaves grow on the tree;她嘱咐我要爱得轻松,当新叶在枝桠萌芽.But I, being young and foolish, with her would not agree.但我当年年幼无知,不予轻率苟同.In a field by the river my love and I did stand,在河边的田野,吾爱与我曾经驻足.And on my leaning shoulder she laid her snow-white hand.她依靠在我的肩膀,以雪白的小手.She bid me take life easy, as the grass grows on the weirs;她嘱咐我要活得轻松,当青草在堤岸滋长.But I was young and foolish, and now am full of tears.但我当年年幼无知,而今热泪盈眶.Down by the salley gardens my love and I did meet;斯遇佳人,仙苑重深She passed the salley gardens with little snow-white feet.玉人雪趾,往渡穿林She bid me take love easy, as the leaves grow on the tree;瞩我适爱,如叶逢春But I, being young and foolish, with her would not agree.我愚且顽,负此明言In a field by the river my love and I did stand,斯水之畔,与彼曾伫And on my leaning shoulder she laid her snow-white hand. 比肩之处,玉手曾拂She bid me take life easy, as the grass grows on the weirs; 嘱我适世,如荇随堰But I was young and foolish, and now I am full of tears.惜我愚顽,唯余泣叹!经典诗歌英文版4The Pride of YouthWalter Scott青春的骄傲瓦尔特·司各特Proud Maisie is in the wood,骄傲的梅西漫步林间,Walking so early;踩着晨曦;Sweet Robin sits on the bush,伶俐的知更鸟栖息树丛,Singing so rarely.唱得甜蜜.tell me ,thou bonny bird,告诉我,美丽的鸟儿,when shall I marry me?我哪年哪月穿嫁装?when six braw gentlemen等到六个殡葬人kirkward shall carry ye.抬你上教堂.who makes the bridal bed,谁为我铺新床?birdie, say truly?好鸟儿,莫撒谎.The gray-headed sexton白发司事,兼挖墓穴,That delves the grave duly.误不了你的洞房.The glowworm o’er grave and stone萤火虫幽幽闪闪,Shall light thee steady;把你的坟墓照亮,送葬,The owl from the steeple sing,猫头鹰将在塔尖高唱:Welcome, proud lady.欢送你,骄傲的姑娘.经典诗歌英文版5Elegy Written in a Country Churchyard Thomas Gray写在教堂墓地的挽歌托马斯·格雷The curfew tolls the knell of parting day,晚钟为辞别的白昼敲起了丧钟,The lowing herd wind slowly oer the lea,咩咩羊群在草地上慢慢盘桓,The plowman homeward plods his weary way,农夫疲惫地蹒跚在回家途中,And leaves the world to darkness and to me.把整个世界留给我与黑暗.Now fades the glimmering landscape on the sight, 此刻的大地闪着微光慢慢消退,And all the air a solemn stillness holds,四周弥漫着一片寂静和庄严,Save where the beetle wheels his droning flight, 只听见甲壳虫在空中嗡嗡乱飞,And drowsy tinklings lull the distant folds;沉沉铃声为远处的羊圈催眠.Save that from yonder ivy-mantled tower,只听见那边披着常春藤的塔楼上,The moping owl does to the moon complain,有只忧郁的猫头鹰对月抱怨,Of such, as wandering near her secret bower,怨有人在她秘密的深闺附近游逛,Molest her ancient solitary reign.打搅了她古老而幽静的庭院.Beneath those rugged elms, that yew-trees shade, 老苍的榆树下,紫杉的荫影里,Where heaves the turf in many a mouldering heap, 许多荒冢在烂草堆中隆起,Each in his narrow cell forever laid,一个个在小窖里永远躺下躯体,The rude forefathers of the hamlet sleep.村里的粗俗先辈在此安息.The breezy call of incense-breathing Morn,芬芳四溢的晨风轻轻的呼唤,The swallow twittering from the straw-built shed, 茅草棚上燕子的细语呢喃,The cocks shrill clarion, or the echoing horn,回荡的号角,或公鸡的高声鸣啼No more shall rouse them from their lowly bed.再也不能把他们从床上唤起.For them no more the blazing hearth shall burn,熊熊炉火再也不会为他们燃烧,Or busy housewife ply her evening care;主妇夜里也不会再为他们操劳,No children run to lisp their sires return,孩子不再喊着跑去迎接爸爸回家,Or climb his knees the envied kiss to share.不再趴到膝上去抢着亲吻撒娇.Often did the harvest to their sickle yield,昔日,他们用镰刀去夺取丰收,Their furrow oft the stubborn glebe has broke;板结的土块被犁成一条条垄沟;How jocund did they drive their team afield!赶着牲口下地,他们何等欢欣!How bowed the woods beneath their sturdy stroke! 有力的砍伐使一根根树木低头!Let not Ambition mock their useful toil,别让“雄心〞嘲笑他们有用的辛劳,Their homely joys, and destiny obscure;家常的欢乐和默默无闻的命运;Nor Grandeur hear with a disdainful smile,也别让“华贵〞带着蔑视的冷笑The short and simple annals of the poor.来倾听穷人简朴短暂的生平.The boast of heraldry, the pomp of power,炫耀的门第,显赫的权势,And all that beauty, all that wealth eer gave,美和财富赋予的一切事物,Awaits alike the inevitable hour.都同样等待着不可防止之时:The paths of glory lead but to the grave.光芒的道路终将导致坟墓.。

经典英文版外国诗歌欣赏

经典英文版外国诗歌欣赏

【导语】英语诗歌往往寄托着作者浓烈的情感,有些诗歌既唯美动⼈,⼜感⼈肺腑,今天是由©⽆忧考⽹在这⾥为⼤家介绍⼀些经典英⽂版外国诗歌欣赏,希望⼤家会喜欢这些英语诗歌!【篇⼀】经典英⽂版外国诗歌欣赏 Written In March 写于三⽉ (1) The cock is crowing, 公鸡在啼; The stream is flowing, ⼩溪在流, The small birds twitter, 雉鸟在鸣, The lake doth glitter, 湖⽔也在闪烁 The green fields sleep in the sun; 绿野安眠在阳光下; The oldest and youngest ⽼的、⼩的 Are at work with the strongest; 和健壮的⼀起⼯作着; The cattle are grazing, ⽜⼉忙吃草, Their heads never raising; ⼀直不抬头; There are forty feeding like one! 虽有四⼗头,看似⼀头样! (2) Like an army defeated 犹如战败的军队, The snow hath retreated, 雪已融退, And now doth fare ill 这阵更是败惨 On the top of the bare hill; 在愈见光秃秃的⼭坡上; The ploughboy is whooping--anon--anon 耕童时时在⽥垄呼喊 There's joy in the mountains; 笑谑充满⼭林, There's life in the fountains, 喷泉洋溢⽣命, Small clouds are sailing, 浮云飘过, Blue sky prevailing, 蓝天尽显, The rain is over and gone. ⾬过天晴。

经典中文歌曲英文版

经典中文歌曲英文版

22首经典中文歌曲的英文版本为何爱情让我痛- 英文版- I don't wanna be明月心- 英文版- Without you in my life一天一点爱恋- 英文版- No way i can hide宝贝,对不起- 英文版- Baby i'm sorry新鸳鸯蝴蝶梦- 英文版- Can't let go选择- 英文版- my love你怎么舍得我难过- 英文版- Everytime i think of you谁的眼泪在飞- 英文版- Don't Wanna Be关于现在关于未来情网- 英文版- Just A Fantsay今夜你会不会来- 英文版- Would you please come home? 英雄泪- 英文版- Just A Dream飘雪- 英文版- Alone谢谢你的爱- 英文版- Please Don't Leave Me花心- 英文版- Say You Love Me真情难收- 英文版- True Love祝福- 英文版If I Could一路上有你- 英文版只想一生跟你走- 英文版用心良苦- 英文版等你等到我心痛- 英文版容易受伤的女人- 英文版来生缘- 英文版经典中文歌曲的英文翻唱版2004-11-08 15:05:10标签:缩起正文字号:大小01 Super Star(S.H.E)02 一直在找一个人03 love is only just a dream(一起走过的日子-刘德华)04 let it be(天意-刘德华)05 叶倩文-潇洒走一回_英文翻唱06 张学友-一路上有你_英文翻唱07 in my heart(每天爱你多一些-张学友)08 叶倩文.林子祥-选择_英文翻唱09 信自己_英文翻唱10 刑IV英文插曲BIG BIG WORLD11 花蝴蝶huahudie12 黄安-新鸳鸯蝴蝶梦_英文翻唱13 英文字母歌14 罗德岛战记15 今夜你会不会来_英文原曲16 独唱- only you(英文版)17 AQUA-Doctor Jones(赵薇-爱情大魔咒)18 all out of love(风-谭咏麟)19 ABBA-Gimme Gimme Gimme(费翔的-恼人的秋风)20 better man-robble williamg-好男人-林忆莲21 terdayOnceMore-昨日重现22 she''s gone-解脱-张惠妹23 no way i can ride(一天一点爱恋-张学友)24 Pretty Boy英文版25 the girl next door-agu tan-对面的女孩看过来-任贤齐26 never-midneal cretu-吻别-张学友27 S Club 7-Bring It All Back(蔡依林-Don''t Stop)28 only leve(当我想起你-张学友)29 Maria Montell-And So The Story Goes(李玟-didadi)30 英文名曲精选31 More Than I Can Say -Leo Sayer(凤飞飞- 爱你在心口难开)32 will you still love me tomrrow-whitney-明天你是否爱我-童安格33 Starship-Nothing''s Gonna Stop Us Now(萧亚轩-雪碧广告歌)34 Sweetbox-Superstar(S.H.E-Remember)35 英文经典36 love you with all my heart(等你等到心痛-张学友)37 me mores of us together(其实不想走-周华健)38 let him go jchnny chen-心太软-任贤齐39 Leo Sayer-Auld Lang Syne (友谊地久天长)40 做神仙好41 if i could -annie lenno-祝福-张学友42 now you''re gone-ayu-tan-用心良苦-张宇43 Las Ketchup-Asereje(可米小子-Hey Hah!)44 Tori Amos-silent all these years (王菲-冷战)45 sitting down here-lene marlin-我坐在这里-林忆莲46 leep in loving you-annie lenno-容易受伤的女人-王菲47 Laura Pausini-Le Cose Che Vivi(陈明-你是爱情的原因48 it''s so hard to say goodbye to yesterday-boy2 man-偷闲加油站-张学友49 Jennifer Paige - Crush( 容祖儿-未知)50 i''m sorry wanna be(对不起我爱你-黎明)51 i few try(让我欢喜让我忧-周华健)52 Hooverphonic-Mad about you(容祖儿-mad about you )_53 Gladys Knight - Superwoman (王菲-多得他54 Gordon Lightfoot -Sundown55 Fool''s Garden-Lemon Tree(苏慧伦-柠檬树)56 forgiven love(忘情水-刘德华)57 Gordon Lightfoot --- If you could read my mind58 just a fantasy-micheall cretu-情网-张学友59 Bananarama - Na Na Hey Hey (徐怀玉-NA NA NA )60 COCTEAU TWINS-RILKEAN HEART(王菲-怀念)61 everytime i think you-kylie miccga-你怎么舍得我难过-黄品源62 Faith Hill-There You''ll Be(张惠妹-排山倒海)63 feeling(太傻-巫启贤)64 dreams-the granberries-造梦-王菲65 Destiny''s Child-Brown Eyes(S.H.E-恋人未满66 don''t wene be(谁的眼泪在飞-孟庭伟)67 colore of the wind(风之彩-辛晓琪)68 Cocteau Twins - Know Who You Are At Every Age(王菲-知己知彼)69 Cocteau Twins - Bluebeard(王菲-胡思乱想)70 Christina Aguilera -Reflection(李玟-自己)71 Carpenter -Jambalaya (赵薇-小冤家)72 Can''t take my eyes off you _ Morten Harket(黎明73 BOYZON-A DIFFERENT BEAT(蔡依林-猜想)74 BONEY M -Rivers Of Babylon (徐小凤-齐上小山岗)75 buby i''msorry(宝贝对不起-草蜢)76 BLUE-All Rise(B.A.D -oh!I )77 because i love you-stevise B-因为爱你-杜德伟78 a whde new world-peade bryson regina belle-一个新世界-周华健-陈淑华。

优秀文章英语版

优秀文章英语版

优秀文章英语版今天整理一些好的英语文章供大家欣赏,想要提升英语写作能力就要多多看一下好的文章积累哦,有需要的同学快点来看看吧青春Youth所有的结局都已写好All finale has been written out所有的泪水也都已启程All tears have set forward却忽然忘了是怎样的一个开始But I forgot suddenly how it began在那个古老的不再回来的夏日In that old summer that never comes back again无论我如何地去追索No matter how I go for searching年轻的你只如云影掠过You only pass by at a young age like a cloud shadow而你微笑的面容极浅极淡A smiling face super pale and shallow逐渐隐没在日落后的群岚After sunset gradually faded behind a host of hills遂翻开那发黄的扉页Then to the yellow fly page I turn命运将它装订得极为拙劣Fate binds it up, utmost clumsy含著泪我一读再读Tears in my eyes, I read again and again却不得不承认Having to admit that青春是一本太仓促的书youth is a book so hastily/ˈhestɪlɪ/ written英文版《再别康桥》轻轻的我走了Very quietly I take my leave正如我轻轻的来As quietly as I came here我轻轻的招手Quietly I wave good-bye作别西天的云彩To the rosy clouds in the western sky那河畔的金柳The golden willows by the riverside是夕阳中的新娘Are young brides in the setting sun波光里的倩影Their reflections on the shimmering waves在我的心头汤漾Always linger in the depth of my heart软泥上的青荇The floatingheart growing in the sludge油油的在水底招摇Sways leisurely under the water在康河的柔波里In the gentle waves of Cambridge我甘心做一条水草I would be a water plant那榆荫下的一潭That pool under the shade of elm trees不是清泉,是天上虹Holds not water but the rainbow from the sky 揉碎在浮藻间Shattered to pieces among the duckweeds沉淀著彩虹似的梦Is the sediment of a rainbow-like dream寻梦撑一支长篙To seek a dream?Just to pole a boat upstream向青草更青处漫溯To where the green grass is more verdant满载一船星辉Or to have the boat fully loaded with starlight 在星辉斑斓里放歌And sing aloud in the splendour of starlight 但我不能放歌But I cannot sing aloud悄悄是别离的笙箫Quietness is my farewell music夏虫也为我沉默Even summer insects keep silence for me沉默是今晚的康桥Silent is Cambridge tonight悄悄的我走了Very quietly I take my leave正如我悄悄的来As quietly as I came here我挥一挥衣袖Gently I flick my sleeves不带走一片云彩Not even a wisp of cloud will I bring away 优秀文章英语版。

英语版元素周期表

英语版元素周期表

英文版元素周期表第01 号元素: 氢[英文名称]Hydrogen第02 号元素: 氦[化学符号]He, [英文名称]Helium第03 号元素: 锂[化学符号]Li, [英文名称]Lithium第04 号元素: 铍[化学符号]Be, [英文名称]Beryllium 第05 号元素: 硼[化学符号]B, [英文名称]Boron第06 号元素: 碳[化学符号]C, [英文名称]Carbon第07 号元素: 氮[化学符号]N,[英文名称]Nitrogen第08 号元素: 氧[化学符号]O, [英文名称]Oxygen第09 号元素: 氟[化学符号]F, [英文名称]Fluorine第10 号元素: 氖[化学符号]Ne, [英文名称]Neon第11 号元素: 钠[化学符号]Na, [英文名称]Sodium第12 号元素: 镁[化学符号]Mg, [英文名称]Magnesium 第13 号元素: 铝[化学符号]Al, [英文名称]Aluminum 第14 号元素: 硅[化学符号]Si, [英文名称]Silicon第15 号元素: 磷[化学符号]P, [英文名称]Phosphorus 第16 号元素: 硫[化学符号]S, [英文名称]Sulfur第17 号元素: 氯[化学符号]Cl, [英文名称]Chlorine第18 号元素: 氩[化学符号]Ar,[英文名称]Argon第19 号元素: 钾[化学符号]K, [英文名称]Potassium 第20 号元素: 钙[化学符号]Ca, [英文名称]Calcium第21 号元素: 钪[化学符号]Sc, [英文名称]Scandium第22 号元素: 钛[化学符号]Ti,[英文名称]Titanium第23 号元素: 钒[化学符号]V, 读“凡”, [英文名称]Vanadium第24 号元素: 铬[化学符号]Cr, 读“各”, [英文名称]Chromium第25 号元素: 锰[化学符号]Mn, 读“猛”, [英文名称]Manganese 第26 号元素: 铁[化学符号]Fe, 读“铁”, [英文名称]Iron第27 号元素: 钴[化学符号]Co, 读“古”, [英文名称]Cobalt第28 号元素: 镍[化学符号]Ni, 读“臬”, [英文名称]Nickel第29 号元素: 铜[化学符号]Cu, 读“同”, [英文名称]Copper第30 号元素: 锌[化学符号]Zn, 读“辛”, [英文名称]Zinc第31 号元素: 镓[化学符号]Ga, 读“家”, [英文名称]Gallium第32 号元素: 锗[化学符号]Ge, 读“者”, [英文名称]Germanium 第33 号元素: 砷[化学符号]As, 读“申”, [英文名称]Arsenic第34 号元素: 硒[化学符号]Se, 读“西”, [英文名称]Selenium第35 号元素: 溴[化学符号]Br, 读“秀”, [英文名称]Bromine第36 号元素: 氪[化学符号]Kr, 读“克”, [英文名称]Krypton第37 号元素: 铷[化学符号]Rb, 读“如”, [英文名称]Rubidium第38 号元素: 锶[化学符号]Sr, 读“思”, [英文名称]Strontium第39 号元素: 钇[化学符号]Y, 读“乙”, [英文名称]Yttrium第40 号元素: 锆[化学符号]Zr, 读“告”, [英文名称]Zirconium第41 号元素: 铌[化学符号]Nb, 读“尼”, [英文名称]Niobium第42 号元素: 钼[化学符号]Mo, 读“目”, [英文名称]Molybdenum 第43 号元素: 碍[化学符号]Tc, 读“得”, [英文名称]Technetium第45 号元素: 铑[化学符号]Rh, 读“老”, [英文名称]Rhodium第46 号元素: 钯[化学符号]Pd, 读“巴”, [英文名称]Palladium第47 号元素: 银[化学符号]Ag, 读“银”, [英文名称]Silver第48 号元素: 镉[化学符号]Cd, 读“隔”, [英文名称]Cadmium第49 号元素: 铟[化学符号]In, 读“因”, [英文名称]Indium第50 号元素: 锡[化学符号]Sn, 读“西”, [英文名称]Tin第51 号元素: 锑[化学符号]Sb, 读“梯”, [英文名称]Antimony第52 号元素: 碲[化学符号]Te, 读“帝”, [英文名称]Tellurium第53 号元素: 碘[化学符号]I, 读“典”, [英文名称]Iodine第54 号元素: 氙[化学符号]Xe, 读“仙”, [英文名称]Xenon第55 号元素: 铯[化学符号]Cs, 读“色”, [英文名称]Cesium第56 号元素: 钡[化学符号]Ba, 读“贝”, [英文名称]Barium第58 号元素: 铈[化学符号]Ce, 读“市”, [英文名称]Cerium第59 号元素: 镨[化学符号]Pr, 读“普”, [英文名称]Praseodymium 第60 号元素: 钕[化学符号]Nd, 读“女”, [英文名称]Neodymium 第61 号元素: 钷[化学符号]Pm, 读“颇”, [英文名称]Promethium 第62 号元素: 钐[化学符号]Sm, 读“衫”, [英文名称]Samarium第63 号元素: 铕[化学符号]Eu, 读“有”, [英文名称]Europium第64 号元素: 钆[化学符号]Gd, 读“轧”, [英文名称]Gadolinium 第65 号元素: 铽[化学符号]Tb, 读“忒”, [英文名称]Terbium第66 号元素: 镝[化学符号]Dy, 读“滴”, [英文名称]Dysprosium第68 号元素: 铒[化学符号]Er, 读“耳”, [英文名称]Erbium第69 号元素: 铥[化学符号]Tm, 读“丢”, [英文名称]Thulium 第70 号元素: 镱[化学符号]Yb, 读“意”, [英文名称]Ytterbium 第71 号元素: 镥[化学符号]Lu, 读“鲁”, [英文名称]Lutetium 第72 号元素: 铪[化学符号]Hf, 读“哈”, [英文名称]Hafnium 第73 号元素: 钽[化学符号]Ta, 读“坦”, [英文名称]Tantalum 第74 号元素: 钨[化学符号]W, 读“乌”, [英文名称]Tungsten 第75 号元素: 镧[化学符号]La, 读“兰”, [英文名称]Lanthanum 第75 号元素: 铼[化学符号]Re, 读“来”, [英文名称]Rhenium 第76 号元素: 锇[化学符号]Os, 读“鹅”, [英文名称]Osmium 第77 号元素: 铱[化学符号]Ir, 读“衣”, [英文名称]Iridium第78 号元素: 铂[化学符号]Pt, 读““, [英文名称]Platinum第79 号元素: 金[化学符号]Au, 读“今”, [英文名称]Gold第80 号元素: 汞[化学符号]Hg, 读“拱”, [英文名称]Mercury 第81 号元素: 铊[化学符号]Tl, 读“他”, [英文名称]Thallium第82 号元素: 铅[化学符号]Pb, 读“千”, [英文名称]Lead第83 号元素: 铋[化学符号]Bi, 读“必”, [英文名称]Bismuth第84 号元素: 钋[化学符号]Po, 读“泼”, [英文名称]Polonium 第85 号元素: 砹[化学符号]At, 读“艾”, [英文名称]Astatine 第86 号元素: 氡[化学符号]Rn, 读“冬”, [英文名称]Radon第87 号元素: 钫[化学符号]Fr, 读“方”, [英文名称]Francium第88 号元素: 镭[化学符号]Ra, 读“雷”, [英文名称]Radium第89 号元素: 锕[化学符号]Ac, 读“阿”, [英文名称]Actinium第90 号元素: 钍[化学符号]Th, 读“土”, [英文名称]Thorium第91 号元素: 镤[化学符号]Pa, 读“仆”, [英文名称]Protactinium第92 号元素: 铀[化学符号]U, 读“由”, [英文名称]Uranium第93 号元素: 镎[化学符号]Np, 读“拿”, [英文名称]Neptunium第94 号元素: 钚[化学符号]Pu, 读“不”, [英文名称]Plutonium第95 号元素: 镅[化学符号]Am, 读“眉”, [英文名称]Americium第96 号元素: 锔[化学符号]Cm, 读“局”, [英文名称]Curium第97 号元素: 锫[化学符号]Bk, 读“陪”, [英文名称]Berkelium第98 号元素: 锎[化学符号]Cf, 读“开”, [英文名称]Californium第99 号元素: 锿[化学符号]Es, 读“哀”, [英文名称]Einsteinium第100 号元素: 镄[化学符号]Fm, 读“费”, [英文名称]Fermium第101 号元素: 钔[化学符号]Md, 读“门”, [英文名称]Mendelevium 第102 号元素: 锘[化学符号]No, 读“诺”, [英文名称]Nobelium第103 号元素: 铹[化学符号]Lw, 读“劳”, [英文名称]Lawrencium 第104 号元素: 鐪[化学符号]Rf, 读“卢”, [英文名称]unnilquadium 第105 号元素: [化学符号]Db, 读“杜”, [英文名称]dubnium第106 号元素: 钅喜[化学符号]Sg , 读”喜“, [英文名称]第107 号元素: 钅波[化学符号]Bh, 读"波“, [英文名称]Bohrium第108 号元素: 钅黑[化学符号]Hs, 读”黑“, [英文名称]第109 号元素: 钅麦[化学符号]Mt, 读"麦",[英文名称]第110 号元素: 鐽[化学符号]Ds, 读”达“, [英文名称]Darmstadtium 第111 号元素: 钅仑[化学符号]Rg, , 读”伦“, [英文名称]Roentgenium。

英文版台词

英文版台词导读:1、One meets its destiny on the road he takes to avoid it.往往在逃避命运的路上,却与之不期而遇。

2、Your mind is like this water, my friend , when it is agitated ,it becomes difficult to see ,but if you allow it to settle , the answer becomes clear.你的思想就如同水,我的朋友,当水波摇曳时,很难看清,不过当它平静下来,答案就清澈见底了。

3、A strong man can save himself,a great man can save another.强者自救,圣者渡人。

4、Get busy living, Or get busy dying.忙着活,或等着死。

5、Hope is a good thing, maybe the best of things, and no good thing ever dies.希望是美好的,也许是人间至善,而美好的事物永不消逝。

6、You have a dream, you got to protect it.如果你有梦想,就要守护它。

7、People can't do something by themselves; they wanna tell you you can not do it.当人们做不到一些事情的时候,他们就会对你说你也同样不能。

8、You want something. Go get it!有了目标就要全力以赴。

9、Don't ever let somebody tell you you can't do something, not even me.别让别人告诉你你成不了才,即使是我也不行。

英语语法(英文版)English_Grammar_in_English

1 An Introduction to Word classes (4)1.1 Criteria for Word Classes (4)1.1.1 Meaning (5)1.1.2 The form or `shape' of a word (5)1.1.3 The position or `environment' of a word in a sentence (6)1.2 Open and Closed Word Classes (7)2 Nouns (8)2.1 Characteristics of Nouns (8)2.2 Common and Proper Nouns (10)2.3 Count and Non-count Nouns (11)2.4 Pronouns (11)2.5 Other Types of Pronoun (13)2.6 Numerals (14)2.7 The Gender of Nouns (15)3 Determiners (16)3.1 Numerals and Determiners (17)3.2 Pronouns and Determiners (18)3.3 The Ordering of Determiners (19)3.4 Predeterminers (19)3.5 Central Determiners (20)3.6 Postdeterminers (20)4 Verbs (21)4.1 The Base Form (21)4.2 Past and Present Forms (22)4.3 The Infinitive Form (23)4.4 More Verb Forms: -ing and -ed (24)4.5 Finite and Nonfinite Verbs (25)4.6 Auxiliary Verbs (25)4.7 Auxiliary Verb Types (25)4.8 The NICE Properties of Auxiliaries (28)4.9 Semi-auxiliaries (29)4.10 Tense and Aspect (30)4.11 Voice (31)5 Adjectives (32)5.1 Characteristics of Adjectives (33)5.2 Attributive and Predicative Adjectives (34)5.3 Inherent and Non-inherent Adjectives (35)5.4 Stative and Dynamic Adjectives (36)5.5 Nominal Adjectives (37)5.6 Adjectives and Nouns (38)5.7 Participial Adjectives (40)5.8 The Ordering of Adjectives (45)6 Adverbs (47)6.1 Formal Characteristics of Adverbs (48)6.2 Adverbs and Adjectives (49)6.3 Circumstantial Adverbs (50)6.4 Additives, Exclusives, and Particularizers (51)6.5 Wh- Adverbs (52)6.6 Sentence Adverbs (52)7 Prepositions (52)7.1 Complex Prepositions (53)7.2 Marginal Prepositions (54)8 Conjunctions (55)8.1 Coordination Types (56)8.2 False Coordination (57)9 Minor word classes (58)9.1 Formulaic Expressions (58)9.2 Existential there (59)9.3 Uses of It (59)10 Introduces phrases (60)10.1 Defining a Phrase (60)10.2 The Basic Structure of a Phrase (61)10.3 More Phrase Types (62)10.4 Noun Phrase (NP) (63)10.5 Verb Phrase (VP) (64)10.6 Adjective Phrase (AP) (65)10.7 Adverb Phrase (AdvP) (66)10.8 Prepositional Phrase (PP) (66)10.9 Phrases within Phrases (66)11 Clauses and sentences (67)11.1 The Clause Hierarchy (68)11.2 Finite and Nonfinite Clauses (69)11.3 Subordinate Clause Types (70)11.3.1 Relative Clauses (71)11.3.2 Nominal Relative Clauses (72)11.3.3 Small Clauses (72)11.4 Subordinate Clauses: Semantic Types (73)11.5 Sentences (74)11.6 The Discourse Functions of Sentences (75)11.6.1 Declarative (75)11.6.2 Interrogative (75)11.6.3 Imperative (76)11.6.4 Exclamative (77)11.7 The Grammatical Hierarchy: Words, Phrases, Clauses, and Sentences (77)12 Form and Function (78)12.1 Subject and Predicat (79)12.2 Characteristics of the Subject (80)12.3 Realisations of the Subject (82)12.4 Some Unusual Subjects (84)12.5 Inside the Predicate (84)12.6 The Direct Object (85)12.7 Realisations of the Direct Object (86)12.8 Subjects and Objects, Active and Passive (87)12.9 The Indirect Object (87)12.10 Realisations of the Indirect Object (88)12.11 Adjuncts (88)12.12 Realisations of Adjuncts (89)12.13 Sentence Patterns from a Functional Perspective (90)12.14 Some Untypical Sentence Patterns (92)13 Functions and Phrases (94)13.1 Complements (94)13.2 Complements in other Phrase Types (96)13.3 Adjuncts in Phrases (97)13.4 Complements and Adjuncts Compared (98)13.5 Specifiers (99)1 An Introduction to Word classesWords are fundamental units in every sentence, so we will begin by looking at these. Consider the words in the following sentence:my brother drives a big carWe can tell almost instinctively that brother and car are the same type of word, and also that brother and drives are different types of words. By this we mean that brother and car belong to the same word class. Similarly, when we recognise that brother and drives are different types, we mean that they belong to different word classes. We recognise seven MAJOR word classes:Verb be, drive, grow, sing, thinkNoun brother, car, David, house, LondonDeterminer a, an, my, some, theAdjective big, foolish, happy, talented, tidyAdverb happily, recently, soon, then, therePreposition at, in, of, over, withConjunction and, because, but, if, orYou may find that other grammars recognise different word classes from the ones listed here. They may also define the boundaries between the classes in different ways. In some grammars, for instance, pronouns are treated as a separate word class, whereas we treat them as a subclass of nouns. A difference like this should not cause confusion. Instead, it highlights an important principle in grammar, known as GRADIENCE. This refers to the fact that the boundaries between the word classes are not absolutely fixed. Many word classes share characteristics with others, and there is considerable overlap between some of the classes. In other words, the boundaries are "fuzzy", so different grammars draw them in different places.We will discuss each of the major word classes in turn. Then we will look briefly at some MINOR word classes. But first, let us consider how we distinguish between word classes in general.1.1 Criteria for Word ClassesWe began by grouping words more or less on the basis of our instincts about English. We somehow "feel" that brother and car belong to the same class, and that brother and drives belong todifferent classes. However, in order to conduct an informed study of grammar, we need a much more reliable and more systematic method than this for distinguishing between word classes.We use a combination of three criteria for determining the word class of a word:1. The meaning of the word2. The form or `shape' of the word3. The position or `environment' of the word in a sentence1.1.1 MeaningUsing this criterion, we generalize about the kind of meanings that words convey. For example, we could group together the words brother and car, as well as David, house, and London, on the basis that they all refer to people, places, or things. In fact, this has traditionally been a popular approach to determining members of the class of nouns. It has also been applied to verbs, by saying that they denote some kind of "action", like cook, drive, eat, run, shout, walk.This approach has certain merits, since it allows us to determine word classes by replacing words in a sentence with words of "similar" meaning. For instance, in the sentence My son cooks dinner every Sunday, we can replace the verb cooks with other "action" words:My son cooks dinner every SundayMy son prepares dinner every SundayMy son eats dinner every SundayMy son misses dinner every SundayOn the basis of this replacement test, we can conclude that all of these words belong to the same class, that of "action" words, or verbs.However, this approach also has some serious limitations. The definition of a noun as a word denoting a person, place, or thing, is wholly inadequate, since it excludes abstract nouns such as time, imagination, repetition, wisdom, and chance. Similarly, to say that verbs are "action" words excludes a verb like be, as in I want to be happy. What "action" does be refer to here? So although this criterion has a certain validity when applied to some words, we need other, more stringent criteria as well.1.1.2 The form or `shape' of a wordSome words can be assigned to a word class on the basis of their form or `shape'. For example, many nouns have a characteristic -tion ending:action, condition, contemplation, demonstration, organization, repetition Similarly, many adjectives end in -able or -ible:acceptable, credible, miserable, responsible, suitable, terribleMany words also take what are called INFLECTIONS, that is, regular changes in their form under certain conditions. For example, nouns can take a plural inflection, usually by adding an -s at the end:car -- car sdinner -- dinner sbook -- book sVerbs also take inflections:walk -- walk s -- walk ed -- walk ing1.1.3 The position or `environment' of a word in a sentenceThis criterion refers to where words typically occur in a sentence, and the kinds of words which typically occur near to them. We can illustrate the use of this criterion using a simple example. Compare the following:[1] I cook dinner every Sunday[2] The cook is on holidayIn [1], cook is a verb, but in [2], it is a noun. We can see that it is a verb in [1] because it takes the inflections which are typical of verbs:I cook dinner every SundayI cooked dinner last SundayI am cooking dinner todayMy son cooks dinner every SundayAnd we can see that cook is a noun in [2] because it takes the plural -s inflectionThe cooks are on holidayIf we really need to, we can also apply a replacement test, based on our first criterion, replacing cook in each sentence with "similar" words:Notice that we can replace verbs with verbs, and nouns with nouns, but we cannot replace verbs with nouns or nouns with verbs:*I chef dinner every Sunday*The eat is on holidayIt should be clear from this discussion that there is no one-to-one relation between words and their classes. Cook can be a verb or a noun -- it all depends on how the word is used. In fact, many words can belong to more than one word class. Here are some more examples:She looks very pale (verb)She's very proud of her looks (noun)He drives a fast car (adjective)He drives very fast on the motorway (adverb)Turn on the light (noun)I'm trying to light the fire (verb)I usually have a light lunch (adjective)You will see here that each italicised word can belong to more than one word class. However, they only belong to one word class at a time, depending on how they are used. So it is quite wrong to say, for example, "cook is a verb". Instead, we have to say something like "cook is a verb in the sentence I cook dinner every Sunday, but it is a noun in The cook is on holiday".Of the three criteria for word classes that we have discussed here, the Internet Grammar will emphasise the second and third - the form of words, and how they are positioned or how they function in sentences.1.2 Open and Closed Word ClassesSome word classes are OPEN, that is, new words can be added to the class as the need arises. The class of nouns, for instance, is potentially infinite, since it is continually being expanded as new scientific discoveries are made, new products are developed, and new ideas are explored. In the late twentieth century, for example, developments in computer technology have given rise to many new nouns:Internet, website, URL, CD-ROM, email, newsgroup, bitmap, modem, multimediaNew verbs have also been introduced:download, upload, reboot, right-click, double-clickThe adjective and adverb classes can also be expanded by the addition of new words, though less prolifically.On the other hand, we never invent new prepositions, determiners, or conjunctions. These classes include words like of, the, and but. They are called CLOSED word classes because they are made up of finite sets of words which are never expanded (though their members may change their spelling, for example, over long periods of time). The subclass of pronouns, within the open noun class, is also closed.Words in an open class are known as open-class items. Words in a closed class are known as closed-class items.In the pages which follow, we will look in detail at each of the seven major word classes.2 NounsNouns are commonly thought of as "naming" words, and specifically as the names of "people, places, or things". Nouns such as John, London, and computer certainly fit this description, but the class of nouns is much broader than this. Nouns also denote abstract and intangible concepts such as birth, happiness, evolution, technology, management, imagination, revenge, politics, hope, cookery, sport, literacy....Because of this enormous diversity of reference, it is not very useful to study nouns solely in terms of their meaning. It is much more fruitful to consider them from the point of view of their formal characteristics.2.1 Characteristics of NounsMany nouns can be recognised by their endings. Typical noun endings include:-er/-or actor, painter, plumber, writer-ism criticism, egotism, magnetism, vandalism-ist artist, capitalist, journalist, scientist-ment arrangement, development, establishment, government-tion foundation, organisation, recognition, suppositionMost nouns have distinctive SINGULAR and PLURAL forms. The plural of regular nouns is formed by adding -s to the singular:Singular Pluralcar carsdog dogshouse housesHowever, there are many irregular nouns which do not form the plural in this way:Singular Pluralman menchild childrensheep sheepThe distinction between singular and plural is known as NUMBER CONTRAST.We can recognise many nouns because they often have the, a, or an in front of them:the caran artista surprisethe egga reviewThese words are called determiners, which is the next word class we will look at.Nouns may take an -'s ("apostrophe s") or GENITIVE MARKER to indicate possession:the boy's pena spider's webmy girlfriend's brotherJohn's houseIf the noun already has an -s ending to mark the plural, then the genitive marker appears only as an apostrophe after the plural form:the boys' pensthe spiders' websthe Browns' houseThe genitive marker should not be confused with the 's form of contracted verbs, as in John's a good boy (= John is a good boy).Nouns often co-occur without a genitive marker between them:rally cartable topcheese graterUniversity entrance examinationWe will look at these in more detail later, when we discuss noun phrases.2.2 Common and Proper NounsNouns which name specific people or places are known as PROPER NOUNS.JohnMaryLondonFranceMany names consist of more than one word:John WesleyQueen MarySouth AfricaAtlantic OceanBuckingham PalaceProper nouns may also refer to times or to dates in the calendar:January, February, Monday, Tuesday, Christmas, ThanksgivingAll other nouns are COMMON NOUNS.Since proper nouns usually refer to something or someone unique, they do not normally take plurals. However, they may do so, especially when number is being specifically referred to:there are three Davids in my classwe met two Christmases agoFor the same reason, names of people and places are not normally preceded by determiners the or a/an, though they can be in certain circumstances:it's nothing like the America I remembermy brother is an Einstein at maths2.3 Count and Non-count NounsCommon nouns are either count or non-count. COUNT nouns can be "counted", as follows:one pen, two pens, three pens, four pens...NON-COUNT nouns, on the other hand, cannot be counted in this way:one software, *two softwares, *three softwares, *four softwares...From the point of view of grammar, this means that count nouns have singular as well as plural forms, whereas non-count nouns have only a singular form.It also means that non-count nouns do not take a/an before them:Count Non-counta pen *a softwareIn general, non-count nouns are considered to refer to indivisible wholes. For this reason, they are sometimes called MASS nouns.Some common nouns may be either count or non-count, depending on the kind of reference they have. For example, in I made a cake, cake is a count noun, and the a before it indicates singular number. However, in I like cake, the reference is less specific. It refers to "cake in general", and so cake is non-count in this sentence.2.4 PronounsPronouns are a major subclass of nouns. We call them a subclass of nouns because they can sometimes replace a noun in a sentence:Noun PronounJohn got a new job ~He got a new jobChildren should watch less television~They should watch less televisionIn these examples the pronouns have the same reference as the nouns which they replace. In each case, they refer to people, and so we call them PERSONAL PRONOUNS. However, we also include in this group the pronoun it, although this pronoun does not usually refer to a person. There are three personal pronouns, and each has a singular and a plural form:Person Singular Plural1st I we2nd you you3rd he/she/it theyThese pronouns also have another set of forms, which we show here:Person Singular Plural1st me us2nd you you3rd him/her/it themThe first set of forms (I, you, he...) exemplifies the SUBJECTIVE CASE, and the second set (me, you, him...) exemplifies the OBJECTIVE CASE. The distinction between the two cases relates to how they can be used in sentences. For instance, in our first example above, we say that he can replace JohnJohn got a new job~He got a new jobBut he cannot replace John in I gave John a new job . Here, we have to use the objective form him : I gave him a new job .2.5 Other Types of PronounAs well as personal pronouns, there are many other types, which we summarise here.Pronoun Type Members of the Subclass ExamplePossessivemine, yours, his, hers, ours, theirsThe white car is mineReflexivemyself, yourself, himself,herself, itself, oneself, ourselves, yourselves, themselvesHe injured himself playing football Reciprocal each other, one anotherThey really hate each otherRelativethat, which, who, whose, whom, where, whenThe book that you gave me was really boring Demonstrative this, that, these, those This is a new car Interrogative who, what, why, where, when, whateverWhat did he say to you?Indefiniteanything, anybody, anyone,something, somebody, someone, nothing, nobody, none, no oneThere's something in my shoeCase and number distinctions do not apply to all pronoun types. In fact, they apply only to personal pronouns, possessive pronouns, and reflexive pronouns. It is only in these types, too, that gender differences are shown (personal he/she , possessive his/hers , reflexive himself/herself ). All other types are unvarying in their form.Many of the pronouns listed above also belong to another word class - the class of determiners. They are pronouns when they occur independently, that is, without a noun following them, as in This is a new car . But when a noun follows them - This car is new - they are determiners. We will look at determiners in the next section.A major difference between pronouns and nouns generally is that pronouns do not take the or a/an before them. Further, pronouns do not take adjectives before them, except in very restricted constructions involving some indefinite pronouns (a little something, a certain someone).While the class of nouns as a whole is an open class, the subclass of pronouns is closed.2.6 NumeralsNumerals include all numbers, whether as words or as digits. They may be divided into two major types. CARDINAL numerals include words like:nought, zero, one, two, 3, fifty-six, 100, a thousandORDINAL numerals includefirst, 2nd, third, fourth, 500thWe classify numerals as a subclass of nouns because in certain circumstances they can take plurals:five twos are tenhe's in his eightiesThey may also take the:the fourth of Julya product of the 1960sAnd some plural numerals can take an adjective before them, just like other nouns:the house was built in the late 1960she's in his early twentiesthe temperature is in the high ninetiesIn each of our examples, the numerals occur independently, that is, without a noun following them. In these positions, we can classify them as a type of noun because they behave in much the same way as nouns do. Notice, for example, that we can replace the numerals in our examples with common nouns:he is in his eighties~he is in his bedroomthe fourth of July ~the beginning of Julya product of the 1960s~a product of the revolutionNumerals do not always occur independently. They often occur before a noun, as inone daythree pagesthe fourth day of JulyIn this position, we classify them as determiners, which we will examine in the next section.Finally, see if you can answer this question:Is the subclass of numerals open or closed?2.7 The Gender of NounsThe gender of nouns plays an important role in the grammar of some languages. In French, for instance, a masculine noun can only take the masculine form of an adjective. If the noun is feminine, then it will take a different form of the same adjective - its feminine form.In English, however, nouns are not in themselves masculine or feminine. They do not have grammatical gender, though they may refer to male or female people or animals:the waiter is very prompt ~the waitress is very promptthe lion roars at night ~the lioness roars at nightThese distinctions in spelling reflect differences in sex, but they have no grammatical implications. For instance, we use the same form of an adjective whether we are referring to a waiter or to a waitress:an efficient waiter~an efficient waitressSimilarly, the natural distinctions reflected in such pairs as brother/sister, nephew/niece, and king/queen have no consequence for grammar. While they refer to specific sexes, these words are not masculine or feminine in themselves.However, gender is significant in the choice of a personal pronoun to replace a noun:John is late ~He is lateMary is late ~She is lateHere the choice of pronoun is determined by the sex of the person being referred to. However, this distinction is lost in the plural:John and Mary are late ~They are lateJohn and David are late ~They are lateMary and Jane are late ~They are lateGender differences are also manifested in possessive pronouns (his/hers) and in reflexive pronouns (himself/herself).When the notion of sex does not apply -- when we refer to inanimate objects, for instance -- we use the pronoun it:the letter arrived late ~it arrived late3 DeterminersNouns are often preceded by the words the, a, or an. These words are called DETERMINERS. They indicate the kind of reference which the noun has. The determiner the is known as the DEFINITE ARTICLE. It is used before both singular and plural nouns:Singular Pluralthe taxi the taxisthe paper the papersthe apple the applesThe determiner a (or an, when the following noun begins with a vowel) is the INDEFINITE ARTICLE. It is used when the noun is singular:a taxia paperan appleThe articles the and a/an are the most common determiners, but there are many others:any taxithat questionthose applesthis papersome applewhatever taxiwhichever taxiMany determiners express quantity:all examplesboth parentsmany peopleeach personevery nightseveral computersfew excusesenough waterno escapePerhaps the most common way to express quantity is to use a numeral. We look at numerals as determiners in the next section.3.1 Numerals and DeterminersNumerals are determiners when they appear before a noun. In this position, cardinal numerals express quantity:one booktwo bookstwenty booksIn the same position, ordinal numerals express sequence:first impressionssecond chancethird prizeThe subclass of ordinals includes a set of words which are not directly related to numbers (as first is related to one, second is related to two, etc). These are called general ordinals, and they include last, latter, next, previous, and subsequent. These words also function as determiners:next weeklast ordersprevious engagementsubsequent developmentsWhen they do not come before a noun, as we've already seen, numerals are a subclass of nouns. And like nouns, they can take determiners:the two of usthe first of manyThey can even have numerals as determiners before them:five twos are tenIn this example, twos is a plural noun and it has the determiner five before it.3.2 Pronouns and DeterminersThere is considerable overlap between the determiner class and the subclass of pronouns. Many words can be both:Pronoun DeterminerThis is a very boring book This book is very boringThat's an excellent film That film is excellentAs this table shows, determiners always come before a noun, but pronouns are more independent than this. They function in much the same way as nouns, and they can be replaced by nouns in the sentences above:This is a very boring book ~Ivanhoe is a very boring bookThat's an excellent film ~Witness is an excellent filmOn the other hand, when these words are determiners, they cannot be replaced by nouns:This book is very boring ~*Ivanhoe book is very boringThat film is excellent ~*Witness film is excellentThe personal pronouns (I, you, he, etc) cannot be determiners. This is also true of the possessive pronouns (mine, yours, his/hers, ours, and theirs). However, these pronouns do have corresponding forms which are determiners:Possessive Pronoun DeterminerThe white car is mine My car is whiteYours is the blue coat Your coat is blueThe car in the garage is his/hers His/her car is in the garageDavid's house is big, but ours is bigger Our house is bigger than David'sTheirs is the house on the left Their house is on the leftThe definite and the indefinite articles can never be pronouns. They are always determiners. 3.3 The Ordering of DeterminersDeterminers occur before nouns, and they indicate the kind of reference which the nouns have. Depending on their relative position before a noun, we distinguish three classes of determiners.Predeterminer Central Determiner Postdeterminer NounI met all my many friendsA sentence like this is somewhat unusual, because it is rare for all three determiner slots to be filled in the same sentence. Generally, only one or two slots are filled.3.4 PredeterminersPredeterminers specify quantity in the noun which follows them, and they are of three major types:1. "Multiplying" expressions, including expressions ending in times:twice my salarydouble my salaryten times my salary2. Fractionshalf my salaryone-third my salary3. The words all and both:all my salaryboth my salariesPredeterminers do not normally co-occur:*all half my salary3.5 Central DeterminersThe definite article the and the indefinite article a/an are the most common central determiners:all the bookhalf a chapterAs many of our previous examples show, the word my can also occupy the central determiner slot. This is equally true of the other possessives:all your moneyall his/her moneyall our moneyall their moneyThe demonstratives, too, are central determiners:all these problemstwice that sizefour times this amount3.6 PostdeterminersCardinal and ordinal numerals occupy the postdeterminer slot:the two childrenhis fourth birthdayThis applies also to general ordinals:my next projectour last meetingyour previous remarkher subsequent letterOther quantifying expressions are also postdeterminers:my many friendsour several achievementsthe few friends that I haveUnlike predeterminers, postdeterminers can co-occur:my next two projectsseveral other people4 VerbsVerbs have traditionally been defined as "action" words or "doing" words. The verb in the following sentence is rides:Paul rides a bicycleHere, the verb rides certainly denotes an action which Paul performs - the action of riding a bicycle. However, there are many verbs which do not denote an action at all. For example, in Paul seems unhappy, we cannot say that the verb seems denotes an action. We would hardly say that Paul is performing any action when he seems unhappy. So the notion of verbs as "action" words is somewhat limited.We can achieve a more robust definition of verbs by looking first at their formal features.4.1 The Base FormHere are some examples of verbs in sentences:[1] She travels to work by train[2] David sings in the choir[3] We walked five miles to a garage[4] I cooked a meal for the familyNotice that in [1] and [2], the verbs have an -s ending, while in [3] and [4], they have an -ed。

中文歌曲英文版大全100首

中文歌曲英文版大全100首1.Sunshine In The Rain《日不落》英文版2.It’s Not The Same《驿动的心》英文版3.Take Me To Your Heart《吻别》英文版4.I Walk This Road Alone《一无所有》英文版5.Love Across The Sea《漂洋过海来看你》英文版6.Talking to the moon 《心如止水》英文版7.Just a fantasy《情网》英文版8.Will you still love me tomorrow 《明天你是否依然爱我》英文版9. A Song Of Missing《一曲相思》英文版10.W e Don’t Talk Anymore《只剩沉默》英文版11.T he Grateful Heart《感恩的心》英文版12.F airy Tale《传奇》英文版13.W hen The Angels Sing《天使在唱歌》英文版14.I Love You Pure and White Snow《我爱你塞北的雪》英文版15.I Don’t Wanna Go《其实不想走》英文版16.G rain in Ear《芒种》英文版17.I don’t wanna be《为何爱情让我这样痛》英文版18.T oday you will marry me《今天你要嫁给我》英文版19.T ouch Of Love《爱的接触》英文版20.F loral Bouquet《百花香》英文版21.Y ou understand《新不了情》英文版22.一天一点爱恋《No way I can hide》中文版23.风之彩《Colors Of The Wind》中文版24.因为我爱你《Because I Love You》中文版25.随它吧《Let it go》中文版26.漂亮男孩《Pretty Boy》中文版27.昨日重现《Yesterday Once More》中文版28.Y ou Don’t Live Here Anymore《女人花》英文版29.I Hate Myself For Loving You《我恨我痴心》英文版30.M y Dream《一路上有你》英文版31.E ast and West《东西》英文版32.I Lost Myself《你是我心内的一首歌》英文版33.W hy Are The Flowers So Red《花儿为什么这样红》英文版34.M y name《我的名字》英文版35.H ow Did I Fall In Love With You《远方》英文版36.T hat Girl《那个女孩》英文版37.D ays On My Past《童年》英文版38.J ambalaya《小冤家》英文版39.P retty Boy《漂亮男孩》英文版40.T ender love《宠爱》英文版41.A uld Lang Syne《友谊地久天长》英文版42.T here’s Only You In My Heart《千千阙歌》英文版43.M y Everlasting Love《知道不知道》英文版44.D on’t wanna be 《谁的眼泪在飞》英文版45.L EMON TREE《柠檬树》英文版46.T wo butterflies《两只蝴蝶》英文版47.W ithout you in my life《明月心》英文版48.F ar Away From Home《天香》英文版49.L ove is the answer《当你孤单你会想起谁》英文版50.L eft Hand Right Hand《左手右手》英文版51.T ime will pass us by《青春舞曲》英文版52.A Whole New World《一个新世界》英文版53.L ove TheMe 1990《恋曲1990》英文版54.A Thousand Years Ago《一千年以后》英文版55.H eart Rain《心雨》英文版56.C herie《甜蜜蜜》英文版57.S ha La La La La《莎啦啦》英文版58.S ecret place《十八姑娘一朵花》英文版59.S ave The Best For Last《为何是我们》英文版60.S uper Star《超级明星》英文版61.L et You Go《红豆》英文版62.P lease Don’t Leave Me《谢谢你的爱》英文版63.L ove is my only word《有何不可》英文版64.S mells Of Roses《把悲伤留给自己》英文版65.S even days a week《好想好想》英文版66.O ne More Kiss《萍聚》英文版67.H ey Juliet《我是你的罗密欧》英文版68.P roud Of You 《挥着翅膀的女孩》英文版69.B lack Black Heart《分开旅行》英文版70.B etrayal《黄昏》英文版71.T he Mouse Love The Rice《老鼠爱大米》英文版72.R ose Rose I Love You《玫瑰玫瑰我爱你》英文版73.N ow You Are Gone《用心良苦》英文版74.I Love You《爱很简单》英文版75.I n My Dream《大约在冬季》英文版76.C ool Love《酒醉的探戈》英文版77.S pringtime in the North《北国之春》英文版78.L et it be《天意》英文版79.L ittle Luck《小幸运》英文版80.B roken Hearts And Dreams《其实你不懂我的心》英文版81.L ove You With All My Heart《等你等到我心痛》英文版82.H eaven《天堂》英文版83.B rother Louie《路灯下的小姑娘》英文版84.H appiness《伤心太平洋》英文版85.M ore than I can say《爱你在心口难开》英文版86.A Love Song of Kangding《康定情歌》英文版87.T omorrow will be better《明天更美好》英文版88.B y My Side《遇见》英文版89.L ove Is Only Just A Dream《一起走过的日子》英文版90.S oledad《紫藤花》英文版91.T he Day You Went Away《第一次爱的人》英文版92.I f I Could《祝福》英文版93.T here’s A World There《酒干倘卖无》英文版94.H igh《阿里山的姑娘》英文版95.B e Ordinary《平凡之路》英文版96.J asmine《茉莉花》英文版97.Y ou and Me《美丽的神话》英文版98.H ope《希望》英文版99.J ust Between You And I 《无言的结局》英文版100.Someone in the night《味道》英文版。

中英双语对照版纯英文版

中英双语对照版纯英文版好的,以下是 20 个中英双语对照的单词示例,包括英语释义、短语、用法和双语例句:---1. **Love**- 释义:爱;热爱;喜欢- 短语:fall in love 坠入爱河;love at first sight 一见钟情- 用法:及物动词,可接名词、代词或动词 -ing 形式作宾语- 例句:- I love you. (我爱你。

)- She loves reading books. (她喜欢读书。

)2. **Happy**- 释义:高兴的;幸福的;满意的- 短语:be happy with 对...感到满意;happy birthday 生日快乐 - 用法:形容词,在句中作定语、表语或宾语补足语- 例句:- They are very happy. (他们非常高兴。

)- I'm happy to help you. (我很乐意帮助你。

)3. **Beautiful**- 释义:美丽的;出色的;迷人的- 短语:a beautiful view 美丽的景色;beautiful music 优美的音乐 - 用法:形容词,常用来修饰名词- 例句:- She is a beautiful girl. (她是个美丽的女孩。

)- The flower is very beautiful. (这朵花非常漂亮。

)4. **Strong**- 释义:强壮的;坚强的;强烈的- 短语:strong wind 强风;strong point 优点- 用法:形容词,可作定语或表语- 例句:- He is a strong man. (他是个强壮的男人。

)- Her will is very strong. (她的意志非常坚强。

)5. **Kind**- 释义:善良的;友好的;种类- 短语:a kind person 善良的人;all kinds of 各种各样的- 用法:形容词,常用来描述人的品质;作名词时表示“种类”- 例句:- She is kind to everyone. (她对每个人都很友好。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

AbstractThis paper presents the results obtained in the study of the cracking problems on the driving gearboxes of series 2600locomotives. These components were under big vibration and severe fatigue conditions. The cracks in these componentsappear in two distinct parts: in the upper zone of the cover and in the frontal central zone of the body of the housing. Theloading data was obtained in service, in two routine journeys: Lisboa–Porto intercity train, with maximum speed of160km/h and Entroncamento–Guarda freight train, with a maximum speed of 120km/h. Finally from a synthesis ofall the data obtained a set of conclusions are presented to prevent further failures in the driving gearboxes. 2006 Published by Elsevier Ltd.Keywords: Failure study; Housing of railway gearboxes; Fatigue analysis; Cracking problems; St22-31. IntroductionTrainsarecomplexmachines,withmanycriticalcomponents.Structural designofthetrainsisbasedonthedesign standards, the function of the structure and the environmental conditions. The service conditionincludes the forces, vibration, environment, etc. For the design, strength analysis and testing of the structure,the service condition has to be taken into account. The simulated external loads for the strength analysis and testing of the structure are determined according to its practical serviceconditions [1,2].Failure analysis in cast steel railway coupling of the freight trains (coal transportation) line has been conducted by the authors [3], where strain gauge data were analyzed and from those data fatigue cycles were derived. Calculation of the damage factors in several zones of the coupling and for the di?erent stages of the journey and loading conditions were made. And the stress concentration factors were calculated from the computed stress distribution and for the critical areas of the coupling.Correspondingauthor.E-mailaddresses:tmorgado@ipt.pt(T.L.M.Morgado),cmbranco@dem.ist.utl.pt(C.M.Branco),vinfan te@dem.ist.utl.pt(V.Infante).1350-6307/$ - see front matter 2006 Published by Elsevier Ltd.doi:10.1016/j.engfailanal.2006.11.052Housings of railway vehicle gearboxes are examples of components which are subjected to complex stresses during operation. Stresses are mainly generated by mass forces transmitted from motor via the flanged connection to the housing neck (Fig. 1) and also by loading resulting from lateral drive and starting and braking operations. Moreover, the loads acting on gear wheels generate bearing forces which must be taken up by the gearbox housing, [4,5].A significant number of failures have occurred in housings of railway vehicle gearboxes which led to great losses and disruption of service. The cracks appear to be fatigue cracks due to dynamic loads produced in the load wagons of freight trains or of the passenger trains. In this study, attention is devoted to analysis of thedamage of the housing gearboxes subjected to both operational and overspeed conditions and also to indicate critical areas from thepoint of view ofthestressanalysis. The additionalgoalof this analysis isto improve the safety and the reliability of these components.In this paper, measurement procedure of the displacements in service and results are presented. For the accomplishment of this work the following tasks were made:●Evaluation of the mechanical characteristics of the steels of thetwo di?erent parts of the driving gearboxes (cover and body),and determination of the elasticity modulus of the steels.●Measurement of the extensions in service of the housing(cover and body) of the box, using electric strain gauge/rosettetype, bonded in critical zones, where the cracks were detected.●Calculation of the stresses in the most highly requestedsupports of the driving gearbox.●Forecast of the fatigue damages at critical locations.●Final conclusions.2. Material characterization of the housing of the gearboxThe housing of the driving gearbox is of welded construction; the body of the box is a structural steel of low carbon, with 8 mm thickness, according to ARMCO (St22-3) specification. The steel of the cover is St37-2DIN specification. In Table 1 are indicated the chemicalcompositions in weight of these two steels, obtained in removed samples of one of the housings. The data showed in Table 1 gives a lower carbon content in the body of the housing ,but for the cover of the housing there is a higher amount of alloy elements .Therefore this gives an increase in the carbon equivalent (0.26% for body and 0.20% for the cover).Vickers hardness was obtained also for the two parts of the housing. In this procedure a load of 5 Kgf was applied during 15 s in polished steel samples. The equipment used was a digital macro hardness machine. Tenindentations were made. The results were following:Modulusofelasticity,E,andPoissonratio,m,wereobtained.Thetestswere madewithstandardspecimens,accordingtoASTME-8[6],on a servohydraulic machine. Those specimens were machined from the cover and body of the housing gearbox and were instrumented with two longitudinal strain gauges and two transversal lines, mounted in complete bridge. In each test six readings (corresponding to six loadings) of the strains were registered in a strain gauge static bridge. It was verified that the value of the coe?cient of Poisson is close for the two materials (mcover = 0.28 and mbody = 0.29), but the modulus of elasticity obtained for the steel of the body of the housing (Ebody = 198 GPa) is about 10% less of the modulus of the steel of the cover. Elasticity modulus of the cover is Ecover =218 GPa.Tensile tests were performed until rupture following ASTM E-8. In these tests the same servohydraulic machine was used (mentioned in the previous paragraph) and the extensions had been continuously registereduntil rupture, using an axial strain gauge directly connected to the specimen, with deformation length l0 = 25 mm. Nominal tension–extension curves until rupture were obtained, and the values are shown in Table 2. In this table it can be observed a big scatter of results for the steel of the housing. The steel of the cover of the housing (DIN St37-2) is tougher than the steel of the box body and the ductility of this steel is lower than the ductility of the cover (ARMCO St22-3).3. ExperimentalIn this work nine rosettes were bonded (45 rosettes – 3 linear strain gauges) in the following positions:rosette 1 in the central zone of the cover of the housing to measure the stresses in the cover; rosette 2 in a zone away from weld areas. In the box body, to measure the nominal stresses; rosette 3 in the weld toe of weld zone on the lower reinforcement box, place where fatigue cracks were started; rosettes 4–9 were bonded in the six supports of the housing to obtained the reaction forces (Figs. 2 and 3). The same procedure of surface preparation has been conducted by the authors in the study of cast steel railway coupling used for coal transportation [7]. The data was collected with a portable PC and the HPVEE processing system was used for treatment and analysis of the signals.The data was obtained in service, in the Lisbon–Porto Intercity passengers train, with a maximum speed of 160 km/h and in the Entroncamento–Guarda freight train, with a maximum speed of 120 km/h (Table 3). The program of the rosettes readings were made in order to get the best possible comparative information. Those stages are thecritical section of the journey, in what concerns speed, power and track oscillations.For the Lisbon–Porto journey in the Intercity, the following 6 stages were selected:●Entroncamento–Fa′tima: Acquisition time –894 s; Number of km –23.3 km;●Fa′tima–Pombal: Acquisition time –1180 s; Number of km –40 km;●Pombal–Alfarelos: Acquisition time – 1037 s; Number of km – 29 km;●Alfarelos–CoimbraB: Acquisition time – 900 s; Number of km – 18.7 km;4. Stress spectra in service and analysis of fatigue damage5. Numerical simulationFig.8 (a)shows a2D Finite Elements mesh of the model. The finiteelements code ANSYS was used and the type of elements was the 8nodes is oparametric. Near the support eye the mesh was refined. The boundary conditions of the computational model are identified in Fig. 8(b). The loading, p, as applied of form to obtain the values of principal and equivalent peak stresses, measured in service. Table 5 gives the details of the mesh that produced more consistent results.Since the support force, in operation, is revolving in order of time it was admitted that reaction resultant will have values to occur with a direction, h, changing in the plan of support joint. In this way, was obtained the supporting reaction force in support eye, R ,for h of 30in30 and for the direction angle of principal stress, 22.73 using the following equations: R 1/4 Ap; e11T A 1/4 2prl; e12TWhere p is the load applied in FE simulation, A is th econtact surface area of the bore with the pin, r is the bore radius and l is the support pin thickness.Table 6 presents the data values of the supporting reaction force, R, obtained for each angular position and for the principal and equivalent stresses measured in service (rosette 7). The results of supporting reaction forces are significantly independent of h until angle of 60 and are high for forces between 220 kN and 230 kN (experimental results).6. ConclusionsOf the values of the supports reactions and the fatigue behaviour of the driving gearbox, the following conclusions can be taken off:●The steel to carbon of the box body (St22-3) does not possess the level of resistance and the ductility adjusted for this application.●Although the steel of the box cover (St37-2) to possess better mechanical characteristics than St22-3 steel, is neither indicated for this type of application.●Tensions level measured in the driving gearbox with the electric strain gauges is raised, what originates problems of fatigue cracking, especially in the critical zones (weld zones).●Reactions in the superior lateral supports had given very high values.●The results of supporting reaction forces are significantly independent of h until angle of 60 and are high for forces between 220 kN and 230 kN.●Fatigue damage presented high values.●Calculations of safe life gave values very close to the life values obtained in service for the driving gearboxes where fatigue cracks were detected.AcknowledgementsThe authors are thankful to CP (Portuguese Railways Company) and to EMEF, S.A. (company of the CP Group).References[1] Weihua Zhang, PingboWu, Xuejie Wu, Jing Zeng. An investigation into structural failures of Chinese high-speed trains. EAnal 2006;13(3):427–41.[2] Gu Diankang. Test analysis of frame intensity of 209 serie bogie.Railway Locomotive Car 2002;22(4):11–2.[3] Infante V, Branco CM, Brito AS, Morgado TL. Failure Analysis of cast steel railway couplings used for coal transport Failure Anal 2003;10(4):475–89. Agosto.[4] Sonsino CM. Structural durability of cast aluminium gearbox housings of underground railway vehicles under variable loadings. Int J Fatigue 2005;27:944–53.[5] Sonsino CM, Kaufmann H, Foth J, Jauch F. Fatigue strength of driving shafts of automatic transmission gearbox operational torques. SAE paper 970706 (1997); SAE Transactions Section 5. J Mater Manufact, USA 1997, 635–48.[6] ASTM, Specification for tensile testing of cast ferrous materials. American Society for Testing and Materials, USA, E8 spe 1992.[7] Branco CM, Ascenc?a?o L, Infante V, Costa C, Morgado TL. A failure analysis study of cast steel railway couplings use transportation – Part I: Analysis of fatigue Damage and Stress Analysis. In: Proc Eighth Portuguese Conf on Fractur Portugal 2002, 449–61.[8] Ascenc?a?o L. Private report from UMAT/CP, Engineering Department, Lisbon, 2002.[9] Branco CM, Ferreira JA, Costa JD, Ribeiro AA. Design of Machine Elements. Lisbon: Calouste Gulbenkian Foundatio Portuguese].[10] Radaj D. Design and analysis of fatigue resistant welded structures. Cambridge, UK: Abington Publishing; 1994.[11] Maddox SJ. Fatigue Strength of welded Structures. second ed. UK: Woodhead Publishing; 1991.[12] Eurocode 3, Section 9, Regras de projecto a` fadiga de estruturas soldadas de ac?o. 2001.[13] SPSS Advanced Models 6.13, 2004 SPSS Inc.。

相关文档
最新文档