Lecture1

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Lecture1 句子结构

Lecture1  句子结构
表述主语的特征、状态、身 份等。它位于连系动词之后,与之构成系 表结构,共同构成谓语。可作表语的有名 词、代词、数词、形容词、副词、不定式、 动名词、分词、介词短语、从句等。
作表语的成分
例句
名词
名词所有格 代词 数词 形容词 副词 不定式 动名词 过去分词 现在分词
7. 状语
状语是修饰动词、形容词、副词以及全句的句子成分。 状语有时在基本结构中是必须得,否则基本结构的意义 就不会完整。状语位置非常灵活。 The girl is improving remarkably. The ancient castle is remarkably beautiful. My love is like a red, red rose, that is newly sprung in June. The students are improving remarkably fast. Unfortunately, I didn’t get the scores report.
例句 作定语的 成分 Beethoven is a natural musician. 形容词
名词 代词 His mother gave a sports car to him. He is their friend.
序数词
基数词 不定式
不定式复合结
I will give you a second chance.
5. 补语
补语是一种补足主语和宾语的意义的句子 成分,即主语补语和宾语补语。
主语补语
通常位于主语之前或谓语之后: Tired and sleepy, I went to bed. He came home sick. Her brother died young. He was found dead. She gazed at him speechless for a moment.

lecture 1 翻译标准

lecture 1 翻译标准

g. 我认为他不够格。 I don’t think he is qualified. h. 人们来五台山,目的可不都是一样。 People do not come to Wutai Mountain with one and the same purpose.
3) 译文应体现英语遣词造句的特点,同时 又应因文体而有变化。 a. 名词使用频率高,特别是含有动作性质 的抽象名词等,可以既包含丰富的信息又 十分简洁。 b. 被动形式使用率高,表现能力强。 c. 语法要求严,一般来说句子较长。 d. 介词、非谓语动词、形容词和独立结构 非常活跃。
教心理学的老师觉察到这件事, 就假冒一个男生的名义,给她 写了封匿名的求爱信,这封信 的末尾是:一个希望得到您的 青睐的极其善良的男同胞。就 这么一封信,也就一举改造了 一个人。
Having detected what was happening, her psychology teacher got an idea. In the name of a boy, he wrote an anonymous letter of love which ended with “a kind gentleman awaiting your favor.” The letter brought about transformation.
A Course in Chinese – English Translation
李洋
II. 汉英翻译的原则
汉语译成地道英语的难度, 出现各种各样的缺失:“中 国式”英语(解决办法,阅 读大量原作,观察、揣摩、 总结并模仿英语的特点、规 律和表达方法)。
1.遵循三条原则:
1) 译文必须符合英语的语法:三种轴心 结构: a. 主-系-表结构 (S+V+P) 例: a) 人类在地球上已存在多久了? How long has man been on earth? b) 牛奶变酸了。 Milk turns sour.

托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白:下面听一段艺术史课程的片段。

lecture1

lecture1

2、The initial stage起步阶段 18C 60-80s: James Watt‘s steam engine and regulator/governor(调节器/控制器) (Fig.1.1) developed; (the First Industrial Revolution--steam engine times) 19C 70-90s: Farcot invented feedback regulator(反 馈调节器) used with steam valve to control the rudder of steam-droved boat; This is the earlier servo-mechanism(伺服机构);
FIGURE 1.5 Multivariable control system
1.3 DESIGN EXAMPLE 1、TURNTABLE SPEED CONTROL
What’s the working process?
FIGURE1.6 (a) Open-loop (without feedback) control of the speed of a turntable. (b) Block diagram model.
Controlled object: The device, plant (Process), or system under control.
FIGURE 1.2 Process to be controlled
Open-loop control system: A system that utilizes a device to control the process without using feedback. Thus the output has no effect upon the signal to the process.

Lecture 1-绪论

Lecture 1-绪论

loose or minor sentences (松散句), contracted sentences (紧缩句), elliptical sentences, run-on sentences (流水句), and composite sentences (并列句). English sentence building is featured by an “architecture style” (楼房建筑 法) with extensive use of longer or subordinate structures, while Chinese is marked by a “chronicle style” (流水记事法) with frequent use of shorter or composite structures.

2. Compact vs. Diffusive
English is rigid in S-V concord, requiring a complete formal cohesion. Chinese has flexible sentence structures through semantic coherence.

他的讲话并无前后矛盾之处。 There is no inconsistency in what he said. There is nothing inconsistent in what he said 她闪亮的眼睛说明她非常激动。 Her sparkling eyes betrayed her great excitement. The sparkle of her eyes betrayed her great excitement.

【托福听力备考】TPO17 听力文本——Lecture 1

【托福听力备考】TPO17 听力文本——Lecture 1

【托福听力备考】TPO17 听力文本——Lecture 1众所周知,托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料,那么在以下内容中我们就为大家带来托福TPO听力练习的文本,希望能为大家的备考带来帮助。

TPO 17 Lecture 1 Art History(Prehistoric Art Dating)Narrator :Listen to part of a lecture in an art history class.Professor :Good morning, ready to continue our review of prehistoric art?Today, we will be covering the Upper Paleolithic Period, which I am roughlydefining as the period from 35,000 to 8,000 BC. A lot of those cave drawings youhave all seen come from this period. But we are also be talking about portableworks of art, things that could be carried around from place to place. Here isone example. This sculpture is called the Lady with the Hood1 , and it wascarved from ivory, probably a mammoth’s tusk. Its age is a bit of a mystery.According to one source, it dates from 22,000 BC. But other sources claimed ithas been dated closer to 30,000 BC. Amy?Amy :Why don’t we know the exact date when this head was made?Professor :That’s a fair question. We are talking about prehistory here. Soobviously the artists didn’t put a signature or a date on anything they did. Sohow do we know when this figure was carved?Tom :Last semester I took an archaeology class and we spent a lot time on,studying ways to date things. One technique I remember was using the location ofan object to date it, like how deep it was buried.Professor :That would be Stratigraphy. Stratigraphy is used for dating portable art. When archaeologists are digging at a site, they make very careful notes about which stratum(strata), which layer of earth they find things in. And, you know, the general rule is that the oldest layers are at the lowest level. But this only works if the site hasn’t been touched, and the layers are intact. A problem with this dating method is that an object could have been carried around, used for several generations before it was discarded. So it might be much older than the layer or even the site where it was found. The stratification technique gives us the minimum age of an object, which isn’t necessarilly its true age. Tom, in your archaeology class, did you talk about radiocarbon dating?Tom :Yeah, we did. That had to do with chemical analysis, something to do with measuring the amount of radiocarbon that’s left in organic stuff. Because we know how fast radiocarbon decays, we can figure out the age of the organic material.Professor :The key word there is organic. Is art made of organicmaterial?Tom :Well, you said the lady with the hood was carved out of ivory. That ’s organic.Professor :Absolutely. Any other examples?Amy :Well, when they did those cave drawings. Didn’t they use, like chacoalor maybe colors, dyes made from plants?Professor :Fortunately, they did, at least some of the time. So it turns outthat radiocarbon dating works for a lot of prehistoric art. But again there’s aproblem. This technique destroys what it analyzes, so you have to chip off bits of the object for testing. Obviously we are reluctant to do that in some cases.And apart from that, there’s another problems. The date tells you the age of thematerial, say, a bone or a tree, the object is made from, but not the date when the artist actually created it. So, with radiocarbon dating, we get the maximum possible age for the object, but it could be younger.Ok, let’ s say our scientific analysis has produced an age range. Can we narrow it down?Amy :Could we look for similar styles or motives? You know, try to find things common to one time period.Professor :We do that all the time. And when we see similarities in pieces of art, we assume some connection in time or place. But is it possible that we could be imposing our own values on that analysis?Tom :I am sorry. I don’t get your point.Professor :Well, we have all kinds of pre-conceived ideas about how artistic styles develop. For example, a lot of people think the presence of details demonstrates that the work was done by a more sophisticated artist. While a lack of detail suggests a primitive style. But trends in art in the last century orso certainly challenge that idea. Don’t get me wrong though, analyzing the styles of prehistoric art can help dating them. But we need to be careful with the idea that artistic development occurs in a straight line, from simple to complex representations.Amy :What you are saying is, I mean, I get the feeling that this is like a legal process, like building a legal case, the more pieces of evidence we have, the closer we get to the truth.Professor :Great analogy. And now you can see why we don’t have an exact date for our sculpture, the lady with the hood.。

Lecture 1-2 词汇对比

Lecture 1-2 词汇对比
大量的人口 拥挤的交通
do large harm to do great harm to
great population
a large population crowded traffic heavy traffic
keep one’s face save one’s face
留面子
三、 情感意义对比
教师休息室 teachers’ restroom
sea cucumber 海黄瓜
海参
不能望文生义,要勤查 字典,避免貌合神离
4. Mr. Smith is one of the most durable teachers at this university. 持久的 史密斯先生是该大学任教时间最长的教师之一. 5. He used to be very shy; but after entering college he’s started to blossom. 开花、绽放 他过去一直非常害羞,但是现在他开始活泼/开朗起来。
译文一:…… made our blood boil. 愤怒 译文二:Beijing's winning the bid for the 2008 Olympics ek 凉茶 红茶 cold tea red tea
yoghurt herbal tea black tea teachers’ lounge
3. 意见 (1) 我们应该认真倾听群众的意见。
看法
We should listen carefully to people’s opinions. (2) 两位领导人就双边关系及共同关心的问题交换了意见。 见解 (fml) The two leaders exchanged views on bilateral relations and issues of common concern.

Lecture 1

Lecture 1
Zhang Nan Interpreting
Lecture 1
1. Course description 2. skill training---short-term memory(Unit 2- Unit 4)

Course Description
Skills 1 2 3
Memory training Note-taking Note-taking
Text Learning
2-4; 3-2; 4-2; 4-3 5-1;(5-2;5-3;5-4) 6 -1; 专题1:语言、教育 8-3 ; 10-1 ;11-1 ; Focus: 1 Focus: 2 Focus: 3
2. 中国幅员辽阔,自然资源丰富,廉价劳动 力充裕,税收低,消费者市场不断增长, 基础设施不断改善。(Focus 1: 短语名词 化nominalization ) China has massive land, abundant natural resources, huge cheap labor, low taxation, a growing consumer market and improving infrastructure.
1. 我是海通集团人力资源部经理。 I’m the manager of Human Resources. (头衔: P30) 2. 我们非常高兴您能成行,非常感激您不辞劳苦,在 白忙之中抽空来我海通指导。 We’re very happy that you made it in spite of the tiring trip. We’re very grateful that you took time from your busy schedule and came to Haitong to give us advice.
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1. Further information 4. Classical mechanics (pp 911- 914 )
2. 11.3 The Schrödinger Equation (pp 294)
Lecture-on-line
Introduction to Classical mechanics and the Schrödinger equation (PowerPoint)
/ dt2 )t to
t2
vv (t o )∆ t
(d2rv / dt2 )t to ∆t2
v r
(t
o
)
vr(to + ∆t)
FHvo(wtoev)er
fromv
Newtons law:
V gradV
Thus :
m(d2rv / dt 2 )t to
rv(to
t) = rv(to) + vv(to )
/ dt2)t
to
t2
t) = rv(to) + vv(to )
t + 1 (d2rv 2
/ dt2 )t to
t2
Appendix A
Newton' s Equation and determination of position..cont
rv(to
t) = rv(to) + vv(to )
t + 1 (d2rv 2
1 t - 2m (gradV)t=t 0
t2
Newton' s Equation and determination of position..cont
X
Rate of change of position with time
Expression for total energy
The total energy of a mass m and velocity
vpr aarltsioclheasweitnherpgoysition
rr
,
ET Ekin Epot(rr )
Atkins ,**)
Classical Mechanics A particle in 3-D has the following attributes
mass
Z
mr
Position
1. Mass m 2. Position rr
velocit y
3. Velocity
vr
Y
v = dr/dt
Kinetic energy due to motion
Potential energy due to forces
The kinetic energy can be written as :
Ek
1 mv2 2
Or alternatively in terms of the linear momentum:
2m
You must know that : The quantum mechanical Hamiltonian Hˆ is constructed from the classical Hamiltonian H by the transformation
HClass

1 2m
pˆ x2

2 y
pˆ z2
V(xˆ, yˆ, zˆ)
Classical Mechanics Quantum Mechanics
x
px

x ; pˆx
h ix
y
py

y ; pˆy
h iy
z
pz

z ; pˆz
h iz
Appendix A Newton' s Equation and determination of position..cont
Audio-Visuals on-line Quantum mechanics as the foundation of Chemistry (quick time movie ****, 6 MB) Why Quantum Mechanics (quick time movie from the Wilson page ****, 16 MB) Why Quantum Mechanics (PowerPoint version without animations) Slides from the text book (From the CD included in
1 [(h h ) (h h ) (h h )] V(x, y, z) 2m i x i x i y i y i z i z
We have
h
h
h2
i y i y i2 y y
2
h2 y2
Thus

h2 [ 2m
2
x2
2
y2
2
z2 ] V(x, y,z )

h2 [ 2m
2
x2
2
y2
2
z2 ] V(x, y,z )
The quantum mechanical Hamiltonian Hˆ is constructed by the
following transformations :
HClass

1 2m
pˆ x2

2 y
pˆ z2
V(xˆ, yˆ, zˆ)
Classical Mechanics Quantum Mechanics
The definition of the Hamiltonian (H)
as the sum of kinetic and potential energy,
with the potential energy written in terms
of the linear momentum For single particle: H p2 V(rr)
What you should learn from this lecture
Definitionof : Linear momentum (pm), kinetic energy(p2 );
2m Potential Energy
Relation between force F and potential energy V F(r = - r V)
Hˆ (x, y, z) E (x, y, z)
h2 2 (rr) V(rr) (rr) E (rr) 2m
h2 [ 2m
2
x2
2
y2
2
y2 ] V(x, y,z)
E
Contains all kinetic information about a particle moving in the Potential V(x,y,z)
The position of the particle is a function of time.
Let us assume that the particle at
t to
rv(t t) = rv(t ) = ? has the position
and the velocity
vr(torr)(to()drr / dt )t
Introduction to Classical mechanics and the Schrödinger equation (PDF)
Handout.Lecture1 (PDF) Taylor Expansion (MS-WORD)
Tutorials on-line The postulates of quantum mechanics (This is the writeup for Dry-lab-II)( This lecture has covered (briefly) postulates 1-2)(You are not expected to understand even postulates 1 and 2 fully after this lecture) The Development of Classical Mechanics Experimental Background for Quantum mecahnics Early Development of Quantum mechanics The Schrödinger Equation The Time Independent Schrödinger Equation
mass
Z
m rr
Y
Position
pr = mrv
X
Linear Momentum
The classical Hamiltonian is given by
H
1 2m
px2
p2y
pz2
V(x, y,z)
H 1 pr pr V(rvV (rv )
Quantum Mechanical Hamiltonian
2
2
2
By introducing the Laplacian : 2 x2 y2 z2 we have

h 2 V(x, y, z)
2m
It is now a postulate of quantum mechanics that :
the solutions (x, y, z) to the Schrödinger equation
to
(d vr / dt )t to∆t (d2vr / dt2 )t to ∆t2
vr (t o )
vr(to + ∆t)
What is
o
1
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