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对学生犯错误,教师如何批评的英语作文
对学生犯错误,教师如何批评的英语作文全文共3篇示例，供读者参考篇1How Teachers Should Critique Students' MistakesAs a student, I've experienced my fair share of corrections and critiques from teachers over the years. Some have been more helpful and constructive than others. From my perspective, there's definitely an art to providing effective feedback that actually helps students learn from their mistakes.Far too often, I've had teachers who simply mark errors with a red pen and give little to no explanation. Sure, they might put a letter code in the margin indicating the type of mistake, like "SP" for spelling or "GR" for grammar. But seeing those codes over and over again doesn't really help cement the concepts. All it does is make me feel stupid for repeatedly making the same errors. I need more guidance than just having my mistakes circled.The teachers who have helped me improve the most are the ones who take the time to have conversations about why certain mistakes were made. They don't just tell me I'm wrong, but theyuse it as a learning opportunity. They ask questions to figure out the root of my misunderstanding. That way, they can re-explain the concept in a way that clicks for me specifically.For example, my 10th grade English teacher would sometimes call me over to her desk during our writing periods. She'd go through my drafts paragraph-by-paragraph and talk me through her thought process as she edited. "I put a comma here because this is an introductory clause," she'd explain. Or, "You used 'their' instead of 'they're' in this sentence. Can you see the difference?" Having that discourse helped the lessons sink in much better than simply seeing strike-throughs all over my paper.I also really appreciate when teachers complement their feedback with plenty of examples and resources. It's one thing to tell me, "Your transitions between paragraphs need work." It's another to print out a few model essays from previous students and explicitly show what good transitions look like. Or to send me links to grammar websites that have transition word lists and exercises. The more tools and practice opportunities I have, the better!Admittedly, getting constructive feedback does require some effort on the student's part too. We have to remainopen-minded and avoid getting defensive. I know I used to get embarrassed when teachers would go over my mistakes in front of the class. But looking back, I realize they were just trying to take advantage of a teachable moment that could potentially help multiple students. As long as the teacher does it in a supportive way without shaming anyone, using examples from our actual work can be an effective strategy.Sometimes when I've gotten lower grades than I wanted, my knee-jerk reaction has been, "But I worked so hard on this!" As if effort alone should earn me an A. But then the teacher will go over their comments, and I'll realize there were legitimate gaps in my knowledge reflected in the assignment. Quality feedback shows me where I'm getting tripped up and how I can improve. It's a reality check more than a punishment.Of course, teachers also need to be mindful of the tone they use when giving critiques. We students can definitely sense condescension or irritation. And that immediately puts us on the defensive, causing us to shut down instead of absorbing the lessons. The best teachers make us feel like we're all on the same team working toward the same goal, not adversaries going head-to-head. A little empathy and encouragement can go a long way.In my experience, the teachers who have pushed me to grow the most are the ones who genuinely enjoy seeing their students have "aha!" moments. They get visibly excited when they can tell a tricky concept has finally clicked for one of us. You can see the passion and fulfillment they get from unlocking our potential. Those teachers don't look at our mistakes as personal failures, but rather opportunities to fill gaps in understanding. It's all part of the journey.I'll never forget this one writing assignment I did my junior year. I turned in the first draft feeling pretty confident. But when I got my teacher's feedback, I realized I had completely missed the mark in terms of analyzing the deeper meaning behind the text. At first I felt crushed. But then my teacher said, "Don't worry, you're not alone. A lot of students struggled with this one. Let's go over it together so you've got it for next time." She could have easily made me feel like an idiot. Instead, she framed it in an empowering way that gave me the determination to tackle the re-write.Ultimately, I think effective critiques need to belaser-focused on helping us learn and grow, not making us feel inadequate. Feedback is an investment in our skills. When teachers take a constructive, coaching-based approach, it buildsour confidence along with our competence. Their insights show us that our mistakes aren't signs of failure, but markers showing where we need to focus our efforts.The best teachers use critiques as stepping stones, not stumbling blocks. They don't dwell on what we got wrong, but decisively re-direct us onto the right path. Their feedback empowers us to embrace our errors as catalysts for improvement. Gradually, we develop stronger critical thinking skills that ensure we don't repeat the same mistakes over and over. We start seeing our teachers' notes not as demoralizing red marks, but as lights illuminating the way to becoming better students and better learners overall.篇2How Teachers Should Critique Our MistakesAs students, we all dread that sinking feeling when the teacher calls on us and we get the answer wrong. Our face flushes, our heart races, and we wish we could disappear into our desks. In those moments, how the teacher responds can either help us learn from the experience or make us feel even worse.I've had teachers who would openly mock students for wrong answers, calling them "stupid" or saying things like "Wereyou even listening?" This type of harsh criticism is extremely demoralizing. It makes students afraid to even try answering for fear of public humiliation. An environment of judgment and ridicule is not conducive to learning.On the other hand, I've had teachers who would gently correct mistakes in a supportive, encouraging way. They would say something like "That's not quite right, but I can see why you might think that. Here's where the misunderstanding is..." And then they would rephrase the concept using different examples until it finally clicked. An approach focused on understanding rather than judgment makes students feel safe to take risks and make mistakes - which is how we truly learn.The best teachers realize that mistakes are inevitable and even valuable parts of the learning process. They don't take them personally or get frustrated, but view them as opportunities to reinforce key ideas. A good teacher can critique our mistakes in a way that boosts our confidence instead of deflating it.One simple but powerful technique is to pair any criticism with sincere praise. For example: "Your grammar is really improving, which is great. The mistake in this sentence was..." Or "You clearly put a lot of thought into this essay. Next time, besure to cite your sources at the end." Sandwiching the critique between authentic compliments makes it much easier to accept.Another approach is questioning instead of outright correction. If a student gives an incorrect response, the teacher might ask "Can you explain your thought process here?" Or "What made you choose that answer?" This gets the student actively thinking about their own logic and pinpointing the flaw, rather than just being told they're wrong. The teacher can then guide them through the proper reasoning.It's also helpful when teachers model making mistakes themselves. If they get a tricky math problem or grammar rule wrong on the board, they can pause and say "Oops, I made a mistake here. Let me think through this again..." Then they can rework it aloud, describing their revised thinking. This shows that mistakes happen to everyone, even experts. More importantly, it demonstrates how to calmly self-correct without berating yourself.For bigger assignments like papers and projects, teachers should critique in a supportive format - for instance, starting and ending with positive comments while "sandwiching" the critical feedback in between. The tone should be one of a caring coach helping us improve, not a harsh judge calling out every flaw.Specific details on what was done well and what needs work are much more useful than vague "This is good"/"This is bad" statements.It's also beneficial when teachers can personalize the feedback based on our individual learning styles, strengths, and weaknesses. Someone who is a strong analytical thinker may respond best to very structured, logical critiques. A more creative student might prefer comments that use imagery and real-world examples. Getting feedback that clicks with how our minds uniquely operate maximizes our ability to apply it.Ultimately, the manner in which teachers critique our mistakes can deeply impact our confidence, our mindset toward the subject, and how much we actually learn from our errors. The most effective way is a caring, supportive approach that maintains a safe environment for risk-taking. It should focus on understanding over judgment, provide specific guidance, be personalized to our needs, and recognize mistakes as growth opportunities.Mistakes will always be part of the learning journey. But if critiqued properly by our teachers, they become stepping stones toward mastery rather than shameful stumbling blocks. We feel empowered to embrace our mistakes, correct them, and keepstriving to improve. Isn't that really the ultimate goal of education?篇3How Teachers Should Critique Students' MistakesAs a student, I've had my fair share of making mistakes and being criticized by teachers. It's an inevitable part of the learning process. However, the way a teacher approaches critiquing our errors can significantly impact our motivation, self-confidence, and overall learning experience. In this essay, I'll share my thoughts on how teachers should critique students' mistakes effectively and constructively.First and foremost, I believe that teachers should create a safe and supportive learning environment. When we feel comfortable and respected, we're more likely to take risks, ask questions, and learn from our mistakes. A classroom atmosphere where students fear being ridiculed or humiliated for their errors can be detrimental to our learning. Teachers should foster a culture of mutual respect, where mistakes are seen as opportunities for growth rather than failures.One effective approach that teachers can take is to provide specific and actionable feedback. Instead of general statementslike "This is wrong," teachers should identify the specific areas that need improvement and offer concrete suggestions for correcting the mistakes. For example, in a writing assignment, a teacher could highlight a sentence with a grammatical error and provide an explanation of the correct grammar rule. This targeted feedback helps us understand our mistakes and gives us the tools to avoid making similar errors in the future.Additionally, teachers should be mindful of the tone they use when critiquing our work. A harsh or condescending tone can be demoralizing and may cause us to shut down or become defensive. Instead, teachers should adopt a constructive and encouraging tone that acknowledges our efforts while also pointing out areas for improvement. A simple phrase like "Good effort, but let's work on..." can go a long way in maintaining our motivation and self-esteem.It's also important for teachers to recognize that students have different learning styles and paces. Some of us may grasp concepts more quickly than others, and teachers should be patient and adjust their approach accordingly. When critiquing mistakes, teachers should take the time to understand our individual strengths and weaknesses, and tailor their feedback to our specific needs. This personalized approach can help us feelunderstood and supported, rather than feeling like we're just another number in the classroom.Furthermore, teachers should encourage open dialogue and create opportunities for us to ask questions and seek clarification. Making mistakes is a natural part of the learning process, and we shouldn't be afraid to raise our hands and admit when we're confused or unsure. Teachers who are approachable and willing to engage in constructive discussions can foster an environment where we feel comfortable expressing our doubts and seeking guidance.In addition to verbal feedback, teachers can also utilize various techniques to help reinforce their critiques. Visual aids, such as diagrams or examples, can be powerful tools for illustrating concepts and highlighting common mistakes. Teachers could also provide supplementary materials or resources for us to refer to for further practice and reinforcement.Another effective strategy is to encourage peer feedback and collaboration. By working together and providing constructive criticism to one another, we can learn from each other's mistakes and gain different perspectives. Teachers can facilitate group activities or peer review sessions, where we canshare our work, identify areas for improvement, and offer suggestions to our classmates.It's important to note that critiquing mistakes should not be a one-time event. Teachers should provide ongoing feedback and follow-up to ensure that we're making progress and addressing our weaknesses. Regular check-ins, progress reports, or one-on-one meetings can help us stay on track and receive the support we need to overcome our learning challenges.Moreover, teachers should recognize and celebrate our successes, no matter how small. Positive reinforcement can go a long way in boosting our confidence and motivating us to continue learning and improving. When we make progress or overcome a particular challenge, teachers should acknowledge our efforts and encourage us to build upon our achievements.Lastly, teachers should lead by example and demonstrate a willingness to learn and grow themselves. By admitting their own mistakes and showing us how they handle criticism and feedback, teachers can model the growth mindset they expect from us. This transparency and humility can help us understand that making mistakes is a natural part of the learning process, and that everyone, including our teachers, has room for improvement.In conclusion, critiquing students' mistakes is a delicate yet crucial aspect of the teaching profession. When done effectively and with care, it can foster a positive learning environment, boost our confidence, and ultimately lead to better academic outcomes. Teachers who create a safe space, provide specific and constructive feedback, recognize individual differences, encourage open dialogue, utilize various techniques, promote peer collaboration, offer ongoing support, celebrate successes, and model a growth mindset can truly make a difference in how we perceive and learn from our mistakes.。
语言学第四章PPTPPT课件
• The _______ smiles.
•
man
•
boy
•
girl
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4.1.2 Relation of Substitutability
• 替代关系 • The Relation of Substitutability refers to classes or sets of words substitutable for
成分，作为一个术语，指的是用于句子结构分析的一个语 言单位, 它是比其更大的语言单位的一部分。
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The boy ate the apple
A (Sentence)
B (the boy)
C (ate the apple)
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In the case of the example above, B (the boy) and C (ate the apple), are joined to form a hierarchically higher constituent A , then B and C are said to be immediate constituent of A.
grammaticaPl roolseistoifotnheavlarRioeusl apthiraosnes that can occur in a clause.
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•• TThehsteudsenttus sdmeilne ttosthse mteaiclehert. o the teacher.
Grammatical Construction or Construct can be used to mean any syntactic（句法的） construct which is assigned one or more conventional functions in a language.
胡壮麟语言学名词解释
第一章介绍Applied linguistics运用语言学:findings in linguistic studies can often be applied to the solution of such practical problems as the recovery of speech ability。
The study of such applications is generally known as applied linguistics.Descriptive描述性的：if a linguistic study aims to describe and analyze the language people actually use， it is said to be descriptive.Prescriptive规定性的：if the linguistic study aims to lay down rules for “correct and standard” behavior in using language, i。
e. to tell people what they should say and what the should not say, it is said to be prescriptive。
Synchronic共时的：the description of a language at some point of time in history is a synchronic study. synchronic study共时研究： The study of a language at some point in time。
e.g. A study of the features of the English used in Shakespeare’s time is a synchronic study。
法律英语名言4篇
法律英语名言4篇法律英语名言1every law has no atom of stregth, as far as no public opinion supports it. (wendell phillips, american leader against slavery) 若是没有公众舆论的支持，法律是丝毫没有力量的。
(美国废奴运动领袖菲力普斯 w)good order is the foundation of all things. (e.burke, btritish statesman)良好的秩序是一切的基础。
(英国政治家伯克 e)guilt always hurries towards its complement, punishment; only there does its satisfaction lie. (lawence durrell, british writer) 犯罪总是以惩罚相补偿；只有处罚才能使犯罪得到偿还。
(英国作家达雷尔 l)i disapprove of what you say, but i will defend to the death your right to say it. (voltaire, frech writer)我不同意你说的话，但是我愿意誓死捍卫你说话的权利。
(法国作家伏尔泰)if there were no bad people, there would be no good lawyers. (charles dickens, british novelist)倘若世上没有坏人，也就不会有好的律师。
(英国小说家狄更斯 c)if we only had some god in the country's laws, instead of beng in such a sweat to get him into the constitution, it would be better all around. (mark twain, american writer)如果我们国家的法律中只有某种神灵，而不是殚精竭虑将神灵揉进宪法，总体上来说，法律就会更好。
广东省英语教育英语语言学真题
2012年1月广东省英语教育-英语语言学真题(06422)2012年1月广东高等教育自学考试英语语言学问卷(06422) 150分钟I.Blank-fiiling (20%) 'Fill in the following blanks with a word, whose initial letter has been given.1 .If the linguistic study aims to lay down rules for "correct and standard" behavior in using language ,i.e. to tell people what they should say and what they should .not say ,it is said to be p ____________. .2.A d__________ study of language is a historical study; it studies the historical development of language over a period of time.3.According to Saussure，l________ refers to the abstract linguistic system shared by all the members of a speech community.4.D_______ means that language can be used to refer to contexts removed from the immediate situations of the speaker.5.If we transcribe the speech sounds with letter-symbols only，we are adopting the b , transcription.6.A p________ is an abstract unit, not a particularsound，but it can be realized by a certain phone in a certain phonetic context.7.When pitch，stress and sound length are tired to the s_______ rather than the word in isolation, they are collectively known as intonation.8. The m________unit of meaning is traditionally called a morpheme.9. Inflectional morphemes are bound morphemes that are for the most part purelyG_______ markers，signifying such concepts as tense，number, case and so on.10.Phrases that are formed of more than one word usually contain three elements : head , specifier , and c _______ .11 .Concerning the study of meaning, the conceptualist view holds that there is no direct link between a linguistic form and what it refers to, rather , in the interpretation of meaning they are linked through the mediation of c_____ in the mind.12.The sense relation between "sofa" and "furniture" is called h_______ .13.C_____ is generally considered as constituted by theknowledge shared by the speaker and the hearer . It is an essential notion to the pragmatic study of language. 14. Idiolect is a p____ dialect of an individual speaker that combines elements regarding regional, social, gender, and age variations.15.APEC is an a___ derived from the initials of "Asian Pacific Economic Cooperation".16.According to Halliday ,”Language varies as it s f______ varies, it differs in different situations.”17.Sapir and Whorf ’ s studies show that the structure of the language people habitually use influences the ways they think and behave. This interdependence of language and t___ is known as Sapir-Whorf Hypothesis.18.While the first language is acquired s______ , the second or foreign language is more commonly learned consciously.19.Interlanguage refers to learners ’ i_____ system of the second language which is of neither the native language nor the second language, but a continuum or approximation from his native language to the target language.20.Learning strategies are learners’ conscious, goal-oriented and problem-solving based efforts to achieve learning e______ ,II．Multiple choice (20%)Choose the best answer to the following items.21 .Who among the following linguists looks at language from a psychological point of view and consider language to be a property of the mind of each individual?A. N. ChomskyB. F. de SaussureC. Leonard BloomfieldD. M. A.K. Halliday22.If a linguist is interested in what is said, not what he thinks ought to be said，he adopts a study of language .A. descriptiveB. prescriptiveC. scientificD. diachronic23.Which of the following words ends with a velar voiceless stop?A. godB. boxC. cockD. dog24.Which of the following words contains a back, open and unrounded vowel?A. godB. bootC. walkD. park-25.Which of the following is a glottal sound?A. [h]B.[k]C.[g]D. [ŋ]26.Which of the following indicates an implied message in what is said?A. The fall-rise tone. B .The falling tone. C. The rising tone. D. The rise-fall tone.27.The underlined morphemes in the following are all inflectional morphemes EXCEPT .A. tablesB. soonerC. painter’ sD. painter28 The sentence “We need more intelligent leaders.” is ambiguous, because the sentence may have different .A .deep structures B. surface structures , C. linear orders D. morphological structures .29.The pair of words "charge and rebuke is called .A. dialectal synonymsB. stylistic synonymsC. collocational synonymsD. semantically different synonyms30.The sense relation for the pair of words "above" and "below" is .A. synonymsB. hyponymyC. antonymyD. homonymy3l. X : John’ s bike needs repairing.Y : John has a bike.The sense relation between the above sentence is .A.X is synonymous with YB.X is consistent with YC.X presupposes YD.X entails Y32.The sentence "Yesterday Nancy lost her purse in the street ." may be analyzed as a case of ________ predication.A one-place B. two-place C. three-place D. no-place33.According to Searles ’ s classification of speech acts, which of the following is an instance representative? A. I fired you! B.I’m so sorry for the mess I have made.C. Your money or your life!D.I have never seen the man before.34.Change in negation rule belongs to change.A. soundB. morphologicalC. syntacticD. semanticB: Yes .but I veto I-C-E-C-R-E-A-M.,Speaker B obviously violates the maxim of .A. quantityB. qualityC. relationD. manner36.Which of the following words is formed by means of blending? ,A. smogB.UNESCOC. baby-sit D .disco37.According to Halliday, tenor of discourse refers the of communication.A. subjectB. participantsC. situationD. means38.Conceming the behaviorist view of language acquisition, which of the following statements is NOT true?A. Language is taken as a set of behaviors.B. Language learning is a matter of imitation.C. Reinforcement is especially important for forming correct linguistic behavior.D. Behaviorism can better explain how children acquire complex language system.39.Instances of mother tongue interference can be found at the level of .A. pronunciationB. vocabularyC. syntaxD. pronunciation, vocabulary and syntax40. Strategies involved in analyzing, synthesis, and internalizing what has been learned belong to strategies.A. cognitiveB. metacognitiveC. socialD. communicativeIII. True or false judgement. (20%)Judge whether the following statements are true or false, write T for a true statement and F for a false one.41 .According to Saussure, what linguists should do is to abstract langue from parole, i. e. , to discover the regularities governing the actual use of language.42. Language is arbitrary in the sense that we can use words freely without the confinement of time and space.43. Inviting, suggesting, requesting, advising, warning, threatening, ordering are all specific instances of commissives .44. The surface structure and the deep structure of acertain sentence look the same when transformations are not necessary.45.Wh-movement can apply not only to wh-questions but also to relative clauses.46.In communication it will never be the case that what is grammatical is not acceptable, and what is ungrammatical may not be inappropriate.47.If the conversational participants do not strictly observe the four maxims of the Cooperative Principle, it is impossible for the conversation to go on.48.The same word may stir up different associations in people under different cultural speech comprehension.49.If a child is derived of linguistic environment , he or she is unlikely to learn a language successfully later on.50.The interlingual errors mainly result from faulty or partial learning of the target language, independent of the native language.IV. Explain the following notions briefly (25%)51 .What does "productivity" mean as one of the design features of human language?52. Illustrate assimilation rule53. Illustrate predication analysis with an example.54.What situation does bilingualism refer to?55. Explain Input Hypothesis by Krashen.V. Essay question ( 15%)56.Illustrate with examples how "sense” and "reference" differ from each other in lexical semantics. And howare they related to each other?部分参考答案（非官方答案，但大部分正确）：1. prescriptive2. diachronic3. langue4. Displacement5. broad6. phoneme7. sentence8. minimal9.grammatical 10. complement11.concepts 12. hyponymy 13. Context 14. personal 15. acronym16. function 17. thought 18. subconsciously 19. independent 20. efficiency21. A 22.A 23.C 24.D 25. A 26. D 27. D 28.D 29. C 30.C31. C 32.B 33.D 34. C 35.D 36. A 37.D 38.D 39.D 40.A41.T 42.F 43. F 44.T 45.T 46. F 47. F 48.F 49. T 50.F51. language is productive and creative in that it makes possible the construction and interpretation of new signals by its users.52. The “assimilation rule” assimilates one segment to another by “copying” a feature of a sequential phoneme, thus making the two phones more similar.53. The predication analysis, proposed by Leech, is a way to analyze the sentence meaning. A sentence, composedof a subject and predicate, is a basic unit for grammatical relation. The basic unit for meaning analysis is called predication, which is the abstraction of the meaning of a sentence.For example: It is hot.(no-place predication): (BE HOT) Children like sweets.( two-place predication) CHILDREN, SWEET(LIKE)John is ill. (one-place predication) : JOHN(BE ILL) 54. It has been observed that in some speech communities, two languages are used side by side with each having a different role to play; and language switching occurs when the situation changes. This constitutes the situation of bilingualism.55. Krashen assumed that there were two independent means or routes of SL learning: acquisition and learning.56. Sense is concerned with the inherent meaning of the linguistic form. It is the collection of all the features of the linguistic form; it is abstract and decontextualized .For example: the word “dog”is given the definition “a domesticated canine mammal ,occurring in many breeds that show a great variety in size an form.”Reference means what a linguistic form refers to in the real, physical world; it deals with the relationship between the linguistic element and the non-linguistic world of experience. F or example, if we say “The dog is sparking”, we must be talking about a certain dog existent in the situation; the word “dog” refers to a dog known to both the speaker and the hearer. This is the reference of the word “dog” in this particular situation. Relationship: Sense and reference are interdependent, because one would not normally know the one without having at least some knowledge of the other.。
商务汉语
商务汉语入门第d ì1yi 课k è 喂wèiLesson 1 Hello导学——Guiding Remarks打电话是现代生活必不可少的事情，你会用汉语打电话、接电话吗听听麦克他们是怎么说的Dealing phone calls is an indispensable part of modern life ．Have you learned how to make and take phone calls in Chinese yet Now let’s listen to Mike and his colleagues ．课文——TextA某宾馆一房间，刘经理正在焦急地拨电话，可是对方的电话总是占线。
Manager Liu is anxiously making a phone call in a hotel room, but the line isalways busy ．对duì方fāng ：：喂wèiSpeaker A at the other end ：Hello!刘liú经jīng 理lǐ：：喂wèi ！你nǐ好hǎo !是shìB B M M 公gōng 司sī吗maLiu ：Hello ，Is that the BM Company对duì方fāng ：：打dǎ错cuò了l e 。
Speaker A ：No ，you’ve dialed the wrong number．刘liú经jīng 理lǐ：：什shén 么yāo 打dǎ错cuò了le 噢ō，，对duì不bu 起qǐ。
(挂断电话，重新拨)Liu ：WhatA wrong numberOh ，I am sorry ．(Ends call and redials ．)小xiǎo 白bái ：：B B M M 公gōng 司sī，，您nin 好hǎo!Xiao Bai ：Hello ，BM Company!刘liú经jīng 理lǐ：：你nǐ好hǎo !王wáng 经jīng 理lǐ在zài 吗maLiu ：Hello!May I speak to Manager Wang小xiǎo 白bái ：：他tā不bù在zài 。
词汇歧义[整理]
词汇歧义（1）They can fish.当解释成他们会钓鱼时“can”是情态动词,“fish”是不及物动词,此句说的是一种能力。
当解释成他们做鱼罐头时，我们把“can”看成是及物动词,“fish”是名词。
由于“can”和“fish”都有两个词性，而且在这个句子中都能讲得通，因此产生了两种不同的解释。
（2）You will forget tomorrow.当解释成明天你就会把一切都忘记时，“tomorrow”是副词，当解释成你会忘记明天发生的一切时，“tomorrow”是名词。
air n. 交易会 a. 公平合理的 fare n. 车船费 vi. 进展;过活 He brought the piglets to the fair to sell.他把小猪赶到集市上卖. Everybody must be given a fair share of the harvest.每个人得到的粮食数量应该是均等的. How much is the air fare to Tianjin?到天津的飞机票要多少钱? How did you fare in New York? 你在纽约过得怎么样? 2. principle n. 原理;原则 principal a. 主要的Mr. Connors believes that truthfulness is the best principle. 克诺斯先生认为真理才是最好的原则. The scientist was the principal speaker at the meeting. 那位科学家是会议上的首要发言者. 3. coarse a. 粗糙的;粗鲁的;粗俗的 course n. 路线;课程His coarse manners deserve to be criticized.他粗鲁的行为应该受到责备. Highway across the country is in course of construction. 横贯该国的一条公路正在建设之中. The president encouraged the students to take more courses. 校长鼓励学生们多修几门课程. 4. complement n. 补充物;使完备之物 compliment n. 恭维;问候 Lively conversation is a complement to a party. 欢快的谈话有助于聚会的气氛. Give my compliments to your mother. 请代我向你妈妈问好. Thank you for your compliments. 谢谢您的夸奖. 5. council n. 委员会;理事会 counsel n. 商议;劝告v. 建议;劝告 The U.N. Security council consists of five countries.联合国安理会由五个国家组成. My father gave me a wise counsel and I followed it.父亲给我的忠告很明智,所以我听取了他的忠告. His brother counseled him to think carefully before making a decision. 他哥哥建议他做决定之前仔细考虑. 6. stationary a.固定的;静止的 stationery n. 文具 The weatherman said that the warm front would be stationary for several days. 气象预报员说,暖锋将停滞数天不移动. Lucy wrote to her mother on the company's stationery. 露西用公司的信笺信封给妈妈写信. 7. peace n. 和平;安宁 piece n. 块;片;篇章;条 Peace was restored after a week of disturbance. 经过一周的骚乱又恢复了平静. Duke ate a piece of chocolate cake for dessert. 杜克用甜食时吃了一块巧克力. 8. desert v. 丢开;遗弃;开小差 dessert n. 餐后甜点 After deserting his post the soldier ran away from the camp. 那个战士从帐篷弃职而逃. We had apple pie for dessert last night.我们昨晚吃的甜食是苹果. 9. weather n. 天气;气象; whether conj. 是否;不管 Our flight was delayed because of unfavorable weather. 因天气问题,我们的航班晚点了. We do not know whether we will go away for our vacation or stay home. 是出外度假还是呆在家里我们一时拿不定主意. 10. lightning n. 闪电lightening n. 轻松;减轻;发亮 The tall tree on the bank was struck by lightning. 岸边的高树遭了雷劈. Mr. Blare was invited to be in charge of lightening of stage. 布莱尔先生被邀负责舞台的灯光设计. My heart began lightening when hearing the good news. 听到这个好消息我的心情开始轻松了A heteronym is a "word having a different sounding and meaning but the same spelling." (minute - unit of time; minute - very small) 1. address My address is Easy Street. She will address the crowd. 2. bow She wears a bow in her hair. Bow to the audience at the end. 3. close Please close the door. She sat close tohim. 4. content The content of the talk is simple. I am content to just stay home. 5. convert She is a convert to exercise. She will convert the machine. 6. digest You will digest your food in time. I never read Reader's Digest. 7. dove She dove into the water. The dove makes a cooing sound. 8. invalid She was an invalid in the hospital. Your license is invalid. 9. lead He will lead the parade. The metal lead is very heavy. 10. live Where do you live? It was a live snake. 11. minute I'll be with you in just a minute. The insect had minute legs. 12. object It was a valuable object. We would object if she went. 13. present We got a nice present from her. She will present the awards to all. 14. project Is your science project done? Project the movie on the screen. 15. read She likes to read books. She read a story to the boy. 16. record Let's record that movie. She bought a record album. 17. row The kids were all sitting in a row. They had a row over the noise. 18. sow We shall sow the wheat today. The old sow was in the pigpen. 19. subject The subject of my talk is autos. They will subject them to torture.20. tear Don't shed a tear for her loss. Don't tear the photograph. 21. wind The wind blew strong last night. Wind the string on a stick. 22. wound He received a bullet wound. He wound up the rope. [/face][/size]tear [tie] 眼泪 tear [tie] 撕裂 sow [seu] 播种 sow [sau] 母猪 minute [minit] 分钟 minute [mai nju:t] 微小的还有：abstract, accent, affix, attribute, augment, compound, com-press, concert, conduct, confine, conflict, conscript, consort, construct, contest, contract, contrast, converse, convert, convict, de-crease, detail, digest, discard, discount, discourse, escort, export, extract, ferment, forecast, import, impress, incline, increase, insult, object,perfume, permit, pervert, prefix, present, produce, progress, protest, rebel, record, refill, re-fix, refund, regress, reject, segment, subject, suffix, survey, suspect, torment, trans-form, transplant, transport, upset。
language use 专四讲解
3.在whatever，whichever，whenever，whoever，wherever，however，no matter wh-等引导的让步 状语从句中，从句虚拟语气的结构为“may+动词原形(指现在或将来)”或“may+完成式(指过去)”，主句 结构不限。 4.在though, although等引导的让步状语从句中，从句虚拟语气结构为“should+动词原形”，主句结构不 限。 5. lest，in case，for fear that“以防，万一，唯恐”引导目的状语从句常用虚拟语气，谓语动词用 “should+动词原形”。lest，for fear that从句中的should可以省去，in case从句中的should通常不省略， 但是in case引导的从句也可用陈述语气。 七、其他句型中的虚拟语气 1. It is(high/about) time结构 在It is(high/about) time that…后面跟虚拟语气，谓语动词通常用一般过去式，有时也用“should+动词原 形”，意为“该是干……的时候了”。如： *2注. if意o：nl句y引型导It的's 感th叹e f句irs表t/示se“co但nd愿/t，hi要rd是ti…m…e就th好at了…”.表，示其一用种法经和历w，isthh基at本从相句同要，使只用是完感成情时色态彩。更强烈。 表示现在的情况，谓语动词用过去式； 表示过去的情况，谓语动词用过去完成式； 表示将来的情况，谓语动词用“would/could+动词原形”。
•doubt 在否定句中带同位语从句时的引导词通常是that; 在肯定句中则一般用whether。 There is some doubt whether he will come on time. 人们怀疑他是否会准 时来
新编简明语言学教程第二版第四章课后习题答案
Chapter 4 Syntax1. What is syntax?Syntax is a branch of linguistics that studies the rules that govern the formation of sentences.2. What is phrase structure rule?A special type of grammatical mechanism that regulates the arrangement ofelements that make up a phrase is called phrase structure rule.3. What is category? How to determine a word’s category?Category refers to a group of linguistic items which fulfill the same or similar functions in a particular language. A word's distributional facts together with information about its meaning and inflectional capabilities help identify its syntactic category.To determine a word’s category, three criteria are usually employed, namely, meaning, inflection and distribution. Word categories often bear some relationship with its meaning. Words of different categories take different inflection. Distribution is what type of elements can co-occur with a certain word.4. What is coordinate structure and what properties does it have?Some structures are formed by joining two or more elements of the same type with the help of a conjunction.Conjunction exhibits four important properties:1)there is no limit on the number of coordinated categories that can appear priorto the conjunction.2)a category at any level can be coordinated.3)coordinated categories must be of the same type.4)the category type of the coordinate phrase is identical to the category type ofthe elements being conjoined.5. What elements does a phrase contain and what role does each element play?3 elements: head, specifier, complement.The word around which a phrase is formed is termed head.Head: Head is the word around which a phrase is formed.Specifier: Specifer has both special semantic and syntactic roles. Semantically, it helps to make more precise the meaning of the head. Syntactically, it typically marks a phrase boundary.Complement: Complements are themselves phrases and provide information about entities and locations whose existence is implied by the meaning of the head.6. What is deep structure and what is surface structure?There are two levels of syntactic structure: The first one is formed by the XP rule in accordance with the head’s subcategorization properties, is called deep structure.The second one is corresponding to the final syntactic form of the sentence which results from appropriate transformations, is called surfacestructure.7. Indicate the category of each word in the following sentences.1) The old lady got off the bus carefully.Det A N V P Det N Adv2) The car suddenly crashed onto the river bank.Det NAdv V P Det N3) The blinding snowstorm might delay the opening of the schools.Det A N Aux V Det N P Det N4) This cloth feels quite soft.Det N V Deg A8. The following phrase include a head, a complement , and in some case a specifier. Draw the appropriate tree structure for each phrases.a. rich in mineralsAPA PPP NPNRich in mineralsb. often read detective stories.VPQual V NPA NOften read detective storiesc. the argument against the proposals.NPNP PPDet N P NPDet Nthe argument against the proposalsd. already above the windowPPQual P NPDet Nalready above the window9. The following sentences contain modifiers of various types. For each sentence, first identify the modifier(s), then draw the tree structures.a. A crippled passenger landed the airplane with extreme caution.Infl P(s)NP Infl VPDet AP N None pst V NP PPA Det N P NPAP NAA crippled passenger landed the airplane with extreme caution b. A huge moon hung in the black sky.Infl P(s)NP Infl VPDet AP N V PPA P NPDet AP NAA huge moon hung in the black skyc. The man examined his car carefully yesterday.Infl P(s)NP Infl VPDet N pst V NP Adv AdvDet NThe man examined his car carefully yesterday.d. A wooden hut near the lake collapsed in the storm.Infl P(s)NP Infl VPDet AP N PP V PPA P NP P NPDet N Det NA wooden hut near the lake collapsed in the storm.10. The following sentences all contain conjoined categories. Draw a tree structure for each of the sentences.a. Jim has washed the dirty shirts and pants.Infl P(=S)NP VPN Aux V NPDet A NPN CON NJim has washed the dirty shirts and pantsb. Helen put on her clothes and went out.Infl P(=S)NP VPN VP CON VPVP NP V AdvV P Det NHelen put on her clothes and went outc. Mary is fond of literature but tired of statistics.Infl P(=S)NP VPN VP CON VPVP NP VP NPV A P N V A P NMary is fond of literature but (is) tired of statistics11. The following sentences all contain embedded clauses that function as complements of a verb, an adjective, a preposition or a noun. Draw a tree structure for each of the sentence.a. You know that I hate war.SNP VPN V CPC SNP VPN V NPNYou know that I hate warSb. Gerry believes the fact that Anna flunked the English exam.NP VPN VP NPV NP CPDet N C SNP VPN V NPDet A NGerry believes the fact that Anna flunked the English exam c. Chris was happy that his father bought him a Rolls-Royce.SNP VPN V A CPC SNP VPDet N V NP NPN Det Nhis father bought himd. The children argued over whether bats had wings.SNP VPDet N VP CPV P C SNP VPN V NPNThe children argued over whether bats had wings12.Each of the following sentences contains a relative clause. Draw the deep structure and surface structure for each of these sentences.a. The essay that he wrote was excellent.CPC SNP VPDet N CP V APC S PNP NP Infl VPN N V NPNThe essay that he wrote e was excellent(surface structure)CPC SNP VPDet N CP V APC S PNP Infl VPN V NPNThe essayhe wrote thatwas excellent. (deep structure)b. Herbert bought a house that she lovedCPC SNP VPN Infl V NPDet N CPC SNP NP VPN N V NPNHerbert bought a loved e(surface structure)CPC SNP VPN Infl V NPDet N CPC SNP Infl VPN V NPNHerbert bought a house she loved that. (deep structure)c. The girl whom he adores majors in linguistics.CPC SNP VPDet N CP V PPC Infl S P NPNP NP VPN N V NPNThe girl whom he adores e majors in linguistics (surface structure)CPC SNP VPDet N CP V PPC Infl S P NPNP VPN V NPNThe girl he adores whom majors in linguistics (deep structure)13. The derivations of the following sentences involve the inversion transformation. Give the deep structure and the surface structure of each of these sentences.a. Would you come tomorrow?CPC SNP VPN Infl V AdvPAdv(surface structure) you Would come tomorrowCPC SInfl NP VPN Infl V AdvPAdv(deep structure) Would you e come tomorrowb. What did Helen bring to the party?CPC SNP VPN Infl V NP PPN P NPDet N (surface structure) Helen did bring what to the partyCPNP C SInfl NP VPN Infl V NP PPN P NPDet N (deep structure) what did e to thec. Who broke the window?(surface structure)CPC SNP NP Infl VPN Pst NPVe broke the window(deep structure)CPC SNP VPDet N Infl VThe window was broken。
法律英语名言
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LA PROPOSITION SUBORDONNÉE CIRCONSTANCIELLE DE BUT
La proposition subordonnée circonstancielle de but est une proposition
subordonnée conjonctive : elle est introduite par une locution
conjonctive(une locution conjonctive est une sorte de conjonction de
subordination dont la caractéristique est d'être composée de plusieurs mots ; ex :
"afin que")
Comme toute proposition subordonnée circonstancielle, la
proposition subordonnée circonstancielle de but est
complément circ. de but du verbe de la principale.
A.Qu'exprime-t-elle ?
Elle indique l'objectif visé par l'action exprimée dans la proposition principale.
Les enfants chuchotent afin que leur mère puisse dormir.
ACTION (prop. principale)OBJECTIF (prop. sub. de but)
Les principales locutions conjonctives exprimant le but
sont :
pour que
afin que
de sorte que
de peur que (mis en quelque sorte à la place de : "pour
que... ne... pas")
Mode employé
C'est le subjonctif.
Ils ont couru chez le boulanger afin que nous ayons du pain frais.
Prop. principale Sub. circ. de BUT (au subjonctif)
J'ai coupé l'eau de peur que la fuite n'entraîne une inondation.
Prop. principale Sub. de BUT (subj.) -- "ne" explétif
. Possibilité de transformation infinitive
Lorsque le sujet du verbe principal est le même que celui de la subordonnée, on peut faire une transformation infinitive (introduite par la préposition "pour" ou "afin de" + INFINITIF)
Il a séjourné en Angleterre pour qu'il parvienne à améliorer
son accent.
Il a séjourné en Angleterre pour améliorer son accent.。