问答题Give some lexical items to illustrate social dialects. Try to explain their connotations.

问答题According to many linguists, there is no future tense in English, but there are a number of ways to express future time. Discuss this statement with examples.

问答题bilabial consonant

问答题I do not know the man you have mentioned.

问答题 Incorrect Correct I forgot the car accident happened at thecomer of that street. I forgot the car accident that happened at thecorner of that street. The idea occurred to me was a very vagueone. The idea that occurred to me was a veryvague one.

问答题Read the statement and the instructions that follow it, and then make any notes that will help you plan your response. Write your response on a separate sheet of paper. If possible, type your essay on a word processor. Real-world experience is more useful in business than anything that can be learned in school. Discuss the extent to which you agree or disagree with the opinion stated above. Support your views with reasons and/or examples from your own experiences, observations, or reading.

问答题coarticulation

问答题lateralization

问答题Directions: Suppose you are going to study abroad and share an apartment with John, a local student. Write him an email to 1) tell him about your living habits, and 2) ask for advice about living there. You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use "Zhang Wei" instead. Do not write your address.

问答题给出一段美国小说片段，指出是谁的什么作品，并进行分析。

问答题柏拉图的文学观念中对文学有两个方向的批判。任选一个方向，比较其中反映出的模仿观念的变化（the shift of the notion of imitation）

问答题What are the four maxims of the Cooperative Principle? Exemplify how the violation of these maxims gives rise to conversational implicature.

问答题少壮不努力，老大徒伤悲。

问答题Directions:Inthispart,youareallowedtowriteacompositiononthetopicSingle-ParentFamiliesintheUSA.Youshouldwriteatleast150words,basedonthefollowinginformations.WriteyouressayonANSWERSHEET2.

问答题Directions: There is one passage in this part. The passage is .followed by some questions. The Wright Brothers Wilbur and Orville Wright were two brothers from the heartland of America with a vision as sweeping as the sky and a practicality as down-to-earth as the Wright Cycle Co, the bicycle business they founded in Dayton, Ohio, in 1592. But while there were countless bicycle shops in turn-of-the century America, in only one were wings bring built as well as wheels. When the Wright brothers finally realized their vision of powered human flight in 1903, they made the world a forever smaller place. I've been to Kitty Hawk, N. C, and seen where the brothers imagined the future, and then literally flew across its high frontier. It was an inspiration to be there, and to soak up the amazing perseverance and creativity of these two pioneers. The Wright brothers had been fascinated by the idea of flight from an early age. In 1875 their father, a bishop in the Church of the United Brethren in Christ, gave them a flying toy made of cork and bamboo. It had a paper body and was powered by rubber bands. The young boys soon broke the fragile toy, but the memory of its faltering flight across their living room stayed with them. By the mid-1890s Wilbur was reading every book and paper he could find on the still earth-bound science of human flight. And four years before they made history at Kitty Hawk, the brothers built their first, scaled-down flying machine—a pilotless "kite" with a 5-ft. wingspan, and made of wood, wire and cloth. Based on that experiment, Wilbur became convinced that he could build an aircraft that would be "capable of sustaining a man. " When published aeronautical data turned out to be unreliable, the Wright brothers built their own wind tunnel to test airfoils and measure empirically how to lift a flying machine into the sky. They were the first to discover that a long narrow wing shape was the ideal architecture of flight. They figured out how to move the vehicle freely, not just across land, but up and down on a cushion of air. They built a forward elevator to control the pitch of their craft as it nosed up and down. They fashioned a pair of twin rudders in back to control its tendency to yawn from side to side. They devised a pulley system that warped the shape of wings in midflight to turn the plane and to stop it from rolling laterally in air. Recognizing that a propeller isn't like a ship's screw, but becomes, in effect, a rotating wing, they used the data from their wind-tunnel experiments to design the first effective airplane props—a pair of 8-ft, propellers, carved out of laminated spruce, that turned in opposite directions to offset the twisting effect on the machine's structure. And when they discovered that a light-weight gas-powered engine did not exist, they decided to design and build their own. It produced 12 horsepower and weighed only 152 lbs. The genius of Leonardo da Vinci imagined a flying machine, but it took the methodical application of science by these two American bicycle mechanics to create it. The unmanned gliders spawned by their first efforts flew erratically and were at the mercy of any strong gust of wind. But with help from their wind-tunnel, the brothers amassed more data on wing design than anyone before them, compiling tables of computations that are still valid today. And with guidance from this scientific study, they developed the powered 1903 Flyer, a skeletal flying machine of spruce, ash and muslin, with an unmanned weight of just over 600 Ibs. On DeC. 17,1903, with Orville at the controls, the Flyer lifted off shakily from Kitty Hawk and flew 120 ft.—little more than half the wingspan of a Boeing 747-400. That 12-seC. flight changed the world, lifting it to new heights of freedom and giving mankind access to places it had never dreamed of reaching. Although the Wright brother's feat was to transform life in the 20th century, the next day only four newspapers in the U. S. carried news of their achievement—news that was widely dismissed as exaggerated. The Wright brothers gave us a tool, but it was up to individuals and nations to put it to use. The airplane revolutionized both peace and war. It brought families together: once, when a Chile or other close relatives left the old country for America, family and friends mourned for someone they would never see again. Today, the grandchild of that immigrant can return again and again across a vast ocean in just half a turn of the clock. But the airplane also helped tear families apart, by making international warfare an effortless reality. Now, on the eve of another century, who knows where the next Wright brothers will be found, in what grade of school they're studying, or in what garage they're inventing the next Flyer of the information age. Our mission is to make sure that wherever they are, they have the chance to run their own course, to persevere and follow their own inspiration. We have to understand that engineering breakthroughs are not just mechanical or scientific—they are liberating forces that can continually improve people's lives. Who would have thought, as the 20th century opened, that one of its greatest contributions would come from two obscure, fresh-faced young Americans who pursued the utmost bounds of human thought and gave us all, for the first time, the power literally to sail beyond the sunset. The 20th century has been the American Century in large part because of great inventors such as the Wright brothers. May we follow their flight paths and blaze our own in the 21st century.

问答题维多利亚时代的诗人有强烈的关于过去的观念（the notion of the past）。举出该时期两个或三个诗人的作品分析其中的关于过去的观念。并比较其异同。

问答题Explain why the sentence John saw a girl with a telescope is ambiguous, and explicate the ambiguity by drawing two or more syntactic trees for the sentence.

问答题Tell whether each of the underlined parts is endocentric or exocentric. a. the professor who plagiarized c. the year to follow b. the design out of the question d. the man who did come

问答题There"s no such thing as an all-lecture class at Yale, nor at most other undergraduate colleges or business schools. Professors expect and demand engagement and discussion and students will often pipe up with questions in the middle of a salient point. In most cases, this is not considered rude; I think American students occasionally think of themselves as consumers of the course material, with the right to get their questions answered or theories explored by the professor. In one early class of ours, the professor even wrote to students who had not been participating to request that they speak up more in class. Of course, not all participation is valid or particularly helpful. Students will often ask questions they should know the answer to, or attempt to build on a point with an off-base comment. Interestingly, if a group of students is in a class together consistently, the group begins to subtly govern itself and members whose contributions might not be adding to the total experience will get the hint and aim to consider the good of the whole when raising their hand. But shifting between absorbing the lecture and participating in a conversation about it is a key feature of the classroom experience. 注释： (1)pipe up(口语用法)开始吹奏，开始唱、说 (2)salient a.显著的，突出的 (3)explore v. 探究，仔细探查 (4)participate v. 参与，分享participation n. (5)valid a. 有充分证据的，正当的 (6)off-base a. 合成词，偏离基础的，偏离中心的 (7)consistently ad. 一致地，一贯地 (8)subtly ad．敏锐地，明察秋毫地 (9)hint n.提示，暗示