填空题portray

填空题In Stephen Levison's Q-principle, the Speaker's Maxim says: "Do not provide a statement that is informationally weaker than your knowledge of the world allows, unless providing a stronger statement would contravene the I-principle./

填空题A distinction is made between vowels where the quality remains constant throughout the articulation and those where there is an audible change of quality. The former are known as PUPE or MONOPHTHONG VOWELS and the latter, VOWEL GLIDES.

填空题The words "loose" and "books" have a common phoneme and a common morpheme as well.

填空题rhetoric

填空题Truths to Live By The art of living is to know when to hold fast and when to let go. 1 . The rabbis of old put it this way: "A man comes into this world with his fist clenched, but when he dies, his hand is open." 2 . We know that this is so, but all too often we recognize this truth only in our backward glance when we remember with far greater pain that we did not see that beauty when it flowered, that we failed to respond with love to love when it was tendered. 3 . I was hospitalized following a severe heart attack and had been in intensive care for several days. It was not a pleasant place. One morning, I had to have some additional tests. The required machines were located in a building at the opposite end of the hospital, so I had to be wheeled across the courtyard. As we emerged from our unit, the sunlight hit me. That"s all there was to my experience. Just the light of the sun. 4 . I looked to see whether anyone else relished the sun"s golden glow, but everyone was hurrying to and fro, most with their eyes fixed on the ground. Then I remembered how often I, too, had been indifferent to the grandeur of each day, too preoccupied with petty and sometimes even mean concerns to respond to the splendor of it all. The insight gleaned from that experience is really as commonplace as was the experience itself: life"s gifts are precious but we are too heedless of them. Here then is the first pole of life"s paradoxical demands on us: Never be too busy for the wonder and the awe of life. 5 . Embrace each hour. Seize each golden minute. 6 . This is the second side of life"s coin, the opposite pole of its paradox: we must accept our losses, and learn how to let go. This is not an easy lesson to learn, especially when we are young and think that the world is ours to command, that whatever we desire with the full force of our passionate being can, may, will, be ours. 7 . A. Surely we ought to hold fast to life, for it is wondrous, and full of a beauty that breaks through every pore of God"s own earth. B. But then life moves along to confront us with realities, and slowly but surely this second truth dawns upon us. C. For life is a paradox: it enjoins us to cling to its many gifts even while it ordains their eventual relinquishment. D. When life is treated with the proper attitude, regret will surely not be left behind. E. A recent experience re-taught me this truth. F. Hold fast to life.., but not so fast that you cannot let go. G. Be reverent before each dawning day. H. And yet how beautiful it was—how warming, how sparkling, how brilliant!

填空题"Universal history, the history of what man has accomplished in this world, is at bottom the History of the Great Men who have worked here," wrote the Victorian sage Thomas Carlyle. Well, not any more it is not. Suddenly, Britain looks to have fallen out with its favourite historical form. This could be no more than a passing literary craze, but it also points to a broader truth about how we now approach the past. less concerned with learning from forefathers and more interested in feeling their pain. Today, we want empathy, not inspiration. From the earliest days of the Renaissance, the writing of history meant recounting the exemplary lives of great men. In 1337, Petrarch began work on his rambling writing De Viris Illustribus—On Famous Men, highlighting the virtus (or virtue) of classical heroes. Petrarch celebrated their greatness in conquering fortune and rising to the top. This was the biographical tradition which Niccolo Machiavelli turned on its head. In The Prince, he championed cunning, ruthlessness, and boldness, rather than virtue, mercy and justice, as the skills of successful leaders. Over time, the attributes of greatness shifted. The Romantics commemorated the leading painters and authors of their day, stressing the uniqueness of the artist"s personal experience rather than public glory. By contrast, the Victorian author Samuel Smiles wrote Self-Help as a catalogue of the worthy lives of engineers, industrialists and explores. "The valuable examples which they furnish of the power of self-help, of patient purpose, resolute working and steadfast integrity, issuing in the formulation of truly noble and many character, exhibit," wrote Smiles, "what it is in the power of each to accomplish for himself." His biographies of James Walt, Richard Arkwright and Josiah Wedgwood were held up as beacons to guide the working man through his difficult life. This was all a bit bourgeois for Thomas Carlyle, who focused his biographies on the truly heroic lives of Martin Luther, Oliver Cromwell and Napoleon Bonaparte. These epochal figures represented lives hard to imitate, but to be acknowledged as possessing higher authority than mere mortals. Not everyone was convinced by such bombast. "The history of all hitherto existing society is the history of class struggles," wrote Marx and Engel in The Communist Manifesto. For them, history did nothing, it possessed no immense wealth nor waged battles. "It is man, real, living man who does all that." And history should be the story of the masses and their record of struggle. As such, it needed to appreciate the economic realities, the social contexts and power relations in which each epoch stood. For: "Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given and transmitted from the past." This was the tradition which revolutionized our appreciation of the past. In place of Thomas Carlyle, Britain nurtured Christopher Hill, EP Thompson and Eric Hobsbawm. History from below stood alongside biographies of great men. Whole new realms of understanding—from gender to race to cultural studies—were opened up as scholars unpicked the multiplicity of lost societies. And it transformed public history too. downstairs became just as fascinating as upstairs. A. emphasized the virtue of classical heroes. B. highlighted the public glory of the leading artists. C. focused on epochal figures whose lives were hard to imitate. D. opened up new realms of understanding the great men in history. E. held that history should be the story of the masses and their record of struggle. F. dismissed virtue as unnecessary for successful leaders. G. depicted the worthy lives of engineer industrialists and explorers.

填空题A. Main Results of Recent Researches. B. Popular Doubt about the New View. C. Effect of Environment on Intelligence. D. Intelligence and Achievement. E. Impact on School Education. F. A Changed View of Intelligence. G. Interaction between gene and environment. Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements. Its value, therefore, was as a predictor of children"s future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious. Intelligence tests could be used for streaming children according to ability at an early age. And at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education. 1 Today, we are beginning to think differently. In the last few years, research has thrown doubts on the view that innate intelligence can ever be measured and on the very nature of intelligence itself. There is considerable evidence now shows the great influence of environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates. 2 There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence (习得智力). Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researchers have been investigating what happens in this interaction. 3 Two major findings have emerged from these researches. Firstly, the greatest part of the development of observed intelligence occurs in the earliest years of life. It is estimated that 50 percent of measurable intelligence at age 17 is already predictable by the age of four. Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between "privileged" and "disadvantaged" children may be due to the latter"s lack of appropriate verbal stimulation and the poverty of their perceptual experiences. 4 These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment. These skills have to be learned and, indeed, one of them is learning how to learn. 5 The modern ideas concerning the nature of intelligence are bound to have some effect on our school system. In one respect a change is already occurring. With the move toward comprehensive education and the development of unstreamed classes, fewer children will be given the label "low IQ" which must inevitably condemn a child in his own, if not society"s eyes. The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is accepted by more and more people.

填空题The way in which the air passes through certain parts of the vocal tract is known as THE PLACES OF ARTICULATION.

填空题Directions: Read the following text and answer questions by deciding each of the statements after the text is True or False. Choose T if the statement is true or F if the statement is not true. A Tree Project Helps the Genes of Champions Live on As an eagle wheels overhead against a crystalline blue sky, Martin Flanagan walks toward a grove of towering cottonwood trees beside the Yellowstone River, which is the color of chocolate milk due to the spring rain. As Mr. Flanagan leaves the glaring sun of the prairie and enters the shady grove, his eyes search for specific tree. As he reaches a narrow-leaf cottonwood, a towering giant, he cranes his neck to look at the top, "This is the one I plan to nominate for state champion," he says, petting the bark with his hand. "It"s a beauty, isn"t it?" When Europeans first came to North America, one of the largest primeval forests in the world covered much of the continent. Experts say a squirrel could have traveled from the Atlantic coast to the Mississippi River without touching the ground. But only about 3 percent of America"s native old-growth forest remains, and many of the trees they hold are those that were not big enough to attract a logger"s eye. The result is a generation of trees that barely resemble the native forests that once covered the country. That makes some scientists suspect that the surviving forests have lost much of their genetic quality, the molecular muscle that made them dominate the landscape. When the loggers swept through, these scientists say, only poor specimens were left to reproduce. Other researchers wonder whether environmental factors or just plain luck may explain a good part of the supertrees" success. To answer those questions, the mightiest trees of their types, or genetically identical offspring, must be preserved for study, and that is what is being done by a handful of enthusiasts, including Mr. Flanagan and David Milarch, a nurseryman Copemish, Michigan. They are searching out the largest tree of each species and taking cuttings of new growth to make copies of genetic clones of the giants. With tissue culture and grafting, they have reproduced 52 of the 827 living giants and are planting the offspring in what they call "living libraries." More than 20,000 offspring have been planted. The work is part of the Champion Tree Project, which began in 1996 with financial help from the National Tree Trust, a nonprofit group in Washington. "Those big trees are the last links to the boreal forests," Mr. Milarch, president of the Champion Tree Project, said. State and federal agencies and private organizations have been keeping track of the largest trees in each state for some time. The largest effort is the National Register of Big Trees, run by American Forests, a 125-year-old nonprofit group based in Washington. But the Champion Tree Project takes things a step further by making it possible for the largest trees to live on. Eventually the Champion Tree Project hopes to reproduce enough genetically superior trees for a nationwide reforestation project. The offspring of the native trees, should they prove genetically superior, could be especially valuable in urban settings, where the average tree lives just 7 to 10 years. But things like soil conditions, moisture and other environmental factors can also affect the success of the trees.

填空题To their credit, many people who insist on P. C. usage believe that changing our language can eventually change our thinking and behavior—______ eliminating racism, sexism and all the other isms we deplore.

填空题Nouns, verbs, adjectives and many adverbs are content words.

填空题C Analysis in computational linguistics is concerned with describing the contents of documents in a form suitable for computer processing.

填空题paradigm

填空题photographer

填空题If grammarians try to lay down rules for the correct use of language and settle the disputes over usage once and for all what they have done about a language is prescriptive.

填空题●Passage 1● 1. Milton! Thou should"st be living at this hour: England hath need of thee: she is a fen Of stagnant waters: altar, sword and pen, Fireside, the heroic wealth of hall and bower, Have forfeited their ancient English dower Of in ward happiness. ●Passage 2● 2. When I reached home, my sister was very curious to know all about Miss Havisham"s, and asked a number of questions. And I soon found myself getting heavily bumped from behind in the nape of the neck and the small of the back, and having my face ignominiously shoved against the kitchen wall, because I did not answer those questions at sufficient length. ●Passage 3● 3. I started across to the town from a little below the ferry landing, and the drift of the current fetched me in at the bottom of the town. I tied up and started along the bank. There was a light burning in a little shanty that hadn"t been lived in for a long time, and I wondered who had taken up quarters there. I slipped up and peeped in at the window. There was a woman about forty years old in there, knitting by a candle that was on a pine table. ●Passage 4● 4. In the midst of dinner my Mistress"s favorite cat leapt into her lap. I heard a noise behind me like that of a dozen stocking-weavers at work; and turning my head, I found it proceeded from the purring of this animal, who seemed to be three times larger than an ox, as I computed by the view of her head, and one of her paws, while her mistress was feeding and stroking her. ●Passage 5● 5. Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. ●Passage 6● 6. The awful shadow of some unseen power, Floats though unseen amongst us, —visiting, This various world with as inconstant wing, As summer winds that creep from flower to flower. ●Passage 7● 7. Something there is that doesn"t love a wall, That sends the frozen ground swell under it, And spills the upper boulders in the sun, And makes gaps even two can pass abreast. ●Passage 8● 8. The scenery of Walden is on a humble scale, and though very beautiful, does not approach to grandeur, not can it much concern one who has not long frequented it or lived by its shore; yet this pond is so remarkable for its depth and purity as to merit a particular description. ●Passage 9● 9. The world is too much with us; late and soon, Getting and spending, we lay waste our powers; Little we see in Nature that is ours; We have given our hearts away, a sordid boon! ●Passage 10● 10. Mr. Harthouse professed himself in the highest degree instructed and refreshed by this condensed epitome of the whole of Coketown question. ●Authors● A. Henry David Thoreau B. William Wordsworth C. Charles Dickens D. Jonathan Swift E. John Milton F. Francis Bacon G. Percy Bysshe Shelley H. Robert Frost I. Mark Twain J. William Shakespeare K. Emily Dickinson L. Christopher Marlowe

填空题In Halliday's Systemic Grammar, a system is a list of things between which it is possible to choose. So they are meanings, which the grammar can distinguish. The items in a system are called ______.

填空题After comparing "They stopped at the end of the corridor." with "At the end of the corridor, they stopped." you may find some difference in meaning, and the difference can be interpreted in terms of thematic meaning.

填空题Realizing that we all come to listening situations with preconceived viewpoints will help you avoid to judge alternative ideas too quickly. A. Realizing B. listening C. preconceived D. to judge