问答题Total Depravity

问答题Distinguish the following pairs of terms. Clarify the differences with appropriate examples.(20/150)homonymy vs. polysemy

问答题Because the ancient Egyptians defined the hour as one-twelf of the time from dawn to dusk, its length varied during the course of the year.

问答题9b. Find the deixis in the following dialogue and analyze them into different groups according to their function in the linguistic interaction. (1)Debby: Go anywhere today?(2)Dan: Yes, we went down to Como. Up by bus, and back by hydrofoil.(3)Debby: Anything to see there ?(4)Dan; Perhaps not the most interesting of Italian towns, but it"s worth the trip.(5)Debby: I might do that next Saturday.(6)Jane; What do you mean when you say perhaps not the most interesting of Italian towns?(7)Jack: He means certainly not the most interesting. . .(8)Dan: Just trying to be polite. . .

问答题What is PowerPoint and why is it so important in language teaching?

问答题By Aristotle"s definition of tragedy, a tragic character suffers the change of fortune from good to bad, order to disorder, and this change is a result not of vice but of some great error or frailty in character. Analyze the tragic flaw of a character in American or British literature.

问答题Youwillreadatableshowingdesertificationinaregion.Writeacompositionofnolessthan120wordstodescribethetrendofthechanges,thepossiblecausesandeffects,andsomeeffectivesolutionsforthesechangesontheAnswerSheet.

问答题The American Crisis

问答题Write a summary of ANY story of the following: " Looking for Mr. Green," "A Clean, Well-Lighted Place" , "Barn Burning".

问答题Read the following passage and answer three questions.Teachers employ different types of conceptual organization and meaning. One level of meaning relates to subject matter knowledge and how curricular and content aspects of teaching are conceptualized(Shulman 1987). Woods(1996)describes teachers" conceptions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: overall conceptual goals—the overall purposes teachers identify for a course; global conceptual u-nits—the individual subcomponents of the curriculum(e. g. , the grammar, reading, writing, and listening components of an integrated skills course); intermediate conceptual units -activities or clusters of activities framed in terms of accomplishing one of the higher-level conceptual goals; and local conceptual units—the specific things teachers do to achieve particular instructional effects. Other constructs that have been proposed to account for how teachers realize the curricu-lar agendas they set for lessons and the kinds of cognitive processes they employ include lesson formats(Wong-Fillmore 1985), tasks(Doyle 1983), scripts, and routines(Shavelson and Stem 1981). Constructs such as these seek to describe how teachers approach the subject matter of teaching and how they transform content into learning. Much of this research draws on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem solving teachers make use of as they teach(Cliff 1991).In addition to the curricular goals and content, teachers have other more personal views of teaching(Johnston 1990). Zeichner, Tabachnick, and Densmore(1987)try to capture this with the notion of perspective, which they define as the ways in which teachers understand, interpret , and define their environment and use such interpretation to guide their actions. They followed teachers through their year-long professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences on how they taught. In describing the basis for teachers" conceptualizations of good practice, Clandinin(1985, 1986)introduced the concept of image, which she describes as " a central construct for understanding teachers"knowledge"(1985: 362). An image is a metaphor, such as "the classroom as home," " setting up a relationship with children" , or " meeting the needs of students," that teachers may have in mind when they teach. Johnston(1992)suggests that images such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form the subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to be good classes, Senior(1995)found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have arrived at the tacit assumption that, to promote successful language learning, it is necessary to develop a bonded class—that is, one in which there is a positive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to develop a spirit of cohesion within theft class groups.Halkes and Deijkers(1984)refer to teachers" teaching criteria, which are defined as "personal subjective values a person tries to pursue or keep constant while teaching. " Teachers hold personal views of themselves, their learners, their goals, and their role in the classroom and they presumably try to reflect these in theft practice. Marland(1987)examined the principles used to guide and interpret teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the "principle of progressive checking" involved checking students" progress periodically, identifying problems, and providing individual encouragement for low-ability students. Conners(1978)studied elementary teachers and found that all of those in her study used three overarching principles of practice to guide and explain their interactive teaching behavior: " suppressing emotions," " teacher authenticity," and " self-monitoring. " The principle of "teacher authenticity" involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive classroom atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fallible.

问答题Charles Lamb

问答题Bloomsbury Group

问答题the Muses

问答题Rabbit, Run

问答题How do you understand synonymy? Are there real synonyms? Why(not)?

问答题What does Virginia Woolf use to present the life of the titled character in her Mrs. Dalloway?

问答题American Transcendentalism(3 points)

问答题Is it possible to separate semantics and pragmatics? Why or why not? What are the implications of your answer for second language teaching? (北外2005研)

问答题It seemed as if he thought a while, for now he arose and turned the gas out, standing calmly in the blackness, hidden from view. After a few moments, in which he reviewed nothing, but merely hesitated, he turned the gas on again, but applied no match. Even then he stood there, hidden wholly in that kindness which is night, while the uprising fumes filled the room. When the odor reached his nostrils, he quit his attitude and fumbled for the bed. "What"s the use?" he said, weakly, as he stretched himself to rest.And now Carrie had attained that which in the beginning seemed life"s object, or, at least, such fraction of it as human beings ever attain of their original desires. She could look about on her gowns and carriage, her furniture and bank account. Friends there were, as the world takes it—those who would bow and smile in acknowledgment of her success. For these she had once craved. Applause there was, and publicity—once far off, essential things, but now grown trivial and indifferent. Beauty also—her type of loveliness—and yet she was lonely. In her rocking-chair she sat, when not otherwise engaged—singing and dreaming.[…]Oh, the tangle of human life! How dimly as yet we see. Here was Carrie, in the beginning poor, unsophisticated, emotional; responding with desire to everything most lovely in life, yet finding herself turned as by a wall. Laws to say; " Be allured, if you will, by everything lovely, but draw not nigh unless by righteousness. " Convention to say: "You shall not better your situation save by honest labor. " If honest labor be unremunerative and difficult to endure; if it be the long, long road which never reaches beauty, but wearies the feet and the heart; if the drag to follow beauty be such that one abandons the admired way, taking rather the despised path leading to her dreams quickly, who shall cast the first stone? Not evil, but longing for that which is better, more often directs the steps of the erring. Not evil, but goodness more often allures the feeling mind unused to reason.

问答题We are all men with the same power of making and destroying, with the same divine foresight mocked by the same animal blindness. We ourselves may not be in fault today, but it is human beings in no way different from us who are doing what we abhor and they abhor even while they do it. There is a fate, coming from the beast in our own past, that the present man in us has not yet mastered, and for the moment that fate seems a malignity in the nature of the universe that mocks us even in the beauty of these lonely hills. But it is not so, for we are not separate and indifferent like the beasts; and if one nation for the moment forgets our common humanity and its future, then another must take over that sacred charge and guard it without hatred or fear until the madness is passed.