大學(xué)思辨英語教程 精讀1課件Unit 2 Functions of Language

Unit2FunctionsofLanguage

TextAWhatIsLanguagefor?JeanAitchisonLearning

ObjectivesReadingSkills

CriticalThinkingCommunicativeCommunicativeCompetenceInterculturalCompetenceReadingSkillsCommunicativeCompetence

DistinguishbetweengeneralandspecificstatementsScanforaglobalunderstandingofthetextReadcharts,graphsandtablestoorganizeandinterpretinformationLearning

ObjectivesIllustrateyourpointswithappropriateexamplesUsefiguresofspeechtohelpIllustrateyourpointsDifferentiateinformativeandaffectiveusesoflanguageCriticalThinkingInterculturalCompetenceLearning

ObjectivesEvaluatethelogicalstrengthsoftheauthor’sevidenceandsupportOrganizeandpresentyourreasoningusingdiagramsIdentifyandcritiqueassumptionsbehindstatementsAppreciatelinguisticandculturaldiversityInterpretlanguagedifferencesculturallyHavecuriosityinandbereadytoexploreotherlanguagesandculturesLeadinWhatexactlyislanguagefor?Thisseeminglysimplequestionisactuallyfarmoredifficulttoanswerthanwhatwemightexpect.Isitmerelyatoolforcommunication?Ifso,howcanweexplainthatwealsouselanguageinmonologuesorourownprivatethoughts?Orisitatoolforconveyinginformation?Ifso,howcanweaccountforphaticusesoflanguagesuchassaying“morning”toyourneighborsorengaginginsmalltalkatcocktailparties?BackgroundKnowledgeJeanAitchison,Emeritus(/??mer?t?s/名譽教授)RupertMurdochProfessorofLanguageandCommunication,

UniversityofOxford.1.AbouttheAuthor[1]BackgroundKnowledgeMainpublications:NewMediaLanguage.LondonandNewYork:Routledge,2003.WordsintheMind:AnIntroductiontotheMentalLexicon.3rdedition.OxfordandNewYork:BasilBlackwell,2003.TheArticulateMammal:AnIntroductiontoPsycholinguistics.4thedition.LondonandNewYork:Routledge,1998.TheSeedsofSpeech:LanguageOriginandEvolution.Cambridge,NewYork,Melbourne:CambridgeUniversityPress,1996.BackgroundKnowledgeMainresearchinterests:1)(Socio-)historicallinguisticsThedescription,implementationandcausationoflanguagechange,withparticularreferencetocurrentchanges.2)LanguageandmindLanguageacquisition,speechcomprehension,speechproduction,withparticularreferencetolexicalstorageandretrieval.3)LanguageandthemediaThelanguageusedbythemedia,andtheeffectofthemediaonlanguage,withparticularreferencetolanguagechange,languageandpower,therelationshipofmedialanguagetolanguageinliterature.BackgroundKnowledge2.TheSeedsofSpeech:LanguageOriginandEvolutionThisbookwaspublishedin2002,consistingoffourparts,namely,Puzzles,Origin,Evolution,andDiffusion.TextA“WhatisLanguagefor”isfromthefirstpartPuzzles.Theotherthreequestionsaddressedinthispartare:Howdidlanguagebegin?Part2,‘Origin’,exploreshowlanguageprobablyoriginated.Chapter5outlinesthe'EastSidestory',whichsuggeststhathumansseparatedfromapeswhentheywerestrandedontheeastsideofAfrica,aftertheGreatRiftValleysplittheterrain.Humanswereforcedtoliveontheirwitsinaharshlandscape,andbegantodeveloplanguage.BackgroundKnowledgeChapter6examinestheprerequisitesforlanguage,whicharesharedwithourapecousins:first,friendlyinvolvementwithothersandapredispositionforgrooming;second,anaptitudefortacticaldeception,orlying,whichdependson'atheoryofmind',andanabilitytounderstandtheintentionsofothers.continuedChapter7considersthebasicrequirementsforspeech,manyofwhicharealsopresentinotherprimates.Forexample,sound-receivingmechanismsaresharedwithapes,yetsound-producingonesdiffer,perhapsbecauseofouruprightposture,whichinthelongrunenabledhumanstoproducearangeoffinelytunedsounds.BackgroundKnowledgecontinuedChapter8notesthatontogeny,thedevelopmentoftheindividual,onlysometimescorrelateswithphylogeny,thedevelopmentofthespecies.Twowaysinwhichthesecoincidedweretheloweringofthelarynxandthedevelopmentofthe'naminginsight',anunderstandingofthepowerofnaming.BackgroundKnowledgecontinuedPart3,'Evolution',examineshowlanguagemighthaveevolved.Chapter9looksatwaysinwhichwordscouldhavebeencombined.Atfirst,manysequenceswerepossiblyrepetitiveandinconsistent.Butgradually,strongpreferencesmayhavebecomerules.Thesepreferenceswerebasedonpre-linguistic'mind-sets'.Chapter10looksathowlanguageexpandedandhowitmadeuseofthehumanbodyanditslocationinspaceforextendingwordmeanings.Theevolutionofdifferentpartsofspeechoccurredprobablyviareanalysis:adjectivesandprepositionsbothgrewoutofreinterpretationofnounsandverbs.Whydolanguagesdiffersomuch?BackgroundKnowledgeChapter11considersattachmentstoverbs.Verbsacquireattachmentsviagrammaticalization,inwhichafulllexicalitemdevelopedintoagrammaticalmarker.Chapter12examinesgenerativity,theuseoffiniteresourcestoproduceaninfinitevarietyofsentences.Suchstructuresarosefromreanalysisofexistingstructures.continuedBackgroundKnowledgePart4,'Diffusion',considersthespreadoflanguageovertheworld,anddiscusseswhylanguageshavenotbecomeunlearnablydifferentfromoneanother.Chapter13outlinestheroutetakenashumansmovedoutofAfrica,andconsideredthepossibilityofreconstructingglimpsesoflanguageasitmighthavebeenmorethan30,000yearsago.Chapter14examinesthedifficultiesandfrustrationsofhuntingforlanguageuniversals.Islanguageanindependentskill?BackgroundKnowledgeChapter15pointsoutthatlookingforconstraints,thingsthatlanguagesdon'tdomightbemoreenlightening.Implicationallinks,itnotes,areimportantforkeepinglanguageincheck.Suchlinksarepartiallyduetoprocessingneeds,butpartlyalsototheoverallstructureofthesystem.Chapter16outlinesthedifferentcomponentswithinthelanguagesystem,andemphasizesthattheseinteractedwiththeusageofthesysteminacomplexway.BackgroundKnowledgecontinued3.JohnLockeJohnLocke,widelyknownastheFatherofClassicalLiberalism(古典自由主義),wasanEnglishphilosopherandphysician.HewasalsomemorizedasoneofthefirstBritishempiricists(英國最早的經(jīng)驗主義者).Hisworkgreatlyaffectedthedevelopmentofepistemology(/??p?st??mɑ?l?d?i/認(rèn)識論)

andpoliticalphilosophy.HiscontributionstoclassicalrepublicanismandliberaltheoryarereflectedintheUnitedStatesDeclarationofIndependence.BackgroundKnowledgeALetterConcerningToleration《論寬容》(1689)TwoTreatisesofGovernment《政府論》(1689)/'tri:tiziz/AnEssayConcerningHumanUnderstanding《人類理解論》(1690)SomeThoughtsConcerningEducation《教育漫話》(1693)BackgroundKnowledgeMajorworks:4.LordByron(1788-1824)LordByron’s(1788-1824)twobestknownlongnarrativepoemsareDonJuanandChildeHarold'sPilgrimage.

Hisothermajorpoemsinclude:Prometheus,SheWalksinBeauty,WhenWeTwoParted,Darkness,andThouArtDead,asYoungandFair.BackgroundKnowledge5.BronislawMalinowski(1884-1942)BronislawMalinowskiisrememberedasthefatherofthefunctionalistschoolofanthropologyandforhisroleindevelopingthemethodsandtheprimacyofanthropologicalfieldworkaswell.BackgroundKnowledgeHefirstrosetoprominentnoticethroughhisstudiesofPacificIslanders,especiallythoseconductedamongtheTrobriandIslanderswhosemarriage,tradeandreligiouscustomshestudiedextensively.ArgonautsoftheWesternPacific(1922),CrimeandCustominSavageSociety(1926),TheSexualLifeofSavages(野蠻人)

inNorth-WesternMelanesia(1929),andtheposthumously(/?pɑ?st??m?sli/于死后)publishedMagic,Science,andReligionandOtherEssays(1948).BackgroundKnowledgeHisbestknownworksinclude:Malinowskihelpeddevelopthefieldofanthropologyfromaprimarilyevolutionaryfocusintosociologicalandpsychologicalenquiries.SomeofthenoteworthybyproductsofhisfieldworkinthisdirectionincludevariousevidencethatdebunkedtheFreudiannotionofauniversalOedipalComplexandevidencethatshowedthatso-calledprimitivepeoplesarecapableofthesametypesandlevelsofcognitivereasoningasthosefrommore"advanced"societies.Malinowski'sideasandmethodologiescametobewidelyembracedbytheBoasianschoolofAmericanAnthropology,makinghimoneofthemostinfluentialanthropologistsofthe20thcentury.BackgroundKnowledgecontinued

TextStructureTextAnalysisDetailedAnalysisEvaluationandexplorationTextStructureMultiplepurposes:interpretingthequestion

9-20Answeringthefirstquestion:whatisdifficulttoexpress?

IIIIV21-26Answeringthesecondquestion:whatislanguagegoodat?

V27-28 Conclusion:questionsrelatedtothefunctionsoflanguage PartPara(s).MainideaI1-5Introducingthequestion:whatislanguagefor?6-8IITheThesisAmongitsmultiplepurposes,languageisgoodatinteractionandpersuasionbutpooratinformationtalking.TextAnalysisDetailedAnalysisEvaluationandexplorationTextStructureWhydoesAitchisonsay“l(fā)anguagedoesnotnecessarilyinvolvethetransferofinformation”?Canyouthinkofsomeexamplesfromyourowndailyexperiencetoillustratethispoint?(Para.2)Thetransferofinformationisnottheonlypurposeofusinglanguage.Ingreetingsandsomepointlesschitchat,communicatorsuselanguageprimarily,ifnotexclusively,forconstructingormaintainingcertainsocialrelationship.Evenwheninformationisthemajorconcern,thespeakerandhearermusttakeintoconsiderationsomeotherfactors,suchaspolitenessandaesthetics(cf.Paras.22-22).PartIComprehensionCheckPartI

PartIIPartIIIPartIVDetailedAnalysisPartVLanguagecanbeusedtotransferinformationorcommunicate,butitcouldbemisunderstoodbythehearersometimes.Therefore,theaccuracyoftransferredinformationisnotguaranteed.InPara.3,theauthormentionedtheTenerifeDisaster(特內(nèi)里費空難).Whatdoestheauthorwanttotellusbyillustratingthisevent?PartI

PartIIPartIIIPartIVDetailedAnalysisPartVtransfer(Para.1,line2)[n.][U,C]theactofmovingsb/sthfromoneplace,grouporjobtoanother;anoccasionwhenthishappens搬遷；轉(zhuǎn)移；調(diào)動；變換e.g.Aftertheelectiontherewasaswifttransferofpower.[v.]tomovefromoneplacetoanother;tomovesth/sbfromoneplacetoanother(使)轉(zhuǎn)移，搬遷~(sth/sb)(from...)(to...)e.g.HowcanItransfermoneyfrommybankaccounttohis?PartIWordStudyPartI

PartIIPartIIIPartIVDetailedAnalysisPartV2.dateback(to)(Para.1,line4)tohaveexistedsinceaparticulartimeinthepastorforthelengthoftimementioned追溯到；始于；自…至今e.g.Thecollegedatesbacktomedievaltimes.這所學(xué)院創(chuàng)辦于中世紀(jì)。PartI

PartIIPartIIIPartIVDetailedAnalysisPartV3.conduit(Para.1,line7)[n.]/?k?ndju?t/(formal)apipe,channelortubewhichliquid,gasorelectricalwirecanpassthrough（液體、氣體或電線的）管道，導(dǎo)管(specialist)aperson,anorganizationoracountrythatisusedtopassthingsorinformationtootherpeopleorplaces中轉(zhuǎn)人；中轉(zhuǎn)機構(gòu)；中轉(zhuǎn)國e.g.Theorganizationhadactedasaconduitformoneyfromthearmsindustry.PartI

PartIIPartIIIPartIVDetailedAnalysisPartV4.convey(Para.1,line7)[v.]tomakeideas,feelings,etc.knowntosb表達，傳遞（思想、感情等）

SYNcommunicate~sth(tosb)

e.g.Pleaseconveymyapologiestoyourwife.~sb/sth(from...)(to...)(formal)totake,carryortransportsb/sthfromoneplacetoanother傳送；運送；輸送e.g.Pipesconveyhotwaterfromtheboilertotheradiators.管道把熱水從鍋爐輸送到暖氣片。PartI

PartIIPartIIIPartIVDetailedAnalysisPartV5.take-off(Para.3,line3)起飛[n.]

[U,C]themomentatwhichanaircraftleavesthegroundandstartstofly（飛機的）起飛e.g.Theplaneisreadyfortake-off.飛機準(zhǔn)備隨時起飛。[C,U]themomentwhenyourfeetleavethegroundwhenyoujump起跳PartI

PartIIPartIIIPartIVDetailedAnalysisPartV6.air-trafficcontroller(Para.3,line4)[n.]apersonwhosejobistogiveinstructionsbyradiotopilotsofaircraftsothattheyknowwhenandwheretotakeofforland空中交通管制員；航空調(diào)度員controllerapersonwhomanagesordirectssth,especiallyalargeorganizationorpartofanorganization（尤指大型機構(gòu)或部門的）管理者，控制者，指揮者(specialist)adevicethatcontrolsorregulatesamachineorpartofamachine（機器或部件的）控制器，調(diào)節(jié)器(alsocomptroller)apersonwhoisinchargeofthefinancialaccountsofabusinesscompany（公司的）財務(wù)總管PartI

PartIIPartIIIPartIVDetailedAnalysisPartV7.collide[v](Para.3,line5)iftwopeople,vehicles,etc.collide,theycrashintoeachother;ifaperson,vehicle,etc.collideswithanother,orwithsththatisnotmoving,theycrashintoit碰撞，相撞e.g.Thecarcollidedhead-onwiththevan.~(withsb)(oversth)(formal)(ofpeople,theiropinions,etc.人、意見等)todisagreestrongly嚴(yán)重不一致；沖突；抵觸e.g.Theyregularlycollideoverpolicydecisions.[n]collisionPartI

PartIIPartIIIPartIVDetailedAnalysisPartV8.superficially(Para.4,line1)[adj.]superficialappearingtobetrue,realorimportantuntilyoulookatitmorecarefully表面的；外面的；外表的e.g.Whenyoufirstmeether,shegivesasuperficialimpressionofwarmthandfriendliness.初次見面時，她總給人以熱情親切的表面印象(oftendisapproving)notstudyingorlookingatsththoroughly;seeingonlywhatisobvious粗略的；膚淺的；粗枝大葉的；淺薄的e.g.asuperficialanalysis粗略的分析PartI

PartIIPartIIIPartIVDetailedAnalysisPartV9.plausible(Para.4,line1)/?pl??z?bl/[adj.]OPPimplausible(ofanexcuseorexplanation借口或解釋)reasonableandlikelytobetrue有道理的；可信的e.g.Herstorysoundedperfectlyplausible.她的說辭聽起來言之有理。(disapproving)(ofaperson人)goodatsoundinghonestandsincere,especiallywhentryingtotrickpeople巧言令色的；花言巧語的e.g.Shewasaplausibleliar.她是個巧言令色的說謊高手PartI

PartIIPartIIIPartIVDetailedAnalysisPartVPartISentenceAnalysis…theEnglishphilosopherJohnLockearguedinthisinfluentialAnEssayConcerningHumanUnderstanding(1690)thatlanguageis“thegreatconduit,wherebymenconveytheirdiscoveries,reasoning,andknowledgetooneanother.”(Para.1)英國哲學(xué)家約翰·洛克在其頗有影響的著作《人類理解論》(1690)中指出，語言是一個偉大的傳輸渠道，人類通過這一渠道相互傳達各自的發(fā)現(xiàn)、推理和知識。Translation.PartI

PartIIPartIIIPartIVDetailedAnalysisPartVEvenwheninformationisapparentlytransferred,itsreliabilityisnotguaranteed.(Para.3)Paraphrasing.Evenwhenlanguageisusedsimplytotransferinformation,theaccuracyoftheinformationtransferredisstillunlikelytoreach100%.PartI

PartIIPartIIIPartIVDetailedAnalysisPartVWeakerclaimsaboutthepurposeoflanguageseemsuperficiallyplausible:“Language…wasinventedbymanasameansofcommunicatinghisthoughts,whenmerelooksandgesturesprovedinsufficient”.(Para.4)Paraphrasing.Lessaffirmativeclaimsaboutthepurposeoflanguagemaybeatleastsuperficiallymoreacceptable:whenearlypeoplefoundthatfacialexpressionsandbodymovementscouldnotfullyexpressthemselves,theyinventedlanguagetocommunicatetheirthoughts.PartI

PartIIPartIIIPartIVDetailedAnalysisPartVYetthenotionof"thought"isvague,andcouldcovertheintentionbehindjustabouteverypossibleutterance,fromcommandstoapologiestopoems.(Para.4)Translation.然而“思想”是一個模糊的概念，涵蓋了幾乎所有話語背后的各種意圖，包括命令、道歉和詩歌等。PartI

PartIIPartIIIPartIVDetailedAnalysisPartV

PartIIComprehensionCheckToaddressthequestionwhatlanguageisfor,Aitchisonbreaksitupintoanumberofsub-questions.Canyoulocatethosesub-questionsandexplainhowtheycontributetostructuringthewholetext?InParagraph6,Aitchisondividesthequestion“whatislanguagefor”intotwosub-questions:“Forwhatpurposedidlanguagedevelop?”and“Forwhatpurposeislanguageusednowadays?”Sincetherearesomanypurposesofusinglanguageandtheoriginaloneisdifficulttoidentify,shearguesinparagraph8thatwecanfindcluesbylookingatwhatlanguageisgoodatandwhatitfindsdifficulttoexpress.Therestofthetext(paras.9-28)providesdiscussionaboutandanswerstothesetwoquestions.PartIPartIIPartIIIPartIVDetailedAnalysisPartVInPara.7,Aitchisonmentionsanumberoflanguagefunctions.Whatdoesshethinkofthosefunctions?Howaretheyorganizedinthetext?AccordingtoAitchison,thelistoflanguagefunctionsinparagraph7isnotexhaustive,anditisnotclearwhichoneisthemostbasic.Aitchisondiscussesinsomedetailthefollowingfourfunctions,providinginformation,expressingfeelings,influencingothersandsocialtalking,whichareroughlyorganizedintheorderofimportanceinthetraditionalview.PartIPartIIPartIIIPartIVDetailedAnalysisPartVInPara.8,theauthorclaimsthatonewaytounderstandtheearlyfunctionsoflanguageisto“l(fā)ookatwhatlanguagetodayisgoodat,andwhatitfindsdifficulttoexpress.”Whydoestheauthorsayso?Canyouidentifytheassumptionbehindthis?Aitchisonsuggeststhattheearlyfunctionsoflanguagecanbetracedinthewayweuselanguagetodaytosomeextent.Theassumptionbehindisthattheoriginoflanguageisaccountableinitsearlyfunction(s)andthattheearlyfunction(s)mustbereflectedinwhatlanguageisgoodattoday.Inotherwords,iflanguagewascreatedtoperformaparticularfunction,itmuststillbegoodatitnowadays.PartIPartIIPartIIIPartIVDetailedAnalysisPartV

coincide(Para.6,line3)[v.][I](formal)(ofideas,opinions,etc.想法、意見等)tobethesameorverysimilar相同；相符；極為類似~withsthe.g.Herstorycoincidedexactlywithherbrother’s.[I](oftwoormoreevents兩件或更多的事情)totakeplaceatthesametime同時發(fā)生e.g.It’sapityourtripstoNewYorkdon’tcoincide.真遺憾我們的紐約之行不在同一時間。PartIIWordStudyPartIPartIIPartIIIPartIVDetailedAnalysisPartV2.perceive(Para.7,line2)[v]tonoticeorbecomeawareofsth注意到；意識到；察覺到~thate.g.Sheperceivedthatallwasnotwell.~sb/sthtobe/havesthe.g.Thepatientwasperceivedtohavedifficultyinbreathing.tounderstandorthinkofsb/sthinaparticularway將…理解為；將…視為；認(rèn)為~sb/sth(assth)e.g.Thisdiscoverywasperceivedasamajorbreakthrough.

PartIPartIIPartIIIPartIVDetailedAnalysisPartV3.superfluous(Para.7,secondlinefrombottom)[adj.](formal)morethanyouneedorwant過剩的；過多的；多余的SYNunnecessarye.g.Shegavehimalookthatmadewordssuperfluous.她看了他一眼，這已表明一切，無須多言了。PartIPartIIPartIIIPartIVDetailedAnalysisPartVWhat

is

language

good

at?Andwhatislanguagebadat?Howdoestheauthorsupportherstatement?(Para.9-12)PartIIIComprehensionCheckLanguageismoderatelygoodatconveyingsimplepiecesoffactualinformation.Yetitsefficiencyinthisroledependsonthetypeofinformationbeingconveyed.Languageisbad/poorathandlingspatialinformationandinformationaboutfeelings.Exemplification.PartI

PartIIPartIIIPartIVDetailedAnalysisPartVWhat’sthefunctionofPara.13intermsofstructure?Inthisparagraph,thefirstsentenceconcludedwhatlanguageispoorat,andthesecondsentencepointedoutthatthereexistotherproblemsoflanguagewhichpavedwayforthefollowingtext.PartI

PartIIPartIIIPartIVDetailedAnalysisPartVGo

over

Para.14-20,itcanbeseenthatlyingisoftenofficiallydiscouragedinmanyculturesbasedontheauthor’sview,whyarepeoplestill“economicalwiththetruth”?Theultimategoaloflanguagelearningmaybetheskilloflying,theabilitytotalkconvincinglyaboutsomethingentirelyfictitious,withnoback-upcircumstantialevidence.Reallyingisthedeliberateuseoflanguageasatool.PartI

PartIIPartIIIPartIVDetailedAnalysisPartVWhydoestheauthorsay“theskilloflyingisvaluable”?Becauseitinvolvesdisplacementwhichallowspeopletotalkaboutthingsremoteeitherinspaceorintime.Mostanimalscanonlycommunicateaboutthingsintheimmediatesituation,buthumanbeingscancommunicateaboutthingsthatareabsentaseasilyasaboutthingsthatatpresent.PartI

PartIIPartIIIPartIVDetailedAnalysisPartV

PartIIIWordStudyatthecoreof(Para.9,line3)core[n.]themostimportantorcentralpartofsth最重要的部分；核心；要點；精髓e.g.thecoreoftheargument爭論的核心Concernfortheenvironmentisatthecoreofourpolicies.對環(huán)境的關(guān)注是我們政策的核心。PartI

PartIIPartIIIPartIVDetailedAnalysisPartVhandle(Para.10,line1)[v]~sthtodealwithasituation,aperson,anareaofworkorastrongemotion處理，應(yīng)付（局勢、人、工作或感情）e.g.Anewmanwasappointedtohandlethecrisis.~sthtotouch,holdormovesthwithyourhands（用手）觸，拿，搬動e.g.Ourcathatesbeinghandled.~sthtocontrolavehicle,ananimal,atool,etc.控制，操縱（車輛、動物、工具等）e.g.Iwasn’tsureifIcouldhandlesuchapowerfulcar.PartI

PartIIPartIIIPartIVDetailedAnalysisPartVpickupthetrail(Para.11,line3)尋找線索pickuptofindandfollowaroute找到；跟蹤；追尋e.g.Wecanpickupthemotorwayinafewmiles.經(jīng)過幾英里以后我們就能上高速公路。trailapaththroughthecountryside（鄉(xiāng)間的）小路，小徑e.g.atrailthroughtheforest穿過森林的小路PartI

PartIIPartIIIPartIVDetailedAnalysisPartVfork(Para.11,line4)aplacewherearoad,river,etc.dividesintotwoparts;eitherofthesetwoparts（道路、河流等的）分岔處，分流處，岔口，岔路e.g.Taketherightfork.走右邊的岔路。PartI

PartIIPartIIIPartIVDetailedAnalysisPartV5.ascend(Para.11,line5)torise;togoup;toclimbup上升；升高；登高e.g.Thepathstartedtoascendmoresteeply.

小徑開始陡峭而上。Theresults,rankedinascendingorder(=fromthelowesttothehighest)areasfollows.

結(jié)果按由低到高的順序排列如下。~fromsthe.g.

Mistascendedfromthevalley.薄霧從山谷升起。~tosth(figurative)Heascendedtothepeakofsportingachievement.OPP

descendPartI

PartIIPartIIIPartIVDetailedAnalysisPartVdeviate(Para.11,line7)[v]/?di?vie?t/~(fromsth)tobedifferentfromsth;todosthinadifferentwayfromwhatisusualorexpected背離；偏離；違背e.g.Thebushadtodeviatefromitsusualroutebecauseofaroadclosure.

因為道路封閉，公共汽車只得繞道而行。Heneverdeviatedfromhisoriginalplan.他從未偏離自己最初的計劃。PartI

PartIIPartIIIPartIVDetailedAnalysisPartVsensation(Para.12,line1)感覺，靈感，知覺[C]afeelingthatyougetwhensthaffectsyourbody感覺；知覺e.g.Ihadasensationoffalling,asifinadream.[U]theabilitytofeelthroughyoursenseoftouch感覺能力；知覺能力SYNfeelinge.g.Sheseemedtohavelostallsensationinherarms.[C,usuallysingular]ageneralfeelingorimpressionthatisdifficulttoexplain;anexperienceoramemory直覺；莫名其妙的感覺；經(jīng)歷；回憶PartI

PartIIPartIIIPartIVDetailedAnalysisPartVbadlanguage(Para.12,line2)[n.][U]wordsthatmanypeoplefindoffensive臟話；冒犯人（或咒罵人）的話SYNswearwordsswearing(Para.12,line2)[n.][U]rudeoroffensivelanguage詛咒語；罵人的話；臟話e.g.Iwasshockedattheswearing.我聽到這臟話很震驚PartI

PartIIPartIIIPartIVDetailedAnalysisPartV10.paucity(Para.12,line4)/?p??s?ti/

[n.][sing.]~(ofsth)(formal)asmallamountofsth;lessthanenoughofsth少量；少許；貧乏e.g.apaucityofinformation信息的短缺PartI

PartIIPartIIIPartIVDetailedAnalysisPartVmingle(Para.12,line9)tocombineormakeonethingcombinewithanother（使）與…結(jié)合；使混合；使聯(lián)結(jié)~(A)(withB)e.g.Hertearsmingledwiththebloodonherface.她的淚水和臉上的血混在了一起。~withe.g.Hertearsmingledwiththebloodonherface.

她的淚水和臉上的血混在了一起。~(AandB)(together)Theflowersmingletogethertoformablazeofcolour.鮮花錦簇，色彩絢爛。PartI

PartIIPartIIIPartIVDetailedAnalysisPartVpropensity(Para.14)/pr??pens?ti/[n.]atendencytoaparticularkindofbehaviour（行為方面的）傾向；習(xí)性SYNinclination~(forsth/fordoingsth)e.g.Heshowedapropensityforviolence.~(todosth)e.g.Shehasapropensitytoexaggerate.PartI

PartIIPartIIIPartIVDetailedAnalysisPartV13.whitelies(Para.15,line1)[n.]aharmlessorsmalllie,especiallyonethatyoutelltoavoidhurtingsb（尤指為避免傷害他人感情的）善意的謊言，小謊trivial(Para.15,line1)/?tr?vi?l/[adj.]notimportantorserious;notworthconsidering不重要的；瑣碎的；微不足道的e.g.atrivialdetail細枝末節(jié)Iknowitsoundstrivial,butI'mworriedaboutit.我知道這事聽起來微不足道，但我還是放心不下PartI

PartIIPartIIIPartIVDetailedAnalysisPartV15.economicalwiththetruth

(Para.16,line1)awayofsayingthatsbhasleftoutsomeimportantfacts,whenyoudonotwanttosaythattheyarelying沒把實話全講出來（婉指某人隱瞞了一些重要事實）coin

(Para.16,line2)[v.]~sthtoinventanewwordorphrasethatotherpeoplethenbegintouse創(chuàng)造（新詞語）e.g.Theterm‘cardboardcity’wascoinedtodescribecommunitiesofhomelesspeoplelivingincardboardboxes.[v.]~sthtomakecoinsoutofmetal鑄（幣）；造（硬幣PartI

PartIIPartIIIPartIVDetailedAnalysisPartVconvincingly(Para.17,line2)[adv.]e.g.Hercasewasconvincinglyargued.她的辯詞很有說服力。[adj.]convincingthatmakessbbelievethatsthistrue令人信服的；有說服力的e.g.aconvincingargument/explanation/case有說服力的論點／解釋／事例Shesoundedveryconvincingtome(=Ibelievedwhatshesaid).我覺得她的話很有說服力。PartI

PartIIPartIIIPartIVDetailedAnalysisPartVfictitious

(Para.17,line2)inventedbysbratherthantrue虛構(gòu)的；虛假的e.g.Alltheplacesandcharactersinmynovelarefictitious(=theydonotexistinreallife).我小說中的人物和地點純屬虛構(gòu)PartI

PartIIPartIIIPartIVDetailedAnalysisPartV19.back-up(Para.17,line2)[U,C]extrahelporsupportthatyoucangetifnecessary增援；后援e.g.Thepolicehadbackupfromthearmy.警方得到了軍方的增援。(computing計算機)acopyofafile,etc.thatcanbeusediftheoriginalislostordamaged（文件等的）備份e.g.Alwaysmakeabackupofyourwork.所有文件都須備份。PartI