名稱 作業(yè)四：漢譯英
描述
課后作業(yè)設(shè)置 （5分）
1.課后作業(yè)要求
1）仔細(xì)閱讀兩段漢語铭乾，找出并用劃線的方式標(biāo)記各句的主謂賓。如果原句沒有明顯的主謂賓結(jié)構(gòu)，請用括號標(biāo)記，并根據(jù)句意把句子結(jié)構(gòu)修改成主謂賓結(jié)構(gòu)乌叶，突出重點信息以及邏輯關(guān)系。（2.5分）
2）把修改過了的漢語句子翻譯成英文柒爸。（2.5分）
四.評分標(biāo)準(zhǔn)
1. 對兩段漢語原句進行修改准浴，忠實原文，記2.5分（如果句子結(jié)構(gòu)的修改不符合原句句意捎稚，每發(fā)現(xiàn)一處扣0.5分乐横，扣完為止）。
2. 英語譯文準(zhǔn)確流暢今野，無明顯錯誤葡公，記2.5分（每出現(xiàn)一處拼寫、語法条霜、用詞等方面的錯誤催什，扣0.25，扣完為止）宰睡。
五.漢翻英
1. 十年（主）／樹（謂）／木（賓）蛆楞，百年（主）／樹（謂）／人（賓）。樹的生長（主）／需要（謂）／陽光雨露（賓）夹厌，人的成長（主）／何嘗不是（謂）／如此（賓）。人（主）／是（謂）／高級的生命形態(tài)（賓）裆悄，「人」（主）／不但需要（謂）／自然界的滋養(yǎng)矛纹，「人」（主）／更需要（謂）／精神世界的營養(yǎng)——價值觀教育（賓）。價值觀教育（主）／為（謂）／人的健康成長指明精神方向光稼，提供能量和動力（賓）或南。如果說社會文化（主）／是（謂）／人的心靈呼吸的空氣，那么文化中的價值觀／（主）則是（謂）／空氣中的氧氣（賓）艾君。
It takes ten years to grow trees, but a hundred to rear people.The growth of trees requires sunshine and rain, so does man's growth.Human beings are advanced forms of life, not only need the nourishment of the natural period,more need spiritual world nutrition - values education.Values education provides a spiritual direction for people's healthy growth, and provides energy and motivation.If social culture is the air of human mind, then the values in culture are the oxygen in the air.
2. （老師）（主）／仔細(xì)地選擇（謂）／和學(xué)生建立關(guān)系的時機（賓）采够。當(dāng)學(xué)生（主）／顯得（謂）／輕松和不設(shè)防時（賓），（老師）（主）／開始與他們閑聊（謂）／+（內(nèi)容）（賓語）冰垄，（老師）（主）／試著向他尋求（謂語）／幫助或是建議（賓）蹬癌，（老師）（主）／給／（謂）／學(xué)生一些你知道他感興趣的東西（如一份剪報、一本書）（賓）或者（老師）（主）／簡單地打（謂）／聲招呼（賓），（老師）（主）／相互問好（謂）逝薪。你（主）／也可以選擇（謂）／等待隅要，直到局面沒有壓力，時間不緊迫董济。（老師）（主）／力求常談步清、閑談（謂）／+（學(xué)生）（賓），而不是 （老師）（主）／一談就長篇大論虏肾、晦澀難懂（謂）／+（學(xué)生）（賓）廓啊。
Carefully select the time to build relationships with students.When students seem relaxed and defenseless, start chatting with them and try to ask for help or advice，Give a student something you know he's interested in (such as a newspaper clippings or a Book) or simply say hello封豪，say hello to each other.You can also choose to wait until the situation is free of stress and time is not pressing.To talk, chat, and not talk about a long and minute statement and obscure.
課程根目錄
名稱 作業(yè)五：英譯漢
描述
課后作業(yè)設(shè)置（5分）
1. 課后作業(yè)要求
1）選擇并仔細(xì)閱讀教材中的一篇課文谴轮，并找出其中的名詞化現(xiàn)象，請在作業(yè)中標(biāo)明所選文章的單元號與題目撑毛。（2.5分）
2）分析以下段落中帶有下劃線的長難句句子結(jié)構(gòu)（找出各個分句并理清其內(nèi)部關(guān)系）书聚，并將其翻譯成漢語。（2.5分）
四. 英語長難句
During the course of their schooling, youngsters enter into separate apprenticeships with a number of these adults. Each apprenticeship group consists of students of different ages and varying degrees of expertise in the domain or discipline. As part of the apprenticeship, the child is drawn into the use of various literacies—numerical and computer languages when enrolled with the computer programmer, reading manuals with the bicycle workers, Japanese language while interacting with the Japanese family, preparation of wall labels with the exhibition designers. The student’s apprenticeships deliberately encompass a range of pursuits, including artistic activities, activities requiring exercise and dexterity, and activities of a more scholarly bent. In the aggregate, these activities incorporate the basic literacies required in the culture—reading and writing in the dominant language or languages, mathematical and computational operations, and skill in the notations used in the various vocational or a vocational pursuits.
在上學(xué)期間藻雌，年輕人和成年人中的幾個人雌续，進入各自的學(xué)徒期，在每一個學(xué)徒期的小組包括不同年齡段的胯杭、來自某一領(lǐng)域有著不同的層次專門技能的學(xué)生組成驯杜。在學(xué)徒期的某一段時間內(nèi)，孩子們要學(xué)習(xí)不同的讀寫數(shù)字應(yīng)用做个，登陸計算機程序時鸽心，使用計算機語言、和自行成工人一起讀使用手冊居暖、用日語和日本的家庭交流顽频，和出口設(shè)計師一起為墻壁標(biāo)簽做準(zhǔn)備。學(xué)生的學(xué)徒期有意的包含很廣的活動太闺，包括藝術(shù)活動糯景，需要聯(lián)系和靈活性的活動和一些學(xué)術(shù)傾向的活動∈÷睿總的來說蟀淮，這些活動包括了文化領(lǐng)域基本的讀寫能力、計算機能力钞澳、數(shù)學(xué)怠惶、基本的操作和用于不同的職業(yè)和職業(yè)追求中的技能。
基本信息
所屬單元(活動) 課程根目錄
名稱 作業(yè)六：摘要
描述
課后作業(yè)設(shè)置（10分）
1.課后作業(yè)要求
1） 標(biāo)記“英文摘要1”中的具體成分轧粟，包括：研究目標(biāo)策治、研究方法脓魏、研究結(jié)果、討論以及結(jié)論览妖。（4分）
用括號將具體內(nèi)容標(biāo)記轧拄，并加以說明。
2） 根據(jù)摘要學(xué)習(xí)內(nèi)容讽膏，指出“英文摘要2”中存在的具體問題檩电，并簡述修改建議。（6分）
四.評分標(biāo)準(zhǔn)
1. 標(biāo)記“英文摘要1”府树。每一個成分記1分（如果“研究結(jié)果”和“結(jié)論”合為一體俐末，則該內(nèi)容記2分）。
2. 準(zhǔn)確提出“英文摘要2”中的缺陷記4分奄侠；修改建議記2分卓箫。
五.英文摘要
Abstract 1
The Generic Structure and Linguistic Patterns Used to Express Thanks
This article explores the importance of this genre and examines the generic structure and linguistic patterns used to express thanks. (研究目標(biāo))
The study is based on analyses of the acknowledgements accompanying 240 Masters and PhD dissertations in six academic disciplines written by students at five Hong Kong universities, and on interviews with postgraduate writers. （研究方法）
The results confirm the importance of this genre, with around 90% of the texts containing this section and some 1,400 separate acts of acknowledgement. The analysis also shows that PhD students, particularly those in the “soft” sciences, tended to construct generically more complex acknowledgements with a greater variety of patterns. （研究結(jié)果）
Based on the findings, the authors suggest that teachers assist their students by raising their awareness of the ways they can structure their acknowledgements to promote a competent academic identity.（研究結(jié)論）
Key words: generic structure, linguistic pattern, acknowledgement, PhD dissertation
Abstract 2
The Investigation of Disciplinary Culture in Student Writing
Success in higher education depends on students’ ability to meet the writing requirements of their chosen courses. While research into professional academic discourse suggests that it may reflect differences in disciplinary culture and epistemology, there has been relatively little investigation of disciplinary culture in student writing.
This study examines whether students’ writing style may vary according to their disciplinary background.
（研究目標(biāo)表述的不合適）
Students from an “arts” background were found to achieve significantly higher grades than those from a “science” background.
The results support the hypothesis that students’ writing is shaped by their disciplinary background, suggesting that success in writing for one course may be affected by writing experience in previous courses.
（研究結(jié)論與研究方法不一致）
Key words: higher education, student writing, disciplinary background。
修改建議：1垄潮、增加研究方法烹卒。
2、研究結(jié)論改成：
The results support the hypothesis that students’ writing is shaped by their disciplinary background.
相關(guān)附件
暫時沒有上傳附件
設(shè)置信息
滿分 10
作業(yè)提交截止時間 2017-07-08
附件設(shè)置 學(xué)生上傳附件最多不超過10個 學(xué)生上傳每個附件最大不超過50M
發(fā)布設(shè)置 已發(fā)布
作業(yè)提交開始時間 2017-06-14
課程根目錄
名稱 作業(yè)七：概要寫作（第一稿）
描述
一. 課后作業(yè)設(shè)置 （5分）
閱讀教材中第八單元的A篇材料Why Change Classroom Assessment?弯洗，寫出該篇的概要旅急；
二. 評分標(biāo)準(zhǔn)
概要評分標(biāo)準(zhǔn)：總分5分
分值
內(nèi)容
2分
文章出處（1分）
文章中心思想總括句（1分）
2分
主要內(nèi)容：4個要點，每個0.5分
1分
語法牡整、時態(tài)運用（1分）
