陈新仁-英语词汇学教程课后答案-第五单元

陈新仁-英语词汇学教程课后答案-第五单元
陈新仁-英语词汇学教程课后答案-第五单元

Key to Unit 5.

The Semantic Types of English Words

Pre-Class Reading

Check Your Understanding

a. F

b. T

c. T

d. F

e. F

In-Class Activities

1. a. rush, hurry, stumble, dance, sail, move

b. bumpy, winding, stony, muddy, slippery

c. whimper, sweep, moan, groan, yell

d. glimpse, watch, examine, glance, stare,

2. concrete words:

(1) Sunlight, trees, birds, corn, people, harvest; night, wind, rain, singer; deeds, work

(2) Beauty is an abstract concept, yet by using the above concrete words, the author creates vivid images about “what beauty consists of”, i.e. beauty exists in the nature and in our daily life.

3. (1) Proper nouns: Government of Victoria, Professor Liu Kang, Parliament House, Melbourne, Monday, International Community Education Conference Common nouns: reception, delegates

(2) “International Community Education Conference”can be converted into

common nouns if they are used in small letters, and refer to general international community education conferences. In much the same way, “Delegates” here refers to THOSE delegates who are going to attend the particular conference, thus can be regarded as a proper noun.

4. (1) Proper nouns have a certain degree of specificity, i.e. they are used in a context

shared by the speaker and the hearer. Phonological information helps clarify the context. These words do not apply to other general cases. Sentences (e –h) either violates the specificity, or the background information can not be recovered.

a. Mary is a person both of them know.

b. There is a person called Mary who called you. (And the implied meaning also

includes “I don not know this girl.)

c. Both of us know Which Plymouth I mean.

d. There are many places called Plymouth.

(2) Different languages have different working mechanisms of reference. There may be similar cases in Chinese, but we rely on other modifiers (or specifiers) to clarify the information.

a. 玛丽喜欢语言学。

b 早上有个叫玛丽的人给你打电话了。

c. 普利茅茨是个小镇。

d. 有所著名的大学就位于英国的普利茅茨.

5. (1) From words “rap, reedy, strange, fierce, thin, frail, tough, sinew, hawk” we may form a mental picture about an old but still energetic, somewhat unfriendly woman.

(2) These words are mostly used as evaluative words, as they are to a large degree the subjective judgment by the author.

(3) As this is an unexpected visitor, nothing can be said exactly. The author’s impression is largely based on his/her guess and personal evaluation.

6. (1) Exact words: 1909, 59th, May 25, 1975

Fuzzy words: significantly, unchallenged, oldest, continuously, largest

(2) Evaluative words: significantly, unchallenged, oldest, continuously, largest Post-Class Tasks

1.Hedges create a friendly and more realistic atmosphere and offer a range of

flexibility in communication.

2. a. Words: sneaked quietly, moved carefully, checked, trembled, digging swiftly,

made a small hole, a wrinkled ten-dollar bill, slipped, breathed deeply, no one would find, etc.

b. V erbs: watch around, steal, hide, bury, shake, shiver, be scared, feel relieved,

etc.;

Adverbs: alone, cautiously, alertly, cunningly, etc.

3. a. Descriptive words: lofty, enjoy international reputation, a natural laboratory

Evaluative words: best, scenic, unparalleled, diversity and stimulation, etc.

b. Factual words: San Francisco Peaks, the natural and cultural history of the Colorado Plateau, northern Arizona and the Four Corners area, the Grand Canyon, Monument V alley and Bryce and Zion national parks,

Subjective opinion: best, scenic, unparalleled, diversity and stimulation.

4.Specific figures give the reader a very clear and exact picture about this

nurse-training program: the job perspectives and potential wages. As hedges only describe an attractive picture about the program, it provides the training institution great range of flexibility and relieves itself the burden of risks and responsibilities.

5. a. byzantine: of things difficult to understand

b. Hamlet question: lack of proper solution

c. siren: a warning sign

d. nylon: chemical fibers

e. pasteurize: to kill bacteria by boiling the milk

f. ampere, Kelvin, tesla: units for electricity, temperature and magnetic field

respectively

6. a. Proper nouns: George Hotel, Queens Moat House Hotel, the Hotel, the Duty

Cashier, The Management

Common nouns: V aluables, Jewelry, Money and Articles of V alue, Room Rate, Details of room Charges

b. Common nouns are capitalized to raise the guests’attention and serve a

function of precaution.

商务英语翻译课程教学大纲

商务英语翻译课程教学大纲 课程编码:课程性质:专业方向课 课时: 36(20+16)学分:2 开课学期:第5学期先修课程:基础英语 适用专业:商务英语专业 课程简介: 《商务英语翻译》课程是为培养“英语+专业”的应用型涉外人才而设置,从英汉两种语言在表达上的差异入手,旨在通过向学生传授基本的翻译理论和技巧,并结合大量的实践训练,培养学生的翻译能力,从而提高其英语综合运用能力,并使学生能够胜任国际贸易中出现的各类实用文体以及简单的文字翻译工作。 一、课程教学目标 本课程以培养学生的翻译能力为目标,旨在使商务英语专业学生掌握和运用一些基本的翻译理论;能够在一些参考书的辅助下,熟练翻译名片、商标、标识、公司简介、产品说明、广告等商务英语方面的资料;能够掌握常见的组织机构的翻译方式;能够运用所学翻译技巧熟练翻译各类公关文稿;能够正确翻译商务信函和单证材料;能够正确熟练翻译各种常见商务报告,译文达意,格式恰当;能够辨识一些商务文本存在的翻译问题和错误。在大量实例训练中锻炼学生在商务语境下有效进行英汉、汉英互译、正确传达信息、顺畅开展交流的能力。 二、课程重点、难点 该课程教学重点是英语商务文本汉译的基本知识、理论和方法,难点是专业外贸知识及专业术语;跨文化交际理论与实践 三、整体课时分配

四、课程内容安排 (一)Unit1 Business Cards 主要内容:英汉名片的互译、设计和正确运用中英文商务名片、商务英语翻译中遵循正确的翻译原则 教学要求:帮助学生初步了解商务名片的互译特点与原则 其它教学环节:案例教学 (二)Unit 2 Signs 主要内容:商务环境中的常见中英文标识、中英文标识的语言特点及其常见翻译技巧 教学要求:帮助学生了解商务环境中的常见中英文标识,掌握常见翻译技巧 重点、难点:商务环境中的直译法和意译法 其它教学环节:情景教学 (三)Unit 3 Trademarks 主要内容:识别中英文商标、商标的翻译、转译法 教学要求:帮助学生了解中英文商标的翻译 重点、难点:商标翻译中的转译法 其它教学环节:案例教学 (四)Unit 4 Organizations 主要内容:识别组织机构名称、外来词翻译法 教学要求:帮助学生了解商务环境下常见的组织机构名称与外来词翻译 重点、难点:织机构名称 其它教学环节:交互教学 (五)Unit 5 Company Introductions 主要内容:公司简介翻译 教学要求:帮助学生掌握被动语态、名词从句、定语从句、状语从句和长句的拆合、转译。 重点、难点:长句的拆译,各类从句的转译 其它教学环节:案例教学 (六)Unit 6 Product Descriptions & Advertisement 主要内容:产品介绍的翻译和广告 教学要求:帮助学生掌握运用反译法进行英汉互译 重点、难点:反译法 其它教学环节:案例教学 (七)Unit 7 Business Contracts 主要内容:商务合同的翻译 教学要求:帮助学生掌握商务合同常见术语和句式、正确翻译常见合同文本、长句的处理 重点、难点:商务合同常见术语和句式 其它教学环节:案例教学 五、教材与学习资源 1. 教材: 谢金领.《世纪商务英语翻译教程》.大连理工大学出版社,2009. 2. 主要参考资料: 张新红等.《商务英语翻译》.高等教育出版社,2004.

英语词汇学教程参考题答案(杨信彰)

《英语词汇学教程》参考答案 Chapter 1 1. The three definitions agree that lexicology studies words. Yet, they have different focuses. Definition 1 focuses on the meaning and uses of words, while definition 2 on the overall structure and history. Definition 3 regards lexicology as a branch of linguistics and focuses on the semantic structure of the lexicon. It is interesting to note that the three definitions use different names for the object of study. For Definition 1, it is words, for Definition 2 the vocabulary of a language, and for Definition 3 the lexicon. 2. (1) They can go into the room, and if they like, shut the door. (2) You boys are required to give in your homework before 10 o’clock. (3) I watch the football match happily and find it very interesting. 3. (1) W hen it follows ‘-t’ and ‘-d’, it is pronounced as [id]; (2) When it follows voiceless consonants, it is pronounced as [t]; (3) When it follows voiced consonants and vowels, it is pronounced as [d]. 4. (1) They are words that can be included in a semantic field of “tree”. (2) They represent the forms of the verb “fly” and have a common meaning. (3) They belong to a lexical field of “telephone communication”. (4) They are synonyms, related to human visual perception. Specifically, they denote various kinds of “looking”. 5. (a) 'blackboard: a board with a dark smooth surface, used in schools for writing with chalk (the primary stress in on black); 'blackbird: a particular kind of bird, which may not necessarily be black in color (the primary stress in on black); 'greyhound: a slender, swift dog with keen sight (the primary stress in on black); 'White House: the residence of the US President in Washington (the primary stress in on black). (b) 'black 'board: any board which is black in color (both words receive primary stress); 'black 'bird: any bird which is black in color (both words receive primary stress); 'grey 'hound: any hound that is grey in color (both words receive primary stress); 'white 'house: any house that is painted white (both words receive primary stress). 6. There are 44 orthographic words, i.e. sequences of letters bounded by space. There are 24 open class words and 20 closed class words. 7. (a) The ‘bull’ is literal, referring to a male bovine animal. (b) ‘Take the bull by the horn’is an idiom, meaning (having the courage to) deal with someone or something directly. (c) ‘Like a bull in a china shop’is an idiom, meaning doing something with too much enthusiasm or too quickly or carelessly in a way that may damage things or upset someone.

英语词汇学教程(练习答案)(1)解析

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最新商务英语翻译课程教学大纲

商务英语翻译课程教学大纲 课程编码: 03050262406课程性质:专业方向课 课时: 36(20+16)学分:2 开课学期:第5学期先修课程:基础英语 适用专业:商务英语专业 课程简介: 《商务英语翻译》课程是为培养“英语+专业”的应用型涉外人才而设置,从英汉两种语言在表达上的差异入手,旨在通过向学生传授基本的翻译理论和技巧,并结合大量的实践训练,培养学生的翻译能力,从而提高其英语综合运用能力,并使学生能够胜任国际贸易中出现的各类实用文体以及简单的文字翻译工作。 一、课程教学目标 本课程以培养学生的翻译能力为目标,旨在使商务英语专业学生掌握和运用一些基本的翻译理论;能够在一些参考书的辅助下,熟练翻译名片、商标、标识、公司简介、产品说明、广告等商务英语方面的资料;能够掌握常见的组织机构的翻译方式;能够运用所学翻译技巧熟练翻译各类公关文稿;能够正确翻译商务信函和单证材料;能够正确熟练翻译各种常见商务报告,译文达意,格式恰当;能够辨识一些商务文本存在的翻译问题和错误。在大量实例训练中锻炼学生在商务语境下有效进行英汉、汉英互译、正确传达信息、顺畅开展交流的能力。 二、课程重点、难点 该课程教学重点是英语商务文本汉译的基本知识、理论和方法,难点是专业外贸知识及专业术语;跨文化交际理论与实践 三、整体课时分配

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郭著章 李庆生《英汉互译实用教程》笔记和课后习题(含考研真题)详解(大写、标点符号与英汉互译)

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(完整版)英语词汇学英语词汇学习题3及答案

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