各国家中英文对照记忆

英文国籍后缀整理如下：

-ish：British(英国的),Spanish(西班牙的),Polish(波兰的),Swedish（瑞典的）, Danish(丹麦的),Irish(爱尔兰的),Turkish(土耳其的)

-an:American(美国的),Canadian(加拿大的),Australian(澳大利亚的),Russian(俄国的),German(德国的)

-ese:Chinese(中国的),Japanese(日本的),Vietnamese(越南的[,vjetn?'mi:z]), Burmese([,b?:'mi:z] 缅甸的),Portuguese(['port??,giz]葡萄牙的)

-i:Iraqi([i'ra:ki] 伊拉克的),Kuwaiti([ku'weiti]科威特的),

Pakistani([,p?ki'st?ni]巴基斯坦人)

-ic:Icelandic(冰岛的),Pakistani([,p?ki'st?ni] 巴基斯坦的)

例外情况：New Zealander(新西兰的),French,Swiss（瑞士的）,Greek（希腊的）, Dutch（荷兰的）,Thai（泰国的）

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世界各国国旗图片以及国家与首都地中英文对照

世界各国国旗图片及名称【上】中国国旗中国China 北京 Beijing 阿塞拜疆国旗阿塞拜疆Azerbaijan 巴库 Baku 缅甸国旗缅甸 Burma 仰光 Rangoon 塞浦路斯国旗塞浦路斯 Cyprus 尼克西亚 Nicosia 不丹国旗不丹 Bhutan 廷布 Thump 乌兹别克国旗乌兹别克Uzbekistan 塔什干 Tashkent 埃及国旗埃及 Egypt 开罗 Cairo 中非国旗中非 Central African Republic 班吉 Bangu i 伊朗国旗伊朗Iran 德黑兰Tehran 刚果国旗刚果Congo Rep. 布拉柴维尔Brazzaville 多哥国旗多哥 Togo 洛美 Loma 加蓬国旗加蓬 Gabon 利伯维尔 Libreville 卡塔尔国旗卡塔尔Qatar 多哈 Doha 孟加拉国旗孟加拉Bangladesh 达卡 Dhaka 马里国旗马里 Mali 巴马科 Bamako 马来西亚国旗马来西亚 Malaysia 吉隆坡 Kuala Lumpur

土耳其国旗土耳其Turkey 安卡拉Ankara 塔吉克国旗塔吉克Jail 杜尚别Dushanbe 加纳国旗加纳 Ghana 阿克拉Accra 马尔代夫国旗马尔代夫Maldives 马累 Male 韩国国旗韩国South Korea 汉城 Seoul 朝鲜国旗朝鲜 North Korea 平壤 Pyongyang 泰国国旗泰国Thailand 曼谷 Bangkok 蒙古国旗蒙古Mongolia 乌兰巴托 Ulaanbaatar 也门国旗也门Yemen 萨那 Sana 文莱国旗文莱Brunei 斯里巴加湾市Bandar Seri Begawan 日本国旗日本Japan 东京 Tokyo 以色列国旗以色列Israel 耶路撒冷 Jerusalem 约旦国旗约旦Jordan 安曼AMMAN 阿联酋国旗阿联酋United Arab Emirates 阿布扎比Abu Dhabi 沙特国旗沙特Saudi Arabia 利雅得Riyadh 土库曼国旗土库曼Turkmenistan 阿什哈巴德Ashkhabad 印尼国旗印尼Indonesia 雅加达 Jakarta 尼泊尔国旗尼泊尔 Nepal 加德满都 Katmandu

新东方背诵50篇英文美文

01 The Language of Music A pain ter hangs his or her fini shed pictures on a wall, and every one can see it. A composer writes a work, but no one can hear it un til it is performed. Professi on al sin gers and players have great responsibilities, for the composer is utterly dependent on them. A student of music needs as long and as arduous a training to become a performer as a medical stude nt n eeds to become a doctor. Most training is concerned with technique, for musicians have to have the muscular proficiency of an athlete or a ballet dan cer. Sin gers practice breathi ng every day, as their vocal chords would be in adequate without con trolled muscular support. String players practice moving the fin gers of the left hand up and down, while drawing the bow to and fro with the right arm —two entirely different moveme nts. Sin gers and in strume nts have to be able to get every n ote perfectly in tune. Pia ni sts are spared this particular an xiety, for the no tes are already there, wait ing for them, and it is the pia no tun er s responsibility to tune the instrument for them. But they have their own difficulties; the hammers that hit the stri ng have to be coaxed not to sound like percussi on, and each overlapp ing tone has to sound clear. This problem of gett ing clear texture is one that confronts stude nt con ductors: they have to learn to know every note of the music and how it should sound, and they have to aim at con trolli ng these sound with fanatical but selfless authority. Tech nique is of no use uni ess it is comb ined with musical kno wledge and un dersta nding. Great artists are those who are so thoroughly at home in the Ianguage of music that they can enjoy perform ing works writte n in any cen tury. 02 Schooling and Education It is commonly believed in United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important. Educati on is much more ope n-en ded and all-i nclusive tha n schooli ng. Educati on knows no boun ds. It can take place any where, whether in the shower or in the job, whether in a kitche n or on a tractor. It in cludes both the formal lear ning that takes place in schools and the whole uni verse of in formal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, educati on quite ofte n produces surprises. A cha nee con versati on with a stra nger may lead a pers on to discover how little is known of other religi ons. People are en gaged in educati on from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an in tegral part of one Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be lear ned, whether they are the alphabet or an un dersta nding of the work ing of