一：[brief]面试剪短自我介绍

二：[brief]

游吟诗人——Bob Dylan（三）
游吟诗人——Bob Dylan（二）(图)
游吟诗人——Bob Dylan（一）(图)
妙 语 佳 句　二
妙 语 佳 句　一
Eating Chocolates Promotes Good Health
Education in Britain and The US
Government in Britain and the US
Newspapers in Britain and the US
Law in Britain and the US
Holiday in Britain and the US
Medicine in Britain and American
  更多……

二：[brief]

A Brief Look at the History of English

　　The history of English is conventionally(按惯例), if perhaps too neatly(巧妙地), divided into three periods usually called Old English (or Anglo-Saxon), Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A. D., though no records of their language survive from before the seventh century, and it continues until the end of the eleventh century or a bit later. By that time Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant(占优势的) class after the Norman Conquest in 1066 had begun to have a substantial impact(冲击) on the lexicon(词法), and the well-developed inflectional(词尾变化的) system that typifies(代表) the grammar of Old English had begun to break down. The following brief sample of Old English prose illustrates several of the significant ways in which change has so transformed(转化) English that we must look carefully to find points of resemblance(相似) between the language of the tenth century and our own. It is taken from Aelfric"s "Homily on St. Gregory the Great" and concerns the famous story of how that pope came to send missionaries(传教士) to convert(使...改变信仰) the Anglo-Saxons to Christianity after seeing Anglo-Saxon boys for sale as slaves in Rome.

　　A few of these words will be recognized as identical(一致) in spelling with their modern equivalents(对应词) -- he, of, him, for, and, on -- and the resemblance of a few others to familiar words may be guessed -- nama to name, comon to come, wære to were, wæs to was -- but only those who have made a special study of Old English will be able to read the passage with understanding. The sense of it is as follows: "Again he [St. Gregory] asked what might be the name of the people from which they came. It was answered to him that they were named Angles. Then he said, "Rightly are they called Angles because they have the beauty of angels, and it is fitting that such as they should be angels" companions in heaven." " Some of the words in the original have survived in altered form, including axode (asked), hu (how), rihtlice (rightly), engla (angels), habbað (have), swilcum (such), heofonum (heaven), and beon (be). Others, however, have vanished from our lexicon, mostly without a trace, including several that were quite common words in Old English: eft "again," ðeode "people, nation," cwæð "said, spoke," gehatene "called, named," wlite "appearance, beauty," and geferan "companions." Recognition of some words is naturally hindered by the presence of two special characters, þ, called "thorn," and ð, called "edh," which served in Old English to represent the sounds now spelled with th.

　　Other points worth noting include the fact that the pronoun system did not yet, in the late tenth century, include the third person plural forms beginning with th-: hi appears where we would use they. Several aspects(方面) of word order will also strike the reader as oddly unlike ours. Subject and verb are inverted(倒装) after an adverb -- þa cwæð he "Then said he" -- a phenomenon(现象) not unknown in Modern English but now restricted to a few adverbs such as never and requiring the presence of an auxiliary verb like do or have. In subordinate(复合句) clauses the main verb must be last, and so an object or a preposition may precede it in a way no longer natural: þe hi of comon "which they from came," for ðan ðe hi engla wlite habbað "because they angels" beauty have."

　　Perhaps the most distinctive difference between Old and Modern English reflected in Aelfric"s sentences is the elaborate(细微) system of inflections, of which we now have only remnants. Nouns, adjectives, and even the definite article are inflected for gender, case(格), and number: ðære ðeode "(of) the people" is feminine(女的), genitive(属格的), and singular, Angle "Angles" is masculine(男的), accusative(宾格的), and plural, and swilcum "such" is masculine, dative(与格的), and plural. The system of inflections for verbs was also more elaborate than ours: for example, habbað "have" ends with the -að suffix characteristic(特) of plural present indicative verbs. In addition, there were two imperative(祈使) forms, four subjunctive forms (two for the present tense and two for the preterit, or past, tense), and several others which we no longer have. Even where Modern English retains(保留) a particular category(范围) of inflection, the form has often changed. Old English present participles ended in -ende not -ing, and past participles bore a prefix ge- (as geandwyrd "answered" above).

　　The period of Middle English extends roughly(大概) from the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the lexicon continued throughout this period, the loss of some inflections and the reduction of others (often to a final unstressed(非读的) vowel spelled -e) accelerated(加强), and many changes took place within the phonological(音韵的) and grammatical systems of the language. A typical prose passage, especially one from the later part of the period, will not have such a foreign look to us as Aelfric"s prose(散文) has; but it will not be mistaken for contemporary writing either. The following brief passage is drawn from a work of the late fourteenth century called Mandeville"s Travels. It is fiction(小说) in the guise(外观) of travel literature, and, though it purports(主旨) to be from the pen of an English knight, it was originally written in French and later translated into Latin and English. In this extract(摘录) Mandeville describes the land of Bactria, apparently not an altogether inviting place, as it is inhabited(居住) by "full yuele [evil] folk and full cruell."

　　The spelling is often peculiar by modern standards and even inconsistent(不一致) within these few sentences (contré and contree, o [griffoun] and a [gret hors], þanne and þan, for example). Moreover, in the original text, there is in addition to thorn another old character 3, called "yogh," to make difficulty. It can represent several sounds but here may be thought of as equivalent to y. Even the older spellings (including those where u stands for v or vice versa) are recognizable, however, and there are only a few words like ipotaynes "hippopotamuses" and sithes "times" that have dropped out of the language altogether. We may notice a few words and phrases that have meanings no longer common such as byttere "salty," o this half "on this side of the world," and at the poynt "to hand," and the effect of the centuries-long dominance(统治) of French on the vocabulary is evident in many familiar words which could not have occurred in Aelfric"s writing even if his subject had allowed them, words like contree, ryueres, plentee, egle, and lyoun.

　　In general word order is now very close to that of our time, though we notice constructions like hath the body more gret and three sithes more þan is the water of the see. We also notice that present tense verbs still receive a plural inflection as in beren, dwellen, han, and ben and that while nominative(主格的) þei has replaced Aelfric"s hi in the third person plural, the form for objects is still hem. All the same, the number of inflections for nouns, adjectives, and verbs has been greatly reduced, and in most respects Mandeville is closer to Modern than to Old English.

　　The period of Modern English extends from the sixteenth century to our own day. The early part of this period saw the completion of a revolution in the phonology(音韵学) of English that had begun in late Middle English and that effectively redistributed(再分散) the occurrence(发生) of the vowel phonemes(音素) to something approximating(接近) their present pattern. (Mandeville"s English would have sounded even less familiar to us than it looks.) Other important early developments include the stabilizing(固定) effect on spelling of the printing press and the beginning of the direct influence of Latin and, to a lesser extent, Greek on the lexicon. Later, as English came into contact with other cultures around the world and distinctive(不同的) dialects(方言) of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions(贡献) to our word-stock.

　　The historical aspect of English really encompasses(包括) more than the three stages(阶段) of development just under consideration. English has what might be called a prehistory(史前的) as well. As we have seen, our language did not simply spring into existence; it was brought from the Continent by Germanic tribes who had no form of writing and hence left no records. Philologists(语言学家) know that they must have spoken a dialect of a language that can be called West Germanic and that other dialects of this unknown language must have included the ancestors(祖先) of such languages as German, Dutch, Low German, and Frisian. They know this because of certain systematic similarities which these languages share with each other but do not share with, say, Danish. However, they have had somehow to reconstruct what that language was like in its lexicon(词法), phonology(音韵学), grammar, and semantics(语义学) as best they can through sophisticated(先进的) techniques of comparison developed chiefly(主要地) during the last century. Similarly, because ancient and modern languages like Old Norse and Gothic or Icelandic and Norwegian have points in common with Old English and Old High German or Dutch and English that they do not share with French or Russian, it is clear that there was an earlier unrecorded language that can be called simply Germanic and that must be reconstructed in the same way. Still earlier, Germanic was just a dialect (the ancestors of Greek, Latin, and Sanskrit were three other such dialects) of a language conventionally designated (指定)Indo-European, and thus English is just one relatively young member of an ancient family of languages whose descendants(后代) cover a fair portion of the globe.

Selected from homepage by Eleston

三：[brief]21世纪大学英语读写教程第二册史蒂芬霍金的简史

　　导语：史蒂芬霍金21岁时患有肌肉萎缩性侧索硬化症全身瘫痪，不能言语，手部唯独只有三根手指可以活动，但他却是英国剑桥大学着名物理学家，不仅是现代最伟大的物理学家之一，还是20世纪享有国际盛誉的伟人之一。下面是一篇关于史蒂芬霍金的英文简史，欢迎大家阅读。

　　Pre-reading Activities

　　First Listening

　　1.Before you listen to the tape have a quick look at the paragraph below. It"s similar to what you"ll hear on the tape, but there are some differences. As you listen the first time, underline the sections of the paragraph that are different from what you hear on the tape. Don"t worry yet about what the exact differences are-just underline where they appear.

　　Steven Hawking, the world-famous scientist and author, lost his ability to speak in 1985. Already confined to a wheelchair, unable to move more than a few muscles, he lost his voice and this meant he could communicate only by raising his eyebrows. Then an American computer programmer came to Hawking"s rescue by designing a vocalizing computer specially for him. With its help. Hawking can construct sentences at a speed of about 15 words per minute, by selecting words from his computer screen and then clicking on a device that vocalizes the sentences for him. Hawking jokes about the computer: "The only trouble is that it gives me an American accent."

　　Second Listening

　　2. What else do you know about Steven Hawking and his book A Brief History of Time? Why is he called "the smartest man in the world"?

　　A Brief History of Stephen Hawking

　　Michael White & John Gribbin

　　He has been proclaimed "the finest mind alive", "the greatest genius of the late 20th century", and "Einstein"s heir". Known to millions, far and wide, for his book A Brief History of Time, Stephen Hawking is a star scientist in more ways than one. His gift for revealing the mysteries of the universe in a style that non-scientists can enjoy made Hawking an instant celebrity and his book a bestseller in both Britain and America. It has earned a place in the Guinness Book of Records for spending 184 weeks in The Sunday Times "top-ten" lists, and has sold more than five million copies worldwide — virtually unheard-of success for a science book.

　　How did all this happen? How has a man who is almost completely paralysed and unable to speak except through a computer overcome these incredible obstacles and achieved far more than most people ever dream of?

　　Stephen William Hawking was a healthy baby, born to intellectual, eccentric parents. His father Frank, a doctor specialising in tropical diseases, and his mother Isobel, a doctor"s daughter, lived in a big old house full of books. Carpets and furniture stayed in use until they fell apart; the wallpaper hung peeling from old age. The family car was a London taxi, bought for ￡50.

　　Hawking has always been fascinated by his birth date: January 8,1942. It was the 300th anniversary of the death of Galileo, the Italian mathematician and astronomer who revolutionised astronomy by maintaining that the Sun is the centre of the Solar System — not the Earth, as ancient astronomers believed.

　　"Galileo", says Hawking, "was the first scientist to start using his eyes, both figuratively and literally. In a sense, he was responsible for the age of science we now enjoy."

　　Hawking attended St. Albans School, a private school noted for its high academic standards. He was part of a small elite group, the brightest of the bright students. They hung around together, listened to classical music and read only such "smart" authors as Aldous Huxley and Hawking"s hero, Bertrand Russell, at once an intellectual giant and liberal activist.

　　Hawking spent very little time on maths homework, yet got full marks. A friend recalls: "While I would be struggling away with a complicated problem, he just knew the answer. He didn"t have to think about it."

　　This instinctive insight also impressed his teachers. One of Hawking"s science teachers, for example, recalls the time he posed the question: "Does a cup of hot tea reach a drinkable temperature more quickly if you put the milk in first, or add the milk after pouring?" While the rest of the class struggled over how to even begin approaching the problem, Hawking almost instantly announced the correct answer: "Add the milk after pouring, of course." (The hotter the tea initially, the faster it will cool.) Another teacher relates how Hawking and his friends built a simple computer—and this was in 1958, a time when only large research centres had any computers at all.

　　Hawking the schoolboy was a typical grind, underweight and awkward and peering through eyeglasses. His grey uniform always looked a mess and he spoke rather unclearly, having inherited a slight lisp from his father. This had nothing to do with early signs of illness; he was just that sort of kid—a figure of classroom fun, respected by his friends, avoided by most.

　　Hawking went on to study at Oxford, winning a scholarship to read Natural Science, a course which combines mathematics, physics and astronomy, at University College. He found much of the work easy and averaged only one hour"s work a day. Once, when his tutor set some physics problems from a textbook, Hawking didn"t even bother to do them. Asked why, he spent 20 minutes pointing out errors in the book. His main enthusiasm was the Boat Club. Many times he returned to shore with bits of the boat knocked off, having tried to guide his crew through an impossibly narrow gap. His rowing trainer suspects, "Half the time, he was sitting in the stern with his head in the stars, working out mathematical formulae."

　　Oxford has always had its share of eccentric students, so Hawking fit right in. But then, when he was 21, he was told that he had ALS—a progressive and incurable nerve disease. The doctors predicted that he had only a few years to live.

　　"Before my condition was diagnosed, I was very bored with life," Hawking says today, speaking from his wheelchair through a computerized voice synthesizer. The doctors" grim prognosis made him determined to get the most from a life he had previously taken for granted.

　　"But I didn"t die," Hawking notes dryly. Instead, as his physical condition worsened, Hawking"s reputation in scientific circles grew, as if to demonstrate the theory of mind over matter. Hawking himself acknowledges his disease as being a crucial factor in focusing his attention on what turned out to be his real strength: theoretical research. Hawking specializes in theoretical cosmology, a branch of science that seeks ultimate answers to big questions; Why has the universe happened, and what are the laws that govern it? His main work has been on black holes and the origin and expansion of the universe. He currently holds the Cambridge University professorship once held by Sir Isaac Newton.

　　The smartest man in the world is not immune to the depression that can accompany severe disabilities. But Hawking says: "I soon realized that the rest of the world won"t want to know you if you"re bitter or angry. You have to be positive if you"re to get much sympathy or help." He goes on: "Nowadays, muscle power is obsolete. What we need is mind power—and disabled people are as good at that as anyone else."

　　New Words

　　*proclaim

　　vi. say publicly and officially 宣告，宣布

　　*heir

　　n. 继承人

　　best-seller

　　n. sth. (esp. a book) that sells in very large numbers 畅销书/货

　　top-ten

　　n. 排行前十名

　　virtually

　　ad. almost; very nearly 几乎;实际上

　　virtual

　　a. almost what is stated; in fact though not officially 实质上，实际上(但并非正式的)

　　*paralyse, -ze

　　vt. make sb. lose the ability to move part or all of his body, or to feel anything in it 使瘫痪

　　obstacle

　　n. sth. that blocks one"s way or makes movement, progress, etc. difficult 障碍(物)

　　*eccentric

　　a. (of people or their behaviour) unusual; not conventional or normal; slightly odd (人、行为举止)异乎寻常的;古怪的，怪僻的

　　tropical

　　a. of or found in the tropics 热带的;发生于热带的

　　carpet

　　n. 地毯

　　wallpaper

　　n. thick coloured or patterned paper for decorating the walls of a room 墙纸;壁纸

　　*peel

　　vi. (of a covering) come off in strips or small pieces 剥落;脱落

　　vt. (off) remove the outer covering from (a fruit, vegetable, etc.) 削去…的皮;剥去…的壳

　　n. the outer covering of fruits and vegetables (水果、蔬菜等的)皮

　　anniversary

　　n. a day which is an exact year or number of years after sth. has happened; a ceremony, feast, etc., held on this day 周年;周年纪念

　　mathematician

　　n. a person who studies mathematics 数学家

　　astronomer

　　n. a person who studies astronomy 天文学家

　　revolutionise, -ize

　　vt. cause a complete change in 使发生革命性剧变

　　*astronomy

　　n. the scientific study of the sun, moon. stars, planets, etc. 天文学

　　solar

　　a. 1. of, from or concerning the sun 太阳的;太阳产生的

　　2. using the sun"s light and heat 利用太阳光(或太阳能)的

　　ancient

　　a. belonging to times that are long past 古代的;属于古代的

　　figuratively

　　ad. 比喻地;借喻地

　　*literally

　　ad. 1. according to the most basic and simple meaning of a word 字面上地;照文字地

　　2. exactly, really 确实地，真心地，不加夸张地

　　*elite

　　a. (Fr) (of people or organizations) considered to be the best of their kind(法)杰出的，卓越的;精锐的

　　n. a group of the most powerful, rich or talented people 精英阶层;实力集团

　　classical

　　a. 1. (of music) composed with serious intentions and having lasting value (as opposed to jazz or pop) 古典的;古典乐派的

　　2. being in accordance with ancient Greek or Roman models in literature or art or with later systems based on them 古典(指古希腊或古罗马文学、艺术等)的;基于古典文学艺术的

　　*instinctive

　　a. (出于)本能的;(出于)天性的

　　insight

　　n. deep understanding; the ability to see into the true nature of sth. 洞悉，深入了解;洞察力

　　pose

　　vt. 1. ask (a question, riddle, etc.) 提出(问题等)

　　2. create or present (a difficulty, etc.) 造成，引起(困难等)

　　initially

　　ad. at first; at the beginning 最初;开始

　　relate

　　v. 1. tell (a story) 讲述(故事)

　　2. see or show a connection between 使联系，显示出…与…的联系

　　underweight

　　a. weighing too little or less than is usual 重量不足

　　awkward

　　a. 笨拙的;使人尴尬的

　　peer

　　vi. (at, through) look very carefully or hard for not being able to see well 仔细看;费力地看

　　n. a person of the same age or status as you 同辈;同等地位的人

　　eyeglasses

　　n. =glasses 眼镜

　　inherit

　　vt. 1. have features or qualities similar to those of an ancestor 经遗传而得(性格、特征)

　　2. receive (money, property, etc.) as a result of the death of the previous owner 继承(金钱、遗产等)

　　lisp

　　n. 咬舌;口齿不清

　　crew

　　n. 1. a rowing team 全体划船队员

　　2. all the people working on a ship, an aircraft, etc.(船、飞机等的)全体人员

　　gap

　　n. 1. an opening or break between two things 豁口;缺口

　　2. 峡谷;山口

　　3. 差距;分歧;隔阂

　　mathematical

　　a. of or concerning mathematics 数学(上)的

　　progressive

　　a. 1. (of diseases, etc.) becoming increasingly worse in its later stages (疾病等)愈来愈严重的

　　2. moving forward continuously or by stages 向前进的;循序渐进的

　　3. favoring or eager for new ideas or changes 进步的;改革的

　　incurable

　　a. that cannot be cured 不可救药的;不能治愈的

　　nerve

　　n. 1. any of the threadlike parts of the body which form a system to carry feelings and messages to and from the brain 神经

　　2. strength or control of mind; courage 意志力;勇气

　　predict

　　v. see or describe (a future happening) in advance as a result of knowledge, experience, reason, etc. 预言，预测

　　*diagnose

　　vt. discover the nature of (a disease) 诊断(疾病)

　　wheelchair

　　n. 轮椅

　　synthesizer

　　n. [电子]合成器;音响合成器

　　*grim

　　a. 1. (of a situation, etc.) unpleasant, difficult to accept and worrying 严酷的;无情的

　　2. (of a place) unattractive and depressing in appearance 阴森的，令人生畏的

　　prognosis

　　n. 1. (med.) a doctor"s opinion of what course a disease will probably take [医]预后(指根据症状对疾病结果的预测)

　　2. a prediction about the future 预测

　　dryly, drily

　　ad. 1. according to the rules and without personal warmness or feeling 干巴巴地;冷冰冰地

　　2. 干燥地

　　worsen

　　v. (cause to) become worse (使)变得更坏;(使)恶化

　　demonstrate

　　vt. 1. prove or make clear by reasoning or examples 论证，证明

　　2. show the way to do sth. or how sth. works 示范;操作;演示

　　3. show (one"s particular skill, quality or feeling) 显示，表露

　　vi. take part in a march or meeting to show one"s opposition to sth. or support for it 示威游行

　　acknowledge

　　vt. 1. (as, to be) recognize, accept or admit (as) 承认;接受

　　2. state that one has received sth. 告知(信件、礼物等的)收到

　　3. show one"s appreciation for, as by giving or saying sth. 对…表示谢忱，答谢

　　theoretical

　　a. based on or concerning the ideas and abstract principles of a subject, rather than the practical aspects of it 理论(上)的;纯理论的

　　cosmology

　　n. the scientific study of the universe and its origin and development 宇宙学

　　*govern

　　vt. 1. (often pass.) determine the nature of [常被动]决定;支配

　　2. rule (a country, a city, etc. and its people) 统治;治理

　　3. have control or influence over (sth.) 支配;影响

　　governor

　　n. a person who controls any of certain types of organization or place 统治者;管辖者;地方长官

　　expansion

　　n. 1. the process of becoming greater in size or amount 扩大，扩充;扩张

　　2. 扩充物;扩展部分

　　*immune

　　a. 1. (to) not affected by 不受影响的;可防止的

　　2. unable to be harmed (by a disease) because of special powers in oneself 免疫的;有免疫力的

　　depression

　　n. 1. a feeling of sadness and hopelessness 忧伤，消沉，沮丧

　　2. a period of reduced business activity and high unemployment 不景气;萧条(期)

　　disability

　　n. a physical injury or mental illness that severely affects one"s life 伤残，残疾

　　sympathy

　　n. 1. the ability to share the feelings of another 同情心，恻隐心

　　2. a pity 同情

　　sympathize, -ise

　　v. show or feel sympathy (表示)同情

　　black hole

　　an area in outer space into which everything near it, including light itself, is pulled [天]黑洞

　　nowadays

　　ad. at the present time, in contrast with the past 如今，现在

　　obsolete

　　a. no longer used; out of date 已废弃的;过时的

　　Phrases and Expressions

　　far and wide

　　everywhere; from or over a large area 到处;广泛地

　　dream of

　　wish, fantasize, imagine 梦想;向往

　　specialise in

　　concentrate one"s studies, interests, etc. on (a particular field, etc.) 专门从事;专门研究

　　in use

　　being used 在使用着的

　　fall apart

　　break into pieces; break up 破碎;崩溃

　　in a sense

　　to a certain extent but not entirely 从某种意义上说

　　be responsible for

　　be the cause of 是…的原因;对…负责

　　hang around (with)

　　spend time in a place or with sb., often without any particular purpose (在某处)闲荡;(和某人)厮混

　　at once

　　at the same time 同时，一起

　　struggle away with

　　try very hard to do (sth., though it is very hard) 努力做(某事)，艰难地做(某事)

　　have nothing to do with

　　have no relation to or connection with 与…无关

　　bother to do sth.

　　trouble oneself to do sth. 费心去做某事

　　knock off

　　cause sth. to fall from a place 敲掉;击倒

　　work out

　　find an answer to (sth.); solve (sth.) 想出;得出

　　have one"s share of sth.

　　have part of sth.; have the amount that is fair for sb. 享有其中一份;享有自己应得的一份

　　fit (right) in

　　be (precisely) suitable (to) (正)相合

　　mind over matter

　　(sometimes humor) control of events or material objects by the power of the mind 精神战胜物质

　　turn out to be

　　happen to be in the end 最后是;结果是

　　Proper Names

　　Stephen William Hawking

　　斯蒂芬·威廉·霍金(1942—，英国物理学家)

　　John Gribbin

　　约翰·格里宾

　　Guinness Book of Records

　　《吉尼斯世界纪录大全》

　　The Sunday Times

　　《星期日泰晤士报》

　　Frank

　　弗兰克(男子名)

　　Isobel

　　伊泽贝尔(Elizabeth的异体)(女子名)

　　Galileo

　　伽利略(1564—1642，意大利数学家、天文学家和物理学家，现代力学和实验物理学的创始人)

　　St Albans School

　　圣奥尔本斯公学

　　Aldous Huxley

　　奥尔德斯·赫胥黎(1894—1963，美籍英国作家)

　　Bertrand Russell

　　伯特兰·罗素(1872—1970，英国哲学家、数学家、逻辑学家)

　　ALS

　　amyotrophic lateral sclerosis, also known as Lou Gehrig"s Disease [医]肌萎缩性(脊髓)侧索硬化

　　Newton

　　牛顿(1642—1727，英国物理学家)