名称 作业四：汉译英
描述
课后作业设置 （5分）
1.课后作业要求
1）仔细阅读两段汉语，找出并用划线的方式标记各句的主谓宾。如果原句没有明显的主谓宾结构，请用括号标记，并根据句意把句子结构修改成主谓宾结构，突出重点信息以及逻辑关系。（2.5分）
2）把修改过了的汉语句子翻译成英文。（2.5分）
四.评分标准
1. 对两段汉语原句进行修改，忠实原文，记2.5分（如果句子结构的修改不符合原句句意，每发现一处扣0.5分，扣完为止）。
2. 英语译文准确流畅，无明显错误，记2.5分（每出现一处拼写、语法、用词等方面的错误，扣0.25，扣完为止）。
五.汉翻英
1. 十年（主）／树（谓）／木（宾），百年（主）／树（谓）／人（宾）。树的生长（主）／需要（谓）／阳光雨露（宾），人的成长（主）／何尝不是（谓）／如此（宾）。人（主）／是（谓）／高级的生命形态（宾），「人」（主）／不但需要（谓）／自然界的滋养，「人」（主）／更需要（谓）／精神世界的营养——价值观教育（宾）。价值观教育（主）／为（谓）／人的健康成长指明精神方向，提供能量和动力（宾）。如果说社会文化（主）／是（谓）／人的心灵呼吸的空气，那么文化中的价值观／（主）则是（谓）／空气中的氧气（宾）。
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. （老师）（主）／仔细地选择（谓）／和学生建立关系的时机（宾）。当学生（主）／显得（谓）／轻松和不设防时（宾），（老师）（主）／开始与他们闲聊（谓）／+（内容）（宾语），（老师）（主）／试着向他寻求（谓语）／帮助或是建议（宾），（老师）（主）／给／（谓）／学生一些你知道他感兴趣的东西（如一份剪报、一本书）（宾）或者（老师）（主）／简单地打（谓）／声招呼（宾），（老师）（主）／相互问好（谓）。你（主）／也可以选择（谓）／等待，直到局面没有压力，时间不紧迫。（老师）（主）／力求常谈、闲谈（谓）／+（学生）（宾），而不是 （老师）（主）／一谈就长篇大论、晦涩难懂（谓）／+（学生）（宾）。
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，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.
课程根目录
名称 作业五：英译汉
描述
课后作业设置（5分）
1. 课后作业要求
1）选择并仔细阅读教材中的一篇课文，并找出其中的名词化现象，请在作业中标明所选文章的单元号与题目。（2.5分）
2）分析以下段落中带有下划线的长难句句子结构（找出各个分句并理清其内部关系），并将其翻译成汉语。（2.5分）
四. 英语长难句
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.
在上学期间，年轻人和成年人中的几个人，进入各自的学徒期，在每一个学徒期的小组包括不同年龄段的、来自某一领域有着不同的层次专门技能的学生组成。在学徒期的某一段时间内，孩子们要学习不同的读写数字应用，登陆计算机程序时，使用计算机语言、和自行成工人一起读使用手册、用日语和日本的家庭交流，和出口设计师一起为墙壁标签做准备。学生的学徒期有意的包含很广的活动，包括艺术活动，需要联系和灵活性的活动和一些学术倾向的活动。总的来说，这些活动包括了文化领域基本的读写能力、计算机能力、数学、基本的操作和用于不同的职业和职业追求中的技能。
基本信息
所属单元(活动) 课程根目录
名称 作业六：摘要
描述
课后作业设置（10分）
1.课后作业要求
1） 标记“英文摘要1”中的具体成分，包括：研究目标、研究方法、研究结果、讨论以及结论。（4分）
用括号将具体内容标记，并加以说明。
2） 根据摘要学习内容，指出“英文摘要2”中存在的具体问题，并简述修改建议。（6分）
四.评分标准
1. 标记“英文摘要1”。每一个成分记1分（如果“研究结果”和“结论”合为一体，则该内容记2分）。
2. 准确提出“英文摘要2”中的缺陷记4分；修改建议记2分。
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. (研究目标)
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. （研究结果）
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.（研究结论）
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.
（研究目标表述的不合适）
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.
（研究结论与研究方法不一致）
Key words: higher education, student writing, disciplinary background。
修改建议：1、增加研究方法。
2、研究结论改成：
The results support the hypothesis that students’ writing is shaped by their disciplinary background.
相关附件
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设置信息
满分 10
作业提交截止时间 2017-07-08
附件设置 学生上传附件最多不超过10个 学生上传每个附件最大不超过50M
发布设置 已发布
作业提交开始时间 2017-06-14
课程根目录
名称 作业七：概要写作（第一稿）
描述
一. 课后作业设置 （5分）
阅读教材中第八单元的A篇材料Why Change Classroom Assessment?，写出该篇的概要；
二. 评分标准
概要评分标准：总分5分
分值
内容
2分
文章出处（1分）
文章中心思想总括句（1分）
2分
主要内容：4个要点，每个0.5分
1分
语法、时态运用（1分）
