不寒而栗英语(不寒而栗英语翻译)
英语中什么是无灵主语？
无灵主语例句如下：一. What is “无灵主语句”。
(认识的话可以跳过这部分)有些小可爱可能不认识无灵主语句，四木先来解释一下。
无灵主语句，是指用无生命的事物做主语，用人或社会团体的行为或动作做谓语，因此这类句子常带有拟人化的修辞色彩。
例如：Rome witnessed many great historic events. (在罗马发生过许多重大历史事件)。
▲它的主语Rome 罗马，是无生命的事物，但谓语witness 目击，是人的动作。
这种“无灵主语+有灵谓语”的句式，就是无灵主语句。
它的亮点在哪？先举个栗子：普通句：She had a good idea.无灵主语句：A good idea came across her mind.▲同样是表达“她有了个好主意”，比起普通句式中的常见句子，无灵主语句中这种“想法跑到脑中”的拟人化表达，肉眼可见更高级！二. “无灵主语句” 分类。
在续写中，无灵主语句的使用主要是有5类，以下四木就根据主谓语的不同，来跟大家分享这些超加分的无灵主语句！开冲！1 情感状态的抽象名词+谓语。
在续写中写到人物的情绪或心理时，别总用sb. feel xx，不如试试无灵主语句，来个高级的情绪描写。
“情感状态的抽象名词+谓语动词”的描写有：①Fear gripped the village.(整个村庄笼罩在恐怖之中)；
②Courage deserted him. (他失去了勇气)；
③Anger choked my words. (我气的说不出话)；
④A wave of nervousness washed over him. (一阵紧张的情绪涌上他的心头)；
⑤A chill of horror suddenly swept over him. (他突然感到不寒而栗)；
⑥Excitement seized him. (他好兴奋)；
地表达出来，不比he is excited 那些更高级吗！用在续写中绝对加分！Tip ：顺便补充一些这类的常见词汇，大家续写时，可以根据文中的情绪，挑恰当的词自行搭配：常见的情绪名词：happiness, joy, delight 开心快乐；
surprise, astonishment 惊奇惊讶；
shame 羞耻羞愧；
anger 愤怒；
despair 绝望；
regret 遗憾后悔；
sorrow 悲伤；
horror 惊恐；
anxiety 焦虑；
disappointment 失望沮丧；
satisfaction 满意满足；
puzzlement 困惑不解；
等等。
常见的谓语动词：seize 侵袭；
choke 噎住堵住；
flood 充满；
creep 不知不觉产生；
grip 紧抓；
give way to 被xx代替；
wash over 洗涤侵袭；
deserted 丢弃遗弃；
等等。
思考/
动作行为的名词+谓语。
在续写中描写人物动作或思考行为时，也可以整一个无灵主语句，更不错!“思考/
动作行为的名词+谓语动词”的描写有：①The sight of the scene filled me with horror. (看到这个情景我心中充满了恐惧)；
②A terrible thought suddenly struck me. (我突然想到一个可怕的想法)；
③A ten minutes’ walk brought us to the hotel. (我们步行十分钟就到了旅馆)；
④The thought of seeing her son very soon filled her heart with great；
happiness. (想到不久就要见到她的儿子，她心中感到十分快乐)；
这些句子皆是将人的动作和思考行为拟人化，而不是简单的sb. feel/
do xx，让续写的表达更多样生动。
Tip ：常见词汇补充，可根据文中人物动作或思考的行为，挑恰当的词自行搭配。
常见的人物行为词汇有：sight 看到，thought 想法，glance 一瞥，look看到，idea 想法，feeling 感受，walk 走路；
等等。
常见的谓语动词：overwhelm 压倒；
strike 打击侵袭；
arouse 唤起；
remind 想起；
fill... with 充满xx；
change 改变；
bring 带来；
等等。
英语中什么叫做无灵主语？
无灵主语例句如下：一. What is “无灵主语句”。
(认识的话可以跳过这部分)有些小可爱可能不认识无灵主语句，四木先来解释一下。
无灵主语句，是指用无生命的事物做主语，用人或社会团体的行为或动作做谓语，因此这类句子常带有拟人化的修辞色彩。
例如：Rome witnessed many great historic events. (在罗马发生过许多重大历史事件)。
▲它的主语Rome 罗马，是无生命的事物，但谓语witness 目击，是人的动作。
这种“无灵主语+有灵谓语”的句式，就是无灵主语句。
它的亮点在哪？先举个栗子：普通句：She had a good idea.无灵主语句：A good idea came across her mind.▲同样是表达“她有了个好主意”，比起普通句式中的常见句子，无灵主语句中这种“想法跑到脑中”的拟人化表达，肉眼可见更高级！二. “无灵主语句” 分类。
在续写中，无灵主语句的使用主要是有5类，以下四木就根据主谓语的不同，来跟大家分享这些超加分的无灵主语句！开冲！1 情感状态的抽象名词+谓语。
在续写中写到人物的情绪或心理时，别总用sb. feel xx，不如试试无灵主语句，来个高级的情绪描写。
“情感状态的抽象名词+谓语动词”的描写有：①Fear gripped the village.(整个村庄笼罩在恐怖之中)；
②Courage deserted him. (他失去了勇气)；
③Anger choked my words. (我气的说不出话)；
④A wave of nervousness washed over him. (一阵紧张的情绪涌上他的心头)；
⑤A chill of horror suddenly swept over him. (他突然感到不寒而栗)；
⑥Excitement seized him. (他好兴奋)；
地表达出来，不比he is excited 那些更高级吗！用在续写中绝对加分！Tip ：顺便补充一些这类的常见词汇，大家续写时，可以根据文中的情绪，挑恰当的词自行搭配：常见的情绪名词：happiness, joy, delight 开心快乐；
surprise, astonishment 惊奇惊讶；
shame 羞耻羞愧；
anger 愤怒；
despair 绝望；
regret 遗憾后悔；
sorrow 悲伤；
horror 惊恐；
anxiety 焦虑；
disappointment 失望沮丧；
satisfaction 满意满足；
puzzlement 困惑不解；
等等。
常见的谓语动词：seize 侵袭；
choke 噎住堵住；
flood 充满；
creep 不知不觉产生；
grip 紧抓；
give way to 被xx代替；
wash over 洗涤侵袭；
deserted 丢弃遗弃；
等等。
思考/
动作行为的名词+谓语。
在续写中描写人物动作或思考行为时，也可以整一个无灵主语句，更不错!“思考/
动作行为的名词+谓语动词”的描写有：①The sight of the scene filled me with horror. (看到这个情景我心中充满了恐惧)；
②A terrible thought suddenly struck me. (我突然想到一个可怕的想法)；
③A ten minutes’ walk brought us to the hotel. (我们步行十分钟就到了旅馆)；
④The thought of seeing her son very soon filled her heart with great；
happiness. (想到不久就要见到她的儿子，她心中感到十分快乐)；
这些句子皆是将人的动作和思考行为拟人化，而不是简单的sb. feel/
do xx，让续写的表达更多样生动。
Tip ：常见词汇补充，可根据文中人物动作或思考的行为，挑恰当的词自行搭配。
常见的人物行为词汇有：sight 看到，thought 想法，glance 一瞥，look看到，idea 想法，feeling 感受，walk 走路；
等等。
常见的谓语动词：overwhelm 压倒；
strike 打击侵袭；
arouse 唤起；
remind 想起；
fill... with 充满xx；
change 改变；
bring 带来；
等等。
全新版大学英语综合教程2课文翻译及课后答案
全新版大学英语综合教程第二册第7单元课文详解
全新版大学英语综合教程第二册第7单元课文详解 导语：英语是世界上最广泛的第一语言，因此我们从小就开始学习英语，下面是一篇关于学习英语的英语课文，欢迎大家来学习。
Learning about English Part I Pre-Reading Task Listen to the recording two or three times and then think over the following questions: 1. What is the passage about? 2. What'
s your impression of the English language? 3. Can you give one or two examples to illustrate(说明)the messiness of the English language? 4. Can you guess what the texts in this unit are going to be about? The following words in the recording may be new to you: eggplant n. 茄子 pineapple n. 菠萝 hamburger n. 汉堡牛肉饼，汉堡包 Part II Text Some languages resist the introduction of new words. Others, like English, seem to welcome them. Robert MacNeil looks at the history of English and comes to the conclusion that its tolerance for change represents deeply rooted ideas of freedom. THE GLORIOUS MESSINESS OF ENGLISH Robert MacNeil The story of our English language is typically one of massive stealing from other languages. That is why English today has an estimated vocabulary of over one million words, while other major languages have far fewer. French, for example, has only about 75,000 words, and that includes English expressions like snack bar and hit parade. The French, however, do not like borrowing foreign words because they think it corrupts their language. The government tries to ban words from English and declares that walkman is not desirable;
so they invent a word, balladeur, which French kids are supposed to say instead —
but they don'
t. Walkman is fascinating because it isn'
t even English. Strictly speaking, it was invented by the Japanese manufacturers who put two simple English words together to name their product. That doesn'
t bother us, but it does bother the French. Such is the glorious messiness of English. That happy tolerance, that willingness to accept words from anywhere, explains the richness of English and why it has become, to a very real extent, the first truly globallanguage. How did the language of a small island off the coast of Europe become the language of the planet —
more widely spoken and written than any other has ever been? The history of English is present in the first words a child learns about identity (I, me, you);
possession (mine, yours);
the body (eye, nose, mouth);
size (tall, short);
and necessities (food, water). These words all come from Old English or Anglo-Saxon English, the core of our language. Usually short and direct, these are words we still use today for the things that really matter to us. Great speakers often use Old English to arouse our emotions. For example, during World War II, Winston Churchill made this speech, stirring the courage of his people against Hitler'
s armies positioned to cross the English Channel: "
We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender."
Virtually every one of those words came from Old English, except the last —
surrender, which came from Norman French. Churchill could have said, "
We shall never give in,"
but it is one of the lovely —
and powerful —
opportunities of English that a writer can mix, for effect, different words from different backgrounds. Yet there is something direct to the heart that speaks to us from the earliest words in our language. When Julius Caesar invaded Britain in 55 B.C., English did not exist. The Celts, who inhabited the land, spoke languages that survive today mainly as Welsh. Where those languages came from is still a mystery, but there is a theory. Two centuries ago an English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin. A systematic study revealed that many modern languages descended from a commonparent language, lost to us because nothing was written down. Identifying similar words, linguists have come up with what they call an Indo-European parent language, spoken until 3500 to 2000 B.C. These people had common words for snow, bee and wolf but no word for sea. So some scholars assume they lived somewhere in north-central Europe, where it was cold. Traveling east, some established the languages of India and Pakistan, and others drifted west toward the gentler climates of Europe, Some who made the earliest move westward became known as the Celts, whom Caesar'
s armies found in Britain. New words came with the Germanic tribes —
the Angles, the Saxons, etc. —
that slipped across the North Sea to settle in Britain in the 5th century. Together they formed what we call Anglo-Saxon society. The Anglo-Saxons passed on to us their farming vocabulary, including sheep, ox, earth, wood, field and work. They must have also enjoyed themselves because they gave us the word laughter. The next big influence on English was Christianity. It enriched the Anglo-Saxon vocabulary with some 400 to 500 words from Greek and Latin, including angel, disciple and martyr. Then into this relatively peaceful land came the Vikings from Scandinavia. They also brought to English many words that begin with sk, like sky and skirt. But Old Norse and English both survived, and so you can rear a child (English) or raise a child (Norse). Other such pairs survive: wish and want, craft and skill, hide and skin. Each such addition gave English more richness, more variety. Another flood of new vocabulary occurred in 1066, when the Normans conquered England. The country now had three languages: French for the nobles, Latin for the churches and English for the common people. With three languages competing, there were sometimes different terms for the same thing. For example, Anglo-Saxons had the word kingly, but after the Normans, royal and sovereign entered the language as alternatives. The extraordinary thing was that French did not replace English. Over three centuries English gradually swallowed French, and by the end of the 15th century what had developed was a modified, greatly enriched language —
Middle English —
with about 10,000 "
borrowed"
French words. Around 1476 William Caxton set up a printing press in England and started a communications revolution. Printing brought into English the wealth of new thinking that sprang from the European Renaissance. Translations of Greek and Roman classics were poured onto the printed page, and with them thousands of Latin words like capsule and habitual, and Greek words like catastrophe and thermometer. Today we still borrow from Latin and Greek to name new inventions, like video, television and cyberspace. As settlers landed in North America and established the United States, English found itself with two sources —
American and British. Scholars in Britain worried that the language was out of control, and some wanted to set up an academy to decide which words were proper and which were not. Fortunately their idea has never been put into practice. That tolerance for change also represents deeply rooted ideas of freedom. Danish scholar Otto Jespersen wrote in 1905, "
The English language would not have been what it is if the English had not been for centuries great respecters of the liberties of each individual and if everybody had not been free to strike out new paths for himself."
I like that idea. Consider that the same cultural soil producing the English language also nourished the great principles of freedom and rights of man in the modern world. The first shoots sprang up in England, and they grew stronger in America. The English-speaking peoples have defeated all efforts to build fences around their language. Indeed, the English language is not the special preserve of grammarians, language police, teachers, writers or the intellectual elite. English is, and always has been, the tongue of the common man. New Words and Expressions messiness n. 杂乱状况 messy a. massive a. large in scale, amount, or degree 大量的，大规模的 vocabulary n. 词汇(量) snack▲ n. a small meal 快餐，点心 snack bar 快餐柜，小吃店 parade n. 游行;
阅兵队列 hit parade a weekly listing of the current best-selling pop records 流行唱片目录 corrupt▲ vt. cause errors to appear in;
cause to act dishonestly in return for personal gains 讹用，使(语言)变得不标准;
腐蚀，贿赂 ban vt. forbid (sth.) officially 禁止，取缔 walkman n. a small cassette player 随身听 strictly speaking 严格地讲 invent vt. 发明 invention n. fascinating a. of great interest or attraction 迷人的，有极大吸引力的 manufacturer n. 制造商 product n. 产品 tolerance n. 容忍，宽容;
忍耐 to a (very real, certain, etc.) extent to the degree specified 在(极大，某种)程度上 necessity n. 必需品;
必要(性) Anglo-Saxon n. 盎格鲁—
萨克逊人 arouse vt. provoke (a particular feeling or attitude) 唤起，激起 channel n. 海峡;
渠道;
频道 surrender v. give in 投降 virtually ad. for the most part, almost 差不多，几乎 invade vt. enter with armed forces 侵入，侵略 Celt n. 凯尔特人 inhabit▲ vt. live in (a place) 居住于 Welsh a., n. 威尔士语(的)，威尔士人的 mystery n. 神秘的事物 Sanskrit n. 梵语 resemble vt. be like or similar to 与…
相似 Greek n. 希腊语 Latin n. 拉丁语 systematic a. done according to a system 有系统的 descend vi. come down (from a source);
go down 起源于;
下来 linguist n. a person who studies languages 语言学家 Indo-European a. 印欧语系的 wolf n. 狼 scholar n. 学者 establish vt. cause to be, set up 建立，确立 drift vi. move or go somewhere in a slow casual way 漂泊 climate n. (an area or a region with) a regular pattern of weather conditions 气候(区) Germanic a. 日耳曼(人)的，日耳曼语的，德国(人)的 tribe▲ n. 部落 pass (sth.) on to (sb.) hand or give (sth.) to (sb.) 将…
传给…
influence n. 影响 Christianity n. 基督教 Christian a. 基督教的 n. 基督教徒 disciple n. 信徒，门徒 martyr n. 殉难者，烈士 Norse n. (古)斯堪的纳维亚语 addition n. a person or thing added 增加的人(或物) Norman n., a. 诺曼人(的.)，诺曼语(的)，诺曼文化的 conquer v. take possession and control by force;
defeat 征服 kingly a. 国王(般)的 royal a. 国王或女王的;
皇家的 sovereign▲ a. (of power) without limit, highest;
(of a nation) fully independent 拥有最高统治权的，至高无上的;
拥有主权的 alternative n. one of two or more possibilities 供选择的东西 modify vt. change slightly 修改，更改 enrich▲ vt. make rich or richer;
improve 使富裕，使丰富 Renaissance▲ n. (欧洲14-16世纪的)文艺复兴 translation n. 译本，译文;
翻译 Roman a. 古罗马的，拉丁语的 classic n. a work of art recognized as having lasting value 经典作品 capsule▲ n. 密封小容器;
胶囊;
航天舱 habitual a. done as a habit, regular, usual 惯常的 catastrophe▲ n. a sudden great disaster 大灾难 thermometer n. 温度计 video n., a. 录像(的) cyberspace n. the notional environment in which communication over computer networks occurs 网络空间，虚拟空间 independent a. not controlled by other people or things 独立的，自主的 source n. 源，来源 out of control 失去控制，不受约束 academy n. 学会，学院，研究院 fortunately ad. by good luck 幸运地，幸亏 put into practice 将…
付诸实施 Danish a. 丹麦(人)的，丹麦语的 liberty n. freedom 自由 strike out create, produce 创造，开创 cultural a. of or involving culture 文化的 nourish▲ vt. 滋养，培育 preserve n. 独占的地区或范围;
禁猎地 vt. keep from harm, damage, etc., protect;
save 保护，保存 grammarian n. 语法学家 intellectual n., a. 知识分子(的) elite▲ n. the group regarded as the best (总称)出类拔萃的人，精英 Proper Names Robert MacNeil 罗伯特·
麦克尼尔 Winston Churchill 温斯顿·
丘吉尔(1874 —
1965，英国政治家、首相) Hitler 希特勒(1889 —
1945，纳粹德国元首) Julius Caesar 尤利乌斯·
凯撒(100 —
44BC，古罗马将军、政治家) Britain 英国 India 印度 Pakistan 巴基斯坦 Viking (8 —
10世纪时劫掠欧洲西北海岸的)北欧海盗 Scandinavia 斯堪的纳维亚 England 英格兰 William Caxton 威廉·
卡克斯顿(英国印刷商、翻译家) Otto Jespersen 奥托·
叶斯柏森(1860 —
1943) Language sense Enhancement 1. Read aloud paragraphs 17-19 and learn by heart. 2. Read aloud the following poem: Languages Carl Sandbury There are no handles upon a language Whereby men take hold of it And mark it with signs for its remembrance. It is a river, this language, Once in a thousand years Breaking a new course Changing its way to the ocean. It is a mountain effluvia Moving to valleys And from nation to nation Crossing borders and mixing. 3. Read the following quotations. Learn them by heart if you can. You might need to look up new words in a dictionary. The English language is the sea which receives tributaries from every region under heaven. —
—
Ralph Waldo Emerson Language ought to be the joint creation of poets and manual workers. —
—
Georqe Orwell England and America are two countries separated by the same language. —
—
Georqe Bernard Shaw 4. Read the following joke and see if you can tell what caused the misunderstanding of the technician'
s words by the woman. You might need to look up new words in a dictionary. An office technician got a call from a user. The user told the technician that her computer was not working. She described the problem and the technician concluded that the computer needed to be brought in and serviced. He told her to "
Unplug the power cord and bring it up here and I will fix it."
About fifteen minutes later she showed up at his door with the power cord in her hand. ;
。
