怎样修改毕业论文才能一次性通过

第一篇：怎样修改毕业论文才能一次性通过

估计是最近学术抄袭的现象过于严重了，现在一大部分高校整了一个论文反抄袭检测系统，用的是CNKI知网的论文库，只要你的毕业论文存在抄袭现象，它就会给你检测出来，严重影响了广大学生毕业论文的顺利通过，破坏了社会的和谐。

要对付这个系统，首先要了解它的运行原理。通过分析我砸银子得出的检验报告，可以了解到这个检测系统，不是简单的把你的文章和他论文库进行对比，现在的学生也不傻，抄完文章，都是改句话，改个词，加几个字什么的，单用word查找似的对比方法，肯定查不出来。这个系统缺德带冒烟的地方就在于它是把你的文章按一定字数分段，然后把每段里面的汉字统计下来，跟论文库里的文章进行对比，只要相同的汉字达到一定的比率，就在你文章与库里文章连续重复较多的位置给你画出红线算抄袭了。根本不在乎你文字的顺序，就比如说你把你抄的一个段落整个打散了，每句话分别放在不同的段落里，也全都能给查出来。

但这个系统也是有弱点的，首先它有一定的查找范围，也就是它的论文库有限。去年这个系统还只能检测到CNKI知网里的抄袭内容，对从书上和网上抄的内容根本检测不出来。不过今年变化了，根据最新的检测报告，这缺德系统现在连书上的文章也可以检测出来了，网上的东西也有相当一部分可以检测的到。但是从外国网站dnowload来的英文文章在翻译成汉语后，还是检测不出来。

所以对付这个系统，如果你的学科在自然科学领域，那就简单了，直接去外国的网站找论文，然后自己或者找人翻译过来，把作者名字换成自己，抄上就OK了。但是社科类学科，尤其是我这个专业的就倒了血霉了，万恶的资本主义国家没有研究这个的，朝鲜估计可能研究这个，但是棒子文我看不懂。这就需要一定的技巧了，在抄文章时，最好从不同的文章里抄取（在检测系统里这叫多元抄取），然后记好自己每短话抄袭的文章，例如1段抄自A文章，2段抄自B文章，C段.......然后在论文整体抄袭完毕后，去学校或者从网上找人花钱检测一下。如果这个检测系统是真的话，你大部分抄袭段落就会被检测出来，但是要注意不是全部，由于上段提到的那个论文库的问题，很可能你的某段从书上或者网上抄来的文章中的一段就没有被检测出来，那么恭喜你，赶紧把那本书或者网上的那篇文章找出来，尽情的抄吧。而对于已经被检测出来，画了红线的段落，如果受到论文写作需要的制约，无法用其他安全的抄袭文章段落来进行合理更换的话，我们只能是自己改。笨方法就是逐字逐句的改，大面积的更换原句的原有汉字，尽可能降低汉字的重复比。例如这句话：“近几年中央政府相继出台了一系列惠农政策，在减轻农民负担、刺激粮食生产等方面效果明显。”绝对不能简单的更换几个字，调整一下刺激粮食生产和减轻农民负担的顺序，那样改还不如不改，劳时费力还起不到一点的效果。必须得类似这样改成“近些年来，党中央国务院连续颁布了一系列扶农政策，对提高粮食产量、增加农民收入等方面卓有成效。”这么改安全是安全，不过有个缺点，就是太耗费心力了，你要是不多看几本书，还真改不出来，不过话说回来，书要是看的够多，论文谁他妈还抄啊。

还有个更简单的方法，不过我没做个试验，还只在理论阶段，这就是把你文章抄袭段落全都换成繁体字，不过这样就算能通过学校的论文检测系统，自己导师那里好像也不好交代。

如果是引用，在引用标号后，不要轻易使用句号，如果写了句号，句号后面的就是剽窃了（尽管自已认为是引用），所以，引用没有结束前，尽量使用分号，大凡硕士论文，第一章一般都是综述，肯定都是别人的东西，自已要承认，最关键的是：也要让大家承认，所以，一定要大量的引用，绝对做好引用的标记，在WORD中使用尾注，注意句号的结束位置。

计算机查重时，如果你做了正确的引用，不会给你颜色的（重复标记），最让人痛恨的是，明明引用了，却不注明，也不说明，好像是自己写的一样，这就是道德的问题，所以会使重复率升高。小到一句话，大道一段话，如果是别人的就不要吝啬，一定要尾注的。有两种方式，直接用引号或句号，根据情况。诀窍：如果大概知道本校的答辩成员的名单，就有意无意引用他们的东西，让他们高兴一点，答辩顺利点，但一定要看懂。让答辩组成员真的认为你真的认真拜读过他的文章！

诀窍二：以上是对于中文的资料的引用的问题，如果你看的外文的多，由外文自己翻译过来引用的，个人认为，不需要尾注，就可以当做自己的，因为查重的数据库只是字符的匹配，无法做到中文和英文的匹配。另一方面，你自己找到的外文资料，你付出了劳动，你自己翻译的，你也付出了劳动，基本可以算你自己的劳动了。你自己的东西了，洋为中用，自古就是这样，总之，硕士学位论文的第一章，肯定引用了很多论文，将一个问题彻底描述出来，后面才引出自己的观点、方法、策略等等。如果第一段的引用少，这样的论文质量是没有站在伟人的肩膀上的，是肤浅的。比如封面：

各个学校都有自己的固定的封面，建议不要用复制的办法，而是用插入，文件，封面文件的方式导入。比如页码：

封面不能有页码（在页面设置，首页不同），目录前事罗马页码，目录页是没有页码，正文是阿拉伯页码。这几个页码的区分，是分节符、分页符区分的。比如字符的字体，建议使用菜单的格式的字体，一次可以将中文、西文字体定义完，否者版面很乱的。很多本科生都是手机输入法的高手，现在很而漏于WORD排版。

查重是一个匹配的过程，是以句为单位，如果一句话重复了，就很容易判定重复了，所以： 的确是经典的句子，就用上标的尾注的方式，在参考文献中表达出来，或者是用：原文章作者《名字》和引号的方式，将引用的内容框出来。

如果是一般的引用，就采用罗嗦法，将原句中省略的主语、谓语、等等添加全，反正哪怕多一个字，就是胜利，也可以采用横刀法，将一些句子的成分，去除，用一些代词替代。或者是用洋鬼子法，将原文中的洋名，是中文的，就直接用英文，是英文的直接用中文，或是哦中文的全姓名，就用中文的名，如果是中文的名，就找齐了，替换成中文的姓名。

故意在一些缩写的英文边上，加上（注释）(画蛇添足法），总之，将每句话都可以变化一下，哪怕增加一个字或减少一个字，都是胜利了。特别注意标点符号，变化变化，将英文的复合句，变成两个或多个单句，等等，自己灵活掌握。因为真正写一篇论文，很罕见地都是自己的，几乎不可能，但大量引用别人的东西，说明你的综合能力强，你已经阅读了大量的资料，这就是一个过程，一个学习、总结的过程。

所有的一切，千万别在版面上让导师责难，这是最划不来的。导师最讨厌版面不规范的，因为他只负责内容，但又不忍心因为版面问题自己的弟子被轰出来。肯定软件不会识别图片中的文字，其实有非常简单的办法，将别人的东西，先打字到你版面中来，确定好位置、格式，最好是从行头开始，即整块（四边形）的，那么在你的版面中就确定了位置，完后，复制你的文件，将别人的东西留下，其余的全部删除，存盘为另一个文件，在桌面上，将只包含别人的文本的文件，用右键复制（记住是图标），可别进去，完后打开你的论文，在插入的地方，黏贴就可以了，这个方法可以保证，别人的东西时图片，而版面上，你压根看不出来已经是图片了，和你的文字一模一样，不能编辑了，这个方法估计你在任何书上也看不到的，绝对是绝学，简单的复制黏贴学问大得很。（吹牛），结果是插入的地方，如果用鼠标点，会出框子的。至于说引号内的东西，系统会识别为引用，但字数肯定不能占总量的太多，有些人将引用的上标放在了句号后面，这是不对的，应该在句号之前。别人的东西，肯定要注明引用，难道就不注明，当让老是引用一个人也没关系，计算机程序不会认为咋老引用一个人的，是死脑筋。就自己当成引用不同人的吧，另一方面，你引用的老先生难道就这么牛，他也一定有上家，你就引到上家吧，这样就不尴尬了，难道你没上过中国期刊网，知识是链的结构，分好几级的。查重是一个匹配的过程，是以句为单位，如果一句话重复了，就很容易判定重复了，所以：

1）如果的确是经典的句子，就用上标的尾注的方式，在参考文献中表达出来。2）如果是一般的引用，就采用罗嗦法，将原句中省略的主语、谓语、等等添加全，反正哪怕多一个字，就是胜利。

3）也可以采用横刀法，将一些句子的成分，去除，用一些代词替代。4）或者是用洋鬼子法，将原文中的洋名，是中文的，就直接用英文，是英文的直接用中文，或是哦中文的全姓名，就用中文的名，如果是中文的名，就找齐了，替换成中文的姓名。

5）故意在一些缩写的英文边上，加上（注释）(画蛇添足法），总之，将每句话都可以变化一下，哪怕增加一个字或减少一个字，都是胜利了。

6）如果是引用，在引用标号后，不要轻易使用句号，如果写了句号，句号后面的就是剽窃了（尽管自已认为是引用），所以，引用没有结束前，尽量使用分号。有些人将引用的上标放在了句号后面，这是不对的，应该在句号之前。7）可以将文字转换为表格、表格基本是查重不了的，文字变成图形、表格变成图形，一目了然，绝对不会检查出是重复剽窃了。

第二篇：毕业论文一次性修改所有字母和数字的字体

1、上学那会，约了妹子喝酒唱歌，妹子说喝多了，不敢回家，于是我送她去小旅馆开了房。等她躺下打鼾时，我解开她的衣衫，瞧着她诱人的双峰入迷，结果她动了下，我赶忙把她衣服穿好。如此三次后，妹子突然从床上坐起，扇了我一巴掌说:要脱赶快脱，墨迹。

2、老婆和闺蜜小丽医院孕检，检查怀孕以两个月了。急于给老公报喜，由于手机没电，于是拿小丽手机给老公发短信:老公，我怀孕了。发送后才想起没注名，刚想重发。没想到老公发了条短信过來:真的怀孕了吗？小丽，你在哪里，我来接你。

3、一天朋友被警察骂了，回家就是一顿抱怨。他媳妇听见了就去安慰。:“别生气了，没事，以后咱孩子就叫警察，你一生气就打警察，实在不行就草警察他妈。”

4、中午回家，在楼道里看到一孩子端着碗吃饭，我无聊地说了一句，“你碗漏了！”结果那熊孩子把碗一翻，然后和我说，“没漏啊！”我永远忘不了她妈妈的表情。

5、女儿哭着跑回娘家，其母问她为什么哭，她说，“老公说我啰嗦，打了我两耳光。” 其母大怒，敢打我女儿！刚说完就给了女儿两耳光，说，你回去告诉他，他再敢打我女儿我就还打他老婆，这是亲妈吗？

6、记得小学二年级的时候，听童鞋说美女老师没穿内裤，于是一天趁老师课堂打盹的时候，从最后一排爬到老师讲桌下。掀开裙子发现美女老师内裤上沾了两根头发，于是好心的给揪了下来„„然后„„然后„„我就成了全班的典范！

7、昨日晚上在麦当劳等个哥们，身边有6、7个13、4岁的初中生一边啃着汉堡一边写作业，深感孩子也挺可怜的，父母工作忙，晚饭只能吃垃圾食品。突然其中一个男孩对另个说：“咱拿班费吃麦当劳咋跟老师交代。

8、和一朋友去钓鱼，不知道水里被谁丢了一胸罩被那朋友给钓起来了。那货直接丢了句，尼玛，刚刚钓到一只美人鱼，不过鱼跑掉了，胸罩被我勾住了！

9、今天看同事王尼玛坐那垂头丧气的问咋滴回事，他说昨天晚上终于鼓起勇气跟他女神说：“我喜欢上你了！”结果女神生气的甩了他一巴掌：“你敢跟我耍流氓，想上我还竟然这么直接，你以为老娘是那么随便的吗?好歹得先追求讨好下我！”然后扬长而去，留下王尼玛站那凌乱！

10、一次和二货女友在河边散步，她蹲在河边问我:老公，你会游泳吗？我说会。她又问，你有鱼儿游的快吗？我说你猜。这货竟然一脚把我踢到了河里，还喊到:老公，加油！尼玛，这算不算谋杀亲夫呢！

第三篇：毕业论文修改

分类号

UDC

单位代码

1166

1密 级

公开

学

号

2009402034

四川民族学院

学士学位论文

高中英语词汇教学的探析

(初稿)

论文作者：

周均梅 指导教师：

学科专业：

研究方向：

提交日期：

2013年

月

日

中 国  康定

English Department

Sichuan University for Nationalities

Analysis of Lexical Teaching in Senior High Schools

by ZHOU Jun-mei

A Thesis

Submitted to the English Department In Partial Fulfillment of the Requirement For the Degree of B.A.in English

Sichuan University For Nationalities May 2013 Thesis Supervisor:

高中英语词汇教学的探析

摘要

爱玛在高中英语词汇教学中，传统的教学模式给老师的授课和学生的学习带来很多问题。致力于语言教学的国内外学者普遍认为词汇知识在语言运用和篇章理解方面有着至关重要的作用。自新课改以来，大多数中学都采用了新思路和新的教学方法，就本文的问卷调查来看，其成果不可忽视。该文章意在遵循新课改的要求，探析英语词汇教学中的规律和方法，主要从三个方面进行阐述：其一，新课改下,英语词汇教学的现状，从正反两方面分析，提出问题。其二，.英语词汇教学应遵循的规律，着重研究词汇教学中应注意的单词固有规律、学生生理与心理特点以及学生的记忆规律。其三，针对英语词汇教学探究的教学方法，具体有语境记单词教学法，以及对所学单词的复现和运用。

关键词：语词汇教学;注意因素;有效方法

i

Analysis of Lexical Teaching in Senior High Schools

Abstract

In terms of vocabulary teaching in senior high school, the traditional pattern has caused lots of problems to both the teachers and students.The domestic and abroad scholars, devoted to language teaching, generally believe that lexical knowledge is pretty crucial for the use of language and the comprehension of writings.Since the New English Curriculum, innovative ideas and teaching methods are introduced in most senior high.From the survey I conducted, the achievement it has got can’t be ignored.Based on the New English Curriculum, this essay aims at exploring the rules and approaches in vocabulary teaching, and it can be divided into three parts: first, the recent situation of words teaching under the reform.Both the positive and negative sides are presented, and key questions are put forward.Second, the rules one should obey, namely, words’ rules, students’ characteristics on physiology and psychology, and the memory law.Last but not least, some practible ways on this topic, like using contexts together with any other methods(such as roots, affix, and derivative terms), phonetic teaching, classification and utilization of words, and combination of related words, are provided.Key words: vocabulary teaching；factors；effective methods

ii

Acknowledgements

Here I owe the most sincere gratitude to my supervisor, Ms Xiao who leads me to finish this article.I thank her for her endless patience towards me and smart guide in mentality.She impressed the definition of teaching methods on me, and let me know that what I write must be practical and effective.Based on this, a survey among students seems a must.Therefore, I appreciate those friends who helped me finish the survey among freshmen in Southwest Petroleum University.As far as I am concerned, it is tough work to convince the freshmen to believe this is an innocent survey.Obviously, this investigation is very critic to my essay.And I thank them to analyze the questionnaire.I’ll also grateful to my classmates, because they gave me appropriate suggestions, and recommended me many useful books.As to some parts of my essay, they raised very meaningful questions and shared their opinions with me, which benefited my article a lot.Thus I realize that my essay have to be referred to the real situation in the class of senior high schools, the objective of the New English Curriculum, and some rules teachers need to obey.Last but not least, I thank my family very much.During my stay at school, they encourage me all the way, and provide me with careful care and sufficient money.What’s more, they are my inexhaustible.iii

Contents 中文摘要……………………………………………………………………………i Abstract………………..………………………………………………….………ii Acknowledgements..………………………………………………………….iii Introduction………………………………………………………… …………..1 Chapter One The present situation of lexical teaching in Senior High schools.........................................................................................3 1.1 Definition Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.......................3 1.2 Negative aspects: unavoidable problems exist…………………………4 1.3 Questions are put forward…………………………………………………..5 Chapter Two The rules and factors that teachers should obey during their teaching……………………………………………….6 2.1.The rules and factors that teachers should obey during their teaching………………………………………………………………………….…6 2.1.1 The rules in vocabulary itself………….………………………… …… ….6 2.1.2 The factors of students’ physiology and psychology……………………..8 2.1.3 Teaching procedures should be in line with the memory law...................9 2.2 Feasible teaching approaches on English lexicon………………………9 2.2.1 The importance of the context and extra-curriculum reading……………9 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches……………………………………………………………….11 2.2.3 Activities to help remembering words……………………………… ……14 Conclusion……………………………………………………………………....15

Bibliography….………………………………………………….… ……………16 Appendix A….………………………………………………….… …………......17 Appendix B….………………………………………………….… ……………..19

ii

Analysis of Lexical Teaching in Senior High Schools

Introduction

Since 20 century 70s, with the further researches into acquisition of language, we can recognize clearly that the mastery of vocabulary is quite crucial for language understanding and language output(Wang Jing，2009:11).The famous linguist Wilkins said: ―Without grammar, we can hardly express something;while without words, we can not express anything.‖（Wilkins D.A.，1972:85）So if one wants to learn a language well, the most basic thing he needs to do is learn words.While in traditional teaching pattern, teachers usually teach words solely.That is: they teach students to read new words, and give students the meanings, some collocations, and then ask them to remember.That is force-feeding method of teaching，aiming at increasing the quantity of words, not the quality of words’ output.As a result, students will be in a state of ―passive‖, very negative and lack interest, to some extent.Successful learning is forged out of learners’ motive and impulse, compiling methods of studying materials , interesting ,etc（He Keyong,2002:334）.There is no doubt that teachers are supposed to respect students’ emotion and interest, to obey the memory law.Besides, most words have not only a single meaning, and they are connected with other words and phrases closely.Quite a few linguists consider that teachers can not teach vocabulary solely.They should provide concrete context and typical sentences to teach, classify words due to meanings, expand interrelated words(synonyms, antonym, hyponymy),adopt topic inductions(based on a certain topic, students are going to imagine other words and collocations), and also conduct ways of roots、derivatives and compound words.But vocabulary is the sign of one’s thought, we learn and use them constantly because they can convey some meaning, and offer us ideas(He Keyong, 2002:344).To have a solid knowledge of learned words, students should practice them in real situations, and promote ability of using them.There is also another thing we should pay attention to that among the information we have forgotten, 80% is acquired at the first time of learning, and we lost it within 24 hours, after which the forgetting rate will decline(Li Guanyi, 2007:8).Besides observing this rule ,students also need remember the words repeatedly and regularly.Moreover ,as a teacher, presiding students actively output vocabulary rightly by using communicating principles of teaching is necessary In this essay ,I intend to discuss some factors influencing results of teaching and effective teaching methods for vocabulary, coming up with an approach of putting new words in contexts , and then students can think out their own ways to quicken and fortify their memory, such as working in groups to show special ways of remembering words ,using roots and derivatives.Chapter One The present situation of lexical teaching in Senior High schools.1.1 Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.The modern education of China focuses on students’ quality education, and promotes their all-around ability.In line with this objective, the New English Curriculum was conducted at the beginning of 21 century, aiming at upgrading students’ mind, lighten their study burden, and make them more skillful in practice.In terms of the reform, the English teachers are required to plan the classes fit for the traits of teenagers’ physiology and psychology, linguistic rules of acquiring linguistics, in order to meet different needs of students.The questionnaire conducted among the freshmen(whose hometown is Chengdu)in Southwest Petroleum University this year, is named ―Questionnaire on how the Senior High students study English and remember English words‖(It is abbreviated as ―Questionnaire‖ in the following contents).From questions 11-14 in the Questionnaire, one can judge that English teachers have noticed that students play an most important role during lexical teaching, so that they have been adopting a series of effective approaches to present new looks in class:

 To introduce cooperative and inquiry learning process, and lessen students’ study burden to give more time and space. To change the dubious and sole way of explaining and extending vocabulary, to practice the learnt words in certain contexts, and to set scenes to use them. To adopt new and interesting ways(the Natural Approach/ Total Physical Response/ the Silent Way/Audio-lingual Method, etc.)based on students’ features. To apply multimedia which gather pictures/sound/letters/ video together besides the basic teaching device like chalks and blackboards, thus make the word

teaching more vivid and direct, and making the students more impressive on what the teacher imparts.While teachers’ aim is not to teach knowledge but methods, thus drawing out their study potential, achieving the goal of teaching.During the New English Curriculum, students’ study is more and more drew our attention.Among the Questionnaire, questions 6、8、11、17、24、26、27、30、31 have showed that:  They have realized that they themselves are the master of study;therefore they summarize effective approaches of learning and remembering vocabulary and discuss their doubts actively. They are exploring the rules of study constantly, classify the words which are similar in pronunciation, spelling, meaning, or have opposite meaning;they are also engaged in analyzing lexical roots, the speech, derivation and collocation.Then they can easily form a memory system. Besides applying what they have learned in practice, students use their spare time to learn extracurricular material, enriching their mind.From these phenomena we can conclude that the lexical teaching methods of Senior High schools in Chengdu are efficient to some extent.However, there are also many aspects need improving because there are some unavoidable problems.1.2 Negative aspects: unavoidable problems exist

The New English Curriculum is certainly a kind of reform, and it can be more effective in exploiting students’ potential and interest in applying the knowledge, which adapts to the social development better.Nevertheless, the solutions are always accompanied with problems.The reform helps to promote, while it never can achieve its goal in a short of time.The traditional lexical teaching still prevails among the Senior High schools, which means not that all the traditional ways are useless, but one needs to remove its bad ones.From questions 1、15、19、28 , one can conclude some drawbacks:  The teacher, as a leading factor, and the textbook, as a classroom center unscientifically dominate the whole class, making students have little time and

chance to think and participate. The teachers teach nonstandard pronunciation, causing students’ difficulties in listening and communication;the teacher imparts words solely without any context and explains words simply, causing students’ great troubles in translation and comprehension. The teacher goes against the memory law because he/ she doesn’t lead students to do review, and rarely put them in use. The teacher seldom expand the words to other usage except in the book, making students can’t master and use them flexibly.These problems led to some ―problem students‖.From questions 3, 4, 5,7,25, one can get the following troubles of the students. Most students are quite reliable on their teachers, short of perseverance, can’t review the learnt vocabulary regularly actively, and don’t look up words in dictionaries. Most students have got used to the teacher acting as a leading factor in class, reciting words repeatedly in order to pass exams. Students can use what they have remembered to solve practical problems, and can’t flexibly understand the words in other contexts and scenes.1.3 Questions are put forward.These negative sides are not produced in one day, and they are brought by the traditional teaching which has profound origins.That’s to say, we can’t handle them in one moment.It is the specific situations that one takes in account to reform the previous teaching selectively.Only borrowing the essence of lexical teaching overseas and innovate new approaches, can one succeed.Therefore, what causes these problems in lexical teaching? Certainly it connects closely with the necessary factors of the class: teachers, students, textbooks, the vocabulary itself, teaching approaches, etc.However everything has its rules.So in the teaching procedures, what kind of rules will the teachers obey and what factors they need to notice? Is there any effective lexical teaching methods?

Chapter Two The factors and rules that English teachers need to notice in lexical teaching.2.1 The rules and factors that teachers should obey during their teaching.2.1.1 The rules in vocabulary itself

Each language has an abundant glossary, and every word is unique, but not isolated(Lan Chun, 2009:82).Without connection with those elements to which it closely relates to, the teaching is ineffective, and efforts don’t get reward.In order to make the teaching procedure promptly and effectively, and deepen students’ impression, comprehension and flexibility of using the words, teachers must analyze a certain word in different perspectives, as well as what it is associated with.Phonetic factors.Linguisticians believe that though the definition of vocabulary is various, the relevant basic content it refers to is just a matter of sound and meaning(Lu Guoqiang, 2007:1).From questions 10 and 23, one can judge that it is a popular recognition of students that the standard pronunciation helps a lot to listening and spelling.As a matter of fact, the standard pronunciation can benefits their expressions.Therefore, teachers ought to lead students to analyze phonetic symbols, spell and articulate correctly.Then students practice in this way repeatedly and regard it as a way of remembering words, which can avoid learning by rote.―Tease‖, taken for example, is pronunciated [ti: z].Before teaching students to read it, teachers can ask them to count how many vowels there are, whether every vowel has a corresponding pronunciation, and if they have, then how to?

Through analyzing, one can know that there are 3 vowels, among which, the ―ea‖ in the middle reads [i:], and the ―e‖ at the end is silent.From this, students can see that there is just only one vowel sound in the phonetic symbol, so‖ tease‖ is a single syllable.In that way, it is stressed.Those words like eat, meat, neat, least, beat, contain ―ea‖ reading [i:].Besides, teachers will also guide students to find out differences between [t]and[d], [i:] and[i], [s]and[z].Thus students will master some

pronunciation rules themselves, generalize some words containing the same pronunciation, and they can learn vocabulary by themselves in the long run.Word-formation.Aimed at fostering students’ ability to decompose word-buildings, and strengthen their understanding, the approaches like conversion, derivative, compound, acronym, blend, backformation, etc, are introduced.Here, examples are given about the former three kinds.Conversion.Among the English words one learns, the words whose part of speech can be conversed account a large proportion.For example, ―look‖ is usually used as a verb means ‖看‖ in Chinese.While in the phrase ―have a look‖, it is a noun.What’s more, when it refers to the expressions on face, it is a noun.Another example, ―head‖ is usually used as a noun, meaning ―头部‖ in Chinese.While when it acts as a verb, it means ―to lead‖, ―to entitle‖.Here examples are given to show nouns changed into verbs.Besides this, there are also adjectives changed into verbs(like better), adverbs changed into verbs(like out), adjectives changed into nouns(like the old), etc.Derivations.Generally prefix and suffix are added to words to alter their part of speech and meaning.For example, ―-r‖ is added to the verb ―write‖, and the noun ―writer‖ is formed.―Dis-‖ is added to the verb ―like‖, then the antonym ―dislike‖ got.―Ness‖ is added to the adjective ―nice‖, and then the noun ―niceness‖ formed.The following are some common affixes:

Noun affixes:-ness,-or,-er,-tion,-ence,-ian,-ess,-ty,-al,-sion； Verb affixes:-fy, en-,-ize,-ate;

Adjective affixes:-y,-ed,-ful,-tive,-able,-ing,-ish,-less,-y;Negative affixes: dis-,il-, im-,-in, anti-, mis-, non-;

If students have mastered these common affixes, they can be more skillful in applying words in practice.Compound.Compound words are formed by two or more words, which are easily understood.For example, a noun and a noun: policeman, blackboard, weekend, airplane, chairman；a gerund and a noun: waiting-room, living-room, dining-room；a adjective and a noun: gentleman, blue-sky, warm-heart, present-day.Besides, there 7

are also compound words that consisting of adjectives and verbs, prepositions and nouns, verbs and adverbs, adjectives and adverbs, etc.Very word has its unique traits and if students find and take advantage of them, they can go further and avoid cram up.2.1.2 The factors of students’ physiology and psychology.Education must adapt to students’ growth.It must be based on the development situation of personal physiology and psychology, development rules, mature mechanism, as well as fit for a certain level of growth, the developing order, all-round cultivation, uniqueness, etc.Thus, education can be a reliable insurance(Li Sen &Chen Xiaorui，2009:59).The Senior High students are transmitting from youngsters to adults, and finalize their shapes and personalities.Though their bodies and minds become mature gradually, their intelligence is more and more perfected, and their improvement on the faculty of memory, judge, logic thinking is outstanding, there appear many conflicts and contradictions.Above all, they strengthen their self-consciousness, independence of judging things, and competence of analyzing;on the other hand, their psychology is so unstable and sentimental that they are easily disturbed by outside things and will easily rebel others.Second, their perseverance increase to a higher level, and they can control and drive themselves to some extent;however, they still lack of willpower, and easily turn impulse and paranoid.Third, they are very enthusiastic and self confident;but they are also conceited.When they fail, they can never recover and then they will feel the study is boring.In addition, the day they step into the Senior High schools, they begin to burden all kinds of pressure, especially the college entrance examination.This results in their anxiety, tense, and tiredness.Based on the above analysis, one can judge that those students’ potential to learn is endless.But if the English teachers merely add the task of remembering and doing exercises, or just tell them some skills to cope with exams, their subjective initiative, activity, and the ability to think can’t find a way out.As a result, teachers, the ones that they can depend on, will one day make them lose their own thinking and creativity.Therefore, under the New English Curriculum, tedious lexical teaching approaches should be renewed, students’ potential needs exploiting, and passing exams is not that important as previous.To find out efficient methods, in what way students want to be taught must be taken into consideration.To sum up, I think that the approaches which can activate students’ initiative and interests, that to say, fit for their physiology and psychology, deserve the description ―efficient‖.2.1.3 Teaching procedures should be in line with the memory law.The great psychologist, H.Ebbinghaus discovered that lethe begins upon the moment the study stops.While the process is not heterogeneous.First, the Lethe’s speed is fast and quantity large, and then its speed will slow down and quantity small(Yang Hong&Wu Tianwu&Wang Chengxiang, 2006:143).As to daily study, teachers need to supervise and urge students to make a plan of remembering vocabulary and conduct it regularly.Sometimes, tests are supposed to be given to help them consolidate their impression and understanding.To deal with the newly learnt words, teachers can introduce this method: remembering the words every a unit time.For example, a student learns 10 words in 5 minutes in the morning;and uses another 5minutes to review in the middle of the morning;and repeats the review in more times until the student can remember all of them.What’s more, in daily class, teachers repeat the words to make them notice and review.In addition, contexts and scenes are supposed to be introduced.2.2 Feasible teaching approaches on English lexicon.2.2.1 The importance of the context and extra-curriculum reading.There is no doubt that all kinds of efficient methods have been put forward and applied in practice.Among these methods, one can find out that the most popular ones are like conversion, derivative, compound, acronym, blend, backformation which have been mentioned above.What’s more, introducing some social common sense by using the target word, giving students some scenes or contexts to figure out the word’s meaning, making some comparison between the similar words and

phrases, using the target words to tell or make up stories which can interest students, are also prevail among the Senior High classes.However, the context is the crucial factor or medium which determines different connotations of the same word, that is to say, without the context, a word’s diverse meaning can’ t be conveyed, and this word means little to the learners.As a result, learners can understand the same word in different texts, let alone use it flexibly.There is a common view that different contexts can endow the same word different connotation.On the other hand, individual words are critical in building blocks in text-meaning construction, efficient in converting graphic symbols into sound or meaning or information, and indispensable in comprehension(Keiko Koda, 2007:29).All in all, reading texts and studying glossary are simultaneous, and each of them benefits the other.From this reason, one can judge that lexical learning or teaching can’t be separated from the context.But in the textbooks, there are indeed many writings and grammar points, which are mastered by the students skillfully.Then why they can’t understand other texts from extra-curriculum materials, consisting of the same vocabulary they have learned? And why they can’t use the same glossary elastically in another way which is different from the usage in the text book?

That’s because students are lack of extra-curriculum reading.Repeated contact with a large amount of words in print is potential to gaining scholarly glossary, and developing techniques for studying new words from texts.It is quite necessary.While in most Senior High schools’ English classes, the textbook is the main-oriented material and teachers spend little time to notice the importance of extra-curriculum reading to students’ study.And then students have the excuse that it is not necessary to read other things because their main objective is to pass exams and get high scores and the teachers design the exams in line with the textbook.So this is a vicious circle in our education.So, from here, one can discover the reason for the students do little extra reading in English.If effective methods are intended to acquire, extra reading must be encouraged and studying new words in personal-suit ways should be incited.Nevertheless, teachers can’t spend much time in guiding students to do extra-reading in class because the class time is limited and the chief aim is to meet the syllabus’ requirements.Therefore there must be a plan, which both can make teachers have time to lead students to do extra-reading, and doesn’t affect the teaching procedures.But how to design that kind of plan? 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches.To assure the normal teaching process, teachers can lead students just do extra-reading once or twice a week.However, there are so many good methods to teach words.And if teachers merely use only the context, that will be tedious and soon the students will get bored.So how can the teachers balance the context and the vivid atmosphere?

As far as I am concerned, using the context as a medium to convey multiple effectual lexical teaching approaches.Well, maybe it makes people feel confused.Let me explain.Teachers can choose one passage from the extra-reading exercises as an example, but the passage must be suitable for students in both the degree of difficulty and rationality of arranging the new words.In that case, teachers have to figure out which level of English and vocabularies have the students are in, which part the students know well and which part they should make efforts to remedy.Referring to the passage ―After Divorce‖ in Appendixⅱ, one can see clearly how to make it.First, the passage is given with the 10 new words which are going to be learnt, and phonetic symbols are showed just after these words to facilitate students to pronounce.Second, after students finish the whole passage, they ought to know the main idea of the passage.Then, they’ll do a test.In the text, 10 questions are designed directed against the 10 words one by one.These questions are mainly about the words’ meaning, and conducted to let the students to dope out their meaning according to the context.Each question has 3 options that show 3 kinds of meaning of the same word, and students are required to choose the best one due to their

understanding.Third, the teacher leads students to analyze these questions one by one.While I have mentioned that each has its own traits, so various ways are encouraged to use that is to say, each word has a special way to learn.The specific learning procedures of each word is showed obviously in Appendixⅱ.And here I just select some typical points to discuss.Take the first word, ―split‖ for example, this word is very simple, but it is not easy to remember because its pronunciation /split/ and spelling will easily make students mix it with ―spilt‖, ―slip‖, ―splice‖, ―spiel‖ etc.So I suggest that teachers can use phonetic factors to remember.Above all, teachers teach students to enunciate the phonetic symbol ―sp‖, and to generalize some words containing the same sound: speed, space, spot, speak, spic, etc.Then, teachers can teach students to articulate the sound ―spl‖, and classify some words owning the articulation, splat, slake , spleen, splice, spore, etc.Therefore, the word ―split‖ can impress students well with its pronunciation.In addition, teachers can introduce the phrases ―split the vote‖, ―split the ticket‖ to students.In this way, students can learn something about the American election as well as the phrases themselves.I think this is better than only explaining the word or phrases.The same way is also applied to explain the second word ―parochial‖, the third word ―welfare‖, the fifth word ―utilities‖, etc.Another way is to use derivatives.For instance, the forth word ―comfortably‖, here I adopt derivatives.First of all, this word is derived from ―comfort‖, from which one can get a series of words.Com-in ―comfort‖ originally means combination/commonness, or serves as a root to stress the tone.And the ―-fort‖ originally refers to strengthen/enhance/reinforce.So the word ―comfort‖ can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Based on this, ―comfortable‖, ―comforts‖, ―comforting‖, ―comforter‖, ―comfortably‖ are got.The same way is suitable for the seventh word the eighth one ―extended‖.Then, I must mention that using interesting story to arouse students’ interest in

learning the knowledge the teachers are talking about is very popular nowadays.In the passage After Divorce, the word, ―teased‖ whose archetype is ―tease‖, is imparted through a fair tale.To explain the phrase, I use the story of the Crow and the Fox which has been very familiar to all the students in their childhood.Here it is used to show the fox cheats the crow to drop the meat from her mouth with a cunning strategy.This action of the fox is called ―to tease out the meat from the crow‖.Among the ten words, the tenth one ―hardship‖ is a compound word.In this situation, when learners meet it, first of all, they need to find how many words subject to ―hardship‖.It is easy to know that there are two words in it: ―hard‖ and ―ship‖.―Hard‖ means strict, severe, difficult, tough, solid, rigid, etc, and ship is a noun and verb meaning a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship, friendship, headship, relationship, etc.In this case, hardship can be explained this way: a sort of difficult situation.Besides all of above, I also use turn scenes into sentences which contain target words to require students to think out the word’s meaning in differences.This is used on the word ―split‖, ―teased‖, ―extended‖ in the passage After Divorce.What’s more, giving students target word’s synonymies and anonyms which I have used to explain nearly all the ten words.Perhaps limited by the passage, many interesting and effective methods are not adopted in these words.While if possible, teachers can integrate more in teaching.For example, telling differences between two or more words and phrases, making dialogues, reciting tongue twisters, making up short stories.Forth, after learning all the words, students are asked to reread the passage and redo the questions.At the same time, their speed should be much quicker.Fifth, students may forget what they have learnt very quickly within 24 hours.Consequently, the next class, teachers have to review those words for them.But, that will make the students passive.Therefore, students need to do the review themselves.They should work in groups, and each group has 2-3 people.The task is

that each group has to come up with a way to deepen the memory of at least two new words.They can copy the teachers’ way but their explanation must be correct;they can also create new ways like singing a song, playing a game, reciting something, doing some comparison, etc.However, since time is limited, their review should be controlled within 10 minutes.And every class, 2 or 3 groups are supposed to perform.As to the rest of the words which have been learnt last time but not reviewed by groups’ performance, teachers can help students go through them in 5 minutes.2.2.3 Activities to help remembering words.Although some students have a very large vocabulary, they always do badly in exams.To some extent, it is because they don’t know how to use them.And they are under great pressure of the college entrance examination, and have much exercise to do.So, English teachers can plan some activities to arouse their initiative in lexical learning, and use their mastered glossary in practice.These activities can be words’ competition, using given words to make up a short story in 5minutes, singing English songs, watching interesting movies and then taking notes to repeat the plots in English, debates, etc.Whatever ways teachers apply, the aim is to enhance the students’ ability of using what they have learnt in practice.This benefits a lot to their listening, reading comprehension, writing, speaking, and even single option.And this method can also lessen their stress, finding some pleasure similar to the undergraduates.14

Conclusion

It’s easy to point out the drawbacks of teachers’ teaching pattern;it’s a bit difficult to figure out the reasons;the most difficult thing is to feel the feasible ways of teaching and they will turn out effective in practice.While teaching lexicon is a very applicative technique, in that case, if one designs new methods to teach, he must conduct it in class.And based on observe and study teaching situation and the average level of the student body in a certain school, one can come up with the authentic problems and set a point where teachers should focus on their weak parts and make great efforts to improve.Only in this way can the methods agree with the real conditions, and turn out successful.As to new teachers, raising some new approaches to solve teaching lexical problems is not an easy thing.Therefore, except doing and analyzing investigates, and comparing different results caused by different methods, they need to consult those teachers who have rich experience, and good at managing the whole class.Perhaps not all the suggestions those teachers give are suitable for a certain school, but one can combine the advice with the local situation, and come up with the way fit for the class.That’s to say, selecting the ones fit the teachers’ personalities and the students’ study.Besides that, as I stated before, taking the factors: rules in vocabulary itself, students’ physiology and psychology, the memory law into consideration is really an important stage.And the method, using the context as a medium to convey multiple effectual lexical teaching approaches is just a minimum one, and whether it suits specific classes, one needs to implement it and refine it.Anyway, this procedure is mainly to explain in all kinds of ways.Thus, it can not be avoided that the students will get tired to some extend.Therefore, I propose some activities which interest students and provoke their potential.And of course, teachers need to consider the local conditions.Generally speaking, watching movies, performing a play, holding a debate, etc are all ways to make students learn something and happy.Bibliography 崔刚，孔宪遂，《英语教学十六讲》，北京:清华大学出版社，2009。

王晶，《词汇深度知识及其在教学上的运用》，辽宁：沈阳航空工业学院外国语学院，2009（11）。

Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英语词汇及起源》，北京: 清华大学出版社，2002。

李观义，《具有中国特色的外语教学法》，上海：上海外语教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍谦光，《语义学导论》，长沙：湖南教育出版社，1998。

李森，陈晓瑞，《现代教育学基础》，上海：华东师范大学出版社,2009。阳红，吴天武，王呈祥：《心理学新编》，武汉：华中师范大学出版社，2006。蓝纯，《语言学概论》，北京：外语教学与研究出版社，2009。

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Appendix A 新课改下高中学生对英语学习和英语单词记忆问卷调查

调查对象：西南石油大学2012届成都籍新生

调查人数：100人 调查时间：2012年9月1日~2012年9月9日

调查人：周均梅

1.你在做英语试卷的时候，觉得哪部分是最难的？（）

A．听力（40％）B.单项选择（4％）C.完形填空（32％）D.阅读理解（12％）

E.书面表达

（8％）

F.短文改错（4％）2.你一周上英语课的节数（不含晚自习）（）

A.14节（20％）B.12节（28％）C.11节（16％）

D.10节（8％）

E.9节（4％）F.8节（0%）

G.7节（0%）

H.6节（24%）3.你有没有制定自己的记忆单词的计划？为什么？（）

A.有，这样可以帮助我更好地巩固单词，形成单词记忆的系统。（12％）B.没有，感觉没必要，平时要考试或者听写的时候再临时记忆。（32％）C.有时，但是不能坚持，缺乏毅力。（48％）D.从未，我不喜欢学习英语，觉得记忆单词非常枯燥。（8％）4.在英语课堂上，你喜欢―老师努力讲解，学生认真听和记笔记‖这种教学方法吗？（）

A.非常喜欢（8％）B.喜欢（12％）C.还可以（48％）

D.不喜欢（32％）5．你会对学过的单词做及时的复习吗？（）

A.会复习（28％）B.不会复习（24％）

C.有时复习（44％）

D.大部分时间会复习（4％）

6.到目前为止，你认为记忆单词最有效的方法是？（）

A.老师指导的方法（20％）

B.自己总结的方法（44％）

C.同学介绍的方法（20％）D.其他方面的方法（16％）

7.你在读英语文章碰到生词时，会查字典吗 ？（）

A.读完文章后推测该词的含义，再查字典（28％）B.先停下来查字典，确定其含义后再继续读。（28％）

C.只要了解文章大意，推断出文章的大意即可（8％）

D.知道文章的大意就好，没必要追究每个单词的含义（36％）

8.你平时记忆单词的时候，会把拼写相似、含义相近或相反、发音相似等词进行联系记忆吗？（）

A.经常会(16％)

B.偶尔会（64％）C.一般不会（8％）

D.从不（12％）9.你记忆生词时会将该词的名词形式、动词形式、形容词形式、副词形式以及其基本用法综合记忆吗？（）

A.经常会（12％）B.偶尔会（48％）

C.一般不会（28％）

D.从不（12％）10.你认为标准发音和单词记忆有联系吗？（）

A.完全无关（20％）

B.正确发音能增强学生语感，帮助正确拼写单词（40％）

C.有一定联系，但不大（20％）

D.不清楚（20％）

11.你是喜欢老师以―单词读音—单词含义—单词运用‖的教学方法一个人讲解，还是喜欢参与小组讨论、与同学合作学习的方法来记忆单词？（）

A.老师一个人讲解，学生做笔记（12％）

B.两种方法都用会比较好（32％）

C.比较喜欢与同学讨论，合作性学习（48％）

D.用任何一种都行（8％）12.学习新单词的时候，老师会提供一定的语境进行练习吗？（）

A.经常（44％）

B.偶尔（28％）

C.很少（16％）

D.基本没有（12％）13.你所在的学校，已经使用多媒体对英语进行教学了吗？（）

A.是的，全多媒体教学（32％）

B.是的，偶尔使用（24％）

C.有在用，但是很少（20％）

D.基本没有（24％）

14.通常你的英语老师会用一些有趣的方法帮你记单词吗？（例如：编顺口溜、玩游戏、讲故事）（）

A.经常（14％）

B.偶尔（32％）

C.很少（24％）

D.基本没有（32％）15.你认为老师应着重哪些方面的讲解（）（可多选）

A、语法（20％）

B、词汇（28％）C、翻译（44％）

D、语篇分析

（28％）

E、做题技巧（16％）

16.你认为大学英语教学的重心应该是（）（可多选）

A、语法（16％）

B、听力（48％）

C、阅读（20％）

D、口语（44%）

E、写作（8％）

17.你认为在英语课堂中，最有利于提高你的英语能力的活动是：（）（可多选）

A、两人对话（12％）B、小组讨论（28％）C、个人发言（36％）D、其他（24％）18．每天你课外学习英语多长时间？（）

A．2小时以上

（8％）

B、1小时左右（40％）C.一个半小时左右（16%）D、少于1小时（36％）

19． 你阅读除课文以外的其它英语读物吗？（）

A、经常（20％）

B、偶尔

（20％）

C、从不（40％）20.在听英语时，碰到生词我会跳过生词继续听下去。（）

A、非常同意（12％）B、同意（48％）

C、不同意（12％）D、无所谓（28％）21.在英语课上，我注意老师在口语表达中常用的词语（）。

A、经常注意（12％）B、有时注意（52％）C、没注意过（20％）

D、他用什么词语与我无关（16％）

22．我会有选择的记忆课外阅读材料中碰到的生词和未学过的短语。（）

A：非常同意（18％）

B：同意（30％）C：有点同意（18％）

D：有点不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在听力时碰到生词，我会尽量记住生词的发音，然后根据发音在字典上查找它的拼写及相关意思。（）

A：非常同意（20％）B：同意（20％）C：有点同意（36％）D：有点不同意（20％）

E：不同意（4％）

F：非常不同意（0%）24．写作文时我尽量使用刚学过的生词和短语。（）

A：非常同意（32％）B：同意（40％）C：有点同意（12％）D：有点不同意（8％）

E：不同意（4％）

F：非常不同意（4％）

25．我用重复念和重复拼写的方法来记生词。（）

A：非常同意（28％）B：同意（48％）

C：有点同意（8％）D：有点不同意（12％）

E：不同意（4％）F：非常不同意（0%）26．记单词时，我会联想有关的同义词或反义词。（）

A：非常同意（20％）

B：同意（28％）C：有点同意（16％）

D：有点不同意（20％）

E：不同意（16％）

F：非常不同意（0%）27．记单词时，我经常联想同词根的词。.（）

A：非常同意（8％）B：同意（40％）C：有点同意（44％）D：有点不同意（12％）

E：不同意（16％）F：非常不同意（4％）

28．学习单词时，我只记忆精读课本词汇表上列出的词。（）

A：非常同意（20％）B：同意（28％）C：有点同意（12％）D：有点不同意（20％）

E：不同意（20％）F：非常不同意（0%）

29．我不仅学习词汇在课文中的意思，而且学习词汇在课文以外的意思。（）

A：非常同意（20％）

B：同意（40％）

C：有点同意（12％）

D：有点不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我课外主动看英语电视和电影。（）

A：非常同意（12％）B：同意（44％）C：有点同意（28％）D：有点不同意（8％）

E：不同意（8％）

F：非常不同意（0%）31．我坚持每星期用英语写一篇日记。（）

A：非常同意（8％）B：同意（28％）C：有点同意（24％）D:有点不同意（16％）

E：不同意（24％）F：非常不同意（0%）32．我经常去英语角和别人交谈。（）

A：非常同意（24％）

B：同意（24％）

C：有点同意（12％）

D：有点不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主动通过生词的汉语意思来记住所学的生词。（）

A：非常同意（4％）B：同意（32％）C：有点同意（24％）D：有点不同意（24％）

E：不同意（12％）

F：非常不同意（4%）

Appendix B After Divorce My parents divorced/ di′v ɔ:st /（离婚）when I was two, and the repercussions/、ri:p ə ｀k ʌ ʃ ə n/(影响)of their split /split/lasted long after it was final.My mother was a parochial /p ə｀rəukiə l/school teacher who earned just enough to stay off welfare/｀welfεə /, but not enough for us to live comfortably/｀k ʌ mf ə t ə bli/.Utilities /ju:｀tiliti/in our home were shut off（不够用）from time to time, and it seemed like we would never catch up.My mother also worked nights, so after school I would go to my grandparents' house.I spent little time with my mother because she worked during the week, and eventually(最后)on weekends, too.My most painful memories of that time are not of being teased/ti:zd/ for my limited wardrobe/｀w ɔ:dr əu b/, or the times we had no running water because my mother missed payments.The most difficult experience was watching my mother cry at night, while I hugged her and told her I loved her.Through all this, I learned so much.I came to value education, family and faith.I worked hard in school, and earned good grades.I learned from my mother's example(she went back to school after three children and a divorce)that it is important for a woman to go to college and not depend on a man.I came to value extended/iks｀tendid/ family support and developed a close relationship with my grandparents and cousins because I was with them so much while my mother

worked.Last, my faith became very strong.Although my mother was very busy, she made sure we all went to church together every Sunday.Most important, we did not blame God for our situation.Instead, we thanked Him for the good things in our lives.We were grateful for the people who cared about us, for not being on the streets, and for good health when we did not have health insurance/in｀ʃ uərəns /.My parents' divorce caused hardships/｀ha:dʃip/ and pain, but it was also an experience that I would not change because of how much I learned.1.What does the word ―split‖ mean?()

A.An opening(裂缝)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(战利品)or money.2What does the word ―parochial‖ mean?()

A Relating to or supported by or located in a parish(教区)；

B.Narrowly limited in outlook or scope;C.Some place which is too far away or remote.3.What does the word ―welfare‖ mean?()

A.Governmental provision of economic support to people in need.B.Something beneficial that aids or improves someone’s life or well-being.C.A contented(满足的)state of being happy, healthy and prosperous(繁荣的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒适);without stress.B.In physical comfort.C.In financial(经济的)comfort.5.What does the word ―Utilities‖ mean?()

A A company that performs a public service;subject to government regulation.B Some daily tools or things used in household such as soap(肥皂)and washing powder.C The quality of being of practical use.6.What does the word ―teased‖ mean?()A.Feeling mild pleasurable excitement.B.Mock or make fun of some one;playfully.C.Annoy(使 烦恼)persistently（不断地）7.What does the word ―wardrobe‖ mean?()

A A tall piece of furniture that provides storage(储存)space of clothes;has a door and rails or hooks for hanging clothes.B Collection for clothing belonging to one person.C Collection for costumes(服饰)belonging to a theatrical（剧院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延长);B Great in rang(范围)or scope(视野)C Became large in material(物质)rang or stretched forth 9.What does the word ―insurance‖ mean?()

A Promise of reimbursement(退还，偿还)in the case of loss;a kind of business paid to people or companies that so concerned about danger that they have made B Written contract or certificate of insurance;

C Protection for the safety of somebody or something.10.What does the word ―hardships‖ mean?()

A Situation in which your life is difficult or unpleasant, often because you don’t have enough money.B Ships which is old and can’t work well.C Some problems which are hard to solve.Following is the teaching procedures: 1.Split.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Then give them its part of speech.And its elementary meaning is‖分开、分裂、断裂、分担‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/divide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―联合、团结、联系、结合‖，which in English we can say ―unite/connect/combine/together/same/cooperate, etc‖.②Give students the following sentences and ask them to figure out what split means in each sentence:

*If something splits or you split it, it is broken into parts.*A split in a group is a disagreement between its members.*A split is a long crack.*If some people split something, they share it with each other.③ Giving some usage of split in order to help students to consolidate their impression about it.Ask them whether they know ―split the ticket/split the vote/split one’s side‖.Then Teacher explains them in details.*split the vote:(the candidate, the small parties)to attract another candidate’s or party’s votes causing destruction to both sides and makes the third win.And this usually happens in the western countries.*split the ticket: to vote for more than one party.*split one’s sides: to laugh very happily so that one will press his belly.④Based on these analyses, Teacher lets students look at ―split‖ in the passage, identify its meaning and finish exercise 1.2.Parochial ①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Generally speaking, it is adjective.When teaching this word, Teacher shows the meaning in English;at the same time, students guess it in Chinese.For example, parochial is closely connected with parish;it also refer to ―narrow/limited/ short sighted/small-minded‖ ②Parochial school.It is a kind of religious school, as a sort of assistant education of normal one in West countries, especially America.Another narrow usage is that it refers to the grammar schools of Christianity established by small parishes.As to British education, the parochial schools set up by the national religion form the basis of the educational system assisted by the state.③Some collocations and use in scene.For example: *parochial affairs;

*He is too parochial in his outlook because he is in parish.④Based on these analyses, Teacher lets students look at parochial in the passage, identify its 21

meaning and finish exercise 2.3.Welfare.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with benefit/prosperity/interest/advantage/health/peace.So students can guess its basic meaning is ―福利、健康、安宁、幸福‖.And it is a noun.②Next analyze its formation to make it impressed on students.From its spelling and pronunciation we can jude that welfare consists of two parts: ―wel‖ and ―fare‖.―Wel‖ is similar to well, and we can treat it as ―good/fine/well‖；on the other hand, ―fare‖ convey the meaning ―fee/the price of ticket/food‖.In that case, the compound word ―welfare‖ is associated with benefit/prosperity/interests, etc.③ Teacher gives students some expressions of welfare in our daily life.* welfare fund

*social welfare

*welfare state

*child welfare

④Based on these analyses, Teacher lets students look at ―welfare‖ in the passage, identify its meaning and finish exercise 3.4.Comfortably.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with cosines/ease/pleasure, etc.What’s more, it is an adverb.② Point out that comfort is comfortably’s derivation.Let’s start from the derivation, comfort(it can be a noun and a verb), which can be divided into two parts: ―com‖ and ―fort‖.The root ―com‖ is interrelated with combination/commonness, that is to say, it means ―共同的‖in Chinese;on the other hand, it serves as a root to stress the tone.The root ―fort‖ is closely linked with strengthen/enhance/reinforce, which mostly means ―加强‖in Chinese.So the word comfort can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Comfort +-able(an adjective derivational morpheme, meaning‖可……的‖ in Chinese):comfortable(舒适的)；

Comfort +-ing(an adjective derivational morpheme, meaning possessing a certain quality): comforting(令人舒适的)；

Comfort +-er(an noun derivational morpheme, meaning a kind of people or thing): comforter(安慰者、羊毛围巾)；

Comfortable +-ly(an adverb derivational morpheme): comfortably(舒适地)；

Comfort +-s(a plural derivational morpheme，standing nouns): comforts(令人愉快的人或物)③Give some expressions used in daily life, and set a scene to make students to use them in conversation.*comfortably off

*creature comforts

* comfortable winner ④Based on these analyses, Teacher lets students look at ―comfortably‖ in the passage, identify its meaning and finish exercise 4.5.Utilities.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher leads students to figure out its archetype ―utility‖, which can be both a noun and a adjective.Being a noun, it possesses two parts of meaning.On the one hand, its meaning is abstract, sharing the same connotation with effectiveness/use/function to some degree;on the other hand, its meaning is concrete, sharing the same connotation with service/ public welfare/tool/implement to some

degree.Being an adjective, it means useful in many ways or works.Teacher gives definitions or examples to make it more clear to students:(1).The utility of something is its usefulness.(2).A utility is an important service such as water, electricity, or gas that is provided for everyone, and that everyone pays for.② In English, the root ―util-‖ refers to ―use‖.In that case, ―-ity‖ is added to it to form a word ―utility‖, connecting with ―use‖.③So Teacher show students some utility’s phrases.First, let them guess;And then give them the answers;Last, set some scenes to practice.*utility pole

*domestic utility

*utility service

*utility room

*utility theory ④Based on these analyses, Teacher lets students look at ―utilities‖ in the passage, identify it-s meaning and finish exercise 5.6.Teased.①Giving basic information about this word, which is: Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher point-s out that its archetype is tease, which can be a noun and a verb.As a noun, it has the meaning of ―someone who likes laughing at or playing jokes on others‖.As a verb, it means ―to laugh at others or make jokes about them in order to embarrass, annoy, or ups-et them.‖ Teacher shows students several sentences to deepen their comprehension.*My brother is such a tease.*The best way to deal with a tease is to ignore him.*The other boys tease him because he is fat.②From tease, one can get teaser, possessing the same meaning as ―someone who likes laughing at or playing jokes on others‖.What’s more, it refers to ―a difficult question, especially in competition‖.For example, whether to accept this offer is really a teaser.③ Teacher uses the tale of the Crow and the Fox to explain the phrase ―tease out‖.ThenTeacher gives a conclusion: the phrase means using some cunning way to get certain information / solution/secret/profit, etc.So in this tale, the fox tries to tease out the meat from the crow.More sentences are imparted: *They try to tease out the answer without appearing to ask him.*The thief intended to tease out the key to the door from the baby.④Based on these analyses, Teacher lets students look at ―teased‖ in the passage, identify its meaning and finish exercise 6.7.Wardrobe.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is a nou-n.When one sees this word, he can get the same meaning from closet/bureau, and kn-o w that it means ―a tall cupboard or cabinet in which one can hang your clothes‖.More sentences are showed to students:

*Someone’s wardrobe is the total collection of clothes that they have.*She stuffed her clothes in the wardrobe.② Wardrobe can be divided into two parts: ―ward‖ and ―robe‖.Ward: as a noun, it means ―a room in a hospital which has beds for many people, ofte-n people who need similar treatment‖(病房)or ―a district which forms part of a political constituency or

local council‖（行政区、选区）.*Ward off(v.avoid)

*warder(n.someone who works in a prison supervising the prisoners.)

*warden(n.doorkeeper/the head of a county)

Robe: a loose piece of clothing which covers all of your body and reaches the ground.(睡袍)For example, she put her robe on the chair.*Work robe

*baby robe

To sum up, the word, wardrobe can be explained this way: a cabinet where one’s clot-hes are deposited.③Based on these analyses, Teacher lets students look at ―wardrobe‖ in the passage, identify its meaning and finish exercise 7.8.Extended.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.First, Teach –er shows students its archetype ―extend‖.Extend is a transitive verb and intransitive verb.And ―extend‖ contains two-faced meaning.On the one hand, it approximates to reach /increase/expand /enlarge /stretch/ magnify /broaden/ lengthen out, meaning ―延伸、增大、扩大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―给予、捐赠、分配‖in Chinese.Some examples are given: *The boss extended money to create new products.*This metal will extend when it is heated.②Extend can be separated into two parts: ―ex-‖ and ―-tend‖.Ex-: A: to make something out, such as exclude/expel/expose/extract, etc.B: something or someone is no longer the one it or he once was, such ex-wife, ex-president, ex-colonial.Tend-: A: to notice/ look after /care/mind, etc.B: something is likely to happen frequently;someone is likely to behave/say in a certain way.To sum up, ―extend‖ basically can be explained this way: something is likely to get larger/more/longer/out/spread.More meaning of it is show in the following sentences: *This speech has extended for two hours.(持续)*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(发出)③Based on these analyses, Teacher lets students look at ―extended‖ in the passage, identify its meaning and finish exercise 8.9.Insurance.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Generally speaking, it is a noun, meaning an arrangement where you pay money to a company, and they pay money back once something bad occurs to you, such as if your belongings are stolen or damaged/ if you catch a severe disease(保险);What’s more it also refers to some measures done to make up great loss in future（保险措施）.②Teacher tells students that insurance’s verb is insure(intransitive and transitive).And insure can be analyzed as following: insure consists of two parts: ―in‖ and ―sure‖.In-: inside;in power;on position or it is a negative affix.Sure: certain;firmly assure something;and it can be both an adjective and adverb.Therefore we can explain ―insure‖ in this way: one is certain about something heartily(确

定)；one promises somebody something(保证);one safeguards somebody/something（保护）.Moreover, some synonyms are offered: *assure

*affirm

*guarantee

*certify ③Teacher introduces some expressions used in daily life: *insurance company

* insurance act

* insurance law

*insurance amount

*insurance industry ④Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 9.10.Hardship.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is usually used as a noun, approximating to ―difficulty/ trouble/ handicap, etc‖.②Two parts(hard and ship)forms ―hardship‖.From this, hardship is defined as a compo--und word.Hard: strict, severe, difficult, tough, solid, rigid, etc.Ship: a noun and verb;a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship/friendship/leadship/relationship, etc.So in hardship,-ship means a kind of situation, and hard refer to difficult.Thus, hards--hip signifies a sort of difficult situation.③Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 10.25

第四篇：如何才能写好毕业论文？

如何才能写好毕业论文？

如何才能写好毕业论文？是我们很多在职或非在职研究生朋友们比较头疼的一件事。毕竟有些朋友们更擅长实际应用，而非擅长写作措词。实际中可能做得来，但未必写得来，更未必能写得好。看着别人的一篇论文能够成为毕业论文范文，心里那个羡慕啊。凡事都要讲究方法、技巧。写毕业论文也是一样。你掌握方法、技巧的前提自然是熟悉、熟知原尾、掌握规则。试想如果连毕业论文的写作要求、毕业论文的格式规范都不清楚，我们该从何下手呢？我们的论文又从何做起呢？ 很多做论文的同学有个常见的毛病，把做本科论文的方法用到了做硕士论文，最典型的错误就是写一个某某系统的设计与实现（例如，某电子商务网站的设计与实现）。

其实硕士毕业论文不是贪大求全，只求正确的研究方法、必要的深度、若干创新以及实验数据的支持。硕士论文就是要求大家集中精力把一个点给写透彻就达到了研究的目的，如 果写透彻了也就达到研究生的要求：具有一定的学术研究能力。专家建议硕士毕业论文写作4要点：

一、搞清楚论文的研究方法

论文一定要先搞清楚研究方法，研究方法就是研究问题的角度。学校里面流行这样的说法：本科生是做有问题有答案的题目，研究生是做有问题没有答案的题目，博士生是做没有 问题没有答案的题目，硕士论文研究方向往往是导师定的，大的研究方向是不会错的（导师把好方向舵，大政方针不会错）。由于对于同一个研究方向，往往有很多种研究方法，刚开始研究时往往有些摸不着头脑，脑袋里面是浆糊，人云亦云，天天换方法。我有段时间就是不知道用什么方法好，总是换方法，到头来自己都头晕而且研究工作没有太大的进 展。

二、掌握论文创作的深度

论文一定要有必要的深度，没有必要深度也就泛泛而谈，空乏无物。论文的深度决定于你研究的深度，只有先通读尽可能多的相关研究方向的文章，搞懂这些论文所用的方法，记 得摘录这些文章中提到了研究方法、研究的结论与不足之处。（这些摘录的内容可以直接体现在自己的论文的“研究现状综述”）通过比对目前已有的研究问题的方法与不足之处，选择合适的研究点进行重点研究，以求有些突破。在职研究生真正能够投入做论文的时间比较少，不求面的突破只求若干点的突破可能比较客观与实际。如果实在没有相当的深 度，至少要做一个本科生不能完成的工作应该是最低的要求。

三、论文要有创新点

论文一定要有些创新点，说到创新大家都觉得很为难，因为平日的工作往往都应用的是成熟的技术，工作中积累的是经验而不是理论的突破性的进步。其实创新点，我觉得倒是可 是换位思考，不求理论突破可以求算法改进，比如你可以修改一些算法让新的算法比已有算法更贴近工作的实际需求；不求技术的完全创新，可以找到技术的改良与改进，改良与 改进同样也是创新；不求技术的改良与改进，但可以换一个思路或方法来实现，新的思路和方法不也是体现了创新。

四、实验数据的重要性

实验数据的整理是不能忽视的一环，因为在论文中必须用实验数据说话，必须证明新的思路比已有思路要好，新的软件算法比已有软件算法在时间、空间上有更多的优势。没有实 验数据证明的理论其说服力非常的空洞，实验数据的整理可以包括以下几项：

1、与已有软件产品或算法的横向对比；

2、多角度证明新的方法具有推广意义与实践价值。

3、应用一 个可以直观比较的衡量标准，让比较更加显而易见。

第五篇：金融分析师考试一次性通过经验

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CFA 备考一次性通过经验

第一，最重要，不管复习的怎么样，一定一定要去考试。我三次考试每次都觉得复习不到位，考之前完全没想过自己能过。我一级抱着见世面的心态考的，二级抱着别浪费报名费的心态考的，三级考前一晚都想放弃了，转天早晨跟一起去的朋友说要不别考了去海边转转吧，后来还是硬着头皮去考了，甚至中午休息时都有放弃的念头，没想到竟然过了。

第二，不要盲目和别人比较，适合自己的学习方法才是最好的。我没有做笔记的习惯，甚至在书上划重点的情况都很少，甚至三级都没有做笔记。对比我认识的其他几个人: 一个还在读博士的同学笔记非常厚，尤其三级几乎把所有重点都抄下来了，每天背，最后三级过了。另两个和我一样在职考的同事笔记做的也都很漂亮，二级还没过呢。当时每次我看到他们的笔记就觉得自己没戏了。

第三，每级考试考察的能力都不一样，对症下药的复习才能事半功倍。我的理解是，一级就是科普，看两遍notes就没什么问题了。二级侧重在细节的理解和记忆，尤其是各种乱七八糟的公式和计算方法，看书看得细一些，公式记得牢一些就好了。三级是全面的理解，难点在上午的essay，下午的题考过一二级的人都不会觉得有难度。很多人说复习三级需要背很多，我因为时间问题一点没背，就是看了一遍书，两遍notes，把看到的都理解了，写essay的时候用自己的话有逻辑的写出来就好。

第四，做题因人而异。我一到三级的复习过程中，模拟题只在复习一级的时候做过半套题，书后题和notes的题都认真做。不是说我不想做模拟题，实在是没时间做。考二级的时候我是到考场看到试卷才知道半天只有60题。好在CFA考试除了essay以外的其他部分时间都非常充裕，三次考试除了考一级的上午和essay以外都差不多提前一小时交卷。

各位考生，CFA备考已经开始，为了方便各位考生能更加系统地掌握考试大纲的重点知识，帮助大家充分备考，体验实战，高顿网校开通了全免费的CFA题库（包括精题真题和全真模考系统），题库里附有详细的答案解析，学员可以通过多种题型加强练习，通过针对性地训练与模考，对学习过程进行全面总结。

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