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1 Week 6 Day No. Unit No. CD 1 26 Okinawa: Liberating Washington’s East Asian Military Colony 254 2 27 What' s it all about, IT? 509 3 28 Japan-U.S. Alliance for the 21st Century 409 4 29 What is Linguistics? (2) 1168 -- 5 30 Statement by the President in His Address to the Nation (Re: America on Attack) 594 6 -- Grammar Review 6: -- -- * Day 1 2 3 4 5 6 * 1 1000

Week 6 - someya-net.com · 6 FunctionalITy will be the key.The item that tops my wish list is an all-in-one PDA phone. My Visor comes close. With the modules I have, it serves as

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Page 1: Week 6 - someya-net.com · 6 FunctionalITy will be the key.The item that tops my wish list is an all-in-one PDA phone. My Visor comes close. With the modules I have, it serves as

1

Week 6 �

����������� ���������

DayNo.

Unit No.

������� ��� CD

1 26 Okinawa: Liberating Washington’s East Asian Military Colony

254

2 27 What's it all about, IT? 509

3 28 Japan-U.S. Alliance for the 21st Century 409

4 29 What is Linguistics? (2) 1168 --

5 30 Statement by the President in His Address to the Nation (Re: America on Attack)

594

6 -- Grammar Review 6: ���� "!$#&% -- --

��'��(����� )*�,+.-0/1��� �����2��324�5

*

Day �������

607 8$9�:

1

2

3

4

5

6

* ;=<?> 1 @ 1000 A�B�C

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Week 6 - Day 1 / Unit 26 Date: [ ]-[ ]-[ ]

Task 1: B�D�!*E��GF�H�I"F*JLKNM�OQP SG R'S2TGU�V�W(X0MGY[Z�\^]"_a`�bwpm cQF$d efX�gih2\

Okinawa: Liberating Washington’s East Asian Military Colony by Doug Bandow, (c) 2000 The Cato Institute

.S. military bases on Okinawa, / home to some 27,000 service personnel and nearly as many family members, / occupy one-fifth of the island. /

Although being stationed in an attractive western Pacific locale � may be pleasant for U.S. soldiers, / the pervasive American military presence / harms most Okinawans. /

Barbed-wire-topped fences � line major roads and cut across towns; / prime

commercial sites and beaches � are unavailable for civilian use; / accidents,

crowding, and crime � are constant annoyances; / live-fire military exercises

and aircraft flights � disrupt what would otherwise be a peaceful environment. / Okinawan demands for a reduction in the number and size of U.S. bases / have been growing, / especially since the election of Masahide Ota as governor in 1990. The pervasive U.S. presence, / made possible by America’s conquest of the island during World War II, / is a relic of the Cold War. / The end of the Cold

War � and the transformation of the strategic environment of East Asia / have

eliminated the need to deploy the Third Marine Expeditionary Force � and other military units stationed on the island— / as well as elsewhere in Japan. /

Proposals for new missions — / such as providing support for humanitarian

interventions — / are merely pretexts to preserve bases � that have outlived their usefulness. / After more than half a century of U.S. occupation, / the majority of Okinawans

U

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want the American troops to start going home. / It is time for Washington to oblige / by phasing out its troop presence, / not only in Okinawa / but in the rest of Japan as well, / as recently recommended by former Japanese prime minister Morihiro Hosokawa. //

jReading time = ( ) seconds j254 words k ( ) l 60 = ________ wpm

mNnpoNq=rts0upv'wyx[z|{N}[~������p�y�0���y�'�$�|�$���t�|m��a���0��� (�|��������

Words & Phrases ���'� )�

Task 2: B�D�!� &¡�¢�£Q¤iMGY[Z¦¥¨§�©&¡$ª«¢�¬�Z�­�®*¯�ª�� !�°$±G¢a²�PX0­�³Q´�µ�¶1·[¸�¹�ºQ»�´�!"F0¼�½�¾�\ 1. “A mere excuse, or an alleged reason for doing something” is a possible definition of:

a. intervention b. pretext c. relic d. annoyance

2. Which of the following is the closest definition of the adjective pervasive as it is used in the first and third paragraphs?

a. being present throughout and all over b. noisy and annoying c. protective d. strategic

3. Which of the following is the closest definition of the noun relic as it is used in the third paragraph?

a. something too important to forget and do away with. b. an outmoded practice or custom from the past. c. something intended to honor the memory of someone. d. a gift from the past.

4. The U.S. presence in Okinawa was made possible as a result of:

a. the election of Masahide Ota as governor in 1990. b. America’s conquest of the island during World War II. c. the end of the Cold War. d. the need to deploy the Third Marine Expeditionary Force in East Asia.

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5. Which of the following is NOT true about Okinawa? a. U.S. military bases occupy one-fifth of the island. b. Most prime commercial sites and beaches are unavailable for civilian use. c. People are asking for a reduction in the number of U.S. bases on the island. d. The majority of Okinawans welcome the U.S. military presence.

Task 3: ¯2ª�� ¢a¬�Z�­�B�D�!�¿�ÀGF�Á"Z"MfY[Zi\=Â�Ã�!�¹2ÄÅP�MiZ�A�Æ ¢¬�Z�­�®aÇ�È&¢ Words & Phrases F�É"²ÅX0­$Ê�ËÌX�­�Í Îagah�\ Ï�Ð�Ñ

CD FaÒ"Î�M2OQP¯�ª��GF�Ó�]2\ Ô ¯�ª��«F 2 ÕiÖ�]2\ ×ÙØ�Ú

!�Û�Ü&Ý 1 ÕÅ; 2 ÕÅ; Þ�·iß�·�à�á�VÌâ

Ò&Î�]�ã

Ö�]

� Words & Phrases j

occupy [------------] äNå*æ'ç�äpè$é�æ'ç�ä�ê�é�æ jstation [------------] [ ë ] ì¨í�î�ï'ðñ0ò$ó�ô�õ�æ'ç�ö�÷�é�æ jlocale [------------] ìùø[ú*û�ü|ý�øaþNñ0ÿ��aç ( ����û��2î�ïtþ ) �� jpervasive [------------] �ð�� �'õ�æ (= being present throughout and all over) jbarbed-wire [------------] è������ (= twisted wires armed with barbs or sharp points) jannoyance [------------] ���$ç[û��������|þ jdisrupt [------------] ��é*ç��*é (= to interrupt the normal course or unity of; to throw

into disorder) jwhat would otherwise be ô��|î��� ��!�"�#�æ $�%�&[þ jrelic [---------] ì('�)aþ [ *�+�,-�aþ ] ñ�.�/�ç ì10�24365-2iþNñ�.87�ç�9-��ü0þ�7 jdeploy [------------] ì¨í:�ðñ�ö�÷�é�æ'ç ; <Né�æ jThird Marine Expeditionary Force = 3 >-?�:�@�A*í jhumanitarian intervention [ ------------] 2�BC D8EGF�H jpretext [------------] IKJ (= an excuse, or an alleged reason for doing something) joutlive [------------] ! L�MONQP ìSR��ñ�T�æ joblige [------------] D�U�ðWV X[é*ç�Y�Z2ðW[*é => obligation \SD�U]�þ|ë�^-_ jphase out [------- -----] `8a�E�bdc-)�é�æ

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Week 6 - Day 2 / Unit 27 Date: [ ]-[ ]-[ ]

Task 1: B2D2!0Ei��O Ð�Ñ CD ¢�eaÜÅYyº�­�Z2g$ha\«ß|º&F$Ò�Î*MaOfPgfi�(FÓi]QXNM&Y'Z*\

What’s it all about, IT? by Brad Glosserman, The Japan Times

001 may well be the year of the IT revolution, but as far as I'm concerned, we're talking about utilITty.

From here on, usefulness is going to be the benchmark for information technologies. The overall state of the economy is partly responsible—take a little froth off the bubble and people start getting testy about value for money, but consumers are also maturing, markets are getting saturated, and the novelty value of a lot of these gadgets is waning. To a large degree, that is behind the shakeout in the stock markets. Irrational exuberance has had its day, and investors are now demanding a return on capital. Vaporware is one thing, vapor profits and very real losses are another. Economists call the ripples that market losses have on the real economy “the wealth effect.” Individuals feel like all those paper riches are worth something in the real world, so they spend more. Those indulgences include toys and gadgets that defy common sense or just look cool. My feeling is that just as investors are going to demand tangible benefits from their capital, consumers are going to demand that new products deliver real satisfaction. It's hard to argue with that—except that it hasn't been the standard operating procedure to date. Chips get faster, storage expands and screens get bigger (or flatter), and consumers rush to get the new new thing, whether they need it or not. New software is usually buggy as hell, and the weeks after release are filled with news reports of patches and repairs. That sort of product management is going to end.

2

Page 6: Week 6 - someya-net.com · 6 FunctionalITy will be the key.The item that tops my wish list is an all-in-one PDA phone. My Visor comes close. With the modules I have, it serves as

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FunctionalITy will be the key. The item that tops my wish list is an all-in-one PDA phone. My Visor comes close. With the modules I have, it serves as tape recorder, MP3 player, camera and all-around organizer. On the train, I read daily news downloads while listening to songs. I may buy the phone module when it is available here. (Journalists use the keyboard and modem to turn it into a portable news desk. I may give that a whirl.) Nokia and Ericsson are developing their own versions that start from the phone, rather than the PDA, and keitai are morphing as well. Contrast the Visor with my Newton: It was a real eye-catcher and it read my handwriting pretty well. But Newt didn't integrate into life. I couldn't sync with my PC, couldn't do many things I do with the Visor. It wasn't functional and that's the bottom line. As penetration ratios approach saturation rates, the IT market will move from goods to services. One reason is that people are going to run out of pockets or places for new devices—especially when budgets get tight. But a more compelling reason is that IT erases the line between products and services. We no longer need to buy specific “things”; it is easier, and more efficient, to buy a service (an online organizer or business software, like Microsoft's new .Net) than to get your own. Value for money? Now that's a revolution.

jReading time h ( 235 ) seconds j509 words k ( 235 ) l 60 ii ii 130 wpm

mNnpoNq=rts0upv'wyx[z|{N}[~������p�y�0���y�'�$�|�$���t�|m��a���0��� (�|��������

Words & Phrases ���'� )�

Task 2: B�D�!� &¡�¢�£Q¤iMGY[Z¦¥¨§�©&¡$ª«¢�¬�Z�­�®*¯�ª�� !�°$±G¢a²�PX0­�³Q´�µ�¶1·[¸�¹�ºQ»�´�!"F0¼�½�¾�\ 1. Which of the following is the closest in meaning to the noun utility as it is used in the first paragraph?

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a. public services b. routine operations on a computer c. usefulness d. a business organization performing a public service

2. “A state of excessive or extreme abundance” is a possible definition of:

a. penetration b. saturation c. indulgence d. exuberance

3. The author insists that the benchmark for information technologies should be:

a. usefulness. b. novelty value. c. rerurn on investment. d. market saturation.

4. Which of the following the author says he wants most at the moment?

a. Visor b. Newton c. an all-in-one PDA phone d. a phone module

5. The author suggests that the IT market will move from goods to services, mainly because:

a. people are running out of money. b. information technologies make it easier and more efficient to buy a service

than to buy specific products. c. the market has now reached a saturation point. d. most IT products that are now available are not really functional.

Task 3: ¯2ª��«F�´kjWl�m4n�]�XNb�fpo&!i�kq�F 250 r"ÄQP 300 riB�°i!�s�4tig ·�u�M&Y'Z ¥ v2Û�!�w�¹GK'¢Qxgy��z4t�´�{NZa¾�\

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� Words & Phrases j

utility [---------] è�|�} (= usefulness) => _�~�^ E�b�����XNÿ�����\6J�|8E$î�ç��� E$þ ]�þ�Z�����$7-_8"���\6J�| 7��Åì1��B������iî�ïtþNñ ����-��]�þ�Z��� jbenchmark [------------] [ ��� ] �-�����iç ì1���2þNñ��-� => � � �K¡�¢ £�þd}�¤ðG�-�ié�æ��8� $'î�æ�¥�¦�§¨�©iðGJ-ªk«yç�¬iþ�J-ª�} ¤�ð�­®�¯���é�æ%�$Nðbenchmark test $°� ±²� j

froth [-------] ³ => ´ µd¶-·-¸ (the bubble [economy] ) b����XG¹�º�� jtesty [-------] �¼»g�¼»�«°X0ç�½ ¾-¿�î�ç¼$�À0þ-#�æ jsaturate [-----------] Á�Â$é�æ => Ã-^-_�� saturation [------------] Á� jnovelty [---------]

�OÄ «�ôtç �OÄ «g���|þ (= newness, or something new or unusual) jgadget [---------] ìÆÅ�� b�¾�Ç�û-����È�7�þNñ�É Êd��$�«°X ì(Ë�Ì2î[ñ�Í-Îp�|ç ÄÏ îG��B�Ð (= an often small mechanical or electronic device with a practical use but often

thought of as a novelty.) jwaning < wane [--------] ÑpÒ$æ (= to decrease in size, extent, or degree) jshakeout [----------] Ó-Ô jexuberance [------------] ì('-ÕiþNñ×Ö�Ø�ôyçÚÙ�Û (= the state or quality of being extreme

or excessive in degree, size, or extent) jhave had its day [ Ü ] Ý�Þ�ß�ðW'pà�X ; ì6á8�8LG�-��X-âNñ�ã���ä�å ä jvaporware [------------] => ìÚ$�P�b8å�æç èdé êdë�ì8"[ñ�@-í�î�î�ïGð�ä8��" Jñb-��Hí"8��î��GÈ�7�ð�ò «°ó�ôk±²� vapor �õ\1ö��aç �-÷�]�þ�Z8��"�ç øù�6�D$�«°óú\6J�÷aþ�î���ç���û�ä�J�ºQ«°ó��*î���] (= something unsubstantial or transitory)

þ�Z��"��ü��ý���æW� jvapor profit => paper profit ð��8þ���X��|þ�"ÿ\��J�º Ì��]pþ�Z� � paper profit

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b-��\����aþ ] Ì�� $ \���ä J-ºQ«°ó��*î���]�Ì���â-#aæW�������� 0û�½0ë��iþ������î�ï°" \������] $����G��æ-�|þ�âG+�¹ E�� j

ripple [------------] ô�����ç�����ç���� jindulgence [------------] B�� (= hobby) �! �"�ç � û�û?ì î�#�æ°�8��ñ jpaper riches => paper profit þ�Z��� jwealth effect [ · ] $%��&�V => ·-¸�C�÷ ì�'�ë0û�(�2$ñaþ�)*è$é�æ*$%� ì Ø�ñaþ+ �aô�â�¬*þ�,-�û�.�$�ª$ë�b*����ð0/�Ò$æ-%8$ � jdefy [------------] 12*é�æ'ç�3�4�é�æ jtangible [------------]

� b�5�Ò$æ'ç ì 6�78"$î�P ñ�º�Jaþ�ç�Jñ$þ�� è�_iþ jstorage [------------] => %�%d"��8å�æç èdé êû%8�9%:�;%<�=iþõ\?>�@�~��] jbuggy [----------] [ _ ] bug þ-#�æ => “bug” � ��� �K¡*A£�þ0B�Cað�ò$é�� jpatch [--------] DFEHG�çJIGó [Kpà ] L => %�%�"-� \ ���Q� ¡�A-£0þ�´�§|þ*M�N�ûX-�JM�N�|�þ�¥�¦ §�¨G©d]*þdZ��d� j

PDA => Personal Digital Assistance þ�Ü-"0ç���ý�O�æ \P8�9%:�;%<�=]ið�ò$é��%QR b�ü�ópPNæ Visor $ Newton ��¬���S��%T�æVUXW�¥ZY�æ�§J[8Å�L*\£]E�¥d¶¼å�æç èdé ê*[�þ�È�7�Ã�� j

module [---------] ^�_èdé ¶ => `�aiþ�È�7-b Ä X$î�¾¤2ð0b�c�é�æGX�å�þ�d87 jMP3 => N% �à MPEG-1 Audio Layer III þ Ü�e�� MPEG (Moving Picture Expert

Group) � DVD û Video CD î�ïtþ|ë�f%7iþ�g�h�b���ý��ó���æ�i�ñd��%j%k "0çMPEG Audio � ¬*þ�l�mn�oaþ�j%k�ð�ò$é�� j

download => %�%G"���\qp ¡�æ-¦�érU�«°X��|þ ]�þ�Z�$þ�Ã-^-|�s�� jgive something a whirl ¬��2ð�É Ê���$�û���ó%��æ (= give it a try) => whirl [-------]

��\ut�v*ç�w�t�] (= a rapid rotating or circling movement) þ�Z��� jmorph [--------] x�y�é�æJz"ô�õ�æ => metamorphose [----------------] þ�{%h-_�� jNewt => Newton jsync => synchronize [------------] |�ß*é�æ'ç�}�Â$é�æ jbottom line ~���������þ����iþdª => vQþ°ó4\P���*îp$�%�&d] \P���E$î��] \ ( �� "8�$æ ) �����]�î�ïtþ�Z��� Unit 8 þ Words & Phrases ����� jpenetration [------------] ��aç ì���ÿiî�ï��aþNñ�2ü[ç�� jrun out of pockets ìS/�ð�� ± ñ��� E$î����â�î�Pyîaæ jcompelling [------------] [ _ ] �%�E$î�ç[û��8b'û û���� (= forceful or irresistible) jvalue for money => %Nþ value � \ !-b0�$é�æ*N I�î�;�� �¡���8]�þ�Z��"0ç value

for money " \?¢�£���X���¤�b�5 � ±��|þ ] þ�Z�$þ0¥-|�¦�� e.g. This product will give

you good value for your money. \ %|þ�È�7-� ¬*þ���k�b�§%¨ ©�ª�«­¬*®�¯%°²± = ³�´µ¬¶�· ©�§%¨ ©�ª�«­¬¹¸�º ¯�»�¼�®�¯%°�½�¾¿

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Week 6 - Day 3 / Unit 28 Date: [ ]-[ ]-[ ]

Task 1: ÀÂÁÂÃ%Ä�ÅZÆ�Ç È CD ÉÊ�ËrÌ*ÍÏÎ�ÐÂÑ�Ò�ÓµÔ�ÍÖÕ�×ÏØ�Ù�ÆÛÚHÜ�ÅVÕÝ�Þ­ß ÙÖÌ0Ð�Ó

Japan-U.S. Alliance for the 21st Century by Walter Mondale, Former U.S. Ambassador to Japan

The following is an excerpt from the keynote speech given at the symposium entitled Japan-U.S. Alliance for the 21st Century, sponsored by the Ashahi Shinbun.

n 1994, the United States and Japan began the process of reaffirming our security

relationship. We needed a new public rationale for the alliance in the post-Soviet era and a new roadmap for the future. The final product of this report was a joint security declaration signed by President Bill Clinton and Prime Minister Ryutaro Hashimoto in April 1996, at what may have been the most successful U.S.-Japan summit in postwar history. /� This historic agreement came only after we weathered three serious challenges: a nuclear crisis in North Korea; a tragic and horrible rape of a young Japanese schoolgirl by three American servicemen in Okinawa in 1995; and Chinese military exercises in the Taiwan Strait in 1996. /� Each incident forced us to rethink the fundamental purpose of our alliance. It became clear that we must have clearer communication and improved guidelines to assure a smoothly functioning alliance. The story of how America and Japan, who fought each other so bitterly in World War II, could shape a new alliance for peace and stability stands as one of history's great success stories. While it will now be up to the next generation to build on that foundation, I see several things we should do. /� First, America must never take its alliance with Japan for granted. For it is the

I (c) 2000 The White H

ouse

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bedrock of America's commitment to Asia and the ultimate guarantor of stability in that region. This alliance is too crucial to be neglected. The Korean Peninsula is still divided, militarized and dangerous. The relationship between China and Taiwan is unpredictable. The alliance's failure will make a worst-case scenario all the more likely. /� Second, America also must recognize that Japan itself is changing. The Japanese public is questioning the current structure of the alliance and new attention is being focused on constitutional issues. These changes would give Japan a more powerful role in our alliance and allow her to contribute more to the security of the region. /� Third, we must complete what our two nations have already agreed upon: full implementation of the 1997 guidelines to enhance cooperation during crises, and full implementation of the Special Action Committee on Okinawa reforms. /� If the United States and Japan work together, then practically every problem in the world will get better, or at least, much easier to handle. But if our relationship deteriorates, then every one of these problems will get worse or become that much harder, even impossible, to solve. //� [...] à

Reading time áá áá ( 181 ) seconds à409 words â ( 181 ) ã 60 áá áá 135 wpm

ä�å�æ0çéè�ê�ë�ì�í�î�ï�ð0ñ�òôó�õ÷ö�øJù�úüûJý*þ�ÿ��������*ä����� ���� ( ��������õ��Words & Phrases ÿ���� ) �� ��*ç��! #"�$!"%�&�'��*ð0ñ � (�)�ú�ç*�+-,�+#.0/�1-2���3�)4 ë05�6����ñ7.�ò�ÿ98:��;0<�=.9+�úHç�.0/üûJý�þ%ÿ9>=6�ö@? A!B7C7D�E0F�/��0/*ï0<��G�Hüú�.�/�I�J�KMLN/O?PC7D�ûJýQ/üê!R�ò ê!S-E (p. ??) ÿ���������H�T=�9�U�

Task 2: ÀÂÁÂÃ#VXWÂÉQY[Z�ÙÖÌ0Ð]\P^:_`W�aVÉ#b ÐÂÎdc�efaÂÅ Ã:g�hÖÉMiµÚ ßÎ#jlk�m:npo!qsr�Í[t:k�Ã]Õ�u:vdw�Ó 1. Which of the following is the closest in meaning to the noun rationale as it is used in the first paragraph?

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a. fundamental reason b. affirmation c. relationship d. reliance

2. “ A close association of nations, formed to advance common interests or causes” is a possible definition of:

a. committee b. alliance c. colleague d. unity

3. The speaker claims that America must never take its alliance with Japan for granted, because:

a. it is the very basis of America's commitment to Asia and is too crucial to be disregarded.

b. it is about time America redefined its political and economic relationships with Japan.

c. a joint security declaration has now been signed by the U.S. President and the Japanese Prime Minister.

d. the Korean Peninsula is still divided and China remains unpredictable.

4. According to the speaker, failure of the U.S.-Japan alliance will: a. perpetuate the current division of the Korean Peninsula. b. make the China-Taiwan relationship all the more dangerous. c. make a worst-case scenario all the more likely. d. give Japan a more powerful role in Asia.

5. Which of the following the speaker claims should be done?

a. Questioning of the current structure of the U.S.-Japan alliance. b. New attention to be focused on constitutional issues. c. Full implementation of the 1996 joint security declaration.

d. Full implementation of the Special Action Committee on Okinawa reforms. Task 3: eda Å Õxkzy�{d|`} Þ ß�~ ÜX�ÖÃ:�z� Õ 250 �s�ÛÚ 300 �:����Ã=��Å� Ñ[o���ÙÖÌ0Ð]\ �d�ZÃ=�xrz�0É����s�f� � k���Ð�w�Ó

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� Words & Phrases à

reaffirm [-----------] �Q�M���]¼ àsecurity relationship �#�������7� àpublic rationale [-------- ---------] ����¯ ±P M¡�¢½Q£M¤ => ¥�¯Q¦�§X¨`© ¯«ª­¬#®¯!° ¯!±�²´³�±Mµ�¾�¶�·¿ àalliance [-----------] ¸�¹ => ªº¸�¹:»�¾�¼ ally [--------] (pl. allies) àjoint security declaration �M�����Q½:¸Q¾�¿ àweather [-----------] [ À ] ÁfÂÃzÄ�ÅsÆ�¼�Ç�ÈdÉ!Ê#Ë àTaiwan Strait, the Ì�Í�Î�Ï àbitterly [-----------] ÐMÑ�©QÇ-ÒlÓ=Ô => ªÖÕ�×`Ó�Ø=ÙMØ�Ú ±ÛÁXÓ�ܽ�¾ÝªßÞ:Â7Ðdà¼!ÙMØMÚ ±ÛÁXÓ�Ü�½�¾á³�Ø ¬ãâf�fÚ�¿ à

build on ±­�fÚ�©�»�¼�®�¯�©�½xä�å*©7æ:ç�è�é ¼�Ç-æ:ç�è�éMê�ëQì��]¼ àtake NP for granted NP Â=í!î´³0ïdÉ�¼ àbedrock [-----------] ð�ñ (= foundation, the very basis) àcommitment [-----------] ±Öò�óf¢Mô�½:��õMÇQ¶Möø÷r±ÛÁ��]¼:³�Ø ¬ ½=ùM� àultimate [-----------] ú�û ¯ àguarantor [-----------] �fü#�]¼�®�¯ àunpredictable [-----------------] ý�þMÿ���¯ => un � pre � dict (= to say) � able àworst-case scenario ����¯������ àconstitutional [-----------] �����¯ àimplementation [-----------] ±��#ö����:Ç����dô��J¯�½�����Ç���� àdeteriorate [-----------] ��ì��]¼

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Week 6 - Day 4 / Unit 29 Date: [ ]-[ ]-[ ]

Task 1: ÀÂÁ]Ã%Ä�ÅVÕ�� �ZÕ�! ��Ù�ÆÛÚ SG "$#&%' (&) ß ÙÖÌ0Ð�Ó Þ�*�+s~wpm , Õ�-/. ß Ñ�Ò�Ó

What Is Linguistics? (2/2) The Educational Resources Information Center, U.S. Dept. of Education

The following is the 2nd half of the article presented in Unit 24, Week 5.

2. SOCIOLINGUISTICS Sociolinguistics is the study of language as a social and cultural phenomenon. Studies of language variation, language and social interaction, language attitudes and language planning are major divisions within the subfield of sociolinguistics. Language Variation. Language variation is a term used to describe the relationship between the use of linguistic forms, geography, and certain social categories, such as social class, ethnic group, age, sex, occupation, function, and style. The combination of these various factors in speech result in an individual's idiolect, or particular and idiosyncratic manner of speech. When a variety of language is shared by a group of speakers, it is known as a dialect. A dialect, whether standard or nonstandard, includes the full range of elements used to produce and present speech: pronunciation, grammar, and interactive features. In this respect, dialect should be distinguished from accent, which usually refers only to pronunciation. All speakers of a language speak a dialect of that language. The speech of a resident of Alabama is quite different from the speech of a New Englander, as the Texan differs in language variety from the resident of rural Kentucky, and so forth, even though the language spoken by all is English. Further differentiation is possible by investigating factors such as social class, age, sex, occupation, and others. Language and Social Interaction. Language and social interaction refers to language and its function in the real world. Three subfields of sociolinguistics investigate this relationship: pragmatics, the ethnography of communication and discourse analysis.

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Pragmatics. Pragmatics is the study of the ways in which context affects meaning. Thus, as a function of context, the intended meaning of an utterance is very often significantly different from its literal meaning. For example, a sentence such as "I'm expecting a phone call" can have a variety of meanings. It could be a request to leave the phone line free; or a reason for not being able to leave the house; or it could suggest to a listener who already has background information that a specific person is about to call to convey good or bad news. Discourse Analysis. Discourse analysis examines the way in which sentences are combined in larger linguistic units, such as conversational exchanges or written texts. Matters of coherence and cohesion of texts are also investigated, and the links between utterances in sequence are also important topics of analysis. Ethnography of Communication. The ethnography of communication uses the tools of anthropology to study verbal interaction in its social setting. One practical example of the use of ethnographic research is in the study of doctor-patient communication. Such a study involves microanalysis of doctor-patient interaction by noting not only what is said, but also the duration between turns, interruptions, the style of questioning, changes in pitch, and nonverbal aspects of interaction, such as eye contact, physical contact, and gestures. Language Attitude Studies. Language attitude studies investigate the attitudes that people hold, or appear to hold, vis a vis different language varieties and the people who speak them. While studies in language and social interaction investigate actual language interaction, language attitude studies explore how people react to what occurs in language interaction and how they evaluate others based on the language behavior they observe. Language Planning. Language planning is the process through which major decisions are made and implemented with regard to how and which languages should be used on a nationwide basis. Language attitude studies are an essential component of language planning. In the United States, such issues as declaring English the official language, or the establishment of bilingual education programs are major language planning decisions. It is in the multilingual, emerging nation-states of the third world, however, that language planning is the most significant. Governments must often decide which of a country's several or many languages should be developed -- that is, written, standardized, or modernized; and how a country's languages will be used (in the

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government, the schools, the media, and so on). Status planning involves the initial choice of which language to be used for which function. Corpus planning involves the development or simplification of writing systems, dictionaries and grammars for the indigenous languages, in addition to the coining of words to express new concepts. In such contexts, language planning is an important part of affecting economic, political and social development. 3. PSYCHOLINGUISTICS Psycholinguistics is the study of the relationship between linguistic and psychological behavior. Psycholinguists study first and second language acquisition; the relationship between language and cognition, or "thought"; and how humans store and retrieve linguistic information, or "verbal processing." Language Acquisition. The study of how humans acquire language begins with the study of child language acquisition. Principally, two hypotheses of language acquisition have been presented. The first, deriving from the structuralist school of linguistics mentioned above, holds that children learn language through imitation and positive-negative reinforcement. This is known as the behaviorist approach. The second, the innateness hypothesis, proposes that the ability to acquire a human language is an inborn, biologically innate characteristic. Furthermore, this innate language-learning ability is linked to physiological maturation, and begins to decay around the time of puberty. The innateness hypothesis derives from the generative/transformational school of linguistics. Such descriptions of language acquisition are further tested in exploring how adults acquire language. It appears that most adults learn language through memorization and positive-negative reinforcement -- a manifestation of the behaviorist model. Whether this is a result of the decay of the innate ability described above, or a result of other psychological and cultural factors, is a question of great interest to the psycholinguist. Recent evidence that the innate ability to learn language may only be suppressed after puberty could lead to important innovations in the treatment of language disorders and in teaching foreign languages to adults. Verbal Processing. Verbal processing involves four skills: speaking, understanding, reading and writing, and implies both the production of verbal output, and processing the output of others. For example, although the sentences of a language may theoretically be infinitely long, our processing capabilities place constraints both on their length and on certain of their structural characteristics. While we readily comprehend "The dog bit the cat which chased the mouse which ran into the hole,"

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we have some difficulty sorting out "The mouse the cat the dog bit chased ran into the hole." Why this is so, in terms of cognition, perception, and physiology, is a major concern of the psycholinguist. 4. APPLIED LINGUISTICS The findings of linguistics, like the findings of any other theoretical study, can be applied to the solution of practical problems, as well as to innovations in everyday areas involving language. Such activities are the concern of applied linguistics. Some of the many positive contributions of applied linguistics are the development of first and second language teaching methodologies; practical literacy work; the development of alphabets and grammars for unwritten languages; dictionary compilation (lexicography); the use of expert witnesses in legal cases involving language; the development of special teaching strategies for speakers of nonstandard English; and speech synthesis and speech recognition (described above). ----------- FOR MORE INFORMATION Chomsky, N. Syntactic Structures. The Hague: Mouton, 1957. Chomsky, N. Language and Mind. New York: Harcourt Brace Jovanovich, Inc., 1968. Dulay, H., M. Burt, and S. Krashen. Language Two. New York: Oxford University

Press, 1982. Elgin, S.H. What is Linguistics? 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1979. Fromkin, V., and R. Rodman. An Introduction to Language. 2nd ed. New York: Holt,

Rinehart and Winston, 1978. Newmeyer, F.J. Linguistics Theory In America. New York: Academic Press, 1980. Slobin, D.I. Psycholinguistics. Glenview, IL: Scott, Foresman and Co., 1971. Trudgill, P. Sociolinguistics: An Introduction to Language and Society. Rev. ed.

Harmondsworth, Middlesex, England: Penguin Books, 1983. Wolfram, W., and D. Christian. Dialog on Dialectics. Washington, DC: Center for

Applied Linguistics, 1979. ----------- Source: ERIC Clearinghouse on Languages and Linguistics Washington DC. à

Reading time = ( ) seconds à1168 words â ( ) ã 60 = ________ wpm

0�132�465$7�839;:=<�>@?�A�BDCFEHG3I=J�KML=N;O�P@Q�RTS$U@0WVWX&Y[Z�\H] (̂@_�`[aFEb

Words & Phrases Pdc;e )f�g3h$i�jMkMl6mWn�o$p CD qWr�p=s�tvuMw�xMy

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Task 2: ÀÂÁÂÃ#VXWÂÉQY[Z�ÙÖÌ0Ð]\P^:_`W�aVÉ#b ÐÂÎdc�efaÂÅ Ã:g�hÖÉMiµÚ ßÎ#jlk�m:npo!qsr�Í[t:k�Ã]Õ�u:vdw�Ó 1. What is Sociolinguistics? Define it in about 20 words (in English).

2. What is Pragmatics? Define it in about 20 words (in English).

3. What is Psycolinguistics? Define it in about 20 words (in English).

4. What are the main claims of the two major hypotheses of language acquisition that have been proposed so far. Describe them briefly in about 50 words (in English).

5. What is the main concern of Applied Linguistics? Describe it in about 50 words (in English).

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Task 3: À ÁZÃ{zµÕ�|�} É ~ edaZÅVà y�~��F�ZÒ t��/�Và 3 ����)��F�]Õ=u����� ���F��� �F(�����#/����(�� ß ÙÛÌ�Ð \��`�ÖÉ����Î����ÖÉ Words & Phrases Õ�|xisw Ó  ¢¡¤£¦¥{§$¨�§�©dª=«�¬

*

Sociolinguistics is the study of language as a social and cultural phenomenon. / ­�® ¿�¯�°�¼-Ç ­�®F±³² ì�´�µ�³=ÓUê%¯-¿�¯�Â3¶Mú��¼%®�¯QÚ�»�¼ /

[Studies of]i language variation, / language and social interaction, /

¿�¯�·�¸ / ¿�¯á³ ­�® ¯=¹�º�»�¼fÁ /

language attitudes and language planning /

¿�¯�½�¾{¿�À6Á�¿�¯��=ö [ ô��H¯=¶Mú{ ]i /

are major divisions within the subfield of sociolinguistics. / ­�® ¿�¯�°�¯�¿ ®!ô�ÃWÄ�¨�Åx³=ÓUê@Æ&Ç�å[ȼH¿ /

* É$Ê�k�Ë;Ì�ÍWÎ�p�jMk�Ï@kÑÐ Ò$Ó$l$m�k[ÍWÎ�ÔDÍWÕ@Ö (p.??) ×;Ø3y

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� Words & Phrases àsociolinguistics [-----------]

­�® ¿�¯{° àlanguage variation ¿�¯�·�¸ ±ÚÙ=Ü�¼-¿�¯�·�Û�½ => ¸�Ü=¿�¯�·�Ûd��©�¿:Æ�¼3Ý�Þ� ² �àߦ¯�á�¯�âfØ¿�ã�ä�� ­{®&å�æ Ç�ç{è�é�¾�Ç�»�¼-Øf¼�¿�¯�¯;ê{¼�ë{ì ±ÛÜ`³É�í{î�ï�ð�ñ�ò�ä�¯;é�¾�½�ô���äWÙ�óWÙ#ô�ô�õ�©#�;öM�]¼J¿ à

idiolect [-----------] ÷�ø�ù�úüûý÷�ø�þ@ÿ�� ������������ ���������� ù�ú������ �idiosyncratic [-----------] ûý÷�ø���� �! " �dialect [-----------] #{ù �pragmatics [-----------] ú!�!$ �ethnography [-----------] %'&!(�) => *�+ ��-, %'& þ'.�/1032�4 þ�5�6�7 � �;÷ø8:9�;��"< ��= þ">Wù@?A7�ù�ú�)�B�C �:�"D ù�ú���� þ�5"6�E!F�G�IH�J � %'&(")�K�L�M DIN�OQPSR�NIT"U-P .�V N C �:�"D!W�U-PSXIY þ�Z �[ þ�\^]���.�_!`� ù�ú�����þ�9�;�H�<�a�F�G�>cbd?e7 �

utterance [-----------] f�g �discourse analysis h�g!i�j �literal meaning k�l"8Im�n ûo2�k!prq3þ'm�nI� �coherence [-----------] ûsm�n�þ�C � 2�t P!,u� þ�v�w�8 �!x�yIz-{|y�}�z �cohesion [-----------] ~��!z�{�~����:� => C � 2"t�>'� P�� þ����'��� P�,��'�qS� ��������� m�n�8 I�"! q�7!�����:�������"< �:�I� ��� N"� l�ú��&þ�ù �� � N�� y���ú�þ��� �[c C � 7 �

anthropology [-----------] ø���) �verbal [---------] ù�� þ N ù�ú"8 (= of, relating to, or consisting of words) �turn [-----------] g�  ûo+!g��IHJ � f�ù�¡ N�¢���DI£ þ: �¤�� �interruption [-----------] û f�g�þ'��¥�¦ N�� �!§�q �vis a vis [---- --- -----] ¨��!�:© ,u��N ¨ P«ª!¬­,u� (in relation to; compared with) �corpus [---------] ®�¯�°�� => ±�²�þI³�´Wù���E!g , ù���> N ù�ú�5�6�E�µ�³�¶ ��[ þ¸·�8!M�¹!º ,u� ù�ú�»�¼ (= a collection of recorded utterances used as a basis for

the descriptive analysis of a language) �indigenous [-----------] ½'¾ þ �psycholinguistics [-----------] ¿IÀ�ù�ú�) �language acquisition [----------- -------------] ù�ú�Á! => p�� N ù�ú�)�H�<�a�à 2 ùú�B�Â�i�Ä�M D \^] �Å�Æ M�þ�ù�ú�B�Â�> acquisition ÇsÁ!Â�È PuÉ a N û T�Ê��[ø"Ë!8 �Ì�Í �IHJ � m�Î8 /�Ï P!,u� þ'� learning Ç�)�B�È P�Ð�Ñ ` � 7 �

reinforcement [-----------] ÒI4 => b�Ï�¿IÀ�)�þ�Ó�Ô"M N C � b�Õ�>IÖ�´�_�×c` �Ø þ�Ù�Ú�7�Û Ø � qAÜ�Ý�>�Þ�� � qß` ��à þ�ÒI4 (positive reinforcement) PuN�áQ,

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� qAâ�>:Þ�� � qß` ��ã þIÒI4 (negative reinforcement) C � 7 �

behaviorist approach b�Ï��Il"8�ä!å"æ�¯�ç �innateness hypothesis [-------- ----------] û�ù�ú þ'�!.�Â!è�é �inborn [-----------] . ¢'��� ´�þ (= present from, or as if from, birth) �maturation [-----------]

��ê �

puberty [-----------] ë'ì�í N'��ê í �manifestation [-----------] î�ï NIð ï�4 �evidence [-----------] ñ�ò �infinitely [-----------] ó"ô�� (= being or seeming to be without end; endlessly) �processing capability õ�À�ö�÷ �constraint [-----------] ø�ù �readily [-----------] ú�û�� N `�ü�� (= in a ready manner; without much difficulty) �comprehend [-----------] À�ý�` � (= to grasp the nature, significance, or meaning of) �cognition [-----------] þ�ÿ �perception [-----------] ÿ�� �physiology [-----------] .�À�) �applied linguistics ����ù�ú�) �lexicography [-----------] µ�³!)

* ������� ��������������������� Unit 24 (Week 5) � Words & Phrases (p.??) � ��!

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Week 6 - Day 5 / Unit 30 Date: [ ]-[ ]-[ ]

Task 1: "�#%$'&'(%)+*-, 1 .0/ 5 ,2143%57698;:=<�>@? ACB%&D5�$'E%F%,;GH%I 82J4KML�NDO'PQ<�$2RCS+TCSD,'3�A459U7VC>@? ACB9WMU@5MXCY%Z�[%\;]%^5�_a`�[7bdc�5;G H%I 5deQZ�[-.-"�A%"2fDg2B

For Immediate Release Office of the Press Secretary

September 11, 2001 ==========================================================

Statement by the President in His Address to the Nation Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes, or in their offices; secretaries, businessmen and women, military and federal workers; moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror.

The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed; our country is strong. A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shattered steel, but they cannot dent the steel of American resolve. America was targeted for attack because we're the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil, the very worst of human nature. And we responded with the best of America -- with the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government's

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emergency response plans. Our military is powerful, and it's prepared. Our emergency teams are working in New York City and Washington, D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight, and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business, as well. The search is underway for those who are behind these evil acts. I've directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor them.

I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism. Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than any of us, spoken through the ages in Psalm 23: "Even though I walk through the valley of the shadow of death, I fear no evil, for You are with me." This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day. Yet, we go forward to defend freedom and all that is good and just in our world. Thank you. Good night, and God bless America.

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1. Which of the following is the closest in meaning to the adjective despicable as it is used in the first paragraph? a. dispensable b. demanding c. contemptible d. unbelievable 2. Which of the following is the closest in meaning to the adjective unyielding as it is used in the second paragraph? a. strong and persistent b. unforgettable c. unproductive d. unworthy 3. This Presidential statement is about: a. the collapse of two buildings in New York on September 11. b. the terrorist attacks on September 11. c. Psalm 23 and its biblical significance. d. American resolve for justice and peace. 4. Which of the following is NOT true about what happened on Sep. 11? a. Thousands of people were killed in the despicable acts of terror.

b. The terrorist attack shook the very foundation of America, throwing the country into utter chaos and retreat.

c. The search is now underway for those who are behind these evil acts. d. Federal agencies in Washington will remain closed for the next several

weeks. 5. If you want to read more about the terrorist attack described in this statement, which of the following should you do? a. Click on the “ More on attack response” link at the top of the webpage. b. Click on the “ Printer-Friendly Version” link at the bottom of the webpage. c. Send e-mail to the Office of the Press Secretary. d. Send e-mail to President Bush. � Words & Phrases �

deliberate [----------] m'h�8 �N;i i���j�� � �despicable [----------] k2l�`2m�´ (= deserving to be looked down on with contempt) �disbelief [----------] n7o2p �"�� ë � (= mental rejection of something as untrue) �unyielding [----------] û q�r�E�ë ���[c ��s ¢ p ��!Nut;v��N Ò � (= persistent)

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�frighten NP into û NP= ø�>�� á­,u� ¨�þ Å�Æ �;w ��� �chaos [----------] x2y (= a state of utter confusion) �retreat [----------] z�{ N�| { N }�~"N Ö�´�× = q (= an act or process of withdrawing) �a great people �C� 2� % => ×!×:M D �-� %>���`�7 �shatter [----------] ¨�>��'�����M��7� (= to break at once into pieces) �dent [----------] ¨�>���× ¢:�¸� (= to have a weakening effect on) �resolve [----------] [ � ] ��m (= a firm decision or determination) �beacon [----------] û��;� Pc"� �2�rq N �'� N ����������þ��rq (= a signal fire; a

lighthouse or other signal for guidance; a source of inspiration) �daring [----------] ����C �:N �2� �implement [----------] û��2��{�� �[ >��!±�b�����` N�� b�` �:N;�;� ` � �evacuate [----------]  d¡�` �£¢��«�¸� (= to withdraw, or to cause to withdraw, from a

place in an organized way, especially for protection) �harbor [----------] [ Ï ] ¨�>9¤+� ¢ ? => Ç�¥¸{¦ d¡C¥�È�þ §�l-¤4p$þ�¨�©�ú!l!7 �Congress [----------] û �-� þ'� ª�+ => p�� N ód«���7 �2¬¸, the American Congress

þ<�?S�@ù@?®­ ��D�¯ «���>£°d?e7 Unit 3: Word & Phrases ± � 7 �condemn [----------] ²9¡�` � (= to declare to be wrong or evil; to pronounce guilty) �condolences [----------] H;³�E�´ ûÚþ�ù���� �grieve [----------] û�µ Y {¶µ �[ >��9·7��¸ , ¹�N2º � �from every walk of life C+p�» ��¼�½ {�¾�¿&þ �Psalm [------] 23 À�¹ 23 ¹ => ÁCÂ�þ�ý�é2± � 7

� Psalm 23 150 ¹M¤4p �¸�2à ùCÄ�³�þ�À�¹ (Psalms) þQ?��Å =u� � = þ�þI�PS� 7 "A Psalm of David." Ç�Æ�Ç�7-ÈMÉÊ&þ�À�È P!,u� ÿËp ��N Æ!Ý�Ç 354 ¤ û�Ä�Ç332 ¤�� N Æ!Ý�Ç�à 2 ¹ 41 ¤ �[ M;Ç�Ì ������� 7¸×!×:M�Ö�� ��������� y9Í þ�vw�H�<�a�Î�Ï2Ð D ÁCÂ�þ P H­q û�Ä�³�þ Ñ��"<'� � 2�Ò D�Ó9Ô� ""� ��7

Even though I walk through the valley of the shadow of death, I will fear no evil, for you

are with me; your rod and your staff, they comfort me. (New International Version. 1984.

International Bible Society)

ÇÕµ�þdÖ{þ ׸>cb7� P ´ =¢ Ì �-,�D�Ø�� >�Ù �"�� 7 ¢ C !�� Ì �-,!P Ú ���� � ¬��I� 7 ¢ C !� þ�Û N C �� þ Ü ¢�£��" Ì �-, >�÷'Ý�J � 7�È ûßÞ�àÄ�³dá�+ãâäÄ�³ å Ú� Ð2æ!�

Psalm 23 �!��` ��ç�TCè þ�é ,�� ý�é D ÁCÂ�þ-ê�ë�ì;í;î �ï± � 7

An Exposition of Psalm 23, by Greg Herrick, Ph.D., Biblical Studies Foundation

http://www.bible.org/docs/ot/books/psa/ps23.htm

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26

Week 6 / Answers to Exercises ð7ñQòôó0õ+ö7÷ùø2öËú

Unit 26. Okinawa: Liberating Washington’s East Asian Military Colony

Task 1 û;ü�2�þ�ý�údþ D 254 ú!7 ,u�� � ��N H�< £ 1 i 40 ÿM¤4p 2 i����"M��´���� � ���í ·��� þ 140 10 wpm þ����� P�� ?�× P � "� 7���ú8�� DIN��� þ ��������� ü�� ����� G2m ��= þ!M N�������� �!~�>��� �! Þ N�� � ��HJ ����������D `"M�� £ þ"�#�>%$�� � HQq N&� � û H�<�a0Þ�à�v�w!�-¤4p(' ¼ 8��zC{!`�m�´IM�C �:N�P�� ?ß��©�>*)�+ ,c����� 7 �-� �IH ����=�Ó �Wþ�ÿ!Î�ø ×@þ<�?S��j�� ����� × P > N Ì � Ì ��= ÿ�� � HD� m�´'M�C�,¸?e7

2�t P�,u��D ú�- 0 � 2 P'= � ª!¬ 8'E ��,u��= þ �%Ì �"� HQq N �Iý è�P �� � ü-� q £ ? �P ×�, D�.0/!� p �� 7 ��¬­,cN à 1 °21�341�5'à 2 2 D

Although M�6 ¢�87:9 Í [S Although [NP being stationed in an attractive western

Pacific locale] [VP may be pleasant for U.S. soldiers]], . . . P�� ? ��� � � ����� × P

�<;!m ,u��� û NP þ!=�i 7�9 Í þ���=!��7 H N ×@þ�û;ü�2 D Cato Policy Analysis, No. 314 ((c) 2000 The Cato Institute) þExecutive Summary ¤Dp$þ!Ö��"M N v!2 D ÁCÂ�þ URL M�± � ` � × Pc M"´ � 7

http://www.cato.org//pubs/pas/pa-314.pdf

Task 2 ý�> D<? þ P H­q�7 1=b, 2 = a, 3 = b, 4 = b, 5 = d �

1D ÇA@D¤�>I` �9è M�þ�ù � Ð N�¢���D û àB/ 4 þ � Ø ���0C , � ��� À2D�ÈP�� ? ¯ l�M�C � ¤@p N b þ pretext

!à ý�7!à 3 °E1:3�145!M��QÌ ���"�¸� <?�� N pretext

D�, � , � a pretext to do Ç ¨!` ��� Ø þEFc±È ¢"��D a pretext for

(doing) something Ç ¨�þ � Ø þGF«±�È P�� ?IH"M:�%Ì ��� 78J&K&L a, c, d þ'm�n�� �����D Words & Phrases ± � 7 � 2

Dpervasive þIm�n�� Å =8M���= þ�>*J�N!7�× �D à 1 °G1�3�1�5 P à 3 °G1�3�1�5��&O � � �' �N ×@þ�2�PM¤4p a þ “ being present

throughout and all over” Å =�Q�R�9¯ l"M�C � × P�D ú�û��*S�T I� �«7

�3D à 3 °G1�3�1�5��&O � � � relic

P�� ?VU�ú�þ'm�n"> � ?IW � 7AE!E�X7p£Ì,��� �N ×!×:M D b 'à ý�7 H N relic

D 1:��Y=ú�þ relinquere (= to leave behind) þZ � úM Ç ( [:\�þ&]'� þ ) ^&_�È ¢!��D Ç ( `�ø¸{Õ��ø þ ) ^�a N ë � O�þ&a�È&þImn'7cb Y þ'm�n!M:�1?®­ ��D p�� Çd]'�&e � þIÈ P�� ?gf�m�M:�%Ì ��� 7 e.g. a relic of

the past (the 1960s) Çh[�\&þ û 60 i���þ'�&^�_�È relics from the Stone Age Çkj�l�]'�

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27

þ!^�_�È�7 �

4Dmn/ ` � F�G à 3 °G1�3�1�5�à 1 2��!C¸q N b

'à ý�7 � 5D à�2�þ��

ú P y�o ,c��p&p�p F�G�>*J�N!7 � � þ@ø � ��þ9��q ���� þ<r�s�>�t4� ,u�!���� ×P�D û;ü�2�>%� ¢! � ��= �4p£¤�M�C¸q N4/ ] d 'à ý P�� ?�× P � "� 7

Task 3 u4�:vB�þ:w�îxYd�«� ����D Unit 1, Task 3 (Week 1) H�<�a Unit 6,

Task 3 (Week 2) þ�ý�é�>�± � 7 H N ×�þdûCü�2 þ�y�Ê�z�u�{Fþ}|c¯�Êx~4Y�3��� ¯�� D H-< £ 130 wpm M�C � 7

Unit 27. What's it all about, IT?

Task 1 û;ü�2�þ�ý�údþ D 509 ú�7�ydÊ�z�u�{�þB|«¯dÊn~&Y&3%��� D H�< £ 130 wpm

M N �4���IH�< £ 4 iüû ù 235 ÿ���� [ ¤2¤ � �&�� "� 7¸×@þ!��� ¬¸P ��í ·�� 140 10 wpm þ2Â�ô P�� ?�× P � "�' �N ×@þ�û;ü�2�þ�¡�û&��>�j���` � � N ×þ����"M:��ú�>�´2��� P À�ý ,�! p�� ¹ × Pc M"´ � � N�¢!� C , i�þ ���P ×,'M�C � 7+� ´�� N ×@þ�û;ü�2 D Unit 23 þ�û;ü�2 P�� oS³�´�"�"< � 2�t�M N×�þ��4�I�1� þ"¥'M = Å = ¡!ý 2�t&þI� P�� M�C � 7 ,u�� � �!N × � >:y&��M`4� q P À�ý�M"´ ¤�� �¸P!,u��=�N�P ��� � ü D��� 7I×@þ�­ � � DIN Words &

Phrases M�H =� ú&��þ'm�n">���þ ,u� þ�� N�= ?�y�� N v!2�>%�C´�� ,u� H ������2¬ J � �"< � 7

Á% N E"E�ý4� ¡ ,��rP ë%Ì ����� Y��GY!��� ����� U��'ý�é ,:� HË�c7¢&��N à 2 °E1:3�1:5Ià 3 2�þ “ Irrational exuberance has had its day, and investors

are now demanding a return on capital.” D

“ has had its day” Ç £ þ!v:�"í­><[

§ � È P�� ?«m�n�þ����8 �� ï�M N vw P",�� Ç�� � À [���þ%�:� � >%� ,� ¬ ]'� D"= ?��'Ì�q N!��¢ E��!»�� DI£ þ��!»����` ��àn/��. �rq�>� Ø ���� È P�� ?Am�n�� "� 7 £ þ | þ�à 4 2 “ Vaporware is one thing, vapor profits and very real losses are

another.” D

“ A is one thing, (and) B is another.” P�� ? � 205� �¯4¡!� N “ vaporware”

þ vapor � “ paper profits” þ paper >;¤�J � ù���¢�a�> ������= þ�M N¤£ ` � ��Ç�¥� b�¦!§ ¬ JIM �!��¢ M�¨�� ��=*© ­��&O ��!ª a C ��P�� ?�× P!PuN!�!��¢M�¨�� ��= ±!ï ,c���.�« ´<¬�­"H�<�a�±�® C �P�� ?�× P�DIN�¢ � � � Ñ þ�gM�C � È P�� ?Am�n�� "� 7

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28

à 3 °G1�3�1�5�à 1 2 D call [NP1 the ripples that market losses have on the real

economy] [NP2 the wealth effect] => Ç NP1 > NP2 PuÉ N�È P�� ? � 2"M N v�w P!,u�

Ç�¨�¯�) Y�DIN ûh°Mìz�]I��þI� © ­�®&$ ±!w&¨�¯�IÞ�� �±�² > Ç »&³&´&µ�ÈPcÉ ��M ��� È P�� ?Am�n�� � 7¸× �" �ð w�8�� [ þ�<�? m�nC¤ DI£ þ | þ'Ã2 2"M'é-� ��������� 72Å | þ “ Value for money? Now that's a revolution.”

P�� ?�=i D ×@þ9ëx¶ � ¯�v�w&þ�°0Y�ç�1�înY'M N Ç��!»� .I� � � ûs±��"8�¤ �!· ö�8 �ª a�E�í�¯4É�� O�¸ � <�?S� '� � N £�� × £ à / þ < ¹�º >

P ù� ���!��¬ ,¸?ßÈP�� ?Am�n'7 = �&,�� N ï Å ���` ��»0¼ > « Ø � þ�f�ù�M�C � 7 H N ×@þ9ëx¶ � ¯�þ�v!2 D The Japan Times Online Archive (Cyberia, Wednesday,

January 10, 2001) � s�½ ��������� 7 URL D ÁCÂ�þ P H­q�7

http://www.japantimes.co.jp/cgi-bin/getarticle.pl5?cy20010110a1.htm

Task 2 ý�> D<? þ P H­q�7 1=c, 2 = d, 3 = a, 4 = c, 5 = b �

1D à 1 °G1�3�1�5��&O � � � utility

P�� ?VU�ú�þ'm�n"> � ? � ü�7 Words &

Phrases M = ý�é ,u�¸P H­q N ×@þ�U�ú DIN H�ú!�8������ � ­ ��D Ç ±��"8 �N�Ó·u8�þIÈ&þ'm�n�M N!¾ þ�HM D p�� Ç ±���a � ûk¿&À 0ÂÁd� �[ þI�9Î Úd� W�È�þm"n!M:�+Ì ��� 7 ��¬¸,�N ×!×�M D Ç � ��z"È�þIm�n!M�C � × P�D�N�? þ � Y'��Y��M usefulness

P ù � � �%p �"�!��� × P ¤4p = �Dp�¤!M�C � 7 � 2D Çk[�� þ

(excessive) ¢!��D%Ã�Ä

(extreme) Å�Æ � (abundance) È P�� ?Am�n�þ�U�ú�> 4� þ

J&K&L�þ�¥9¤4pÇJ�N � ü�7 à ý D d þ exuberance¬� �N

excessive, extremeP�� o ex- Pu� ?cÈ�É&ÊGË%Ì�Í�Î�Ï�Ð�Ñ4Ò8Ó�ÔnÑ*Õ4Ö!×�Ø�Ó:Ù:Ð�Ñ�Ò*Ú�Ù:Ð�Û�Ü�Ý�Þ�ß0Ð�Ñ4Ò

Ö�Ó4à�Ð8á�â�ã&ÔnÑ<ä�å�æ�Ö�ç�ÎGè!Ð*é 2 êGë�ì�ë�í%é 3 î�ä%Ø&ï0ð!ñ�Ï�Î�Ú<ò&óä%Ø�ô&õ�ö�á ÷

3 Úùøhú�û0Ú�Ô�ü&ý&þ�ÿ (information technologies) ä�����������Ò���Î���Ö �� Ó�Ù:Ð�Ò����!Î�Ï�Ð����cÒ Ï���� ÷ á é 1 êGë�ì�ë�í%é 2 î�ð������&âGÒ ã �(Ôa Ö!×�Ø�á ÷ 4 Úùøhú�ûnÖ�!�"$#!Í0Ò�#&%�� ÏxÒ�'�Í�Î�Ï�Ð(#<ä�Ú)����2Ò Ï����÷ á�é 5 êGë�ì�ë�í%é 2 î�ä “ The item that tops my wish list is an all-in-one PDA

phone.” Ò Ï���*(+,��� c Ö!×�Ø�á ÷ 5 Ú�-/.�*(+4Ö!é 7 êGë�ì�ë�í103254�ð&Ù6��Ôb Ö!×�Ø�á

Task 3 798�î(:5;nÚ Unit 23 (Task 3) Ò1<�=�è�ø 250 :,��� 300 :(>,?��¤áA@�B6� ÔUnit 23 Ú/C5D�î�ä�E&æ�;�Ö 941 æ4Ó�Ù&Í5@�ä�ð/FG� ÔnÑ<ä�C5D�î�Ú/E&æ�; 509 æ&á�H@�Ö�Í�Î�Ô�I5J(K5LBË*Ì�Í�Î5M5N�ß0Ð�Ñ4Ò*Ö�Ó4à�Ð8á�C5D�î(O(PnË9#��RQ�Ü$SÍÒ�T�U � Ô�V�êGë�ì�ë�í9W4Ò*ð�M(X�Ë1YZ�R[,\�Ó�ÏBè�Ò Ô&ã�])^5_4ä`]���ð�â4Ð8á

ø 2001 anÚ IT b�cnä/a Ò Ï��*Ñ4Ò*ð�â4Ð<Ó�Ù9d6�(Ö�Ô�^�ä�����������Ò8â4Ð!ä

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29

Ú < e�f�g > Ó�Ù:Ð8á(h`i/j�Ö�Ú�=/k�@�l�Ô5m�n�o�Ö5^�ä�m�n4ä�p�q�ð/r9s�ð�â�Í�ÎÏnÐ(]�� ð�Ô�t�u�ûGÚ1v3w�ä�ÏxèRx�y4Ë)z{�Î�ÏnÐ8á6|��3}5~/�`������Ú�ÔnÑ*Õ,�Ó��(� ��#)^�ä/���nð1�6�!Î�Ñ<â���Í5@�Ö�Ô*Ñ8Õ,���*Ú�^���Ú�Ï9�&â�Ï�Ó�Ù9d6�Iá <�3� g > #1�(M:â��������cÓ�Ù:Ð8á9!�"�Ô��)��S)�&â)x�y&Ö��5�nð&ç5p�Í�Î&Ï�Ð!Ö�ÔÑ8Õ �*Ú �3� g Ò Ï��RX�Ó��(� ��#�v3w4ä�ÏBè�#<ä�Ó�Ú�â�Ï�á5l(0:Ô IT �5��Ú1x�yä)�9�`���&�����1��ä)�9�(�EÒR�������G��Î�ÏBè8Ó�Ù9d6�(Ö�ÔÇÑ8Õ,���8ä IT b�cnä��� Ú < m�n�ð���� �¢¡�£3¤�â)¥(¦ > Ë<Ï9��ð/§�¨���Î�ÏBè1�GÒ Ï��RX:ð��(��Í�Î�ÏÐ8á9�ª© 295 :�á,@�B6�«*3¬:Ú�­5®�� Ô�a,¬:Ú 1 :EÒ���Î�;���@�¯

Unit 28. Japan-U.S. Alliance for the 21st Century Task 1 Ñ<ä�C5D�î�ä�E&æ�;nÚ 409 æ&á CD ä�°�±5j9²(³4Ú�U,´�ð)N 3 µ¶© 181 ·9¯����Í�Î�Ï�Ð�Ñ4Ò���� Ô$¸���±�¹��&ì)º�Ü�Ú�ã�])^ 135 wpm Ó&Ô�»��Z¼¢½(¦ 140 ¾10 wpm ä�¿À(?0Ò Ï��*Ñ4Ò*ð�â4Ð8á 1)

�}&���&ä�?�Á�Ú 21 Â�Ã:ð5�(kÎ�äÅÄÇÆ4ä�<1È`-HÉ�ð<ñ�Ï&Î�+5Ê9@,#ä�Ó�Ô æ�ËÍÌÎ î}Ò�#�à�Ï9{�Î5Ð�Ñ�â`#!ä&Ö/Ò�Ï!Õ4Î�Ï�Ð*áG��@�Ö�Í�Î�Ô,?)Á�ä�Ó�Ø0ð�Ú0Ò&è%ðÔ à�â ÷ D0Ú�â(��Í�@#<äBÒ�Õ,Ï!Õ0Ð*á�â�ã�ÔnÑ!ä5��}1�(�4Ú�ÖZÄ¢×Ø/Ùnä`Ú)Û3i�5�Ü� asahi.com ä�Ý���Þ��9i�ð)q�ßÅ��Õ�Î�Ï4Ðà©á@�B6��M�N�â�ä5ã5¯(á URL Ú�>9ääGÒ ã ��á

http://www.asahi.com/english/symposium/keynote.html

Ñ<ä(å���Ô Mondale æ4ä(å���Ô�ç9�5h9�éè Ô(ê5ë5ì ä Ezra Vogel æ�í�ò�îïÄ¢Æ`ðÔ ÒBä Thomas Foley ænâ$ñ%Ö�õ(òó�%Î�ô�Ï�Õ@3õ�5�,ö�Ú�÷�ä�M�N9â (“ Tighter

Japan-U.S. ties needed for Asia hot spots.” Asahi Evening News, December 12, 2000.) #1>ä�ä URL Ó!õ�ö(ø � á

http://www.asahi.com/english/symposium/main.html

��@�Ôúù,��}��(�:ð�ã&Ï�Î�'5û � Õ:Î�Ï�Ð2øúÄ¢Æ9ü�ý ÷ D3þ5ÿ�ô��������9� (Special

Action Committee on Okinawa: SACO) ð(-���Î�Ú�Ô1^�ä���&ý��� ©*ø SACO ��&ý(��Ð � 8 a 12 2 Ä ¯4Ö������nä��5�,÷��9�3ö�ð����$� Õ:Î�Ï�Ð8á

http://www.mofa.go.jp/mofaj/area/usa/hosho/saco.html

---------------------

1 ����� CD ����� �"!�#%$'&)('*,+�-�. Mondale /�0%1,2�354�687:9�;�<>=59,?A@,�,��B�CEDC56�FG0%9)HJI

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30

Task 2 Ø�KnÚ�_4äGÒ ã ��á 1= a, 2 = b, 3 = a, 4 = c, 5 = d ÷1 Ú 4 ñ:ä�L�M�N�ä �%O%é 1 êGë�ì�ë�í�ð&ç�ÎGè!Ð rationale Ò�Ï��Vå�æ�ð,#!Í0Ò#�P�Ï'QAR4Ë*Ì�ñ�#<ä:Ë:L�S ÷ D�á rationale Ú ø Ù:Ð:Q(�ÍÌUT�V Ì ô���â�ñË%× �W ßxÐYX9M�â�ô��9¤YZ []\Ü©_^ ` ÒânÐ [ a�b�¤:â ] ¯9Ódc�� (= an explanation of

controlling principles of opinion, belief, action or practice; an underlying reason) ä>QAR&ÓÙ:Ð���� Ô a ä fundamental reason Ö#!Í0Ò�#�P�Ï�áeO�â5ã:ð�Ô>f�g�æ�ä rational [---------] Úùø Ó�g`¤�â�Ô��(Ó,¤�â��:ä>QAR!á ÷ 2 Úùø_h�T4ä�i�j (interests) ��@�ÚXYk ÌlX�m Ì Ó'n (causes) Ë8Ý�o�ß0м&¤&Ó>prq<Õ0Ð�ð�ots&ä>u'v9P�w(���H@�Ö�ÍÎ ø </ȶ© -1É3¯(�2Ò Ï��*Ñ4Ò�Ó�Ù:Ð���� Ô b ä alliance Ö�×�Ø�á�â�ã&Ô ø </È`ð��ä>QAR�ä ally [------] Ú���x�y6#�<�y4Ó�Ô5T�z (be) allied with ä�y4Ó/Òé�Iá e.g. Japan

was once allied with Germany. øAÄ�ùnÚ���ñ�Îóè �t{�ä(</È`ð�Ó�Ù&Í5@5��á ÷3 Ú�ÔnÑ<ä5��}��(Þ��:Ö ø Æ`ð�ÚÅÄ�ù Ò8ä(</È-1ÉBË ��| ä�Ñ4Ò&Ò�����Ð1Ênà

Ó�â�Ï��EÒ�����Î�ÏnÐ�Óec�ð!ñ�Ï�Î�Ô 4 ñ:ä>L�M�N�äA}5���«ù�î�ä�*(+EÒ&Q�~�ß0Ð#<ä:Ë:L�S�á9Q��$�H@BÒ!Ñ5dñ(Õ�#�#!Í0Ò�#,��� Ï�Ö�Ô�é 4 êGë�ì�ë�í�ä “ For it is

the bedrock of America's commitment to Asia and the ultimate guarantor of stability in that

region. This alliance is too crucial to be neglected.” Ò Ï���*(+,��� Ô a Ö!×�Ø�á�â�ã&Ô÷3 ä ÷ D�î4Ó�Ú�a�î�ä neglect Ë disregard Ò�'�Ï����!Î�Ï�Ð!Ö�Ô�ò�û0Ú>��Q4äÛ

Ü�Ö>����µ4Ó�Ù:Ð�Ñ4Ò (= to give insufficient attention to something that has a claim to

one's attention) Ë��A�$� Ô 0�û0Ú�Q ��¤�ð�­5®�ß0Ð (= to ignore; to pay no attention) ÑÒË��A��ß0Ð8á ÷

4 Ú<é 4 êGë�ì�ë�í�ä���0�äY����`���:ð/F5�Z�H@�� ÷ Ó�Ô c Ö!×�Ø�á “ make a

worst-case scenario all the more likely.” Ú ø����4ä�õY� ¸8��Ë<Ô�]�RsGÑ� ÑEè�ß0Ð)�ä>QAR!á all the more Úùø ^�Õ3B,k<Ï:Í�^�� ��ä>QAR�ä��(f��Yx��4Ó likely Ë��'�G�Î�Ï�Ð8á ÷ 5 Ú<é 6 êGë�ì�ë�í%é 3 î�ä�*(+,��� d Ö!×�Ø�á

Task 3 Ñ8Õ�#H798�î(:5;nÚùø 250 :,��� 300 :(>,?��9B�Ö�Ô Unit 27 Ò���Ê0Ð�Ò�MN��«í�ß�Ï3?)Á�Ó�Ù:Ð8á`����Ô�O(P4ä Î � Ë/�nÐ�Ò Ô�é 1 êGë�ì�ë�í����(é 3 êGëì�ë�í���Ó�Ö>�'�94 ©��:^�`�ô`�GÒJX�D9§��9¯:Ó�Ô�^�ä�0:Ô�é 4 êGë�ì�ë�í����(é6 êGë�ì�ë�í���Ó�^�Õ���Õ First, Second, Third Ò 3 ñ:ä<êGë�ì�ë�í�ð�Ï�@�Í�Î�ã�#<â��� Ö��t��� Õ�ÔY��0�ð<é 7 êGë�ì�ë�í!Ó�^nÑ���Ó�ä ��� Ë��GÒ){�ÐÔxÒ Ï��"�,ã� Î�ð�â�Í�Î�Ï�Ð8á

M�N�î6#%��ù`¤�ð&Ú4Ñ<ä Î � ð�� �*Ñ4Ò*ð�â4Ð!Ö�Ô�O(PnË%é 4 ��é 6 êGë�ì�ë�íä(?/ÁGË�}��:ð��GÒ){�Ð�Ò(ß&Õtq�Ô'�'�94�Ú�Õ�Ï> nÍ�Î>¡Eè�ßGÐ��9M:Ö�Ù4Ð8á3^nÑÓ�Ô0Ñ<ä�4�µ�Ú ø Ñ8Õ,���8ä�ÆïÄ8¢(ð&ä(</È�-1É,�:ä`]���ðùø£X�D,�9B,k�Ë� ï�)¤Ð�y4Ó5M�N�� ÔnÑ8Õ�ð�¥4Ï�Î�é 4 êGë�ì�ë�í/>�¦�ä�M(X�Ë�^�Õ���Õ�YZ�R[,\�Ó�ÏBè

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31

Ò Ô&ã�])^5_4ä`]��(â�M�N�î�ð�â4Ð8á

ø Ñ8Õ,���8ä�ÆïÄ�¢(ð&ä(</È-1ÉBË)����Ð�ð � @�Í�Î�Ô5_4ä 3 ñ:ä�Ñ4ÒË��'�G��Îã�à�@�Ï�á`��� Ô�Æð�ÚÅÄ¢ù Ò*ä(</È�-1ÉBË�§�®Z��Î�Ú&â��*â�Ï�á(ÆïÄ&<�È�Ú�Ý�öÝ�ä�¨98�ð0Ò*Í�ÎY©�ª`¤�ð��(M4â�M�«3B(���8Ó�Ù4Ð8á(_�ð Ô5Æ`ð�Ú$Ä�ù�ÖY¬ W ��ññ�Ù:Ð�Ñ�ÒË�­�®�ß(Ênà!Ó:Ù:Ð*áïÄ�ù�ð(?&ð�ã`k�Ð�¯'Q�ä>¬ W ð�°�Ï&Ô�l90:Ô�Ä�ùÚ�Ý�ö�Ý&ä�¨984ð,]�(Ï:Í�^��¢�(M:â�±�²0Ë:³�Í�Î�ÏBè�]���ð�â4Ð<Ó�Ù9d6�Iá ��@ ÔÆïÄ�¢(ð�Ú 97 a�ä ø × ´5� è(ë1���/� 2) ä�OAµ(¤�â�¡'¶ Ò�ü�ý ÷ Dnä%Ø�·�ð�¸�QnËÌnÍ�Î'¤��¹�Aº�Ênà�Ó�Ù:Ð*á�ÆóÄ�¢(ð�ä>u'v�-1ÉGÚ�Â���ä�Ù��:»:Ð ÷ DnäØ�·nð0ÒÍ�Î��(M:Ó�Ù6��Ô�¢9ð(-1É0Ö>� W ß&Õrq�Ô�^�Õ3B`k ÷ D0Ö�¼�½0ð�â�Ð�Ñ4Ò%Ú��6���Ó�Ù:Ð8á9�ª© 299 :�¯

¾�¿�À�Á�Â�Ã� Ä��é�VË/����ð Unit 28 ä�C5D�î�ä CD Ë�Ø:à<Ô�êGë�ì�ë�í<å�Å�Ó�^

ä(?)ÁGËrÆVÉ3M�Ç �8â��8Ï�á�V�êGë�ì�ë�í�ä�È�ɶ©� ä�ÅAÊ�¯�ð&Ú�T,¬5²4Ö��nÍ�ÎÏ9�!ß4ä�Ó�ÔnÑ<ä�ÅAÊ:Ó CD Ë/Q�Ë�Ì�ÍG���!ß�á

¾�Á�Â�Î�Ï�ÐtÑÓÒÔÃÑ&ÑÓ�Ú Unit 13 (Week 3) ã�]�Õ Unit 19 (Week 4) Ò1<�=�M>Ö�Ó

êBë�ì�ë&í<å�Å0ä�× Ä,Ø�_(T�Ç�Ù�ÚEÒ)<�=�MYÖ�Ó'Û�ÚnË1ô ��áBÑ8Õ`��ÓBÒ)<�=�]��ð�Ô'Ü4ä�Ý3'nËß�Ê4Î�^�ä(����Þ'Ç&ßGÐ!ä�Ó:Ú�âGè�Ô>a�î�ä�ßáà�Ë Ô à�è8â�âG�*ÑÒ8ä&â�Ï!Û�Ü�ð�ã ä W ��ÎYÇ�ç<ß0Ð�Ñ4ÒË�¼¢½0ð<ß0Ð8á&õ(�,��Ó�ð�Ô�é 1 êGë�ì�ëí����(é 3 êGë�ì�ë�í���Ó�ä�M�Ç�z0Ë/>9ä�ð���ß�á

åé 1 êGë�ì�ë�í�æ

In 1994, the United States and Japan began the process of reaffirming our security

relationship. We needed a new public rationale for the alliance in the post-Soviet era and a

new roadmap for the future. The final product of this report was a joint security declaration

signed by President Bill Clinton and Prime Minister Ryutaro Hashimoto in April 1996, at

what may have been the most successful U.S.-Japan summit in postwar history. /�

1994 anð�Ô/Æ`ðGÒ3Ä�ùnÚ'¢(ð�ä�¨�O'çrè�ð!ñ�Ï�Î�ä���ÞÅ��é��nË:ê�{5���H@!á9Ï!ÕÏ!Õ�Ú�ÔYë�ì�0�ä/×`@�â�í��,ã�Ë)z{�Î ��� Ë)��î&Ô�^�ä�p�ï4Ô 96 a 4 �ð

---------------------

2 �ñð ò>ó%ôöõE÷,ô�ø8ù�.8ú%û:I�ü:ýY�:.þð ÿ ��������� 0:6�%0���YùJI ������;80%ó%ô õ÷:÷,ô�ø80����>����$�� ÿ������'. 1998 �'�þð ���� �!�"�#>ù]ð @ �%$ "�&�ü�#�ù]ð ÿ ��'(�)�*�+�,�-�. ��/ & / #>ù0�21)3�3�4�5 / C,#J$'&¹I

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32

ÆóÄ�¢26870Ú�h<�¨(O'çrè:95'0Ë�;�M�ß0Ð�Ñ�Ò�Ó���Q�ð8< �1���H@�áBÑ8Õ�Ú�Ô�¢(ðð0Ò*Í�Î>ë�ì�0�ä`#!Í0Ò�#��(M:â�ç�=:>:Ó�Ù&Í5@BÒ�'�Í�Î�Ï&ÏxÒ�Õ�Ï9�!ß�á

åé 2 êGë�ì�ë�í�æ

This historic agreement came only after we weathered three serious challenges: a nuclear

crisis in North Korea; a tragic and horrible rape of a young Japanese schoolgirl by three

American servicemen in Okinawa in 1995; and Chinese military exercises in the Taiwan

Strait in 1996. /�

Ñ<ä�?A@3¤�â/��Q4ä�^�`�ð&Ú�Ô8B�Ö%Cnä�DFE � Ô 95 a�ä�ü�ý�Ó�ä�Æ2Gnð,]�ÐHJFH2IôF>%J�Ô�Ù:ÐÏ:Ú 96 a�ä%K L MON�Ó�äA}�ð%P:ä%P2>�Û�Ú4â�ñ�ÔR¡�ð�)��S)�&â ÷ DÖ�Ù6�&���H@!á

åé 3 êGë�ì�ë�í�æ

Each incident forced us to rethink the fundamental purpose of our alliance. It became clear

that we must have clearer communication and improved guidelines to assure a smoothly

functioning alliance. The story of how America and Japan, who fought each other so bitterly

in World War II, could shape a new alliance for peace and stability stands as one of history's

great success stories. While it will now be up to the next generation to build on that

foundation, I see several things we should do. /�

Ñ*Õ �8ä�ç�=:>�ä%QEÒ�ñ:QEÒ�ñ4Ö�ÔGÄ Æ-1É0ä�ÙÅ�¢�nð�ñ�Ï�Î(Ï!Õ`Ï!Õ�ð8R��0Ë�S�H���H@�á3^�ä>p�ï�Ô�¢(ð�s&ä|OT/~%U:V5�,õXW)��ä Y[ZxÒ�Ô�]�H��\nâ�ô��(7 ]ä>é � Ö��9M�Ó�Ù:Ð�Ñ4Ò8Ö�������ð�âÅ�&���H@!á é 2 _ Ô ì:Ó0^Z��è8ì�Í5@�¢(ð&Ö�ÔÂ���ä�Ð2_}Ò)¨38:ä�@3{�ð/×`@�â(</È�-1ÉBË ÎF` ��Î�Ïxè�Ñ!ä:aOb��(�:Ú�Ô�?O@[cä��(M:â��`��9��� � � ¸8ä%QEÒ�ñ�Ó:Ù6�&��ß�áxÑ8ÕnË`�9�%ð:Ý�� ��d�Î&ÏBè%ä�Ú_�ä�Â2enð0f�ß}Ò��8Î�Ô&Ï3��Ï�Õ,Ï!Õ�Ö�íG�*â3kÕtq�â6�8â�ÏnÑ4Ò*Ö�ÏBè�ñ3��Ù:Ð]���ð�Õ�Ï9�!ß�á

Unit 29. What is Linguistics? (2)

Task 1 Ñ<ä�C5D�î�Ú Unit 24 (Week 5) Ó ê Ú �H@�� Ä��é�Iä�03254:Ó�Ù:Ð8á E&æ�;Ú 1168 æ&áG�H@�Ö�Í�Î�Ô�»��Z¼¢½(¦ 140 ¾ 10 wpm ä/¿À(?�ä�º�Ü4Ó�U,\�BBÒ(ß&Õq�Ô5U,´�ð�ã�])^ 8 µ (480 · gg gg 145 wpm) ��� 9 µ (540 · gg gg 130 wpm) �(�4Ð�hi ð�â4Ð8á Unit 24 Ò1<�=�è�Ô>×�î}Ò���Î�Ú��:j3¤�U9ã�í�ß�Ï�#<ä�Ó�Ù6�(Ô Ô Q4ä0kl ð�ÚGÒ&èð Ô à�â ÷ DGÚ&â���Í�@�#!äBÒ&Õ,Ï�ÕGÐ8á`@(B6��Ô'�(»�äŸ���±�¹(��ì

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33

Ó9?)Á�ä�Ó�ØnÖ>����µ4Ó�Ù:Ð�ÒnmZ=H@����nÚ�Ô Words & Phrases Ë%õ�ö$��Î!æ���ä�\­GË�H@�0:Ô�C5D�î0Ë9#�� Q�Ü(U9ã�ÞÅ��Î�ã&Ï�Î�Ï(@�B4à�@�Ï�á

Task 2 Ø�K�z�Ú�>9ä�äGÒ ã ��á Ï5�&Õ�#&ù�îe}�ä�o � ß0Ð�p2q���1-/.�*(+nË1798ä<æ�; © ÷ 1 ��� ÷ 3 Ú�ã�])^ 20 æ:Ô ÷ 4 Ò ÷ 5 Ú�ã�])^ 50 æ(¯4ä/¿À(?�Ó(�GÒ{<Õrq`]Ï�á�â�ã�Ô�Ï5��Õ6#H738�æ�;nä�25µ&Û�Ü�Ó(�BÒ/{�Ð�Ñ�Ò�#/ø � B�Ö�Ô0Ñ�ÑÓ�Ú�Ó4à�Ð�B,k1798�æ�;nð�P�Ï%r$� © ¾ 5 æ�Û�Ü0Ë�¼G¨(¯�ð��GÒ){�Ð(]���ð<ß0Ð8á

1] => Section 2 õ�ö!á

(Sociolinguistics is) A branch of linguistics that studies the effects of social and cultural

phenomena within social categories upon language. (18 words)

2 Ø�K�z ] => Section 2 ä!é 5 êGë�ì�ë�í*õ�ö!á

(Pragmatics is) The study of the ways in which context affects meaning. The intended

meaning of an utterance is often different from its literal meaning. (23 words)

3 Ø�K�z ] => Section 3 õ�ö�á

(Psycholinguistics is) A branch of linguistics that studies the relationship between linguistic

and psychological behavior, with particular emphases on language acquisition and verbal

processing. (22 words)

4 Ø�K�z ] => Section 3 ä!é 2 êGë�ì�ë�í*õ�ö!á

The first hypothesis, deriving from the structuralist school of linguistics, holds that children

learn language through imitation and positive-negative reinforcement. The second, deriving

from the generative-transformational school of linguistics, proposes that the ability to acquire a

human language is an inborn, biologically innate characteristic. The latter is called the

innateness hypothesis. (51 words)

5 Ø�K�z ] => Section 4 õ�ö�á

The main concern of Applied Linguistics is the application of the findings of linguistics to

practical problems such as the development of first and second language teaching

methodologies, practical literacy work, the development of alphabets and grammars for

unwritten languages, dictionary compilation, speech synthesis and speech recognition, and so

forth. (50 words)

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34

Task 3 Ñ&ÑÓ�Ú�sAQ4ä 3 êGë�ì�ë�í&Ë:L�Õ øá�5�Ü�Çë)��Ë%ß0Ð8á�ù�îe}!Ó�Ú<é 1

êGë�ì�ë�í�ä>Ç�z0Ë����H@�Ö�Ô�>9ä�Ô�é 2 êGë�ì�ë�í<ã�]:Õ�é 3 êGë�ì�ë�í�ä<õ(�Ç�z0Ë���ß�á 3)

[ t 2 uwv8x[v[y�z8{ ]

Language variation / (is...)

'�� |A} /

is [a term used to describe]j the relationship between the use of linguistic forms,

geography, and certain social categories, / (such as...) ~����%�%�O���:�X~< � ���:� > � �F�w�����:�F�:�8� ���A��� ~��:����� [ ���� 2¡¢¤£2¥ ~:¦ � ~ ¢�£ <§[¨ ©2ª[«[¬ £ >]j ­ /

such as social class, ethnic group, age, sex, occupation, function, and style. / 4)

<¥ � �2�F� � �w�O���F¡ � > ®¤¯8° � �2�A±0² ��³0´�µ�¶ �[· ��¸2¹F��º »F��¼:½:�

< ¬ £�¾ � >� �A� �2�A��¿[À:�����2ÁAÂ�à ¶ �¤Ä�Å�ÆwÇ�È £ ­ /

The combination of these various factors in speech / (result in...) É[Ê ¡��OË £:¥ � �¤Ì���Í2Î[ÏFÐ ��ÑAÒ0ÓwÔ�Õw� /

result in an individual's idiolect, or particular and idiosyncratic manner of speech. /

� ��Ö%×Ø~ Ù�Ú%��Û2Ü�ÝF~��AÝFÞ�ß�à � � �8�:�¤��É[áãâ�Õ £2¥ ~ ¡%� £ ­ /

When a variety of language is shared by a group of speakers, / (it is...)

¬ £ �%�:ä ÎwÅ ß2åF�[µ�¶ �[· «�æ%ç â ÈFè0é Ó /

---------------------

3) ê 1 ë:ì�í0ì�î�ï�ð�ñ�ò�ó%ïAôöõ�÷øê 2 ù8ï�ò%ú¤ûýü�þ�ÿ���ï���� ÷ ü�þ�����ï ��������÷����� ï���� ��÷ ���ü�þ���ï���� ����� ��� ��!#"�$&%�')(+*�,+�.-Oô0/&1 2+*�34�5� 6�7�*8 3�ï�9�:&6&� Studies ï�;�<�/�=�> (-ies) ú�?�@�A�B&1DC�E FG(�÷�ù�H0ï û ��� ï�����,415�-�"5I�JKFG(+*�34�D1 � *#L � ��÷.MON�þP6�úDQ�RPS�ï&��ï�ï�T�;8ï U���ú � -�V�W�÷YX�ù�ï -ies

ú�S�ï�Z�Z�ï�/P6�ú [�\�2+*]MON�þ�Q�R]15^5_�`4abFG(+*�34� ú � -���÷�3c(�'#��d4e�f41D;�</P6�g4*�34� ú�÷�h�A0ï�ò�ó�ï&i%ôG1 û ��� ,+�.-Oôj;�<�/�=�>+k�l�m�2+*�34�D1Pi�n�"�o p�2*�34�#��6�7�*Dq�L

4) 3�356�ú “ function” ú�ü�þ�ï���&f5rPs 8 ü�þ�kct��u!#"5v�wu!5i%ô��)2+*&xGf y�V+� z�{�÷|�} ÷5~���÷5����÷ ��~ ��� qK� ï����&1���-�"�ü��u! ÷5���%ú “ stylistic variety” y&�4ZK�0���ï ��4f���� �P�5���#�)����ï�ü�þ�����ï�����1���-�"�ü��u!#"�-]*cL � ��÷ “ stylistic variety”

8 ���ÿ���q �.-Oô���þ&1 [�!#" “ register”

8 ü�þ�t�����q �.-Oô���þ�kct�ô09�:K��g4*cL

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35

it is known as a dialect. / ¥ È �����:�K ã~�¡]¢ ­ /

A dialect, / (whether...) �[�A� } /

whether standard or nonstandard, / (includes...)

� ÈOÅ4£u¤A�:«F¬ £  ]¥�£u¤A�:«F¬ £  [¡2 :  Ô �5¦ /

includes the full range of elements used to produce and present speech: /

(pronunciation...) �2�w� ¢K§ Ú[�P¨ª©w��« ¯ Ú ¾�£ ¬ � «F¬®­ /

pronunciation, grammar, and interactive features. // Éu¯F��° ±F� �¤����²�³K´ � � ß+µ < ��Ä�¡%� ¾ Ú]¶K· ¡�¸�¹ Ù è �2� «F¬ £ > ­ //

[ º 3 »½¼]¾ ¼ ¿�À]Á ]

In this respect, / ¥ �]Âuà « /

dialect should be distinguished from accent, / (which...) �F�w�%� ¾ Ô Ä £ �ÆÅuÇPÈÊÉÌËG  ~�� Í�» Ù �AË�Èw°2����� ¾ ­ /

which usually refers only to pronunciation. / ÅuÇPÈÊÉÌË�~��%�+Î ® ��Éu¯ ¡]Ï ¾ Ú[� Ò �+Ð Ù è ¬ � «F¬ £ ­ /

All speakers of a language / (speak...)

¬ £ �2�w���F�+Ñ��%� ¢K§ Ú /

speak a dialect of that language. / (The speech of...)

� �8�2�w��Ò ~ Ï �P�F�¤��ÊØÙ�Ú ¾�£ <� «F¬KÓ Ú > /

The speech of a resident of Alabama / (is...) ŪÔ�ÕuÖF�P×O³F��ÉFÊ�� /

is quite different from the speech of a New Englander, / (as...) ت٠�2à É:µ ÔbÉÛÚ �P×O³F��ÉFÊØ~�� Ç Ó è Þ�Ü � £ � «F¬ £ ­ /

as the Texan differs in language variety from the resident of rural Kentucky, / (and...) Ý4Þ ¡ � �ªß]à:Á �F�w�+áªÉ ÂÊâPß�� �F� ~5Ü �ã­�} /

and so forth, / (even though...)

� �Pä�� �2� ä Τ¡]Ï ¾ Ú ¬ Ýæå ¥ ~ Å � ¯ £ � «F¬ £ ­ /

even though the language spoken by all / is English. / ¬+çKè�é � ¾ ¦:È ¬ �ëê[��  «F¬ £[¥ ~ ¡ ��äOÔ ­ � � ¾ ­ /

[Further differentiation is possible by investigating]k factors / (such as...)

< � �Pä�� > ÏAÐ:} /

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36

such as social class, age, sex, occupation, and others. //

è ~ ¯2° � �[�w±%² �8¸[¹w�8º[»w�%¼A½ ��Ä � Í[ÎAÏOÐ [�4ì §�£F¥ ~ « �ãâ ��¡í Ù ¾ �2�[ä Î �bÍ�» ¢�£[¥ ~ Å+î ÀA«F¬ £ ]k ­

=> ò�ó%ï5APï�ð�ñ ú Unit 12 (Week 3), Task 3 ï�ð4ñ�ð4ò�L

Unit 30. Statement by the President in His Address to the Nation

Task 1 ó ô �&õO��~ �ö­ ­ 1= c, 2 = a, 3 = b, 4 = b, d, 5 = a ¥ �&÷+ø�°��%�2001

¸9 ù 11 ú�¡Pû½ü2«�ý�þ8è �ÿÝ����8É ��� ½��ª  ¡]Ï ¾ Ú2�½���� ú � ¡ É��Øâ ÈAè� ������A�:«F¬ £ ­ ¾ Ç��F¡�����¡�� Ù ¾���� �[� ½��

«A¬ £ �wË ¡ � �A� ��� Ïw¡]Ï ¾ ÚF��� Ó ~ Áªß � Ø É[µ ¢�£ �OË%« ~:Þ ¡� æþ%�! ø � Þ#"�$ «ªþ8è ¬ ��~&% Ì ­ !1��'

1 ( Ô2µ Ô�) ¡�* Ú�Þ £ despicable~ ¾ Ì,+ �w� Ý-:���/. ¢ ! ø ­ ¬

Ç ­10�2 ��3 ¾ + � « � � ¾ Å ���F� â È Ú ¾�£ °�4  ã� ¥ ÈOÅ5 å �[� ÂuÃF� +� «F¬ £ ~ ¾ Ì76�2 �8�9�� î ÀA«F¬ £ ­: ó � c �

contemptible ; contemp < able

= =�>�¡�? ¢�£ ��@�A �CB ­ ! 2��'

2 ( Ô2µ Ô�)%�EDFÝ è ¡�* Ú�Þ £ unyielding~ ¾ Ì,+ �w� Ý-:���/. ¢ ! ø ­ ¥ È ¬ � “ a quiet, unyielding anger” ~ ¾ Ì �F�GF+É

� Ç Á Ë  �� � �IH  :� � Ù   Ù ;IJ ¾ B�K ­   ~ ¾ Ó2è ªà «F¬ è Ì ¥ ~��CL ©¡/M NwÅ�Ï Þ ­ yield

� ¸#O�P ~:Ù�Ú � ;�²EQ�R�S�T¤¡�B�U ¢�£ �V Ë £ �CW £  X~¾ Ó è ÂuÃ�Ó ¾ � + � «F¬®­ � unyielding� � ��X�Yw�]ÂuÃO�/Z Ó è ��[ P ~ ¾ Ì ¥~ ¡2� £ ­ Ù è[Å Ó Ú a Å : ó ­ !

3� ¥ � ������A�:Å\¤¡ � ¢�£ ¬ � «F¬ £   ��] ^[Ú ¾�£ Å � ó ô � ¬+çKèé

b «F¬ £ ­ ! 4� �A� °w��_�[ ~&`�a Ù � ¾�¬ �A�/. ¢ ~ ¾ Ìcb ! ­ ¥:¥ « � b~

d�

2 ÏAÅ : ó�«F¬ £ ; b ��'

3 ( Ô2µ Ô�)�� d �C'

5 ( Ô2µ Ô�):�/d e B ­ !5�

a Å : ó ­ � � � ¥ �&÷+ø�°w�f�g �¤��� �h�i�jw�Ck l[� URL « d e ­

• Statement by the President in His Address to the Nation (with Sound/Video Files)

http://www.whitehouse.gov/news/releases/2001/09/20010911-16.html

• White House News and Information on Attack Response

http://www.whitehouse.gov/news/releases/2001/09/resources.html

• New York Times: Attack on America (=> Complete coverage of NYT articles).

http://www.nytimes.com/pages/nyregion/text/

• Middle East Newswire (=> Non-American perspectives on the Sep. 11 attacks.)

http://www.middleeastwire.com/newswire/

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37

Week 6 / Grammar Review 6 monqpsronutwvyx{zo|~}���������n��{�yx����

��� (ellipsis)

� � � ¬ ¡ ��������� R i�jw�C���:ºã�/� Ë £ è��:¡� Ô È £�¬ �« �FÔ È Ô È � ú#�F�[� �:��� O �ED « ÝAÞ 0��¤¡��:È £ ���w«F¬ £ ­ `�� ¡ �

��Å+î Àw� �[� �

��� â ÈOè��:© ��  § � Þ�Ú ¬¢¡ ó¤Åbî À��[ ���«F¬®­ � � � è�:¡ �

��� â ÈOè i�j¤� : Ù2Þ¤£FÒ�¥ £ ;§¦C¨ ¢�£ B�QOÅ:  ­�Å ��© ¦F� �&°Eª�D; ¬ £0¾ ��«[��� ÆG�%è���¬w�F�8æ2ç�­�¬ ��D B�¡2�AË0Èw°:����� ¾ ­ QOÅ:  ­ �® Ï�Ë £ èE�2¡ �%� Ç]¦

���ÅF¬ £[¥ ~0��¯ ­ ¢�£ © ÏOÅ[¬ £ Å � � � è��2¡ ��°

þ�Qq; £AÒ Q�B �P¨ ¡ �]êF� �ã� ê[����±�² �[��� � ­�¬�Å[�AË�È�°2����� ¾ ­ è~ ¯ ° õO� ® °�� ® Ú ¾ è��ªþ8è ¾ ­

[ ® 1] Taro went to Tokyo and ( ³ ) found a job.

[ ® 2] Taro bought a book and Hanako ( ³ ) a CD.

[ ´ 1] µ�¶ ��·�¸ ¡�� þ � ( ³ ) ¼F½¤� ® Ï�Ë8è ­

[ ´ 2] µ�¶ ��²�� ( ³ ) ��¹�ºw� CD��» Ó è ­

¼� � ® ° « �%� � È ½ È ( ³ ) «�¾ Ù èC¿�À¤¡�\ ��  � Ï�ÁAÅ

�Â� â È Ú ¾�£ Å �¥ ÈOÅ Ô   £ �[�%� [ ® 1] « � (and) found a job � �2©wÅCà ¶K· � ° «F¬KÓ Ú:�¥ È �4° ; ¥ � é Ó��Ä�Å Æ B ~[Ù�Ú�°�± �A¡ ¶[Ö â�Õ £ è��:¡ � find ¡ Y�Ç ¢£�È � Å[�AË�È�°2�ã��� ¾ �X~ ¾ Ì ¥ ~0�%Ô È Ô ÈOÅ�­�Ó Ú ¾�£  ã��«F¬ £ ­ ¥ �¥ ~��%�

find ~ ¾ ÌcO�P�Å <X find Y> (X=

È�É�Ê P ; Y=¦ � É�Ê P )

~ ¾ Ì1Ë�Ì Í�/Z Ï 2 Ë�O�Pw«F¬ £[¥ ~0��Î�ÏØ~:Ù�Ú ­ÊÓ Ú ¾�£[¥ ~0�4Âuà ¢�£ 1) ­ ¥:¥ «�Â�

â È Ú ¾�£ Ï�Á X Å Taro ; Ç2è � � ��Ð Ê P ~:Ù�Ú[� he BA«F¬ £[¥ ~�� ���� 2«¬ £ Å � ¥ ÈOÅ[���� :� �F�%��`�� ¡ ��i�jw�

��� �%��Ñ ¯¤��ÈAè °�4  ã� �IÒ�ÓÔ�Ô��Õ TÔ�Ô�Ô   «�¦�¨w«ªþ £ ¬ � «[�AË�Èw°2����� ¾ ~ ¾ Ì f�Ö Å[¬ £  ���«F¬ £ ­

---------------------

1) × (argument) = Ø�þ¢Ù½xcf�þª� � *cQ4R 8 Ú q&6�÷ÜÛ�þ�ï�dPe]ksÝ/Þ�2K*�V4W�1#ß | �|/à 8 V¢áK! ÷5Q4R Ú�âÜã ï]��ï]�1×�1 � �åä *�q�L�Vb�5z�{ He found a job in Tokyo. �#-ô ù�6�ú�÷ he � a job �&æ�R find ï�d&e]ksÝ¢Þ42K*5VPW�ï#ß/ç�×u� � *DL in Tokyo ú find ïd&eP1�ú�^�_��¤è�! � - |/à 6�÷ ûé×P,�15[ª!D" û êÜë4R&,b�1ìP{�(K* 8 êÜëPRbk1íCî !�"��ù½��!�"�w�ï�2b* q5L � ��÷ð×8ïAô õ&Ø�þ �Cñ 1ðò/ó�2b*4��ïPk ã ת�1ì¢ô�÷#õ/ö 8 æ�R/Ù�÷ñ R%ï x.f�þ4q �Cñ 1ðò/ó�2b*4��ï&kÜøð×u�1ì�ù�6ú,û�2K*43P����g&*DL

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38

¥ �f�Ö ¡�ü�¯ ° � [ ® 1] �&°�4 « � X = Taro

~ ¾ Ì.ó�ý¤Å Ò ¬Üþ�ÿ �[ �Ï������8��Ø~ ¾ Ì ¥ ~ ¡2� £ ­ Taro went to Tokyo and Hanako found a job. � ��Ì�� ° ¬¬bçKè�é î ÀA«A¬ £ Å � � � ��Ì��4ó�ý � ¢�£ è��2¡ � � ß2» � °�4 ; Ç:è �ÂF ÁË �  :  £ ßKÜ � 8�� BOÅ © ÏF«F¬ £ ­

[ ® 2] « �%���� �w¡:¬ £ Hanako a CD Å� ®¼ � ¥ ° «F¬ £ ­ °Ø~:Ù�Ú � ¹¢�£ èE�:¡ � O�P�Å[�AË�È�°2�ã��� ¾  ���«A¬ £ ­ � ¥ « � ¥ �&°���������� ¡:¬£

Hanako ~ ¾ ÌnÏ�Á � È �Ø~:Ù�� � � � ¡�\ ��  � O�P ; ä O�P BFÅ

�Â� â È Ú¾�£ ¬ ��~ ó�ý ¢ Èw° ��� ­ � a CD� � �㦠� �Ø~��Aå ¢�£[¥ ~ Å+î Àw¡2� £ ­Î� O� � Ò�Ó�Õ T  :�f�Ö ¡ ±�� Ë ° � ¥:¥ «

�Â� â È Ú ¾�£ O�P � buy (bought)

«A¬ £ ~ ¾ Ì � Å���¬w�[� 8�� ~ ¾ Ì ¥ ~ ¡:� £ ­ k¼ � ó�ý¤·�� È Á ���8� �F¡

¾ ¢ ~ �¤��� õO� ��Ì�¡2� £ ­

[ ® 1] Taroi went to Tokyo and [S [ ����³ i] [ ��� found] [ �! �" a job]]. ( ³ = Taro)

[ ® 2] Taro boughti a book and [S [ #%$ Hanako] [ ���¤³ i] [ �! �" a CD]]. ( ³ = bought)

k ¼ � � �Â�   ¡]Ï ¾ Ú[��`�� �[� f�Ö ~ði�j ¦C¨ � è�� ��8�� ·Â� È ÁO¡]Ï ¾ Ú& � Ù è ~ ¥+è « � ¾ Þ ÏO �')( ����Ì °���� ® �¥ ­

¼+* Ú ó, ¢�£ ­ �2� �¥:¥ « � 2 Î.- ��Â����¤¡�/%à ÉÌË�0 Ó Ú ® Ú ¾ Þ ­ Ò ~ Ï ��1�2 �[� ÂuÃO�/Z

Ï �.3 Ë ¦����� � ¬ Ì Ò ~ Ï �P° ± �[��¿OÀ ��× è ¢ �[��4�5.5 ~ ­ Ô Ë ��� ÐÊ PO�¤��� that 6 ° £�¬ 5.5¤�

�Â�«F¬ £ ­ Î�Ñ��%� [ ® 1] [ ® 2] « ® è���Ì�¡ �

� ¬ ¡ ���w�C��� R i�jO�C���:º��¢� Ë £ è��2¡� Ô È £ ¬ � «F¬ £ ­ Ù   Ù��7�Ñ��© ¦ Ù ¬ i�jO��8�9 º ¡7: Ñ Ù � ¾ ­�; Ù è ��Â�

¡O��Ó Ú]°�Æ�� �AÈ ¦ ÅÌÍO�F¡�Ãw�7<O¡:� £ èE� ��£ ó

¼ �X~:Þ ¡ ! øã� ý ¥ Ù R ¢A¾ ­ � ¥ « ��k l:� Ǧ �+Ѥ�bá �[ÁF �� ® Ú ¾ Þ ¥ ~ ¡ ¢�£ ­

1) =�>�?�@�A�B�C�D

Grammar Review 3 (Week 3) « ¬   § è ~ �ö­ ��° D ¡ Æ Å E���FOÇ8È Ú ¾�£é ÓO�C²G�H.I�Æ��)JLK ¡[¬ £4§ þ ��� Ð Ê P�Å

�Â� â È £F¥ ~ ÅF¬ £ ­ ¥ � ��Ì

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39

� á �[ÁF« �P°�Æ�� �FÈ ¦ Å Ô  ã­�¡ Þ:Þ � £ è�� ��M D « ¬ Ì ` 2�Nw¡�O½Ó Ú�£Ò.PXÙ0��Õ�� £ �LQ � ¾¤¥ ~ Å[¬ £ ­ k l[� ® � ® Ú ¾ è��ªþ8è ¾ ­ 2)

[ ® 3] The bill accords online electronic signatures [( ³ 1) intended to complete legal

agreements or commercial transactions] the same legal status as a formal signature

[( ³ 2) scrawled out on a paper document]. ( ³ 1= which are; ³ 2= which is)

[ ® 3] ¥ �]±7R��%�

[± �[��S�T�Ç2è �7U�¥VA�L� ¹ â�Õ £ èE� � ] W É Ô Ã ÉYX�ºZ Ê ¡ [ [ ��\ -�¡ \ þL]X¯¤��È £ ] : � � Z Ê ~4Ý å�± � � ÅX��Ñ ¯ £�¬ � «A¬£ ­

[ ® 4] That reduction, [( ³ 1) to be achieved mainly by cutting the combustion of

fossil fuels], will lower emission levels 41 percent below where they will likely be in

the year 2010 if the trend [( ³ 2) observed since 1990] continues. ( ³ 1, ³ 2 = which is)

[ ® 4] ¥ ��^�_¤� �

[ � ¬ ¡Y`�a�b�c � b�d ^�_ ¡w�]Ó Ú%á�� â È £[¥ ~ ¡2� Ó Ú¾�£ ¬ � « ]� ;fe�g þ ×)h Á � B i *kjml ¶���� [1990

¸Ek�G7nE¯Xâ È Ú ¾�£ ] op Å ¥ � Ç:Ç�q ¾ è8é Ó�� 2010¸�� r ¤O �� � 41 (F� ÈÊÉÌË7l

* £ ¬ � «F¬ £ ­

¥ � ��Ì�� ÈÊÉ � É ÁFÅ:� s Ô  ã­�¡ Þ ¾   ~ ¾ Ì ~���±�² �F¡ ��Ò ~ Ï �&°��ED¡ ��t��YuKø Å�ƤÇ8È Ú ¾�£  ���«F¬ £ ­ è ~ ¯ ° � [ ® 3] « �%�KÒ ~ Ï �&°w�ED¡ accords, intended, scrawled

~ ¾ Ì 3 Ï � O�P�Å�* Ú�Þ £ ; à å P � complete�

I È:Èw° 4 ÏO¡2� £ Å � ¥:¥ « �]Ò ~ Ç]¦2ç �7v O�P � Òw�/Y �¤¡ ¢�£ B ­ O�P�Å3 ÏO¬ £ ~ ¾ Ì ¥ ~��±�² �F¡ 3 Ï �YuKø Å[¬ £ ~ ¾ Ì ¥ ~ «F¬KÓ Ú2� ¥ È �PÒ ~Ï �&° « � � Ì ~ ¢ Èw° ��° Å �.w ¡2� £ �[���Yxw� ¥ ~ «F¬ £ ­ ¬ Ó ~ ¬ � uKø Å ¾ Þ ÏO¬KÓ Ú ¬ � è ~ ¯ ° A is B, C is D, E is F. . .

� ��Ì�¡%�� Ì ÍOÅ:�7<F«F¬�Èw° ~2Þ ¡ ! ø�� � ¾ ­ [ ® 3] � ��Ì�� °w�Yy Ù â0�%� Ï ¢�£ ¡È °��ÂD ¡�E ��FwÇ%È Ú ¾�£ Æ (embedded clause) ��z�{ Å �| �O¡:�C¾ â È Ú¾ � ¾ ~ ¥+è ¡[¬ £ ­ � ¾�} ¯0Èw° ��²�GF� E�� FOÇ8È Ú ¾¤£ Æ���~ Çã­ �&Ö � Ç¢ § þ ��� P�Å ¢K§ Ú

�Â� â È Ú ¾�£ èE�2¡ � ÌEÍOÅ ® ¯ ¡ Þ:Þ ��Ó ÚãÙ Ç Ó Ú ¾£ � «F¬ £ ­ 3)

---------------------

2) ( � ) ú,íCî4�4g&*��L�KkDp42�L [...] ú,íCîKFc(]V |/à k#Ø | öu�.2K*���Wm�Y��ù��%ï����k�p42 8 ò�ù���6�ú�S�( ��(�ï���Wm�Y��ùL�+15[�\P2K*1ö��bk [...] 65p½!�V�q�L

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40

� A+� �����+�

¥ � ��Ì�� �.w � °w� ó�ý�¡ � è�Ó ÚF�%��° D ¡�*�� ¢�£ � O�P   ¡ � ¦2Ù�� �

È ½ È � O�P � ���.���+�)��� �k +¡�¢�£k¤�¥7¦)§�¨�©ª¡�«.¬�­�®�¨�¯°L±�²L³+´�µ ¶¸· «�¹.º�»�¼¾½À¿�Á�º¸Âk� °7«.ÃÄ��ÅLÆ�©«.Ã�µ�� °��mÇ�³+ȸÉ�«+ʸË�ƪ¿�Á�ºÂ ©ª¡ÍÌÎ� °�²)�L¬�¨) �°�Ã�µÀ¯°�©´

to Ï�Ð ÂLÑÄÒ�°�«.à that Ï�Ð ÂLÑÄÒ�°�«.Ã�µÆÄÉmÓkÂ�Ô�ÕÁ���Ö�×�Ǹ°�«.¬ Ø�Ù+Ú�ÃÄÅ�¨�¯°L± Ûª��Ò�È Ü�Ý+«

[ Þ 3] ¨�´7µ�ß�à

accord�Í©áËâØ�Ù�¬�ã�¥Ä¡�°L±ª² « Ø�Ùk´Yä

Ø�Ùá�.å�¥�ækç�³Û�è�é)µ<X accord Y, Z> (X = ê º , Y = ë 1

¿ÍÁ�º, Z = ë 2

¿Á�º

> �Í©áË

2 ì ¿ÍÁ�º�»�¼kÂ�í�Ì�±ïîk²�¨�µ�ß�à X = The bill, Y = online electronic

signatures�mǸ°L±

ð � Z�Yñ¸ò�Ǹ°�ó «Â�ô�ÇIJ)����Æ)°�¬�µõî�«�Ü+�

intend�Í©áËâØ�Ù�¬�ã ö.Ç

°�Û)÷7µ�øù��ß�લ�« Ø.ÙªÂ.ú�ûÎ��Ǹ°�ü¸÷�ýþ ¶ « ·�ÿ »¼¸Â����)ÇÄ°L±intend��©áËâØ.Ùk´

<X intend TO-COMP/THAT-COMP> ��© Ë���»¼kÂ�íÌ��mØ�Ù+¨¯°

¬4) µ�².²�¨�´��Ǹ° Ð�� Á ê º (X)

¬ ���¥�©�°L± îk²�¨�µ ê º����+�������� Ù ½��kÊ����.Ø���«�Û÷�«beØ�Ù�Ó ¬� "!�#ͳ¥�©�°�ó «Ä�%$×�Ǹ°L±�²L³+�)Ê

¤�¥�µintend

´��Ǹ° ê º¸Â�í�̸²)�L¬�¨)  µ&���ªÂ('¸÷�°�²)�L¬�)�*+��Æ)°L±intend

«to Ï�Ð ´ . . . legal agreements or commercial transactions

�Í© Ë � Ù�++ߨ) î�« ���.���Ä�.å�¥�©�°�²)�LÃÄÅ͵.î�«-,+«

the same legal status as a formal

signature�L© Ë � Ù�+ÄÂ

accord«

ë 2¿LÁ7º �/.+×.Ǫ°�²���¬�¨+ 7µ¸²�² ¨

accord« Ô���0�1.���Â�243 °�²)�L¬�¨) �°L±

3Ìù¿�« Ø�Ù

scrawl½ ².²�¨�´

<X scrawl Y> �Í©áË���»�¼)«�ä�Ø�Ù�5 � ±)Û.ÚåLµ���Ø��6#L³+¥�©¸°7Û+÷

<Y be scrawled (by X)> �YÆ�°�Ó¸��ó(798�:+« ê º

(grammatical subject) ¬ ���¥�©�°�²)�LÃÄÅ͵�;�<µ������ � Ùá�/�.Ø���«�Û÷�«

beØ�Ù�¬� "!�#ͳ¥�©�°�ó «Ä�%$×Îå�¥�µ�=�>)«-���ªÂYÕ@?�Ǹ°L±�A�:«�B�CED@F

G�H Â&IKJÁ���L�Çù�M�kÊYî ð «+ʸË���Æ)° ½NI1Ó�±

---------------------

3) OQP�R�SUT(V(W�XY[Z-\/]^&_a`Kb�cUd&e[f�gKhji�gMk[Z(l�m�n%o&pTMfrqts%p�_u(e�vwKx i�yMTMf[z ZERO-that _�{-g x P�h}|�y�gQkMZ%{g/f-~����[�(���-� (paratactic construction)

PM�[�"h}i�gQk�~a�&u[e[�(�[�������[� w RQu(eQ�KT-ga_[Z/O�OaY�~%`Kb_�{-g x P�h�s�ea���n�����g��

4) TO-COMP � to ��� ; THAT-COMP � that ���

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41

I1Ø�ÙÄÂ��+�¸å�Û

[ Þ 3] «�B�C4��� ½ �"!�I�Ó

SUB OBJ-1 G-SUB TO COMP

[The bill] / [accords] [online electronic signatures1] / [ � 1] [intended] [to complete � <VT-D, +3PS> <VT, +PSV>

OBJ-2

legal agreements or commercial transactions] / [the same legal status � as a formal

G-SUB

signature2] / [ � 2] [scrawled out � on a paper document]./ <VT, +PSV>

( � 1 = which are; � 2 = which is)

SUB = topical-grammatical subject; G-SUB = grammatical subject; VT = transitive

verb; VT-D = double-object transitive verb; TO COMP = to-infinitive compliment;

+3PS = third-person singular; +PSV = passive voice

[ Þ 4] ¨�´

(to be) achieved, will lower, will likely be, observed, continues�ͩ

Ë5Ì« Ø�Ù����¬�¯��mµ�å�Û�¬�¤�¥K�� .»�¼¨�´7î�³�¡�³)« ê º¸Â�í�¤�Û 5

Ì«¢�£ ¶ ½

cutting¨K¤+ß)°LØ � Ù�+ªóM¥ÄÒY³+È= ÿ ¨

6Ì�Ó ¬�¯°+�Í©áË�²)����Æ)°L±

² «ùË[¦ µ7Ô�§+« (to be) achieved

¨K¤+ß)°[¨�© ¶ ´&ª"«-¬�)Ê�¤�¥�¬�­9®@#ͳ¥�¯�mµ�°)« Ð �L«�¢�£±��´�²&³�¨�¯°L± ß�Û�µ

be achieved«K´�µ�:« ê º+¬ That reduction

¨�¯.¤�¥�µY²L³kÂ�¶�·.Ùá�mÇ°�¿ÍÁ-¸E����� � Ù ½ �

to ¹ ×7ÙÄÂ��4��° Û÷�« beØ�Ù�Ó)¬+².²�¨ "!�#ͳ¥�©

°�²)��ó ß�Û�²ÄÅLÃ�¨�¯°L± ð « where they will likely be . . . �Í©áË�º7Ù ¶ µ��kÊ

��î�«-,+«if¶ «¨�©k´7©�à.³Äó

where�

if�)Ê�¤�¥K»�¼Á��&¬�­9®@#ͳ¥��¯�mµ

²�³Äó(°+« Ð ��«�¢Y£±�mµ��kÊ��&½�¾����¸´K¿�À)Á�²&³¨�¯)° ½ �Y´7©+Ò�µk²�² ߨ.¨�«-Á@Â.¨7Ǩ��

3Ì« ük÷�ý�þ ¶ ¬�¯��mµ&Ã�Ä�Ý�Å)«Æ�ÇÎ�Í©áË}È"É�ÃÄÅ.å�¥

óYµk²L³kÂÊ�¦¨KË�BǸ°�«�´�Ã.ÆÌ�[Í�Î�¨�¯°+�QÏç�³¸°�Ó�± Ô�,�«

if¶ ´�µÎ�@�L¯Ò�à�©���и�

[CONJ if [NP the trend [VP observed since

1990 . . . «+ʸË�����Ǹ°�²)�L¬�¨) �°�¬�µk² «-���¸´ ð « continues

�Í©áËâØ�Ù«-Ñ�Ò¸�)Ê�¤�¥�µ�Óùå�¡�Æ�©k²)�L¬.ç.Ã)° ½ øÎ��Ì« ¶ �

2Ì«-Ô@Õ&Ö�Ø�Ùk´-×�Ø

¨) 7Æ�©�Ó�±îk²�¨�µcontinues (VI, +3PS)

Âthe trend

���Ù�Ú���¥if¶ « ê � ÿÂ�243͵KÛ±�Í«

observed (VT, +PSV) ´

the trend Â�¶�·.Ùá�mǸ°�¿ÍÁ-¸E����� �

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42

Ù ½ �/�.Ø���«�Û÷�«beØ�Ù�Ó ¬� "!�#ͳÛ�ó «Ä��B�C å�¥�µQ=�>)«-���ªÂYÕ@?�Ç

°�±�A�:)«�B�C4D@F G�H Â�Ü�Ý�« Þ �.ÆÄÅ�¤�¥�I&J���ÇÄ°+��µ��kÊ�î ð «�ʸËÍ��Æ° ½NI2Ó�±

I2Ø�ÙÄÂ��+�¸å�Û

[ Þ 4] «�B�C4��� ½ �"!�I�Ó

SUB

G-SUB OBJ

[That reduction1], / [ � 1 to be achieved mainly by cutting the combustion of fossil <VT, +PSV>

OBJ DEG-Adv SUB COMP

fuels], / [will lower [emission levels [41 percent below [wheret they will likely be [t] <VT (NP, DEG-Adv) >

SUB

in the year 2010] / [if [the trend2 [ � 2 observed since 1990] continues]]]]]. <VT, +PSV> <VI, +3PS>

( � 1, � 2 = which is)

SUB = topical-grammatical subject; G-SUB = grammatical subject; DEG-Adv =

degree adverb; VT = transitive verb; VI = intransitive verb; NP = noun phrase;

+PSV = passive voice; +3PS = third-person singular; t = trace, COMP = compliment

A�:�µ�øù��Ì« Ð «)ú�������Ù ¶ ¬ ì�Ü Á�� ük÷ ý)ß�³)Û Þ�Ð ��Ì�©�¥�Ý¥) 7Û�±²�² ¨�«�Þ�ß4«áà�´�µ�­.® �.åL¥ãâ Ø.Ùk«-¥�Ú"� ¢�£ (proposition)

¬�¯Ì��µ¸²�³���Ǹ° Ð ¶ (clause)

¬�¯°äk�Í©áË�²)��¨�¯°L±Äå�Û�¬�¤�¥.µÊ�Ý�µ[å�æ¸�KÝÒ�°(ç Ð óYµ Ð ú��.ã�¥Ä¡�°LØ�ÙÄÂ.ú û���� å�¥�©ª¡7²)��¨�µè:�Ý+« Þ «+ʸË��7µî�³�¡�³)« ¢�£"é �¸���ê å�¥&ë�Ë�Ǹ°�²)�L¬�¨) �°�«�¨�¯°L±

2) ì@íKî�ï that ð�ñ�ò Ø�Ù�«ª¿ÍÁ�º �LÆ)° � Ù ¶ Â�óΡthat

´¸å�ȸå�È� "!�#ͳ¸°L±�©�ç�ô°õâ Ï�Ð�ö "!�ä(complementizer deletion)

�[÷�È ³¸°�ö�ø+¨�¯°L±5)

G-SUB

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43

(i) a. He said that he will be willing to come.

b. He said ( � ) he will be willing to come.

(ii) a. I hope that he will come tomorrow.

b. I hope ( � ) he will come tomorrow.

² «that

´ù�àùå�ó[ú�û+Á��� "!�#ͳ¸°�ç���¨�´�Æ�©�¬�µ ê ¶ Ø�Ù�¬�©�ç�ô°�Ï�üØ�Ù)µU.�ý�Ø�Ù)µ}þ�ÿ�Ø�Ù)µ�����Ø�Ù)µ%�kÊ��¸²L³+���Ǹ° beØ�Ù�+

(e.g. think,

understand, believe, know, hope, say, be sorry, be glad, be surprised, be reported,

etc.) ¨�µ�Ã7Ì�ÿ��)«���É�¬�Ñ ¶ �.¯°Lè�ék�.´� "!�#ͳ¸°�«.¬�� Þ ¨�¯��mµ�+��º)¨�î�« ����¬���©7±4¦7Æ�þ�7µ��º)¨�´ Ï�Ð�� ýá�.å�¥�« that

¬� "!�#ͳ¥�ó�µð «�ʪËÍ� ê ¶ ��Ñ ¶ «����k´����)Á���� (prosodic cue)

��Ê7¤.¥�²�³+��¬�­E®#ͳ¥��¯�mµ Ï�Ð�ö «� "!��� �.Ǹ°�»�¼�:«����� �¬�!¯3 °�²)��´�"¸�L§ÄÉLÆ�©�±

6)

I hope he will come tomorrow.

Û�Úªå͵��#��Á��$�¬YæªÒ�Æ�©�%�  &�'+¨�´�µ Ï�Ð�ö « "!)´¸å�ÈÄå�ÈY»¼�:��kÊ��´�µ�:«����� Ä !#(¸²)�L¬�¯°L±)Ûª��Ò�È7µ ð «+ʸËmÆ Þ ¨�¯°L±

---------------------

5) OaP that ~*),+��.-Y*/4SahQO,0MP � 12(^ q 3-�z/P that �h54�6 x P(Y�{-gj�[T*7�Z the

book (that/which) I bought 8 the man (whom) I have seenw 7�9�g that 8 wh- ^�~(\/]:<;�^

(relative pronoun) Y�{#= ZjO(OaYMf9S�� ���<>?-� (complementizer) h%~ @BA@c}d�gj�}pC�sjZf DKd x {�gM�FE�P<G.H�P x haYM`�b@c�d�g&O�ha_K{�g(PK~F4�6aY&{�g/��I-TJ w Z Otto

Jesperson ~(\/] :,;�^ 8[���<K that P/`Kb�cUdKp*L&�NM J*O�n � 1<PO-� (contact clause) h�QR Y[f�g (Modern English Grammar, iii, 1927) �

6) OMP � lFS-�T�U� w ~Ml VXWZY�[]\�W_^�`&X#YaWba P qdc.e�T[z f g&ZF7�RNh�i�WFjKTk _{Kg%��T,7Z�OQPml�~[f�n.o,p�q,rmsutwv�Y{�u�e(Z,x w he will come tomorrow _y z q|{]}F~-z9haT-u�e 7�=�Z�O/d w �-f&e I hope h%f�SN�,����tjn5�"y-g(P_<`��P ��� Y{&g&h��d�o[Z��N�&P�OKhaT�_#� I HOpe he will come tomorrow. h�f4S��FJ w Tg%�p.C�s�ZMfD�d w*� R]�<O9h��.O qN{Kgaf&~,�<O9h�L��*M.J<O-z�P*�.��_MlFS� w�,�w<� W���cjd�g[P~ 4#6%Y{&g��alFS� w<� W���cjd&e�f�g&h���d�o[Z�O%d w cF� w 4#6��� n%o-�&\a]^F8���� >.?�n5��y-g5�F�&_T[f@h�fESjP�_(Zm��� w 7�9-g-O�d �/P]� � �&P`�b-P<�Kp&g%��¡(P<¢@hj�KY-{Kg�hU|�y��Ud�g%�

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44

[ Þ 5] Researchers told the World Alzheimer's Congress that they suspect ( � ) an

Alzheimer's gene may be located on Chromosome 10.

[ £ 5] ¤X¥�¦ Û@¦7¬�§�� ¨.©�ª.«�ß�¬�­�¬�­+¨.®�7áå�Ûª��²�¯��)ÊL³+È7µ�¨.©�ª.«ß�¬�­�°�±X²+´¸É)Ë�³ Å ë 10 ´#µ >+�.¯°+Å.åÍ©��L«+²)��¨�¯°L±

[ Þ 6] “Most American politicians and businessmen understand ( � ) a system of

free and open trade remains the best bet for global prosperity.“

[ £ 6] ¶ · «�"¸�L§ÄÉL«F¸�¹�º��kÊ��¼».½F¾ H ¬"«�´7µÌ�.� ¿�À�>�Ö)¬XÁ�F�­�Â�©ÆFÃ#Ä�®�Å+«�Û÷�« ÔXÆ�«.Ç+¨�¯°+�aükÒ�¥�©�°L±

[ Þ 5] ¨�´7µ

they suspect. . . ß�¨7¦)§�Úª��²�¯�¨�µ

suspect¬

<X suspect Y> (X = êº, Y =

¿ÍÁ�º) �Í©áË���»�¼kÂ�í�Ì�Ø�Ù+¨�¯°�²)�LÃÄÅ͵�����¯�ÒYà

����¯�ÒYà

[ ÈÊÉ [ ËÍÌ they [ ÎÍÏ suspect [ ÐÒÑÍÌ an Alzheimer's gene . . . �/���Ǹ°�²)�L¬�¨) �°L±

7)åLÃÄå͵.î�«-,��may be located. . .

�Í©áËâØ�Ù�++¬�ã�¥Ä¡�° Û÷�µk².² ß�¨�«-��ªÂ

that ¨K¤+ß)°�Ñ#Ó ¶ «.Ôk�FÕ+¤�¥�³á�NÖ�Ç�ù��¬�ã�¥Ä¡�°L±

may be located«

Ü �¸´ ê ¸ � Ù�+ ½ ê ºªÓά ²Æ���³ùÈ¸Æ Å.Æ�©á²ù��à Å7µ ����¯�Ò�à an

Alzheimer's geneÂ ê º �%.×�Ǹ°L± åLÃÄå͵ � Ù�+�´�×�Õ�� 2

Ì«¸ÄÂ��4��°�²�L¬�¨) 7Æ�©�Û÷�µ�Ø�<k´

suspect«�¿ÍÁ�º+¬�Ù)�.Ú©�¥ªåLßùË�²)����Æ)°L±ª²L³

Â[B�Û�Ǹ° Û÷��7µsuspect

«-,�� Ï�Ð�� ý�« that¬� "!�#ͳ¥�©�°�ó «Ä�.å�¥�µ

ð «+ʸË�����Ǹ° ½NI3Ó�±

---------------------

7) x I 0 R suspect ~ that O�n�vU�,� w hag53 - x {-gQ_ qd�s�e[Z�OaPNl&~<�c w �P(V

W�XT(P(Y�{-ga_MzQZBx w O�d�n5Þ&u(e[f�p�h�s�e x ZOaPNlKP&R�S wmß,àKw ;�^K_N2-f�e[fg��<á w ~MZ <X suspect Y> hjf9S �.â�n ß*ã � wBä E,��gQP(_*åæ-Y�{-gj�

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45

I

3 [ Þ 5] ,Xç ÿ «�»�¼���� ½ �"!�I�Ó

(Researchers told. . .that)

S

NP VP

V S’

COMP S

NP VP

VP PP

they suspect � an Alzheimer's gene may be located on Chromosome 10

[S [NP they [VP suspect [S’ [COMP � [S [NP an Alzheimer's gene [VP may be located [PP

on Chromosome 10]]]]]]]]].

¦7Æ�þ�7µ Ï�Ð « Ô�§+« Ø�Ù suspect´)².²�¨�´ âéèÄ�QÏ Ë�ä

(think, speculate)�Í©áË*"¸ÉL«K´�µ.¨�¯��mµ âdêáåÍ©��QÏ Ë�µìë©+Â7Ã���°�ä(to have doubts about; to

have suspicion) �Í©áË�í#î+Á�ÆK´�µ é)©´�Æ�©7±�² «�B�C¸´7µ Ð =�>)«K´�µ�ÃÄÅ�Ú��¨�Ƹ¡�µ

that "!�)Ê�° Ï�Ð Ñ ¶ ÿ���ï)«���ÉK� ½ å�Û�¬�¤�¥ Ï�Ðê ¶ ÿ��)«�ñ�)Á�ÆFð#��ÉK��Óù�Í©áË}È"É�ÃÄÅQÝ�¥�ómñ#ò+«�¯°�ó «�¨�¯°L±

[ Þ 5] ´-¿�ÀÁKé Ð ¨�¯°�²)�͵��kÊ��Xó £ �LÆ)°<ô�õ�¬7øÎ��Ì�Ú@����ö7×�#³)¥�©�°�²)�LêÅ͵�#."¸É�Í�Î �Í©áËm"¸É�¨´�Æ�©7±)Û�Úªå�µk² «�ʸËmÆ âø÷¸ú�¨

«7¦�þ�ÖÎå ½ ;�B�C)Ó�ä� ù�ú¸Æ¸¡�#*ûª° Ð�ü�ü ²L³kÂ-Ê�ý¸� âÿþ�­��E«�� H ½����� Ó Ð äÎ�[÷ ü#ü ´7µ�Ê�ýk«�� Ð æ� #³�ßE«��-­�¾���à}:«�� Ð ���kÆ.êÅmàÝùÅm³¸°�²)�͵��kÊ��¸² «�ʸË�Æ�ö�øk¬�!¯3�°����k«��Xç´�%� ��)«��k��¯°��Í©Ë�²)��´���¤�¥��.©�¥�©.©�Ú$¯ªËâ±

[ Þ 6] ó�×43�ʸËmÆ�þ�­��E«�� H ö�øÄÂ�� �ØIJ)å]³�Ç�© Ð ¨�¯°L±L² « Þ.Ð ´®$&)«��K5 �Í© Ëj»k��Æ�¤�¥�©k°�¬�µ&$k�)²�³kÂYÔ�§+êŠÐ�� �.åL¥�%�©�Ûª��Ç.³

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46

È�µ���îÎÅ.¡ Ï�Ð�� ýk« that ´ ½_®��"Õ�«���� � ý¸�-��ç+°�ó�«ª��åL¥�Ó.Ô�§�ÃÅ G « �"« H ú���!kß�³¥�©�Û�ó «Ä�aükÒ�Åm³¸°L±

3) "�#%$�&('�)�*,+(ð�ñ�ò

[ Þ 7] In few other countries would that be considered controversial filmmaking. In

Japan, plainly, it is ( � ) , and it is not clear that that is going to change any time soon,

( � ) a new yakuza law or not.

[ £ 7] ä�« · ¨�´7µ.î�³)¬.­�-¸ÂK÷�ÄʸËmÆ./�0�1�� � ¨�¯°+�Íþ�ÆE#ͳ¸°�²)�´#"¸�L§ªÉLÆ�©Î�N&�¤�¥�Ê�©7± ½ åLêåmÓ3254+¨´�²ÄÅ�Ã��.­�-%6ã¸�LÆ+°�«.¨�¯

°�±î�«�ʸËmÆ Ð ��Á(7�8¬�µ9��;:(< � « =%>¬�¯�¯�Ë���Æ.ÃX¯�Ë��͵�?�©�@��A ç)°�²)�L¬�¯°�ÃÄÉ)ËmÃ�´7µ&ù�àùå�ó�×Ã�¨�´�Æ�©7±

[ Þ 8] Bush is in fact a moderate Republican. Always has been, always will be. As

such, he was not entirely trusted by the right wing of his own party. Never has ( � ) been ( � ) , never will ( � ) be ( � ).

[ £ 8] B�C µ�DE��F�G�´�H�I�J�×�K�LM�Æ.«�¨�¯°L±ª²L³)ß�¨�óYîáË�¨�¯.¤�Ûªå͵²�³)ÃÄÅ7óYîáËm¨�¯Ì�5N���° Ú ¯ªËâ±)îáË�åLÛKÑ�Ò �.åL¥�µ(O¸´-×�K�L)«�P�J�Ù¸úÃÄÅ�´�Q�=��.´ ��R¯#ͳ¥�©�Æ.Ã�¤�Ûªå͵k²L³)ÃÄÅ�óLà+¤¸�ÍîáË�Ú$¯ªËâ±

².² ß�¨�´7µ B�S Á�ÆK´�µ · ÆÄÂ�í)Û�Æ�© T�*�º+«� "!�ö�øk��Ì�©�¥�Ý�¥) �Û�¬�µ

[ Þ 7] �kÊ��

[ Þ 8] ´7µVU�>Á�ÆK´�µ · ÆÄÂ�í�¤�Û�º�++«� "!+ÂW!$( Þ ¨�¯°L± Ü

¦ « Þ ¨�´7µ ë 2 Ð «�X<Ô In Japan, plainly, it is ( � ) , and. . . «

( � ) ¨-Láå�Û�ô�õk� "!�¬�¯°�¬�µk²L³)¬it is [considered controversial filmmaking]

«� "!&»)¨�¯°�²)�´%Y�« �"® H àâÃÄÅ(²ÄÅLÃ�¨�¯°L±

ß�à�µ&»�¼Á��.´7µ

it is��N ¡7ó «�¨�¯°�ÃÄÅ͵k² «�Ö&,��.´

be Ø�Ùk��Ö(ZÌ

Æ�[°�²)�L«�¨) �°Lº�\���] ½ Ûª��Ò�È»�Æ.Ù#³.Ø�Ù�«�^�_���Ù�»�Ó « º�++¬�NÄ  µÃ�Ì�=�> �.å�¥(`áÅ�Ã.« ¢�£ Â�»�=�ÇÄ° · ƪÂ�ík¤�¥�©Æ���³+È�ƪÅLÆ�©�± ð �7µÜ�a)« â Ô �b ��« ­�®@ä+���c9��È�µk².² ¨ 9!�#ͳ)¥�©k° · Ƹ´7µ�Çed�î«�Ü« Ð �.¯° (be) considered controversial filmmaking

¨�¯�¯ªË��Í©áËm«.¬ Ôªó�fKýÁ�Æ�g�- �Í©áË�²)����ÆÌ�mµ&»�¼Á�Æ hiÎó.² «�g�- ��é�j.Ǹ°L±

[ Þ 7] �.´)ó¸Ë�Ê�ô�õ)µ- "!�¬�¯°L±�k�l+«

” ( � ) a new yakuza law or not” «

ÿ �)¨�¯°L±ª²L³+´7µ“whether there is (a new yakuza law or not.)”

¬� "!�#ͳÛ�ó«Ä��B�CǸ°�²)�L¬�¨) �°L± Û.Úªå͵�² «�B�Ck«�m+ò k´

[ Þ 7] ÃÄÅonáÅm³¸°�F�­

ª�©�ÆKÿ#�Ú@�7¨�´ p�q�å�Ãrk°+��²�¯7¬�¯Ì�mµ�Ô�ÕÁ�.´+² « Ð «�ã�s �LÆ�¤�ÛÝ�t)¬�u�v�wx�« âN¬�©%y«(z�ä)��êÅY÷7¥�2{4k«|"®(}�« B ¼+�7Ì�©�¥�- 3LÛ ·Æ�¨�¯°�²)�͵��kÊ��9��~:K��Çá�.åL¥�«�©ç�ô)° â�9.�;:(< � ä)«�=%>)��Ì�©�¥

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47

óW��³¥.©�°�²+�LƪÉL«XÁ�F�­�Â�©�Æ Ð�� ÿ#�)¬Kù��)�.Æ)°�Ú$¯ªË�±ªó�¤Ä��ó�µ�Û��Ò�È (1)

² «a new yakuza law or not

�Í©áËâº�+�´¶�·�« Ð « · Æk��� Ǹ°[Ú� Á�Æ;Y(��«6àL�.å�¥��kÒ�Åm³Û�ó «�¨�¯°�²)�͵(2) ² « ÿ �)Ú@��¨ Ð �.å�¥(Q��Ǹ° Û÷��.´�X<Ôk�

“there is”  � ÒY³+È)ÊY©k²)�͵��kÊ��

(3) k�l+«

or not �

�� #Nûª° Û÷��.´ “whether”

 � Ò�¥ ”-- whether there is a new yakuza law

or not.” ��Ç+³�È�=9>Ä«���é� �¬ ��³ °�²Ä� µ #kÅ7�

(4) ².« ÿ �δ

A new

yakuza law or not, it is not clear that that is going to change any time soon. �*%� 

� Ò�°�²)�L¬�¨)  µ ²L³+´�µWith or without a new yakuza law, it is not clear that . . . ��©áË�´@µ���Æ+°�²+�LÆÄÉ�µ9F­�ª�©kÆKÿ��)Ú@�7¨�ó Ã�ÆÌ��« ÿ ��ß�¨ g�-+¬��á¡

²)��ó-²ÄÅLÃ�¨�¯°L± Æ��.µ

[ Þ 7] «

In few other countries would that be considered controversial

filmmaking. �Í©áË ÿ ��´���� � ½

=> Grammar Review 4, Week 4 ��� Ó)¬Yækç�³¥��6��µ��%f«7º�ÐÄ��Õ�Ç �In few other countries, that would be considered

controversial filmmaking�LÆ)° ½ ² «

that ´¶�·�« · Æk���Ǹ°(� � Ù�Ó�±

[ Þ 8] �)óVU�>Á�Æ º�\�� ¿�«� "!������)«;Y�«X»m¾�­�F,��«7¬&ÝÎÅm³¸°L±ª² «

Þ ¨�´7µ Always has been, always will be. �

Never has been, never will be. �Í©áË

× ���-­E«7«� 9!+ÂV!$(~�~�M­��+ÂV� �o�.Ǫ²)�L¨�µ �kÁ�Æ-7�ö����ÄÂW�Ĥ�Ûkó «¨¯°L±�² « Þ ´7µ�A���«�ʸËÍ��F�­�ª�©�Æ Ð�� ÿ��Ú"��¨- "!�ÿ#�)¬KÓ�¸�����)�*¨�¯°L±

[Bush] i is in fact [a moderate Republican] j .

Always has ( i ) been ( j ), (and) always will ( i ) be ( j ).

As such, he i was not [entirely trusted by the right wing of his own party] k .

Never has ( i ) been ( k ), (and) never will ( i ) be ( k ).

Æ��.µo�׫&º7Ù@�kÊ�����Ø�ÙÄÂW!$((���+��Ì�©�¥�´ Grammar Review 4 (Week 4)¨-B�� åLÛª�M� ��¨¯°L±�² «�ʸËmÆ-½ ö Á�Æ(� � ´7©ç�È�%� ��)«� k«�Ý�û#õ+¨¯Ì�mµ�¦�($"ÎËYó¢¡ ¦ « £�í4¦�Â�¤�>�¥.Ǹ°�ʸË�Æ7̸óE��¨ Ð�� Â&µ�ç�¤�¥�©� �Û©���²�¯�¨�¯°L±

² «#".Ã�µ ì åªÂ�¦���°�Û÷�«� "!Î�.å�¥X"�§ ¨�5�� å�¥.©�°�ó�«Ä�.åL¥�µ�¿�ÀÂ(7�Ç as

³ than

«-,+« ê º �©a�º+«� "! (e.g. Hanako likes you better than [she

likes] me.) �k��

if, when, while, thoughÆÄÉ�¨&ó)Ã�³¸°�Ñ#Ó ¶ « ê º �©a�º+«ù˦ µ Ð�� ÃÄÅ(²ÄÅLÃ.Æ&���ß�Û�´-ÿ���ª�«�«+�¡¬��Æ�©����«� "! (e.g. I will call

you tomorrow, if [it is] necessary. He was a good actor when [he was] young.

Though [he is] young, he is very mature.) ÆÄÉL¬�¯°L±