【旅行見聞篇】English after Mandarin
小管在北義大利這些日子以來,最常看到的就是在各地方黑白相間的教堂。往中義過去這樣的建築樣式就逐漸變少。納悶啊納悶。於是就再度發揮N年沒用過的在校寫報告的精神找出可接受的答案。
In Norman’s time in North Italy, black and white striped churches can be found in many cities. The more south you go, the less this type of architecture can be spotted. I was having a big question mark in mind. Thus, I resumed my super power used while studying in college to hopefully find out an acceptable answer.
條紋的使用可以推溯希臘文化及羅馬文化(拜占庭)。在這兩種文化中很常見到條紋的布料、馬賽克以及建築外觀。而北義黑白相間的教堂大多建築於12世紀。也就是說這時期的條紋使用可能是繼承於先前時期的審美觀。
The use of stripes can be dated back in Greek and Roman (Byzantine) times. Striped cloth, mosaic, and building exteriors were often found in those two cultures. And, the use of black and white striped facades on churches in North Italy peaked in the 12th century. One can infer that the style was probably a succession of the aesthetic value of the former times.
至於黑白條紋的運用在意義上是希望橫向的條紋所產生的擴張寬度的效果可以為教堂帶來更宏偉的感覺。不過黑白相間的使用在西方歷史上也有欺瞞的意涵,比如說犯人入獄後穿黑白條紋的衣服。這點便無法用在此種外表風格的解釋上。
As for the meaning of the use of black and white stripes on church facades, it can be explained with the illusionary effect of horizontal stripes which makes objects wider than they actually are. However, black and white stripes also represent deception and negative feelings. A good example is the traditional black and white striped inmate clothes. This makes it difficult to explain the use of black and white stripes on church facades.
另外建築教堂用的石頭通常都是品質優良的岩石種類,像是白色多用大理石而黑色則是蛇紋石(serpentine)。品質好的白色大理石在當時似乎並不那麼容易取得。而黑色(其實是深綠色,圖三可以證明)的蛇紋石在貫穿義大利的亞平寧山裡隨處可見。所以,將兩者交錯使用也就能夠理解成本上的考量了。
In addition, the stones used for building churches were usually rocks with fine quality and value. White stones could be marble stones and black stones were often serpentines (dark green). White marble stones with fine quality was not easy to come by at the time, whereas serpentines could be easily found throughout the Apennine mountains which extends through Italy half island. Therefore, it makes sense to stagger two types of stones on the building of churches.
以上的推論參考自底下的一篇短論文。有興趣的朋友可以跟我一樣把第一部份給啃完吧。
The inference above came from a short paper discussing the origin of the architecture style mentioned above. You are welcome to gnaw through the first part of the paper (warning: pretty dry).
http://www.academia.edu/…/Fa%C3%A7ades_and_Stripes_An_Accou…
with Virginia Tang, 張樹美, 鄒香華, 廖己未, Eileen Chen,
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Day -17
Paper 1 (Reading) 提示:
原則:先練弱項,再全卷操練
1.1 先將自己做過的 past papers 或 mock papers 翻閱一次,統計各題型中,自己的最強和最弱的 question types。
1.2 主要 Question Types 如下:
- Main idea / Main purpose
- Long questions (Locating information / Giving comments / Making comparisons)
- MC (Locating information / Inference)
- Contextual meaning / Dictionary / Synonyms / Antonyms
- True/False/Not Given
- Reference
- Summary Cloze
- Sequencing
- Matching
- Writer's Attitude
- Proofreading
- MC Cloze
2.1 先按題型操練,特別先針對最弱的題型操練,同步溫習相關題目的作答技巧。
2.2 如果各題型的準確度相近,較值得操練 Long Questions 和 Summary Cloze。
2.3 Summary Cloze 必須練習 grammar 的準確度;Long Questions 必須練習找原文資料的速度。
3.1 另外必須溫習 Poems & Songs 的 poetic devices 及 figurative language。已報讀 Final Hit 的同學,務必完成書內幾篇 poems 及 songs 的篇章。
3.2 除了典型的說明文,可再練習與 Stories 相關的題目,Final Hit Book 1 已有相關的題目。
4. 在這個時間,不宜為 Reading 卷記詞彙。操練時也不可查字典。
5.1 考前兩三天,或已對以上題型有信心的話,請全份操練。
5.2 必須 time 時間做。
Part A + B1: A 50 mins + B1 40 mins
Part A + B2: A 35 mins + B2 55 mins
5.3 成績並不是重點,必須檢討錯誤的題型如何改善,期間必須溫習堂上抄過的重點。
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2013 DSE Paper 1 Analysis
Overall Comments:
- There are more summary cloze questions this year, indirectly raising the level of difficulty.
- Part A is a little more difficult than Part B2. Some inference questions in Part A are more challenging than those in Part B2.
- The increased level of difficulty can also be put down to the fact that the reading passage of Part A contains technical vocabulary, with which students may not be familiar.
- There seem to be fewer open-ended questions in B2 this year as compared with last year.
- There are quite a number of T/F/NG questions this year, most of which are easy to handle.
Part A Comments:
- The overall level of difficulty is raised because of the unfamiliar theme and relatively more sophisticated vocabulary.
- There are more summary cloze questions, which may not be easy to handle for students who are weak in grammar.
- There are open-ended questions which require students to infer the underlying meaning of a certain chunk of words.
- Like last year, there is a one-mark question about picture matching.
Part B1 Comments:
- The questions in Part B1 are more direct than those in Part A, and the level of difficulty of B1 resembles that of CE Paper 1A.
- The two reading passages in Part B1 are not related, so there are no cross-passage questions this year.
Part B2 Comments:
- There are no "do you agree" questions this year, reducing the flexibility of questions. Students, therefore, have to read the passage and understand it, instead of justifying their own views.
- There is one question testing students' understanding of writing techniques - "simile" is tested this year, while "metaphor" was tested last year. Possible writing techniques that may appear next time are "hyperbole" and "irony".
- One question in Part B2 tests students' ability to sequence the order of an event. Students are asked to choose five options out of a total of eight, after which they put them in the correct order.
- Students are required to look for two differences in a two-mark question; this question is aimed at testing students' ability to compare two things.
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