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Chapter 4 Speech
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The two persons who have written authoritatively1 about Miss Keller's speech and the way she learned it are Miss Sarah Fuller, of the Horace Mann School for the Deaf in Boston, Massachusetts, who gave her the first lessons, and Miss Sullivan, who, by her unremitting discipline, carried on the success of these first lessons.
Before I quote from Miss Sullivan's account, let me try to give some impression of what Miss Keller's speech and voice qualities are at present.
Her voice is low and pleasant to listen to. Her speech lacks variety and modulation2; it runs in a sing-song when she is reading aloud; and when she speaks with fair degree of loudness, it hovers3 about two or three middle tones. Her voice has an aspirate quality; there seems always to be too much breath for the amount of tone. Some of her notes are musical and charming. When she is telling a child's story, or one with pathos4 in it, her voice runs into pretty slurs5 from one tone to another. This is like the effect of the slow dwelling6 on long words, not quite well managed, that one notices in a child who is telling a solemn story.
The principal thing that is lacking is sentence accent and variety in the inflection of phrases. Miss Keller pronounces each word as a foreigner does when he is still labouring with the elements of a sentence, or as children sometimes read in school when they have to pick out each word.
She speaks French and German. Her friend, Mr. John Hitz, whose native tongue is German, says that her pronunciation is excellent. Another friend, who is as familiar with French as with English, finds her French much more intelligible7 than her English. When she speaks English she distributes her emphasis as in French and so does not put sufficient stress on accented syllables8. She says for example, "pro-vo-ca-tion," "in-di-vi-du-al," with ever so little difference between the value of syllables, and a good deal of inconsistency in the pronunciation of the same word one day and the next. It would, I think, be hard to make her feel just how to pronounce DICTIONARY without her erring9 either toward DICTIONAYRY or DICTION'RY, and, of course the word is neither one nor the other. For no system of marks in a lexicon10 can tell one how to pronounce a word. The only way is to hear it, especially in a language like English which is so full of unspellable, suppressed vowels12 and quasi-vowels.
Miss Keller's vowels are not firm. Her AWFUL is nearly AWFIL. The wavering is caused by the absence of accent on FUL, for she pronounces FULL correctly.
She sometimes mispronounces as she reads aloud and comes on a word which she happens never to have uttered, though she may have written it many times. This difficulty and some others may be corrected when she and Miss Sullivan have more time. Since 1894, they have been so much in their books that they have neglected everything that was not necessary to the immediate13 task of passing the school years successfully. Miss Keller will never be able, I believe, to speak loud without destroying the pleasant quality and the distinctness of her words, but she can do much to make her speech clearer.
When she was at the Wright-Humason School in New York, Dr. Humason tried to improve her voice, not only her word pronunciation, but the voice itself, and gave her lessons in tone and vocal14 exercises.
It is hard to say whether or not Miss Keller's speech is easy to understand. Some understand her readily; others do not. Her friends grow accustomed to her speech and forget that it is different from that of any one else. Children seldom have any difficulty in understanding her; which suggests that her deliberate measured speech is like theirs, before they come to the adult trick of running all the words of a phrase into one movement of the breath. I am told that Miss Keller speaks better than most other deaf people.
Miss Keller has told how she learned to speak. Miss Sullivan's account in her address at Chautauqua, in July, 1894, at the meeting of The American Association to Promote the Teaching of Speech to the Deaf, is substantially like Miss Keller's in points of fact.
MISS SULLIVAN'S ACCOUNT OF MISS KELLER'S SPEECH
It was three years from the time when Helen began to communicate by means of the manual alphabet that she received her first lesson in the more natural and universal medium of human intercourse--oral language. She had become very proficient15 in the use of the manual alphabet, which was her only means of communication with the outside world; through it she had acquired a vocabulary which enabled her to converse16 freely, read intelligently, and write with comparative ease and correctness. Nevertheless, the impulse to utter audible sounds was strong within her, and the constant efforts which I made to repress this instinctive17 tendency, which I feared in time would become unpleasant, were of no avail. I made no effort to teach her to speak, because I regarded her inability to watch the lips of others as an insurmountable obstacle. But she gradually became conscious that her way of communicating was different from that used by those around her, and one day her thoughts found expression. "How do the blind girls know what to say with their mouths? Why do you not teach me to talk like them? Do deaf children ever learn to speak?" I explained to her that some deaf children were taught to speak, but that they could see their teachers' mouths, and that that was a very great assistance to them. But she interrupted me to say she was very sure she could feel my mouth very well. Soon after this conversation, a lady came to see her and told her about the deaf and blind Norwegian child, Ragnhild Kaata, who had been taught to speak and understand what her teacher said to her by touching18 his lips with her fingers. She at once resolved to learn to speak, and from that day to this she has never wavered in that resolution. She began immediately to make sounds which she called speaking, and I saw the necessity of correct instruction, since her heart was set upon learning to talk; and, feeling my own incompetence19 to teach her, never having given the subject of articulation20 serious study, I went with my pupil for advice and assistance, to Miss Sarah Fuller. Miss Fuller was delighted with Helen's earnestness and enthusiasm, and at once began to teach her. In a few lessons she learned nearly all of the English sounds, and in less than a month she was able to articulate a great many words distinctly. From the first she was not content to be drilled in single sounds, but was impatient to pronounce words and sentences. The length of the word or the difficulty of the arrangement of the elements never seemed to discourage her. But, with all her eagerness and intelligence, learning to speak taxed her powers to the utmost. But there was satisfaction in seeing from day to day the evidence of growing mastery and the possibility of final success. And Helen's success has been more complete and inspiring than any of her friends expected, and the child's delight in being able to utter her thoughts in living and distinct speech is shared by all who witness her pleasure when strangers tell her that they understand her.
I have been asked a great many times whether I think Helen will ever speak naturally; that is, as other people speak. I am hardly prepared to decide that question, or even give an opinion regarding it. I believe that I have hardly begun yet to know what is possible. Teachers of the deaf often express surprise that Helen's speech is so good when she has not received any regular instruction in speech since the first few lessons given her by Miss Fuller. I can only say in reply, "This is due to habitual21 imitation and practice! practice! practice!" Nature has determined22 how the child shall learn to speak, and all we can do is to aid him in the simplest, easiest way possible, by encouraging him to observe and imitate the vibrations23 in the voice.
Some further details appear in an earlier, more detailed24 account, which Miss Sullivan wrote for the Perkins Institution Report of 1891.
I knew that Laura Bridgman had shown the same intuitive desire to produce sounds, and had even learned to pronounce a few simple words, which she took great delight in using, and I did not doubt that Helen could accomplish as much as this. I thought, however, that the advantage she would derive25 would not repay her for the time and labour that such an experiment would cost.
Moreover, the absence of hearing renders the voice monotonous26 and often very disagreeable; and such speech is generally unintelligible27 except to those familiar with the speaker.
The acquiring of speech by untaught deaf children is always slow and often painful. Too much stress, it seems to me, is often laid upon the importance of teaching a deaf child to articulate--a process which may be detrimental28 to the pupil's intellectual development. In the very nature of things, articulation is an unsatisfactory means of education; while the use of the manual alphabet quickens and invigorates mental activity, since through it the deaf child is brought into close contact with the English language, and the highest and most abstract ideas may be conveyed to the mind readily and accurately29. Helen's case proved it to be also an invaluable30 aid in acquiring articulation. She was already perfectly31 familiar with words and the construction of sentences, and had only mechanical difficulties to overcome. Moreover, she knew what a pleasure speech would be to her, and this definite knowledge of what she was striving for gave her the delight of anticipation32 which made drudgery33 easy. The untaught deaf child who is made to articulate does not know what the goal is, and his lessons in speech are for a long time tedious and meaningless.
Before describing the process of teaching Helen to speak, it may be well to state briefly34 to what extent she had used the vocal organs before she began to receive regular instruction in articulation. When she was stricken down with the illness which resulted in her loss of sight and hearing, at the age of nineteen months, she was learning to talk. The unmeaning babblings of the infant were becoming day by day conscious and voluntary signs of what she felt and thought. But the disease checked her progress in the acquisition of oral language, and, when her physical strength returned, it was found that she had ceased to speak intelligibly35 because she could no longer hear a sound. She continued to exercise her vocal organs mechanically, as ordinary children do. Her cries and laughter and the tones of her voice as she pronounced many word elements were perfectly natural, but the child evidently attached no significance to them, and with one exception they were produced not with any intention of communicating with those around her, but from the sheer necessity of exercising her innate36, organic, and hereditary37 faculty38 of expression. She always attached a meaning to the word water, which was one of the first sounds her baby lips learned to form, and it was the only word which she continued to articulate after she lost her hearing. Her pronunciation of this gradually became indistinct, and when I first knew her it was nothing more than a peculiar39 noise. Nevertheless, it was the only sign she ever made for water, and not until she had learned to spell the word with her fingers did she forget the spoken symbol. The word water, and the gesture which corresponds to the word good-by,seem to have been all that the child remembered of the natural and acquired signs with which she had been familiar before her illness.
As she became acquainted with her surroundings through the sense of feeling (I use the word in the broadest sense, as including all tactile40 impressions), she felt more and more the pressing necessity of communicating with those around her. Her little hands felt every object and observed every movement of the persons about her, and she was quick to imitate these movements. She was thus able to express her more imperative41 needs and many of her thoughts.
At the time when I became her teacher, she had made for herself upward of sixty signs, all of which were imitative and were readily understood by those who knew her. The only signs which I think she may have invented were her signs for SMALL and LARGE. Whenever she wished for anything very much she would gesticulate in a very expressive42 manner. Failing to make herself understood, she would become violent. In the years of her mental imprisonment43 she depended entirely44 upon signs, and she did not work out for herself any sort of articulate language capable of expressing ideas. It seems, however, that, while she was still suffering from severe pain, she noticed the movements of her mother's lips.
When she was not occupied, she wandered restlessly about the house, making strange though rarely unpleasant sounds. I have seen her rock her doll, making a continuous, monotonous sound, keeping one hand on her throat, while the fingers of the other hand noted45 the movements of her lips. This was in imitation of her mother's crooning to the baby. Occasionally she broke out into a merry laugh, and then she would reach out and touch the mouth of any one who happened to be near her, to see if he were laughing also. If she detected no smile, she gesticulated excitedly, trying to convey her thought; but if she failed to make her companion laugh, she sat still for a few moments, with a troubled and disappointed expression. She was pleased with anything which made a noise. She liked to feel the cat purr; and if by chance she felt a dog in the act of barking, she showed great pleasure. She always liked to stand by the piano when some one was playing and singing. She kept one hand on the singer's mouth, while the other rested on the piano, and she stood in this position as long as any one would sing to her, and afterward46 she would make a continuous sound which she called singing. The only words she had learned to pronounce with any degree of distinctness previous to March, 1890, were PAPA, MAMMA, BABY, SISTER. These words she had caught without instruction from the lips of friends. It will be seen that they contain three vowel11 and six consonant47 elements, and these formed the foundation for her first real lesson in speaking.
At the end of the first lesson she was able to pronounce distinctly the following sounds: a, a", a^, e, i, o, c soft like s and hard like k, g hard, b, l, n, m, t, p, s, u, k, f and d. Hard consonants48 were, and indeed still are, very difficult for her to pronounce in connection with one another in the same word; she often suppresses the one and changes the other, and sometimes she replaces both by an analogous49 sound with soft aspiration50. The confusion between l and r was very noticeable in her speech at first. She would repeatedly use one for the other. The great difficulty in the pronunciation of the r made it one of the last elements which she mastered. The ch, sh and soft g also gave her much trouble, and she does not yet enunciate51 them clearly. [The difficulties which Miss Sullivan found in 1891 are, in a measure, the difficulties which show in Miss Keller's speech today.]
When she had been talking for less than a week, she met her friend, Mr. Rodocanachi, and immediately began to struggle with the pronunciation of his name; nor would she give it up until she was able to articulate the word distinctly. Her interest never diminished for a moment; and, in her eagerness to overcome the difficulties which beset52 her on all sides, she taxed her powers to the utmost, and learned in eleven lessons all of the separate elements of speech.
Enough appears in the accounts by Miss Keller's teacher to show the process by which she reads the lips with her fingers, the process by which she was taught to speak, and by which, of course, she can listen to conversation now. In reading the lips she is not so quick or so accurate as some reports declare. It is a clumsy and unsatisfactory way of receiving communication, useless when Miss Sullivan or some one else who knows the manual alphabet is present to give Miss Keller the spoken words of others. Indeed, when some friend is trying to speak to Miss Keller, and the attempt is not proving successful, Miss Sullivan usually helps by spelling the lost words into Miss Keller's hand.
President Roosevelt had little difficulty last spring in making Miss Keller understand him, and especially requested Miss Sullivan not to spell into her hand. She got every word, for the President's speech is notably53 distinct. Other people say they have no success in making Miss Keller "hear" them.
A few friends to whom she is accustomed, like Mrs. A. C. Pratt, and Mr. J. E. Chamberlin, can pass a whole day with her and tell her everything without the manual alphabet. The ability to read the lips helps Miss Keller in getting corrections of her pronunciation from Miss Sullivan and others, just as it was the means of her learning to speak at all, but it is rather an accomplishment54 than a necessity.
It must be remembered that speech contributed in no way to her fundamental education, though without the ability to speak she could hardly have gone to higher schools and to college. But she knows better than any one else what value speech has had for her. The following is her address at the fifth meeting of the American Association to Promote the Teaching of Speech to the Deaf, at Mt. Airy, Philadelphia, Pennsylvania, July 8, 1896:
ADDRESS OF HELEN KELLER AT MT. AIRY
If you knew all the joy I feel in being able to speak to you to-day, I think you would have some idea of the value of speech to the deaf, and you would understand why I want every little deaf child in all this great world to have an opportunity to learn to speak. I know that much has been said and written on this subject, and that there is a wide difference of opinion among teachers of the deaf in regard to oral instruction. It seems very strange to me that there should be this difference of opinion; I cannot understand how any one interested in our education can fail to appreciate the satisfaction we feel in being able to express our thoughts in living words. Why, I use speech constantly, and I cannot begin to tell you how much pleasure it gives me to do so. Of course I know that it is not always easy for strangers to understand me, but it will be by and by; and in the meantime I have the unspeakable happiness of knowing that my family and friends rejoice in my ability to speak. My little sister and baby brother love to have me tell them stories in the long summer evenings when I am at home; and my mother and teacher often ask me to read to them from my favourite books. I also discuss the political situation with my dear father, and we decide the most perplexing questions quite as satisfactorily to ourselves as if I could see and hear. So you see what a blessing55 speech is to me. It brings me into closer and tenderer relationship with those I love, and makes it possible for me to enjoy the sweet companionship of a great many persons from whom I should be entirely cut off if I could not talk.
I can remember the time before I learned to speak, and how I used to struggle to express my thoughts by means of the manual alphabet--how my thoughts used to beat against my finger tips like little birds striving to gain their freedom, until one day Miss Fuller opened wide the prison-door and let them escape. I wonder if she remembers how eagerly and gladly they spread their wings and flew away. Of course, it was not easy at first to fly. The speech-wings were weak and broken, and had lost all the grace and beauty that had once been theirs; indeed, nothing was left save the impulse to fly, but that was something. One can never consent to creep when one feels an impulse to soar. But, nevertheless, it seemed to me sometimes that I could never use my speech-wings as God intended I should use them; there were so many difficulties in the way, so many discouragements; but I kept on trying, knowing that patience and perseverance56 would win in the end. And while I worked, I built the most beautiful air-castles, and dreamed dreams, the pleasantest of which was of the time when I should talk like other people, and the thought of the pleasure it would give my mother to hear my voice once more, sweetened every effort and made every failure an incentive57 to try harder next time. So I want to say to those who are trying to learn to speak and those who are teaching them: Be of good cheer. Do not think of to-days failures, but of the success that may come to-morrow. You have set yourselves a difficult task, but you will succeed if you persevere58, and you will find a joy in overcoming obstacles--a delight in climbing rugged59 paths, which you would perhaps never know if you did not sometime slip backward--if the road was always smooth and pleasant. Remember, no effort that we make to attain60 something beautiful is ever lost. Sometime, somewhere, somehow we shall find that which we seek. We shall speak, yes, and sing, too, as God intended we should speak and sing.

点击收听单词发音收听单词发音  

1 authoritatively 1e057dc7af003a31972dbde9874fe7ce     
命令式地,有权威地,可信地
参考例句:
  • "If somebody'll come here and sit with him," he snapped authoritatively. “来个人到这儿陪他坐着。”他用发号施令的口吻说。
  • To decide or settle(a dispute, for example) conclusively and authoritatively. 判定结论性、权威性地决定或解决(纠纷等)
2 modulation mEixk     
n.调制
参考例句:
  • The soft modulation of her voice soothed the infant. 她柔和的声调使婴儿安静了。
  • Frequency modulation does not allow static to creep in. 频率调制不允许静电干扰混入。
3 hovers a2e4e67c73750d262be7fdd8c8ae6133     
鸟( hover的第三人称单数 ); 靠近(某事物); (人)徘徊; 犹豫
参考例句:
  • A hawk hovers in the sky. 一只老鹰在天空盘旋。
  • A hen hovers her chicks. 一只母鸡在孵小鸡。
4 pathos dLkx2     
n.哀婉,悲怆
参考例句:
  • The pathos of the situation brought tears to our eyes.情况令人怜悯,看得我们不禁流泪。
  • There is abundant pathos in her words.她的话里富有动人哀怜的力量。
5 slurs f714abb1a09d3da4d64196cc5701bd6e     
含糊的发音( slur的名词复数 ); 玷污; 连奏线; 连唱线
参考例句:
  • One should keep one's reputation free from all slurs. 人应该保持名誉不受责备。
  • Racial slurs, racial jokes, all having to do with being Asian. 种族主义辱骂,种族笑话,都是跟亚裔有关的。
6 dwelling auzzQk     
n.住宅,住所,寓所
参考例句:
  • Those two men are dwelling with us.那两个人跟我们住在一起。
  • He occupies a three-story dwelling place on the Park Street.他在派克街上有一幢3层楼的寓所。
7 intelligible rbBzT     
adj.可理解的,明白易懂的,清楚的
参考例句:
  • This report would be intelligible only to an expert in computing.只有计算机运算专家才能看懂这份报告。
  • His argument was barely intelligible.他的论点不易理解。
8 syllables d36567f1b826504dbd698bd28ac3e747     
n.音节( syllable的名词复数 )
参考例句:
  • a word with two syllables 双音节单词
  • 'No. But I'll swear it was a name of two syllables.' “想不起。不过我可以发誓,它有两个音节。” 来自英汉文学 - 双城记
9 erring a646ae681564dc63eb0b5a3cb51b588e     
做错事的,错误的
参考例句:
  • Instead of bludgeoning our erring comrades, we should help them with criticism. 对犯错误的同志, 要批评帮助,不能一棍子打死。
  • She had too little faith in mankind not to know that they were erring. 她对男人们没有信心,知道他们总要犯错误的。 来自英汉文学 - 嘉莉妹妹
10 lexicon a1rxD     
n.字典,专门词汇
参考例句:
  • Chocolate equals sin in most people's lexicon.巧克力在大多数人的字典里等同于罪恶。
  • Silent earthquakes are only just beginning to enter the public lexicon.无声地震才刚开始要成为众所周知的语汇。
11 vowel eHTyS     
n.元音;元音字母
参考例句:
  • A long vowel is a long sound as in the word"shoe ".长元音即如“shoe” 一词中的长音。
  • The vowel in words like 'my' and 'thigh' is not very difficult.单词my和thigh中的元音并不难发。
12 vowels 6c36433ab3f13c49838853205179fe8b     
n.元音,元音字母( vowel的名词复数 )
参考例句:
  • Vowels possess greater sonority than consonants. 元音比辅音响亮。 来自《现代英汉综合大词典》
  • Note the various sounds of vowels followed by r. 注意r跟随的各种元音的发音。 来自超越目标英语 第3册
13 immediate aapxh     
adj.立即的;直接的,最接近的;紧靠的
参考例句:
  • His immediate neighbours felt it their duty to call.他的近邻认为他们有责任去拜访。
  • We declared ourselves for the immediate convocation of the meeting.我们主张立即召开这个会议。
14 vocal vhOwA     
adj.直言不讳的;嗓音的;n.[pl.]声乐节目
参考例句:
  • The tongue is a vocal organ.舌头是一个发音器官。
  • Public opinion at last became vocal.终于舆论哗然。
15 proficient Q1EzU     
adj.熟练的,精通的;n.能手,专家
参考例句:
  • She is proficient at swimming.她精通游泳。
  • I think I'm quite proficient in both written and spoken English.我认为我在英语读写方面相当熟练。
16 converse 7ZwyI     
vi.谈话,谈天,闲聊;adv.相反的,相反
参考例句:
  • He can converse in three languages.他可以用3种语言谈话。
  • I wanted to appear friendly and approachable but I think I gave the converse impression.我想显得友好、平易近人些,却发觉给人的印象恰恰相反。
17 instinctive c6jxT     
adj.(出于)本能的;直觉的;(出于)天性的
参考例句:
  • He tried to conceal his instinctive revulsion at the idea.他试图饰盖自己对这一想法本能的厌恶。
  • Animals have an instinctive fear of fire.动物本能地怕火。
18 touching sg6zQ9     
adj.动人的,使人感伤的
参考例句:
  • It was a touching sight.这是一幅动人的景象。
  • His letter was touching.他的信很感人。
19 incompetence o8Uxt     
n.不胜任,不称职
参考例句:
  • He was dismissed for incompetence. 他因不称职而被解雇。
  • She felt she had been made a scapegoat for her boss's incompetence. 她觉得,本是老板无能,但她却成了替罪羊。
20 articulation tewyG     
n.(清楚的)发音;清晰度,咬合
参考例句:
  • His articulation is poor.他发音不清楚。
  • She spoke with a lazy articulation.她说话慢吞吞的。
21 habitual x5Pyp     
adj.习惯性的;通常的,惯常的
参考例句:
  • He is a habitual criminal.他是一个惯犯。
  • They are habitual visitors to our house.他们是我家的常客。
22 determined duszmP     
adj.坚定的;有决心的
参考例句:
  • I have determined on going to Tibet after graduation.我已决定毕业后去西藏。
  • He determined to view the rooms behind the office.他决定查看一下办公室后面的房间。
23 vibrations d94a4ca3e6fa6302ae79121ffdf03b40     
n.摆动( vibration的名词复数 );震动;感受;(偏离平衡位置的)一次性往复振动
参考例句:
  • We could feel the vibrations from the trucks passing outside. 我们可以感到外面卡车经过时的颤动。
  • I am drawn to that girl; I get good vibrations from her. 我被那女孩吸引住了,她使我产生良好的感觉。 来自《简明英汉词典》
24 detailed xuNzms     
adj.详细的,详尽的,极注意细节的,完全的
参考例句:
  • He had made a detailed study of the terrain.他对地形作了缜密的研究。
  • A detailed list of our publications is available on request.我们的出版物有一份详细的目录备索。
25 derive hmLzH     
v.取得;导出;引申;来自;源自;出自
参考例句:
  • We derive our sustenance from the land.我们从土地获取食物。
  • We shall derive much benefit from reading good novels.我们将从优秀小说中获得很大好处。
26 monotonous FwQyJ     
adj.单调的,一成不变的,使人厌倦的
参考例句:
  • She thought life in the small town was monotonous.她觉得小镇上的生活单调而乏味。
  • His articles are fixed in form and monotonous in content.他的文章千篇一律,一个调调儿。
27 unintelligible sfuz2V     
adj.无法了解的,难解的,莫明其妙的
参考例句:
  • If a computer is given unintelligible data, it returns unintelligible results.如果计算机得到的是难以理解的数据,它给出的也将是难以理解的结果。
  • The terms were unintelligible to ordinary folk.这些术语一般人是不懂的。
28 detrimental 1l2zx     
adj.损害的,造成伤害的
参考例句:
  • We know that heat treatment is detrimental to milk.我们知道加热对牛奶是不利的。
  • He wouldn't accept that smoking was detrimental to health.他不相信吸烟有害健康。
29 accurately oJHyf     
adv.准确地,精确地
参考例句:
  • It is hard to hit the ball accurately.准确地击中球很难。
  • Now scientists can forecast the weather accurately.现在科学家们能准确地预报天气。
30 invaluable s4qxe     
adj.无价的,非常宝贵的,极为贵重的
参考例句:
  • A computer would have been invaluable for this job.一台计算机对这个工作的作用会是无法估计的。
  • This information was invaluable to him.这个消息对他来说是非常宝贵的。
31 perfectly 8Mzxb     
adv.完美地,无可非议地,彻底地
参考例句:
  • The witnesses were each perfectly certain of what they said.证人们个个对自己所说的话十分肯定。
  • Everything that we're doing is all perfectly above board.我们做的每件事情都是光明正大的。
32 anticipation iMTyh     
n.预期,预料,期望
参考例句:
  • We waited at the station in anticipation of her arrival.我们在车站等着,期待她的到来。
  • The animals grew restless as if in anticipation of an earthquake.各种动物都变得焦躁不安,像是感到了地震即将发生。
33 drudgery CkUz2     
n.苦工,重活,单调乏味的工作
参考例句:
  • People want to get away from the drudgery of their everyday lives.人们想摆脱日常生活中单调乏味的工作。
  • He spent his life in pointlessly tiresome drudgery.他的一生都在做毫无意义的烦人的苦差事。
34 briefly 9Styo     
adv.简单地,简短地
参考例句:
  • I want to touch briefly on another aspect of the problem.我想简单地谈一下这个问题的另一方面。
  • He was kidnapped and briefly detained by a terrorist group.他被一个恐怖组织绑架并短暂拘禁。
35 intelligibly 852fe691283acb5a21c95b007c5c695e     
adv.可理解地,明了地,清晰地
参考例句:
  • The foreigner spoke to us quite intelligibly. 这个外国人对我们讲的话理解很好。 来自《简明英汉词典》
  • Logically or intelligibly ordered or presented; coherent. 有逻辑或理性地排列或表现的;协调的。 来自互联网
36 innate xbxzC     
adj.天生的,固有的,天赋的
参考例句:
  • You obviously have an innate talent for music.你显然有天生的音乐才能。
  • Correct ideas are not innate in the mind.人的正确思想不是自己头脑中固有的。
37 hereditary fQJzF     
adj.遗传的,遗传性的,可继承的,世袭的
参考例句:
  • The Queen of England is a hereditary ruler.英国女王是世袭的统治者。
  • In men,hair loss is hereditary.男性脱发属于遗传。
38 faculty HhkzK     
n.才能;学院,系;(学院或系的)全体教学人员
参考例句:
  • He has a great faculty for learning foreign languages.他有学习外语的天赋。
  • He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。
39 peculiar cinyo     
adj.古怪的,异常的;特殊的,特有的
参考例句:
  • He walks in a peculiar fashion.他走路的样子很奇特。
  • He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。
40 tactile bGkyv     
adj.触觉的,有触觉的,能触知的
参考例句:
  • Norris is an expert in the tactile and the tangible.诺里斯创作最精到之处便是,他描绘的人物使人看得见摸得着。
  • Tactile communication uses touch rather than sight or hearing.触觉交流,是用触摸感觉,而不是用看或听来感觉。
41 imperative BcdzC     
n.命令,需要;规则;祈使语气;adj.强制的;紧急的
参考例句:
  • He always speaks in an imperative tone of voice.他老是用命令的口吻讲话。
  • The events of the past few days make it imperative for her to act.过去这几天发生的事迫使她不得不立即行动。
42 expressive shwz4     
adj.表现的,表达…的,富于表情的
参考例句:
  • Black English can be more expressive than standard English.黑人所使用的英语可能比正式英语更有表现力。
  • He had a mobile,expressive,animated face.他有一张多变的,富于表情的,生动活泼的脸。
43 imprisonment I9Uxk     
n.关押,监禁,坐牢
参考例句:
  • His sentence was commuted from death to life imprisonment.他的判决由死刑减为无期徒刑。
  • He was sentenced to one year's imprisonment for committing bigamy.他因为犯重婚罪被判入狱一年。
44 entirely entirely     
ad.全部地,完整地;完全地,彻底地
参考例句:
  • The fire was entirely caused by their neglect of duty. 那场火灾完全是由于他们失职而引起的。
  • His life was entirely given up to the educational work. 他的一生统统献给了教育工作。
45 noted 5n4zXc     
adj.著名的,知名的
参考例句:
  • The local hotel is noted for its good table.当地的那家酒店以餐食精美而著称。
  • Jim is noted for arriving late for work.吉姆上班迟到出了名。
46 afterward fK6y3     
adv.后来;以后
参考例句:
  • Let's go to the theatre first and eat afterward. 让我们先去看戏,然后吃饭。
  • Afterward,the boy became a very famous artist.后来,这男孩成为一个很有名的艺术家。
47 consonant mYEyY     
n.辅音;adj.[音]符合的
参考例句:
  • The quality of this suit isn't quite consonant with its price.这套衣服的质量和价钱不相称。
  • These are common consonant clusters at the beginning of words.这些单词的开头有相同辅音组合。
48 consonants 6d7406e22bce454935f32e3837012573     
n.辅音,子音( consonant的名词复数 );辅音字母
参考例句:
  • Consonants are frequently assimilated to neighboring consonants. 辅音往往被其邻近的辅音同化。 来自《简明英汉词典》
  • Vowels possess greater sonority than consonants. 元音比辅音响亮。 来自《现代英汉综合大词典》
49 analogous aLdyQ     
adj.相似的;类似的
参考例句:
  • The two situations are roughly analogous.两种情況大致相似。
  • The company is in a position closely analogous to that of its main rival.该公司与主要竞争对手的处境极为相似。
50 aspiration ON6z4     
n.志向,志趣抱负;渴望;(语)送气音;吸出
参考例句:
  • Man's aspiration should be as lofty as the stars.人的志气应当象天上的星星那么高。
  • Young Addison had a strong aspiration to be an inventor.年幼的爱迪生渴望成为一名发明家。
51 enunciate jovxd     
v.发音;(清楚地)表达
参考例句:
  • Actors learn how to enunciate clearly in the theatrical college.演员在戏剧学院学习怎样清晰地发音。
  • He is always willing to enunciate his opinions on the subject of politics.他总是愿意对政治问题发表意见。
52 beset SWYzq     
v.镶嵌;困扰,包围
参考例句:
  • She wanted to enjoy her retirement without being beset by financial worries.她想享受退休生活而不必为金钱担忧。
  • The plan was beset with difficulties from the beginning.这项计划自开始就困难重重。
53 notably 1HEx9     
adv.值得注意地,显著地,尤其地,特别地
参考例句:
  • Many students were absent,notably the monitor.许多学生缺席,特别是连班长也没来。
  • A notably short,silver-haired man,he plays basketball with his staff several times a week.他个子明显较为矮小,一头银发,每周都会和他的员工一起打几次篮球。
54 accomplishment 2Jkyo     
n.完成,成就,(pl.)造诣,技能
参考例句:
  • The series of paintings is quite an accomplishment.这一系列的绘画真是了不起的成就。
  • Money will be crucial to the accomplishment of our objectives.要实现我们的目标,钱是至关重要的。
55 blessing UxDztJ     
n.祈神赐福;祷告;祝福,祝愿
参考例句:
  • The blessing was said in Hebrew.祷告用了希伯来语。
  • A double blessing has descended upon the house.双喜临门。
56 perseverance oMaxH     
n.坚持不懈,不屈不挠
参考例句:
  • It may take some perseverance to find the right people.要找到合适的人也许需要有点锲而不舍的精神。
  • Perseverance leads to success.有恒心就能胜利。
57 incentive j4zy9     
n.刺激;动力;鼓励;诱因;动机
参考例句:
  • Money is still a major incentive in most occupations.在许多职业中,钱仍是主要的鼓励因素。
  • He hasn't much incentive to work hard.他没有努力工作的动机。
58 persevere MMCxH     
v.坚持,坚忍,不屈不挠
参考例句:
  • They are determined to persevere in the fight.他们决心坚持战斗。
  • It is strength of character enabled him to persevere.他那坚强的性格使他能够坚持不懈。
59 rugged yXVxX     
adj.高低不平的,粗糙的,粗壮的,强健的
参考例句:
  • Football players must be rugged.足球运动员必须健壮。
  • The Rocky Mountains have rugged mountains and roads.落基山脉有崇山峻岭和崎岖不平的道路。
60 attain HvYzX     
vt.达到,获得,完成
参考例句:
  • I used the scientific method to attain this end. 我用科学的方法来达到这一目的。
  • His painstaking to attain his goal in life is praiseworthy. 他为实现人生目标所下的苦功是值得称赞的。


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