reading report2

The Lexicography of English

From the whole month i read The Lexicography of English written by Henri Bejoint, recommended by my vice president cause it relevant closely to our course, Lexicography. The book was published by Oxford University Press in 2010, covering 441pages.This book aroused public’s attention and soon gained reputations because it gives enlightening insights into English dictionaries’development from the origin to present which clearly shows us varieties of dictionaries provides a flesh impetus to the lexicography studies. The reason why I choose this book partly because it is on a required reading list, and of great important is that aroused my interests about lexicography, which can serves as a guideline to a beginner.

The book contains ten chapters that gives a brief introduction about the lexicography of English from the original to the present. From the very beginning (chapter one ), it offers readers the definition of dictionary and the relations with other types of books such as encyclopedia or grammar. Follows is the types of dictionaries in chapter two, in this chapter reader will know the

dictionaries typologies and understand the brief history of English dictionaries from present to 19th century. Chapter three and four specially introduces the traditional dictionaries of British and American, plenty of dictionaries will known in these two chapters. The dictionary for foreign students as a new tradition showed in chapter five which mark the transformation in dictionaries making concentrating more on dictionaries makers and on the context than on dictionaries users. Then comes to the chapter six which reveals readers the cultural, the functional, and the scientific English dictionaries of the 20th century and arouses the question of roles of lexicographers. It’s also of great important to make a scientific study of dictionary users and uses, who uses the dictionaries and for what purposes and how are dictionaries really used, all those information included in chapter seven. Chapter eight states the relationship between lexicography and linguistics and put forward some linguistics questions in lexicography. Chapter nine points out the Ⅰare closely connected to the dictionaries making and electronic dictionaries are widely applied into human beings daily life. Last chapter offer reader is there really exist a theory of dictionary and end up with a conclusion.

Ⅰ. Definition of Dictionary

What is dictionary? All modern dictionaries have a definition of dictionary, although it is difficult to image someone consulting a dictionary to know what a dictionary is. New W orld of W ords, written by E.P, published in 1658, which stated that(Plate 3) a book wherein hard words and names are mentioned, and unfolded.The New oxford dictionary of English (1998) sees only two, perhaps one and a half . The first is the usual meaning: a book that lists the words of a language in alphabetical order and gives their meaning, or that gives the equivalent words in a different language. And the second is more general: a reference book on any subject, the items of which are arranged in alphabetical order. From varieties of definitions of dictionary in different authors, we may easily point out some features of dictionaries.

1.A dictionary is a series of separate paragraphs.

2.A dictionary is meant to be consulted, not read.

3.Dictionaries have a double structure.

4.A dictionary lists linguistics units.

5.A dictionary is a didactic book.

6.A dictionary gives information about linguistics signs.

7.A dictionary represents a lexical set.

8.A dictionary is an ordered list of items.

9.A dictionary is a special kind of set.

Dictionary has a double structure means that a dictionary has both macrostructure and microstructure. Macrostructure refers the arrangement of list of entry words in each dictionary, while microstructure refers to the set of pieces of information as they ordered in every article composed of certain number of information items(pronunciation, etymology, spelling, syntax, etc.). It is impossible to imagine a dictionary without macrostructure, the notions of macrostructure and microstructure are of great use cause they organize the dictionary nearly in two intersecting directions, vertical for the macrostructure and horizontal for the microstructure.

W ords can be classified into different ways by their, forms, spelling, meaning or sound. Alphabetical ordering marked an important milestone in the development of dictionaries. Y et the process took a long time cause the glosses collected in ancient time were in abbreviated from, language did not have a unified spelling and what was important that some religious authorities objected to the alphabetical ordering. However , alphabetical arrangement is does the easier and faster system for the dictionary users and also gives the owners and users of a dictionary the impression that they maintain all the lexical items of the language.

All in all, the definition of a dictionary can be described as a

reference tool, in paper or electronic from, that offers information about words where are treated in a separate paragraph and all the paragraphs are ordered for easy consultation.

Ⅱ. A Brief history of English Dictionaries

The beginning of the lexicography did not exist in a mere nation nor a mere language, yet related to Latin, serving as an international language in some European countries in Middle Age. There was no dictionary at that time but did have wordbook usually connected to Bible with Latin glossaries. Y et the Cerden and Erfurt Glosses have been found long before Anglo-saxion times. The flourish of renaissance impeded the development of dictionary. With the rapid growth of international trading, people urged for a foreign dictionary. Thus one of the famous dictionaries Thesaurus , written by Cooper came out in 1565. However , none of these wordbooks were named as dictionary in the 16th century until 17th century Cokeram’s the Dictionary (1623). And Nathaniel Bailey’s Universal Etymology Dictionary of the English Language(1721) was the first one considered the proper conventional usage at that period, offered illustrations, amplification, and examples. Although public and scholars viewed that the pioneer of dictionary should be belonged to

Samuel Johnson or Noah W ebster, Bailey should be the one actually.

The main event in the evolution of English lexicography in the eighteen century was the publication of Samuel Johnson’s Dictionary in 1755. Johnson successfully revised the harsh glosses of Bailey’s and confirmed lots of controversial spelling of words and developed defining system. The 19th century was a flourish time for American lexicography. British dictionaries of the same period have been forgotten cause they were too much under the influence of Johnson to be innovative. American dictionaries were all-purpose guides and reference works accessible to American citizens of all social classes and all levels of education.

Ⅲ. Samuel Johnson’s Dictionary

3.1. V iews on Samuel Johnson’s Dictionary.

(1).Johnson’s Dictionary was both descriptive and prescriptive, though many scholars stated that was more prescriptive than descriptive, for it had two clearly defined objective in his preface：to explain the words and phases used in the general intercourse of life, or found in the works of those whom we commonly style polite writers’ and to preserve the purity and ascertain the meaning of our English idiom.

(2)Johnson added comments and labels in many entries to indicate what he thought was good usage. Y et his influence on language was limited.

(3) Johnson referred earlier dictionaries in many of his entries and definitions which were considered terse, stylish, and somewhat witty, as well as factual. Clear, and comprehensible.

(4). Johnson illustrated most meanings by quotations for attestation so as to prove the bare existence of words. Y et his profound achievement was his treatment of polysemy.

3.2. W eakness of Johnson’s Dictionary and research prospect

Though the influence of Johnson’s Dictionary was far reaching, it of course had it weakness. The etymologies within the lexical items were often faulty, its definitions sometimes vague and some were just strings of synonyms and some were extremely short or difficult to understand, its choice of words debatable, its indication of pronunciation sketchy. Many words were out of date that nobody used.

Despite of its imperfection. Johnson’s Dictionary was greeted as a great achievement, although it was a commercial success. Above all, new progress on study of Johnson’s Dictionary are as follows:

(1)Research method: with the development of science and

technology, electronic dictionaries are widely used, empirical method based on data analysis is popular with the supplement of computers.

(2)Research materials: scholars attach highly attention to the manuscripts and revised manuscripts as well as dictionary itself.

(3)Research theory: the development of modern linguistics and lexicography lay a solid theoretical foundation for the research of Johnson’s Dictionary. Scholars will concentrate more on the microstructure of the dictionary especially in syntax and pragmatic.

Ⅳ. Brief Introduction of THE ‘BIG FIVE’

Library are arranged numerous dictionaries for learners but there are five, from five different publishers, that are usually considered to be of major importance, and referred to as ‘the Big Five’.

(1). The Oxford Advanced Learner’s Dictionary.

From the book, the author described ALD from several features, the vocabulary control, the grammatical and syntactic information, numerous examples and a focus on phraseology, showing that ALD was extremely successful cause the public of students learning English was immense and growing fast, because it had virtually no

competitor and because the teaching community managed to persuade everyone that it was indispensable to use a monolingual learner’s dictionary.

(2). The Longman Dictionary of Contemporary English.

LDOCE first published in 1978, shared some common features with ALD3, yet had its original points. LDOCE coded not only verbal constructions but also nouns and adjectives; it had usage notes on difficult points and was more generous in its inclusion of American English than ALD. LDOCE not only gained great commercial success, but also made available on magnetic tape,which allowed research that had hitherto been impossible, especially as the tape had information on register, type of object,etc.that was not in the printed dictionary.

(3). The Collins COBUILD English Language Dictionary.

COB published in 1987, covering over 70,000references’and had been prepared with the help of the computer. Y et what made it especially remarkable is that the compilation process for COBUILD used the computer in all the four traditional lexicographic stages of data-collecting, entry-selection, entry construction and entry arrangement. But it differed from ALD and LDOCE in many features. COB was the first dictionary to draw all its headwords and examples from an electronic corpus; its macrostructure grouped all

homographs in the same entries, as if the dictionary had been designed only for elucidating isolated, context-free forms and the syntactic patterns of verbs, nouns, and adjectives offered a link between the broad generalities of grammar and the individualities of particular words, were given in coded form in a special column to the right of the main text, so that they did not clutter it; the definitions of COB were also outstanding cause it based on Sinclair’s work in the idiomaticity of language and inspired by the study of folk definitions. However, COB is difficult to use for it was only learner’s dictionary to have been compiled partly by academics.

(4). The Cambridge International Dictionary of English.

The CIDE compiled under the direction of Paul Procter, published in 1995. CIDE was declared to be the more demanding of the four big learner’s dictionaries of the time because it had its own original features like lists of ‘false friends’ in 14 language which was completely new on the market and had an alphabetical index listing all the words used in the phrases and idioms treated in the dictionary, with a reference to the appropriately entry.

(5). The Macmillan English Dictionary.

The MEDAL was published in both British and American edition and prepared with W ordSketch, a software program designed to draw the ‘portrait’ of each word. Y et it had fewer proper names

and minimal coding of syntactic patterns, provided detailed information on frequent collocations and the most original feature was it had ‘metaphor boxes’.

Above all, over twenty editions of the main five learner’s dictionaries have been published during seven decades. All have been produced in smaller, cheaper versions so as to cater more dictionary users and gain commercial success. Dictionary making is an endless work because languages develop endlessly, thus the progress of lexicography is also of no bounds.

Ⅴ. The role of lexicographers and the nature of lexicography

Before discuss the the role of lexicography and the nature of lexicography, I would like to mention something about the the cultural, functional, and the scientific within English dictionaries which arouse my interest but few materials can be found on the internet. From my point of view, dictionary plays a role of being a mouthpiece of a cultural cause all dictionaries are cultural in a broad sense of culture, the compilers of dictionaries are influenced by the culture where they live, from the definition of language we can know that language is a system of arbitrary vocal symbols used for

human communication and is also related to society, for it is a social phenomenon, an artefact based on social convention. And the definition of dictionary we mentioned before is a reference tool provides information of the words in order for easy consultation, so it of course transfers the cultural information among the words and between the lines. They express the knowledge, the beliefs, the values of the dominant groups of that society:’dictionaries are a faithful reflection of the changing society that produces and consumes them’. Dictionaries never present more than one viewpoint, for reasons of space, but also because there is a way of treating those words that corresponds to what the lexicographers think that the public expects. Y et they can barely be objective, and it may not be what the users want.

It is hard to define the role of lexicographers, slaves or masters? Johnson’s viewed that the work of lexicographers is very hard work without any inventiveness, boring for the lexicographers but of great use to the users. Undoubtedly, the work of lexicography to a large extent is a kind of copy but it is hard to be original. Y et many lexicographers in ancient times were brilliant mastering in many fields. They attached to lexicography because of the prestige of the dictionary, because of its importance in the evolution of the language, because of its role in the teaching of the language. They were witty,

scathing, they used their dictionaries to scold, to preach, to mock, to condemn, without respect the ideals of objectivity, it maybe less good but it is more attractive. The work of modern lexicography, however, has become more repetitive, and the scope for invention and imagination is narrower than ever. Thus the modern dictionaries are more serious and objective than before. It is a sign of progress of course but to some extent become less imaginative, less exciting.

Conclusion

To sum up, after reading The Lexicography of English written by Henri Bejoint and some relevant journals issued in the CNKI, I may have a brief understanding of the lexicography of English from the origin to present, the definition of dictionary, the role of lexicographers and the nature of lexicography. As we all know that all dictionaries in all languages and all countries have some features in common, because they are the result of the interplay of forces that are the same everywhere: what the dictionary compilers should do, what are the perspectives and purposes of a dictionary, what do the users actually want. The nature of lexicography is still very much an art and a craft, but it is becoming more of a science. And it is impossible and not necessarily to have a theory of lexicography

because it is a craft, the craft of preparing dictionaries, as well as an art, as Landau(2001) says. Besides, varieties of dictionaries are showed in a diachronic perspective in the book which provides recognition about them and sets up a framework of a dictionary in both macrostructure and microstructure. Plenty of vivid examples and illustrations are offered in the book which make the book more reader-friendly. And it is interesting to see that there are lying questions put forward by the authors on the context which arouse my interest and keep further reading and also do some relevant researches on the internet in order to find out the answers and thus deepened my impressions. After reading the book, questions about the future development of dictionaries and lexicography are concernable, lexicography is booming, but some of the lexicographers suffer a dilemma because with the revolution of computer and corpora. So the changing facing lexicographers is clear:dictionaries have to improve the quality of their description of language while maintaining a reasonable accessibility of the information that they provide. They have to refine their evaluation of the dictionary user’s need and skill, and meanwhile refuse to be guided exclusively by the desire to be accessible.

However there are lying some demerits about this book, the author did not concentrate more on the cultural, functional and

scientific perspectives of dictionary, materials about the religion , politics and the taboos of sex and excretion provided in the book were quite vague and limited. I think it would be great if the author provides readers more information about the relations between the dictionary religion and politics, and some common practical events encountered in the dictionaries making; what’s more, the author focus less on the theory of lexicography without provided enough evidence or examples, maybe the author thought that it is no use but I think at least should offer some views or proofs from the precursors and some famous lexicographers which can make the statement more reliable.

高二英语M6U2教案

牛津高中英语教学设计【教041】 主备人：史明阳审核人：朱为良2013.11.12 教材：牛津高中英语(模块6)高二上学期 文档内容：教学设计—教案 单元：Unit 2 What is happiness to you? 板块：Welcome to the unit Teaching aims: After learning this period, the students will be able to: 1describe their own understanding of happiness; 2describe feelings and emotions Key points: talking about happiness Difficult points: discussion Teaching procedures: Step 1 lead in 1.Listen to a song to create a happy atmosphere. 2.Show some pictures about different people’s opinion on happiness and ask the students to talk about them in pairs Step 2 Discussion Ask students to discusswith each other: 1What is happiness? 2How can a posern get happiness? Step 3 Summary Write a shot story about happiness Preview the reading part Explanation Step 3 Presentation Presenting to the class. Step 4 Homework 1.Prepare for reading. 2.Finish homework exx. 牛津高中英语教学设计【教042】 主备人：史明阳审核人：朱为良2013.11.12 教材：牛津高中英语(模块6)高二上学期

M6U2.Readingdoc

M6U2 Reading (L1 to L10) We’re______ ______ happimess today._____ _____, happiness is______ ______ _____ family and friends. To others, happiness means _____ ______ ______ something, _____ _____ ______a goal. To those____ _____ been injured or _____with a_____ _____, happiness can____ mean a day ____ _____or just being _____. Our _____ today is Dr Brain, a ______ who has ______ several books about _______and the things people do____ _____ ______ _______. Dr Brain, thank you for____ us today. _____you for inviting me. Today , I’m going to talk about_____ to find happiness.

Answers: talking about/ To some/ being surrounded by /achieving success in/ such as/ meeting /who have /struggle/ physical disability/ simply /without pain/ alive/ guest/ psychologist/ written /happiness/ to keep themselves happy/ joining/Thank /how

M6U2reading教案

Module 6 Unit2 Reading The Search For Happiness Analysis of the text:This reading passage is to introduce and develop the theme of happiness. A psychologist who studies happiness talks about how those who have been disabled try to stay happy and what healthy people can learn from them. The main character of the passage is Sang Lan, who gives us a good example of how to deal with problems with a positive attitude. Teaching aims: 1. Learn an interview from a TV programme. 2. Enable students to practise their language skills of listening, speaking, reading and writing. 3. Learn to know what real happiness is. Important and difficult teaching points: Get students to know the reading strategy of an interview and understand how Sang Lan can keep optimistic towards life and future.

m6u2reading教案

M6U2r e a d i n g教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

Module 6 Unit2 Reading The Search For Happiness Analysis of the text: This reading passage is to introduce and develop the theme of happiness. A psychologist who studies happiness talks about how those who have been disabled try to stay happy and what healthy people can learn from them. The main character of the passage is Sang Lan, who gives us a good example of how to deal with problems with a positive attitude. Teaching aims: 1. Learn an interview from a TV programme. 2. Enable students to practise their language skills of listening, speaking, reading and writing. 3. Learn to know what real happiness is. Important and difficult teaching points: Get students to know the reading strategy of an interview and understand how Sang Lan can keep optimistic towards life and future. Teaching aids: Multi-media, tape recorder Teaching procedures:

带答案-新-M6U2reading改写

Opinions on happiness vary from person to person. To some, happiness is ____________(surround) by family and friends. To others, happiness means ____________ (achieve) success. To those suffering from _________(injure) or physical ___________ (disable), happiness can __________(simple) mean a day without pains, or just _________ (be) alive. Sang Lan, __________ famous gymnast, sets a good example of ___________ (pursue) happiness during times of a personal ________(a disaster causing many people to suffer). __________(bear) in Ningbo, China in 1981, Sang Lan began learning gymnastics at the age of six. Demanding________her training was, she was happy______________ (devote) to gymnastics. Four years later, she started winning __________ (compete) and kept working hard. _________(fortune), 1998 witnessed an unexpected accident at the Goodwill Games ___________ Sang Lan had her neck ___________ (break) due to her ___________(aware) of the adjustment to the equipment. ___________ (severe) injured in the accident, Sang Lan __________(rush) to a top hospital in New York. When ____________(an expert in a particular area of work or study) concluded that she would never again be a gymnast, she _____________ (expect) to be in ___________ spirits. However, Sang Lan succeeded in __________(overcome) her _________(deep sadness) and ___________

M6U2 Reading Period 2教学设计

M6U2 Reading(Period 2) Stand up for your health 教学设计 一、教学课型：Language focus 二、学生分析 通过阅读课的梳理，学生对课文内容有了较为清晰的了解，但是语言点的教学历来是难点，讲得少不懂，讲得多记不住，而且语言点的讲解难免枯燥，虽然每次讲解我都要准备很多，但是讲解对于学生对所学知识点的应用能力的提高的促进作用，似乎总是收效甚微。 三、教材分析 1. 教学内容 M6U2 Reading(Period 2): Stand up for your health里的重点词汇：perform; award; impression; come up with; live; have affection for … 2. 教材处理 本课为M6U2 Reading的第二课时，因此首先复习课文内容和框架结构，同时借复习导出本节课重点词汇，并最终进行运用。 Teaching Aims: 1. Learn and master the useful words and phrases. 2. Let the student learn about words or phrases based on the context. 3. Train the students ability of applying what has been learnt to writing a short passage logically 4. Encourage the students to keep an optimistic attitude towards life. Teaching Important Points: 1. Master the following phrases and words: perform; award; impression; come up with; live; have affection for … 2. Enable the students to apply more of the expressions to writing flexibly and properly. 3. Improve the students’ ability of writing logically. 4. Help the students to learn by cooperating with others.

江苏省连云港东海县房山高级中学高中英语选修六学案M6u2reading1

Module6 Unit 2 Reading1 Learning aims: Improve ss’reading ability to describle SangLang’s accidents. Be able to konow how to read an inerview. Important points: Help ss to describle feelings and emotions. Difficult points: Be able to know how to find happiness. Learning methods: Skimming and scanning, group discussion. .Com Learning procedures: Self -learning Read the new words on P76 Step1 Skimming and scanning 1.Enjoy some positive pictures,and summerize what happiness is. 2. 2.Students will answer some questions to master how to read an interview. 3.Find out the important time of Sang Lan as a gymnast and circle them (Line 20-38) .In 1981 _____________________ In 1987 ___________________ In 1991 _______________________ In 1998 _________________________ _ Step2 True or false `导思导学 Read the new words on P76 Scan the context from line20-38,and find rhe SangLan’s information. Discuss with groups and if

高二英语：M6U2Reading导学案

M6U2 Reading预习清单 制作人：范阿倩审核人：张居英一、单词 1．surround vt. 围绕，环绕→surrounding adj. 周围的→surroundings n. 环境2．suffering n. 疼痛，痛苦；折磨→suffer v. 患有(疾病等)；承受 3．junior adj.青少年的；地位(或职位、级别)低下的→senior adj.资格较老的，地位较高的be junior/senior to 比...小/年长（级别或职位低/高） be superior/inferior to 比...优越（好或强）/不如... 4．appreciation n．感激；欣赏；理解；(艺术方面的)鉴定，评估→appreciate vt. 5．accomplish vt.完成，实现→accomplishment n．成就；成绩 6．admirable adj.令人钦佩的，令人羡慕的，值得赞美的→admire v．钦佩，赞美，羡慕7．rebuild vt.重建；改建→build vt.建造 8．unbearable adj.无法忍受的→bearable adj.可忍受的→bear v．忍受 9．depth n．最深处；深度；深厚→deep adj.深的 二、短语 1. 与…作斗争struggle with... 2. 在…时期during times of... 3. 期望某人做某事expect sb. to do sth. 4. 住院in hospital 5. 以防，万一in case 6. 在…比赛compete in... 7. 把某人描述成describe sb. as 8. 远离，和…不在一起apart from 9. 投身于，献身于devote oneself to 10. 本能做（而没做）【虚拟】could have done 11. 使某人振作起来cheer sb. up 12. 心情好in good spirits 13. 追求，谋求go after go ahead 走在前面，领先；干吧，去吧 go in for 爱好，酷爱；从事；参加 go over 越过；复习；仔细检查 go through 经历；审查 三、多积常用语块 1.Happiness is being surrounded by family and friends. 幸福就是有家人和朋友陪伴在自己身边。 2.mean achieving success in something意味着在某个方面取得成功 3.meet a goal 实现一个目标 4.physical disability身体残疾 5. without suffering免受病痛 6.Thank you for inviting me. 谢谢您的邀请。 7.how to find happiness 如何寻找幸福 8.amaze the world by the way she remained cheerful世界都为她依然开朗的样子感到惊讶 9.through reaching much smaller goals在实现较小目标的过程中 10.start winning competitions开始在多次比赛中获胜 11.describe her as energetic, happy and hard-working说她精力充沛、快乐、刻苦 12.have to live apart from her parents不能和父母住在一起 13.be happy to devote herself to gymnastics全身心地投入到体操中 14.make her parents proud 让她的父母为她骄傲 15.could have cost her her future happiness原本可能会把她未来的幸福化为泡影 16.change the way the equipment was set up 改变了设备安放的方式 17.be rushed to a top hospital 被紧急送往一家顶级医院 18.must have been difficult for her 对她一定很困难19.the secret to happiness 幸福的秘诀 20.have appreciation for the good things in life 欣赏生活中美好的东西 21.instead of crying about what she had lost and feeling hopeless 并没有为失去的一切啼天哭地，感到绝望

高二英语 M6U2 reading导学案 牛津译林版

高二英语 M6U2 reading导学案牛津译林版 aims(学习目标)： 1、Grasp the language points in reading part、Important points(学习重点): 1、Grasp the usage of some important words、 2、Analyse the structures of some difficult sentences、Difficult points（学习难点）: 1、Difficult sentences 2、past and future tensesLearning guides（方法导引）: Explain, discuss and do exercisesLearning procedures（学习过程）: Step 1、Revision Ask students to answer some questions about reading part、Step two: Dealing with important words、 1、To those who have been injured or struggle with a physical disability, happiness can simply mean a day without pain or just being alive、﹙1﹚错过这趟火车意味着要等一个小时。Missing the train means an hour、﹙2﹚如果这意味着耽误一个多星期我就不等。I won’t wait if it means (delay)

M6U2Reading阅读课文

M6U2Reading阅读课文，完成句子 1. To some, happiness is ________ _______ _______ family and friends._______ ______ happiness ________ ________ ________in something, such as ________a goal. To those_______ _______ ________ _______or struggle ________ a ________ _________, happiness can simply mean a day _______ ________,or just ______ _________. 3 I understand that you often _______ ________ __________ ______the gymnast Sang Lan to show _______ _______ _______ find happiness even _________ __________ of a __________ _____________. 4 While she ________ ________and ________ ________, she amazed the world by the way she ________ _______. 5 Well, ______ _______some of our viewers don’t know her story, can you tell us ___ ______ _____ about Sang Lan and who she is? 6 _______ _________ ______she________ ______ the gymnastics tournament at the New York Goodwill Games, she______ ______ a junior gymnast for eleven years. 7 ________ ________her training meant that she had to live ________ ________her parents, she was happy to ________ ________ ________gymnastics. 8 In 1998, a small accident during one of her practice vaults at the Goodwill Games _______ _______ _______ her future happiness. A coach changed the way the equipment _______ _______ ______, but Sang Lan ________ not _______ ______ the change _______ it was too late. She _______ her head, and then ________ to the gymnastic mat ________ a _______ neck. She _______ __________ _____ a top hospital in New York. 9 Everyone _______ ________ _______, from nurses to famous visitors like Leonardo DiCaprio from the film Titanic, who went to see her in the hospital to ________ ________ _______, all said she was ________ ________ ________. 10 Sang Lan knew that for many people the ________ _______ _______ is ______ _______ ____________ ________ the good things in life, and ______ __________ _______ goals. ______ ________ _______ about what she had lost and _______ ________, Sang Lan thought about _______ she _______ ______get better. 11 When the doctors told her that she ________ ________again be a gymnast, she was able to ________ ________ ________by being proud of the things she _______ ________. 12 And how has Sang Lan_______ ______ her new life? 13 However, her______ goal is _______ ______ better treatment for the ________ ________. She says that she _______ _____ _____ ___________. She also believes that _________ _______ helps her _________ ___________. 14 I hope all of our viewers _______ _______ _______ by Sang Lan! I think her ______ is __________.I know I will think about how she ______ her life ______ my life feels ___________.