求英语高手帮忙翻译一段话，论文急用，请注意句子结构和语法，在线等（请不要用翻译工具直接复制粘贴）

跪求英语高手帮忙翻译一下这段话，论文急用。~

This article is subject to chronological, jintian uprising of Taiping Heavenly Kingdom is divided into front, jintian uprising to tianjing incident, tianjing incident to the fall of the day Beijing three times visited in each period of Taiping Heavenly Kingdom and the peasantry of this policy to determine its nature. This on Taiping Heavenly Kingdom according to policy and people of attitude different qualitative for three species nature, gold Tin uprising Qian, worship God taught just publicity religious teachings, farmers indifference depending on of, at this time just is a religious groups; gold Tin uprising to days Beijing incident Qian, Taiping Heavenly Kingdom introduced active of policy, peasantry active support, this a times for farmers war times; days Beijing incident Hou to days Beijing fall, this a times introduced of policy back, peasantry on this for has against, this a times Taiping Heavenly Kingdom regime metamorphosis for a new of feudal regime. Thus it negates the General characterized as a peasantry war of Taiping Heavenly Kingdom, due to the nature of the change, which failed after the tianjing incident of the war, while Beijing can only indicate that the fall of the Taiping Heavenly Kingdom the feudal regime a total failure

这篇论文对在教学中引入文化元素对外文教育的贡献和作用作了相关论述。同时，一些有关的文化教育的内容也给出了列表。这些将有助于展示这样一个道理：教授一门外语并不等同于布道式的宣读：将造句法、句子结构、学习新词汇和表达方式一一传授给学生。而更为重要的是要、或者说应该在教学中融入一定的文化元素，事实上文化元素是和语言相互依存，无法分开的。更进一步，我们必须努力在课堂上采用一些目前常用的方法技巧来讲文化融入讲授当中。这篇论文假设了一个主要的前提，那就是有效的交流并不仅仅就是要有娴熟的怨言表达能力。除了提高和丰富交流能力以外，文化的上的能力同样可以使人产生共鸣和赢得别人对不同文化的尊重。同样，这种文化上的能力也能提升客观判断能力和敏锐的洞察力。

教师在讲解英语词汇时，应尽可能超越课本的局限，充分调动学生的想象力，帮助他们建立英语一词多义的概念。比如，在学习“heavy”这个词时。教师可以先用PPT给出“heavy traffic、heavy eater、heavy heart、heavy sea、heavy drinking、His voice was heavy with sarcasm．”等短语和句子。

——When explaining new words, the teacher should overstep the text itself as possible so as to bring his students’ imagination into play and help them form a concept that one word can be provided with multiple meanings, for instance, when introducing the word “heavy”, he can begin with a PPT, in which some phrases and sentences can be written, such as “heavy traffic; heavy eater; heavy heart; heavy sea; heavy drinking; His voice was heavy with sarcasm”, and so on.

举例的目的，不是让学生去记住这些例子本身，而是通过这些例子引导学生去思考，激发学生的想象力。让学生去猜测它们的意思，并根据这些例子创造自己的短语和句子，使他们真正掌握这个词的意思和用法，做到举一反三。

——The purpose to illustrate with phrases or sentences does not mean asking the students to keep all these examples themselves in mind but to lead them to think so as to arouse their imagination. Let the students guess the meanings of the words and produce their own phrases and sentences based on these examples so that they are able to master the meaning and use out and out and succeed in drawing inferences about other cases from one instance.

当学生提出以下“heavy drinker、heavy smoker、heavy silence、heavy weather、heavy tighting、Our classroom is heavy with happiness”等短语和句子时，教师就能知道学生已经基本理解了heavy这个词。这时，教师应趁热打铁，让学生运用想像力用英语去定义heavy这个词在以上几个短语和句子中的不同含义。

——If the students can utter come out with some phrases or sentences such as “heavy drinker; heavy smoker; heavy silence; heavy weather; heavy lighting; Our classroom is heavy with happiness”, the teacher are now aware that they have understood the word heavy by and large. Here, he is supposed to strike while iron is hot and let them to use their own imagination and define the different meanings of the word heavy in the above phrases an sentences.

经过归纳总结，学生明白了heavy这个词除了“weighing a lot”的意思外，还有“more or worse thanusual”、“full of sth”、“busy”、“hot”和“dangerous”等意思。这样，学生就能把heavy这个词用活，提高表达能力。

——After having summed up, the students will see that the word heavy bears the meaning “more or worse than usual”, “full of sth”, “busy”, “hot” and “dangerous” besides “weighing a lot”. In this way, the students can freely use “heavy” and improve their expression ability.

when teacher explain the vocabulary, they should break the limits of textbooks to enlarge students' imagination and to help them build a principle of multiple meaning from a definite word.
For instance, teachers should give the word " heavy traffic, heavy eater, heavy heart, heavy sea, heavy drinking, his voice was heavy with sarcasm with PPT before teaching the word " heavy".
Making students to remember these example is not the purpose, but to lead students to think more, to arouse their imagination. Having students guess the meaning and make sentence with it, and then let them grape the word and its usage. Teachers could know that students understand the word "heavy" definitely when they think about the example heavy drinker, heavy smoker, heavy silence, heavy weather, heavy tighting, our classroom is heavy with happiness. At that point, teachers should continue to ask students definite the different meaning form word "heavy" by using the words and phrases. By conclusion, students would understand other meanings of word "heavy" as more or worse than usual, full of sth, busy, hot, and dangerous except weighing a lot. Thus, students could control the word and their ability of expression will improve.

fel谅抗吐MLJ589悠苹屹

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