-
Lesson One
Face to Face with
Hurricane Camille
I.
Las
V
egas.
Las
V
egas
city
is
the
seat
of
Clark
County
in
South
Nevada.
In
1970
it
had
a
population
of
125,787
people.
Revenue
from
hotels,
gambling,
entertainment
and
other
tourist-oriented industries forms the
backbone of Las V
egas's economy, Its
nightclubs and casinos
are world
famous. The city is also the commercial hub of a
ranching and mining area. In the 19th
century
Las
V
egas
was
a
watering
place
for
travelers
to
South
California.
In
1.855-1857
the
Mormons maintained a fort there, and in
1864 Fort Baker was built by the U. S.
army
. In 1867,
Las
V
egas
was
detached
from
the
Arizona
territory
and
joined
to
Nevada.
(from
The
New
Columbia Encyclopedia )
Ⅱ
.
1.
He didn' t think his family was in any real
danger, His former house had been demolished
by
Hurricane
Betsy
for
it
only stood
a
few
feet
above sea
level.
His
present
house was
23
feet
above sea
level and 250 yards away from the sea. He thought
they would be safe here as in any
place
else.
Besides,
he
had
talked
the
matter
over with
his
father
and
mother
and consulted
his
longtime friend, Charles Hill, before
making his decision to stay and face the
hurricane.
2.
Magna Products is the name of the firm owned by
John Koshak. It designed and developed
educational toys and supplies.
3. Charlie
thought they were in real trouble because salty
water was sea water. It showed the
sea
had reached the house and they were in real
trouble for they might be washed into the sea by
the tidal wave.
4. At this Critical moment
when grandmother Koshak thought they might die at
any moment,
she told her husband the
dearest and the most precious thing she could
think of. This would help
to encourage
each other and enable them to face death with
greater serenity.
Koshak felt a crushing guilt because
it was he who made the final decision to stay and
face the hurricane. Now it seemed they
might all die in the hurricane.
other
Koshak
asked
the
children
to
sing
because
she
thought
this
would
lessen
tension and boost the morale of
everyone.
knew
that John was trying his best to comfort and
encourage her for he too felt there
was
a possibility of their dying in the storm.
Ⅲ
.
piece
of
narration
is
organized
as
follows. .introduction,
development,
climax,
and
conclusion.
The
first
6
paragraphs
are
introductory
paragraphs,
giving
the
time,
place,
and
background of the conflict-man versus
hurricanes. These paragraphs also introduce the
characters
in the story.
2. The writer focuses
chiefly on action but he also clearly and
sympathetically delineates the
characters in the story.
3. John Koshak, Jr. , is
the protagonist in the story.
4. Man and hurricanes make
up the conflict.
5.
The writer
builds
up
and
sustains
the suspense
in
the
story
by
describing
in
detail
and
vividly the incidents showing how the
Koshaks and their friends struggled against each
onslaught
1
of
the hurricane.
6. The writer gives order and logical
movement to the sequence of happenings
by describing
a series of
actions in the order of their occurrence.
7. The story
reaches its climax in paragraph 27.
8. I would have ended the
story at the end of Paragraph 27,because the
hurricane passed, the
main characters
survived, and the story could come to a natural
end.
9.
Y
es,
it
is.
Because
the
writer
states
his
theme
or
the
purpose
behind
his
story
in
the
reflection of
Grandmother Koshak:
through it. When I
think of that, I realize we lost nothing
important.
Ⅳ
.
1. We' re 23 feet above sea
level.
2. The house has been here since 1915,
and no hurricane has ever caused any damage to it.
3. We can make
the necessary preparations and survive the
hurricane without much damage.
4. Water got into the
generator and put it out. It stopped producing
electricity, so the lights
also went
out.
5.
Everybody go out through the back door and run to
the cars.
6.
The electrical systems in the car had been put out
by water.
7. As
John watched the water inch its way up the steps,
he felt a strong sense of guilt because
he blamed himself for endangering the
whole family by deciding not to flee
inland.
8. ()h God, please help us to get
through this storm safely.
9. Grandmother Koshak sang a few words
alone and then her voice gradually grew dimmer
and stopped.
10. Janis displayed rather late the
exhaustion brought about by the nervous tension
caused by
the hurricane.
Ⅴ
.
See the translation of the text.
Ⅵ
.
1. main: a principal pipe
or line in a distributing system for water, gas,
electricity, etc.
out: stay until the end of
by;(American English) pay
a visit
in
：
burst open by
the storm.
:put
out(a light
，
fire
，
generator
。
etc
。
)quickly by pouring water over
it
：
(American
English)to cause(an engine-
etc
．
)to stop
7
．
swath
：
the space
covered with one cut of a scythe;a long strip 0r
track 0f any kind
8
．
bar
：
a measure in
music
；
the notes between two
vertical lines 0n a music sheet
9
．
1ea
n
—
to
：
a
shed or other small outbuilding with a sloping
roof
．
the upper end of which
rests against the wall of another
building
1
0
．
Se
abee
：
a
member
of
the construction
battalions
of
the
Civil
Engineer
Corps
of
the
U
．
S
．
Navy
，
that build harbor
facilities
，
airfields
< br>，
etc
．
Seabee
stands for CB, short for Construction
Battalion
．
2
Ⅶ．
<
/p>
1
．
destroy
一词最为常见，
主要强调破坏的力度之大和彻底，
一般不带
感情或修辞色彩。
demolish
和
raze
通常用于巨大物体，
如大型
建筑物等。
demolish
常用引申义，
指任何复合体
的被毁，
如
demo
lish a theory with a few incisive comments
< br>。
意即
“
用几句锋利的评语推翻
某种
理论
”
。而
raze
几乎无一例外地用于指建
筑物的被毁。
annihilate
在这些词中所表示的损坏<
/p>
程度最为强烈，
字面
< br>意思是
“
化为乌有
”
，
但实际上往往用于指对人或物的严重
损伤。
如说
annihilate
an enemy force
，是指使敌军遭到重创，不仅没有还手之力。而且没有招
架之功。
如说
annihilate one?s
opponent in a
debate
，是指彻底驳倒对手。
2
。
dec
ay
常指某物自然而然地逐渐衰败腐化。如：
His
teeth have begun to decay
．
(<
/p>
他的
牙齿开始老化变坏。
) rot
指有机物质，
如蔬菜等因菌毒感染而腐败变质，
如：
rotting apples(
烂
< br>了的苹果
)
。
spoil
用于非正式文体，常指食物变质。如：
Fish spoils
quickly in summer
。
(
鱼在
夏天极易变质。
)molder
用于指物体缓慢、逐步地腐朽。如：
Old buildings molder a
way
．
(
老
房子渐渐
腐烂了
。
)disinteg
rate
意指把
某物从
整体变
为碎片
或一
个个部
分。
如
：
rocks
disintegrated by frost and rain(
被霜和雨蚀裂成碎块的岩石
)
。
decompose
指将物质分解为其构
成成分。如：
Water call be decompose(be decomposed)into
hydrogen and oxygen
．
(
水可分解成
氧和氧。
)
该词还
可用来替代
rot
，使语气略显委婉。
Ⅷ
.
1. television =
tele + vision, a combining form
telegram, telephone, telescope,
telegraph, telecommunication, telecast, etc.
2.
northwestward = north + west + ward or northwest +
ward.
ward
a
(specific)
direction
or
course
Further
examples
:eastward.
westward.
backward,
upward,
inward, outward,
seaward, home-ward. etc.
3. motel = motorist +
hotel, a blend word formed by combining parts of
other words. Further
examples:
smog
= smoke + fog.
smaze
= smoke
+
haze,
brunch
=
breakfast
+
lunch,
moped
=
motor + pedal, galumph = gallop =
triumph, etc.
4. bathtub=bath + tub, a compound word
formed by combining two nouns. Further examples:
bathrobe, bathroom. bedroom, roommate,
butterfly, dragonfly, foot ball. housekeeper, etc.
5.
returnees=return
+
ees,
a
verb
plus
a
noun
forming
suffix
designating
a
person
in
specified
condition.
Further
examples:
employee,
refugee,
retiree,
examinee,
escapee,
nominee,
interviewee, divorcee.
IX.
1.
lashed
northwestward across tile gulf of
Mexico
vivid way to
say
2.
as
in
was
certain
to
pummel
Gulfport...
the
'word
is
originally
applied to human
beings, meaning
3.
heavily on
4.
Because it
leaves
a deeper
impression on the readers than
5.
clearly that water was rising little by
little.
6.
3
7.
as
in
the water
lap
at
the
steps…
meaning
beyond
some
limit
8.
hurricane ...
lifted the entire roof off the house and skimmed
it 40 feet
through the air
9.
It seemed as
if the hurricane had a very strong and large hand.
10.
the winds snapped them
X. Simile:
1. The children
went from adult to adult like buckets in a fire
brigade. (comparing the passing
of
children to the passing of buckets of water in a
fire brigade when fighting a fire)
2. The wind
sounded like the roar of a train passing a few
yards away. (comparing the sound
of the
wind to the roar of a passing train)
Metaphor :
1. We can batten down and
ride it out. (comparing the house in a hurricane
to a ship fighting
a storm at sea)
2.
Wind and rain now whipped the house. (Strong wind
and rain was lashing the house as if
with a whip.)
Personification :
1. A
moment later, the hurricane, in one mighty swipe,
lifted the entire roof off the house and
skimmed it 40 feet through the air.
(The hurricane acted as a very strong person
lifting something
heavy and throwing it
through the air.)
2.
It
seized
a
600,
000-gallon
Gulfport
oil
tank
and
dumped
it
3
1/2miles
away
.
(The
hurricane
acted
as
a
very strong
man
lifting
something
very
heavy
and
dumping
it
3
1/2
miles
away.).
Ⅺ
.
Elliptical
and short simple sentences generally
increase the tempo and speed of the actions
being
described.
Hence
in
a
dramatic
narration
they
serve
to
heighten
tension
and
help
create
a
sense of danger and
urgency. For examples see the text, paragraphs
10-18 and 21-26.
Ⅻ
.
The topic sentence of
paragraph 1 is
be bad.
knew
that Hurricane Camille would be
bad
．
The last sentence
introduces some other characters in
he
story and serves as a transition to the next
important point in the
story
—
why John
KoshakJr
．
，
decided
not to abandon his home
．
ⅩⅢ．
在给出答案之前，首先将该题中的几个语法术语解释一下。
The
sentence
fragment
：片断句。一个合乎语法的完整句子必须具有主语和谓语这两种
基本成分。从结构上来说
，它应该是可以独立运用的语言单位。片断句是指像短语、从句、
同位语以及其他诸如此
类不能够独立使用的语言单位。
写作时若错误地使用标点符号．
将这
4
类不能独立使用的语法结构
当成句子分列出来，那便叫做片断句，练习中的第
1
、第
3
和第
4
句就是这样
的非完整句，即片断句。
The
run
—
on
sentence:
误用逗号连接句。该断句的地方没有正确地使用标点符号断句，而
将
两个或两个以上结构上各自独立完整而又互不从属的句子融合在一起成为一个不合语法
、
结构松散的句子称融合句。如果两个完整的句子中间只用逗
号隔开而被错误地并成一个句
子，
这种句子便叫误用逗号连接句
，
练习中的第
2
句即是。
The dangling modifier
：
垂
悬修饰
语。由非谓语动词
(
分词、动名
词、不定式
)
组成的短语若使用不当，与其所修饰的成分没有<
/p>
实质上的联系，
这种结构便叫垂悬修饰语。
垂悬修饰语并非语法上的错误，
只是修辞上的毛
病，
但仍应避免使用这样的结构，
尤其是不要使用那些会产生歧义、
引起误解的垂悬修饰语。
练习中的第
5
、
6
、
7
、
8
句均含垂悬修饰语。
The illogical or faulty par
allelism
：误用平行句法。误用平行句法指用平行结构来表达并非平
行的思想内容。这是应该避免的修辞上的毛病。不能将
which
或
who
引导的从句用
and
与
主句相联。关联连词
(bo
th…and
，
either…or
等
)
只能用于联接句中起同一语法作用的平行成
< br>分。练习中的第
9
、
10
、
11
、
12
句都是误用平行结构的例句。
The
shift in point of view
：角度转换。不必要的甚至错误的角度
转换是应该避免的。若非必
须如此。一般不由主动语态转换成被动语态。人称及单复数也
不应随便转换。练习中的第
13
、
14
、
15
句都是角度转换的例子。练习中
的错句可改正如下：
The basketball
game was canceled because half of the players were
in bed with flu
．
These snakes are dangerous
。<
/p>
However
，
most
snakes are quite harmless
．
3
．
Looking out
toward the horizon
，
she Saw
only the old cabin in which Mary was
born
，
a
single
cottonwood
that
had
escaped
the
drought
and
the
apparently
boundless
expanse
of
sunburned
prairie
．
4
．
We
knew that although the documents have been stolen
they have not yet been seen by a
foreign agent
．
5
．
Last
year
，
after I had graduated
from high school
．
my father
put me to work in his
office
．
6
．
To
appreciate the poem
，
one must
read it aloud
．
7
．
1
missed
that
film
because
l
had
to
stay
home
to
help
my
mother
wash
clothes
last
Sunday
．
8
．
Driving across
the state
，
one saw many
beautiful lakes
．
9
．
Unselfish
people are not only happier but also more
successful
．
1O
．
I
finally
realized
that
my
daydreaming
was
not
making
me
beautiful
and
slender
or
bringing me
friends
．
11
．
He
is a man of wide experience and also of great
popularity among the
farmers
．
12
．
I
am
interested
in
electronics
，
which
is
a
new
field
and
which
offers
interesting
opportunities 10 one who knows
science
．
13
．
We
carefully swept the room and dusted the furniture
and the shelves
。
14
．
If
one?s mouth is dry
，
one
should eat a lump of sugar or chew
gum
．
15
．
Y
ou
must make yourself interesting to the group that
listens23 to you and is constantly
trying to detect your mistakes
Ⅺ
V
.
Omitted.
XV
.Gale
Kills People
Four people got killed when a gale
swept across several parts of South England and
Wales
5
yesterday.
A
school
boy
of
ten was struck
by
flying
debris
and
lost
his
life
when
the
roof
of
a
prefabricated
classroom
was
blown
off
and
the
walls
caved
in.
The
boy
was
one
of
seventy
children being led to safety. When the
teacher saw the roof beginning to lift, he asked
his pupils to
follow him to a safe
place. Unfortunately, the boy was killed. Another
two children were taken to
hospital
with slight injury.
A
woman, aged 81, was killed
when a chimney, dislodged by a strong wind, fell
through the roof
of her home. Another
woman, a resident on the first floor of a
building, was also killed outright by
the falling masonry.
Some residents were taken to hospital
and the rest evacuated. A
driver met
his death near a filling
station when
his car ran into a tree that had fallen across the
road.
Lesson Two Marrakech
Ⅰ
. Marrakech: in west
central Morocco, at the Northern foot of the high
Atlas, 130 miles south of
Casablanca,
the
chief
seaport.
The
city
renowned
for
leather
goods,
is
one
of
the
principal
commercial centers
of Morocco. It was founded in 1062 and was the
capital of Morocco from then
until 1147
and again from 1550 to 1660. It was captured by
the French in 1912, when its modern
growth
began.
It
has
extremely
hot
summers
but
mild
winters.
Y
early
rainfall
is
9
inches
and
limited to winter months. The city was
formerly also called Morocco.
Morocco: Located in North
Africa, on the Mediterranean Sea and the Atlantic
Ocean. Morocco
is the farthest west of
all the Arab countries. Rabat is the capital. The
estimated population in 1973
was
15,600,000. About 2000 B. C. it was settled by
Berber tribes, who have formed the basis of
the population ever since. The Arabs
invaded Morocco in the 7thcentury, bringing with
them Islam.
From the
end
of
the
17thcentury
until
the
early
19th
century
Morocco was
almost
entirely
free
from
foreign
influence.
But
in
1912,
a
Franco-
Spanish
agreement
divided
Morocco
into
4
administrative
zones.
It
gained
independence
in
1956
and
became
a constitutional
monarchy
in
1957.
Morocco
is
a
member
of
the
United
Nations,
the
League
of
Arab
States,
and
the
Organization
of
African
Unity.
Moroccans
are
mainly
farmers
(70%)who
try
to
grow
their
own
food. They often use camels, donkeys
and mules to pull their plows. In the south a few
tribesmen
still, wander from place to
place in the desert.
Ⅱ
.
1.
Here
are five
things
he
describes to show
poverty-
(a)
the
burial
of
the
poor
inhabitants
(b)an Arab
Navvy, an employee of the municipality, begging
for a piece of bread (c)the miserable
lives of the Jews in the ghettoes~
(d)cultivation of the poor soil; (e) the old women
carrying fire
wood.
2. See
paragraphs 1 and 2.
3. All the imperialists
build up their empires by treating the people in
the colonies as animals
instead of as
human be rags.
4.
Medieval
ghettoes
were
probably
like
the
Jewish
quarters
in
Marrakech--overcrowded,
thousands of people living in a narrow
street, houses completely windowless, and the
whole area
dirty and unhygienic.
5. If Hitler
were here, all the Jews would have been massacred.
6.
Those
who
work
with
their
hands
are
partly
invisible.
It?s
only
because
of
t
his
that
the
starved countries of
Asia and Africa are accepted as tourist resorts.
The people are not treated as
human
beings, and it is on this fact that all colonial
empires are in reality founded.
7. See paragraph 18.
6
8. The old woman was surprised because
someone was taking notice of her and treating her
as
a human being. She accepted her
status as an old woman, that is to say, as a beast
of burden.
9, Every white man thought.
before they turn their guns in the
other direction?
black people any
longer. Some day they would rise up in revolt and
free themselves.
Ⅲ
.
1.
Y
es,
it
is.
In
this
essay
Orwell
denounces
the
evils
of
colonialism
or
imperialism
by
mercilessly exposing the poverty,
misery and degradation of the native people in the
colonies.
2.
He
manages
to
show
that
he
is
outraged
at
the
spectacle
of
misery,
first,
through
the
appropriate
use
of
words
second,
through
the
clever
choice
of
the
scenes
he
describes;
third,
through the tone in which he describes
these scenes and finally, by contrasting the
indignation at
the cruel handling of
the donkey with the unconcern towards the fate of
the human beings.
3.
Because
that
shows
the
cruel
treatment
the
donkeys
receive
evokes
a
greater
feeling
of
sympathy in the breasts of the white
masters than the miserable fate of the people.
This contrast
have on the reader an
effect that the people are not considered nor
treated as human beings.
4. Paragraphs 4-7 could as
well come after 8-15 as before. Other groups of
paragraphs could
be rearranged. This
indicates that the whole passage is made up of
various independent examples
or
illustrations of the people's poverty and
suffering. The central theme--all colonial empires
are in
reality founded upon this fact--
gives unity and cohesion to the whole essay.
5.
This
essay
gives
a
new
insight
into
imperialism.
Y
es,
he
has
succeeded
in
showing
that
imperialism is an
6. Orwell is
good at the appropriate use of simple but forceful
words and the clever choice of
the
scenes
he
describes.
His
lucid
style
and
fine
attention
to
significant
descriptive
details
efficiently
conveyed
to
the
readers
the central
idea
colonial
empires
are
in
reality
founded
upon this fact
IV
.
1. The buring-ground is nothing more than a huge
piece of wasteland full of mounds of earth
looking like a deserted and abandoned
piece of land on which a building was going to be
put up.
2. All the imperialists build up their
empires by treating the people in the colonies
like animals
(by not treating the
people in the colonies as human beings).
3.
They
are
born. Then for
a
few
years
they work,
toil
and
starve. Finally
they
die
and
are
buried in graves without
a name.
4. Sitting with his legs crossed and
using a very old-fashioned lathe, a carpenter
quickly gives
a round shape to the
chair-legs he is making.
5. Immediately from their dark hole-
like cells everywhere a great number
of
Jews rushed out
wildly excited.
6.
Every one of these poor Jews looked on the
cigarette as a piece of luxury which they could
not possibly afford.
7. However, a
white-skinned European is always quite noticeable.
8.
If
you
take
a
look
at
the
natural
scenery
in
a
tropical
region,
you
see
everything
but
the
human beings.
9. No one would
think of organizing cheap trips for the tourists
to visit the poor slum areas
(for these
trips 42V
．Ⅵ．Ⅶ
. would not be
interesting)
．
10
．
life is very
hard for ninety percent of the
people
．
With hard
backbreaking toil they can
produce a
little food on the poor
soil
．
11
．
She took it
for granted that as an old woman she was the
lowest in the community
，
that
。
7
she was only fit for doing heavy work
like an animal
．
12
．
People with
brown skins are almost
invisible
．
13
．
The
Senegales
soldiers
were
wearing
ready
—
made
khaki
uniforms
which
hid
their
beautiful
well
—
built
bodies
．
14
．
How much
longer before they turn their guns around and
attack us?
。
15
．
Every
white
man
，
the
onlookers
，
the
officers
on
their
horses
and
the
white
N
．
C
．
Os
．
marching with the black
soldiers
，
had this thought
hidden somewhere or other in his
mind
．
Ⅴ
.See the translation of the
text
．
Ⅵ
.1
．
chant
：
words repeated in a monotonous tone of voice
2
．
navvy
：
abbreviation
of “navigator”
，
a
British word meaning an unskilled
laborer
，
as on
can
als
，
，
roads
，
etc
．
3
．
Stow
：
put or hide
away in a safe place
4
．
warp
：
bend
，
curve
，
or twist out of shape
5
．
self-contained<
/p>
：
self
—
s
ufficient
；
having within
oneself or itself all that is necessary
6
．
wretched
：
poor in
quality
，
very inferior
7
．
mummified
：
thin and
withered
，
looking like a
mummy
8
< br>．
reach
—
me
—
down
：
(Brit
ish
colloquialism)second
—
hand or
ready
—
made clothing
9
．
charger
：
a horse
ridden in battle or on parade
Ⅶ．
cry
指因痛苦、忧伤或悲哀而发出悲切的声音，并伴以流
泪。
weep
更具体，强调流泪
；
sob
指呜呜咽咽、一吸一顿
地哭泣；
wail
指无法抑制悲哀而拖长声
调痛哭；
whimper43
指
像受
惊的小孩一样声音压抑地、时断时续地哭；
moan
则指因悲
伤或痛苦而低声地、拖长声
调地哀叹。
2
．
mania
本指狂郁精神病所表现出的症
状，具体表现为喜怒无常，时哭时笑，行为不能
自制；
deli
rium
指暂时性精神极端错乱
(
如酒
醉发烧时
)
，具体表现为烦躁不安、语无伦次和
产生幻觉；
frenzy
是非医学用语，指狂暴不能自
制。
hysteria
在精神病学上
指心因性紊乱，
表现为容易激动、焦躁不安、感官和运动功能紊乱以及不自觉地模拟眼瞎
、
耳聋等。用于
引申义时，
mania
指对于某事的爱好达到狂热的程度，成为癖好，如
a mania for drinking(
嗜
酒
)
；
delirium
指极度兴奋，如
a delirium of
joy(
狂喜
)
；
hysteria
指强烈的、不可控制的感情
爆发
，如：
She laughed and cried in her hysteri
a
．
(
她又是笑又是哭，感情难以控制
。
)
。
3
．
flash
指突发的、
短暂而耀眼的闪光；
gleam
指黑暗中闪现出的一束稳定的光线；
sparkle
指星星点点的闪光；
glitter
指由物体反射出的星星点点的闪光；
glisten
指外部亮光反
射于
沾水
的平面上而显出的光亮；
shimmer
指由微波荡漾的水面反
照出的柔和的闪光。
Ⅷ．
1
．
burying
—
g
round(verbal noun in
—
ing +
noun)
：
drinking
cup
，
hiding
place
，
diving
board
，
waiting
room
，
freezing
point
，
carving
knife
，
writing
desk
，
typing
paper
，
swimming suit
2
．
gravestone(noun
+noun)
：
oilwell
，
silkworm
，
shirt
—
sleeves
，
girl
—
fr
iend
，
gaslight
，
bloodstain
，
frogman
，
win
—
dow
—
pane
3
．
mid
—
air(adjective +noun)
：
half
—
brother
，
black
—
market
，
half
—
pay
。
darkr
oom
，
madman
，
double
—
talk
，
hothouse
，
handy man
4
．
orercrowding(adverb
+verbal
noun
in
—
ing)
：
dr
y-cleaning
，
overeating
，
oversleeping
，
deep
—
freezing
，
underpricing
，
underrating
，
down
—
grading
，
u
p
—
dating
5
．
nin
e
—
tenths(adj
．
from a cardinal number
+noun
，
from an44ordinal
number) : one-fifth,
two-sixths, three-
eighths, one-ninth
IX.
1.
read
as
in
little
crowd
of mourners...threaded
their
way
across
the
market…
8
indicating that the market was so
crowded that the crowd could hardly pass through.
2.
for a few years, and then they sink
back into the nameless mounds of the
graveyard
deep impression of how these
people live a short and miserable life.
3.
slowly towards us
4.
as
in
a
blind
man .'.
heard
a
rumour
of cigarettes
and
came
crawling
out,
groping
in
the
air
with
his
hand
presenting
a
clear
picture
of
a
blind
man
desiring
to
get
a
cigarette.
5.
indicating what a miserable
state those women are in.
6.
as
in
the
file
of
old
women
had
hobbled
past
the
house with
their
firewood
indicating that these women
could not walk properly because of the heavy load
they were carrying.
7.
dead dog which has served him
devotedly.
8.
in some secret place
under his
rags
Ⅹ
.
the British army had lost all its equipment at
Dunkirk, there was only a single armored
divison left to protect the home
island.
2.
Although
the
dry
prairie
land
will
drift
away
in
dust storms,
it
is
still
being
plowed
for
profitless wheat farming.
3. If
the
educational
program
is
to
succeed,
it
has
to
have
more
than
mere
financial
support
from the government.
4. They have
wasted their natural resources, which they should
have protected and conserved.
5. Soon other settlers were
coming in over the first rough trail which the
Caldwell family had
opened.
6.
The
Smithsonian
Institute
is
constantly
working,
with
little
or
no
publicity,
for
a
better
understanding of
nature for man's benefit.
7. Queen Mary was easily shaken by
passions--passions of love and of hatred and
revenge.
8. For
a few days I dreaded opening the door of his
office.
9.
Concealed by the fog of early dawn, I crawled out
and made my way to the beach.
10. Leaving the door of the
safe unlocked and taking the leather bag of coins,
I walked down
the street toward the
bank.
Ⅺ
.1.
on
the
farm
is
an
eternal
battle
against
nature
is
the
topic sentence. This
paragraph
lacks unity. It is
a bad piece of writing. The writer of this
paragraph has completely forgotten what
he
had started
out
to
say
. Instead
of
being
an
battle
life
in
this
paragraph
be-comes
a
pleasant and exciting experience--which
it probably
is, but that is not what
the writer set out to
prove.
lacks
unity
because
the
writer
introduces
facts
and
ideas
irrelevant
to
the
topic
stated
in
his
opening
sentence,
e.
g.
most Japanese
love
rice.
One
of
my
Japanese
friends
has
at
least
two
bowls
of
rice
at
every
meal.
and
from
the
male
point
of
view,
Japanese
restaurants are attractive for another
reason--the beautiful little doll-like waitresses,
who bow and
smile shyly as they serve
your food.
Ⅻ
.
pulled,
feel,
goes, went, come,
fe11,
altered,
paralyzed
seemed,
sagged,
slobbered, settled,
9
imagined, fired, collapse,
climbed, drooping, did, jolt, knock, falling,
tower, reaching, trumpeted,
came, shake
ⅩⅢ
. Omitted.
ⅪⅤ
. Shack Dwellers in Old
Shanghai
At
the
edge
of
Old
Shanghai,
there were
some
areas
neglected
by
the
splendid
city:
they
were
desolate, dirty, and lay humbly at the
foot of high-rise factory chimney. From the point
of view of
the
city
residents,
these
places were
not suit-
able
for
men. There,
however,
did
live
crowds
of
creature called
human
beings.
They
dwelled
in
the
shacks
they
built
themselves.
A
shack was
made up of mud and
dried hay--the former being the component of walls
and the latter being the
roof. Usually
there was a small door with a thin wooden board
and seldom was there any window.
One
could easily touch the roof with his hand. The
shack was small and dim, thus the door was
seldom kept closed. When it rained or
blew, there was no more difference inside than
outside.
How did they manage to live? Some of
them were road builders: they dug hard with a
pickaxe,
pulled a huge stone roller to
flatten the road, or dug gutters underground all
the day. Some made a
living by
wheelbarrow. With a load of nearly 500
kilogrammes, they pushed forward sweating all
over.
Some
dragged
their
rickshaws.
And
among
those
shack
dwellers
were
many
industrial
workers, male and female. When a child
grew to be thirteen, he or she started to work in
a factory.
In short, the vast majority
of the people did toil but got a slight
gain.
Lesson
Three Pub Talk and the King?s English
Ⅰ
.
1. Carlyle : Thomas Carlyle
(1795-1881), English essayist and historian born
at Ecclefechan,
a village of the Scotch
lowlands. After graduating from the University of
Edinburgh, he rejected
the ministry,
for which he had been intended, and determined to
he a writer of hooks. In 1826 he
married Jane Welsh, a well-informed and
ambitious woman who did much to further his
career.
They moved to Jane' s farm at
Craigenputtoeh where they lived for 6 years
(1828-1834 ). During
this time he
produced Sartor Resartus (1833-1834), a book in
which he first developed his char-
acteristic style and thought. This book
is a veiled sardonic attack upon the shams and
pretences of
society,
upon
hollow
rank,
hollow
officialism,
hollow
custom,
out
of
which
life
and
usefulness
have departed. In
1837 he published The French Revolution, a poetic
rendering and not a factual
account of
the great event in history. Besides these two
masterpieces, he wrote Chartism (1840),
On Heroes, hero Worship, and the Heroic
in History (I841), Past and Present (1843) and
others.
a
peculiar
style
of
his
own, was
a
compound
of
biblical
phrases, col
loquialisms,
Teutonic
twists,
and
his
own
coinings,
arranged
in
unexpected
sequences.
One
of
the
most
important social
critics of his day
, Carlyle influenced
many men of the younger generation, among
them were Mathew Arnold and Ruskin.
2. Lamb :
Charles Lamb (1775-1834), English essayist, was
born in London and brought up
within
the precincts of the ancient law courts, his
father being a servant to an advocate of the inner
Temple.
He
went
to
school
at
Christ's
Hospital,
where
he
had
for
a
classmate
Coleridge,
his
life-long friend. At seventeen, he
became a clerk in the India
House and
here he worked for 33
years
until
he was re-tired
on
a
pension.
His
devotion
to
his
sister
Mary,
upon whom
rested
an
hereditary taint of
insanity, has done al-most as much as the
sweetness and gentle humor of his
writings to endear his name. They
collaborated on several books for children,
publishing
in 1867
their
famous Tales from Shakespeare. His dramatic
essays, Specimens of English Dramatic Poets
10
(1808),
established his reputation as a critic and did
much in reviving the popularity of Eliza-be
then
drama.
The
Essays
of
Ella,
published
at
intervals
in
London
Magazine,
were
gathered
together
and
republished
in
two
series,
the
first
in
1823,
the
second
ten
years
later.
They
established Lamb in the title which he
still holds, that of the most delightful of
English essayists.
Ⅱ
.
1.A
good conversation does
not really start from anywhere, and no one has any
idea where it
will go. A
good conversation is not for making a point.
Argument may often be a part of it, but the
purpose of the argument is not to
convince. When people become serious and talk as
if they have
something
very
important
to
say,
when
they
argue
to
convince
or
to
win
their
point,
the
conversation is spoilt.
2. The writer
likes bar conversation very much because he has
spent a lot of time in pubs and
is used
to this kind of conversation. Bar friends are
companions, not intimates. They are friends
but not intimate enough to be curious
about each other's private life and thoughts.
3. No.
Conversation does not need a focus. But when a
focal subject appears in the natural
flow of conversation, the conversation
becomes vivid, lively and more interesting.
4.
The
people
talked
about
Australia
because
the
speaker
who
introduced
the
subject
mentioned
incidentally that it was an Australian who had
given her such a definition of
English.
upper
class
to
lay
down
rules
for
as
it
should
be
spoken
the conversation
moved
to
Norman England because at
that time a language barrier existed between the
Saxon peasants and
the Norman
conquerors.
5.
The Saxon peasants and their Norman conquerors
used different words for the same thing.
For examples see paragraph 9.
6. The writer
seems to be in favor of bilingual education. He is
against any form of cultural
barrier or
the cultural humiliation of any section or group
of people.
7.
The
term
Queen's
English
was
used
in
1953
by
Nash
because
at
that
time
the
reigning monarch was a queen, Elizabeth
I. The term
is the more common
form because the ruling monarch is
generally a king. Those who are not very
particular may use
the term
term
8
．
“The King?s
English”
was regarded as a form 0f
racial discrimination during the Norman
rule in England about 1154
—<
/p>
1399
．
9
．
The
writer thinks “the King?s English” is a class
representation of reality
．
1t
is worth trying
to speak “the King?s
English”
，
but it should not
be 1aid down as an edict
，
and
made immune to
change from
below
．
The King?s English is
a model a rich and instructive one
- but
it ought not to
be an
ultimatum
．
10
．
During the
Norman period
，
the ruling
class spoke Anglo
—
French
while the peasants
spoke their native
Saxon language
．
Language bears the stamp of the class
that uses it
．
The King?s
English today refers to the language
used by the upper
，
educated
class in England
．
Ⅲ．
1
．
The
title of this piece
is not well
chosen
．
It misleads the
readers into thinking that the
writer
is going to demonstrate some intrinsic or
linguistic relationship between pub talk and the
11
King?s
English
．
Whereas
the
writer
．
in
reality
，
is
just
discoursing
on
what
makes
good
conversation
．
The
King?s
English
is
connected with
“pub
talk”
when
the
write
r
describes
the
charming conversation
he
had with
some
people
one
evening
in
a
pub
on
the
topic
“the
King?s
English” to illustrate his point that
bar conversation in a pub has a charm of its
own
．
2
．
1n this essay
the writer alluded to many historical and
literary event such as the Norman
conquest
，
the
saloons of 18th century
Paris
，
and the words of many
a man of letters
．
For a short
expository essay
like this
，
the allusions used
are more than expected and
desirable
．
3
．
Paragraph 5 is a transition paragraph
by means of which the writer passes from a general
discourse on good conversation to a
particular instance of
it
．
But one feels the change
from “pub
talk” to “the King's English”
a bit too abrupt
．
4
．
The simple
idiomatic expressions like
，
out of bed on the wrong sid
e
，
etc
．
”may be said to go well with the copious literary
and historical allusions the writer used for an
informal
conversational
style
to Suit
the
theme
of
this
essay
in which
the writer
tries
to
defend
informal uses of
language
．
5
．
The
writer?s
attitude
towards
“the
King?s
English”
shows
that
he
is
a
defender
of
democracy
．
Ⅳ．
1
．
And
conversation is an activity which is found only
among human beings
．
(Animals
and
birds are not capable of
conversation
．
)
2
．
Conversation is
not for persuading others to accept our idea or
point of view
．
．
3
．
In
fact a person who really enjoys and is skilled at
conversation will not argue to win
or
force others to accept his point of
view
．
4
．
People who meet
each other for a drink in the bar of a pub are not
intimate friends for they
are not
deeply absorbed or engrossed in each other?s
lives
．
5
．
The conversation could go on without
anybody knowing who was right or
wrong
．
6
．
These animals are called cattle when
they are alive and feeding in the
fields
；
but when we
sit down at the table to
eat
．
we call their meat
beef
．
7
．
The
new ruling class by using French instead of
English made it difficult for the English
to accept or absorb the culture of the<
/p>
、
rulers
．
8
．
The English
language received proper recognition and was used
by the King once more
．
9
．
The
phrase
，
the King?s
English
，
has always been used
disrespectfully and jokingly by the
lower classes
．
The working people very often make fun
of the proper and formal language of the
educated people
．
10
．
There still
exists
in
the working
people
，
as
in
the
early
Saxon
peasants
，
a
spirit
of
opposition to the cultural authority of
the ruling class
．
11
．
There is always a great danger that we
might forget that words are only symbols and
take them for things they are supposed
to represent
．
For
example
，
the word “dog” is a
symbol
representing a kind of
animal
．
We mustn?t regard the
word “dog” as being the animal
itself
．
12
．
Even the most educated and literate
people do not use
standard
，
formal English all
the
time in their
conversation
．
V
．
See
the translation of the text
．
12
Ⅵ
·
1. on the
rocks
：
metaphor
，
comparing a marriage to a
ship wrecked on the rocks
2
．
get
out of bed on the wrong
side
：
be in a bad temper for
the day (The meaning is perhaps
derived
from
the expression “Y
ou got
out of bed the wrong way”
．
It was an ancient superstition
that it was unlucky to set the left
foot on the ground first on getting out of
bed
．
)
3
．
on
wings
：
metaphor
，
comparing conversation to a bird flying
and soaring
．
It
means the
conversation soon became
spirited and exciting
．
4
．
turn up one?s nose at
：
scorn
；
show scorn for
5
．
into the shoes
：
metaphor(or more appropriately an
idiomatic expression)
，
think as if
one were wearing
the shoes of the Saxon peasant
，
< br>i
．
e
．
as
if one were a Saxon peasant
6
come
into
one?s
own
：
receive
what
properly
belongs
to
one
，
especially
acclaim
or
recognition65
7
．
sit
up at
：
(colloquial)become
suddenly alert and take notice of
Ⅶ．
<
/p>
1
．
ignorant
< br>指缺乏知识，可以是就整体而言
(
如
an ignorant man)
，也可以是就某一具
体
方面或问题而言
(
如
ignorant
of
the
reason
of
their
quarrel
对他们争
吵的起因毫无所知
)
；
illiter
ate
意为缺乏文化修养，
尤指读写能力的缺乏；
uneducated
指没有受到正规的、
系统的
学校教育；
unlearned
意为学问不富
(
未必无知
)
，
既可指一无所长，
又可指某一
方面所知有限，
如
unlearned in science
，意为对科学懂得有限，但对其他学科，如文学、哲学等，倒可能是
很精通的。
2
．
sco
ff
指对某事疑惑不信或缺乏尊敬而用无礼、轻蔑的言词或加以嘲笑；
< br>sneer
侧重
于面部表情或语气中所含的轻蔑嘲笑之意
：
jeer
侧重指用粗俗的、侮辱性的言词或粗鲁的嘲
笑来表示轻侮；
gibe
通常指不带恶意的取笑或作弄人的笑骂；
flout
主要指
以不理不睬或视
而不见的态度表示出的轻侮蔑视。
Ⅷ．
conversation(communication)
，
intercourse
，
com
，
commerce
．
intercommunication
，
dealings
，
traffic
，
exchange
，
int
erchange
，
correspondence
，
truck
，
etc
Ⅸ．
uncomplicated
，
uninvolved
，
simple
，
plain
，
u
nmixed
，
unmingled
．
uncombined
，
unsoph
isticated
，
straight
，
elementary etc
．
Ⅹ．
The following words are all
borrowed from French
：
1
．冷餐
2
．烹调
3
．柠檬汁
4
．烈性甜酒
5
．早餐／午餐
6
．菜谱
7
．沙龙／客厅
8
．晚会
9
．景泰蓝
10
煎鸡蛋
11
．餐馆老板
12
．保留节目，全部节目全部技能
13
政变
1
4
．芭蕾
舞团
15
．随员
16
．连音／连络
17
记忆错觉／回忆
幻想
18
．再来一次
19
．放流行歌曲
唱片的夜总会
20
枝
形吊灯
Ⅺ．
1
．
No one knows
how the conversation will go as it moves aimlessly
and desultorily or as it
becomes
spirited and exciting.
13
2. It is not a
matter of interest if they are cross or in a bad
temper.
3. Bar
friends, although they met each other frequently,
did not delve into each other's lives
or the recesses of their thoughts and
feelings.
4. Suddenly a miraculous change in the
conversation took place.
5. The conversation
suddenly became spirited and exciting.
6. We ought to
think as the Saxon peasants did at that time.
7.
The Elizabethan writers spread the English
language far and wide.
8. I have always had an
eager interest in dictionaries.
9. Otherwise
one will tie up the conversation and will not let
it go on freely.
10. We would never have talked about
Australia, or the language barrier in the time of
the
Norman Conquest.
Ⅻ
.
Coherence
and
unity
can
be
enhanced
by
continuity
in
the
paragraph.
Continuity
gives
writing
a
sense
of
smoothness.
Good
organization
is
essential
for continuity,
because
the clear,
logical arrangement makes the order of
thought easy to follow. But good transitions also
help to
make
the
writing
smooth.
The
three
common
transitional
devices
are:
pronoun
reference,
repetition
of
important words,
and
transitional
expression.
The
two
paragraphs
in
the
exercises
employ
these
three
methods
to
establish
continuity
and
so
improve
coherence
and
unity
of
the
paragraphs.
Paragraph 1
1) Transitional words and expressions:
for instance, on the other hand
2)
Pronoun reference. we (referring back to teen-
agers), us, our, us, us, our, us, our, us, us
3) Repetition of important
words: teen-agers, teen-years, teen-agers, teens
Paragraph 2
1) Transitional
words and expressions: As of today, After that,
Then, for instance, even that
2) Pronoun
reference :I, my, I, myself, I, I, me, my, I, I
3)
Repetition of important words. food (and names of
different kinds of food)
ⅩⅢ
. Omitted.
ⅩⅣ
. Peculiarities of Spoken
English
The
peculiarities of spoken English, in my opinion,
become apparent in contrast with those of
written
English.
First,
in
spoken
English,
people
tend
to
use small
and
simple
words,
and
since
they
have little time to think about the use of proper
or exact words, they may fail to convey their
feelings
or
thoughts
effectively.
And
when
they
cannot
think
of
anything
to
say
,
they
may
use
mouth-
fillings
such
as
know
think
< br>etc.
While
writing,
people
are
generally
allowed
enough time to think of the choice of
words and they can usual- ly express themselves
successfully.
Secondly,
when
spoken
English
used,
people
may
use
many
broken
sentences
or
other
ungrammatical ones due
to the limit of time. While writing, however,
people seldom make similar
mistakes
unless
they
are
not well-educated
enough.
Finally,
when speaking,
people
may
move
from one idea to another casually and
the speech can not be well organized. When it
comes to the
use of pen, people usually
pay much attention to the structure or the whole
passage.
14
Lesson Four
Inaugural Address
Ⅰ
.John F. Kennedy(1917--
1963),35th President of the United States
A.
His family background
John Kennedy, whose ancestors came from
Ireland, was the first Roman Catholic to become
president
of the
United
States.
At
43
he was
also
the
youngest
man
ever
elected
to
the
highest
office of his country, although he was
not the youngest to serve in it. Theodore
Roosevelt was not
quite
43
when
the
assasination
of
President
McKinley
elevated
him
to
the
Presidency.
John
Fitzgerald
Francis
Kennedy
was
born
on
May
29,1917,
in
Brookline,
Massachusetts.
Brookline
was the suburb of
Boston where his grandfather had been elected to
many public offices. Joseph P
.
Kennedy, father of the future presi-
dent, was at 25 the youngest bank president in the
country. He
was to build one of the
great private fortunes of his time. He and Rose
Fitzgerald Kennedy raised
a family of
nine children. John was the second born.
When the first Kennedy child, Joseph,
Jr. , was born, father Joe was reported to have
said,
11
be
the
first
Kennedy
to
become
president
of
the
United
States.
But
he
was
killed
while
piloting a bomber in World War
Ⅱ
, and the leadership of
the rising Kennedy generation passed to
John.
Thus young John Kennedy,
often called Jack, inherited a background of
polities, wealth and
determination. The
family circle was close and warm. The boys learned
competition first in sports.
They
played
hard
to
win,
a
family
trait
in
sports
and
politics
all
their
lives.
Y
oung
Kennedy
attended private schools in
Brookline and New
Y
ork City; and then, in
1931, he entered Choate
School, in
Wallingford, Connecticut to prepare for college.
Y
oung Kennedy, after a short spell at
the
London
School
of
Economics
and
Princeton,
entered
Harvard.
In
1940
he
graduated
from
Harvard cure laude.
B. His political career and
election as president
In
1945
the
Hearst
newspapers
hired
Kennedy
to
cover
the
United
Nations
preliminary
conference in San Francisco. He covered
the British elections that year, then decided he
had had
enough of journalism. He did
not know whether he would like politics, but
decided to try it. In
1946
he
ran
for
Congress
as
a
Democrat,
in
a
Boston
district.
Though
he
did
not
live
there,
Kennedy, by hard compaigning, defeated
a large field of rivals. He was re-elected twice.
Then he
tried
for
election
to
the
United
States Senate
against
Republican
Henry
Cabot
Lodge, who was
supposed
to
be
unbeatable
in
Massachusetts.
It
was
a
big
Republican
year
in
1952,
in
Massachusetts and
elsewhere, but Jack Kennedy beat Lodge by 70,000
votes.
On
September
12,
1953,
Kennedy
and
Jacqueline
Bouvier
were
married
at
Newport,
Rhode
Island.
They
had
three
children
—
Caroline;
John,
Jr.
,
whom
his
father
called
John-John;
and
Patrick Bouvier, who lived but a few
days.
Kennedy missed being nominated for
vice-president by a few votes in 1956. But he
gained an
introduction
to
millions
of
Americans
who
watched
the
Chicago
Democratic
Convention
on
television.
When
he
decided
to
run
for
president
in1960,
his
name
was
widely
known.
Many
thought
that
his
religion
and
his
youthful
appearance
would
handicap
him.
Kennedy
faced
the
religion issue frankly. He declared his
firm belief in the separation of church and state.
His wealth
enabled him to assemble a
staff and to get around the country in a private
plane.
Kennedy?
s
four
television
debates
with
Republican
candidate,
Richard
M.
Nixon,
were
a
highlight of the 1960
campaign. The debates probably were important in
Kennedy?s close victory
electoral
votes
to
219 for
Nixon.
The
popular
vote was
breathtakingly
close
Kennedy
received
15
only18,574
more
votes
than
Nixon--a
fraction
of
1
precent
of
the
total
vote.
(excerpts from
the
New Book of Knowledge)
C. Assasination
In November
1963, President Kennedy journeyed to Texas for a
speech-making tour. In Dallas
on
November 22, he and his wife were cheered
enthusiastically as their open car passed through
the
streets.
Suddenly,
at
12
in
the
after-noon,
an
assassin
fired
several
shots,
striking
the
president twice, in the base of the
neck and the head, and seriously wounding John
Connally, the
governor
of
Texas, who
was riding
with
the
Kennedys.
The
president
was
rushed
to Park-land
Memorial
Hospital,
where
he was
pronounced
dead
about
a'
half
hour
later.
Within
two
hours,
Vice President Johnson took the oath as
president. On November 24, amid national and
worldwide
mourning,
the
President?s
body
lay
in
state
on
the rotunda
of
the
U.
S.
Capitol.
The
next
day,
leaders
of
92
nations
attended
the
state
funeral,
and
a
million
persons
lined
the
route
as
a
horsedrawn
caisson bore the
body to St. Matthew?s Cathedral for a requiem
mass. While millions
of Americans
watched the ceremonies on television, the
president was buried on an open slope in
Arlington National Cemetry. There an
eternal flame, lighted by his wife, marks the
grave.
On
the
day
of
the
assasination,
the
police
arrested
Lee
Harvey
Oswald,
a
24-year-old
ex-
marine, for the
president?s murder. Oswald, who had lived for a
time in the Soviet Union, killed
Dallas
policeman J. D. Tippit while resisting at-rest.
Two days later, in the station, Oswald himself
was basement of the Dallas police
fatally shot by Jack Ruby, a nightclub owner. On
November 29,
President Johnson
appointed a seven- member commission, headed by
Chief Justice Earl Warren,
to
conduct
a
thorough
investigation
of
the
assassination
and
report
to
the
nation.
The
commission?s report made public on
Sept. 27, 1964, held that Oswald fired the shots
that killed the
president. Further, to
allay suspicions that the murder was a
conspiratorial plot, it stated that the
committee
or foreign, to
assassinate President
Kennedy
Ⅱ
. 1. Kennedy thinks
the world is different now because man has made
great progress in science
and
technology
and
has
not
only
the
power
(scientific
farming,
speedy
transportation,
mass
production, etc. ) to
abolish poverty, but also the power(missiles
，
H_bombs
，
etc
．
)to destroy all
forms of human
life
．
I agree with
him
．
2
．
According to
Kennedy
，
the belief still at
issue around the globe is the belief that all man
are
created equal and God has given
them certain inalienable rights which no state or
ruler can take
away from
them
．
3
．
Kennedy
considers as friends
：
a)the old allies of the U
．
S
．
，
such as Britain
，
C
anada
，
Australia
，<
/p>
New Zealand and the western
European
countries
；
b) the
countries in South America
and
；
c)many of the developing
countries
in Asia and Africa that rely
on U
．
S
．
aid
．
He considers all
socialist countries as foes(all that time
the socialist camp headed by the Soviet
Union)and those developing countries preparing to
take
the socialist
road
．
4
．
Britain
，
Canada
，
Australia
，
New Zealand
．
and in a wider
sense one may also include
France
．
5
．
Many new
nations were born after World
War
Ⅱ．
especially in
Africa
．
In 1 960
alone
，
just
one
year
before
Kennedy?s
inaugural
speech
，
the
following
countries
in
Africa
declared
their
independence
：
The
Republic
of
Cen
—
tral
Africa
，
The
Republic
of
Chad
，
The
Republic
of
Da-
homey
，
The
People?s
Republic
of
the
Congo
。
The(jabon
Republic
，
The
Republic
of
16
Ghana
．
< br>etc
．
6
．
The
people
who
are
in
huts
and
villages
are
the
poor
people
in
backward
developing
countries in Africa and
Asia
．
(Student give comments
on the rest of the answer
．
)
7
．
The stated
policy of Kennedy towards Latin America
i
s summed up in the phrase “alliance
for
progress”
．
Kennedy pledged to
take concrete steps to assist these governments
and people in
casting off the chains of
poverty
．
8
．
Kennedy?s
policy towards “his adversary” is negotiation from
a position of strength
．
The <
/p>
U
．
S
．
must first be strong enough to deter her
adversary
．
From
this strong position of absolute
military superiority Kennedy proposes
negotiating with the socialist camp(or the Soviet
Union)on
the following
problems
：
a) arms
control
，
b) cooperation in
the fields of science
，
techno
logy
，
arts
and
commerce
，
c)a new world
system
．
9
．
He calls on his
fellow
—
Americans to make new
sacrifices
．
to do what his
country calls on
him to
do
．
He should be
prepared to sacrifice
everything
，
even his life if
necessary
，
to
defend
freedom
，
to
wage constant war against tyranny
，
poverty
，
disease and
war
．
The“long twilight
struggle”is not a hot war but a
constant
，
persevering fight
against tyranny
，
poverty
，
disease and the
threat of war
．
10
．
There
are
probably
some
exaggeration
in
the
claim
that
freedom
was
in
its
hour
of
maximum
danger
when
Kennedy
assumed
office
．
However
，
it
is
historically
justifiable
that
Kennedy assumed office at a time when
freedom was in a most critical
hour
．
The new president
had to face many dangers and
crises
．
At
home
，
freedom was endangered
by the witch hunting
campaign
against
government
workers
accused
of
being
communists
started
by
Senator
McCarthy
．
So Kennedy made himself a strong
supporter of civil rights
．
Ⅲ．
1
．
The
rhetorical devices employed
included
：
figures
of speech
，
parallel and
ballanced
structures
，
repetition of important words and
phrases
，
and
antitheses
．
2
．
Y
es
，
the
address is well
organized
．
Kennedy addressed
his old friends first with sweetest
words and then his foes with sharp
words
．
The order is clear and
appropriate
．
3
．
In this highly
rhetorical address
，
there are
many examples to show that Kennedy is very
particular and careful in his choice of
and use of words as well as his choice of sentence
patterns
and structures. For example,
in the sentence
special
pledge
the
word
is
particularly
chosen
to
connote
equality
and
mutual
good
relations
in
his
attempt
to
allay
the
traditional
fears
these
countries
have
of
their
powerful
big
brother in the north.
And in the sentence
our
adversary
, we
offer
not
a
pledge
but
a
request
the
phrase
make
them- selves
our
adversary
other party, It
suggests that the United States has done nothing
to create enemies. It is the other
side
that is challenging the U. S. , and the latter is
forced to take the challenge although
it really
wants peace.
y carefully
made his tone and message suited to the different
groups he addresses. In
his address
there is proclaimed
loyalty to old
allies to sustain unity, assured help and support
to
minor friends to keep them closely
tied to the U. S. , warning advice to newborns to
make them
over, and veiled threat,
warning and! advice to the enemy camp to check
ambitions on the part of
the enemies.
5.
Among
the
passages
most
likely
to
be
quoted:
may
be
we shall
pay
any
price,
bear
any
burden,
meet
any
hardship,
support
any friend,
oppose
any
foe
to
assure
the
survival
and
the
17
success
of
liberty
as
this
is
not
only
a carefully
thought
out, well-ballanced
sentence
easy
to
remember and elegantly pleasant to read
aloud, but also a sentence that best expresses the
proud
feelings of the Americans as the
self-appointed leader of the
Americans
to
also
very
often
quoted
because
it
represents the
enterprising
spirit
of
the
Americans
of
which
Kennedy is a best
example.
6.
Kennedy' s argument and persuasion is based mainly
on e-motional appeal rather than facts.
This type of speech would not be
successful on all occasions. It can be successful
only when the
audience is already
excited and does not have much time to think or
when the audience is already
susceptible to the message of the
speaker.
IV
. 1. Our
ancestors fought a revolutionary war to maintain
that all men were created equal and
God
had given them certain unalienable rights which no
state or ruler could take aw
ay from
them.
But today this issue has not yet
been decided in many countries around the world.
2.
This much we promise to do and we promise to do
more.
3. United and working together we can
accomplish a lot of things in a great number of
joint
undertakings.
4. We will not
allow any enemy country to subvert this peaceful
revolution which brings hope
of
progress to all our countries.
5. The United
Nations is our last and best hope of survival in
an age where the instruments of
war
have far surpassed the instruments of peace.
6.
We pledge to help the
United Nations
enlarge the area in which its authority and
mandate
would continue to be in effect
or in force.
7.
before
the
terrible
forces
of
destruction,
which
science
can
now
release,
overwhelm
mankind;
before
this
self-
destruction,
which may
be
planned
or
brought
about
by
an
accident,
takes place
8. Y
et both groups of
nations are trying to change as quickly as
possible this uncertain balance
of
terrible military power which restrains each group
from launching mankind's final war.
9. So let us start once
again (to discuss and negotiate)and let us
remember that being polite
is
not a sign of weakness. 10. Let both
sides try to call forth the wonderful things that
science can do
for mankind instead of
the frightful things it can do.
11. Americans of every
generation have been called upon to prove their
loyalty to their country
(by fighting
and dying for their country's cause).
history finally
judge whether we have done our task
welt or not, but our sure reward
will
be a good con-science for we will have worked
sincerely and to the best of our
ability.
Ⅴ
.See
the translation of the text.
Ⅵ
.ibe, set down or impose
:
of man (as a being who must eventually die)
issue, in
dispite; still to be decided
lined, received
training that developed self-control and character
ted, bound by promise, pledged
g :
abolishing
7.
at odds: .in disagreement quarreling split
asunder : split apart disunited
8. iron: cruel;
merciless
9.
bounds: chains; fetters
18
10. invective:
a violent verbal attack; strong criticism,
insuits, curses, etc.
11. writ : (archaic) a formal written
document specifically, a legal instrument in
letter form
issued
under
seal
in
the
name
of
the
English
monarch
from
Anglo
—
Saxon
times
to
declare
its
grants
，
wishes and
commands(Here it refers to the United Nations
Charter
．
)
run
：
continue in effect
or force
12
．
stays
：
restrains
13
．
ta
p
：
draw upon or make use of
14<
/p>
．
bear
：
t
ake on
；
sustain
Ⅶ．
1
．
fatal
可用来指一切已经造成死亡或者可能导致死亡的事物
(
不能指人
)
，侧重于其不
< br>可避免性。如
an illness which might not be
serious for a young
person
．
but which will almost
certainly prove fatal to the old lady(<
/p>
一种对于年轻人来说也许并不严重，但对于一个老太婆来
说却无疑
是致命的病症
)
。
deadly
在表示
“
必然致命
”
这一点上与
fatal
完全相同，
可互换使用。
但
deadly
还有一种为
fatal
所没有的用法，它可以指一个
欲置他人于死地的人。如：
The
murdered man
had many deady enemies
．
(
被害者有很多不共戴天的死敌。
)mortal
像
deadly
一
样．
，
可以指能置人于死的人或物。
如：
< br>Because of an ancient family feud
，
the two cousins had
been mortal enemies from
birth
．用于指物时，
mort
al
之不同于
fatal
及
deadly
之处在于它往
往只在已有提及死亡发
生的前文后使用。如：
He
was struck
down
by
a
mortal
blow
upon
to
head
．
(
他的死是由于头上受了致命一击
)
。
lethal
指的是某物质因其构成成分中含有毒素而定<
/p>
可造成死亡，而且其物存在的目的即是为了致人于死地。如：
Cy
anide is a lethal poison
．
(
氰
化物是一种致命的毒药。
)
除
lethal
之外，
以
上各词均可用来形容某种造成恐慌或极度不安，
会带来灾祸但不一定造成生命伤亡的事物
。如：
a
fatal
mistak
e(
十分严重的错误
)
；
a
deadly
insult(
难以容忍的侮辱
)
；
in
mortal terror(
极端的恐怖之中
)
。
< br>2
．
faithful
指出于对
个人荣誉、
友谊或爱情等的珍惜而体现出的信义和忠诚，
如
a faithful
wife(
忠实的
妻子
)
。
loyal
< br>则指因受道德良心或正义感、责任感的驱使而对某人、某项事业或
某个组织表现出
坚定不移的耿耿忠心，
如
a loyal friend(
忠实可靠的朋友
)
。
constant
一般指爱
情或事业上的用心专一，不见异思
迁，朝秦暮楚，如
a
constant
lover(
用情专一的情人
)
。
staunch(
或
stanch)<
/p>
指为维护某种原则或信念而表现出毫不动摇的意志和决心，如
a
staunch
defender of the trut
h(
真理的坚决捍卫者
)
。
resolute
也表示坚定不动摇的决心，不过多指在小
事上或为私人目的而表现出的决心，如：
She was resolute
in her decision to stay
．
(
她决定留
下，很难改变。
)
Ⅷ．
tyranny
，
des
potism
，
terrorism
。
domination
．
oppres
sion
．
iron
hand
，
iron heel, club
law
，
big
stick
，
reign of terror
Ⅸ
．
wealth
，
riches
。
opulence
，
affluence
．
abundance
，
prosperity
< br>．
prosperousness
，
easy
circumstances
，
richness
，
opulency
Ⅹ
．
1
．
pay
a
price
7
．
tay
the(ocean)depths
2
．
bear
a
burden
8
．
encourage
teh
arts
3
．
pledge(one?s)word
9
．
forge a(great)alliance
4
．
explore the stars 1
O
．
support friends
5
．
conquer
the
deserts 11
．
oppose foes
6
．
eradicate disease l
2
．
formulate proposals
Ⅺ．
1
．
United
，
there is
little we cannot do in a host of cooperative ventu
res
．
Divided
，
there is
little we can
do
．
for we dare not meet a
powerful challenge at odds and split
asunder
．
2
．
If a free
society cannot help the many who are
poor
．
it cannot save the few
who are rich
．
3
．
Let both sides
explore what problems unite us instead
of belaboring those problems which divide
us
．
4
．
And
so
，
my fellow
Americans ask not what your country can do for
you
；
ask what you can do for
your
country
．
Ⅻ
.Paragraphs 6
，
7
，
8
，
10
，
11 begin with the
same type of phrases
：
“To
those old allies…”
，
“To
19
those new states
…”
，
“To those
peoples…”
。
“To our sister rep
ublics…”
．
< br>of phrases:
sides
important words we have:
ⅩⅢ
.
1,
But
we
shall
not
always
expect
to
remember
that,
in
the
past,
those
who
foolishly
sought power by
calling in strong, greedy countries ended up by
losing their independence to these
countries.
2.
We will
not
allow
any
enemy
country
to
subvert
this
peaceful
revolution
which will
bring
hope of progress to
all our countries.
3.
And
let
every
other
power
know
that
this
hemisphere will
not
tolerate
any
interference
in
their affairs by countries outside this
hemisphere.
4.
We
renew
our
pledge:
to
prevent
it
from
becoming
merely
a
forum
for
invective,
to
strengthen its power so that it can
protect the newly independent and weak nations.
5. And if a
little bit of co-operation can lessen the deep
suspicion that exists on both sides
6. The energy
,
the faith, the devotion which we bring to this
endeavor will inspire not only the
United States and her people but also
the whole world.
ⅩⅣ
. 1.
Addition 2. Comparison 3. Contrast 4. Emphasis 5.
Exemplification 6. Place 7. Reason 8.
Result 9. Summary 10. Time
ⅩⅤ
.
Para.
1:
1)
First
2)
for
example
3)
on
the
other
hand
4)
second
5)
For
instance
6)
In
particular 7) Last908) For these three
reasons
Para.
2: 1) indeed 2) also 3) thus 4) Later 5) But 6) So
7) Before long 8) at last 9) Then 10) after
that 11) finally 12) for ever
ⅩⅥ
. Omitted.
ⅩⅦ
. The outline of the
address is that the United States, the self-
appointed leader of the
democracies
is
prepared
to
pay
any
price
to
defend
human
rights
and
the
liberty
and
independence of free nations, that she
is prepared to
to his
countrymen for support and sacrifice.
Lesson5
Love is
a Fallacy
Ⅰ．
Ruskin
：
John Ruskin(1819
—
1900)
，
English critic and
social theorist
，
was the
virtual dictator
of artistic opinion in
England during the mid-19th century
.
Ruskin attended Oxford from 1836 to
1840
and
won
the
Newdigate
Prize
for
poetry.
In
1843
appeared
the
first
volume
of
Modern
Painters. This work elaborates the
principles that art is based on national and
individual integrity
and morality and
also that art is a
these same theories
to architecture. About 1857, Ruskin?s art
criticism became more broadly social
and political. In his works he attacked
bourgeois England and
charged that
modern art reflected
the ugliness and
waste of modern industry. Ruskin r s positive
program for social reform appeared
in
Sesame and Lilies (1865), The Crown of Wild Olive
(1866), Time and Tide (1867), and Fors
Clavigera
(8
vols.
,
1871--
1884).
Many
of
his
suggested
programs--old
age
pensions,
nationalization of
education, organization of labor--have become
accepted doctrine.
Ⅱ
.
1. The writer
humorously
uses words
like
and
spongy
to
describe
his
essay . Nationally he
doesn't believe his essay to be bad, or else he
would not have written nor
would it
have been published. Max Shulman is well-known for
his humor.
20
2. The purpose of this
essay
, according to the writer, is to
demonstrate that logic, far from being a
dry, pedantic subject, is a living,
breathing :thing, full of beauty, passion, and
trauma. Logic may
be
an
interesting
subject,
but
it
is
definitely
not
a
living,
breathing,
full
of
beauty,
passion
and
trauma. The writer is exaggerating for
the sake of humor.
3. The
narrator considers Petey Burch dumb as an ox
because he thinks Petey to be unintelligent,
an
emotional
and
impressionable
type
of
person.
However,
Peteyr s worst
fault
is
that
he
is
a
faddist, he
is swept up in every new craze that comes along.
4. He decided to teach Polly Espy logic
because he wanted not only a beautiful wife but
also an
intelligent one. The narrator
wanted a wife who would help to further his career
as a lawyer. He
found
Polly
had
all
the
necessary
qualities
except
intelligence.
This
he
decided
to
remedy
by
teaching her logic. He succeeded only
too well for in the end Polly refused to go steady
with him
and employed all the
5.
(1)
The
fallacy
of
accident
is
committed
by
an
argument
that
applies
a
general
rule
to
a
particular case in which some special
circumstances (
is the
(2) The converse fallacy of accident
argues improperly from a special case to a general
rule. The
fact that a certain drug is
beneficial to some sick persons does not imply
that it is beneficial to all
men. This
is the fallacy of
(3) The
fallacy of irrelevant conclusion is committed when
the conclusion changes the point that is
at
issue
in
the
premises.
Special
cases
of
irrelevant
conclusion
are
presented
by
the so- called
fallacies of
relevance. These include: (a) the argu- ment
Hominem
man
rather
than
to
the
issue,
or
the
fallacy
of
*'Poisoning
the
Well
mentioned
in
the
text)
in
which the premises may
only make a personal attack on a person
who holds some thesis, instead
of offering grounds showing why what he
says is false; (b) the argument
appeal
to
as when
a
trial
lawyer,
rather
than
arguing
for
his
client's
innocence, tries
to
move the jury to sympathy
for
him. (4)The fallacy of circular
argument or
occurs
when
the
premises
presume,
openly
or
covertly,
the
very
conclusion
that
is
to
be
demonstrated
(example
:
always
votes
wisely.
how
do
you
know?
Because
he
always
votes
Libertarian.
(5)The
fallacy
of
false
cause
mislocates
the
cause
of
one
phenomenon in another that is only
seemingly related. The most common version of this
fallacy,
called
misfortune
is attributed to a
questions consists
in demanding or giving a single answer to a
question when this answer could
either
be divided (example:
no.
refused
altogether,
because
a mistaken
presupposition
is
involved
(example-
you
stopped beating your
wife?
drastic than the preceding, occurs
when there is not even a deceptively plau- sible
appearance of
valid
reasoning,
because
there
is
a
virtually
complete
lack
of
connection
between
the
given
premises and the conclusion drawn from
them.
Ⅲ
.1. The title of the
story is humorous and well chosen. It has two
meanings. When
is
taken in
its ordinary sense, the title means:
When it is taken as a specific term in
logic, the title means.
given premises.
2. Y
es, I can.
The whole story is satirizing a smug, self-
conceited freshman in a law school. The
21
freshman is
made the narrator of the story who goes on smugly
boasting and singing praises of
himself
at every chance he could get. From the very
beginning
in paragraph 4, he begins to
help
on himself all the beautiful words
of praise he can think: cool, powerful, precise
and penetrating.
At the same time the
narrator takes every opportunity to downgrade
Petey Bureh. For example, he
calls him
Polly Espy, she is
3. The purpose of this
essay is to demonstrate that logic, far from being
a dry, pedantic subject, is a
living,
breathing thing, full of beauty, passion, and
trauma. Logic may be an interesting subject.
The writer is exaggerating for the sake
of humor. The writer employs a whole variety of
writing
techniques to make his story
vivid, dramatic and colorful. The lexical spectrum
is colorful from
the ultra
learned terms used by the conceited
narrator to the infra clipped vulgar forms of
Polly
Espy. He uses figurative
language profusely and also grammatic
inversion for special
emphasis.
The speed of the narration is
maintained by the use of short sentences, ellip-
tical sentences and
dashes throughout
the story. This mix adds to the realism of the
story
,
4. The
writer deliberately makes Polly Espy
use a lot of exclamatory words like
wow-dow
and
clipped
vulgar
forms
like
etc.
to
create
the
impression
of
a
simple
and
rather
stupid
girl.
This
contrasts
strongly
with
the
boasting
of
the
narrator
and thus helps to increase the force of satire and
irony.
5. The narrator does
such a final attempt to make Polly forget the
fallacies he has taught her. He
may yet
be able to convince Polly that he loves her and
that she should go steady118 with him.
6. The topic sentence of paragraph 50
is the second sentence--
develops
the
paragraph
by
describing
the
behavior
of
the
torn
man.
In
other
words,
he
uses
illustrative examples
to develop the theme stated in his topic sentence.
7.
Because
he
begged
Polly's
love,
which
was
refused.
He
might
get
the
same
result
as
Frankenstein, who created a monster
that destroyed him, not as Pygmalion, who was
loved by his
own statue of Galatea.
8. The conclusion is ironic
because the whole thing backfires on the narrator
when Polly refutes
all his arguments as
logical fallac
ies before finally
rejecting him. The end of the story finds that
the narrator has got what he deserves.
He has been too clever for his own good.
IV
. 1. The fallacy of
unqualified generalization or
2. The fallacy of Hasty Generalization.
3. The fallacy of
4. The fallacy of
Hypothesis Contrary to Fact.
5. The fallacy of
6. The fallacy of Ad Misericordiam.
7. The fallacy of
unqualified generalization.
8. The fallacy of HaMy Generalization.
V
. See the translation of
the text.
Vl. 1. discipline :a branch
of knowledge or learning
2.
dynamo: an earlier form for generator, a machine
that converts mechanical energy into electrical
energy
3. flight
:fleeing or running away from
4. Charleston: a lively dance in 4/4
time, characterized by a twisting step and popular
during the
1920's
22
5. shed: cast
off or lose hair
6
．
in the
swim
：
conforming to the
current fashions
。
or active
in the main current of affairs
7?practice
：
the
exercise of a profession of occupation
8?pin
—
up
：
(American colloquialism)designating
a girl whose sexual attractiveness makes her a
subject for the kind of pictures often
pinned up on walls
9?makings
：
the
material or qualities needed for the making or
development of something -
10?carriage
：
manner of
carrying the head and
body
：
physical posture
bearing
：
way of carrying
oneself
：
manner
11
．
go
steady
：
(American
colloquialism)date
someone
of
the
opposite
sex
regularly
and
exclusively
：
be
sweethearts
1 2
．
deposit
：
(facetiou
s)put
，
lay or set down
l 3
．
b
rief
：
a concise statement of
the main points of a law
case
。
usually filed by
counsel for the
information of the
court
14
．
1et
—
up
：
stopping
；
relaxing
Ⅶ．
1
．
fashion
和
fad
均为名词。
< br>fashion
主要指某人，尤其指文学、艺术界或社会上流人物
在某一特定场合或时间内穿衣、讲话等方面的姿态或习惯。
fad
指由某种感情引起的一时的
爱好或者一时流行的风尚。
2?incredulous
和
i
ncredible
均为形容词。
incredulous
是
“
不轻易
相信的
”
、
“
表示怀
疑的
”
的意思，指对某人的能力或意志力持怀疑和不相信态度。
incredible
是
“
不可相信的
”
意思，指某件事不平凡或不大可能存
在，因而表示怀疑或不可相信。
3?passion
和
eagerness
均为名词。
passi?on
指一种强烈的愿望或感情，这种愿望或感情往往
会产生一种不可抗拒的或者
必然的结果。
eagerness
意即
“
< br>渴望
”
或
“
热情
”
，但往往含有不耐
烦的意味
。
4
．
fe
eling
和
emotion
均是名词
。
feeling
在没有上下文限制的时候，往往指人们
在主观上反映的一种高兴或不高兴的感觉或感情。
emotion
指由于精神上或身体上受到外界
某种刺激而引起的一种强烈的情感或
情绪。
5
．
reveal
和
show
均为动词。<
/p>
reveal
指公开或揭
露某种秘密或隐
蔽的东西，好像是揭开一种掩饰物似的。
show
指某种事物或
者东西
“
展现
”
在眼前，
以便能看得到和看得清。
6
．
tempt
和
incline
均为动词。
tempt
意为
“
引诱
”
、
“
诱惑
”
，
指一种强有力的诱惑，这种诱惑能克服对某一事物的顾忌或推断。
< br>incline
意为
“
倾向于<
/p>
”
、
“
有
…
的倾向
”
，指对某
事物或行动或多或少表现出一种暖昧的心理倾向。
7
．
exasperation
和
disappointment
均为名词。
exasp
eration
指使某人忍无可忍或者使某人失去自控力的强烈愤
怒或生气。
disappointment
意为
“
失望
”
、
“
失意
”
，指某人对某件事情
感到没希望或失去信心。
8
．
indulge
和
tolerate
均为动词。
indulge
意为
“
纵容
”
、
< br>“
容许
”
，指由于意志力的软弱
或对事
物的热心而对自己或他人的希望或愿望的一种屈从。
to
lerate
意为
“
容忍
”
、
“
忍受
”
，
指以自我
克制的态度对待
令人厌恶、令人反感的东西，含有
“
默认
”
或
“
宽恕
”
的意味。
9
．
amusement
和
merri
ment
均为名词。
amusement
意为
“
娱乐
”
、
“
消遣
”
，指一种令人愉快的精神消遣，尤
其是某种幽默的事物或谈笑使人感到很有乐趣。
merriment
意为
“
< br>愉快
”
、
“
欢乐
”
，指充满趣
味和笑声的某种
事物。
10
．
1anguish
和
suffer
均
为动词。
languish
指由于渴望而苦恼或遭受
痛苦。
suffer
指由于伤害、悲痛或损失等原
因而被迫遭受、蒙受痛苦或不愉快的事情。
Ⅷ．
1
．这几个词都是形容词，指人的智力或感觉等方面具有较高的灵敏性或灵活
性。
keen
指在智力或感觉、
视觉、
听觉等五官方面是敏锐的或敏捷的，
尤指具有解决复杂或疑难问
题
的特殊能力。
acute
意为
“
敏锐的
”
，
指具有观察到别人没有注意到的某种意义、
感情、
意见、
颜色、
音调等的细微差别
的能力，
也指具有某种非常敏锐的神经注意力，
这种注意力持续
的
时间不长。
astute
意为
“
敏锐的
”
、
“
精明的
”
、
“
聪明的
”
，指对某领域或某学科有很深的造诣
或者有一定的体验的能力或洞察力
。
perspicacious
在这些单词中最为正式的用词，
强调具有
高度的洞察力。
calcu
lating
意为
“
精明的
”
，
“
精于算计的
”
，尤指会打小算盘。
2
．
intelligent
23
指具有善于从经验中学习或领会或对新事物迅速作出反应的能力。
clever
意为
“
聪明的
”
，
“
伶
俐的
”
，指善于理解、善
于学习，但有时含有
“
不够深入
”
的意思。
alert
意为
< br>“
机敏的
”
，指善
于观察和行动，强调善于抓住某个时机。
bright
和
smart
比较口语化，一般可代替前面几个
词中的任何一个。
brilliant
意为
“
英明的
”
，指具有非凡的智力或理解力。
Ⅸ．
1
．
biology
；
mineralogy
；
geolog
y
；
eulogy
；
< br>micrology 2
．
gastritis
；
neuritis
；
hepatitis
；
arthritis
；
tonsillitis 3
．
1inguist
；
absolutist
；
violinist
；
char
tist
；
pragmatist 4
．
buoyancy
；
decency
；
complacency
；
consistency
；
fluency 5
．
politics
；
economics
；
dynamics
；
histrionics
；
dialectics
6
．
clo
sure
；
erasure
；
exposure
；
puncture
；
expenditure
X
．
Simile
：
1)My
brain
was
as
powerful
as
a
dynamo
。
as
precise
as
a
chemist?s scales
，
as
penetrating as a scalpel(comparing his
brain to three different
things)
．
2)First he looked at the coat with the
expression of a waif at a bakery window(comparing
his torn
expression
with
the
expression
of
a
hungry
homeless
child
looking
longingly
at
the
bread
at
a
bakery
window)
．
3)…the raccoon coat huddled like a
great hairy beast at his feet(comparing the coat
with a hairy
animal)
．
Metaphor
：
1)There
follows
an
informal
essay
that
ventures
even
beyond
Lamb?s
frontier(comparing
the limitations set by Lamb to a frontier).
2)'
logic,
far
from
being
a
dry,
pedantic
discipline,
is
a
living,
breathing
thing,
full
of
beauty,
passion, and trauma
(comparing logic to a living human being). 3)In
other words, if you were out
of the
picture, the field would be open (meaning that if
you' re no longer involved with her /if you
stop dating her, others would be free
to compete for her friendship).Hyperbole ~1)It is
not often
that
one so
young
has such
a
giant
intellect
(hyperbole
for
effect).2)
he
just
stood
and stared
with mad lust at the coat (an
exaggeration to describe his great longing for the
coat as
3)Y
ou are the whole
world to me, and the moon and the stars and the
constellations of outer space
(exaggeration for effect).
Metonomy ~1)Otherwise you have
committed a Ditto Simplic
iter
(Otherwise you have committed
a logical
fallacy called
2)Y
ou are
guilty of Post Hoe if you blame
Eula
Becker (Y
ou have committed
the logical fallacy
called Post Hoe).
3)'-
surgeons
have
X-rays
to
guide
them
during
an
operation
~
(X-rays
are
taken
as
dumb
girl
smart
than
to
make
an
ugly
smart
girl
beautiful
(
dumb
and
smart
are
balanced against
resolution
waning
(
waxing
is
balanced
against
waning
3)If
there
is
an
irresistible force, there can be no
immovable object (
against each other).
Ⅺ
.
1.
V
ague
though
its
category
(inversion
to
emphasize
2)Cool
was
I
and
logical
(inversion for emphasizing
4) Eula Becker, her name is
(inversion to emphasize the name of the
girl). 5)Five grueling nights
this
took, but it was worth it (inversion to emphasize
Ⅻ
. 1. Sympathy I don' t
want. 2. Yield he would not, though death
threatened him. 3. That trip to
Niagara
you mustn't miss. 4. Down came the boy on his
head. 5. In front of him, on his desk, were
piled the medical records and conduct
sheets. 6. Completely different is the last
story
. 7. In walked
a man
dressed in a black gown. 8. Without fear lives he
who is devoted to a just cause.
24
ⅩⅢ
.
Colloquialisms:dumb, pin-up, kid, go steady, date,
casual, kick, laughs, terrific, magnificent,
mad, call it a night, yummy, fire away,
darn
Slangs: nothing
upstairs, keen, deal, knock (oneself) out, dreamy,
how cute, well-heeked, rat, knot
head,
jitterbug, gug
ⅩⅣ
.
The
main
idea
is
developed
by
the
method
of
classification.
The writer
uses
a series
of
paragraphs
to
develop
the
classification
adequately
and
completely.
To
write
an
effective
paragraph of
classification, the writer can use the following
procedure :
1. Clearly, and
as precisely as necessary, identify the term being
classified. When necessary
, define
it in words the reader can understand.
2. State or imply clearly
the standards on which the classification is to be
made. Sometimes the
name
of
the class
or
classes
in which
the
item
is
placed suggests
the
basis
or
standard
for
the
classification. Classifying birds as
game birds clearly specifies them as among those
which can be
hunted and eaten by
humans.
3. Identify the
names of the classes into which the items being
classified belong.
4.
Finally,
discuss
each
of
the
classes,
limiting
the
discussion
to
the
standards
on
which
the
classification is based.
XV
. 1. The writer is
satirizing a self-conceited freshman in a law
school. The freshman is made the
narrator
of
the
story
,
who
goes
on
smugly
boasting
and
singing
praises
of
himself
at
every
conceivable
opportunity. From the very beginning, in paragraph
4, he begins to heap on himself all
the
beautiful words of praise he can think of cool,
logical, keen, calculating, perspicacious, acute,
astute,
pow-
erful,
precise
and
penetrating.
This
exaggerated self
praise
and
the
profuse
use
of
similes and metaphors help to make the
satire humorous. At the same time the narrator
takes every
opportunity
to
downgrade
Percy
Butch.
For
example,
he
calls
him:
dumb,
nothing
upstairs,
unstable, impressionable and a faddist.
And as for Polly Espy, she is
would
smarten up under his guidance. In order to smarten
her up, the narrator decides to give her a
course in logic. He teaches her how to
recognize the common fallacies of logic. He
succeeds too
well
because
the whole
thing
backfires
on
him
when
Polly
refutes
all
his
arguments
as
logical
fallacies before
finally rejecting him. In desperation the narrator
argues that
in school don?t have
anything to do in life
reject him on
logical grounds. She rejects him because he does
not own a raccoon coat as Petey
Burch
does. At the end of the story, the reader feels
the narrator has got what he deserved. He has
been too clever for his own good.
The title of the story is
humorous and well chosen. It has two meanings,
When
in its ordinary sense. the title
means:
ⅩⅥ
.
Learning
A
proverb goes,
understanding of ourselves but we can
see a prosperous future of our nation. Then, how
to make
the eye sharper? Though it
varies accordingly, several principles exist here.
First, distint targets
should be set for learning. It includes the
targets of both long term and short
term. Only with these, can we know how
to study efficiently.
Second, we should try to form a good
habit of learning. We should have in mind the idea
of doing
one thing at a time, i.e.
learn while learning, and play while playing.
The
last
and
most
crucial
principle
is
involving
ourselves
in
our
study
.
Learning
is
not
only
an
acceptance, but a
digestion and absorption. We can?t
improve ourselves without serious
attitude.
25
Lesson Six
Disappearing Through the Skylight
Ⅰ
. 1. Lysenko : Trofim
Denisovich Lysenko (1898-- 1976), Russian
agronomist. As president of
the Lenin
All-Union Academy of Agricultural Sciences he
became the scientific and
administrative leader of Soviet
agriculture. In 1937 he was made a member of the
Supreme Soviet
and head of the
institute of Genetics of the Soviet Academy of
Sciences. He first became known
for his
process (vernalization) of moistening and
refrigerating the seed of spring wheat thereby
reputedly imparting to it the
characteristics of winter wheat. He became the
leader of the Soviet
school of genetics
that opposed the theories of heredity accepted by
most geneticists and
supported the
doctrine that the characteristics acquired through
environmental influences are
inherited.
Lysenko rejected neo-Mendelism and was a disciple
of the Russian horticulturist I. V.
Michurin. Ly senkol s theories were
offered as Marxist orthodoxy and won the official
support
(1948) of the Soviet Central
Com- mittee. However, they were severely
criticized after the death
of Stalin in
1953, and in 1956 he was removed as director of
the Institute of Genetics, which
resulted in there turn of Soviet
biological thought to the mainstream of
international scientific
ideas.
2. Leonardo. Leonardo da
Vinci (1452 -- 1519), Italian painter, sculptor,
architect, musician,
engineer, and
scientist, born near Vinci, a hill village in
Tuscany. In 1466 he moved to Florence,
where he entered the workshop of
Verrocchio. Early in his apprenticeship he painted
an an-gel,
and perhaps portions of the
landscape, in Verrocchio' s Baptism of Christ. The
culmination of
Leonardo' s art during
his first period in Florence is the magnificent
unfinished Adoration of the
Magi
commissioned in 1481 by the monks of San Donato a
Scopeto. In this work is revealed the
integration of dramatic movement and
chiaroscuro that characterizes the master' s
mature style, He
went to Milan around
1482 and remained at the court of Ludovico Sforza
for 16 years. In 1483,
Leonardo, with
his pupil Ambrogiode Predis, was commissioned to
execute the famous Madonna
of the
Rocks. Leonardo' s fresco of the Last Sup-per
(Milan) was begun around 1495 and
completed by1498. After the fall of
Ludovica Sforza (1499) Leonar do left Milan and
returned to
Florence. Here he engaged
in much theoretical work in mathematics and
pursued his anatomical
studies at the
hospital of Santa Maria Nuova. In 1502 he entered
the service of Cesare Borgia as a
military engineer. In 1503 he was
commissioned to execute the fresco of the battle
of Anghiari but
was never completed.
From about this time dates the celebrated Mona
Liza, the portrait of the wife
of a
Florentine merchant. The old master spent his last
years in France at the castle of Cloux, near
Amboise. Here he was left entirely free
to pursue his own researches until his death. The
versatility and creative power of
Leonardo mark him as a supreme example of
Renaissance genius.
The richness and
originality of intellect expressed in his
notebooks reveal one of the greatest
minds of all time.
Ⅱ
.1. There are broad
agreemants about the basic concepts of science,
for example, there is only a
single
science of thermodynamics whose basic concepts are
accepted by all countries, including
such diverse countries as China,
Americaor the Soviet Union. For a short time there
were two
genetics, a Soviet genetics as
proposed by Lysenko and a Western genetics.
However, Soviet
Lysenko' s theories
were refuted and in 1956 the Soviet Union accepted
the Western genetic
concepts.
2. It makes the world look more and
more uniform. Different styles in architecture,
dress, music
and eating that exist in
various countries and among different people are
tending to disappear.
26
They are being replaced by more uniform
styles or world styles. The houses the people live
in, the
cars they drive, etc. , are
becoming more alike.
3. A technological
innovation in the manufacture of automobiles like
streamlining or all-welded
body
construction may be initiated by one company in
one country, but when it proves to make
cars more efficient and cheaper, it is
soon adopted universally by all automobile
manufacturers.
Today, the basic
features of an automobile are to be found in
automobiles in general, no matter
who
makes them. Besides this feature, all large
automakers are now international companies.
Americans have auto plants in Europe,
Asia and South America, and Europeans and Japanese
have plants in America and South
America, and so on.
4. He drives cars
that have the same basic features. When he goes
shopping, he finds the climate
in all
the shops is the same because they are all
similarly air-conditioned. When he travels he
finds
all the airports to be familiar
because they are all constructed along similiar
lines and the hotels to
have the same
amenities. In a word, he finds himself at home in
all countries and places.
5. He no
longer has a fixed home with all the emotional
ties144 that are usually attached to such a
home with its fixed location surrounded
by well-known neighbors, etc. His home is now
everywhere and he is always surrounded
by all kinds of neighbors. He feels the old home
limited
his activities and his
emotions.
6. She says in the past
artists regarded machines and machinelike
structures like the Eiffel Tower
in
Paris as ugly and irreverent. After 1949 the
artists discovered a new beauty in machines which
could now be shaped and moulded very
easily into various artistic designs.
7. The writer doesn?t t directly answer
the question. He says science has now thrown doubt
on
thingliness of
things
geometric and mathematical, of
the reality underlying these things. It has made
the world rather
beyond our
field of vision. We can imitate it in mathematics
-- we can even produce convincing
images of it -- but we can never know
it. We can only know our own creations.
typify collage city and
urban adhocism. It is also displayed in the mosaic
architecture of facadism
and the
playful theme parks and museum villages. It
abounds in images and sounds and values
utterly different from those of the
world of natural things seen from a middle
distance.
9. The banks are no longer
the solid, ponderous buildings of the past but
airy structures Of steel
and glass.
People need not go to the banks directly for many
financial transactions which can now
be
carried out in stores or trailers with slot-
machinelike terminals linked to the banks. Money
is
now recorded, erased, processed and
reprocessed as digital signals by a computer.
Ⅲ
. the passage, the writer
puts forward his central theme of
disappears, history disappears and even
the solid banks disappear. Besides expressing the
central
theme of the book, the
metaphorical phrase,
specifically in
this chapter to describe the changed appearance of
modern banks which seem to be
disappearing. The second important idea
he puts forward is the universalizing tendency of
science
and technology. The basic
concepts of science are understood, accepted and
adopted by scientists
all over the
world. There is only one science of
thermodynamics, genetics, etc. This universalizing
effect is reflected in architectural
styles, dress styles, musical styles, etc. They
all tend to become
world styles. The
third concept is,
27
culture. The homogeneous
world he now lives in universalizes him. He
becomes a cosmopolitan, a
citizen of
the world. Finally, the disappearance of history
is a form of liberation and this feeling of
liberation is often expressed through
play. the playfulness of science has produced game
theory
and virtual
partic
les, in art it has puoduced the
paintings of Picasso and Joan Miro and so on.
2. The writer' s views are generally
clearly and succinctly presented as a topic
sentence at the
beginning of each
paragraph and then developed or illustrated in the
paragraph itself. or by
succeeding
paragraphs. For example, the first sentence in the
opening paragraph is a topic
sentence
that presents a very important view of the writer,
paragraph that follows also
has its own topic sentence. The organizational
pattern is very clear and
logical.
3. The writer uses tha
present tense and universal statements to attain
the goal of objectivity.
4.
The writer uses figurative language freely to make
his ideas more vivid and forceful. Readers
can find many metaphors, analogies,
rhetorical questions, repetition and balanced
structure, etc. in
this piece. The very
title of this piece,
phrase that
immediately stirs the imagination of readers.
5. A lot of scientific and
technical terms are used in this piece, such as
thermodynamics, genetics,
genetic
mutations, etc. Many sentences are complex and
compound ones; some of them, though
simple sentences, are complicated in
structure, for example,
from the soul.
these are stylistic features.
IV. 1. Science is engaged in the task
of making its basic concepts understood and
accepted by
scientists all over the
world.
2. The car model,
called Fiesta, seems to have disappeared
completely.
3. The idea of
a world car is similar to the idea of having a
world style for architecture. /As
architecture was moving toward a common
International Style, it was natural for the
automobile to
do the same.
4. Things that are happening in auto
making are similar to those happening in
architecture.
5. The modern
man no longer has very distint individual traits
shaped by a special environment
and
culture
．
6
．
The
disadvantage of being a cosmopolitan is that he
loses a home in the old sense of the
world
．
7
．
The benefit of
being a cosmopolitan is that he begins to think
the old kind of home probably
restricts
his development and
activities
．
8
．
The compelling
force of technology to universalize cannot be
resisted
．
9
．
When every
artist thought it was his duty to show his
contempt for and objection to the Eiffel
Tower which they considered an
irreverent architectural
structure
．
10
．
a flexible and
pliable quality that was beyond human powers and
absolutely new
11
．
People used to
firmly believe that the things they saw around
them were real solid substances
but
this has now been thrown into doubt by science,
12
．
Th
at
，
perhaps, shows how far
logically modern aesthetic can
go
．／
The solid banks can
become almost abstract and
invisible
．／
This is perhaps
the furthest limit of how solid objective
things may be
disappearing
．
V
．
See the
translation of the text
．
Ⅵ．
1
．
Therm
odynamics
28
2
．
genetic
遗传学
< br>
3
．
stress
应力
4
．
genetic
mutation
遗传突
5
．
streamlining(
设计成
)
流
6
．
all
—
welded body
全焊车身
7
．
cyclinder
block
气缸套
8
．
carburetor
汽化器线
9
．
transmission
传动；变速器
10
．
cells
细胞热力学
11
．
mole
cules
分子
变
12<
/p>
．
galaxies
星系
13
．
particles
粒子
线型
14
．
black hole(
天文
)
黑洞
15
．
genes
基
因
1 6
．
high
—
tension
lines
高压
17
．
circuit(
集成
)<
/p>
电路
18
．
geodesic
dome
用轻便和挺直建筑材料的拉力建造的圆屋顶
19
．
terminal
终端
20
．
Magnetic tapes
(
录音等用
)
磁带
21
．
computer
计算机
Ⅶ．
1
．
homogeneous
：
the same in structure
，
quality
，
etc
．；
similar or identical
2
．
diversity
：
different
；
variety
3
．
economics
：
things related to the economy(of
automobile
manufacturing
，
such as
production
costs
，
consumer
appeal
，
sale price
，
etc
．
)
4
．
ass
et
：
a valuable or desirable
thing
5
．
< br>suspect
：
think it probable
or likely
；
guess
；<
/p>
suppose
6
< br>．
barring
：
unles
s there should be
；
excepting
7
．
bla
sphemy
：
any remark or action
or thing held to be irreverent or disrespectful
8
．
pro
position
：
a person
，
problem
，
undertak
ing
，
etc
．，
< br>being or to be dealt with
9
．
extra
：
outside
the scope or region
of
；
beyond
1 0
．
order
< br>：
category
，
clas
s
11
．
artifact
：
a product(as a
structure on a microscope slide)of artificial
character due to
extraneous(as
human)agency
12
．
circuits
：
an
integrated circuit
，
a tiny
complex of electronic components and their
intereonnections produced on a single
small silicon chip silicon
：
a
silicon chip
，
a small slice
of
silicon on which an integrated
circuit is etched
．
1 3
．
t
russ
：
a rigid framework of
beams
，
struts bars
，
etc
．
，
for supporting a roof geodesic
dome
：
a dome made of light
straight structural elements mostly in tension
Ⅷ．
1
．
uni-<
/p>
，
having or consisting of one
only
：
universe
，
uniaxial
，
unicellular, unilateral, unipolar,
univalve
2. thermo-, heat :
thermodynamics, thermochemistry, thermoelectric,
thermometer,
thermomagnetic,
thermoplastic
3. dis-, fail, cease,
refuse to .disappear, dissatisfy, disallow,
disappoint, disapprove, disbelieve
4. techno-, art, science, skill,
technical, technological: technology,
technography, technocracy,
29
technocrat, technologist,
technologize
5. hom or
homo-, one and the same : similar, alike :
homogeneous, homograph, homochromatic,
homology, homonym, homophone
6. auto-, self-propelling:
automobile, autotruck, autobus, autocade,
autogyro, automotive
7.
trans-, over, across, through: transmission,
transfer, transmigrate, transfuse,, transform,
transition
8.
cosmo-, world, universe, cosmopolitan,
cosmography, cosmology, cosmonaut, cosmopolis
9. post-, after in time,
later (than), following: postmodernism,
postglacial, postnatal, posthumous,
postimpressionism, postmortem
10. neo-, new, recent,
latest : neomodernism, neolithic, neo-Darwinism,
neoimpressionism,
neologism, neophyte
IX. 1. The piers are built, Then the
towers are erected on the piers. The cables are
run from one
side of the river to the
other and are anchored, The suspenders are
attached to the cables. Finally
the
deck is raised.
2. The slide is removed
from the microscope and is replaced by a
transparent ruler with 1 mm
graduations. Now the width of the field
of view of the microscope is measured. The
diameter of
the field is converted from
millimeters to microns, then the width of the
field (in microns) is
measured for each
objective lens required.
X. 1. a steam
2. an air outletnoise3. aircraft turbine 4.
laboratory research5. a research laboratory 6.
a mercury thermometer7. a nuclear power
plant
Ⅺ
1. The theories we
use (or the theories used) in meteorology are
complicated and do not cover
all
aspects of the weather,
2. The raw
materials are weighed, (then) mixed automatically
in the correct proportions and then
fed
into the granulator.
3. When thoroughly
mixed with the suspension, these substances
separate the virus particles from
the
rest of the suspension.
4.
The plastics material is fed into a hopper and
then heated.
5. Local,
long-distance and inter-continental calls are
connected automatically in this exchange.
6. Many signals are
transmitted from this centre, while a few are
passed on to the next relay
station.
When grouped together, they are transmitted as
composite signals.
7. The
steel is heated, quenched rapidly in water, heated
again and finally cooled slowly.
Ⅻ
. 1. group 2. before 3.
work 4. turn 5. disappeared 6. mathematical 7.
surface 8. nature 9. beyond
10. it11.
produce 12. never 13. own 14. close16. clarity 17.
century 18. reflecting15. objectifies 19.
moment20. traditional 21. bridge 22.
gorge 23. mouth 24. offers25. whether 26.
similarities 27.
invisible 28.
administrative 29. policies 30. hamburger 31.
Pepsi-Cola 32. and33. cases 34.
disappearance 35. identities 36. global
37. process 38. facet 39. happened 40. faded
ⅩⅢ
. Omitted.
ⅩⅣ
. Impact of Science and
Technology on Our society
The
development of science and technology nowadays has
exerted an enormous influence on our
society. We needn?t enumerate the
achievements human beings have made in the fields
of
electronics and biochemistry which
so benefit us. Only have a look around us and we
are sure to
feel the ubiquitous impact.
Radios and cassette
recorders are the necessary tools for learning
foreign languages. A telephone
has
become one of the most important communication
tools even among students. When the clock
30
strikes,
announcing the arrival of the new year, many
students wait at the telephone box with an
intention of sending greetings to their
family members. And we now use magnetic cards to
buy
food in the canteens. The procedure
becomes simple and the management systematic. With
the
help of the sophisticated medical
equipment, some diseases which used to be
incurable can be got
rid of.
On the other hand, the
scientific and technical development has resulted
in some problems, among
which is
pollution. Fortunately, more and more people have
come to realize the seriousness of a
variety of pollutions and begun to take
the action against it.
Although the development of science and
technology has brought some side effects, with its
further advance, human beings are sure
to get over them, and enjoy more and more ad-
vantages of
science and technology.
Lesson Seven
Libido for the Ugly
I.
Henry Louis
Mencken (1880--1956) was the first American to be
widely read as a critic. He
was born in
Baltimore, Md. , on Sept. 12, 1880, and privately
educated there. After graduating
from
Baltimore Polytechnic Institute at the age of 16,
he became a reporter on the Baltimore
Herald. He rose repidly, soon he was
the Herald's city editor and then edi tor. In 1906
Mencken
joined the organization known
as the Sunpaper, which he served in a variety of
ways until his re-
tirement. Mencken' s
journalistic skill became his chief hand- icap as
a critic. He had also carried
out a
fruitful study of the American Language, with some
comprehensive works pub- lished in this
field. By the time of his death on Jan.
29, 1956, in his beloved Baltimore, recognition of
his
service to the language was
everywhere admitted.
1. The writer is referring to
industrial production which is the most lucrative
and characteristic
activity in the
United States.
2. All the noble aspirations of a man
for a better, fuller and more beautiful life here
on earth.
3.
All the houses were ugly. The houses look like
bricks set on end. They were made of
clapboards, with narrow, low- pitched
roofs. And the whole house is set upon thin brick
piers. All
the houses are streaked with
grime and many of them are not even perpendicular
but they lean this
way and that. The
writer suggests a chalet-type house for the hill
sides. A chalet with high-pitched
roof,
to throw off the
heavy winter snows,
but still essentially a low and clinging building,
wider than it was tall.
4, According to the writer, the house
has the most loathsome color. The color of a fried
egg
when and after some time they take
on the color of uremic yellow.
5. Strictly speaking, no.
Most of them were most probably U.S. citizens of
European origin,
31
with perhaps a few re- cent immigrants
from Europe.
6.
Mencken doesnI t believe that mere ignorance was
the rea son for such ugliness. He believes
on certain levels of the American race,
there seems to be a great passion for the ugly.
Ugliness
seems to give some sort of
satisfaction to this type of mind. Mencken,
however, doesnf t
understand they have
such tastes.
7.
No. he is only implying in a sarcastic tone, that
he does- n~t understand why so many
Americans seem to love ugli ness for
its own sake. He doesn~ t understand the psycholo
gy of
these people who lust to make the
world intolerable. He thinks these people have a
diseased mind.
1. Mencken deliberately uses the word
term in psychoanalysis, in his title to
create the impres sion that his description and
analysis has
some scientific
foundation.
2.
Paragraph 1 is developed by contrasting the great
wealth of this region to the abominable
human habitations seen everywhere. The
last two sentences bring home to readers that
ugliness is
not due to poverty, but to
something in- nate in the American character--a
love of ugliness for its
own sake, or,
as the title says, the libido for the ugly.
3. Meneken
refers to other towns and villages in America, to
the villages of Europe and to the
Parthenon in order to em- phasize the
ugliness of Westmoreland County. He means to say
Westmoreland is the ugliest spot on
earth and the United States as a whole is uglier
than Europe.
4.
The author also attacks the whole American
raee
a race that loves
ugliness for its own sake,
that lusts
to make the world intolerable; a race which hates
beauty as it hates truth (see the text,
para. 9)
5. The satirical power of the authorr s
attack in this essay is not only a result of his
choice of
words, of his diction, but
also his masterly employment of the various
rhetoric means such as
metaphors,
similes, hyperboles and so on. Examples may be
referred to the answers to Exs. XIII,
XIV,XV.
6. So far as the point which the author
wanted to make is concerned, all the metaphors,
similes
and hyperboles are used
appropriately and effectively.
7. As a rule, an excessive
use of strong language in writing tends to be
self-defeating. Mencken
uses a lot of
hyper boles to exaggerate and also makes abundant
use of sar casm, ridicule and
irony to
taunt the jeer in the essay. It may lead the
average reader to doubt the objectivity and
32
fairness or
even the honesty of the writer. He may feel the
writer perhaps has a special axe to grind
and lose interest in what he has to
say. So one might say Mencken employs all the
force of diction,
structure and figures
only to batter his readers into insensitivity.
IV.
1. As a boy and later when
I was a grown-up man, I had of- ten travelled
through the region.
2. But somehow in the past I never
really perceived how shocking and wretched this
whole
region was.
3. This dreadful scene
makes all human endeavors to advance
and improve their lot appear as a
ghastly, saddening joke.
4. The country itself is pleasant to
look at, despite the sooty dirt spread by the
innumerable mills
in this region.
5. The model
they followed in building their houses was a brick
standing upright. / All the
houses they
built iooked like bricks standing upright.
6. These brick-
like houses were made of shabby, thin wooden
boards and their roofs were
narrow and
had little slope.
7. When the brick is covered with the
black soot of the mills it takes on the color of a
rotten egg.
8.
Red brick, even in a steel town, looks quite
respectable with the passing of time. / Even in a
steel town, old red bricks still appear
pleasing to the eye.
9. I have given Westmoreland the
highest award for ugliness after having done a lot
of hard
work and research and after
continuous praying.
10. They show such fantastic and
bizarre ugliness that, in looking back, they
become almost
fiendish and wicked./
When one looks back at these houses whose ugliness
is so fantastic and
bizarre, one feels
they must be the work of the devil himself.
11. It is hard
to believe that people built such horrible houses
just because they did not know
what
beautiful houses were like.
12. People in certain
strata of American society seem definite- ly to
hunger after ugly things;
while in
other less Chris- tian strata, people seem to long
for things beautiful.
13. These ugly designs, in some way
that people cannot un- derstand, satisfy the
hidden and
unintelligible demands of
this type of mind.
33
14. They put
a penthouse on top of it, painted in a bright,
conspicuous yellow color and thought
it
looked perfect but they only managed to make it
absolutely intolerable.
15. From the intermingling of different
nationalities and races in the United States
emerges the
American race which hates
beauty as strongly as it hates
truth
．
V
．
See the
translation of the text
．
Ⅵ．
<
/p>
1
．
express
：
a fast
，
direct
train
。
Making few stops
2
．
rol
l
：
travel in a wheeled
vehicle(here an express train)
3
．
rev
olting
：
disgusting
：
railway line
5
．
yard
：
a railway
center where trains are made up
，
serviced
，
switched from track to track
。
etc
．
6
．
streak
：
mark with streaks(a line or
long
，
thin mark)
7
．
sightly
< br>：
pleasant to the sight
<
/p>
8
．
pullman
：
a railroad car with private
compartments or seats that can be made up into
berths for
sleeping
．
It is
so
—
called after the U
．
S
．
inventor
，
George
。
M
．
Pullman(1831
—
1897)
．
9
．
save
：
except
。
but
10
．
yi
eld
：
surrender
，
give into border
upon
：
be
like
，
almost be
11
．
pu
ll
：
drawing
force
．
appeal
12
．
1evel
：
position
。
elevatio
n
，
or rank considered as one
of the planes in a scale of values
13
．
put
down(to)
：
attribute(to)
14
．<
/p>
impossible
：
not
capable of being endured
，
use
d
。
agreed to
，
etc
．，
because of being
disagreeable or
unsuitable
：
hard
to tolerate
Ⅶ
.
1
．
dir
t
指任何不清洁的或玷污之物，如泥土、灰尘、粪便、垃圾；
filth
一词用来表示脏
得令人作呕
的东西；
soot
是指主要由
炭粒构成，由物质的不完全燃烧所形成的一种黑色物
质；
grime
指沉积在表面上或嵌入表面之中的煤烟
或小颗粒状
污秽。
34
2
．
love
意指强烈的喜爱或深刻的倾
心，可用于表示各种不同的
关系或用于各种对象
(
如
性爱、手足之爱、对工作之爱等
)
；
passion
通指一种具有压倒或强制性的强烈情绪，如：
His
passions overcame his reason
．
(
他的激情压倒了他的理
智。
)
；
lust
指一
种欲望，特别是
那种寻求不。受拘束的满足
< br>——
感官满足，尤其是性满足的欲望；
libido
是精神分析学
上
的一个术语，
能指精神上的能量，
通指精神能量的一种基
本形式，
包含积极的、
爱的本能，
并在性格发展的不同阶段中
表现出来。
Ⅶ．
hideous
。
horrid
。
horrible
，
frightful
，
dreadful
，
terrible
，
aw
ful
，
repulsive
，
repugnant
，
ghastly
，
revolting
< br>Ⅸ．
beauty
．
beaut
ifulness
。
prettiness
，
handsomeness
，
a
ttractiveness
，
loveliness
，
charm
，
pul
chritude
，
grace
，
elegance
，
exquisiteness
X
．
1
．
1ucrative
< br>，
creative
，
dest
ructive
，
indicative
，
fricative
，
e voc
ative
，
sedative
，
negative
，
interrogat
ive
，
relative
，
con templative
2
．
characteristic
，
realistic
，
artistic
，
egotistic
，
altruistic
，
im pressionistic
，
antagonistic
，
chauvinistic
，
humanis
tic
，
opti mistic
，<
/p>
pressimistic
3
．
horrible
，
divisible
，
legibl
e
，
invincible
，
edible
，
incredible
，
elegible
。
negligible
，
audib
le
，
intelligible
，<
/p>
infallible
4
．
ghastly
，
ha
rshly
，
finely
，
loosely
，
delicately
，
tersely
，
fear somely
，
deathly
，
steadfastly
，
cu
rtly
，
eloquently
5
．
swinish
< br>，
piggish
，
slugg
ish
，
doggish
，
hoggish
，
kittenish
，
owlish
，
ghoulish
，
girlish”fi
endish
，
devilish
6
．
biological
，
theological
，
physiological
，
etymological
，
an thropological
，
astrological
，
bac
teriological
，
psychologi cal<
/p>
，
geological
，
archeological
，
mythologi
cal
7
．
10athsome
，
gladsome
，
ti?resome
，
vent
uresome
，
trouble some
< br>。
burdensome
，
cu
mbersome
，
frolicsome
，
gruesome
，
quarrelsome
，
fearsome
8
．
hid
eous
，
outrageous
，<
/p>
courageous
，
advanta
geous
，
contem poraneous
．
extemporaneous
，
simultaneous
，
spontaneous
' instantaneous, extraneous, erroneous
35
XI. appalling
desolation, dreadfully, hideous, intolerably,
bleak, forlorn, abominable, filth, dirty,
ugliness, revolt ing, monstrousness,
horrible, leprous, hideousness, mis shapen,
shabby, uncomely,
grime, dingy,
decaying, swin ishly, eczematous patches,
shocking, uremic yellow, loath- some,
unlovely, decomposing, gloomy, God-
forsaken, malarious, grotesqueries of ugliness,
diabolical,
frightful, abominations,
putrid, horror, deface, ghastly, depravity, etc.
XI. 1.
profitable 2. dwellings, homes 3. refer to 4.
wound, hurt 5. absurd, ridiculous 6. exactly
upright, vertical
7. unsafely, insecurely
8. continual, repeated 9. unfriendly,
hostile 10.
insensitive, without
feelings 11. hateful or dis gusting things 12.
spoil the appearance of, disfigure
care- lessness, oversight 13. building
14. causes
XI. The many
metaphors and similes in the essay are largely ap
propritately used in describing the
ugliness of Westmoreland County. For
example, in para. 3 the metaphor of comparing the
houses
there to pigs wallowing in the
mud~ the metaphor in the same para. of comparing
the patches of
paint to dried up scales
formed by a skin disease~ and the simile in para.
2 as shown in the
sentence
stadi um ~ -- the line
mostly
very effective in conveying what the author had to
say. In para. 1, we read the sentence
America as a whole, the
boast and pride of the richest and grandest nation
ever seen on earth in
para. 5 we read
great power, who didn' t like to do the
right things and who was an inflexible enemy of
man, em
ployed all the cleverness and
skill of hell to build these ugly houses; and
again in para. 2 there is
the sentence
Not every house could have been that
ugly.
XV. In
the essay, sarcasm, ridicule or irony is employed
profuse The following are just a few
examples:
l.
(Para. 2)
36
2. (Para. 3)
3. (Para. 4)
4. (Para. 5)
5. (Para. 5)
6. (Para. 6)
picture sarcastically and ironically.
XVI.
1. The topic
sentence is: The
the propagandistr s
program enrnasse. The paragraph beginning with a
topic sentence is a high
level
generalization. Each sentence in the rest of the
paragraph states specific details that develop
the main idea. This paragraph has a
simple deductive arrangement.
2. The main idea in this
paragraph is stated in the last sen- tence :The
drug culture, as the
newspapers call
it, doesnrt just belong to the kids; everyoner s
in it together. The writ- er reverses
the usual rule
con crete
detail--but he places the topic sentence at the
end o the paragraph. That is, he follows an
inductive pattern.
XlI. Omitted.
XVlI.
A Sickening Village This is a village
you will never want to revisit once you had been
there. The road is grit-paved and
dotted with sand and small stones here and there.
If you happen
to have a pair of thin-
sole shoes, your feet are certain to suffer. On a
sunny day, if a truck or a
tractor
passes by, you are covered with dust left behind.
On a rainy day, your trouser legs soon get
dirty with muddy water. Here and there,
you may find a pile of building materials such as
bricks,
cement boards, sand ca- sually
lying in a disorderly way. There are trees on one
side of the road.
Some are a little
tall, some quite short, and on each tree you
cannot fail to find broken branches.
As
for the hous- es, they are in different size,
different height, and different colour. They Stand
there one after another with no
harmony. If you want your students to seareh for
the antonym of
37
it. Use your nose and the
smell will make you sicken. Floating on the
brownish filthy water are
used wrapping
paper, plastic bags, foams, and one or two dead
dogs or mice.
Lesson Eight
The
Worker as Creator or Machine
I .
Drucker: professor Peter (Ferdinand) Drucker,
American writer, teacher and management
consultant, born on November 19, 1909,
in Vienna, Austria; Professor of Man agement, New
York University, since 1954; Clarke
profes sor of Social Science; Clairemont Graduate
School,
Claire mont, California, since
1971; Management Consultant (own firm), since
1945; Fellow of
American Association
for Ad vancement; Honorary Fellow of British
Institute of Manage ment.
End of
Economic Man (1939), The Future of Industrial Man
(1942), Concept of
the Corporation
(1946), The New Society ( 1950), The Practice of
Manage- ment (1954),
Managing for
Results (1964), Technology, Management and Society
(1970), Manage~nent. Tasks,
Re
sponsibilities, Practices (1974), The Unseen
Revolution IIow Pension Fund Socialism Came to
America (1976), and text books and
educational films.
II.
1. Man is the
only animal that produces his own food and things
he uses. He has to produce (or
to work)
in order to live.
2. In the process of work man molds and
changes himself. He emerges from nature by
mastering her.
3. Work was not only useful, but one
which carried with it a profound satisfaction.
Even the
details of daily work were
meaningful because they were not detached in the
worker' s mind from
the product of the
work. The worker used and developed his capacities
and skills in the process of
production. There was no split of work
andplay, or work and culture.
4. Doubtful and fearful of
his new freedom, man developed a feverish activity
that became the
index to the condition
of his and successful, or lost and unsuccessful.
Work became a
5.
Work was a duty for the upper classes and middle
classes and forced labor for the lower
classes, those without prop- erty.
Those who had amassed capital and employed others
to work
looked upon it as a duty.
6. Those who
had to work long hours to keep from starving to
death looked upon it as forced
labor.
7. He does not
care about the relation between what he pro duces
and society as a Whole.
the
machine.
8.
Work means getting money. The job itself is
and places a premium on
9. The chief concern is to
increase individual production. Whatever increases
output and lessons
frictions is valued.
10. The
though often unconscious hostility
toward work
1. The ideas
presented in paragraph 1 are only general ones. So
in paragraph 2 the author gives
a more
detailed explana tion of creative work by examples
and a quotation of C. W. Mills' remark.
2. The
definition of an ideal kind of work in paragraph 2
is provided by the use of a direct
38
quotation of C. W. Mills'
re mark of craftsmanship--one of the peaks in the
evolution of creative
work, esp. in the
thirteenth and fourteenth centuries.
3. The first two paragraphs
are very important. The role they play in the
whole essay is that they
provide a
contrast of how creative work develops to its
contrary.
4.
Mills emphasizes both the process and the product.
Druck er cites an instance of how Fromm'
s statement is true a mong automobile
workers. The direct quotations give au- thority to
the
position Fromm is taking, a
paraphrase would not provide that directness and
authenticity.
5. The concerns and the objectives of
industrial psychologists are to increase the
productivity of
workers. Their model is
the machine. Fromm does not approve of this model
or the activities of
these industrial
psychologists. He makes his attitude clear through
his use of certain words and
phrases --
6. Work began to be
alienated from people when it ceased to be
and became instead
and has
continued ever since. Man is now subordinated to
the machines he operates, and as a
result he has lost his self-respect and
hates his work.
7. The method employed by the writer to
develop his theme and to convince his readers may
be
called the method of causal analysis
or just simply causation. Everything that exists
and every
event that takes place has a
cause, and most things produce effects or results.
longer a creator but has become a
machine
with Fromm's sur vey of the
history of people's attitude toward work serves as
the causes, so it is
essential to the
development of his causal analysis.
8. Yes. Fromm does not
employ the basic tenets of Marxism -- the
existence of classes and class
struggle
-- to evalute and analyse the sociological
problems in the United States. His basic
approach is still that of a
psychoanalyst, evaluat ing the psychological
reaction of the worker to
the working
conditions and environment he finds himself in.
IV.
1. Because of the fact itself that man
produces, he has devel oped far beyond all other
animals.
2.
Work also frees man from nature and makes him into
a so cial being independent of nature.
3. All the above-mentioned
work shows how man has trans formed nature through
his reason
and skill.
4. Therefore pleasure and
work went together so did the cul tural
development of the worker go
hand in
hand with the work he was doing.
5. Work became the chief
element in a system that preached an austere and
self-denying way of
life. Work was the
only thing that brought relief to those who felt
alone and isolat ed leading this
kind
of ascetic life.
6. In
capitalist society the worker feels estranged from
or hos tile to the
work he is doing.
7. Work helps
the worker to earn some money; and earning money
only is an activity without
much
significance or pur pose.
8. Just earning some money is not
enough to make a worker have a proper respect of
himself.
9.
Most industrial psychologists are mainly trying to
manage and control the mind of the worker.
10. Better
relations with the public will yield larger
profits to management. The management
will earn larger profits if
it has better relations with the
public.
39