高级英语下册第一课text and notes
高级英语第二册习题答案(1-9)
Lesson One Face to face with Hurricane CamilleⅣ。
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。
高级英语第一课教案
青岛理工大学琴岛学院外语系教师课题纸Lesson OneWhere do We Go from Here?一、预习问题Part I (Paras. 1-2)1. How does the speaker begin his speech?2.What makes Dr. King say that a Negro is fifty percent of a person?3.What happens to other spheres?Part II (Paras. 3-5)1. What role does paragraph 3 play?2.Analyze the grammatical structu re of the sentence “The job of arousing manhood within apeople that have been taught for so many centuries that they are nobody is not easy.”3.Does English have such phrases as “white lie” and “black lie”?4.What’s the meaning of the phrase “black sheep”5.What is the tendency mentioned in paragraph 5?Part III (Paras. 6-9)1. How is paragraph 6 organized?2.State the definition of power.Part IV (Paras. 10-15)1. Explain the meaning of this statement: At that time economic status was considered themeasure of the individual’s ability and talents.2.How can guaranteed annual income be achieved?3. How does the speaker describe the Vietnam War?Part V (Paras. 16-20)1. What is the thing that Dr. King saw in the riots that made him feel sad?2.How does Dr. King describe the fighting in the riots?3.What is the weapon most useful to the Negro in his struggle for racial justice, according toDr. King?Part VI (Paras. 21-25)1. What is the role of the first sentence of paragraph 21?2.Why does the speaker stress “we honestly face the fact…”?3.Why does Dr. King mention the story in paragraph 23?4.What is meant by “white power” and “black power”?Part VII (Paras. 26-28)1. What is the key idea of paragraph 26?2.How does Dr. King end his speech?3.What is the role of the first sentence of paragraph 28?二、课文背景1960s --- turbulent times in the United States:1. anti-war movement2. counter-culture movement3. feminist movement4. civil rights movementFlashpoint of civil rights movement:1. 1954: Supreme Court decision of Brown v. Board of Education of Topeka2. 1955: Montgomery bus boycottLeader of civil rights movement: Martin Luther King1. 1963: “ I Have a Dream”, the Lincoln Memorial, the climax of civil rights movement2. 1964: Nobel Peace Prize, the youngest ever awarded3. 1968: assassinate, shot deadTriple evils that are interrelated1. racism2. economic exploitation3. war● Discussion of Guide to Reading三、词汇和短语1. formula n. formulae (pl.) A formula is a plan that is invented in order to deal with a particular problem计划，原则eg. It is difficult to imagine how the North and South could ever agree on a formula to unify the divided peninsula. 很难想象南方和北方能够就统一半岛达成意见。
高级英语答案（全）
⾼级英语答案（全）⾼级英语答案UNIT 1Part 1 Text-processingTeacher-aided WorkLead-inListen to the recorder and take notes. Then fill in each gap in the following passage with ONE word according to what you have heard. Finish your work within 10 minutes.Tape script:E. B. White was born in 1899 in Mount Vernon, New York. He served in the army before going to Cornell University. There he wrote for the college newspaper, the Cornell Daily Sun. After he graduated, he worked as a reporter for the Seattle Times in 1922 and 1923. As he put it, he found that he was ill-suited for daily journalism, and his city editor had already reached the same conclusion, so they came to an amicable parting of the ways.In 1927 he became a writer for The New Yorker magazine, where he became well k nown. He wrote columns for Harper’s magazine from 1938 to 1943, which resulted in an anthology entitled One Man’s Meat and published in 1942.White’s career had already brought him much fame, but he was about totry something new. His nieces and nephews always asked him to tell them stories, so he began writing his own tales to read to them. In 1945 he started publishing these stories as books. All three, Stuart Little (1945), Charlotte’s Web (1952) and The Trumpet of the Swan (1970), are now considered cla ssics of children’s literature.His best essays appear in three collections: One Man’s Meat (1944), The Second Tree from the Corner (1954) and The Points of My Compass (1962).In 1959, White edited and updated The Elements of Style. This handbook of gramm atical and stylistic dos and don’ts for writers of American English had been written and published in 1918 by William Strunk Jr., one of White’s professors at Cornell. White’s rework of the book was extremely well received. The volume is a standard tool for students and writers, and remains required reading in many composition classes.In 1977 he was awarded a Pulitzer Prize for his lifetime’s work.White died on October 1, 1985 at his farm home in North Brooklin, Maine, after a long fight with Alzheimer's Disease. He was cremated, and his ashes were buried beside his wife at the Brooklin Cemetery.A leading essayist and literary stylist of his time, White is known for his crisp, graceful, relaxed style. To him, “style not only reveals the man, it reveals hi s identity, as surely as would his fingerprints.” (The Elements of Style) The subtlety, the sentiment, the facility and sensitivity withwords—all mark him out from his fellow essayists.“Once More to the Lake”, selected from E. B. White’s One Man’s Meat, is the story of a man returning to his younger days by revisiting a lake from his childhood. Throughout the trip he hovered between being an older man and a younger boy and felt that “the years were a mirage and there had been no years.” But throughout the story, there are small hints that are just enough not to let him fall completely into his dream and to remind him that man is mortal after all.Passage for gap-filling:E. B. White, an American writer, was born in 1899. After his graduation from Cornell University in 1822, he reported for a newspaper. In 1927 he became a writer for The New Yorker magazine. He wrote 1) columns for Harper’s magazine from 1938 to 1943. In 1945 he started publishing 2) tales he had written for his nieces and nephews in book form. White wrote a large number of 3) essays, and the best of them were published in three collections. In 1959, he edited and updated The Elements of Style, a handbook by one of his professors at Cornell. In 1977 he was awarded a Pulitzer Prize for his lif etime’s work, and he died in 1985.“Once More to the Lake”, selected from his One Man’s Meat, is the story of a man returning to his younger days by coming back to a lake he had visited when a boy. Throughout the trip he felt that he had a 4) double identi ty and that “there had beenno years.” But throughout the story,there are just enough hints to remind him that time passes and man must 5) die after all.In-depth Comprehension1. Questions1) Para 1: What happened to the author’s father when he was in a canoe? Was it good or bad? How do you know?His father’s canoe overturned and he fell into the lake with all his clothes on. That was something bad, for it is mentioned together with another bad thing—getting ringworm, and is excluded from what made the visit a success.2) Para 1: What does “a saltwater man” mean? Since when has the author become a saltwater man? Give your reasons.“Saltwater” here refers to seawater, which is salty. “A saltwater man” doesn’t mean a man who drinks saltwater, but one who bathes in the sea, because the intention in going to the seaside was to vacation there. (Attention: One should be careful about the actual relation between a noun as modifier and the noun modified) Most probably, the author has gone to the seaside for vacation instead of the lake in Maine since he got married and had a family of his own.3) Para 2: What does the author mean by saying his son “had never had any freshwater up his nose” and “had seen lily pads only from trainwindows?”He means that the boy had always gone with him to the seaside for his holidays and never bathed in a freshwater lake where you often find lily pads, that is, water lily with its large, floating leaves. He had only seen them from train windows. The author here states the result (freshwater up his nose) rather than the cause (swimming in freshwater), which is a case of metonymy.4) Para 2: How could the tarred road, which had no life, have “found out” the lake? What is the author’s real meaning? Was it good or bad in the author’s o pinion? What is your reason for this conclusion?The lifeless tarred road is here personified (compared to a human being) by the use of the verb “found out”. The author’s real meaning is that the tarred road must have extended to the lake. He views it as a bad thing, because he mentions it together with “other ways it (the lake) would be desolated.”5) Para 2: How can a person’s mind move in grooves, which are physical? How would the author have said it in plain words?A groove is a long narrow hollow path or track in a surface, esp. to guide the movement of something. Here a person’s mind is compared to something that moves in grooves. In plain words, the author would have said “Once you recall the past.”6) Para 2: What does “clear” in “extend clear to” me an? How would theauthor have probably described the partitions if he had used an affirmative sentence? What is the author’s intention in describing the partitions?Here “clear” means “all the way”. Using an affirmative sentence, the author would probably have said “The partitions in the camp were thin and there were blanks between their tops and the top of the rooms.” He describes the partitions to imply that they were not soundproof and that that was the reason for his soft actions.7) Para 2: Is it possible that there is a cathedral on the shores of the lake? If not, what does “cathedral” really refer to? And why does the author call it a cathedral?A cathedral is a big church that serves as the official seat of a bishop, which is usually located in a fairly large town or city. So it is impossible that there is a real cathedral by the lake. The author here is comparing the lake, which is holy to him, to a cathedral.8) Para 3: What is the author’s intention in saying “you would live at the shore and eat yo ur meals at the farmhouse?”He says this to imply that the farmhouses were very near to the shore of the lake, which in turn supports the idea that the lake had never been what you would call a wild lake.9) Para 5: What is a mirage? What does the author m ean by “the years were a mirage and there had been no years?”A mirage is an optical effect sometimes seen at sea or in a desert caused by bending or reflection of light by a layer of heated air (海市蜃楼). Here it refers to something unreal, illusory. The author means that the years that had passed appeared to be unreal because nothing of consequence had really changed.10) Para 5: Does a rowboat really have a chin? What does “chucking the rowboat under the chin” mean?Both the rowboat and the lake are personified by the use of the words “chuck” and “chin”. “Chuck”, here meaning “stroke gently with the hand”, refers actually to “beat very lightly”, and “chin” here refers to that part of the bow (the front part) which protrudes over the water.11) Para 5: Which does “catch” in “the dried blood from yesterday’s catch” refer to, an action or things? What is your reason?“Catch” here does not mean the action of catching, but what is caught, referring specifically to fish that had been caught, because “yesterday’s catch” could shed blood.12) Para 5: Was it really the author’s hands that held his son’s rod, his eyes that were watching? If not, what does he mean?“It was my hands that held his rod, my eyes watching” simply repeats what is meant by “I began to sustain the illusion that he was I” in Paragraph 4.13) Para 6: Which is usually bigger and stronger, a bass or a mackerel?Give your reasons.A bass is usually bigger and stronger than a mackerel, because the angler usually has to use a landing net when pulling in a bass, while he does not have to do so when landing a mackerel.14) Para 6: Can a lake move to another place? If not, why does the author say “the lake was exactly where we had left it?”Here “the lake” refers to the level of the body of water. If the level rises, it will cover a wider area, and will seem to have moved.15) Para 6: What does “attendance” mean? How is the attendance doubled?“Attendance” usually means the number of people present on a particular occasion, but here refers to the number of minnows swimming in the water. The attendance was doubled by their shadows.16) Para 6: What does “cultist” mean? Whom does “this cultist” refer to in this context?“Cultist” means “a follower of a particular custom”, here referring to the person always washing himself with a cake of soap.2. Multiple-choice Questions1) The author would like it better _______A________.A. if the lake were completely wildB. if there were more farmhouses near the lakeC. if the lake were more easily accessible by carD. if they could eat right in their campExplanation:The phrase “wish for the placidity of a lake in the woods” and the sentence “I was sure the tarred road would have found it out and I wondered in what other ways it would be desolated” show that the author likes a wild lake which is not spoilt by human activity.2) The arrival of the author and his family at the lake is described in Paragraph _______C_______.A. 2B. 3C. 4D. 5Explanation:Paragraph 4 begins with “I was right about the tar: it led to within half a mile of the shore” and that indicates that the a uthor is beginning to describe what he actually saw of the lake area on this trip, while the previous paragraphs only tell about hisrecollections and guesses.3) What is common to Paragraphs 4, 5, and 6 is _______D_______.A. that they are about the same lengthB. that they are of the same degree of difficultyC. that they tell about the experiences of the same peopleD. that they describe the illusion of the exact repetition of the same scenesExplanation:“It was going to be pretty much the same as it had been before” in Para4, “everything was as it always had been” in Para 5, “there had been no years” in Para 6 and the frequent repetitions of the word “same” in these paragraphs show that the answer is D.4) Which of the following is false? _______A_______A. Paragraph 3 describes the lake as the author sees it when he visits it this time.B. Paragraph 4 tells about the resemblance of the father and son of the present to those of the past.C. Paragraph 5 focuses on the sameness of the scenes of fishing at different times.D. Paragraph 6 emphasizes the unchangeableness of the lake.Explanation:“That’s what our family did” and “there were places in it which, to a child at least, seemed infinitely remote and primeval” hint that the author is describing his impressions of the lake when he came as a child with his father, not as a father on this trip.5) From this excerpt we can see that the author ________B________.A. is a conservativeB. is a nostalgic nature-loverC. is a muddle-headed person who cannot tell the present from the past.D. lives a double life.Explanation:The author loves the wild lake, and hates it’s being spoilt by human activity. He indulges in recollections of the past and often feels as if there had been no years. So we say that he is a nostalgic nature-lover.Extension from the Text1. SpeakingBased on clues in the text alone, say something about the author (his nationality, the approximate date of his birth, his age when he wrote this essay, his family, etc.) and give reasons for what you say.The author was American because when he was still a boy his family often visited a lake in Maine, which is a state of the US. In the year 1904, he was still a teenager, so he was probably born around 1890. When he wrote this essay he had a son about the same age as he had been when he went with his father to the lake, so he was now about forty. Most probably, he had a family of three, because he had only one son and must have hada wife though he never mentions her.2. ClozeUp to the farmhouse to dinner through the teeming, dusty field, the road under our sneakers was only a two-track road. The middle track was missing, the 1) one with the marks of the hooves and the splotches of dried, flaky manure. There had always been 2) three tracks to choose from in choosing which track to walk in; now the 3) choice was narroweddown to two. For a moment I 4) missed terribly the middle alternative. But the way led past the tennis 5) court, and something about the way it lay there in the sun reassured me; the tape had loosened along the backline, the alleys were green with plantains and other 6) weeds, and the net (installed in June and removed in September) sagged in the dry noon, and the whole place steamed with midday 7) heat and hunger and emptiness. There was a choice of pie for dessert, and one was blueberry and one was apple, and the 8) waitresses were the same country girls, there having been no 9) passage of time, only the illusion of it as in a dropped curtain—the waitresses were still fifteen; their hair had been washed, that was the only 10) difference—they had been to the movies and seen the pretty girls with the clean hair.Explanations:1) “The . . .” is in apposition to “the middle track” and refers to it. “One” is used to avoid the repetition of “track”.2) “A two-track road” and “the middle track was missing” tell us that there had been three tracks before.3) “Three tracks to choose from” and “. . . was narrowed down to two” show that the blank must refer to “the number of things to choose from”, which is the meaning of “choice”.4) As the middle track was missing, the relation between the author and the track can only be mental, and the word “terribly”shows that it isemotional—regretting the absence of something one loved. So “missed” is the right word.5) “The way led past . . .” and “it lay there” indicate that “the tennis . . .” refers to a location related to the game of tennis, so it must be the tennis “court”. This is further proved by the description of the “tape”, “alleys” and “net”.6) “Plantain” is a weed, “other . . .” must be “other weeds”.7) “June”, “September”, “noon”, “steamed” and “midday” all connote high temperature. In “steamed with . . . “, the blank states the reason for “steaming”, which can only be “heat”.8) The subject of “. . . were the same country girls” must refer to females. These females must be related to the supply of such foods as blueberry pie and apple pie. So they were either cooks or waitresses. But “the whole place” was not the author’s home,so the females were not cooks, but waitresses, who are further described later in the passage.9) In “no . . . of time”, the blank must refer to a phenomenon with “time”, which is either “passage” (a noun derived from the verb “pass”) or “stopping”, or “waste” or “saving”. “No passage of time” is reasonable because “the waitresses were the same country girls.”10) The waitresses were the same as those of the past in age—still fifteen. But they had washed their hair because they had been to the movies and seen the pretty girls with the clean hair, whereas the waitresses of the pasthad had no chance of seeing movies, which did not appear until 1911. So the clean hair was a “difference.”3. TranslatingTranslate the underlined part of the following passage into Chinese. Summertime, oh summertime, pattern of life indelible, the fade-proof lake, the woods unshatterable, the pasture with the sweet fern and the juniper forever and ever, summer without end; this was the background, and the life along the shore was the design, the cottagers with their innocent and tranquil design, their tiny docks with the flagpole and the American flag floating against the white clouds in the blue sky, the little paths over the roots of the trees leading from camp to camp and the paths leading back to the outhouses and the can of lime for sprinkling, and at the souvenir counters at the store the miniature birch-bark canoes and the post cards that showed things looking a little better than they looked. This was the American family at play, escaping the city heat, wondering whether the newcomers in the camp at the head of the cove were “common” or “nice,” wondering whether it was true that the people who drove up for Sunday dinner at the farmhouse were turned away because there wasn’t enough chicken.……这⼀切是底⾊，湖四周的⽣活是这底⾊上的图案。
《高级英语》Units 1-7课后习题答案
Unit 1Paraphrase1.Our house is 23 feet above sea level.2.The house was built in1915, and since then no hurricane has done any damage to it.3.We can make the necessary preparations and survive the hurricane without much damage.4.Water got into the generator, it stopped working. As a result all lights were put out.5.Everyone go out through the back door and get into the cars!6.The electrical systems in the cars had been destroyed/ruined 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 family by making the wrong decision not to flee inland.8.Oh, God, please help us to get through this dangerous situation.9.She sang a few words alone and then her voice gradually grew dimmer and stopped.10.Janis didn't show any fear on the spot during the storm, but she revealed her feelings caused by the storm a few nights after the hurricane by getting up in the middle of the night and crying softly. Practice with words and expressionsA1.main:a principal pipe, conduit, or line in a distributing system for water, gas, electricity, etc.2.Sit out: to stay until the end3.Report:a loud, resounding noise, especially one made by an explosion4.Douse:to put out (a light,fire,generator,etc) quickly by pouring water over it5.Kill: to destroy, to end6.Litter:the young borne at one time by a dog, cat, or other animals which normally bear several young at a delivery7.Swath:a broad strip, originally the space or width covered with one cut of a scythe or other mowing device8.Bar:a measure in music; the notes between two vertical lines on a music sheet9.Lean-to:a shed or other small outbuilding with a sloping roof, the upper end of which rests against the wall of another building10.Break up:to disperse;be brought to an end11.Pitch in:to join and help with an activity12.The blues:sad and depressed feelingsB1.pummel:f. to bear or hit with repeated blows, especially with thefist2.Scud:h. to run or move swiftly3.Roar:a. a loud deep cry4.Scramble:i. to climb, crawl or clamber hurriedly5.Swipe:j. a hard, sweeping blow6.Skim:l. to throw in a gliding path7.Perish:m. to die, especially die a violent or untimely death8.Beach:k. to ground (a boat ) on the beach9.Slash:d. to cut or wound with a sweeping stroke as with a knife10.Sprawl:b. to spread the limbs in a relaxed ,awkward or unnatural position11.Vanish:g. to go or pass suddenly from sight12.Thrust:c. to push with sudden force13.Wrath:e. intense angerTranslationA.1.Each and every plane must be checked out thoroughly before taking off.2.The residents were firmly opposed to the construction of a waste incineration plant in their neighborhood because they were deeply concerned about the plant's emissions polluting the air.3.Investment in ecological projects in this area mounted up to billions of yuan.4.The dry riverbed was strewn with rocks of all sizes.5.Although war caused great losses to this country, its cultural traditions did not perish.6.To make space for modern high rises, many ancient buildings with ethnic cultural features had to be demolished.7. In the earthquake the main structures of most of the poor-quality houses disintegrated.8.His wonderful dream vanished into the air despite his hard efforts to achieve his goals.B.1.但是，和住在沿岸的其他成千上万的居民一样，约翰不愿舍弃家园，除非他的家人——妻子珍妮斯和他们的七个孩子，大的11岁，小的才3岁——明显处于危险之中。
高级英语Lesson 1 Face to Face with Hurricane Camille
conflict/struggle:
•
people --- people
people --- nature
people --- society
people --- themselves
protagonist (hero) --- antagonist (enemy)
John Koshak, Jr.--- the hurricane
• apartment building in Mississippi before and after Camille
What’s the type of the text?
• narration (the telling of a story)
• characters (people): --Pop Koshak --Grandma Koshak --John Koshak --Janis Koshak --Seven children --Charles, a friend --neighbors --pets
What is the story about?
• It describes the heroic struggle of the Koshaks and their friends against the forces of a devastating hurricane Camille.
• What does the writer focus chiefly on---developing character, action (plot), or idea (theme)?
• To learn how the writer gives a vivid description of actions in terms of lexical, sentential and textual level;
高英下册课文翻译第一课
.Face to Face with Hurricane CamilleJoseph P. Blank1 John Koshak, Jr., knew that Hurricane Camille would be bad. Radio and television warnings had sounded throughout that Sunday, last August 17, as Camille lashed northwestward across the Gulf of Mexico. It was certain to pummel Gulfport, Miss., where the Koshers lived. Along the coasts of Louisiana, Mississippi and Alabama, nearly 150,000 people fled inland to safer ground. But, like thousands of others in the coastal communities, john was reluctant to abandon his home unless the family -- his wife, Janis, and their seven children, abed 3 to 11 -- was clearly endangered.2 Trying to reason out the best course of action, he talked with his father and mother, who had moved into the ten-room house with the Koshaks a month earlier from California. He also consulted Charles Hill, a long time friend, who had driven from Las Vegas for a visit.3 John, 37 -- whose business was right there in his home ( he designed and developed educational toys and supplies, and all of Magna Products' correspondence, engineering drawings and art work were there on the first floor) -- was familiar with the power of a hurricane. Four years earlier, Hurricane Betsy had demolished undefined his former home a few miles west of Gulfport (Koshak had moved his family to a motel for the night). But that house had stood only a few feet above sea level. "We' re elevated 23 feet," he told his father, "and we' re a good 250 yards from the sea. The place has been here since 1915, and no hurricane has ever bothered it. We' II probably be as safe here as anyplace else."4 The elder Koshak, a gruff, warmhearted expert machinist of 67, agreed. "We can batten down and ride it out," he said. "If we see signs of danger, we can get out before dark."5 The men methodically prepared for the hurricane. Since water mains might be damaged, they filled bathtubs and pails. A power failure was likely, so they checked out batteries for the portable radio and flashlights, and fuel for the lantern. John's father moved a small generator into the downstairs hallway, wired several light bulbs to it and prepared a connection to the refrigerator.6 Rain fell steadily that afternoon; gray clouds scudded in from the Gulf on the rising wind. The family had an early supper. A neighbor, whose husband was in Vietnam, asked if she and her two children could sit out the storm with the Koshaks. Another neighbor came by on his way in-land — would the Koshaks mind taking care of his dog?7 It grew dark before seven o' clock. Wind and rain now whipped the house. John sent his oldest son and daughter upstairs to bring down mattresses and pillows for the younger children. He wanted to keep the group together on one floor. "Stay away from the windows," he warned, concerned about glass flying from storm-shattered panes. As the wind mounted to a roar, the house began leaking- the rain seemingly driven right through the walls. With mops, towels, pots and buckets the Koshaks began a struggle against the rapidly spreading water. At 8:30, power failed, and Pop Koshak turned on the generator.8 The roar of the hurricane now was overwhelming. The house shook, and the ceiling in the living room was falling piece by piece. The French doors in an upstairs room blew in with an explosive sound, and the group heard gun-like reports as other upstairs windows disintegrated. Water rose above their ankles.9 Then the front door started to break away from its frame. John and Charlie put their shoulders against it, but a blast of water hit the house, flinging open the door and shoving them down the hall. The generator was doused, and the lights went out. Charlie licked his lips andshouted to John. "I think we' re in real trouble. That water tasted salty." The sea had reached the house, and the water was rising by the minute!10 "Everybody out the back door to the cars!" John yelled. "We' II pass the children along between us. Count them! Nine!"11 The children went from adult to adult like buckets in a fire brigade. But the cars wouldn't start; the electrical systems had been killed by water. The wind was too Strong and the water too deep to flee on foot. "Back to the house!" john yelled. "Count the children! Count nine!"12 As they scrambled back, john ordered, "Every-body on the stairs!" Frightened, breathless and wet, the group settled on the stairs, which were protected by two interiorwalls. The children put the cat, Spooky, and a box with her four kittens on the landing. She peered nervously at her litter. The neighbor's dog curled up and went to sleep.13 The wind sounded like the roar of a train passing a few yards away. The house shuddered and shifted on its foundations. Water inched its way up the steps as first- floor outside walls collapsed. No one spoke. Everyone knew there was no escape; they would live or die in the house.14 Charlie Hill had more or less taken responsibility for the neighbor and her two children. The mother was on the verge of panic. She clutched his arm and kept repeating, "I can't swim, I can't swim."15 "You won't have to," he told her, with outward calm. "It's bound to end soon."16 Grandmother Koshak reached an arm around her husband's shoulder and put her mouth close to his ear. "Pop," she said, "I love you." He turned his head and answered, "I love you" -- and his voice lacked its usual gruffness.17 John watched the water lap at the steps, and felt a crushing guilt. He had underestimated the ferocity of Camille. He had assumed that what had never happened could not happen. He held his head between his hands, and silently prayed: "Get us through this mess, will You?"18 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 bottom steps of the staircase broke apart. One wall began crumbling on the marooned group.19 Dr. Robert H. Simpson, director of the National Hurricane Center in Miami, Fla., graded Hurricane Camille as "the greatest recorded storm ever to hit a populated area in the Western Hemisphere." in its concentrated breadth of some 70 miles it shot out winds of nearly 200 m.p.h. and raised tides as high as 30 feet. Along the Gulf Coast it devastated everything in its swath: 19,467 homes and 709 small businesses were demolished or severely damaged. it seized a 600, 000-gallon Gulfport oil tank and dumped it 3.5 miles away. It tore three large cargo ships from their moorings and beached them. Telephone poles and 20-inch-thick pines cracked like guns as the winds snapped them.20 To the west of Gulfport, the town of Pass Christian was virtually wiped out. Several vacationers at the luxurious Richelieu Apartments there held a hurricane party to watch the storm from their spectacular vantage point. Richelieu Apartments were smashed apart as if by a gigantic fist, and 26 people perished.21 Seconds after the roof blew off the Koshak house, john yelled, "Up the stairs -- into our bedroom! Count the kids." The children huddled in the slashing rain within the circle of adults. Grandmother Koshak implored, "Children, let's sing!" The children were too frightened to respond. She carried on alone for a few bars; then her voice trailed away.22 Debris flew as the living-room fireplace and its chimney collapsed. With two walls in theirbedroom sanctuary beginning to disintegrate, John ordered, "Into the television room!" This was the room farthest from the direction of the storm.23 For an instant, John put his arm around his wife. Janis understood. Shivering from the wind and rain and fear, clutching two children to her, she thought, Dear Lord, give me the strength to endure what I have to. She felt anger against the hurricane. We won't let it win.24 Pop Koshak raged silently, frustrated at not being able to do anything to fight Camille. Without reason, he dragged a cedar chest and a double mattress from a bed-room into the TV room. At that moment, the wind tore out one wall and extinguished the lantern. A second wall moved, wavered, Charlie Hill tried to support it, but it toppled on him, injuring his back. The house, shuddering and rocking, had moved 25 feet from its foundations. The world seemed to be breaking apart.25 "Let's get that mattress up!" John shouted to his father. "Make it a lean-to against the wind. Get the kids under it. We can prop it up with our heads and shoulders!"26 The larger children sprawled on the floor, with the smaller ones in a layer on top of them, and the adults bent over all nine. The floor tilted. The box containing the litter of kittens slid off a shelf and vanished in the wind. Spooky flew off the top of a sliding bookcase and also disappeared. The dog cowered with eyes closed. A third wall gave way. Water lapped across the slanting floor. John grabbed a door which was still hinged to one closet wall. "If the floor goes," he yelled at his father, "let's get the kids on this."27 In that moment, the wind slightly diminished, and the water stopped rising. Then the water began receding. The main thrust of Camille had passed. The Koshaks and their friends had survived.28 With the dawn, Gulfport people started coming back to their homes. They saw human bodies -- more than 130 men, women and children died along the Mississippi coast- and parts of the beach and highway were strewn with dead dogs, cats, cattle. Strips of clothing festooned the standing trees, and blown down power lines coiled like black spaghetti over the roads.29 None of the returnees moved quickly or spoke loudly; they stood shocked, trying to absorb the shattering scenes before their eyes. "What do we do?" they asked. "Where do we go?"30 By this time, organizations within the area and, in effect, the entire population of the United States had come to the aid of the devastated coast. Before dawn, the Mississippi National Guard and civil-defense units were moving in to handle traffic, guard property, set up communications centers, help clear the debris and take the homeless by truck and bus to refugee centers. By 10 a.m., the Salvation Army's canteen trucks and Red Cross volunteers and staffers were going wherever possible to distribute hot drinks, food, clothing and bedding.31 From hundreds of towns and cities across the country came several million dollars in donations; household and medical supplies streamed in by plane, train, truck and car. The federal government shipped 4,400,000 pounds of food, moved in mobile homes, set up portable classrooms, opened offices to provide low-interest, long-term business loans.32 Camille, meanwhile, had raked its way northward across Mississippi, dropping more than 28 inches of rain into West Virginia and southern Virginia, causing rampaging floods, huge mountain slides and 111 additional deaths before breaking up over the Atlantic Ocean.33 Like many other Gulfport families, the Koshaks quickly began reorganizing their lives, John divided his family in the homes of two friends. The neighbor with her two children went to a refugee center. Charlie Hill found a room for rent. By Tuesday, Charlie's back had improved, andhe pitched in with Seabees in the worst volunteer work of all--searching for bodies. Three days after the storm, he decided not to return to Las Vegas, but to "remain in Gulfport and help rebuild the community."34 Near the end of the first week, a friend offered the Koshaks his apartment, and the family was reunited. The children appeared to suffer no psychological damage from their experience; they were still awed by the incomprehensible power of the hurricane, but enjoyed describing what they had seen and heard on that frightful night, Janis had just one delayed reaction. A few nights after the hurricane, she awoke suddenly at 2 a.m. She quietly got up and went outside. Looking up at the sky and, without knowing she was going to do it, she began to cry softly.35 Meanwhile, John, Pop and Charlie were picking through the wreckage of the home. It could have been depressing, but it wasn't: each salvaged item represented a little victory over the wrath of the storm. The dog and cat suddenly appeared at the scene, alive and hungry.36 But the blues did occasionally afflict all the adults. Once, in a low mood, John said to his parents, "I wanted you here so that we would all be together, so you could enjoy the children, and look what happened."37 His father, who had made up his mind to start a welding shop when living was normal again, said, "Let's not cry about what's gone. We' II just start all over."38 "You're great," John said. "And this town has a lot of great people in it. It' s going to be better here than it ever was before."39 Later, Grandmother Koshak reflected : "We lost practically all our possessions, but the family came through it. W hen I think of that, I realize we lost nothing important.”(from Rhetoric and Literature by P. Joseph Canavan)第一课迎战卡米尔号飓风约瑟夫?布兰克小约翰。
高级英语(第三版)第二册第一课 Pub Talk and King's English
1. Language—is a system of arbitrary vocal symbols used for human communication.
• --system: elements are arranged according to certain rules, can be learned and used consistently.
• To familiarize students with the history of the English language
• To familiarize students with the social background of England and Australia
Pre-text questions
1) The Norman Conquest and its influence upon the English language
2) English Convicts in Australia 3) How can language serve as a class barrier? 4) What is the author’s opinion of a good
language and animal language? 3) What does the charm of conversation lie in? 4) What ruins a good conversation according
to the writer?
高级英语第二册 第一课
• The last sentence in this para is worth considering: “John was reluctant to abandon his home unless the family – … – was clearly endangered”. This is a periodic sentence. The reader is suspended and the word “endangered” is highlighted. The readers are curious about how the family is in danger. The whole story will develop around this theme.
• 2. typhoon 台风 • Occurring over the West Pacific Ocean and Chinese Seas. • Same as hurricane • Names are given serial numbers.12345
• Hurricane Betsy • The storm lashed Mississippi, Florida, and Louisiana in 1965 from Sept.7-10, causing the death of 74 persons.
• Partners • All the work in class or after class will be conducted in the form of partner or group discussion. Find your partners today and offer the list to me.
高级英语第二册 unit 1-10 italicized words
Lesson 11. since the water mains might be damaged (Para 5)main: a principal pipe or line in a distributing system for water, gas, electricity, etc.2. sit out the storm with the Koshaks (Para 6)sit out: stay until the end of3. another neighbor came by on his way inland (Para 6)come by;(American English) pay a visit4. the French doors in an upstairs room blew in (Para 8)blow in：burst open by the storm.5. the generator was doused (Para 9)douse: put out(a light, fire, generator, etc.) quickly by pouring water over it6. the electrical systems had been killed by water (Para 11)kill：(American English)to cause(an engine etc.) to stop7. it devasted everything in its swath (Para 19)swath：the space covered with one cut of a scythe; a long strip or track 0f any kind8. she carried on alone for a few bars (Para 21)bar：a measure in music；the notes between two vertical lines on a music sheet9. make it a lean-to against the wind (Para 25)1ean-to：a shed or other small outbuilding with a sloping roof．the upper end of which rests against the wall of another building10. and he pitched in with Seabees in the worst volunteer work of all (Para 33)Seabee：a member of the construction battalions of the Civil Engineer Corps of the U．S．Navy，that build harbor facilities，airfields，etc．Seabee stands for CB, short for Construction Battalion．Lesson 21. wailing a short chant over and over again (para 2)chant：words repeated in a monotonous tone of voice2. an Arab navvy working on the path nearby (para 6)navvy：abbreviation of “navigator”，a British word meaning an unskilled laborer，as on canals，，roads，etc．3. he stowed it gratefully (para 7)stow：put or hide away in a safe place4. his left leg is warped out of shape (para 9)warp：bend，curve，or twist out of shape5. as the Jews live in a self-contained community (para 11)self-contained：self—sufficient；having within oneself or itself all that is necessary6. the plough is a wretched wooden thing (para 18)wretched：poor in quality，very inferior7. all of them are mummified with age and the sun (para 19)mummified：thin and withered，looking like a mummy8. their splendid bodies were hidden in reach-me-down khaki uniforms (para 23)reach-me-down：(British colloquialism)second—hand or ready—made clothing9. so had the officers on their sweating chargers (para 26)charger：a horse ridden in battle or on paradeLesson 31. on the rocks：metaphor，comparing a marriage to a ship wrecked on the rocks2．get out of bed on the wrong side：be in a bad temper for the day (The meaning is perhaps derived from the expression “You 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 for5．into the shoes：metaphor(or more appropriately an idiomatic expression)，think as if one were wearing the shoes of the Saxon peasant，i．e．as if one were a Saxon peasant6 come into one’s own：receive what properly belongs to one，especially acclaim or recognition7．sit up at：(colloquial)become suddenly alert and take notice oflesson 41. the same solemn oath our forebears prescribed nearly a century and three-quarters ago (para 1) Prescribe: set down or impose2. for man holds in his mortal hands the power (para 2)mortal: of man (as a being who must eventually die)3. is still at issue around the globe (para 3)at issue: in dispite; still to be decided4. disciplined by a hard and bitter peace (para 3)disciplined: received training that developed self-control and character5. to which we are committed today (para 3)committed: bound by promise, pledged6. to witness or permit the slow undoing of these human rights (para 3)undoing : abolishing7. we dare not meet a powerful challenge at odds and split asunder (para 6)at odds: .in disagreement ; quarreling split asunder : split apart ; disunited8. to be replaced by a far more iron tyranny (para 7 )iron: cruel; merciless9. struggling to break the bonds of mass misery (para 8)bounds: chains; fetters10. to prevent it from becoming merely a forum for invective (para 10)invective: a violent verbal attack; strong criticism, insuits, curses, etc.11. to enlarge the area in which its writ may run (paral0)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 force12. that stays the hand of mankind's final war (para 13)stays：restrains13. tap the ocean depths (para 17)tap：draw upon or make use of14. not as a call to bear arms.., but a call to bear the burden of a long twilight struggle (para 22) bear：take on；sustainlesson 51. that logic, far from being a dry, pedantic discipline (para 3)discipline :a branch of knowledge or learning2. my brain was as powerful as a dynamo (para 4)dynamo: an earlier form for generator, a machine that converts mechanical energy into electrical energy3. pausing in my flight (para 8)flight :fleeing or running away from4. when the Charleston came back (para 11)Charleston: a lively dance in 4/4 time, characterized by a twisting step and popular during the 1920's5. They shed. (para 16)shed: cast off or lose hair6. Don't you want to be in the swim? (para 17)in the swim：conforming to the current fashions。
高级英语第二册 第一课课后习题答案
习题全解I.Las Vegas. Las Vegas 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 Vegas'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 Vegas 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 Vegas 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.5.John 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.6.Grandmother Koshak asked the children to sing because she thought this would lessen tension and boost the morale of everyone.7.Janis 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.1.This 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 of the hurricane.6. The writer gives order and logical movement to the sequence of happenings by describinga 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. Yes, it is. Because the writer states his theme or the purpose behind his story in the reflection of Grandmother Koshak: "We lost practically all our possessions, but the family came 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.2.sit out: stay until the end ofe by;(American English) pay a visit4.blow in：burst open by the storm.5.douse:put out(a light，fire，generator。
高级英语1第三版第一课课文
高级英语1第三版第一课课文
（原创版）
目录
1.课文概述
2.课文主题
3.课文结构
4.课文亮点
5.课文学习要点
正文
1.课文概述
《高级英语 1 第三版第一课课文》是一篇针对英语学习者的课文，旨在帮助学生提高英语阅读理解能力和语言运用能力。
本课文内容丰富，语言表达流畅，适合有一定英语基础的学习者学习。
2.课文主题
本课文的主题为“全球化时代的英语学习”，通过讲述在全球化背景下，英语学习的重要性和方法，引导学习者树立正确的英语学习观念。
3.课文结构
课文共分为五个部分：
（1）引言：简要介绍全球化时代英语学习的重要性；
（2）英语学习的现状：分析我国英语学习者的现状和存在的问题；
（3）英语学习的方法：介绍有效的英语学习方法和技巧；
（4）英语学习的目标：阐述英语学习的终极目标及其对个人发展的意义；
（5）结论：总结全文，呼吁学习者积极投身英语学习。
4.课文亮点
本课文的亮点在于：
（1）紧扣全球化时代背景，突出英语学习的重要性；
（2）分析英语学习者的现状，针对性强；
（3）提供实用的英语学习方法和技巧，具有很高的参考价值；（4）语言表达流畅，词汇丰富，有助于学习者提高语言水平。
5.课文学习要点
学习本课文，应重点关注以下几点：
（1）全球化时代英语学习的重要性；
（2）我国英语学习者的现状和存在的问题；
（3）有效的英语学习方法和技巧；
（4）英语学习的目标及其对个人发展的意义。
高级英语课程第二册
Vocabulary collection and idiomatic usage
Introduction collection
Explain collection as the natural combination of words that occurs frequently and sound right when used together Provide examples of common settlements in English
Developing writing skills: Students will be able to write clear, well structured essays that present a coherent argument
Refine speaking skills: Students will be able to express themselves fluently and accurately in English, using appropriate language and promotion
• Variety of text types: The textbooks include a range of text types such as narratives, repository texts, and argumentative essays to expose students to different styles of writing
Emphasis on critical thinking
The current resources students to think critically about the material they are studying, developing their ability to analyze and synthesize information
高英第一课课文
I would like to reflect on one of the oldest of human exercises, the process by which over the years, and indeed over the centuries, we have undertaken to get the poor off our conscience.Rich and poor have lived together, always uncomfortably and sometimes perilously, since the beginning of time. Plutarch was led to say: “An imbalance between the rich and poor is the oldest and most fatal ailment of republics.”And the problems that arise from the continuing co-existence of affluence and poverty–and particularly the process by which good fortune is justified in the presence of the ill fortune of others —have been an intellectual preoccupation for centuries. They continue to be so in our own time.One begins with the solution proposed in the Bible: the poor suffer in this world but are wonderfully rewarded in the next. The poverty is a temporary misfortune; if they are poor and also meek they eventually will inherit the earth. This is, in some ways, an admirable solution. It allows the rich to enjoy their wealth while envying the poor their future fortune. [Harry Crews’s “Pages from the Life of a Georgia Innocent”discusses the romanticizing of poverty.]Much, much later, in the twenty or thirty years following the publication in 1776 of The Wealth of Nations–the late dawn of the Industrial Revolution in Britain–the problem and its solution began to take on their modern form. Jeremy Bentham, a near contemporary of Adam Smith, came up with the formula that for perhaps fifty years was extraordinarily influential in British and, to some degree, American thought. This was utilitarianism. “By the principle of utility,”Bentham said in 1789, “is meant the principal which approves or disapproves of every action whatsoever according to the tendency which it appears to have to augment or diminish the happiness of the party whose interest is in question.”Virtue is, indeed must be, self-centered. While there were people with great good fortune and many more with great ill fortune, the social problem was solved as long as, again in Bentham’s words, there was “the greatest good for the greatest number.”Society did its best for the largest possible number of people; one accepted that the result might be sadly unpleasant for the many whose happiness was not served.In the 1830’s a new formula, influential in no slight degree to this day, became available for getting the poor off the public conscience. This is associated with the names of David Ricardo, a stockbroker, and Thomas Robert Malthus, a divine. The essentials are familiar: the poverty of the poor was the fault of the poor. And it was so because it was a product of their excessive fecundity: their grievously uncontrolled lust caused them to breed up to the full limits of the available subsistence.This was Malthusianism. Poverty being caused in the bed meant that the rich were not resBy the middle of the nineteenth century, a new form of denial achieved great influence, especially in the United States. The new doctrine, associated with the name of Herbert Spencer, was Social Darwinism. In economic life, as in biological development, the overriding rule was survival of the fittest. That phrase–”survival of the fittest”–came, in fact, not from Charles Darwin but from Spencer, and expressed his view of economic life. The elimination of the poor is nature’s way of improving the race. The weak and unfortunate being extruded, the quality of the human family is thus strengthened.One of the most notable American spokespersons of Social Darwinism was John D. Rockefeller–the first Rockefeller–who said in a famous speech: “The American Beauty rose can be produced in the splendor and fragrance which bring cheer to its beholder only by sacrificing the early buds which grow up around it. And so it is in economic life. It is merely the working out of a law of nature and a law of God.”[Jacob Riis’s How the Other Half Lives was written during the time of Social Darwinism and played a major role in this ideology’s demise.]In the course of the present century, however, Social Darwinism came to be considered a bit too cruel. It declined in popularity, and references to it acquired a condemnatory tone. We passed on to the more amorphous denial of poverty associated with Calvin Coolidge and Herbert Hoover. They held that public assistance to the poor interfered with the effective operation of the economic system–that such assistance was inconsistent with the economic design that had come to serve most people very well. The notion that there is something economically damaging about helping the poor remains with us to this day as one of the ways by which we get them off our conscience. [It doesn’t follow, however, that government aid to the affluent is morally damaging; see “The Next New Deal”and “Reining in the Rich”.]With the Roosevelt revolution (as previously with that of Lloyd George in Britain), a specific responsibility was assumed by the government for the least fortunate people in the republic. Roosevelt and the presidents who followed him accepted a substantial measure of responsibility for the old through Social Security, for the unemployed through unemployment insurance, for the unemployable and the handicapped through dirIn recent years, however, it has become clear that the search for a way of getting the poor off our conscience was not at an end; it was only suspended. And so we are now again engaged in this search in a highly energetic way. It has again become a major philosophical, literary, and rhetorical preoccupation, and an economically not unrewarding enterprise.Of the four, maybe five, current designs we have to get the poor off our conscience, the first proceeds from the inescapable fact that most of the things that must be done on behalf of the poor must be done in one way or another by the government. It is then argued that the government is inherently incompetent, except as regards weapons design and procurement and the overall management of the Pentagon. Being incompetent and ineffective, it must not be asked to succor the poor; it will only louse things up or make things worse.The allegation of government incompetence is associated in our time with the general condemnation of the bureaucrat–again excluding those associated with national defense. The only form of discrimination that is still permissible–that is, still officially encouraged in the United States today–is discrimination against people who work for the federal government, especially on social welfare activities. We have great corporate bureaucracies replete with corporate bureaucrats, but they are good; only public bureaucracy and government servants are bad. In fact we have in the United States an extraordinarily good public service–one made up of talented and dedicated people who are overwhelmingly honest and only rarely given to overpaying for monkey wrenches, flashlights, coffee makers, and toilet seats. (When these aberrations haveoccurred they have, oddly enough, all been in the Pentagon.) We have nearly abolished poverty among the old, greatly democratized health care, assured minorities of their civil rights, and vastly enhanced educational opportunity. All this would seem a considerable achievement for incompetent and otherwise ineffective people. We must recognize that the present condemnation of government and government administration is really part of the continuing design for avoiding responsibility for the poor.The second design in this great centuries-old tradition is to argue that any form of public help to the poor only hurts the poor. It destroys morale. It seduces people away from gainful employment. It breaks up marriages, since women can seek welfare for themselves and their children once they are without husbands.There is no proof of this-none, certainly, that compares that damage with the damage that would be inflicted by the loss of public assistance. [See Robert GreensteiThe third, and closely related, design for relieving ourselves of responsibility for the poor is the argument that public-assistance measures have an adverse effect on incentive. They transfer income from the diligent to the idle and feckless, thus reducing the effort of the diligent and encouraging the idleness of the idle. The modern manifestation of this is supply-side economics. Supply-side economics holds that the rich in the United States have not been working because they have too little income. So, by taking money from the poor and giving it to the rich, we increase effort and stimulate the economy. Can we really believe that any considerable number of the poor prefer welfare to a good job? Or that business people–corporate executives, the key figures in our time–are idling away their hours because of the insufficiency of their pay? This is a scandalous charge against the American businessperson, notably a hard worker. Belief can be the servant of truth–but even more of convenience.The fourth design for getting the poor off our conscience is to point to the presumed adverse effect on freedom of taking responsibility for them. Freedom consists of the right to spend a maximum of one’s money by one’s own choice, and to see a minimum taken and spent by the government. (Again, expenditure on national defense is excepted.) In the enduring words of Professor Milton Friedman, people must be “free to choose.”This is possibly the most transparent of all of the designs; no mention is ordinarily made of the relation of income to the freedom of the poor. (Professor Friedman is here an exception; through the negative income tax, he would assure everyone a basic income.) There is, we can surely agree, no form of oppression that is quite so great, no construction on thought and effort quite so comprehensive, as that which comes from having no money at all. Though we hear much about the limitation on the freedom of the affluent when their income is reduced through taxes, we hear nothing of the extraordinary enhancement of the freedom of the poor from having some money of their own to spend. Yet the loss of freedom from taxation to the rich is a small thing as compared with the gain in freedom from providing some income to the impoverished. Freedom we rightly cherish. Cherishing it, we should not use it as a cover for denying freedom to those in need.Finally, when all else fails, we resort to simple psychological denial. This is a psychic tendencythat in various manifestations is common to us all. It causes us to avoid thinking about death. It causes a great many people to avoid thought of the arms race and the consequent rush toward a highly probable extinction. By the same process of psychological denial, we decline to thiThese are the modern designs by which we escape concern for the poor. All, save perhaps the last, are in great inventive descent from Bentham, Malthus, and Spencer. Ronald Reagan and his colleagues are clearly in a notable tradition–at the end of a long history of effort to escape responsibility for one’s fellow beings. So are the philosophers now celebrated in Washington: George Gilder, a greatly favored figure of the recent past, who tells to much applause that the poor must have the cruel spur of their own suffering to ensure effort; Charles Murray, who, to greater cheers, contemplates “scrapping the entire federal welfare and income-support structure for working and aged persons, including A.F.D.C., Medicaid, food stamps, unemployment insurance, Workers’Compensation, subsidized housing, disability insurance, and,”he adds, “the rest. Cut the knot, for there is no way to untie it.”By a triage, the worthy would be selected to survive; the loss of the rest is the penalty we should pay. Murray is the voice of Spencer in our time; he is enjoying, as indicated, unparalleled popularity in high Washington circles.Compassion, along with the associated public effort, is the least comfortable, the least convenient, course of behavior and action in our time. But it remains the only one that it compatible with a totally civilized life. Also, it is, in the end, the most truly conservative course. There is no paradox here. Civil discontent and its consequences do not come from contented people–an obvious point to the extent to which we can make contentment as nearly universal as possible, we will preserve and enlarge the social and political tranquillity for which conservatives, above all, should yearn. This essay originally appeared in Harper’s Magazine, November, 1985。
(完整word版)高级英语1(外研社;第三版;张汉熙主编)
第一课FacetofacewithHurricaneCamilleParaphrase:Weare23feetabovethesealevel.Thehousehasbeenheresince1915,andhasneverbeendamagedbyanyhurricanes.Wecanmakethenecessarypreparationsandsurvivethehurricanewithoutmuchdamage.Watergotintothegeneratorandputitout.Itstoppedproducingelectricitysothelightsalsowentout.Everybodygooutthroughthebackdoorandruntothecar.6.Theelectricalsystemsinthecar(thebatteryforthestarter)hadbeenputoutbywater.AsJohnwatchedthewaterinchitswayupthesteps,hefeltastrongsenseofguiltbecauseheblamedhimselfforendan geringthewholefamilybydecidingnottofleeinland.OhGod,pleasehelpustogetthroughthisstormsafely7.GrandmotherKoshaksangafewwordsaloneandthenhervoicegraduallygrewdimmerandstopped.8.Janisdisplayedratherlatetheexhaustionbroughtaboutbythenervoustensioncausedbythehurrican e.Translation(C-E)1.Eachandeveryplanemustbecheckedoutthoroughlybeforetakingoff. 每架飞机起飞之前必须经过严格的检查。
《高级英语(下)》课文要点
《高级英语（下）》课文要点1. Lesson One The Company in Which I Work1. What kind of life are the salesmen leading?They live and work under extraordinary pressure. When things are bad, they are worse for the salesmen; when things are good, they are not much better. However, they react very well to the constant pressure and rigid supervision to which they are subjected. They love their work, work hard, and earn big salaries.2. How does the narrator feel about his work now?He is bored with his work very often now. He would pass the routine work to the others. He enjoys his work only when the assignments are large and urgent. He frequently feels that he is being taken advantage of, and does not want to spend the rest of his life working for the company. However, he finds there is no way out.3. What do you think is the theme of this passage?This passage is a dark satire on the capacity of the modern corporation world to destroy the human spirit, and on the sacrifice of human dignity because of the desire for personal fame and gain.2. Lesson Two Eveline1. What changes had taken place in her family?In the past, "they seemed to have been rather happy."Now, 1) Her mother was dead;2) Her father became worse;3) Ernest was dead; Harry not at home.2. What made her decide to leave home?1) Hard lifea. no respect at work and at home, though hardworking (a dutiful daughter and sister);b. no protection: her father's violence;c. money affair2) Frank would give her life, perhaps love, too.(p17)3) Her mother's life"Frank would save her." "But she wanted to live."3. Why was she in two minds on the question of leaving or not leaving?A life of quiet desperation.---She had never dreamed of leaving (p3)---At least she had shelter and food and familiar people, and she did not find it a wholly undesirable life (p7)--- She had to explore another life with Frank (p9). She had no confidence.4. Why did she finally refuse to leave?--- National character: Irish paralysis (paralysis: loss or lack of ability to move, act, think, etc.) as shown in the last par.--- Individual character: her timidity (timid: fearful, lacking courage)the image of boat: a strange monsterthe symbol of sea: while offering escape and life, giving warning of death. These opposites reveal her dilemma.3. Lesson Three What's Wrong with Our Press?OutlinePart I IntroductionA. (Par. 1) Newspapers' two advantages over TV (sarcastic)B. (Par.2-4) Survey: People no longer believe in our press.C. (Par. 5) TV does better than the press in informing the public.*How do you interpret newspapers' two advantages?The author is sarcastic in talking about newspapers' "two great advantages". She makes us realize that something is wrong with the press: they have become a habit rather than a function.Part II (Par. 6) What's wrong with our press: Partisanship (rabid bias; one-sidedness)A. (Par. 7)TV presents more than one aspect of an issue.B. (Par. 8) TV provides a wide range of opinion.C. (Par. 9) TV does not feed the appetite for hate.D. (Par. 10-11) TV provides background information.*What's wrong with the American press according to the author?* In what way does TV do a better job than the press in informing the public?Part III ConclusionA. (Par. 12) Good newspapers are hard to find.B. (Par. 13-14) Newspapers have become a habit rather than a function. (resistance to change)C. (Par. 15) The word should be treated with the respect it deserves.* Apart from partisanship, what marks the end of newspapers' usefulness?Newspapers' resistance to change marks the end of their usefulness. Without change they have become a habit rather than a function. They can not perform the vital service of informing the public.*What is the author's purpose in writing the article?The author points out the problems of the American local press in order to call for the press people to treat the word with the respect it deserves, and she also reveals her belief that no picture can ever be an adequate substitute of the word.4. Lesson Four The Tragedy of Old Age in AmericaOutlineI. Attitude toward old ageA. (1) We have not examined old age.B. (2-4) Popular attitudeC. (5) Correct attitudeII. Old age in AmericaA. (6) Root cause of the tragedy: societyB. (7-9) The basic daily requirements for survival: income and housingC. (10) EmploymentD. (11) Heath problemsE. (12) Other problemsF. (13) Old womenG. (14-15) MinoritiesQuestions:1. What are the popular attitudes towards old age?2. What are the interconnected elements that determine the quality of late life?3. Why is old age a tragedy for many elderly Americans?4. What are the major problems the elderly Americans confront?5. What is the author's view of old age?5. Lesson Seven Ace in the HoleAce has just been fired by his boss for damaging a car. He is worried that this might infuriate his wife Eey, and perhaps break up their already shaky marriage. On his way home, he stops by his mother's place to pick up the baby. His mother complains about Evey and hints he should divorce her. All this puts him in a confused and anxious mood. When Evey returns home, they have a squabble, and Evey blurts out a threat to divorce him. It is the baby's funny and clever act that comes to his rescue. Switching on the radio, Ace leads Evey into a dance and the music eases off the tension between them.Ace's experience reflects the plight of the typical American lower-middle class of the 1950s. Life has lost its fresh appeal and drive to him. His social existence is more of a sacrifice than an enterprise. By marrying a Catholic girl, he entraps himself in entangled relationships of family dispute and religious discord. The marriage itself is precarious, and due to recurring crises, it plunges now and then to the brink of collapse. His past glory as a basketball star will not get him any nearer a solution. His only hope seems to lie in the possibility of having more children who might grow up to fulfil his broken dreams.Questions:1. What made Ace so restless during his drive home that day? What was he worried about in particular?2. What do you think their married life was like?3. Was Ace out of the hole at the end of the story? What makes you think so?6. Lesson Eight Science Has Spoiled My SupperOutline:I. (par.1-2) American food is becoming tastelessII. (par.15-17) Tastelessness leads to obesityIII. (par. 19-23) Americans are losing individualityA. (3-8) CheeseB. (9-14) VegetablesC. (18) Deep-freezingQuestions:1. Why does the author make a distinction between science and the so-called science at the very beginning of the essay?The author wants to make clear to the readers that he himself is an honest lover of science and what he opposes here is the so-called science. This distinction is important for otherwise his essay would be weightless from the outset.2. Why does the author suggest that the tastelessness leads to the national problem of obesity? According to the author, the need to satisfy the sense of taste may be innate and important. When food is tasteless, it may be the instinct of mankind to go on eating in the subconscious hope offinally satisfying the frustrated taste buds. Since American food is becoming more and more tasteless, obesity, therefore, becomes such a national curse.3. Apart from obesity, what are the other consequences of Americans as a nation eating standardized tasteless food?Apart from obesity, the application of "science" to food production also causes people to abandon the quality as people and to become a faceless mob of mediocrities. Besides, American people are losing the great ideas of colorful liberty and dignified individualism.7. Lesson Nine I'll Never Escape the GhettoHis experience:4 years at Whittier College: 1959-632 years at Oxford: Fall 1963-65University of Vienna: Summer 1964Returned home: August 19652 years at Yale Law School: Fall 1965-67Returned home: Summer 1966Wrote the article: 1967Facts:I returned home in Aug. 1965I was home last summerHarlem rioting: Summer 1964Watts rioting: Fall 1965Questions:1. What made him decide to return home and make a career there when he left watts for Whittier College?2. Why did he hide the fact that he was from Watts?3. What did he realize when he was studying at Oxford? What made him realize that?4. What was his reaction to the Harlem rioting?5. How does he compare the wisdom of the street corner with his own schooling?8. Lesson Eleven On Human Nature and PoliticsOutlineI. (1-6) Four fundamental motivesA. Introduction (1)*desire for food*human desires: infinite*other fundamental desires: fourB Acquisitiveness (2-3)*origin: a combination of fear with the desire for necessaries*mainspring of the capitalist system; infiniteC. Rivalry (4)*stronger*dangerousD. Vanity (5)*powerful*a variety of forms*growing with what it feeds onE. Love of power (6)*most powerful*increasing by the experience of power* apt to inflict pain: dangerous*desirable sideII. (7-15) Love of excitementA. A very important motive, though less fundamental (7-10)B. Cause (11-12)C. Necessity of securing innocent outlets (13-15)*social reformers and moralists*Many of its forms are destructive*Civilized life is too tameQuestions:1. What are the four fundamental motives? Explain.2. What is the root cause of love of excitement as a motive?3. Why is it so important to secure an innocent outlet in the modern society?9. Lesson Twelve The Everlasting WitnessOutline:Par.1-2: At breakfast; in her sister's house in MexicoPar. 3-4: The night before; finding three cinemas (recent flashback)Par. 5-12: In America; the newsreel (earlier flashback)*What was the newsreel she chanced to see about?*Why did she come to Mexico?Par.13-end: In Mexico, going to the film alone*What decision did she make on the way to the cinema?*Why did she buy the flowers and then carry them in her heart?Flowers: beauty, peace, hope, affection; mother's love (carnations)in contrast with the cruelty of warFlowers (a big wheel) to life/death: she is ready to accept either*What is the everlasting witness? What is it a witness to? Explain?Open.Jerry's face on the screen (close-up): recorded in form of documentary; the image stamped in the mind of Marian and the audience, and the readers; Jerry is still alive.A witness to the cruelty of war.10. Lesson Thirteen Selected snobberiesThe author's views concerning snobbery:1. All men are snobs about something. (par. 1)2. Snobberies ebb and flow. (par. 2)3. Snobberies stimulate activity. (par. 6)4. Each group of people have their own most highly esteemed snobbery. ("Each hierarchy culminates in its own particular Pope." (par. 7)Chief snobberies discussed in the essay:1. Disease2. Booze3. Modernity4. ArtQuestions:1. What is the motive for disease-snobbery?problematical diseases of the rich; romantic adolescents2. How has modernity-snobbery become so popular in modern society?of a strictly economic character; production is outrunning consumption; organized waste; most perishable articles by producers; advertising; newspapers; docile public.3. What are the two kinds of art-snobs? In what way does the author think the unplatonic art-snobs contribute to society?Platonic snobs are truly interested in artUnplatonic snobs buy art because a collections of works of art is a collection of culture symbols, and culture-symbols still carry social prestige, and, moreover, it is also a collection of wealth symbols.It compels the philistines to pay at least some slight tribute to the things of the mind and so helps to make the world less dangerously unsafe for ideas.And even though they buy works of art because they are modernity-snobs at the same time, it has provided the living artists with the means of subsistence.。
高级英语下册课文讲解.doc
高级英语（下）Lesson OneWhat’s Wrong with Our Press?课文要义（Main idea of the text）As a printed - word woman, the author tries to point out the disadvantages and problemsremain in the press by making a contrast with television based on the date out of a survey. Having sharply criticized the partisan bit and the abuse of the sacred right entrusted to the press: to inform a free people. Marya Mamies has reached a conclusion that the press willbe hopeless and useless unless it has to make some dramatic changes even though change means trouble, work and cost.词汇(V ocabulary)1. conflict (v): (of opinions, desires, etc.) be in opposition or disagreement; be incompatible 不一致；冲突Their account of events conflicts with ours. 他们对事件的说法与我们截然不同。
Do British laws conflict with any international laws? 英国法与国际法是否有相违背之处？2. allot (v): give (time, money, duties, etc.) as a share of what is available; apportion sth. 分配；分给The principal allotted each grade a part in the Christmas program. 校长分给每个年级一部分圣诞礼物。
高级英语第二册LESSON1课后答案
Pub Talk and the King's English 课后练习题I. Write short notes on： Carlyle, and Lamb.Suggested Reference Books[SRB］1. The Oxford Companion to English Literature2. Any standard book on the history of English literature3。
Encyclopaedia BritannicaIII. Questions on appreciation：1. In what way is “pub talk”connected with “the King's English”? Is the title of the piece well-chosen？2. Point out the literary and historical allusions used in this piece and comment on their use.3。
What is the func tion of para 5? Is the change from "pub talk" to "the King’s English” too abrupt?4。
Do the simple idiomatic expressions like ”to be on the rocks， out of bed on the wrong side, etc。
，” go well with the copious literary and historical allusions the writer uses? Give your reasons。
5. Does the writer reveal his political inclination in this piece of writing? How？IV。
高级英语lesson 1 Text and its Structure.ppt.Convertor
Lesson 1 -- T ext and its StructureA Trip for Mrs. Taylor by Hugh GarnerMain ideaMrs. Taylor, an old woman, living far away from her only son, felt very lonely. So she took a trip to escape her loneliness. After a long, careful preparation, she set o ff in the early morning. On her way to the railway station, she encountered a young soldier, who helped her carry the suitcase and cross the road. While waiting at the station, she made friends with a young mother of two children. By acting as a ―babysitter‖ for the young lady, she relived her past life as an efficient, experienced mother. For lack of money, she had to get off the train at an outlying station. Although it was such a short trip for her, the old lady felt excited, happy and satisfied, with a hope for another short trip in near future.Analysis of the Textual StructureThe story is told in chronological order and the narration is interspersed with flashbacks（插叙）.Time order:1.prepare for the trip at home →2.remember her husband and two children →3.take a streetcar →e across a young solider →5.remember her two sons →6.go to the railway station to buy a ticket →7.meet the young woman and her kids while waiting for the train →8.the woman’s kids remind her of her young Bert of the same age →9.get on the train →10.after the short trip, go back with a plan for another trip in futureThe Structure of the TextPart 1: Introduction of Mrs. Taylor and her preparation for the trip.Part 2: The reason for her decision to take the trip.Part 3: Her way to the railway station and her encounter with two young persons.Part 4: Her trip on the train.Part 5: Her way back and her psychological self-content with the trip.Part 1: Para.1—7: Her preparation for the trip.Para 1: time of the story, Mrs. Taylor – a quiet and considerate womanPara 2: careful and efficient womanPara 3: a woman very particular about her appearance, a little vainglory, but her love for her husband remains the same.Para 4: poor but economicalPara 5: her anxiety for the tripPara 6: She checked her luggage with a lot of things in it as if for a long journey.Para 7: a very pious womanPart 2: Para.8—12: The reason for her decision to take the trip.Para 8: The idea struck her when she saw holiday crowds.Para 9: She recalled the short trips her family took in the past – the happy experiences Para 10 – 11: She felt lonely and she was longing for companyPara 12: The reason why she did not want to go and live with her son was that she was an independent womanPart 3: Para.13—59: Her way to the railway station and her encounter with two young persons.Para 13: She went out of the house noiselessly because she wanted her trip to be a secret.Para 14: To take the trip, she managed to save money by reducing her food for a week.Para 15 – 17:She felt happy by mixing herself with the crowd and she found everyone was friendly.Para 18 – 29: Her encounter with the young man.Para 30: The man’s response to her purchase of the ticket.Para 31--34: Even the observation of the crowd was a happy experience for Mrs.Taylor.Para 35—55: Her encounter with the young woman with two children and she tried to help them.Para 56--59: Mrs. Taylor went towards the gate and she was mistaken for the children’s grandma, and it was nice to be so.Part 4: Para.60—87: Her trip on the train.Para 60 – 63: She got on the train and comfortably seated.Para 64 –87: The trip started and Mrs. Taylor enjoyed the trip by observing the landscape. Her conversation with the young woman. Her embarrassmentwhen revealing the fact of taking a short trip. Her farewell to the youngwomanPart 5: Para.88—90: Her way back and her psychological self-content with the trip.Para 88 – 89: She was going back and she felt satisfied with a short trip.Para 90: She was longing for another happy trip in near future.The features of the work:1. Plot – old people, simple daily life, loneliness, retrospection, desire for company2. Language – plain, simple, daily speech3. The ending – unexpected4. The simple style is appropriate to the story:Comment on the story:From the story, we learn that this little, old woman was poor, forlorn, and lonely. She lived in a rented dreary tiny attic room and received meager old-age pension to support her life. She lived a plain life, and had ordinary desires as other women. She was practical, friendly, amiable, considerate, easily satisfied, pleasant to deal with, and ready to help others. As an independent woman, she had lived alone for many years, and now even a short trip could satisfy her very much. It is a shame that nobody needed her, nor did her son. She was abandoned by her kith and kin. But she was thirsty for familial affection and enjoyed being a babysitter. She loved her son but was ignored by the latter. Compared with her son, even the strangers cared more about her, which tells us that as young people we should show our concern and filial affection for our parents, and should not let them feel lonely and deserted.。
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Lesson 1Pub Talk and the King’s EnglishHenry Fairlie1 Conversation is the most sociable of all human activities. And it is an activity only of humans. However intricate the ways in which animals communicate with each other, theydo not indulge in anything that deserves the name of conversation.2 The charm of conversation is that it does not really start from anywhere, and no one has any idea where it will go as it meanders or leaps and sparkles or just glows. The enemy of good conversation is the person who has "something to say." 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. There is no winning in conversation. In fact, the best conversationalists are those who are prepared to lose. Suddenly they see the moment for one of their best anecdotes, but in a flash the conversation has moved on and the opportunity is lost. They are ready to let it go.3 Perhaps it is because of my up-bringing in English pubs that I think bar conversation has a charm of its own. Bar friends are not deeply involved in each other's lives. They are companions, not intimates. The fact that their marriages may be on the rocks, or that their love affairs have been broken or even that they got out of bed on the wrong side is simply not a concern. They are like the musketeers of Dumas who, although they lived side by side with each other, did not delve into,each other's lives or the recesses of their thoughts and feelings.4 It was on such an occasion the other evening, as the conversation moved desultorily here and there, from the most commonplace to thoughts of Jupiter, without any focus and with no need for one, that suddenly the alchemy of conversation took place, and all at once there was a focus. I do not remember what made one of our companions say it--she clearly had not come into the bar to say it, it was not something that was pressing on her mind--but her remark fell quite naturally into the talk.5 "Someone told me the Other day that the phrase, 'the King's English' was a term of criticism, that it means language which one should not properly use."6 The glow of the conversation burst into flames. There were affirmations and protests and denials, and of course the promise, made in all such conversation, that we would look it up on the morning. That would settle it; but conversation does not need to be settled; it could still go ignorantly on.7 It was an Australian who had given her such a definition of "the King's English," which produced some rather tart remarks about what one could expect from the descendants of convicts. We had traveled in five minutes to Australia. Of course, there would be resistance to the King's English in such a society. There is always resistance in the lower classes to any attempt by an upper class to lay down rules for "English as it should be spoken."8 Look at the language barrier between the Saxon churls and their Norman conquerors. The conversation had swung from Australian convicts of the 19th century to the English peasants of the 12th century. Who was right, who was wrong, did not matter. The conversation was on wings.9 Someone took one of the best-known of examples, which is still always worth the reconsidering. When we talk of meat on our tables we use French words; when we speak of the animals from which the meat comes we use Anglo-Saxon words. It is a pig in its sty ; it is pork(porc) on the table. They are cattle in the fields, but we sit down to beef (boeuf). Chickens become poultry (poulet), and a calf becomes veal (veau). Even if our menus were not wirtten in French out of snobbery, the English we used in them would still be Norman English. What all this tells us is of a deep class rift in the culture of England after the Norman conquest.10 The Saxon peasants who tilled the land and reared the animals could not afford the meat, which went to Norman tables. The peasants were allowed to eat the rabbits that scampered over their fields and, since that meat was cheap, the Norman lords of course turned up their noses at it. So rabbit is still rabbit on our tables, and not changed into some rendering of lapin.11 As we listen today to the arguments about bilingual education, we ought to think ourselves back into the shoes of the Saxon peasant. The new ruling class had built a cultural barrier against him by building their French against his own language. There must have been a great deal of cultural humiliation felt by the English when they revolted under Saxon leaders like Hereward the Wake. "The King's English"--if the term had existed then--had become French. And here in America now, 900 years later, we are still the heirs to it.12 So the next morning, the conversation over, one looked it up. The phrase came into use some time in the 16th century. "Queen's English" is found in Nash's "Strange Newes of the Intercepting Certaine Letters" in 1593, and in 1602, Dekker wrote of someone, "thou clipst the Kinge's English." Is the phrase in Shakespeare? That would be the confirmation that it was in general use. He uses it once, when Mistress Quickly in "The Merry Wives of Windsor" says of her master coming home in a rage, "... here will be an old abusing of God's patience and the King's English," and it rings true.13 One could have expected that it would be about then that the phrase would be coined. After five centuries of growth, o1f tussling with the French of the Normans and the Angevins and the Plantagenets and at last absorbing it, the conquered in the end conquering the conqueror. English had come royally into its own.14 There was a King's (or Queen' s) English to be proud of. The Elizabethans blew on it as on a dandelion clock, and its seeds multiplied, and floated to the ends of the earth. "The King's English" was no longer a form of what would now be regarded as racial discrimination.15 Yet there had been something in the remark of the Australian. The phrase has always been used a little pejoratively and even facetiously by the lower classes. One feels that even Mistress Quickly--a servant--is saying that Dr. Caius--her master--will lose his control and speak with the vigor of ordinary folk. If the King's English is "English as it should be spoken," the claim is often mocked by the underlings, when they say with a jeer "English as it should be spoke." The rebellion against a cultural dominance is still there.16 There is always a great danger, as Carlyle put it, that "words will harden into things for us." Words are not themselves a reality, but only representations of it, and the King's English, like the Anglo-French of the Normans, is a class representation of reality. Perhaps it is worth trying to speak it, but it should not be laid down as an edict , and made immune to change from below.17 I have an unending love affair with dictionaries-Auden once said that all a writer needs isa pen, plenty of paper and "the best dictionaries he can afford"--but I agree with the person who said that dictionaries are instruments of common sense. The King's English is a model—a rich and instructive one--but it ought not to be an ultimatum.18 So we may return to my beginning. Even with the most educated and the most literate, the King's English slips and slides in conversation. There is no worse conversationalist than theone who punctuates his words as he speaks as if he were writing, or even who tries to use words as if he were composing a piece of prose for print. When E. M. Forster writes of " the sinister corridor of our age," we sit up at the vividness of the phrase, the force and even terror in the image. But if E. M. Forster sat in our living room and said, "We are all following each other down the sinister corridor of our age," we would be justified in asking him to leave.19 Great authors are constantly being asked by foolish people to talk as they write. Other people may celebrate the lofty conversations in which the great minds are supposed to have indulged in the great salons of 18th century Paris, but one suspects that the great minds were gossiping and judging the quality of the food and the wine. Henault, then the great president of the First Chamber of the Paris Parlement, complained bitterly of the "terrible sauces " at the salons of Mme. Deffand, and went on to observe that the only difference between her cook and the supreme chef, Brinvilliers , lay in their intentions.20 The one place not to have dictionaries is in a sit ting room or at a dining table. Look the thing up the next morning, but not in the middle of the conversation. Other wise one will bind the conversation, one will not let it flow freely here and there. There would have been no conversation the other evening if we had been able to settle at one the meaning of "the King's English." We would never hay gone to Australia, or leaped back in time to the Norman Conquest.21 And there would have been nothing to think about the next morning. Perhaps above all, one would not have been engaged by interest in the musketeer who raised the subject, wondering more about her. The bother about teaching chimpanzees how to talk is that they will probably try to talk sense and so ruin all conversation.(from The Washington Post (华盛顿邮报), May 6, 1979)NOTES1. Fairlie: Henry Fairlie (1924--) is a contributing editor to The New Republic as well as a contributor to other journals. He is author of: The Kennedy Promise ; The Life of Politics ; and The Spoiled Child of the Western World.2. The Washington Post: an influential and highly respected U.S. newspaper with a national distribution3. pub: contracted from "public house" ; in Great Britain a house licensed for the sale of alcoholic drinks4. musketeers of Dumas: characters created by the French novelist, Alexandre Dumas (1802--1870) in his novel The Three Musketeers5. Jupiter: referring perhaps to the planet Jupiter and the information about it gathered by a U.S. space probe6. descendants of convicts: in 1788 a penal settlement was established at Botany Bay, Australia by Britain. British convicts, sentenced to long term imprisonment, were often transported to this penal settlement. Regular settlers arrived in Australia about 1829.7. Saxon churls: a farm laborer or peasant in early England; a term used pejoratively by the Norman conquerors to mean an ill-bred, ignorant English peasant8. Norman conquerors: the Normans, under William I, Duke of Normandy (former territory of N. France) conquered England after defeating Harold, the English king, at the Battle of Hastings (1066).9. lapin: French word for "rabbit"10.Hereward the Wake: Anglo-Saxon patriot and rebel leader. He rose up against the Normanconquerors but was defeated and slain (1071).11.Nash: Thomas Nash (1567--1601), English satirist. Very little is known of his life .Although his first publications appeared in 1589,it was not until Pierce Penniless His Supplication to the Devil (1592),a bitter satire on contemporary society ,that his natural and vigorous style was fully developed .His other publications include: Summer' s Last Will and Testament; The Unfortunate Traveler; and The Isle of Dogs.12.Dekker: Thomas Dekker (1572.'? --16327), English dramatist and pamphleteer. Little is known of his life except that he frequently suffered from poverty and served several prison terms for debt. Publications: The Shoe- maker' s Holiday ; The Seven Deadly Sins of London ; The Gull' s Hand- book; etc.13...here will be an old abusing: "old" here means "great, plentiful"; from Shakespeare's "The Merry Wives of Windsor", Act 1, Scene 4, lines5--614.Angevins and Plantagenets: names of ruling Norman dynasties in England (1154--1399), sprung from Geoffrey, Count of Anjou (former province of W. France)15.Elizabethans: people, especially writers, of the time of Queen Elizabeth I of England (1533--1603)16.(dandelion) clock: the downy fruiting head of the common dandelion17.Auden: W.H. Auden (1907--73), British-born poet, educated at Oxford. During the Depression of the 1930' s he was deeply affected by Marxism. His works of that period include Poems (1930) and The Orators (1932), prose and poetry, bitter and witty, on the impending collapse of British middle-class ways and a coming revolution. Auden went to the U.S. in 1939 and became an American citizen in 1946. In the 1940's he moved away from Marxism and adopted a Christian existential view.18. Forster: Edward Morgan Forster (1879--1970), English author, one of the most important British novelists of the 20th century. Forster's fiction, conservative in form, is in the English tradition of the novel of manners. He explores the emotional and sensual deficiencies of the English middle class, developing his themes by means of irony, wit, and symbolism. Some of his well known novels are: Where Angels Fear to Tread ; The Longest Journey ; A Room with a View ; Howard' s End ; and A Passage to India.19. Henault: Jean-Francois Henault (? --1770), president of the Paris Parlement, and lover of Mme Deffand20. Paris Parlement: the "sovereign" or "superior" court of judicature under the ancien regime in France. It was later divided into several chambers.21. Mme. Deffand: Deffand, Marie De Vichy-Chamrond, Marquisse Du (1679--1780), a leading figure in French society, famous for her letters to the Duchesse de Choiseul, to Voltaire and to Horace Walpole. She was married at 21 to her kinsman, Jean Baptiste de la lande, Marquis du Deffand, from whom she separated in 1722. She later became the mistress of the regent, Philippe, duc d' Orleans. She also lived on intimate terms with Jean- Francois Henault, president of the Parlement of Paris till his death in 1770.。