高级英语 第二册第一课专门分析文章特点
认知语境视角下的英语词汇教学策略
认知语境视角下的英语词汇教学策略作者：伍敬芳来源：《当代教育理论与实践》 2012年第8期收稿日期：2012-04-11作者简介：伍敬芳（1975-），女, 湖南湘潭人，硕士，讲师，主要从事理论语言学研究。
伍敬芳(湖南城市学院外国语学院,湖南益阳 413000)摘要：语汇教学是英语学习的必由之路，没有词汇，就谈不上英语学习。
应该从认知语境的视角出发，以《高级英语》第二册第一课为例，详细分析并阐述教师在英语词汇教学中的各项策略。
这些策略视角新颖，操作性强，期望能给广大一线英语教师的词汇教学提供借鉴。
关键词：认知语境；词汇教学；策略中图分类号：G642.3文献标识码：A文章编号：1674-5884（2012）08-0103-03一认知语境“语境”一词来源于英语中的“context”，最初被用于语音学中，用来分析语音中的音变现象。
后来，这一词语逐渐应用于语言之外的情景领域和文化领域，开启了情景语境和文化语境的研究。
认知语言学家认为，语言使用和话语理解所涉及的已经结构化、系统化和逻辑化的百科知识，就是认知语境的内涵，或者说认知语境是语用人已经内在化、认知化或已经固化在头脑里的概念典型和关系典型［1］。
以这些知识或典型为基础，语言使用者在处理信息时，首先要充实词汇的字面意义，然后对已经充实了的词汇信息作进一步的认知方面的补充和完善。
而在推导不充分的语言表层信息时，语言使用者并不一定需要依赖具体的场合因素（物理语境），因为他们可以有意或无意地运用其内在化、认知化、系统化、图式化了的语用知识，从而完成对语言的解释任务。
也就是说，语言意义(包括词汇意义)的理解不但要以语言知识为基础，还必须结合语言之外的百科知识。
根据Langacker的观点，百科知识可以分成四类：一是规约性知识；二是概括性知识；三是内在性知识；四是典型性知识［2］。
这些百科知识中很多核心概念事实上就是认知语境的具体化表征，如图式、框架、范畴、认知域及脚本等，它们对词汇的理解和运用产生重大的影响。
高级英语教材分析
《高级英语》教材分析一、课程名称：高级英语（1、2）(Advanced English I，II）1. 作者简介张汉熙（1921.10-1999），男，汉族，广东梅县人，教授。
1942年毕业于印度加尔各答大学。
1948年3月至1949年8月任北京师范大学副教授。
1949年8月后到外国语学校英文系任教，被聘为教授。
后主要从事高年级阅读、写作、翻译等实践课的教学。
主编的《高级英语》（1，2册）及其教师手册是我国改革开放后最早出版的英语阅读教材，至今仍被广泛使用。
该教材曾于1988年和1996年两次获得国家和北京市社科优秀成果奖。
于1992年享受政府特殊津贴。
2. 内容简介《高级英语》(第1册修订本)课文与练习安排如下：每课课文后附有注释，包括作家介绍、历史背景、有关黄故及一般学生使用的词典中难以查到的语言现象。
“查词典”一项旨在引导学生通过独立工作，加深对课文的理解。
练习项包括：1)内容理解部分，2)词汇练习部分，3)修辞部分，4)口笔头复用部分。
课文长短不等，有些课文较长，可用二至三周，课文与练习都留有一定的余地，以便教师根据学生的具体情况选择使用。
《高级英语》(第2册修订本)的练习项目一部分与上册相同（如内容问答，词汇、构词法、修辞手段等方面的练习），目的在于复习巩固已学到的知识，另外增加了写注释、课文写作技巧分析、写作练习等新的项目。
这些练习的目的是：第一，提高学生的独立工作能力，引导学生学会查找有关参考书，并使学生自己动手写注释、做笔记。
第二，培养学生分析欣赏写作技巧的能力。
编辑推荐3. 编辑推荐《高级英语》(第1册修订本)适用于已掌握英语基础知识的进入高年级的学生。
课文全部选自原文，有些经过压缩或节选。
课文的内容及题材力求多样化，以便学生接触不同的文体，吸收较广泛的知识。
《高级英语》(第2册修订本)是高级英语第一册（AdvancedEnglish,Book1）的续编。
《高级英语(第2册修订本)》收集的14篇课文皆为本世纪现代英语的原文，除其中两篇课文的个别地方外，文章一概未做任何删改或压缩。
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?
高中英语_必修二第一单元Cultural relics 阅读教学设计学情分析教材分析课后反思
Book 2 Unit1 Cultural relics教学设计1.教材分析：本单元话题为”文化遗产”。
内容涉及文化遗产的含义、特点、种类、归属及如何更好地保护文化遗产等话题。
整个单元的语言知识和语言技能学习都是围绕这一主题设计和展开的。
本篇课文是本单元的主课文，这部分课文介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实。
通过真实有趣的内容，不仅让学生在阅读过程中学习相关的语言知识，提高阅读技能，还能帮助学生增加了对琥珀屋作为文化遗产的历史知识的认识。
2. 教学重点：从全篇角度梳理文章结构，提取、理解并整合文章信息，完成对琥珀屋本身以及它背后历史事件的总结。
3. 教学难点：通过了解琥珀屋的历史，了解世界文化遗产，特别是中华民族的文化遗产，增强文化遗产保护意识，从而增强民族自豪感和对国家、对社会、对全人类的热爱。
4.教学过程：Step 1 Warming-upT: What is a cultural relic ?Ss: Cultural relic is something...Step 2Pre-reading（1）Lead-inT: What comes to your mind when we refer to cultural relics?(这相当于一个头脑风暴的环节，让学生在短时间内尽可能多的说出他们知道的文化遗产) How about the Amber Room ? How much do you know about it?（引起学生的求知欲）I will show you a video clip about the Amber Room.（在阅读之前给学生提供与琥珀屋相关的背景知识，有助于后面的阅读）Do you want to know more about the Amber Room ? Let’s come to the passage In Search of the Amber Room .（2）PredictionT：What do you expect to know in the text? (让学生对文章内容进行预测，培养学生预测阅读内容的能力。
高级英语第二册教学重难点
Book TwoLesson One :The Company in Which I Work1.重点：●了解有关作者的背景知识：Joseph Heller 是当今美国著名的黑色幽默大师，其代表作为‘Catch-22’ （《第二十二条军规》）●黑色幽默的特点：把被讽刺的对象置于痛苦、病态或有些可笑的不合理事件中，进行戏剧性地辛辣讽刺，视人的痛苦为荒唐与无奈，而不是给予同情。
●中心思想：作者通过描写公司里员工们荒唐可笑或乏味无奈的行为以及痛苦的心态，讽刺了大公司对人性的摧残，讽刺了为争名夺利而牺牲了人的尊严的可悲。
●词汇知识：了解若干形容词与副词的词汇知识courteous, elation, envious, fitfully, gregarious, inescapable,ingenious,melancholy。
2．难点：● He makes it clear to me every now and then that….every now and then: from time to time ：时而，不时e.g.: We go to the bookshop every now and then. 我们时常去书店。
●And I will bypass him on most of our assignments rather than take up his time…..take up one’s time: 占用某人时间e.g.: You shouldn't take up our teacher’s time.你不该占用我们老师的时间。
●Most of the work we do in my department is, in the long run, trivial.in the long run: ultimatelye.g.: He will regret in the long run for what he did.他终究会对自己做的事情后悔的。
高级英语第二册第一课课后题答案
The Literary terms
protagonist --- leading character
antagonist -- the people or forces protagonist fights against
suspense -- a state of uncertainty
The Literary terms
dust which moves in a relatively narrow path can be devastating in its destructiveness.*image-1* cyclone -- a vortex, usually hundreds of miles in diameter*image-2*
2. To be acquainted with some literary terms
3. To learn to use words to describe disasters and violence
4. To appreciate the language features 5. To learn to write a story about disasters.
Blends
motel (motor+hotel) *1image-9* boatel (boat+hotel) *1image-10* brunch (breakfast + lunch) chunnel (channel + tunnel) 运河地下道 slurbs (slum + suburbs) slanguage (slang + language)
sportscasters ( spots + broadcaster) 体育节目广播员
高中英语_Book 2 Unit 1教学设计学情分析教材分析课后反思
学生通过对高一英语第一模块的学习，已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够。
然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现自我的特点。
因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
整体来说，完成了本节课的教学目标。
整个教学过程学生都比较配合，由于学生这是第一次参与录课活动，显得有点紧张，但总体表现都不错。
教学时间把握还算恰当。
讨论环节，有的学生还是不会用英语表达自己的思想观点，应多鼓励他们，给予相应指导。
讨论完值不值得重建失去的文化遗产，学生展示环节应该多叫几个学生展示的，多给他们表现的机会，培养自信心。
整个教学过程中，我的语音语调感觉还是不够好，应该再多加练习课堂用语，语音语调更加抑扬顿挫就更好了。
本节课是高一英语第二模块Unit1Cultural Relics的第一课时，主要讲了琥珀屋的历史，设计和重建。
文化遗产历来都是全世界较为关注的焦点之一。
我在教学中除了让学生理解这些知识以外，还让大家对琥珀屋这样的文化遗产的重建是否有价值进行了思考和讨论。
优点：本节课的主要目的就是让学生通过阅读掌握一定的阅读技巧，整个教学过程学生都比较配合，由于学生这是第一次参与录课活动，显得有点紧张，但总体表现都不错。
教学时间把握还算恰当。
不足：导入环节感觉做的不够好，应该展示完图片让学生起来介绍一下每副图片的了解。
讨论环节，有的学生还是不会用英语表达自己的思想观点，应多鼓励他们，给予相应指导。
讨论完值不值得重建失去的文化遗产，学生展示环节应该多叫几个学生展示的，多给他们表现的机会，培养自信心。
整个教学过程中，我的语音语调感觉还是不够好，应该再多加练习课堂用语，语音语调更加抑扬顿挫就更好了。
高级英语2第一课35~39解析
• 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."
• 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.
• 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."
• weld (v.): unite(pieces of metal，etc．)by heating
until molten and fused or until soft enough to hammer or press together焊接；熔接
课文标题隐喻特征与理解——以《高级英语》为语料
课文标题隐喻特征与理解——以《高级英语》为语料林芸【摘要】以《高级英语》课文标题为语料,结合认知语言学关于隐喻的理论,研究了课文标题隐喻特征与理解.研究发现,课文标题中隐喻现象大量存在,标题隐喻中喻体出现的频率远远高过隐喻的其他构成要素,且对隐喻的理解起到了关键的作用.标题隐喻中喻体向本体的映射呈现出简单和复杂两种方式,越是高级的文学作品,其标题隐喻的涵义越丰富,解读的难度越大.在标题隐喻义不明确的情况下,语境发挥了理解标题隐喻的重要作用.【期刊名称】《新余学院学报》【年(卷),期】2018(023)005【总页数】4页(P81-84)【关键词】课文标题;隐喻;《高级英语》【作者】林芸【作者单位】重庆师范大学涉外商贸学院,重庆401520【正文语种】中文【中图分类】H319.3一、问题的提出笔者多年从事《高级英语》教学，注意到大量的课文标题富含隐喻，对课文理解起到提纲挈领的统摄作用，对课文内容具有化难为易的解读作用。
然而，笔者检索主题，输入关键词“高级英语，标题，隐喻”，搜索CNKI从2007-2017十年间的文献，发现运用隐喻理论对《高级英语》课文标题进行研究的尚为空白，学者们更多关注的是新闻标题的隐喻分析[1-5] 。
本研究将从隐喻的相关理论出发，以张汉熙主编,外语教学与研究出版社出版的《高级英语》[6-7]第三版一、二册为封闭语料，探讨课文标题隐喻特征与理解。
二、《高级英语》课文标题的隐喻特征观察(一)语料收集本研究收集了张汉熙主编的《高级英语》一、二册的30篇课文的标题，其中第一册的第9课和第10课、第二册的第11课和第12课分别是同一篇文章，标题一致，所以30篇课文中实际收集到的标题为28个，我们将以这28个标题构建一个封闭的语料库以研究课文标题隐喻。
以人工排查的形式，结合课文内容，对28个标题一一识别，发现含隐喻的标题有13个，含转喻的标题有9个，含隐转喻的标题4个。
为了明晰各自所占的比例，制表如下：表1隐喻转喻隐转喻标题数13114百分比46.4%39.3%14.3%如表1所示，含有隐喻的标题差不多占据了标题总数的一半，这个比例相当可观，也说明研究标题隐喻的重要性。
张汉熙高级英语第二册第一课课件FacewithHurricaneCamille
5) Conflict: man versus nature (hurricane as antagonist)
6) Point of view: third person
7) Atmosphere : tense and urgent
3) Textual organization: chronological order (natural time sequence) a beginning (1-6 ) (introducing the time, place, background, characters) a middle (7-27 ) (details of the struggle to the climax) an end (28-39) (getting help and rebuilding community)
2) characters: --Pop Koshak --Grandma Koshak --John Koshak (protagonist) --Janis Koshak --Seven children --Charles, a friend --neighbors --pets a typical American family
A tornado is a violent, rotating column of air which is in contact with both the surface of the earth and a cumulonimbus cloud or, in rare cases, the base of a cumulus cloud. Tornadoes come in many sizes but are typically in the form of a visible condensation funnel, whose narrow end touches the earth and is often encircled by a cloud of debris.
高级英语第二册大纲
第二册第一章：Face to Face with Hurricane Camille1.理解描写自然灾害的特殊文体；2.正确理解意念段落和自然段落之间的关系3.正确language as an action 和language as a reflection之间的关系；4.正确理解本文中所隐含的人际功能意义;5.重点理解动词在本文中的典型功能;6.Hurricane 的命名方法；7.主题思想的表示。
第二章:Marrakech1.殖民主义时期的被统治者的心态；2.作者对正义的呼唤;3.关于“gazeller"与”a municipal employee”之间的比较问题；4.关于动物死亡后的遭遇问题；5.关于"donkey"与“人“之间的比较问题；6.关于被殖民的人的心态问题；7.关于语义连贯的问题。
第三章：Pub Talk and the King's English1.理解语言的含义；2.理解语言与使用者的社会地位之间的关系;3.理解语言的变化与语境之间的关系；4.历时语言学和共时语言学之间的关系;5.语言的应用与语境之间的关系。
第四章:Inaugural Address1.演讲的文体特征；2.本课文的历史背景；3.美国与盟国、美国与刚获得独立的第三世界的国家、美国与社会主义的国家之间的关系;4.美国的对内和对外政策等;5.演讲中的隐含意义；6.修辞手段在演讲中的特殊作用;7.演讲时的世界政治背景等。
第五章：Love Is a Fallacy1.谬误的含义;2.讽刺文体的特征；3.爱情的内含；4.对话的应用与文章主题的揭示；5.人物描述与语言的应用；6.修辞的应用。
第六章：Disappearing Through the Skylight1.归纳总结本文索要阐述的中西思想；2.理解文中的修辞手法的使用以及对中心的突现;3.掌握文章的写作手法和文章的结构。
第七章：The Libido for the Ugly1.了解主观印象主义写作手法；2.描述性文章的写作手法；3.作者生动的选词；4.文中比喻性词组的运用和其他修辞手法的使用；5.使用夸张和主观印象手法表达其强烈的主观和个人观感。
《迎战卡米尔号飓风》的语篇分析
2018年11期总第399期语言文化研究ENGLISH ON CAMPUS《迎战卡米尔号飓风》的语篇分析文/周雯雯【摘要】语篇分析是一门新兴学科，旨在从各个平面对文章进行解读。
本文利用语篇分析的方法，对《迎战卡米尔号飓风》从语音，词汇语义，以及句法平面进行解读，以期更好的解读原文，理解主题。
【关键词】语音平面；语义平面；句法平面【作者简介】周雯雯，大连大学。
一、引言《迎战卡米尔号飓风》是《高级英语》第二册的第一课，是英语和翻译专业高年级学生的必学文章。
但通过规定课时的讲解后，学生对于文章的理解依然很零散，因此，本文尝试将文体学和叙述学相结合，从篇章的角度对文章进行阐释，以期能够更好的帮助理解该文章的写作特点和技巧。
语篇分析发端于20 世纪70 年代，是一门交叉学科。
语篇分析就是通过分析一段话或文章以及说话的场合和文章的上下文来描述其语言结构、文化特征、交际方式及语境特征。
黄国文在《语篇分析概要》(1988)一书从“语音平面”、“书写平面”、“词汇、语义平面”、“句法平面”、“语篇的指向平面”等角度列举了分析要点。
但限于文章篇幅，本文主要从语音平面，词汇、语义平面，和句法平面对《迎战卡米尔号飓风》进行语篇分析。
二、语音平面语言首先是由语音表现的，英语是音义关系突显的语言，有不少音和音组具有象征性能够引起对某种事物的联想。
《迎战卡米尔号飓风》是1970年发表于《读者文摘》上的一篇文章。
作者描写了柯夏科一家与美国历史上第二强飓风卡米尔号抗争的经过。
为了能够更生动的描写飓风肆虐的场景，作者大量的使用带有[s],[∫]音的动词和形容词来模拟飓风的声音。
例如“storming-shattered panes”, “in the slashing rain”, “it shot out winds of nearly 200 mph”, 以及 “the hurricane skimmed it 40 feet through the air”, “a blast of water shoved them down the hall” , “the house shuddered and shifted on its foundations”中 “shatter”, “slashing” “shot” “skim” “shuddered” “shifted” 等词的使用让读者感觉风声一直在耳边盘旋，使读者能够身临其境。
高级英语第二册第一课教案
高级英语第二册第一课教案Teaching Plan for Unit 1I. Warming-up conversation1. What's the topic of your conversation after you came back from home to the campusyesterday?(Teacher show them some phrases and expressions about New Year, and let them have a formal conversation in standard English.)2. What kind of conversation do you prefer, the casual free talk in the dormitory or theconversation held in class? Why?3.Analysis of the TitlePub is usually a place for low class people to get together. They meet friends there or go there to have a drink or just to relax. And what about the language? How is it related to language? T o King’s language which belongs to the upper class or the well-educated people. How could these two totally unrelated things put together?II.Background Information of the Text and the AuthorThis topic can be introduced in several ways:1.Chinese people’s oral English are commonly commented by foreigners orforeign teachers a s “bookish” English;2.by telling a joke about the first Chinese delegation to visit soviet union afterChina’s opening its door to the outside world. The soviet union asked anold scholar as an interpreter and his Chinese is like theancient classicChinese.3.just to raise some question like the different expressions, such as standardEnglish, social dialect, regional dialect, or writers of local colorism, such asMark Twain or Jia Pinwa in China.4.or the topic might be introduced by me ntioning the “plain Englishmovement” in academic writing.III.Detailed Study of the textParagraph 1-4 Introductory partThe students should pay special attention in this part to how the topic is ushered in.1.the definition of conversation: how human is different from the animal.Conversation is human-specific. [remember that in the first para animal isconcerned and in the last para this is echoed back.]2.the charm of conversation: no one knows where it starts and where it ends.In this para, one sentence is special.“… as it meanders or leaps and sparkles or just glows”how could we draw a tree diagram to illustrate its syntactic structure?3.the introducing of pub talk in Britain. The characteristics of pub talk – notdeeply involved in other pe ople’s lives.sparkle verb [I]1 to shine brightly with a lot of small points of light:The snow/sea sparkled in the sunlight.2 If a person or performance sparkles, they are energetic, interesting and exciting:Alice is shy and quiet at parties, but her sister really sparkles!4.in a pub talk, “the king’s English” became a topic. That is a very naturalway to introduce the topic.In a way, this reminds us of the ways to introduce a topic mentioned by Aristotle. Through an anecdote. And in the first two paragraphs, the topic is introduced in a top-down fashion.desultory adjective FORMAL without a clear plan or purpose and showing little effort or interest:She made a desultory attempt at conversation.He wandered around, clearing up in a desultory way.desultorily adverb FORMALalchemy noun [U]1 a type of chemistry, especially from about 1100 to 1500, which dealt with trying to find a way to change ordinary metals into gold and with trying to find a medicine which would cure any disease2 a process that is so effective that it seems like magic:She manages, by some extraordinary alchemy, to turn the most ordinary of ingredients into the most delicious of dishes.tart (BEHAVIOUR) adjective (especially of a way of speaking) quick or sharp and unpleasant:a tart remark/comment/replyParagraph 5-8 very detailed and concrete description of the instance of a pub conversation –the king’s English case. It is presented in such a way to show or to illustrate the characteristics of charms of pub talk – it is free talk and aimless. The talk goesfrom the British pub to Australia, then to the Saxon churls and the Norman conquerors.It serves as an example to illustrate the point. It is much better than logically reasoning and debating. I will say that the author employs the case study method here.In this part, one pattern in ending paras is emerging.1.They are ready to let it go. In para2.2.it could still go ignorantly on. In para 6.3.The conversation was on wings. In para 8.4.we are still the heirs to it. In para 115.… and it rings true. In para 12churl: a medieval peasant; a rude ill-bred person.snob noun [C] MAINLY DISAPPROVING a person who respects and likes only people who are of a high social class, and/or a person who has extremely high standards who is not satisfied by the things that ordinary people like:He's a frightful snob - if you haven't been to the right school he probably won't even speak to you.I'm afraid I'm a bit of a wine snob/a snob where wine is concerned.snobbish like a snob:My brother is very snobbish about cars.snobbery noun [U] (ALSO snobbishness) DISAPPROVING behaviour and opinions that are typical of a snob:She accused me of snobbery because I sent my sons to a private school.Paragraph 9 A typical example to illustrate what is “king’s English”.The students will be asked to translate this paragraph as ahome assignment.It is a real challenge to translate this para in that there are so many synonyms in English but less synonyms in Chinese. This is especially true for the colloquial expressions.Paragraph 10-14 the problem of bilingualism is a manifestation of the social struggles between the dominant upper class and the exploited lower class. Then, as is typical in conversation, the topic moves to the bilingual education situation in America today.The topic then moves to the etymology of the “king’s English” itself. In other words, it is approached from a linguistic perspective.Then, the diachronic variation of the phrase. Then the sociological factors are involved in the topic.tussle (FIGHT) verb [I] to fight with another person using your arms and body:The boys started to tussle in the corridor.tussle noun [C usually singular]From the state of his clothes and hair, he had been in a tussle.In para 11, there is a sentence:And there in America now, 900 years later, we are still the heirs of it.What does “it” refer to? The Fre nch influence of that time, or facing the same problem of having two languages existing side by side.Paragraph 15-20 the languages used by the different social classes.Some of the misunderstanding of the language use in differentsituation even for the same person.Para 15 the difference in language use between the two conflicting classes. Thepoking jokes of the lower class people on the so called upper class.underlings: -ling is actually a suffix indicating “smallness, young”. Such as duckling, edict: order, decree.ultimatum noun [C] plural ultimatums or ultimataa threat in which a person or group of people are warned that if they do not do aparticular thing, something unpleasant will happen to them. It is usually the last and mostextreme in a series of actions taken to bring about a particular result:He gave her an ultimatum - she could either stop seeing Peter and come back to him or it was divorce.On Wednesday night the UN issued its toughest ultimatum to date, demanding that all troops withdraw from the city.pejorative adjective FORMALdisapproving or suggesting that something is not good or is of no importance:Make sure students realise that 'fat' is an unflattering or pejorative word.It comes as quite a shock to still hear a judge describing a child as 'illegitimate', with all the pejorative overtones of that word.facetious adjective DISAPPROVINGnot serious about a serious subject, in an attempt to be amusing or to appear clever: facetious remarksHe's just being facetious.sinister adjectivemaking you feel that something bad or evil might happen: The ruined house had a sinister appearance.A sinister-looking man sat in the corner of the room.observe: to make a remark or commentPara 19: Even for the same great author, he may use very colloquial expressions in a very formal party.Paragraph 21The ending of the essay and the echoing back to what is introduced in the first para. It is not only an echoing back but related to a very hot research interest in the academic world –teaching the animals to talk: the chimpanzees, the gorilla.The ending itself is an abrupt change of mind, a free flying of ideas, a typical instance of free conversation – pub talk.。
高级英语第一课解析
Face to Face with Hurricane Camille词汇(Vocabulary)hurricane (n.): a violent tropical cyclone with winds moving at 73 or more miles per hour，often accompanied by torrential rains，and originating usually in the West Indian region飓风--------------------------------------------------------------------- lash (v.): move quickly or violently猛烈冲击；拍打--------------------------------------------------------------------- pummel (n.): beat or hit with repeated blows，esp．with the fist(尤指用拳头)连续地打--------------------------------------------------------------------- course (n.): a way of behaving；mode 0f conduct行为；品行；做法--------------------------------------------------------------------- demolish (v.): pull down．tear down，or smash to pieces (a building，etc．)，destroy：ruin 拉倒；打碎；拆毁；破坏；消灭--------------------------------------------------------------------- motel (n.):a hotel intended primarily for those traveling by car, usually with direct access from each room to an area for cars汽车游客旅馆--------------------------------------------------------------------- gruff (adj.): rough or surly in manner or speech；harsh and throaty；hoarse粗暴的，粗鲁的；粗哑的。
高级英语第二册第一课课文翻译对照(修订版)教学提纲
高级英语第二册第一课课文翻译对照(修订版)第一课迎战卡米尔号飓风1小约翰。
柯夏克已料到，卡米尔号飓风来势定然凶猛。
就在去年8月17日那个星期天，当卡米尔号飓风越过墨西哥湾向西北进袭之时，收音机和电视里整天不断地播放着飓风警报。
柯夏克一家居住的地方一—密西西比州的高尔夫港——肯定会遭到这场飓风的猛烈袭击。
路易斯安那、密西西比和亚拉巴马三州沿海一带的居民已有将近15万人逃往内陆安全地带。
但约翰就像沿海村落中其他成千上万的人一样，不愿舍弃家园，要他下决心弃家外逃，除非等到他的一家人一—妻子詹妮丝以及他们那七个年龄从三岁到十一岁的孩子一一眼看着就要灾祸临头。
2为了找出应付这场风灾的最佳对策，他与父母商量过。
两位老人是早在一个月前就从加利福尼亚迁到这里来，住进柯夏克一家所住的那幢十个房间的屋子里。
他还就此征求过从拉斯韦加斯开车来访的老朋友查理?希尔的意见。
3约翰的全部产业就在自己家里(他开办的玛格纳制造公司是设计、研制各种教育玩具和教育用品的。
公司的一切往来函件、设计图纸和工艺模具全都放在一楼)。
37岁的他对飓风的威力是深有体会的。
四年前，他原先拥有的位于高尔夫港以西几英里外的那个家就曾毁于贝翠号飓风(那场风灾前夕柯夏克已将全家搬到一家汽车旅馆过夜)。
不过，当时那幢房子所处的地势偏低，高出海平面仅几英尺。
“我们现在住的这幢房子高了23英尺，，’他对父亲说，“而且距离海边足有250码远。
这幢房子是1915年建造的。
至今还从未受到过飓风的袭击。
我们呆在这儿恐怕是再安全不过了。
”4老柯夏克67岁．是个语粗心慈的熟练机械师。
他对儿子的意见表示赞同。
“我们是可以严加防卫。
度过难关的，”他说?“一但发现危险信号，我们还可以赶在天黑之前撤出去。
”5 为了对付这场飓风，几个男子汉有条不紊地做起准备工作来。
自米水管道可能遭到破坏，他们把浴盆和提俑都盛满水。
飓风也可能造成断电，所以他们检查r手提式收音机和手电筒里的电池以及提灯里的燃料油。
高级英语 第二册第一课专门分析文章特点
Simile
The children went from adult to adult like buckets in a fire brigade. (P.11) The wind sounded like the roar of a train passing a few yards away. (P.13) …and blowndown power lines coiled like black spaghetti over the road. (P.28) Telephone poles and 20-inch-thick pines cracked like guns … (P.19) The apartments were smashed apart as if by a gigantic fist. (p. 20)
Thanks!
9. seize --- it seems that the hurricane had a very strong and large hand “ It seized a 600,000 gallon Gulfport oil tank and dumped it 3.5 miles away”. 10. crack --- wind blowing violently “ Telephone poles and 20-inch-think pines cracked like guns as the winds snapped them”. 11. sit out --- stay until the end of “ sit out the storm with the Koshaks”. (P. 6)
successfuБайду номын сангаас achievement of chronological development
高级英语第二册第一课课件1
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• 4. Red Cross（红十字会）: an international
• climax -- the most exciting, important interesting part on the story,
• denouement --- the ending of a story
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rising action
climax falling action
denouement
beginning
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conflict suspense
ending
Compounds
1. television = tele + vision, a combining form "tele-" plus a noun "vision". Eg. telegram, telephone, telescope, telegraph, telecommunication, telecast, etc.
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• Narration is concerned with action. It goes around people called characters in some kind of struggle or conflict against other people, nature, society or themselves.
现代大学英语第二册第一课知识点总结
Alfred KaoLesson OnePart One: Words Study1. accomplishment n. sth. completed successfully; an achievementa girl of many accomplishments 多才多艺的姑娘Among her accomplishments weresewing, cooking, playing the piano and dancing.accomplish v.to succeed in doing; to reach the end ofaccomplish one’s object 达到目的accomplish one’s mission 完成使命He can accomplish more in a day than any other boy in his class. accomplishedadj.very good at a particular thing; having a lot of skillsan accomplished artist/actor/chef2. assume v.a. to take for granted; to supposeThey had assumed that prices would rise these days, but in fact they were wrong.b. to take upon oneselfassume one ’s responsibility/ other ’s debt assumed adj.assumed name 伪名assumption n.a belief or feeling that sth is true or that sth will happen,although there is no proofan underlying/implicit assumption 潜在的/含蓄的假想We are working on the assumption that everyone invited will turn up. It was impossible to make assumptions about people's reactions. assuming ed to suppose that sth is true so that you can talkaboutwhat the results might beI hope to go to college next year, always assuming I pass my exams. assumptive adj.3. body a. a group of people as a unit who work and act together,often for an official purpose , or who are connected in some other way. a legislative body / a law-making bodyb. the main part of sth.The body of the writing is not well-developed.the body of a vehicle / buildingc. a body/ bodies of sth. = large amount of sth. a body of rumour/ evidence/ information4.certify v. to confirm formally as true, accurate, orgenuine~ (that)…He handed her a piece of paper certifying (that) she was in good health.Thisis to certify that… ~ sb/sth + adj.He was certified dead on arrival. ~ sb/sth (as) sthThe accounts were certified (as) correct by the finance department. ~ sb/sth to be/do sthThe plants must be certified to be virus free. certified accountant 注册会计师5. enrollv. to arrange for yourself or somebody else to officially join acourse , school , etc.We enrolled in the army.Universities will enroll new students this spring. enrollee n. a person who has officially joined a course,etc.enrolmentn.School enrollment is currently falling.6.expose v. a. to subject or allow to be subjected to anaction or aninfluence 使受影响The parents exposed their children to classical music at home.b. to subject (a photographic film, for example) to theaction of light 使曝光The film has been exposed.c. to make known (sth. discreditable);to reveal (the guiltor wrongdoing of)揭发The crime of the corrupt officials must be exposed without anyreserve.exposed adj. not protected from attack or sheltered from bad weatherexposure n. a. the state of being in a placeor a situation where is noprotection from sth. harmful or unpleasantThey risked exposure to harmful radiation.b. the fact of being discussed on television, in newspapers, etc.(=publicity)Her movie has a lot of exposure in the media.7.facultyn. a.any of the powers of the body or mindthe faculty of the sight; mental facultiesb. department or group of related departmentsin a universitythe Faculty of Lawc.the whole teaching staff in one of the departments or in thewhole universityThe entire faculty of the university will attendthe meeting.8.freshadj. to have just come from a particular place; to have just hada particular experienceStudents fresh from Business schoolshould have a three-monthprobation in the company .freshness n.We guarantee the freshness of all our produce.freshlyadv.freshly ironed shirtsfreshenv.The rain had freshened the air.Can Ifreshen your drink, sir?freshen oneself upFresher/ freshmansophomorejuniorseniorgraduatepostgraduate9.generatev. to produce as a result of a chemical orphysical processWhen coal burns, it generates heat.a generating station 发电站generation n.the generation of electricitygenerator n.the wind generator 风能发电机Alfred KaoAlfred Kaothe UK ’s major electricity generator 发电公司 generative adj.human adj./n. 人的/人类humanly adv. 在人所能及的范围内 humane adj. 仁慈的；人道的 humanely adv.仁慈地；人道地 humanism n. 人道主义 humanitariann. 人道主义者humanity n. 人道/人性/人文 humanizev.使人性化10. literaladj. a. being the basic or usual meaning of a word or a phraseThe literal meaning of “petrify ” is to turn stones b. that follows the original words exactly a literal translation c. lacking imaginationHer interpretation of the music is too literal. literalness Un.literary adj. connected with literature literary criticism/theoryliterate adj. able to read and writeThough nearly twenty, he was barely literate. illiterate adj.literacyn.11. rear n. a behind partThere are toilets at both front and rear of the plane bring up the rearto be at the back or at lastDavid was the first to reach the summit, followed by pat, leaving Tom to bring up the rear.v. to care for young children or animals until they are grownShe reared a family of five on her own.rear sb./ sth. onsth.to give a people or an animal a particular kind of food,entertainment, etc. while they are young.I was the son of sailors, and reared on stories of the sea. rearing n. the process of raising a child as he grows up12. sufficev. to be enough for sb./ sth.Generally a brief note or a phone call will suffice. One example will suffice to illustrate the point.Suffice it to say that …足以说明…I won ’t go into all details. Suffice it to say that the whole event was a complete disaster.sufficiency n. an amount of something that is enough for a particularpurposea sufficiency of well-trained teachers sufficient adj. insufficient adj. self-sufficient adj. sufficiently adv.Part Two: Phrases Study 刚从……离开；刚经历过……be fresh out of……中的一员全体学生part ofthe student body抱着胳膊fold on e’s arms仿佛在说as if to say对……新鲜；陌生be new to指出point out得到reach for碾碎药片grind the pills专门从事于specialize in暴露在……；接触……be exposed to想出一个主意generate an idea在历史的进程中within the history呆在……be around像这样阐述put it this way平均为……average out to保持稳定、有效tend to hold专业技能professional skills确保……；保证……see to it that躲避；不存在；不含有stay out of跳出篱笆jump the fence受电刑go to the electric chair 有用的活动、事业useful pursuits连同……along with基本的满足感basic satisfactions养活妻子support on e’s wife抚养孩子rear your children养家raise a family有点；某种sort of深刻性的见解penetrating ideas主管一个家庭preside over a family保持关联maintain contact with民主的智者great democratic intellect一个对艺术敏感的人 a reasonably sensitive man因……卡住be stuck for签发票sign checks大学的意义、作用the business of college让某人接触某事put sb in touch with为了……的延续for the continuity of美术fine arts没资格做……have no business doing新物种new species of有勇无谋的野蛮人mechanized savage机械化的push-button Neanderthal行尸走肉life forms一个有教养的人 a civilized human刻在石头上cut into the stone有可能……The chances are保持清醒stay awake能从过去中学到……what the past learned for you 人类的精神财富mankind’s spiritual resources 储存在……be stored in特别的成就peculiar accomplishmentAlfred Kao……的碎片fragments of实际上in literal time在本质上in essence急于赚钱too much in a hurry一个成熟的人 a developed human一个民主的市民 a useful citizen of a democracy 大学文科liberal arts专科学校specialized schools尝试；努力做in one’s attempt to使某人……成为可能make available to sb.Part Three: Extension1.Word Building----izedrama dramatize 使戏剧化Helen Hellenize 使希腊化idol idolize 偶像崇拜anesthetic anesthetize 施以麻醉tyranny tyrannize 压制Pasteur Pasteurize 巴氏消毒material materialize 具体化botany botanize 采集植物capital capitalize 使资本化；大写central centralize 使集中化final finalize 完成hospital hospitalize 送……入院ideal idealize 使理想化natural naturalize 加入国籍；归化social socialize 使社会化apology apologize 道歉civilization civilize 教化fertilization fertilize 施肥industrial industrialize 使工业化real realize 实现special specialize 专门从事western westernize 使西方化colony colonize 将……开拓为殖民地local localize 使地域化normal normalize 使标准化oriental Orientalize 使东方化private privatize 使私有化global globalize 使全球化robot robotize 使自动化standard standardize 使标准化2.Word Building----fybase basify 碱化clarity clarify 澄清class classify 分类identity identify 鉴别intense intensify 加强just justify 证明……有道理note notify 通知pure purify 净化quality qualify 使……合格simple simplify 简化Alfred Kaounity unify 使统一；联合electricity electrify 使充电；使电气化sign signify 意味着；有……的意思3.Expanded expressionsmake a distinction betweensimplified novelsget around with the difficultythe ever-increasing crime ratein the first half of the yearnuclear power stationinterfere in other countries’ internal affairsgive a straightforward answerresort to such meansin the years aheadanaffectionate lettertoss aroundcommute tostorm out ofcontend with sthbe superior to sthon one’s minddo on e’s level best to do sthpropagandize for/against sthbe overwhelmed with sthnameless dreadskip doing sthAlfred Kao。
人教版高中英语必修第二册 UNIT 1 CULTURAL HERITAGE 写作指导
(二)精彩句型 1.Cultural heritage is of great value and protecting it can make us feel proud of our nation. 文化遗产具有极大的价值,保护它能让我们对我们的祖国感到自豪。 2.The intangible cultural heritage plays an important role in the national civilization and sustainable development. 非物质文化遗产在国家的文明和可持续发展中起着重要的作用。 3.The government and schools should teach people more about the protection of cultural relics and people should mind their behaviour when travelling. 政府和学校应该向人们传授更多关于文物保护的知识,同时人们在旅游时 应该注意自己的行为。
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lash, lap, skim, scud, yell, dump, shot, snap, hit, whip
12. douse --- put out “ the generator was doused”. (P.9) 13. come by --- pay a visit “ another neighbor came by on his way inland”. (P. 6) 14. batten down --- fasten canvas over a ship; make necessary preparations “ We can batten down and ride it out”. (P.4) 15. demolish --- destroy 16. disintegrate --- decompose
Personification Metaphor Simile Transferred epithet Onomatopoeia
Personification
A moment later, the hurricane, in one mighty swipe, lifted the entire roof off the house and skimmed it 40 feet through the air. (P.18) No hurricane has ever bothered it. (P.3) It seized a 600,000 gallon Gulfport oil tank and dumped it 3.5 miles away. (P.19)
• Theme:
• Human lives are more important than material possessions.
Man
vs.
Nature
Ⅱ.The literary style
• Type of literature: – A piece of narration.
– A piece of narration is mainly developed in the actual time sequence– chronological development. （按照时间发展的顺序）
Metaphor
We can batten down and ride it out. (P. 4) Wind and rain now whipped the house. (P. 7) Camille, meanwhile, had raked its way northward across Mississippi,…(P.32) Strips of clothing festooned the standing trees. (P. 28) Household and medical supplies streamed in …(P.31)
2. short elliptical sentences
increase the tempo（ 速度[ˈtempə ） ʊ]
of action create the atmosphere of tension, danger and urgency
3. Rhetorical Devices
9. seize --- it seems that the hurricane had a very strong and large hand “ It seized a 600,000 gallon Gulfport oil tank and dumped it 3.5 miles away”. 10. crack --- wind blowing violently “ Telephone poles and 20-inch-think pines cracked like guns as the winds snapped them”. 11. sit out --- stay until the end of “ sit out the storm with the Koshaks”. (P. 6)
1. lash --- strike with great force “Camille lashed northwestward across the gulf of Mexico”. (para.1) 2. pummel --- beat repeatedly with the fists “It was certain to pummel Gulfport”. (para.1) 3. whip --- fall heavily on (para.7) “Wind and rain now whipped the house”. (para.7) 4. kill --- stop “ the electrical systems had been killed by water”.
Simile
The children went from adult to adult like buckets in a fire brigade. (P.11) The wind sounded like the roar of a train passing a few yards away. (P.13) …and blowndown power lines coiled like black spaghetti over the road. (P.28) Telephone poles and 20-inch-thick pines cracked like guns … (P.19) The apartments were smashed apart as if by a gigantic fist. (p. 20)
Transferred epithet
…to watch the storm from their spectacular vantage point.
Onomatopoeia [ˌ ɒnəˌmætəˌpi:ə]
Telephone poles and 20-inch-thick pines cracked like guns …
Face to Face with Hurricane Camille
Camille
Camille
Outline Ⅰ.Main idea and theme Ⅱ.The literary style Ⅲ.Language features
Ⅰ.What is the story about？
• It describes the heroic struggle of the Koshakes and their friends against the forces of a devastating hurricane. • The story focuses mainly on action but the writer also clearly and sympathetically delineates the characters in the story.
Ⅲ.Language features
the effective use of verbs short elliptical sentences
short elliptical sentences(省略句)
rhetorical devices（修辞）
1. the effective use of verbs
successful achievement of chronological development
Chronological development is achieved by:
connectors --- so, then, but
transitional phrases -- seconds later, after that , for an instant, by this time, etc
5. inch one’s way --- rising little by little “Water inched its way up the steps”. 6. bother --- do damage to “no hurricane has ever bothered it”. 7. lap --- rise slowly “John watched the water lap at the steps”. 8. skim --- throw away “ the hurricane …lifted the entire roof off the house and skimmed it 40 feet throug