高英Keys to Unit 1

Keys to Unit 1

LANGUAGE WORK

I.Give words, if there are any, that are opposite in meaning to those italicized in the

following sentences.

1.If a sentry on duty shouts "Halt!", you must stop. (proceed/go ahead)

2.Granddad is quite willing to do the shopping, but unfortunately he is apt to forget what he has

to buy. (unlikely)

3.The old lady lives a solitary life in that house, miles away from the nearest neighbor.

(gregarious)

4.It was clear from the number of mistakes he made that our driver was a novice. (expert)

5.Something that is to our mutual advantage will benefit each of us. (individual)

6. A futile struggle or argument is one that is useless or has no effect. (fruitful)

7.The car is faulty so you'd better get it repaired. (perfect/faultless)

8. A nervous horse may shy if you go near it. (advance)

9.David has a keen sense of humor; he can appreciate a good joke. (dislike)

10.Most people don't appreciate what tenacity and will power their handicapped colleague

possessed in order to do the same amount of work as they. (be unaware of)

11.You can lure a rat out of its hole by putting down a tasty piece of food nearby. (repel/deter)

12.I think butter can be a good lure for rats. (repellent)

13.Next on the programme was a comedy, which left us holding our sides with laughter.

(tragedy)

14.If you don't like the arrangements we have made, we will alter them for you. (retain/keep)

15.If yesterday was Monday, the previous day was Sunday. (following/subsequent)

16.I had the honor of shaking hands with the Prime Minister at the press conference. (dishonor)

17.A sheer cliff is quite upright like the side of a house. (sloping/gentle/gradual)

18.Mary was so rapt in her embroidery that she had no idea of what was going on around her.

(bored/uninterested)

19.Crossing the continent in a covered wagon was an arduous undertaking. (easy/effortless)

20.Ominous clouds made the travellers head the yacht toward the shore. (encouraging/promising)

21.The newcomer was so taciturn at the reception that we never knew whether he liked it or not.

(chatty/talkative)

22.It is unwise of you to disdain all offers of help when you are in difficulty. (accept)

II.Choose the word or phrase which best completes each sentence.

1.When the Judsons put up the shelves in the kitchen, they just __________ a few holes in the

wall.

A.drilled

B. sawed

C. pierced

D. pressed

2.Rain poured down; the sky was split by terrifying flashes of forked lightning while peals of

thunder _________ our conversation.

A. died down

B.drowned

C. sank

D. submerged

3.The __________ of the 46,000 ton Titanic which was sailing for New York from Southampton

on its maiden voyage was caused by a huge iceberg.

A. plunge

B. descent

C. sinking

D. drowning

4.As the young teacher dictated the passage, Emma __________ what he was reading in

shorthand.

A. lookup

B. took on

C. took off

D. took down

5.When the librarians were having a meeting in the staff room, a mischievous young man

_________ scaled the wall of the library just for fun.

A. lazily

B. clumsily

C. criminally

D. surreptitiously

6.Professor Brown is becoming increasingly __________: last week he locked himself out of

his laboratory three times.

A. oblivious

B. mindless

C. forgetful

D. absent

7.According to the latest __________ poll, Raymond, the English teacher at the language

school, is more popular now than at any time since he took up his post.

A. belief

B. opinion

C. conviction

D. survey

8.I finally succeeded in persuading that student to ___________ the source of the rumor.

A. divulge

B. discover

C. uncover

D. diverge

9.Mr. Simpson hurried to __________ Mr. Smith so that they could discuss the new

interdisciplinary courses as they were walking.

A. reach up to

B. catch up with

C. overtake

D. come up with

10.When the sheriff went to the church to find some helpers, the congregation was listening in

reverent silence to the priest's ___________.

A. speech

B. lecture

C. discourse

D. sermon

11.It was Professor Huntington's __________ to retire from teaching in the French Department

the next semester.

A. intention

B. opinion

C. idea

D. thought

12.No hazard, peril or hardship would ____________ the mountaineer from his intention of

reaching the summit.

A. deflate

B. deter

C. defect

D. dilate

13.Many counties in the suburban areas have now succeeded in ___________ malarial

mosquitoes.

A. erasing

B. abolishing

C. eradicating

D. obliterating

14.A(n) __________ essay is a straightforward presentation of facts and though the vocabulary

can be far from simple, it is unadorned and is seldom used metaphorically.

A. imaginative

B. factual

C. descriptive

D. general

15.As the sky looks ominous, it is obvious that a violent thunderstorm is ___________.

A. immediate

B. instantaneous

C. eminent

D. imminent

16.The crime novel could make a legitimate claim to be regarded as a separate branch of

literature, or, at least, as a distinct, even though a slightly disreputable ____________ of the traditional novel.

A. offshoot

B. species

C. kind

D. shoot

17.A detective story ___________ in the African jungle or Australian bush appeals to our interest

in remote places.

A. set down

B. set

C. set out

D. set to

18.Scientists have warned us that an increase in the carbon dioxide content of the atmosphere

will cause the Earth to warm up while increasing the aerosol content will cause it to cool

down. Now the aerosol question _________ larger than ever.

A. threatens

B. becomes

C. appears

D. looms

19.By then, the 4-2-1 ___________, i.e., the type of family made up of four helpless

grandparents, two demanding parents and one frustrated child, will have become commonplace.

A. symptom

B. synchronization

C. syndrome

D. symbiosis

20.The young, self-assured prince ____________ power upon the death of the king.

A. resumed

B. consumed

C. assumed

D. presumed

https://www.sodocs.net/doc/e15663482.html,plete each of the following sentences with the correct form of a suitable word chosen from the list at the head of each group.

A. lively, living, live, alive

1.If I was asked the question: what personal qualities are desirable in a teacher, I think the

teacher's personality should be pleasantly _________ and attractive.

2.Some representatives of the community object to experiments being performed on

__________ animals.

3.If you happen to touch a _________ wire, you will get an electric shock.

4.Children's textbooks are usually illustrated with _________ drawings.

5.Morgan asked the survivors of the train collision whether his twin brother was _______ or not

as soon as he came to.

6.Peter's birthday party turned out to be a happy gathering at which there was much

__________ conversation.

7.I was not aware that the speaker was one of the greatest _________ novelists of our time.

8.Constant change is a manifestation of a _________ language.

9.The seriously wounded soldier was unconscious but still _________ when taken to the

hospital.

10.Anne was so __________ that her presence in the room was electrifying.

11.At the summer camp, it was great fun grilling sheep over _________ coals.

12.Frank was delighted to see his first real __________ panda at the zoo after having played with

so many toy ones.

13.Norman was the _________ image of his father.

14.No woman now _________ could play the piano better than my grandmother.

15.Now we can enjoy _________ telecasts from outer space.

Keys:

1. lively

2. live

3. live

4. lively

5. alive/living

6. lively

7. living

8. living

9. alive/living 10. alive/lively 11. live 12. live 13. living 14. alive/living

15. live

B. convince, cajole, coax, persuade, urge, wheedle

1.After John had been ill for a week, we finally_________ him to consult a doctor.

2.When the ailing boy did not feel like doing anything, the nurse spent hours _________ him to

eat.

3.Tom's teacher __________ him to study harder in order to pass the examination with fleeing

colors.

4.Today's tots are largely an overindulged lot so whenever they have a meal, their mothers have

to make a game of it to __________ them to eat.

5.With her sweetest and most appealing smile, the blonde __________ the millionaire into

buying her a diamond ring.

6.As it was getting dark and she was hungry, Monica __________ her horse into a trot.

7.After the heated debate. Nancy didn't look __________ but she said nothing more about her

viewpoint.

8.It is no use trying to ___________ him to give up his foolish plan; he will not listen to you.

9.I believe in the proverb: "Honesty is the best policy" so I will neither be __________ nor

threatened from stating my opinions.

10.Even though word came that Mr. Henderson had been convicted and sent to prison for writing

bad cheques, Mrs. Henderson was still _________ of his innocence.

11.Even with the iron-clad evidence, we were not __________ that Corona, a docile, shy,

good-looking woman, could be the murderer of her own brother.

12.The environmentalists ___________ the mayor to support their proposal for a cleaner city.

13.My sister always ___________ money out of grandma by hugging her and telling her how

generous and kind-hearted she is.

14.Anne, an extroverted girl, was able to __________ Mary, a timid teenager into divulging the

name of the abettor behind the scenes.

15.We tried hard to ___________ our overworked mother to take a holiday at the seaside.

16.No matter how hard the boss argued, _________ and _________, the two blue collar workers

refused to be his accomplices in the dirty business.

Keys:

1. persuaded

2. coaxing

3. urged/persuaded

4. coax

5. wheedled

6. urged

7. convinced

8. persuade

9. cajoled 10. convinced 11. convinced/persuaded 12. urged 13. wheedles 14. cajole 15. persuade

16. coaxed, cajoled

IV.Paraphrase the following.

1.Most previous analogies are seriously inadequate, for while they may describe a part of the

teaching activity, they also suggest patterns that are not fully applicable to teaching. (ll.

22-24)

Almost none of the analogies that have been used so far can fully describe what teaching is all about, (or: Nearly all the analogies that have been used so far can only present a partial picture, rather than a complete one, of what teaching is really about.) In this sense, none of them serves as an apt analogy for teaching.

2.Rather than emphasizing the mutuality of the endeavor, each of these common analogies turns

on a separation between the professional and his clients. (ll. 30-32)

Each of these popular analogies sees the teacher and his students not as an organic unit tied together in a joint effort, but as being isolated from each other.

3.The teacher as actor also plays to a passive audience, but he measures success by large

numbers. (l. 48)

The teacher, seen in the role of the actor, would be simply lecturing to an audience, who do

not participate, and he would evaluate his performance not by their involvement in class activities, but by the size of the class.

4.The mountaineer accepts his leadership role, yet recognizes that the success of the journey

(measured by the scaling of the heights) depends upon close cooperation and active participation by each member of the group. (ll.76-78)

The mountaineer knows his own function as a leader and is well aware, too, that whether they can climb to the top is decided by how well each member can cooperate with the others and how far each member is ready to involve himself in the endeavor.

5.Essential skills must be mastered if the trip is to be successful; lacking them, disaster looms as

an ominous possibility. (ll. 79-80)

For a good journey, basic skills form an indispensable part, without which one is likely to encounter misfortune.

V.Write a short essay, trying to make your reader accept that practice is the most effective way to improve your spoken English. You are required to introduce or develop your essay by analogy. You may, for instance, use the learning process of riding on a bike or swimming to assist your explanation. Do not worry about the differences, if any.

高英第2课课文

Marrakech George Orwell As the corpse went past the flies left the resta urant table in a cloud and rushed after it, but t hey came back a few minutes later. The little crowd of mourners -- all men and boy s, no women--threaded their way across the market p lace between the piles of pomegranates and the taxi s and the camels, walling a short chant over an d over again. What really appeals to the flies i s that the corpses here are never put into coffin s, they are merely wrapped in a piece of rag an d carried on a rough wooden bier on the shoulder s of four friends. When the friends get to the bu rying-ground they hack an oblong hole a foot or tw o deep, dump the body in it and fling over i t a little of the dried-up, lumpy earth, which i s like broken brick. No gravestone, no name, no id entifying mark of any kind. The burying-ground is m erely a huge waste of hummocky earth, like a derel

高级英语第一册详细讲解

Lesson one The Middle Eastern Bazaar 一．Background information 二．Brief overview and writing style This text is a piece of description. In this article, the author describes a vivid and live scene of noisy hilarity of the Middle Eastern Bazaar to readers. At first, he describes the general atmosphere of the bazaar. The entrance of the bazaar is aged and noisy. However, as one goes through the bazaar, the noise the entrance fades away. One of the peculiarities of the Eastern bazaar is that shopkeepers dealing in the same kind of goods gather in the same area. Then the author introduces some strategies for bargaining with the seller in the bazaar which are quite useful. After that he describes some impressive specific market of the bazaar particularly includ ing the copper-smiths market, the carpet-market, the spice-market, the food-market, the dye-market, the pottery-market and the carpenter‘s market which honeycomb the bazaar. The typical animal in desert----camels----can also attract attention by their disdainful expressions. To the author the most unforgettable thing in the bazaar is the place where people make linseed oil. Hence he describes this complicated course with great details. The author‘s vivid and splendid description takes readers back to hundreds of thousands of years age to the aged middle eastern bazaar, which gives the article an obvious diachronic and spatial sense. The appeal to readers‘visual and hearing sense throughout the description is also a marked feature of this piece of writing. In short, being a Westerner, the author views the oriental culture and civilization as old and backward but interesting and fantastic. Through careful observation and detailed comparison, the author depicts some new and original peculiarities of the Middle Eastern bazaar which are unique and distinguished. 三．Detailed study of the text Paragraph 1 the general atmosphere of the bazaar 1. The Middle Eastern bazaar takes you back…of years: 1) Middle East: generally referring to the area from Afghanistan to Egypt, including the Arabian Peninsula, Cyprus, and Asiatic Turkey. 2) A bazaar is an oriental market-place where a variety of goods is sold. The word perhaps comes from the Persian word bazar.（中东和印度等的）集市，市场 Paraphrase: The bazaar can be traced back to many centuries ago. The architecture was ancient, the bricks and stones were aged and the economy was a handicraft economy which no longer existed in the West. 2. The one I am thinking of particularly is entered…: 1) is entered..: The present tense used here is called ―historical present(历史现在时)‖. It is used for vividness. 2) Gothic: of a style of building in Western Europe between the 12th and 16th centuries, with pointed arches , arched roofs, tall thin pillars, and stained glass windows. 3) aged: having existed long; very old 3. Y ou pass from the heat and glare of a big open square into a cool, dark cavern…: 1) Here ―the heat‖is contrasted with ―cool‖, ―glare‖with ―dark‖, and ―open square‖with ―cavern‖. 2) glare: strong, fierce, unpleasant light, not so agreeable and welcome as ―bright sunlight‖.强光， 耀眼的光 3) ―cavern‖here does not really mean a cave or an underground chamber. From the text we can see it is a long, narrow, dark street of workshops and shops with some sort of a roof over them.

高级英语课文翻译

青年人的四种选择 Lesson 2: Four Choices for Young People 在毕业前不久，斯坦福大学四年级主席吉姆?宾司给我写了一封信，信中谈及他的一些不安。 Shortly before his graduation, Jim Binns, president of the senior class at Stanford University, wrote me about some of his misgivings. 他写道：“与其他任何一代人相比，我们这一代人在看待成人世界时抱有更大的疑虑 ,, 同时越 来越倾向于全盘否定成人世界。” “More than any other generation, ” he said, “ our generation views the adult world with great skepticism, there is also an increased tendency to reject completely that world. ”很 明显，他的话代表了许多同龄人的看法。 Apparently he speaks for a lot of his contemporaries. 在过去的几年里，我倾听过许多年轻人的谈话，他们有的还在大学读书，有的已经毕业，他 们对于成人的世界同样感到不安。 During the last few years, I have listened to scores of young people, in college and out, who were just as nervous about the grown world. 大致来说，他们的态度可归纳如下：“这个世界乱糟糟的，到处充满了不平等、贫困和战争。 对此该负责的大概应是那些管理这个世界的成年人吧。如果他们不能做得比这些更好，他们又能拿 什么来教育我们呢？这样的教导，我们根本不需要。” Roughly, their attitude might be summed up about like this:“ The world is in pretty much of a mess, full of injustice, poverty, and war. The people responsible are, presumably, the adults who have been running thing. If they can’ t do better than that, what have they got to teach our generation? That kind of lesson we can do without. ” 我觉得这些结论合情合理，至少从他们的角度来看是这样的。 There conclusions strike me as reasonable, at least from their point of view. 对成长中的一代人来说，相关的问题不是我们的社会是否完美（我们可以想当然地认为是这 样），而是应该如何去应付它。 The relevant question for the arriving generation is not whether our society is imperfect (we can take that for granted), but how to deal with it. 尽管这个社会严酷而不合情理，但它毕竟是我们惟一拥有的世界。 For all its harshness and irrationality, it is the only world we’ ve got. 因此，选择一个办法去应付这个社会是刚刚步入成年的年轻人必须作出的第一个决定，这通 常是他们一生中最重要的决定。 Choosing a strategy to cope with it, then, is the first decision young adults have to make, and usually the most important decision of their lifetime. 根据我的发现，他们的基本选择只有四种： So far as I have been able to discover, there are only four basic alternatives: 1）脱离传统社会

高英课后答案

《高级英语》第二册练习 Lesson One Face to Face with Hurricane Camille I. Choose the one which is equal to the word given blow: 1. lash A. strike violently B. pass by C. move slowly D. stride 2. pummel A. push forward B. punish severely C. hit with repeated blow D. beat heavily 3. gruff A. serious B. grievous C. rough D. gentle 4. elevate A. put down B. lift up C. face to D. push down 5. demolish A. destroy B. reduce C. increase D. beat 6. scud A. go smoothly B. go straight and fast C. go up and down D. go violently 7. interior A. situated inside B. situated outside C. interrelate D. internecine 8. ferocity A. capability B. fierceness

C. impediment D. ferment 9. shudder A. shuffle in B. walk out C. curl up D. shake 10. sanctuary A. a warm place B. shelter C. a clean place D. a harm place 11. maroon A. stay brave and along B. leave hopeful C. stay helpless D. leave helpless and alone 12. vantage A. variable situation B. comfortless position C. advantage D. disadvantage 13. debris A. small individual parts B. completely good places C. well preserved pieces D. scattered broken pieces 14. implore A. request earnestly B. inform eagerly C. ask for leave D. ask for leave 15. skim A. hit violently B. move lightly over C. go fast and quietly D. move gradually away 16. rampage A. walk for pleasure B. produce branches C. rage D. range 17. festoon A. celebrate

(完整版)高级英语第二册课文翻译

高级英语第二册课文翻译 Unit1 Pub Talk and the King's English 酒吧闲聊与标准英语 亨利?费尔利 人类的一切活动中，只有闲谈最宜于增进友谊，而且是人类特有的一种活动。动物之间的信息交流，不论其方式何等复杂，也是称不上交谈的。 闲谈的引人人胜之处就在于它没有一个事先定好的话题。它时而迂回流淌，时而奔腾起伏，时而火花四射，时而热情洋溢，话题最终会扯到什么地方去谁也拿不准。要是有人觉得“有些话要说”，那定会大煞风景，使闲聊无趣。闲聊不是为了进行争论。闲聊中常常会有争论，不过其目的并不是为了说服对方。闲聊之中是不存在什么输赢胜负的。事实上，真正善于闲聊的人往往是随时准备让步的。也许他们偶然间会觉得该把自己最得意的奇闻轶事选出一件插进来讲一讲，但一转眼大家已谈到别处去了，插话的机会随之而失，他们也就听之任之。 或许是由于我从小混迹于英国小酒馆的缘故吧，我觉得酒瞎里的闲聊别有韵味。酒馆里的朋友对别人的生活毫无了解，他们只是临时凑到一起来的，彼此并无深交。他们之中也许有人面临婚因破裂，或恋爱失败，或碰到别的什么不顺心的事儿，但别人根本不管这些。他们就像大仲马笔下的三个火枪手一样，虽然日夕相处，却从不过问彼此的私事，也不去揣摸别人内心的秘密。 有一天晚上的情形正是这样。人们正漫无边际地东扯西拉，从最普通的凡人俗事谈到有关木星的科学趣闻。谈了半天也没有一个中心话题，事实上也不需要有一个中心话题。可突然间大伙儿的话题都集中到了一处，中心话题奇迹般地出现了。我记不起她那句话是在什么情况下说出来的——她显然不是预先想好把那句话带到酒馆里来说的，那也不是什么非说不可的要紧话——我只知道她那句话是随着大伙儿的话题十分自然地脱口而出的。 “几天前，我听到一个人说‘标准英语’这个词语是带贬义的批评用语，指的是人们应该尽量避免使用的英语。” 此语一出，谈话立即热烈起来。有人赞成，也有人怒斥，还有人则不以为然。最后，当然少不了要像处理所有这种场合下的意见分歧一样，由大家说定次日一早去查证一下。于是，问题便解决了。不过，酒馆闲聊并不需要解决什么问题，大伙儿仍旧可以糊里糊涂地继续闲扯下去。 告诉她“标准英语”应作那种解释的原来是个澳大利亚人。得悉此情，有些人便说起刻薄话来了，说什么囚犯的子孙这样说倒也不足为怪。这样，在五分钟内，大家便像到澳大利亚游览了一趟。在那样的社会里，“标准英语”自然是不受欢迎的。每当上流社会想给“规范英语”制订一些条条框框时，总会遭到下层人民的抵制 看看撒克逊农民与征服他们的诺曼底统治者之间的语言隔阂吧。于是话题又从19世纪的澳大利亚囚犯转到12世纪的英国农民。谁对谁错，并没有关系。闲聊依旧热火朝天。 有人举出了一个人所共知，但仍值得提出来发人深思的例子。我们谈到饭桌上的肉食时用法语词，而谈到提供这些肉食的牲畜时则用盎格鲁一撒克逊词。猪圈里的活猪叫pig，饭桌上吃的猪肉便成了pork(来自法语pore)；地里放牧着的牛叫cattle，席上吃的牛肉则叫beef(来自法语boeuf)；Chicken用作肉食时变成poultry(来自法语poulet)；calf加工成肉则变成veal(来自法语vcau)。即便我们的菜单没有为了装洋耍派头而写成法语，我们所用的英语仍然是诺曼底式的英语。这一切向我们昭示了诺曼底人征服之后英国文化上所存在的深刻的阶级裂痕。 撒克逊农民种地养畜，自己出产的肉自己却吃不起，全都送上了诺曼底人的餐桌。农民们只能吃到在地里乱窜的兔子。兔子肉因为便宜，诺曼底贵族自然不屑去吃它。因此，活兔子和吃的兔子肉共用rabbit

高英答案翻译

高英答案翻译

Lesson10 The Trial That Rocked the World I． 1)In the 1920s，when he was a teacher at a secondary school in Dayton，a little town in the mountains of Tenessee，he was charged with teaching evolution and had to be present in the court．The trial。however，rocked the world．After the trial，he studied at the University of Chicago and became a geologist for an oil company later． 2)The struggles were in fact struggles between ignorance and wisdom．religion and science．That showed the spread of science and truth was no easy task．3)Because the result would effect the whole country，even the world． 4)Darrow and Malone thought that the Bible could co—exist with the Evolution Theory and it was acceptable for a Christion to be an evolutionist．Besides，the Bible should not be interpreted and accepted literally．Bryan just thought the opposite way. 5) The trial began with prayer by a local

高英答案自己整理1,2,4,5,10教学内容

高英答案自己整理1,2,4,5,10

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