A novel approach to delineating the service area of facilities in a network

高一英语名著阅读单选题50题1. In the novel, the character is described as being very brave and decisive. Which of the following is NOT a description of this character?A. Always ready to face challenges without hesitation.B. Easily frightened by difficulties and often runs away.C. Standing firm in the face of danger and never giving up.D. Taking quick and confident actions to solve problems.答案：B。

本题中，A 选项“Always ready to face challenges without hesitation.”（ 总是毫不犹豫地准备面对挑战）、C 选项“Standing firm in the face of danger and never giving up.” 在危险面前坚定不移，永不放弃）和D 选项“Taking quick and confident actions to solve problems.” 采取迅速而自信的行动解决问题）都体现了勇敢和果断的特质。

而B 选项“Easily frightened by difficulties and often runs away.” 容易被困难吓到并且经常逃跑）与勇敢果断相反，不符合对该人物的描述。

2. The hero in the story has a charming smile and kind eyes. Which of the following best describes his appearance?A. A serious face and cold eyes.B. A friendly expression and warm smile.C. A stern look and sharp eyes.D. A frowning face and angry eyes.答案：B。

to consume insects, spiders, birds, and other creatures — in ascending order of size — in order to absorb their "life force". Renfield acts as a motion sensor, detecting Dracula's proximity and supplying clues accordingly.Lucy begins to waste away suspiciously. All of her suitors fret, and Seward calls in his old teacher, Professor Abraham Van Helsing from Amsterdam. Van Helsing immediately determines the cause of Lucy's condition but refuses to disclose it, knowing that Seward's faith in him will be shaken if he starts to speak of vampires. Van Helsing tries multiple blood transfusions, but they are clearly losing ground. On a night when Van Helsing must return to Amsterdam (and his message to Seward asking him to watch the Westenra household is delayed), Lucy and her mother are attacked by a wolf. Mrs. Westenra, who has a heart condition, dies of fright, and Lucy apparently dies soon after.Lucy is buried, but soon afterward the newspapers report children being stalked in the night by a "bloofer lady" (as they describe it), i.e. "beautiful lady".[2]Van Helsing, knowing that this means Lucy has become a vampire, confides in Seward, Lord Godalming and Morris. The suitors and Van Helsing track her down, and after a disturbing confrontation between her vampiric self and Arthur, they stake her heart, behead her, and fill her mouth with garlic.Around the same time, Jonathan Harker arrives home from recuperation in Budapest (where Mina joined and married him after his escape from the castle); he and Mina also join the coalition, who turn their attentions to dealing with Dracula.After Dracula learns of Van Helsing's and the others' plot against him, he takes revenge by visiting – and feeding from – Mina at least three times. Dracula also feeds Mina his blood, creating a spiritual bond between them to control her. The only way to forestall this is to kill Dracula first. Mina slowly succumbs to the blood of the vampire that flows through her veins, switching back and forth from a state of consciousness to a state of semi-trance during which she is telepathically connected with Dracula. This telepathic connection is established to be two-way, in that the Count can influence Mina, but in doing so betrays to her awareness of his surroundings.After the group sterilizes all of his lairs in London by putting pieces of consecrated host in each box of earth, Dracula flees back to his castle in Transylvania, transported in a box with transfer and portage instructions forwarded, pursued by Van Helsing's group, who themselves are aided by Van Helsing hypnotizing Mina and questioning her about the Count. The group splits in three directions. Van Helsing goes to the Count's castle and kills his trio of brides, and shortly afterwards all converge on the Count just at sundown under the shadow of the castle. Harker and Quincey rush to Dracula's box, which is being transported by Gypsies. Harker shears Dracula through the throat with a Kukri while the mortally wounded Quincey, slashed by one of the crew, stabs the Count in the heart with a Bowie knife. Dracula crumbles to dust, and Mina is freed from his curse.The book closes with a note about Mina's and Jonathan's married life and the birth of their first-born son, whom they name after all four members of the party, but refer to only as Quincey in remembrance of their American friend.。

高中英语写作技巧单项选择题80题1. In a narrative essay, which of the following words is most appropriate to describe a thrilling adventure?A. BoringB. ExcitingC. TiringD. Relaxing答案：B。

本题考查词汇在叙事性写作中的恰当运用。

选项A“Boring”意为“无聊的”，与“thrilling adventure”（刺激的冒险）的氛围不符；选项C“Tiring”意为“累人的”，也不符合冒险应有的感受；选项D“Relaxing”意为“令人放松的”，同样不符合冒险的刺激和紧张。

选项B“Exciting”表示“令人兴奋的”，最能准确描绘刺激的冒险。

2. When writing a descriptive essay about a beautiful garden, which word should be avoided?A. GorgeousB. UglyC. CharmingD. Attractive答案：B。

在描述美丽花园的写作中，选项B“Ugly”意为“丑陋的”，与描述美丽的主题相悖。

选项A“Gorgeous”意为“华丽的”，选项C“Charming”意为“迷人的”，选项D“Attractive”意为“吸引人的”，都能用来形容花园的美。

3. For a persuasive essay trying to convince readers to protect the environment, which phrase is the most powerful?A. We should do something.B. It is necessary for us to take action.C. We must act immediately.D. Maybe we can try.答案：C。

海底两万里的表现手法英文回答："Twenty Thousand Leagues Under the Sea" is a classic science fiction novel written by Jules Verne. The novel showcases Verne's remarkable ability to describe the underwater world in vivid detail. One of the key aspects of the novel's portrayal is its use of descriptive language and imagery.Verne employs a variety of literary techniques to bring the underwater world to life. One such technique is the use of sensory language. Verne describes the sights, sounds, and smells of the ocean depths, allowing the reader tofully immerse themselves in the story. For example, he writes, "The sea seemed to be boiling as if under the influence of a subterranean fire; but through the mass of waters I could distinguish luminous points, from which came a steady light, fixing the eye and calming the troubled mind."Another technique Verne uses is the use of figurative language. He often employs similes and metaphors to create vivid and memorable descriptions. For instance, he compares the movements of the sea creatures to a ballet: "The Nautilus was dancing in the midst of this blazing light, like an angel of vengeance, borne on the wings of the storm."Verne also utilizes dialogue to reveal the characters' personalities and add depth to the story. The conversations between Captain Nemo and Professor Aronnax, for example, provide insight into their motivations and beliefs. The dialogue is often witty and engaging, making the characters feel more relatable and human.Additionally, Verne's use of pacing and suspense keeps the reader engaged throughout the novel. He carefullybuilds tension and anticipation, creating a sense of excitement and adventure. This is particularly evident in the thrilling encounters with sea monsters and the exploration of uncharted territories.中文回答：《海底两万里》是由儒勒·凡尔纳所著的经典科幻小说。

the novel is a literary form 的dictation The novel, as a literary form, has always been a powerfultool for expressing human emotions and experiences. It is amedium that allows us to delve into the depths of the humansoul and observe the complexities of human behavior. Throughthe written word, the novelist is able to create a world thatis both real and imagined, allowing the reader to experiencelife from a different perspective.The novel is a genre that encompasses a wide range ofthemes and styles. It can be used to explore social issues,political systems, personal growth, and even the explorationof the self. The novel’s ability to captivate and entertainmakes it a powerful tool for expressing ideas and opinions.It allows us to reflect on our own lives and examine ourvalues and beliefs.The novel’s power comes from its ability to createempathy for its characters. By revealing their innermostthoughts and feelings, the novelist is able to make thereader see themselves in the characters’ experience s. Thiscreates a sense of identification that allows the reader toconnect with the characters on an emotional level, leading toa deeper understanding of themselves and others.Another aspect of the novel that makes it unique is itsability to create a world that is both real and imagined. Thenovelist can use language to create a detailed and richly textured world that is both familiar and foreign. Thiscreates an immersive experience that draws the reader intothe story, making them feel as if they are part of the world created by the novelist.The novel’s influence on society is significant. It has been a vehicle for social change, allowing voices that might otherwise go unheard to be heard. The novel has also been a platform for exploring ideas and opinions that might be considered controversial or unpopular in society at large. Through the medium of the novel, these voices have been able to influence culture and society in profound ways.Moreover, the novel’s role in fostering criticalthinking cannot be understated. By challenging读者的既有观念and stimulating discussion, the novel prompts readers to question their beliefs and assumptions. Through this process of reflection and debate, readers develop a deeper understanding of themselves and the world around them,leading to a more enlightened and empathetic approach to life.In conclusion, the novel is a literary form that has had a profound influence on society and culture. Through its ability to create empathy, create immersive worlds, andfoster critical thinking, the novel has been able toinfluence individuals and society as a whole in significantways. Its role as a tool for expression, exploration, and reflection makes it an essential part of the human experience.As we move forward into an increasingly digital age, itis essential that we maintain our appreciation for the power of the written word and the role that the novel continues to play in our lives. By embracing the opportunities presentedby new technologies while still respecting the traditional forms of storytelling, we can ensure that the novel remains an integral part of our cultural heritage and continues to inspire new generations of readers.In this age of instant communication and digital distractions, it is worth reminding ourselves of the power of the novel as a tool for reflection, exploration, and critical thinking. Through its ability to create empathy, immerse usin new worlds, and stimulate debate, the novel remains an essential part of our cultural heritage and an indispensable tool for personal growth and development.。

Journal of Literature and Art Studies, December 2021, Vol. 11, No. 12, 955-958doi: 10.17265/2159-5836/2021.12.004The Evolving Narrative of Reminiscence: A Review on A Study of the Writing of the Memories in Philip Roth’s FictionYAN DongSanya Yacheng (Nankai) Middle School, Sanya, ChinaSONG Jie*School of International Studies, Zhejiang University, Hangzhou, ChinaDING Li-yiCollege of Foreign Languages, Nanjing University of Aeronautics and Astronautics, Nanjing, China Based on a detailed analysis of all the works written by contemporary American writer Philip Roth, Xin Huimin’smonograph A Study of the Writing of the Memories in Philip Roth’s Fiction divides his literary writing career ofmore than half a century into three phases: the Jewish writing phase, the American writing phase and the phase of“late style” writing. Drawing on related theories of memory, Xin explores how the protagonists in Roth’s sevennovels use their various modes of memory to fashion and reconstruct their ethnical, national and personal identity,and further points out that these three distinct phases correspond to Roth’s shifts from a Jewish writer, anAmerican writer, and to an aging writer. The book comprehensively manifests Roth’s ethical concerns, hispolitical appeal and the aesthetic value of his works.Keywords: A Study of the Writing of the Memories in Philip Roth’s Fiction, Philip Roth, memory, identityAlong with Thomas Pynchon, Don DeLillo, and Cormac McCarthy, Philip Roth (1933-2018) was ranked by Harold Bloom as the greatest contemporary American writer. As stated in The Cambridge Companion to Philip Roth, “Philip Roth has been perhaps the most critically significant and consistently controversial American writer of the past fifty years” (Parrish, 2007, p. 1). Roth had been engaged in literary creation for more than 50 years and wrote 31 works with diversified themes and styles. He attempts to construct and reconstruct racial identity, ethnic identity and self-identity of both the characters in his novels and himself through reproducing and imagining the past. In Xin Huimin’s recent monograph A Study of the Writing of the Memories in Philip Roth’s Fiction (2021), she finds that “most of Roth’s literary characters have a strong sense of the past, which is manifested in their lengthy even dragging narrative of reminiscence” (Xin, 2021, p. 16). In previous Roth studies, critics tended to connect this unique way of Rothian writing with the genre study of autobiography, ignoring the characteristics and multifacetedness of memory as well as the social and historical value it bears.YAN Dong, Master, Primary Lecturer, Department of English, Sanya Yacheng (Nankai) Middle School.SONG Jie (Corresponding author), Ph.D. Candidate, School of International Studies, Zhejiang University.DING Li-yi, Master Degree Candidate, College of Foreign Languages, Nanjing University of Aeronautics and Astronautics.Based on a close and comprehensive reading of all 31 works, the monograph mainly discusses Roth’s seven major works from the perspectives of Jewish traumatic memory, cultural nostalgic memory, and individuals’ confessional memory with relation to three respective phases of Roth’s writing career, i.e. the Jewish writing phase, the American writing phase and the phase of “late style” writing. Xin proposes that the memories are presented in different paradigms and various expressive forms at each phase, which is not only closely related to the socio-historical context of the author’s age but also highlights the transmutation of the themes and techniques of his writing.In the first chapter “The Jewish Writing: Post-Holocaust Traumatic Memories,” Xin suggests that Roth accurately captures the mixed feelings of the American Jews towards the Holocaust memory and criticizes their collective aphasia and dodging in “Eli, The Fanatic” (1959) and The Ghost Writer (1979)at his Jewish writing phase. The characters’ choices of remembering or forgetting manifest not only the ethical dilemma the American Jews were facing after WWII, but also the aporia of the writing of the Holocaust for the Jewish American writers.In “Eli, The Fanatic”, Roth illustrates his complex attitudes towards the protagonist Eli, the American Jewish community and the Jewish displaced persons. According to Victoria Aarons, Roth presents the dilemma for the “assimilated” Jew in the later half of the American twentieth century, which “is born of a deeply rooted ambivalence about the possibilities and consequences of refashioning the liberal American self in Jewish terms” (Aarons, 2005, p. 80). It is Eli’s inability to fully deny his Jewish memory that ultimately makes him “adrift in a limbo between past and present” (Xin, 2021, p. 47).The Ghost Writer imaginatively transfers and parodizes the most widely circulated Holocaust text, The Diary of a Young Girl: Anne Frank. After tracing the formation of the Anne Frank myth, Xin finds that the fictional Holocaust narratives have gradually lost their authenticity and turned into implausible, rose-colored fairy tales. By depicting an ordinary girl with flaws and desires, The Ghost Writer finds a scapegoat for the Americans because “crying over the fate of that poor little girl was somehow cathartic and proved it was not in any way the audience’s fault that they allowed it to happen” (Corwin, 2013, p. 79). Roth’s iconoclastic writing expresses his critique of and rebellion against the blind acceptance of the Jewish memory imposed by the cultural industry.The second chapter “The American Writing: Cultural Memories of the American Dream” examines the nostalgic retrospection in American Pastoral (1997) and The Human Stain (2000)to explore Roth’s attitude towards the American Dream as a colored and racialized cultural memory in his American writing phase, and the related issues of memory politics. The American Dream, as Xin emphasizes in her monograph, is a concept that has undergone constantly change, and eventually become an unifying cultural memory for the Americans. However, the cultural memory of the American Dream that constructs American identity is a gendered and racialized myth in essence. The cultural memory centered on the idea of the American Dream in turn continues to reinforce the grand discourse of the American Dream.In American Pastoral, Seymour Levov and Coleman Silk are two vindicators of the American Dream. After encountering setbacks in their life, Levov and Silk incline to cling to the illusory past and try to restore the declining American Dream from the past. The disasters brought by the tumultuous movements in the 1960s are epitomized by Levov’s daughter Merry, a member of Weatherman, whose bomb interdicts the upward mobility of her assimilated Jewish family. This also leads to the shattering of Levov’s American Dream. Referring to thefeminist movement in the 1960s, Merry’s bomb is a metaphor of the destruction of the gendered American Dream, which is believed and practiced by Levov whose masculinity is threatened accordingly. Suffering from melancholia, he spends his days obsessing over Merry and the good old days. This family tragedy reflects that the whole American society at that moment is experiencing a castration and is consequently indulging in a cultural melancholia. The American people have to falsify and beautify a pastoral past and search for the lost “American Dream.”In addition to deconstructing the myth of the American Dream from the perspective of gender, Xin also focuses on Roth’s critique of the racialized American Dream in The Human Stain. Coleman Silk’s performance of his racial identity as a Jew exposes the falsity of the American Dream. In order to find his own place in this unequal society, he resorts to his nostalgic memory to revolt against this racialized dream by performing and repeating his own past to construct his racial identity. The back and forth between the reminiscence of past and reality discloses Roth’s reflection on the chaos in the United States during the 1960s.Xin discusses Roth’s “late style” and confessional memory by examining his three late novels The Dying Animal (2001),Everyman (2006) and Nemesis (2010)in Chapter Three “‘Late Style’ Writing: Individuals’ Confessional Memories”. “Late Style” is a term coined by Theodor W. Adorno and then illustrated by Edward Said, indicating a unique style used by an artist in his or her late period of life. Instead of focusing on cultural memory, Roth’s late novels “begin to pay much attention to the memories of the individuals and try to reflect on the existence of the individual through individual introspection and confession” (Xin, 2021, p. 115), which is mainly represented in the form of confessional memory.With the decontextualized and ontological presentation of individual’s existence as its salient features, the late Rothian writing dwells on the living conditions of the marginalized individuals, especially the aging and the weak, and uses confession as an introspective way of presenting the inner selves to relieve their memory burdens eventually. The protagonists’ probing into their guilty past through confessional memory also contains Roth’s ethical concerns of the issues like desire, death, and disease. Roth suffers from illness in his later years, and his contemplation of the human flesh is naturally projected into his late writing. In The Dying Animal, Roth affirms the connection between human flesh and desire through his writing of Kepesh’s confession about his erotic past, arguing that desire enables human flesh to thrive, and flesh fosters desire. The loss of desire means the decease of life, and death of flesh brings the end of desire. Everyman writes about the anonymous narrator’s life, his reaction to illness and death, and his regret for an irrevocable past in the form of memories. In Nemesis, Mesnikoff’s dragging confession of his “guilt” as a polio carrier shows Roth’s attitude towards the ethical choice people should make between responsibility and personal survival in the face of the unknown and deadly diseases. The protagonists’ confession of their past could also be considered as a care of the self or the aesthetics of existence as discussed in Michel Foucault’s The History of Sexuality and other works.Through the discussion of Roth’s writing of various forms of memories, Xin’s monograph presents the transition of his identity from a Jewish writer to an American writer, and eventually a writer of human nature. Xin proposes that this transition is influenced by a combination of factors including the author’s age, physical condition, and socio-historical context. At the same time, Xin also demonstrates Roth’s unchanging literary and aesthetic pursuits in his literary career. Roth dedicates himself to applying memory as a vehicle to explore the concealed truth and expose the good and evil of human nature, which is disclosed by the employment of thepostmodern skills such as parody, transfiguration, and the pungent or ironic language at his Jewish writing phase, by the more unrelenting ironic language and subversive parody at his American writing phase, and by the realistic confessional narrative of individuals’ memories at his “late style” writing phase. In a word, Xin’s study of memories in Roth’s representative novels will not only help readers grasp the flow of the author’s work as a whole, but also allow critics to make a more objective and unbiased assessment of his work.ConclusionXin’s A Study of the Writing of the Memories in Philip Roth’s Fiction investigates the intricate relationship between memory and historical context and in parallel, the writer’s health condition along with his way of understanding life. Roth is different from other American Jewish writers in that he constantly swings between his American identity and his Jewish identity while other American Jewish writers, such as Isaac Singer and Saul Bellow, examine their Jewish identity consciously through their works. Roth is also different from the third generation of American Jewish writers who tend to associate their writings with American mainstream culture. As their predecessor, the outcast state of the Jewish people often becomes the primary concern of Roth’s works.Investigating Roth’s fiction from the perspective of memory can not only shed light on Roth studies and provide a novel interpretation, but also supply a new paradigm for examining other literary works preoccupied with past and memory. The study of memory, cultural memory in particular, enables readers to view violent acts such as the Nanjing Massacre or the Holocaust on a more meaningful level so as to understand how racial memory, national memory and individual memory work together to fashion or reconstruct self-identity. The ethical and political concerns raised by Roth in his fiction would serve as a reference for future studies concerning Jewish literature and the Holocaust literature.ReferencesAarons, V. (2005). What happened to Abraham? Reinventing the covenant in American Jewish fiction. Newark: University of Delaware Press.Corwin, L. (2013). Exit Shoah: Amy Bellette and fading cultural memory in exit ghost. Philip Roth Studies, 9(2), 77-83, 109. Parrish, T. (2007). The Cambridge companion to Philip Roth. New York: Cambridge University Press.Xin, H. M. (2021). A study of the writing of the memories in Philip Roth’s fiction. Beijing: Science Press.。

绪论单元测试1【判断题】(50分) Wecandefineliteratureaslanguageartisticallyusedtoachieveidentifiableliteraryqualitiesan dtoconveymeaningfulmessages.（）A.错B.对2【多选题】(50分)Hopefully,therearethreeveryhelpfulapproachestothestudyofit:namely(),(),().A.NoneoftheotherchoicesB.analyticalapproachC.thematicapproachD.historicalapproach第一章测试1【单选题】(10分) ThemostenduringshapinginfluenceinAmericanthoughtandAmericanliteraturewas().A.IdealismB.TranscendentalismC.AmericanPuritanismD.Enlightenment2【单选题】(10分) ThecommonthreadthroughoutAmericanliteraturehasbeentheemphasisonthe().A.revolutionismB.individualismC.reasonD.rationalism3【单选题】(10分)DuringtheReasonandRevolutionPeriod,AmericanswereinfluencedbytheEuropeanmove mentcalledthe().A.EnlightenmentMovementB.ModernistMovementC.ChartistMovementD.RomanticistMovement4【单选题】(10分)ThomasJefferson’sattitude,thatis,afirmbeliefinprogress,andthepursuitofhappiness,istypi caloftheperiodwenowcall().A.AgeofEvolutionB.AgeofReasonC.AgeofRomanticismD.AgeofRegionalism5【判断题】(10分) ThesettlementoftheNorthAmericancontinentbytheEnglishbeganintheearlypartofthe16th century.()A.对B.错6【判断题】(10分) BenjaminFranklinseemedtorepresenttheageofreasonandrevolutioninhisparadoxicalfaith inbothsocialorderandinnaturalrights,inloveofstabilityanddevotiontorevolutionarychange.（）A.错B.对7【判断题】(10分) CommonSenseboldlyadvocatedaDeclarationofIndependence.（）A.错B.对8【判断题】(10分) PhilipFreneauwasthemostimportantwriterinAmericanpoetryofthe18thcentury.（）A.对B.错9【多选题】(10分) WhichofthefollowingstirredtheworldandhelpedformtheAmericanRepublic?()A.TheAmericanCrisisB.TheAutobiographyC.TheFederalistD.DeclarationofIndependence10【多选题】(10分)Whoarenotconsideredasthe“PoetofAmericanRevolution”?()A.PhilipFreneauB.WaltWhitmanC.AnneBradstreetD.EdwardTaylor第二章测试1【单选题】(10分)In（）,Hawthornesetsouttoprovethateveryonepossessessomeevilsecrets.A.TheMinister’sBlackVeilB.YoungGoodmanBrownC.TheBirthmarkD.Earth’sHolocaust2Thedesireforanescapefromsocietyandareturntonaturebecameapermanentconventionof Americanliterature,evidentin().A.HenryDavidThoreau’sWaldenB.NathanielHawthorne’sTheScarletLetterC.HermanMelville’sMobyDickD.RalphWaldoEmerson’sTheAmericanScholar3【单选题】(10分)ThemasterpieceofWaltWhitmanis().A.LeavesofGrassB.Drum-TapsC.O,Captain,MyCaptainD.SongofMyself4EdgarAllanPoewasthefirstAmericanartistintheAmericanLiterature,whoinfluencedtheEur opean,especiallythe()writersofthefollowinggenerations.A.EnglishB.FrenchC.ItalianD.German5【判断题】(10分) DemocracyandpoliticalequalitybecametheidealsoftheromanticperiodinAmerica.()A.错B.对6【判断题】(10分) EmilyDickinsonisgoodatthecharmofsomethingbutdroppingthethingitself.()A.对B.错7【判断题】(10分)RomanticvalueswereprominentinAmericanpolitics,art,andphilosophyuntiltheCivilWar.（）A.错B.对8【判断题】(10分)Asamoralphilosophy,transcendentalismwasneitherlogicalnorsystematical.()A.对B.错9【多选题】(10分)Ledby()and(),therearoseakindofteachingsoftranscendentalismintheearlynineteenthcent ury.A.WaltWhitmanB.RalphWaldoEmersonC.HenryDavidThoreauD.HermanMelville10【多选题】(10分) ChoosetheauthorswhobelongtotheromanticgroupinAmericanliterature.()A.NathanielHawthorneB.BenjaminFranklinC.HenryDavidThoreauD.RalphWaldoEmerson第三章测试1【单选题】(10分)Theappearanceof()’sTheLuckofRoaringCampin1868markedasignificantdevelopmentint hebriefhistoryoflocalcolorfiction.A.HarrietBeecherStoweB.BretHarteC.KateChopinD.HamlinGarland2【单选题】(10分)WithWilliamDeanHowells,HenryJamesandMarkTwainactiveonthescene,()becamethem ajortrendinthe1870sand1980s.A.SentimentalismB.NaturalismC.RealismD.Romanticism3MarkTwaincreated,in(),amasterpieceofAmericanrealismthatisalsooneofthegreatbookso fworldliterature.A.TheAdventuresofTomSawyerB.TheGildedAgeC.TheManthatCorruptedHadleyburgD.TheAdventuresofHuckleberryFinn4【单选题】(10分)(),oneofthegreatestwarnovelscomesfromStephenCrane.A.TheBlueHotelB.Maggie:AGirloftheStreetsC.TheRedBadgeofCourageD.OpenBoat5Generallyspeaking,LondonwasmuchmoreinterestedinideasthanCraneandlesssentiment althanNorris.()A.对B.错6【判断题】(10分) Theultimateaimofthelocalcoloristsistocreatetheillusionofanindigenouslittleworldwithqual itiesthattellitapartfromtheworldoutside.()A.对B.错7【判断题】(10分) JackLondonwasusuallyconsideredasanaturalistbyliteraryhistorians.()A.对B.错8【判断题】(10分)AftertheCivilWar,theFrontierwasclosing.Disillusionmentandfrustrationwerewidelyfelt.W hathadbeenexpectedtobea“GoldenAge”turnedtobea“Gilded”one.()A.对B.错9【多选题】(10分) TherearesomeimportantinfluencesofAmericanliteratureofRealismincluding().A.industrializationB.theCivilWarC.mechanizationD.capitalism10【多选题】(10分)Choosethethreestaunchadvocatesofnineteenth-centuryAmericanrealism().A.MarkTwainB.HenryJamesC.JackLondonD.WilliamDeanHowells第四章测试1【单选题】(10分)“Theapparitionofthesefacesinthecrowd;Petalsonawet,blackbough.”Thisistheshortestpoemwri ttenby().A.EzraPoundB.E.E.CummingsC.RobertFrostD.ThomasStearnsEliot2【单选题】(10分) TheAmericansocialupheavalsandtheliteraryconcernsoftheGreatDepressionyearsended withtheprosperityandturmoilbroughtbythe().A.SecondWorldWarB.FirstWorldWarC.WarofIndependenceD.CivilWar3【单选题】(10分)WhichofthefollowingwasnotwrittenbyRobertFrost?()A.SteepleBushB.IntheClearingC.AWitnessTreeD.TilburyTown4【单选题】(10分) ThefirstAmericantowintheNobelPrizeforLiteraturewasasharpsocialcritic,whosenamewa s().A.SinclairLewisB.WilliamFaulknerC.ErnestHemingwayD.ThomasStearnsEliot5【判断题】(10分) TheformanddirectionofmodernAmericanliteraturehadclearlybeguntoemergeinthefirstde cadeofthe20thcentury.()A.对B.错6【判断题】(10分) ThreeAmericanwriterswontheNobelPrizeforLiteratureduringtheyearsbetweenthetwowor ldwars.()A.对B.错7【判断题】(10分)Althoughshore-lived,theImagistmovementhadatremendousinfluenceonmodernpoetry.()A.错B.对8【判断题】(10分)RobertFrostwonfourNobelPrizesinhislife.()A.错B.对9【多选题】(10分)Earlyinthe20thcentury,()and()publishedworksthatwouldchangethenatureofAmericanpoe try.A.T.S.EliotB.RobertFrostC.WaltWhitmanD.EzraPound10【多选题】(10分)TheImagistwritersfollowedthreeprinciples,theyrespectivelyare().A.economyofexpressionB.NoneoftheotherchoicesC.directtreatmentD.clearrhythm第五章测试1【单选题】(10分)WhatwasRalphEllison'snovelthatwasthestoryofanunnamedAfricanmanwhocouldnotbes eenbecausepeoplechosenottoseehim?()A.FlyingHomeB.ShadowandActC.ThreeDaysBeforetheShootingD.InvisibleMan2【单选题】(10分) Thisladywasarecordbreakerfortheliteratureandwomenwriters!Shewasaslavethatlearned toreadandwritefromhermasters,whoalsoencouragedhertowritepoetry.Herworkwasprais edbytheBritishandAmericansalikeduringtheAmericanRevolutionaryWar.Whowasthefirst AfricanAmericanladypoettopublishabookintheUnitedStates?()A.MayaAngelouB.PhillisWheatleyC.SojournerTruthD.AliceWalker3【单选题】(10分)WhereisMorrison's1992novelJazzset?()A.Chicagointhe1940sB.NewOrleansattheturnofthe20thcenturyC.Harleminthe1920sD.Sohointhe1950s4【单选题】(10分)Alphonso(Celie'sstepfather)neverrevealedthatCelieandNettiewerenothisbiologicalchildr enbecause().A.hepromisedtheirmotherhewouldneverrevealthetruth.B.hewantedtheirinheritancerights.C.hethoughthewasindeedtheirfather.D.hedidnotwanttohurtthem.5【判断题】(10分) SeveralAfricanAmericansbecamefamousfortheirautobiographiesabouttheirlivesasslave s,includingFrederickDouglass,whobecamealeadingfigureintheabolitionistmovement.()A.对B.错6【判断题】(10分)AftertheendofslaveryandtheAmericancivilwar,anumberofAfrican-Americanauthorswrote nonfictionworksabouttheconditionofAfricanAmericansintheUnitedStates.()A.对B.错7【判断题】(10分)Morrison'snovelsaremostlysetinablackcommunityinthethirtiesorforties,buttheydonotmer elytellstoriesaboutaparticularcommunityduringaparticularperiod.()A.错B.对8【判断题】(10分)MisterisCelie'shusbandwhooriginallytriestoseekarelationshipwithNettiebutsettlesforCeli e.()A.错B.对9【多选题】(10分) AboutthefourthdevelopmentstageofAmericanJewishliterature,whichareright?()A.Duringthisperiod,theeconomyoftheUnitedStatesdevelopedrapidly.B. AmericanJewishwritersdominatedtheAmericanliteraryworldandbecameoutstandingwritersinthisperiod.C.Inpolitics,inthe1950s,theUnitedStateswasfullofclosedandconservativeideas.D.Thefourthperiodwasfrom1945to1973.10【多选题】(10分) ChoosetheChinsesAmericanwriters.()A.SuiSinFarB.MaxineHongKingstonC.FrankChinD.AmyTan第六章测试1【单选题】(10分)WhendidEugeneO'NeillgetNobelPrizeforliterature?()A.1952B.1948C.1955D.19362【单选题】(10分)“AmericanShakespeare”refersto().A.EugeneO’NeillB.EdwardAlbeeC.ElmerRiceD.TennesseeWilliams3【单选题】(10分) DeathofaSalesmaniswrittenby().A.ElmerRiceB.TennesseeWilliamsC.CliffordOdetsD.ArthurMiller4【单选题】(10分)WaitingforLefty,writtenby()ashortplayaboutaNewYorktaxi-drivers'strike,withitsfamousag itpropendinganditsinfluentialuseofEuropeanexpressionistmethodsprovedtobeaverybrilli antandimpressiveperformanceonBroadway.A.EugeneO’NeillB.TennesseeWilliamsC.CliffordOdetsD.ElmerRice5【判断题】(10分)LongDay'sJourneyintoNightissetinthesummerhomeoftheTyronefamily,August1912.()A.对B.错6【判断题】(10分) TheAmericandramatictraditionbeganwithYeBareandYeCubb(1665)byWilliamDarbyand othertwoauthor-performers.()A.错B.对7【判断题】(10分) ThefirstAmericantragedytobestagedwasTheContrastwrittenbyRoyallTyler(1757-1826),a ndfirstplayedinNewYorkCityin1787.()A.错B.对8【判断题】(10分)Poeticplayswereverypopularinthefirsthalfofthe19thcentury.()A.对B.错9【多选题】(10分) Choosetheplaywrightswhobelongtothe1940s?()A.WilliamIngeB.TennesseeWilliamsC.ArthurMillerD.DavidMamet10【多选题】(10分) Choosetheplaywrightswhobelongtothe1960s?()A.SamShepardB.DavidMametC.EdwardAlbeeD.AugustWilson。

高一英语写作文学性表达单选题40题1. In the novel, "The wind danced through the trees." This sentence is an example of:A. MetaphorB. PersonificationC. SimileD. Hyperbole答案：B。

本题中，“The wind danced through the trees.”风“跳舞”，把风拟人化，赋予风人的动作，属于拟人。

选项A 隐喻是用一种事物暗喻另一种事物；选项 C 明喻是用“像”“如”等词表明两种事物的相似；选项D 夸张是对事物进行夸大或缩小的描述。

2. "Her smile was like a sunshine." This sentence uses the figure of speech:A. PersonificationB. MetaphorC. SimileD. Alliteration答案：C。

“Her smile was like a sunshine.”她的笑容像阳光，使用了“like”，是明喻。

选项 A 拟人是把物当成人；选项 B 隐喻没有“像”“如”这类词；选项D 头韵是单词开头字母相同。

3. "The stars winked at me in the sky." The figure of speech in this sentence is:A. SimileB. PersonificationC. MetaphorD. Onomatopoeia答案：B。

“The stars winked at me in the sky.”星星“眨眼”，赋予星星人的动作，是拟人。

选项A 明喻要有“像”“如”；选项 C 隐喻；选项D 拟声词是模拟声音的词。

4. "The snow is a white blanket covering the ground." This is:A. PersonificationB. SimileC. MetaphorD. Hyperbole答案：C。

英语节目背后故事作文Title: The Story Behind an English Program。

Behind every English program lies a unique narrative, weaving together the threads of inspiration, determination, and creativity. These narratives unveil the journey of creation, the challenges encountered, and the aspirations that drive the creators forward.The inception of an English program often stems from a profound passion for language and communication. It begins with an individual or a team who harbor a deep appreciation for the nuances of the English language and its power to connect people across cultures and borders. For me, the journey towards crafting an English program was ignited by a fervent desire to foster linguistic proficiency and cultural understanding among learners.The initial stages of program development are marked by meticulous planning and brainstorming. It involvesidentifying the target audience, assessing their needs and proficiency levels, and delineating the program's objectives and scope. Research becomes a cornerstone, delving into pedagogical approaches, curriculum frameworks, and innovative teaching methodologies. Collaborativeefforts thrive as experts in language acquisition, curriculum design, and instructional technology converge to shape the program's blueprint.As the program takes shape, challenges emerge, testing the resilience and resourcefulness of the team. Adapting to evolving educational trends and technological advancements becomes imperative to ensure the program's relevance and effectiveness. Budget constraints, logistical hurdles, and time constraints loom as formidable obstacles that demand creative solutions and unwavering determination.Amidst the challenges, moments of inspiration and breakthroughs punctuate the journey, infusing the team with renewed vigor and momentum. Eureka moments arise when a novel teaching approach resonates with learners, igniting their enthusiasm and fostering tangible progress. Feedbackfrom participants becomes a compass, guiding iterative refinements and enhancements to optimize learning outcomes.The heart of an English program lies in its content –a rich tapestry of lessons, activities, and resources meticulously crafted to engage, educate, and empower learners. Each lesson is imbued with a sense of purpose, designed to cultivate language proficiency, critical thinking skills, and cultural competency. Multimedia elements enrich the learning experience, leveraging the power of visuals, audio, and interactive exercises to captivate learners' attention and deepen their understanding.Beyond the confines of the classroom, the impact of an English program reverberates far and wide, transcending geographical boundaries and cultural divides. It fosters a global community of learners united by a common quest for knowledge and understanding. Language becomes a bridge that transcends barriers, fostering empathy, mutual respect, and intercultural dialogue.The culmination of an English program is not merely measured by its completion but by the lasting impression it leaves on participants' lives. It is reflected in the newfound confidence of a student who can articulate their thoughts fluently, the cultural insights gained through engaging with diverse perspectives, and the friendships forged across continents.In retrospect, the journey of creating an English program is akin to embarking on a voyage of discovery –navigating uncharted waters, weathering storms, andreveling in the beauty of newfound shores. It is a testament to the power of collaboration, creativity, and unwavering dedication in shaping transformative educational experiences.As the curtains draw to a close on one chapter, the journey continues, fueled by the collective passion to inspire, educate, and empower through the universal language of English.The story behind an English program is not merely anarrative; it is a testament to the enduring power of language to transcend boundaries, enrich lives, and shape a brighter future for generations to come.。