(完整版)高英AMorePerfectUnion练习

《高级英语》第二册练习Lesson OneFace to Face with Hurricane CamilleI. Choose the one which is equal to the word given blow:1. lashA. strike violentlyB. pass byC. move slowlyD. stride2. pummelA. push forwardB. punish severelyC. hit with repeated blowD. beat heavily3. gruffA. seriousB. grievousC. roughD. gentle4. elevateA. put downB. lift upC. face toD. push down5. demolishA. destroyB. reduceC. increaseD. beat6. scudA. go smoothlyB. go straight and fastC. go up and downD. go violently7. interiorA. situated insideB. situated outsideC. interrelateD. internecine8. ferocityA. capabilityB. fiercenessC. impedimentD. ferment9. shudderA. shuffle inB. walk outC. curl upD. shake10. sanctuaryA. a warm placeB. shelterC. a clean placeD. a harm place11. maroonA. stay brave and alongB. leave hopefulC. stay helplessD. leave helpless and alone12. vantageA. variable situationB. comfortless positionC. advantageD. disadvantage13. debrisA small individual parts B. completely good placesC well preserved pieces D. scattered broken pieces14. imploreA request earnestly B. inform eagerlyC. ask for leaveD. inaugurate15. skimA hit violently B. move lightly overC. go fast and quietlyD. move gradually away16. rampageA. walk for pleasureB. produce branchesC rage D. range17. festoonA. celebrateB. fastenC. scatterD. decorate18. extinguishA. put outB. put upC. put onD. put down19. disintegrateA. joint togetherB. break up into piecesC. regard as a individualD. look down upon20. frustrateA. discourageB. bring about good resultC. come out fruitfullyD. worry about the result21. propA. supportB. placeC. suspendD. propose22. tiltA. cultivateB. inclineC. levelD. disintegrate23. endureA. conductB. controlC. bearD. engulf24. barA. music noteB. hot railC. brickD. block25. thrustA. dreadful weaponB. sharp knifeC. pierce windD. driving force26. diminishA. mummifyB. reduceC. micro commandD. increase27. assumeA. assertB. pronounceC. supposeD. declare28. perishA. incarnateB. dieC. increaseD. submit29. lapA. coverB. destroyC. beatD. put30. vanishA. importB. existC. appearD. disappearII. Complete the word according to the definition:1. violent windstorm h urricane2. letters; letter writing c orrespondence3. machine for generating g enerator4. to put into water; throw water over d ouse5. to rise to higher level of rank, power etc. m ount6. state in trouble or difficulty m ess7. to save from loss, fire, wreck etc. s alvage8. of the mind p sychological9. to strike or fill with respect combined with fear and reverence a we10. done, carried out, with order or method m ethodical11. impressive or sensational s pectacular12. something owned p ossession13. difficult or impossible to understand or comprehend i ncomprehensible14. forceful, often vindictive anger w rath15. to lay waste or destroy d evastate16. a place or structure to which a vessel or aircraft can be moored m ooring17. to break suddenly with a brisk, sharp, cracking sound s nap18. to grasp and hold tightly. c lutch19. to defeat completely and decisively o verwhelm20. one of the glass-filled divisions of a window or door p ane21. a usually rectangular pad of heavy cloth filled with soft material or an arrangement of coiled springs, used as or on a bed m attress22. to strike or affect in a manner similar to lashing w hip23. to seek advice or information of c onsult24. unwilling; disinclined r eluctant25. a person who performs or offers to perform a service of his or her own free willv olunteerIII. Put the following words and phrases into the appropriate blanks in the following sentences. (Filling in the grid is optional.)______________________________________________________________________ revival vital be strewn grade surviving vivifying blues revived vivid trail away vivisection sprawled survivor revitalize vitamin be bound to1.Some experts believe that low mortgage rates will help to __ revitalize ______the economy.2.One of the tests of good writing is whether or not its imagery is _vivid ____.3.The group, which wants to prevent cruelty to animals, is against _ vivisection _ inmedical labs.4.__ Surviving __a catastrophe often makes one more sensitive to the positiveaspects of life.5.He _is bound______ to go, and nothing will stop him.6.His voice __trailed away____in confusion.7.The path is strewn with flowers8.These apples have been graded according to size and quality9.The blues has finally gotten me today.10.A _ vitamin _ supplement is needed by people who do not consume a proper diet.11.After a day’s work, he was extremely tired. He came home and sprawled on the sofaimmediately.12.A ___ vital __ part of any health program is exercise.13.The ____ revival _ of the 1960's brought back wild hairstyles and boots withmini-skirts.14.By administering mouth-to-mouth resuscitation, the lifeguard __ revived __ thedrowned man.15.There was not a single survivor ___ of the recent plane crash near Los Angeles.16.The actress had the gift of __ vivifying __ any role with her unique blend of humorand pathos.IV. Reading Comprehension:1.Theme of “Face to face with Hurricane Camille” is _____.A.Human being is more important than anything else in the world.B.John has learnt a lesson from his own experience.C.People suffered from such a devastating hurricane.D.Hurricane Camille is the greatest storm ever to hit the United States.2.How many people are there in the house to fight against the hurricane?A. 11B. 13C. 10D. 153.How many onslaughts did hurricane hit the Koshak’s house?A. three timesB. four timesC. onceD. many times4.When the sea water reached the house and destroyed the staircase, the Koshak’sfamily had to retreat to ______.A. the landingB. the outsideC. the TV roomD. the bedroom5.The antagonist in the story is _____.A. John KoshakB. Charlie HillC. the hurricaneD. the neighbourV. Determine whether the following statements are true or false. Put a “T”, if the statement is true and put a “F”, if the statement is false.1.John Koshak Sr. is a businessman, who designs educational toys and supplies. (F)2.Gulfport is a town, where the Koshaks live and which it is said that the hurricanewould pummel. (T)3.The old parents have been living with young couple and their children for someyears. (F)4.When the water rose above their ankles, they tried to run away, but failed. (T)5.The hurricane seized a 600,000-gallon Gulfport oil tank and dumped it 250 yardsaway. (F)6.The stairs were protected by two walls from the direction of the wind. (F)7.Charlie had to some extent taken upon himself the task of looking after theneighbour and her two children. (T)8.Because the two walls of the room where they were seeking shelter were breakingup, John ordered everyone to go into the bedroom. (F)9.The federal government supplied food, mobile homes, classrooms and loans to thestricken area as quickly as the other organizations in the country. (T)10.When they picked up some useful things from the wrecked home, they weredepressed. (F)VI.Translation:１、整整一周的大雨造成了该地区河流的外溢，许多房屋被毁，许多农田被淹。

高英（课后练习参考答案）中东集市练习参考答案Reference Keys to ExercisesNoun converted into VerbThis is the most common way of conversion. The famous grammarian Quaker classifies the meaning of conversion noun into verb into seven types:a. to put in / on Noun (vessel)E.g. bottle ―to bottle = to put ... into a bottle;E.g. can ―to can = to put ... into a canE.g. pocket ―to pocket = to put ... into a pocketb. to give Noun / to provide ... with NounE.g. shelter ―to shelter = to give shelter to sbE.g. fuel ―to fuel = to provide ... with fuelc. to deprive of NounE.g. core ―to core the Chinese dates = to remove the core from ... [CF: to pit]E.g. skin ―to skin a banana = to remove the skin from ... [CF: to peel]E.g. juice ―to juice = to squeeze the juice from ... [CF: to extract] d. to do ... with Noun (tool, apparatus)E.g. finger ―to finger = to feel or handle ... with a fingerE.g. eye ―to eye = to gaze at ... with eyeE.g. hammer ―to hammer = to strike ... with a hammere. to be / act as Noun (reference)E.g. nurse ―to nurse = to take care of sick people as a nurseE.g. wolf ―to wolf = to eat like a wolff. to change / make ... into Noun (result)E.g. cash ―to cash = to change ... into cashE.g. w idow ―to widow = to make ... a widowg. to send / go by Noun (transport means)E.g. bicycle ―to bicycle = to go by bicycle;E.g. ship ―to ship = to send ... by ship1.Adjective converted into VerbThis kind of conversion usually expresses a change of state, condition. To make / become AdjectiveE.g. better ―to better = to improve ... to make ... betterE.g. calm ―to calm = to make ... calm; E.g. dry = to make ... dry; tobecome dry2. A few adverbs and prepositions converted into VerbsE.g. near ―to near the shore = to move near ... E.g. back ―to back a carE.g. down ―to down your knife = to put ... downEX. VII Comparison between Synonyms1.glare = the light is too bright and thus causes unpleasantE.g. I have to wear sunglasses because of the glare of summer sun. E.g. We could see nothing, for the glare of the coming car’s lights were too strong.CF:brightness= from “bright”, a common word2.din = continuous confused noise which annoys people.CF: noise = a loud, unpleasant sound, sound = something you can hear3.muted = lowered sound or noise, muffledE.g. People there spoke in muted voices.CF: quiet = to imply freedom from activity or disturbance and thus peaceful and sereneE.g. You must be quiet when your father is asleep.E.g. They were walking along a quiet street. (Implying a senseof permanence)silent = being free from speech or being without noiseE.g. The class was silent as the teacher explained the exam rules.E.g. Now the wood was silent except for the leaves.4.display = suggesting a painfully obvious exposure or a boasting oneE.g. Martin displayed his drunkenness openly in the street last night. E.g. Surfboard riders were proudly displaying their tanned physiques. exhibit = to be shown for consideration or evaluationE.g. They are exhibiting their new model cars.5.distinct = be easy to be tell from othersE.g. His handwriting is not distinct, so we can not read it at all well. E.g. The sound of a drum was distinct even from a distance.clear = apparent, unambiguous,E.g. China’s stand on this issue is clear to all.E.g. He put forth a clear, straightforward proposal.6.huge = being immenseness of bulk, more specific than largeE.g. A whale or an elephant is a huge animal.E.g. Do you realize how huge the museums are?7.varied = to stress the idea of full of change; to have numerous formsor typesE.g. Different people have the most varied ideas about what is important in life; some value fame, others money or freedom.E.g. Interpretations of this poem are varied.8.exotic = not only unusual but also pleasing to the senses9.sunlit = the brightness as a result of sunshine10. massive = not only large but also impressiveE.g. Several strong men are needed to remove the massive rock in the way.11. constantly = to stress steadiness and devotionE.g. She constantly devotes her energy and time to helping others.endlessly = to imply weariness and monotonyE.g. He talked endlessly and made all of us tired of.E.g. Why are you always saying it endlessly?12. used = no longer new, have been usedE.g. He has bought a used car.E.g. Please put the used towels in this basket.Ex. VIII Replace the italicized words with simple, everyday words: 1.purchaser --- buyers, 2. pungent --- strong or sharp,3. sepulchral --- gloomy,4. protesting --- insisting,5. impinge --- strike,6. profusion --- abundance or plenty7. sumptuous --- costly,8. merchandise ---- goods9. blending --- mixingEx. X Translation1.一条蜿蜒的小路隐没在树荫深处。

Unit 9 A More Perfect Union1. The document they produced was eventually signed but ultimately unfinished.After heated debate and compromises, the Constitution was finally adopte d by the Constitutional Convention and 39 out of 55 delegates signed the document. But the “three-fifths” clause and the twenty years allowed for t he slave trade showed the slave issue was not solved, so the process of for ming a more perfect union did not end with the enforcement of the Consti tution.2. But it also comes from my own story.My personal background and my success story, rising from rags to riches, also teaches me the importance of unity.3. But it is a story that has seared into my genetic makeup the idea that this nation is more than the sum of its part-that out of many, we are truly one.Through my experience in the United States, I am deeply rooted with the idea that America is not a total of addling everything together but is the pr oduct of fusion, of sharing the same creed.4. Throughout the first year of this campaign, against all predictions to the contrary, we saw how hungry the American people were for this message of unity.In spite of all predictions that I would fail in the campaign, we gainedmomentum in the first year of the campaign, which showed that the American people were eager to unity and change.5. Despite the temptation to view my candidacy through a purely racial lens, we won commanding victories in states with some of the whitest populations in the country.People were encouraged to judge me in terms of race and color, raising the question of whether the United State would fare better with a black president. However, we won great victories even in some states which are more conservative and more racially biased.6. We saw racial tensions bubble to the surface during the week before the South Carolina primary.The week before the Democrats were to select delegates to the national co nvention in South Carolina, racial tension which seemed insubstantial in the past became more frequent and more intense.7. On one end of the spectrum, we've heard the implication that my candidacy is somehow an exercise in affirmative action; that it's based solely on the desire of wide-eyed liberals to purchase racial reconciliation on the cheap.At one end of the wide range of opinion, there are people who say that I d ecided to run for presidency only because of the desires of native liberals in achieving racial harmony without making a great effort and I wanted to prove that black and white should have equal opportunity.8. I can no more disown him than I can disown the black community.It is impossible for me to cast him off just as it is impossible for me to rep udiate the black community.。

（完整版）高英II-3课文后练习+答案高英II-3课文后练习+答案：I. Write short notes on: Carlyle, and Lamb.Suggested Reference Books[SRB]1. The Oxford Companion to English Literature2. any standard book on the history of English literature3. Encyclopaedia BritannicaSee Additional Background Material for Teachers' Reference, points 6 and 71. Carlyle : Thomas Carlyle (1795-1881), English essayist and historian born at Ecclefechan,a village of the Scotch lowlands. After graduating from the University of Edinburgh, he rejected the ministry, for which he had been intended, and determined to he a writer of hooks. In 1826 he married Jane Welsh, a well-informed and ambitious woman who did much to further his career. They moved to Jane' s farm at Craigenputtoeh where they lived for 6 years (1828-1834 ). During this time he produced Sartor Resartus (1833-1834), a book in which he first developed his char- acteristic style and thought. This book is a veiled sardonic attack upon the shams and pretences of society, upon hollow rank, hollow officialism, hollow custom, out of which life and usefulness have departed. In 1837 he published The French Revolution, a poetic rendering and not a factual account of the great event in history. Besides these two masterpieces, he wrote Chartism (1840), On Heroes, hero Worship, and the Heroic in History (I841), Past and Present (1843) and others. "Carlylese", a peculiar style of his own, was a compound of biblical phrases, col loquialisms, Teutonic twists, and his own coinings, arranged in unexpected sequences. One ofthe most important social critics of his day, Carlyle influenced many men of the younger generation, among them were Mathew Arnold and Ruskin.2. Lamb : Charles Lamb (1775-1834), English essayist, was born in London and brought up within the precincts of the ancient law courts, his father being a servant to an advocate of the inner Temple. He went to school at Christ's Hospital, where he had for a classmate Coleridge, his life-long friend. At seventeen, he became a clerk in the India House and here he worked for 33 years until he was re-tired on a pension. His devotion to his sister Mary, upon whom rested an hereditary taint of insanity, has done al-most as much as the sweetness and gentle humor of his writings to endear his name. They collaborated on several books for children, publishing in 1867 their famous Tales from Shakespeare. His dramatic essays, Specimens of English Dramatic Poets (1808), established his reputation as a critic and did much in reviving the popularity of Eliza-be then drama. The Essays of Ella, published at intervals in London Magazine, were gathered together and republished in two series, the first in 1823, the second ten years later. They established Lamb in the title which he still holds, that of the most delightful of English essayists. II. Questions on content:1. What, according to the writer, makes good conversation? What spoils it?A good conversation does not really start from anywhere, and no one has any idea where it will go.A good conversation is not for making a point. Argument may often be a part of it, but the purpose of the argument is not to convince. When people become serious and talk as if they have something very important to say, when they argue toconvince or to win their point, the conversation is spoilt.2. Why does the writer like"bar conversation" so much?The writer likes bar conversation very much because he has spent a lot of time in pubs and is used to this kind of conversation. Bar friends are companions, not intimates密友; 挚友. They are friends but not intimate enough to be curious about each other's private life and thoughts.3. Does a good conversation need a focal subject to talk about?No. Conversation does not need a focus. But when a focal焦点的subject appears in the natural flow of conversation, the conversation becomes vivid, lively and more interesting.4. Why did the people talk about Australia? Why did the conversation turn to Norman England? The people talked about Australia because the speaker who introduced the subject mentioned incidentally that it was an Australian who had given her such a definition of "the King's English. " When the people talked about the resistance in the lower classes to any attempt by an upper class to lay down rules for "English as it should be spoken", the conversation moved to Norman England because at that time a language barrier existed between the Saxon peasants and the Norman conquerors.5. How does the use of words show class distinction?The Saxon peasants and their Norman conquerors used different words for the same thing. For examples see paragraph 9.6. Can you guess the writer's views on bilingual education? (para 11)The writer seems to be in favor of bilingual education. He is against any form of cultural barrier or the cultural humiliation ofany section or group of people.7. Why was the term "Queen's English" used in 1593 and "the King' s English'in 16027The term "the Queen's English" was used in 1953 by Nash because at that time the reigning monarch was a queen, Elizabeth I. The term "the King's English" is the more common form because the ruling monarch is generally a king. Those who are not very particular may use the term "the King's English", even when the ruling monarch is a queen. In 1602, Dekker used the term "the King's English", although the reigning monarch was still Queen Elizabeth.8. When was"the King's English" regarded as a form of racial discrimination in England?“The King’s English”was regarded as a form 0f racial discrimination during the Norman rule in England about 1154—1399．9. What is the attitude of the writer towards" the King's English'' ?The writer thinks “the King’s English”is a class representation of reality．1t is worth trying to speak “the King’s English”，but it should not be 1aid down as an edict，and made immune to change from below．The King’s English is a model a rich and instructive one- but it ought not to be an ultimatum最后通碟．10. What does the writer mean when he says, "the King's English, like the Anglo-French of the Normans, is a class representation of reality" ? (para 16)During the Norman period，the ruling class spoke Anglo-French while the peasants spoke their native Saxon language．Language bears the stamp of the class that usesit．The King’s English today refers to the language used by the upper，educated class in England．III. Questions on appreciation:1. In what way is "pub talk" connected with "the King's English''? Is the title of the piece well chosen?The title of this piece is not well chosen．It misleads the readers into thinking that the writer is going to demonstrate some intrinsic or linguistic relationship between pub talk and the King’s English．Whereas the writer．in reality，is just discoursing on what makes good conversation．The Ki ng’s English is connected with “pub talk” when the writer describes the charming conversation he had with some people one evening in a pub on the topic “the King’s English”to illustrate his point that bar conversation in a pub has a charm of its own．2. Point out the literary and historical allusions used in this piece and comment on their use.1n this essay the writer alluded to many historical and literary event such as the Norman conquest，the saloons of 18th century Paris，and the words of many a man of letters．For a short expository essay like this，the allusions used are more than expected and desirable．3. What is the function of para 5? Is the change from "pub talk" to "the King's English" too abrupt?Paragraph 5 is a transition paragraph by means of which the writer passes from a general discourse on good conversation to a particular instance of it．But one feels the change from “pub talk”to “the King's English” a bit too abrupt．4. Do the simple idiomatic expressions like "to be on the rocks, out of bed on the wrong side, etc.," go well with the copious literary and historical allusions the writer uses? Give yourreasons. The simple idiomatic expressions like "to be on the rocks，out of bed on the wrong side，etc．”may be said to go well with the copious literary and historical allusions the writer used for an informal conversational style to Suit the theme of this essay in which the writer tries to defend informal uses of language．5. Does the writer reveal his political inclination in this piece of writing? How?The writer’s attitude towards “the King’s English”shows that he is a defender of democracy．IV. Paraphrase:1. And it is an acuvity only of humans. (para 1)And conversation is an activity which is found only among human beings．(Animals and birds are not capable of conversation．)2. Conversation is not for making a point. (para 2)Conversation is not for persuading others to accept our idea or point of view．3. In fact, the best conversationalists are those who are prepared to lose. (para 2)In fact a person who really enjoys and is skilled at conversation will not argue to win or force others to accept his point of view．4. Bar friends are not deeply involved in each other's lives. (para 3)People who meet each other for a drink in the bar of a pub are not intimate friends for they are not deeply absorbed or engrossed in each other’s lives．5. it could still go ignorantly on (para 6)The conversation could go on without anybody knowing who was right or wrong．6. There are cattle in the fields, but we sit down to beef(boeuf). (para 9)These animals are called cattle when they are alive and feeding in the fields；but when we sit down at the table to eat, we call their meat beef．7. The new ruling class had built a cultural barrier against him by building their French against his own language. (para 11) The new ruling class by using French instead of English made it difficult for the English to accept or absorb the culture of the、rulers．8. English had come royally into its own. (para 13)The English language received proper recognition and was used by the King once more．9. The phrase has always been used a little pejoratively and even facetiously by the lower classes. (para 15)The phrase，the King’s English，has always been used disrespectfully and jokingly by the lowerclasses．The working people very often make fun of the proper and formal language of the educated people.10. The rebellion against a cultural dominance is still there. (para 15)There still exists in the working people，as in the early Saxon peasants，a spirit of opposition to the cultural authority of the ruling class．11. There is always a great danger that "words will harden into things for us." (para 16)There is always a great danger that we might forget that words are only symbols and take them for things they are supposed to represent．For example，the word“dog”is a symbol representing a kind of animal．We mustn’t regard the word“dog”as being the animal itself．12. Even with the most educated and the most literate, the King's English slips and slides in conversation. (para 18) Even the most educated and literate people do not use standard，formal English all the time in their conversation．V. Translate paras 9--11 into Chinese.9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。

《高级英语》第二册练习Lesson OneFace to Face with Hurricane CamilleI. Choose the one which is equal to the word given blow:1. lashA. strike violentlyB. pass byC. move slowlyD. stride2. pummelA. push forwardB. punish severelyC. hit with repeated blowD. beat heavily3. gruffA. seriousB. grievousC. roughD. gentle4. elevateA. put downB. lift upC. face toD. push down5. demolishA. destroyB. reduceC. increaseD. beat6. scudA. go smoothlyB. go straight and fastC. go up and downD. go violently7. interiorA. situated insideB. situated outsideC. interrelateD. internecine8. ferocityA. capabilityB. fiercenessC. impedimentD. ferment9. shudderA. shuffle inB. walk outC. curl upD. shake10. sanctuaryA. a warm placeB. shelterC. a clean placeD. a harm place11. maroonA. stay brave and alongB. leave hopefulC. stay helplessD. leave helpless and alone12. vantageA. variable situationB. comfortless positionC. advantageD. disadvantage13. debrisA small individual parts B. completely good placesC well preserved pieces D. scattered broken pieces14. imploreA request earnestly B. inform eagerlyC. ask for leaveD. inaugurate15. skimA hit violently B. move lightly overC. go fast and quietlyD. move gradually away16. rampageA. walk for pleasureB. produce branchesC rage D. range17. festoonA. celebrateB. fastenC. scatterD. decorate18. extinguishA. put outB. put upC. put onD. put down19. disintegrateA. joint togetherB. break up into piecesC. regard as a individualD. look down upon20. frustrateA. discourageB. bring about good resultC. come out fruitfullyD. worry about the result21. propA. supportB. placeC. suspendD. propose22. tiltA. cultivateB. inclineC. levelD. disintegrate23. endureA. conductB. controlC. bearD. engulf24. barA. music noteB. hot railC. brickD. block25. thrustA. dreadful weaponB. sharp knifeC. pierce windD. driving force26. diminishA. mummifyB. reduceC. micro commandD. increase27. assumeA. assertB. pronounceC. supposeD. declare28. perishA. incarnateB. dieC. increaseD. submit29. lapA. coverB. destroyC. beatD. put30. vanishA. importB. existC. appearD. disappearII. Complete the word according to the definition:1. violent windstorm hurricane2. letters; letter writing correspondence3. machine for generating generator4. to put into water; throw water over douse5. to rise to higher level of rank, power etc. mount6. state in trouble or difficulty mess7. to save from loss, fire, wreck etc. salvage8. of the mind psychological9. to strike or fill with respect combined with fear and reverence awe10. done, carried out, with order or method methodical11. impressive or sensational spectacular12. something owned possession13. difficult or impossible to understand or comprehend incomprehensible14. forceful, often vindictive anger wrath15. to lay waste or destroy devastate16. a place or structure to which a vessel or aircraft can be moored mooring17. to break suddenly with a brisk, sharp, cracking sound snap18. to grasp and hold tightly. clutch19. to defeat completely and decisively overwhelm20. one of the glass-filled divisions of a window or door pane21. a usually rectangular pad of heavy cloth filled with soft material or an arrangement of coiled springs, used as or on a bed mattress22. to strike or affect in a manner similar to lashing whip23. to seek advice or information of consult24. unwilling; disinclined reluctant25. a person who performs or offers to perform a service of his or her own freewill volunteerIII. Put the following words and phrases into the appropriate blanks in the following sentences. (Filling in the grid is optional.)______________________________________________________________________ revival vital be strewn grade surviving vivifying blues revived vivid trail away vivisection sprawled survivor revitalize vitamin be bound to1.Some experts believe that low mortgage rates will help to __ revitalize______ the economy.2.One of the tests of good writing is whether or not its imagery is _ vivid____.3.The group, which wants to prevent cruelty to animals, is against _vivisection _ in medical labs.4.__ Surviving __a catastrophe often makes one more sensitive to thepositive aspects of life.5.He _is bound______ to go, and nothing will stop him.6.His voice __trailed away____in confusion.7.The path is strewn with flowers8.These apples have been graded according to size and quality9.The blues has finally gotten me today.10.A _ vitamin _ supplement is needed by people who do not consume aproper diet.11.After a day’s work, he was extremely tired. He came home and sprawled onthe sofa immediately.12.A ___ vital __ part of any health program is exercise.13.The ____ revival _ of the 1960's brought back wild hairstyles and boots withmini-skirts.14.By administering mouth-to-mouth resuscitation, the lifeguard __ revived __the drowned man.15.There was not a single survivor ___ of the recent plane crash near LosAngeles.16.The actress had the gift of __ vivifying __ any role with her unique blend ofhumor and pathos.IV. Reading Comprehension:1.Theme of “Face to face with Hurricane Camille” is _____.A.Human being is more important than anything else in the world.B.John has learnt a lesson from his own experience.C.People suffered from such a devastating hurricane.D.Hurricane Camille is the greatest storm ever to hit the United States.2.How many people are there in the house to fight against the hurricane?A. 11B. 13C. 10D. 153.How many onslaughts did hurricane hit the Koshak’s house?A. three timesB. four timesC. onceD. many times4.When the sea water reached the house and destroyed the staircase, theKoshak’s family had to retreat to ______.A. the landingB. the outsideC. the TV roomD. the bedroom5.The antagonist in the story is _____.A. John KoshakB. Charlie HillC. the hurricaneD. the neighbourV. Determine whether the following statements are true or false. Put a “T”, if the statement is true and put a “F”, if the statement is false.1.John Koshak Sr. is a businessman, who designs educational toys andsupplies. (F)2.Gulfport is a town, where the Koshaks live and which it is said that thehurricane would pummel. (T)3.The old parents have been living with young couple and their children forsome years. (F)4.When the water rose above their ankles, they tried to run away, but failed.(T)5.The hurricane seized a 600,000-gallon Gulfport oil tank and dumped it 250yards away. (F)6.The stairs were protected by two walls from the direction of the wind. (F)7.Charlie had to some extent taken upon himself the task of looking after theneighbour and her two children. (T)8.Because the two walls of the room where they were seeking shelter werebreaking up, John ordered everyone to go into the bedroom. (F)9.The federal government supplied food, mobile homes, classrooms andloans to the stricken area as quickly as the other organizations in the country. (T)10.When they picked up some useful things from the wrecked home, theywere depressed. (F)VI.Translation:１、整整一周的大雨造成了该地区河流的外溢，许多房屋被毁，许多农田被淹。