高级英语复习笔记2

MarrakechGeorge Orwell1 As the corpse went past the flies left the restaurant table in a cloud and rushed after it, but they came back a few minutes later.2 The little crowd of mourners -- all men and boys, no women--threaded their way across（break ones way）the market place between the piles of pomegranates and the taxis and the camels, walling a short chant over and over again. What really appeals to the flies is that the corpses here are never put into coffins, they are merely wrapped in a piece of rag and carried on a rough wooden bier on the shoulders of four friends. When the friends get to the burying-ground they hack an oblong hole a foot or two deep, dump the body in it and fling over it a little of the dried-up, lumpy earth, which is like broken brick. No gravestone, no name, no identifying mark of any kind. The burying-ground is merely a huge waste of hummocky earth, like a derelict building-lot. After a month or two no one can even be certain where his own relatives are buried.1.一具尸体抬过，成群的苍蝇从饭馆的餐桌上嗡嗡而起追逐过去，但几分钟过后又飞了回来。

Lesson Eleven On Human Nature and Politics Words and ExpressionsText Explanation1…even in Paradise.even when he is dead.2Human beings, for the most part, are not like this."for the most part" means mostly, most of them.3on that accountbecause of that, on that reason 为了那个缘故The game was cancelled on account of the rain.4…satiety is a dream which will always elude you.…to think that man can become satisfied is an illustion.5…motives that survive the conquest of hunger.…motives that continue to exist when hunger is satisfied.6One of the troubles about vanity is that it grows with what it feeds on.One problem of vanity is that one grows more vain if one is encouraged in one's vanity.虚荣心的问题之一是，越是有鼓励它的东西，虚荣心就越强。

feed on: give food to 给予食物，喂What do you feed your cat on?7the condemned murderera murderer who has been found guilty and sentenced to punishment, possibly the death sentence.8Politicians and literary men are in the same case.政治家和文人也属于此列。

高级英语 2 Unit21.exhort: (formal) urge or advise strongly 规劝; 告戒E.g.: The teacher exhorted her students to do their own research work.We are exhorted not to waste our time on the chatroom online.2.elegant: having the qualities of grace, beauty, and fashion 文雅的，雅致的；讲究的，精美的E.g.: elegant manners 优雅的风度an elegant dress 漂亮雅致的女服a set of books with elegant bindings 一套装帧精美的书籍3. get / come around / round to: find time for, especially after delay 抽出时间来做（或考虑）E.g.: The committee will get round to your suggestion after they‟ve dealt with urgent business.After a long delay he got round to writing the letter.4. worthy: (sometimes humorous) a person of importance 知名人士；杰出人物E.g.: local worthies 地方名流He had been a college worthy. 他曾是学院里大名鼎鼎的人。

5. c ool / kick one’s heels: (colloquial) be forced to wait; be kept waitingE.g.: I had to kick my heels for nearly two hours before I could see my boss.6.anteroom['æntɪruːm]: (also antechamber['æntɪtʃeɪmbə]) a room in which people wait, as before seeing a doctor (连接正厅的) 前厅，候见室7. attest to: testify to; serve as an evidence to affirm / to be proof of 证明，表明E.g.: His success attests to his ability. 他的成功表明他有能力。

高级英语FacetofacewithHurricaneCamille中英笔记Face To Face With Hurricane Camille迎战卡米尔号飓风约瑟夫.布兰克1John Koshak,Jr., knew Hurricane Camille would be bad. Radio and televisionwarnings had sounded throughout that Sunday. Last August 17, as Camille lashednorthwestward across the Gulf of Mexico. It was certain to pummel Gulfport, Miss.,where the Koshaks lived. Along the coasts of Louisiana, Mississippi and Alabama,nearly 150,000 people f led inland to safer ground. But like thousands of others in thecoastal communities, John was reluctant to abandon his home unless thefamily—his wife, Janis and their seven children, aged 3 to 11—was clearlyendangered.小约翰。

柯夏克已料到，卡米尔号飓风来势定然凶猛。

就在去年8月17日那个星期天，当卡米尔号飓风越过墨西哥湾向西北进袭之时，收音机和电视里整天不断地播放着飓风警报。

柯夏克一家居住的地方一—密西西比州的高尔夫港——肯定会遭到这场飓风的猛烈袭击。

路易斯安那、密西西比和亚拉巴马三州沿海一带的居民已有将近15万人逃往内陆安全地带。

但约翰就像沿海村落中其他成千上万的人一样，不愿舍弃家园，要他下决心弃家外逃，除非等到他的一家人一—妻子詹妮丝以及他们那七个年龄从三岁到十一岁的孩子一一眼看着就要灾祸临头。

Face To Face With Hurricane Camille迎战卡米尔号飓风约瑟夫、布兰克1John Koshak, Jr、, knew Hurricane Camille would be bad、Radio and television warnings had sounded throughout that Sunday、Last August 17, as Camille lashed northwestward across the Gulf of Mexico、It was certain to pummel Gulfport, Miss、, where the Koshaks lived、Along the coasts of Louisiana, Mississippi and Alabama, nearly 150,000 people fled inland to safer ground、But like thousands of others in the coastal munities, John was reluctant to abandon his home unless the family—his wife, Janis and their seven children, aged 3 to 11—was clearly endangered、小约翰。

柯夏克已料到,卡米尔号飓风来势定然凶猛。

就在去年8月17日那个星期天,当卡米尔号飓风越过墨西哥湾向西北进袭之时,收音机与电视里整天不断地播放着飓风警报。

柯夏克一家居住得地方一—密西西比州得高尔夫港——肯定会遭到这场飓风得猛烈袭击。

路易斯安那、密西西比与亚拉巴马三州沿海一带得居民已有将近15万人逃往内陆安全地带。

但约翰就像沿海村落中其她成千上万得人一样,不愿舍弃家园,要她下决心弃家外逃,除非等到她得一家人一—妻子詹妮丝以及她们那七个年龄从三岁到十一岁得孩子一一眼瞧着就要灾祸临头。

Introduction--- to advance students’abilities in the Reading Comprehension--- to advance students’abilities in the differentiation of the synonyms ,antonyms ,etc and enlarge their vocabulary (more than10,000w)--- to advance students’abilities in the identification, appreciation and application of the figures of speech (metaphor, simile, metonymy, synecdoche, antithesis, personification, pun, onomatopoeia, parallelism, alliteration, etc. )--- to cultivate students’abilities in trans-cultural --- to develop students’skills in analysis and paraphrasescommunication (emphasis on culture learning)--- to cultivate students’abilities in the appreciation of writings in English originalsAn example: Objectives of teachingto learn and master the vocabulary and expressionsto learn to paraphrase the difficult sentencesto comprehend the whole textto understand the structure of the textto appreciate the style and rhetoric of the passage.Teaching content 1Teaching material (textbook)“Advanced English” Boo k 1---Zhang Hanxi (张汉熙主编)---Foreign Language Teaching and Research Press (外语教学与研究出版社)How to Write a Book ReportThe front cover includesTitle（书名/文章题目）: _____________Author（作者）:_______________Class and grade:_______________No. of pages or no. of words（页数或字数）:______________Name the main character（主人公）:___Date: M/D/YHow to Write a Book Report p1. Brief introduction to the author and the book;2. The peculiarity of the book in the expressing or developing the content;3. The most impressive part ;4. The message delivered by the author;5. Your favorite part;6. Your comment or opinion on the book;7. What you have got after reading the book;8. The citations.Unit One The Middle Eastern BazaarLead-inTextual Structure of the TextDetailed Study of the TextRhetorical DevicesThe Middle EastGenerally referring to the area from Afghanistan to Egypt, including the Arabian Peninsula, Cyprus, and Asiatic Turkey.The Middle East is a loosely defined geographic region; the countries listed are generally considered part of the Middle East. These Middle East countries are part of the Asian continent, with the exception of Egypt, which is part of Africa, and the northwestern part of Turkey, which is part of the European landmass.Rich in oil, linking point of three continents. Nearby five seas: Black Sea, Mediterranean Sea, Red Sea, Arabian Sea, Caspian Sea (里海)BazaarBazaar: A market consisting of a street lined with shops and stalls, especially one in the Middle East.---handicraft economy, contrast to the modern societyThree famous bazaars in the Middle East:The Khan Khalili Bazaar in Cairo, Egypt埃及开罗汗·哈利利集市The Grand Bazaar in Istanbul, Turkey土耳其伊斯坦布尔大市集The Damascus Bazaar in Syria叙利亚大马士革集市China’s most busiest markets:Xiushui Street and Da Zha Lan in Beijing北京大栅栏和秀水街References“The history of Middle East”(Mesopotamia Civilization, Civilization of Ancient Egypt, Middle East Wars)“The Bible—Old Testament”(the first half of the Christian Bible)“Talmud”塔尔穆德(犹太法典)(the basis of religious authority in Orthodox Judaism)犹太法典中的几句箴言有四种人，一种人说：“我的是我的，你的是你的。

高考英语知识点笔记整理高考英语知识点笔记整理1.because of 因为…… (注意和because 的区别)2. even if (= even thoug)即使，用来引导让步状语从句3. come up 走上前来，走近，发生，出现 come up with 追上，赶上，提出4. communicate with sb 和某人交流5. be different from…与……不同be different in …在……方面不同Most of my projects are different in performance.我多数作品的演奏风格都不同。

6. be based on 以……为基础7. at present 目前，眼下 for the present眼前;暂时8. make (good/better/full)use of9. the latter后者 the former 前者10. a large number of 大量的 the number of …的数量11. such as 例如12. hold on 坚持住，握住不放;(打电话时)等—会13. … you will hear the difference in the way(that/ in which) people speak.你会听出人们在说话时的差异。

14. play a role/ part (in) 在…中担任角色;在…中起作用;扮演一个角色15. the same …as…与……一样16. at the top of…在…顶上at the bottom of 在……底部17. bring up 教养，养育;提出18. request sb (not) to do sth. 要求某人做/不要做某事19. be satisfied with…对……感到满意，满足于20. suggest v. (request，insist…)I suggested you do what he says. 我建议你按照他说的去做。

高级英语复习笔记及讲解9Lesson TenThe Tenth Man1. making his first entry …… 第一次进入。

另如：make a triumpohant entry 凯旋进入；have free entry 可以自由进入。

2. abrupt ： subben or unexpected 忽然。

如：an abrupt departure 忽然离开。

3. sullen ： showing irritation or anger by a gloomy silence 愠怒旳。

4. indifferent ： without interest or concern 漠不关怀，不在意。

如： He seems indifferent to worldly success . 他似乎不在意名利。

5. draw or cast lots ： to settle a question by the use of lots 抽签。

6. be bound to do sth.bound ： certain ， sure 肯定。

如：We are bound to secceed . 我们肯定会成功。

7. refasten ： re + fastenfasten ： to attach firmly or securely in place or to something else 系牢，牢牢固定，绑住。

如：Please fasten your seat belt . 请系牢你旳安全带。

fasten a boat to the quay 把船系于码头。

8. may as well ： used to express an opinion about a reason for doing or not doing the action of the given verb 还是做……旳好；不妨……如：If that‘s the case ， you may as well have a try .假如状况果真如此，你不妨试试看。

高级英语第二册学习资料高级英语第二册Unit 1: Face to Face with Hurricane Camilleby Joseph P. BlankI. Additional Background Knowledge1. Hurricane; typhoon; cyclone2. Salvation Army3. Red CrossII. Introduction to the Passage1. Type of literature: A piece of narration--character (protagonist/antagonist)--action (incidents, events, etc.)--conflicts (suspense, tension)--climax--denouement2. Main idea3. Organization：--introduction--development--climax--conclusionIII. Effective Writing Skills:1. making effective use of verbs2. using many elliptical and short, simple sentences to achieve certain effect IV. Rhetorical Devices:1. transferred epithet2. personification3. metaphor4. simileV. Special DifficultiesAvoiding the following kinds of mistakes:1. run-on sentences2. sentence fragments3. dangling modifiers4. illogical or faulty parallelism5. unnecessary shifts in point of view6. paraphrasing some sentences7. identifying figures of speechVI. Questions1. What is the organizational pattern of this piece of narration?2. What does the writer focus chiefly on --- developing character, action (plot),or idea (theme)?3. Who is the protagonist in the story?4. How does the writer build up and sustain the suspense in the story?5. Why did John Koshak feel a crushing guilt?Unit 2: Marrakech by George OrwellI. Additional Background Knowledge1. George Orwell2. Morocco3. Marrakech4. The Jewish peopleII. Introduction to the Passage1. Type of literature: a piece of exposition2. The purpose of a piece of exposition:-- to inform or explain3. Ways of developing the thesis of a piece of exposition:--comparision, contrast, analogy, identification, illustration,analysis, definition, etc.4. The central thought or thesisIII. Effective Writing Skills:1. making effective use of specific verbs2. using the methods of contrast, illustration, comparision, etc.3. clever choice of words and scenes and tensesIV. Rhetorical Devices:1. rhetorical questions2. repetition3. metaphor4. simile5. elliptical sentencesV. Special Difficulties1. Making sentences more compact by proper subordination, such as subordinateclauses, appositives, prepositional or verbal phrases.2. Discriminating groups of synonyms:--wail, cry, weep, sob, whimper, moan--glisten, glitter, flash, shimmer, sparkle3. Paraphrasing some sentences4. Identifying figures of speechVI. Questions1. Orwell shows the poverty of the natives in at least five ways. Identify them.2. Could paragraphs 4-7 just as well come after 8-15 as before? Why or why not?3. Does this essay give readers a new insight into imperialism?4. Comment on Orwell’s lucid style and fine attention to significant descrip tivedetails.Unit 3: Pub Talk and King’s Englishby Henry FairlieI. Additional Background Knowledge1. pub/pub-friends2. Dumas/Three Musketeers3. Carlyle4. Charles LambII. Introduction to the Passage1. Type of literature: a piece of exposition2. The thesis3. What makes a good conversation4. Seemingly loose organizationa. titleb. transitional paragraphc. digression5. Highly informal languagea. abundance of simple idiomatic expressions cheeked by jowl with copiousliterary and historical allusionsb. a mixed metaphor in paragraph 2III. Effective Writing Skills:1. deliberately writing this essay in a conversational style to suit the theme2. making effective use of specific verbsIV. Rhetorical Devices:1. metaphor2. mixed metaphor3. simileV. Special Difficulties1. Idiomatic expressions:--be on the rocks--get up on the wrong side of the bed--be on wings--turn up one’s nose at sth.--into the shoes of2.Allusions--descendants of convicts--Saxon churls--Norman conquerors--musketeers of Dumas3.The use of transitional devices--transitional words and expressions--pronoun reference--repetition of important words4. Paraphrasing some sentences5.Identifying figures of speechVI. Questions1. What, according to the author, makes a good conversation? What spoils it?2. What is the author’s attitude of the writer towards“ the King’s English”?3. How does the use of words show class distinction?4. What does the writer mean when he says, “the King’s English, like theAnglo- French of the Normans, is a class representation of reality”?Unit 4: Inaugural Addressby John F. KennedyI. Additional Background Knowledge1. John F Kennedy2. His assasination3. Inauguration4. Inaugural address5. Cold war period: socialist camp vs. capitalist campII. Introduction to the Passage1. Type of literature: political speech2. Object of a political speech:--to explain--to convince--to persuade3. Well organized and highly rhetorical4. Biblical style/language5. Often-quoted passagesIII. Effective Writing Skills:1. Employing suitable rhetorical devices and words to create the desired emotionalimpact2. clear order and appropriate tone to the different groups he is addressing3. Employing Biblical style deliberatelyIV. Rhetorical Devices:1. metaphor2. antithesis3. parallelism4. repetitionV. Special Difficulties1. Biblical language/quotations/style/doc/b29124087.htmling the following methods for force, vividness and emotionalappeal:--Parallel and balanced structure--Repetition of important words--Antithesis3.Paraphrasing some sentences4.Identifying figures of speechVI. Questions1. Cite examples to show that Kennedy is very particular and careful in his choiceand use of words.2. Is the address well organized? Comment on the order in which he addressed allthe different groups of nations and people.3. Is Kennedy’s argument and persuasion based mainly on facts and logic or onan appeal to emotions? Would this type of speech be successful on alloccasions?4. Is the tone and message suited to the different groups he addresses? Give yourreasons.Unit 5: Love Is a Fallacyby Max ShulmanI. Additional Background Knowledge1. The meaning of Logical fallacies2. Logical fallacies:--Dicto Simpliciter--Hasty Generalization--Poisoning the Well--Ad MisericordiamII. Introduction to the Passage1. Type of literature: a piece of narrative writing--protagonist/antagonists--climax--denouement2. The main theme3. Well chosen title and words4. Style--a very fast pace with a racy dialogue full of American colloquialism and slang--employing a variety of writing techniques to make the story vivid, dramatic and colorfulIII. Effective Writing Skills:1. Employing colorful lexical spectrum, from the ultra learned terms to the infraclipped vulgar forms2. Too much figurative language and ungrammatical inversion for specificpurposes3. The using of short sentences, elliptical sentences and dashes to maintain thespeed of narrationIV. Rhetorical Devices:1. metaphor3. antithesis4. transferred epithet4. hyperbole5. metonymy6. litotes7. ellipsis8. synecdoche9. inversion10. simile11. mixed metaphor12. rhetorical questionsV. Special Difficulties1. Analyzing the logical fallacies2. Using inverted sentences to achieve emphasis3. Effectively using many figures of speech4. Understanding colloquial expressions and slang5. Allusions:--Frankenstein--Pygmalion6. Paraphrasing some sentences7. Identifying figures of speechVI. Questions1. Define and give an example of each of the logical fallacies discussed in thisessay.2. Can you find any evidence to support the view that the writer is satirizing abright but self-satisfied young man?3. Comment on the language used by Polly. What effect does her language create?4. Why does the writer refer to Pygmalion and Frankenstein? Are these allusionsaptly chosen?5. In what sense is the conclusion ironic?Unit 6: Disappearing Through the SkylightBy Osborne Bennet Hardison Jr.I. Additional Background Knowledge1. A brief introduction to O. B. Hardison Jr.2. A brief introduction to his views in Culture and Technology in the TwentiethCentury3. International style4. Features of scientific EnglishII. Introduction to the Passage1. The central theme of “disappearance”--nature disappears--history disappears--solid banks disappears2. The four important ideas put forward--disappearance--the universalizing tendency of science and technology--man as a cosmopolitan--the playfulness of science3. Clearly and logically organizedIII. The Stylistic Features1. Features of scientific English--technical terms such as thermodynamics, genetics, genetic mutation, etc.--short sentences and present tense used to express a universal statement2. Using figurative language freely to make ideas more vivid and forcefulIV. Rhetorical Devices:1. metaphor2. analogies3. repetition4. balanced structures5. ellipsis6. rhetorical questionsV. Special Difficulties1. Some technical terms2. Understanding the metaphorical phrase “Disappearing Through the Skylight”3. The use of topic sentences4. The use of present tense and universal statements5. Paraphrasing some sentences6. Identifying figures of speechVI. Questions1. How does the writer substantiate his statement that science is committed to theuniversal?2. Why do banks appear to be disappearing through their own skylight?3. Sum up the main views of the writer and comment on how they are organizedand presented.4. What stylistic features of scientific English are to be found in this piece? Citeexamples.5. Comment on the use of some figurative language. Cite examples.Unit 10: The Sad Young Menby Rod W. Horton & Herbert W. EdwardsI. Additional Background Knowledge1. Some terms:--The Sad Young Men--The Lost Generation--The Beat Generation--The Angry Young Men--Greenwich Village2. Some literary figures:--Gertrude Stein--E. Hemingway--F. Scott FitzgeraldII. Introduction to the Passage1. Type of literature: a piece of expositive writing2. The thesis stated in the last paragraph of the essay3. The structural organization of this essay: clear and simple--para. 1: introducing the subject--paras. 2-9: supporting and developing the thesis--paras. 10-11: bringing the discussion to an endIII. Effective Writing Skills:1. Effective use of topic sentences2. Developing a new but related aspect of the thought stated in the thesis in eachparagraph or paragraph unit.IV. Rhetorical Devices:1. metaphor2. personification3. metonymy4. transferred epithetV. Special Difficulties1. Identifying and understanding Americanisms in this essay--speakeasy--sheik--drugstore cowboy--Babbitry--flapper--soap opera2. Understanding some terms--Puritan morality--provincial morality/artificial walls--Victorian--Prohibition--the stalemate of 1915 – 1916--Greenwich Village--The Sad Young Men/The Lost Generation--keep up with the Joneses3. Prefixes “-un” and “-in” (-im, -il, -ir) bearing a negative meaning4. Paraphrasing some sentences5. Identifying figures of speechVI. Questions1. How did World War I affect the younger generation?2. Why did young intellectuals of this period emigrate to Europe?3. Why were these writers called the “lost generation”? Were they really lo st?4. How does the writer develop his central thought? Does he support his opinionswith convincing facts and details?5. Do you agree with the conclusion of the writer? Give your reasons.。

Lesson Fourteen Saturday Night and Sunday Morning Words and ExpressionsText Explanation1at an elbowclose to somebody or something 靠近，在近旁His secretary is always at his elbow to help him.2old men on their last legsold men in very bad condition and about to die3 A soundless and minuscular explosion of water caught his eye.A sudden, soundless and slight moving of the water attracted his attention.catch one's eye: attract one's attention 引起注意The dress in the window caught her eye when she passed store.4away from it allaway from all the bother5…as you sat on the lavatory.… as you sat on the toliet.6the things that came to youthe things that you thought about7For himself, his own catch had been made, and he would have to wrestle with it for the rest of his life.And he had to fight with the unpleasant working and living conditions for the rest of his life.8in a way of speakingin some ways though not exactly 不妨说，可以说9then you were roped in by a factory, had a machine slung around your neck.to rope in: to persuade somebody to do something when he/she does not want to.to have a machine slung aroud one's neck has the meaning of somebody being tried to the manual labour of factory and weighed down with overwork.10…and then you were hooked up by the arse with a wife.…and then you were tied to your wife sexually.11Mostly you were like a fish…Most of the time you were like a fish.12Without knowing what you were doing you had chewed off more than you could bite and had to stick with the same piece of bait for the rest of your life.Without knowing what you were doing you had been engaged in something that you were not able to cope with, and you would suffer from it for the rest of your life.13…he could still disengage his mouth from thenibbled morsel.…he could give up what he had got or what he was doing.14…that would be no life at all.…that kindl of life would not be worth living.15…which will probably bump it up to a couple of hundred.to bump up means to suddenly increase by a large amount.16So they would be sitting pretty…to be sitting pretty means to be in very good or favorable position.17an earthquake to crack it in two and collapse the city around theman earthquake to break up England into two blocks and cause the city to fall into the crack.18to get something out of lifeto achieve something in life.19One more chance.I now give you one more chance to live.20… its curtains for 'em.…its death for 'em.21This time it was war…This time he wouldn't be benevolent and merciful and would endeavor to catch a fish. There is no benevolence and mercifulness in war.22It's trouble for you and trouble for me, and all over a piece of bait.Trouble for the fish, because once it is caught, it means death;Trouble for me, because it will take my time, energy and skill to catch the fish.all over a piece of bait means all this trouble just because of a piece of bait.23And trouble…fighting everyday…when we're fighting up to the hilt fight means struggling to attain some end.up to the hilt: completely, as much as possible 完全地，彻底地His guilt was proved to the hilt.24Fighting with mothers and wives…fight means to be engaged in conflict with25If it's not one thing it's another…If we don't fight with one thing, we fight with another. There is no getting away.26…because trouble it's always been and always will be.there has always been trouble and there always will be trouble. There is no end of it.27Slung into khaki at eighteen, and when they let you out…Called up for military service at eighteen, and when you were released from military service…28grabbing for an extra pinttrying to have another pint of beer29doing women at the weekend and getting to know whose husbands are on the night-shift…having sex with women at the weekend and trying to find out which women's husbands are on the nightshift so that you can have their wives during the absence of those husbands…30working with rotten guts and an aching spine拼命地干活，干得全身疼痛。