高级英语第二册学习资料
高级英语第二册机动车上牌
Unit 1: Face to Face with Hurricane Camille
by Joph P. Blank
I. Additional Background Knowledge
1. Hurricane; typhoon; cyclone
2. Salvation Army
3. Red Cross
II. Introduction to the Passage
1. Type of literature: A piece of narration
--character (protagonist/antagonist)
--action (incidents, events, etc.)
--conflicts (suspen, tension)
--climax
--denouement
2. Main idea
3. Organization：
--introduction
--development麻辣藕片的做法
--climax
--conclusion
III. Effective Writing Skills:
1. making effective u of verbs
2. using many elliptical and short, simple ntences to achieve certain effect IV. Rhetorical Devices:
1. transferred epithet
2. personification
3. metaphor
4. simile
V. Special Difficulties
Avoiding the following kinds of mistakes:
1. run-on ntences
2. ntence fragments
3. dangling modifiers
4. illogical or faulty parallelism
5. unnecessary shifts in point of view
6. paraphrasing some ntences
7. identifying figures of speech
VI. Questions
1. 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 suspen in the story?
5. Why did John Koshak feel a crushing guilt?
Unit 2: Marrakech by George Orwell
I. Additional Background Knowledge
1. George Orwell
2. Morocco
3. Marrakech
4. The Jewish people
II. Introduction to the Passage
1. Type of literature: a piece of exposition
赣县人民政府网2. The purpo of a piece of exposition:
-- to inform or explain
3. Ways of developing the thesis of a piece of exposition:
--comparision, contrast, analogy, identification, illustration, analysis, definition, etc.
4. The central thought or thesis
III. Effective Writing Skills:
1. making effective u of specific verbs
2. using the methods of contrast, illustration, comparision, etc.
3. clever choice of words and scenes and tens
IV. Rhetorical Devices:
1. rhetorical questions
2. repetition
3. metaphor
4. simile
5. elliptical ntences
V. Special Difficulties
1. Making ntences more compact by proper subordination, such as subordinate
claus, appositives, prepositional or verbal phras.
2. Discriminating groups of synonyms:
销售量英文--wail, cry, weep, sob, whimper, moan
--glisten, glitter, flash, shimmer, sparkle
3. Paraphrasing some ntences
4. Identifying figures of speech
VI. Questions
1. 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 tive
details.
Unit 3: Pub Talk and King’s English
by Henry Fairlie
I. Additional Background Knowledge
1. pub/pub-friends
2. Dumas/Three Musketeers
3. Carlyle
4. Charles Lamb
II. Introduction to the Passage
1. Type of literature: a piece of exposition
2. The thesis
3. What makes a good conversation
寂寞夜晚
4. Seemingly loo organization
a. title
b. transitional paragraph
c. digression
5. Highly informal language
a. abundance of simple idiomatic expressions cheeked by jowl with copious
literary and historical allusions
b. a mixed metaphor in paragraph 2
III. Effective Writing Skills:
1. deliberately writing this essay in a conversational style to suit the theme
2. making effective u of specific verbs
IV. Rhetorical Devices:
1. metaphor
2. mixed metaphor
3. simile
V. Special Difficulties
爱的教育读书卡1. Idiomatic expressions:
--be on the rocks
--get up on the wrong side of the bed
--be on wings
--turn up one’s no at sth.
--into the shoes of
2.Allusions
--descendants of convicts
--Saxon churls采保费
--Norman conquerors
--musketeers of Dumas
3.The u of transitional devices
--transitional words and expressions
--pronoun reference
苦菜的功效与作用--repetition of important words
4. Paraphrasing some ntences
5.Identifying figures of speech
VI. Questions
1. 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 u of words show class distinction?
4. What does the writer mean when he says, “the King’s English, like the
Anglo- French of the Normans, is a class reprentation of reality”?
