Lesson1
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 wher e it w ill go. A good
conversation is not for making a point. Argument may often be a part of it, but the purpo of the argument is not to convince. When people become r ious and talk as if they have something very important to say, w hen they argue to convince 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 becau he has spent a lot of time in pubs and is ud to this kind of conversation. Bar friends are companions, not intimates. They are fr iends but not intimate enough to be curious about
each other's pr ivate life and thoughts.
3.Does a good conversation need a focal subject?
No. Conversation does not need a focus. But when a focal subject appears in the natural flow of conversation, the conversation becomes vivid, lively and more interesting.
4. Why did people in the pub talk about Australia?Why did the conversation turn to Nor man England?
The people talked about Australia becau 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 class to any attempt by an upper class to lay down rules for "English as it should be spoken", the conversation moved to Norman England becau at that time a language barr ier existed betw een the Saxon peasants
and the Norman conquerors.
5. How does the u of words show class distinction?
The Saxon peasants and their Norman conquerors ud different words for the same thing. For examples e
paragr aph 9.
6. When was “the King’s English” regarded as a for m of racial discr imination in England?
The King’s English” was r egar ded as a form 0f racial discrimination dur ing the Nor man rule in England about 1154—1399．
7.What is the attitude of the writer towards “the King’s English”?
The writer thinks “the King’s English” is a class r eprentation 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．
8.What does the writer mean when he says, “the Kin家庭垃圾分类
g’s English,like the Anglo-French of the N ormans,is a class reprentation of reality?
During the Nor man period，the ruling class spoke Anglo— French while the peasants spoke their native Saxon language．Language bears the stamp of the class that us it．The King’s English today refers to the language ud by
the upper，educated class in England．
Lesson2
1 Like other good writers,Orwll is good at showing rather than telling w hat details or examples does the writer u to show how poor the natives in Marrakech wer e.
Beyond choice of w ords and imagery ,Orwell successfully depicts the poverty of the inhabitants of Marrakech by descr ibing objectively the var ious aspects of their life. His vivid objective descr iptions give the reader a clear picture of the povert y of the people.
Here are five things he describes to show poverty- (a) the burial of the poor inhabitants (b)an Ar ab N avvy, an employee of the municipality, begging for a piece of bread (c)the mirable lives of the Jews
in the ghettoes~ (d)cultivation of the poor soil; (e) the old women carrying firewood.
2. What’s the main idea of paragraphs 1-2？H ow were people bur ied in Marrakech? What does this show?
In the two paragraphs, Orwell tells us how people are buried in Marrakech—the crowd of mourners wailing a chant, corps wrapped in a piece of rag, carried on a rough w ooden bier, fr iend波浪怎么画
s hacking a shallow hole, throw ing the body in it, flinging some dried—up earth over it, no grave stone. All the show a vivid pictur e of the poverty of the place.
3. What was the Jewish quarter like in Marrakech? H ow were the Jew treated in this country?
Under the rulers of the Moor ish empire, Jews in Marrakech were only allowed to own land in certai斑斓的反义词
n areas. As a result, the streets are very narrow, hous overcrowded and completely w ithout w indows. The people have been made to live in such crowded places for so 1ong that they have become ud to this kind of overcrowding; since they can expect nothing better, they no longer bother about it. The Jews was an oppresd minority in this colonial country. Their fate was even wor than that of the natives.
4.What does the writer descr ibe in Paragraph 10?
Every one of the poor Jews looked on the cigarette as a piece of luxury which they could not possibly afford.
5. What did the Arabs and poorer Europeans think of the Jews? How does the writer respond to the remarks about the Jews? The Arabs think the Jews only pretend to work as a poor laborer. They are in reality very rich for they control everything. The writer knew the Jews were now being condemned by prejudice and ignorance as some poor old women who cou1d not even get themlves a decent meal w ere condemned and burned for witchcraft.
6. What kind of people ,according to Orwell,are partly invisible?Why do he str ess this point?
Tho w ho work w ith their hands are partly invisible. It’s only becau of this th at the starved countries of Asia and Africa are accepted as tour ist resorts. The people are not treated as human beings, and it is on this fact that all colonial empires are in reality founded.
Lesson 3
1. Why do Kennedy say that the world is very difficult now?What differences does he have in mind?
Kennedy thinks the wor ld is different now becau man has made great progress in science and technology and has not only the power (scientific far ming, speedy transportation, mass production, etc. ) to aboli sh poverty, but also the power(missiles，H_bombs，etc．)to destroy all for ms of human life．I agree with him．
2. What belief is still at issue around the globe according to him?
According to Kennedy，the belief still at issue around the globe is the belief that all man ar e created equal and God has given them certain inalienable rights w hich no state or ruler can take away from them．
3. Name some of the old allies of the United States who cultural and spiritual origins the United States share.
The old allies are :Britain，C anada，Australia，N ew Zealand．and in a w ider n one may also include France．
4. Whom does Kennedy consider as friends and whom as foes.
Kennedy considers as friends：a)the old allies of the U．S．，such as Britain，C anada，Australia，
New Zealand and the western European countries；b) the countr ies in South Amer ica and；c)many of the developing countr ies in Asia and Africa that rely on U．S．aid．He considers all socialist countr ies as foes(all that time the soc收腹举腿
ialist camp headed by the Soviet U nion)and tho developing countr ies preparing to take the socialist road．
5. Who are tho peoples in huts and villages? Why does Kennedy want to help them?
The poor people in backward developing countries in Africa and Asia. Becau it is right. If a free so ciety cannot help the many who are poor,it cannot save the few who are rich.
6. What is his stated policy towar ds Latin America?
The stated policy of Kennedy towards Latin America is summed up in the phra “alliance for progress”．Kennedy pledged to take concrete steps to assist the governments and people in casting off the chains of poverty．
7. Sum up the policy Kennedy says he intends to pursue towards tho nations whom he considers to be “our adversary”. Kennedy’s policy tow ards “his adversary” is n egotiation from a position of strength．The U．S．must first be strong enough to deter her adversary．From this strong position
of absolute military super ior ity Kennedy propos negotiating w ith the socialist camp(or the Soviet Union)on the following problems：a) arms control，b) cooperation in the fields of science，technology，arts and commerce，c)a new world system．
8. What is his message to his fellow citizens? What does he mean by “a long twilight str uggle”?
He calls on his fellow—Amer icans to make new sacrifices．to do what his country calls on him to do．He should be pr epar ed to sacrifice everything，even his life if necessary，to defend freedom，to wage constant war against tyranny，poverty，dia and war．The“long tw ilight struggle”is not a hot war but a consta nt，perver ing fight against tyranny，poverty，dia and the threat of war．
Lesson 4
1.Can you find any evidence to support the view that the writer is satir izing a bright but lf-satisfied young man?
The whole story is satirizing a smug, lf-conceited freshman in a law school. The freshman is made the narrator of the story who goes on smugly boastin植物养殖
g and singing prais of himlf at every chance he could get. From the very beginning in
paragr aph 4, he begins to heap on himlf all the beautiful words of p rai he can think of such as “cool, powerful, preci and penetrating”,etc.At the same time the narrator takes every opportunity to downgrade Petey Bureh. For example, he calls him "dumb", "nothing upstairs ", "'unstable ", "impr essionable" and "'a faddist ".And as for Polly Espy, she is "a beautiful dumb girl", who would smarten up under his guidance. It proves to be a big irony for the narrator when the dumb girl goes back to her former dumb boyfriend Petey Burch,just becau the latter has a raccoon coa t.
2.Why does the narrator consider Petey Burch dumb as an ox?
The narrator considers Petey Burch dumb as an ox becau he thinks Petey to be unintelligent, an emotional and
impressionable type of person. However, Petey’ s worst fault is that he is a faddi st, he is swept up in every new craze that comes along.
3.What kind of girl is Polly? Why does the narrator teach Polly Espy logic?
Polly is beautiful and gracious. He decided to teach Polly Espy logic becau he wanted not only a beautiful w ife but also an intelligent one. The narrator wanted a w ife who would help to further his career as a lawyer. H e found Polly had all the
necessary qualities except intelligence. This he decided to remedy by teaching her logic.
4.What does D icto Simpliciter mean? H ow does the narrator explain it to Polly?
The fallacy of "D icto Simpliciter" is committed by an argument that applies a general r ule to a particular ca in which some special circumstances ("accident") makes the rule inapplicable. The narrator shows it w ith the e xample: Exerci is good.
Therefore everybody should exerci." In fact, “Exerci is good” is an unqualified generalization. For instance, if you have heart dia, exerci is bad, not good. Many people are ordered by their doctors not to exerci. You must qualify the generalization. You must say exerci is usually good, or exerci is good for most people.
5.What does Post Hoc mean? What example does the narrator give? What is Polly’s first reaction to this argument?
The fallacy of Post Hoc mislocates the cau of one phenomenon in another that is only emingly related. The most common version of this fallacy mistakes temporal quence for causal connection. The narrator gives an example: Let’s take Bill on our picn半夜狗叫个不停怎么回事
ic. Every time we take him out w ith us, it r
ains." She remembers a gir l back home--Eula Becker. Every single time we take her o民族团结绘画
n a picnic it rains.
6.What does C ontradictory Premis mean? What example does the narrator give? Is Polly confud?
Contradictory Premis means the premis of an argument contr adict each other.The narrator gives an example of
Contradictory Premis: If God can do anything, can H e make a stone so heavy that He won't be able to lift it?"
Yes, Polly is confud.
7.What does Ad M ir icordiam mean? What example is given to explain this fallacy? H ow does Polly respond to the
example? What does it show about her?
The fallacy of Ad Miricor diam is committed when the conclusion changes the point that is at issue
in the premis, such as, when a trial lawyer, rather than ar guing for his client's innocence, tr ies to move the jury to sympathy for him. The narrator gives物控
the example of a man applying for a job. When the boss asks him what his qualifications are, he r eplies that he has a w ife an d six childr en at home, the w ife is a helpless cripple, the children have nothing to eat, no clothes to wear, no shoes on their feet, there are no beds in the hou, no coal in the cellar, and w inter is coming." Polly is moved to tears by the poverty and miry of the worker. She is a simple, nice gir l with the right feminine emotions.
8.What is Fal Analogy? What is Poisoning the Well?
Fal Analogy is committed when the two items don't have strong enough similarities to predict that what happens in one w ill happen in the other.Poisoning the Well means people speak against the man rather than to the issue. The premis may only make a personal attack on a person who holds some thesis, instead of offering grounds show ing why what he says is fal
9.Why does the narrator say, “I was not Pygmalion; I was Frankenstein”? (Para.135)
Becau he begged Polly's love and was refud. He might get the same result as Frankenstein, w ho created a
monster that destroyed him, not as Pygmalion, who was loved by his own statue of Galatea.
Lesson 5
1.Why were the younger generation of the1920s thought to be wild?
The younger generation of the 1920s were thought to be w ild becau they visited speakeasies, denouced Puritan morality,
exper imented in ar mour in the parked dan on a country road,etc. (See para. 1).
2.Was there a revolt of the younger generation at that time? How did it manifest itlf?
"Yes" and "no Yes" becau the business of grow ing up is always accompanied by a Younger Generation Problem, "no"
becau all their actions can now be en in perspective as being something considerably less nsational than the
degeneration of jazz mad youth.
3.What does the writer mean by “the pattern of escape”?(para.4)
All the activities mentioned above were means to help the young people to escape their more rious responsibili ties of changing society and most young people went in for the activities. It became a gener al pattern of behavior.
4.How did World War I affect the younger generation?
The war whipped up their energies but destroyed their naivete. It made them cynical. They could not adapt themlves into postwar society so they rebelled and tried to overthrow completely the gentel standards of behavior.
5.In what ways did Greenw ich Village t the pattern for the revolt of the younger generation of the 1920s?
Intellectuals and non-intellectuals began to imitate the pattern of life t by tho living in Greenwich Village. The people lived a Bohemian and eccentric life. They defied the law and flouted all social conventions. They attacked the war, Babbittry, and "Puritanical" gentility.
6.What new philosophy were the young intellectuals trying to preach?
The young intellectuals w anted America to become mor e nsitive to art and culture, less avid for material gain, and less susceptible to standardization.
7 Why did many young intellectuals of this period immigrate to Europe?
They emigrated to Europe becau there "they do things better" tha形形色色的近义词
n in the U nited States w here people only care for money and wealth. Only in Europe w ill they be able to find remedy for their nsitive minds.
8Why was this group of writers called the “lost generation”? were they really lost according to the authors?
They were called the "lost generation" by Gertrude Stein becau they were troubled and worried and had emigrated to Europe. But they were never really lost for they finally returned to Amer ica and produced the liveliest, fr eshest, most
stimulating w orks in Amer ica's literay exper ience.
