復(fù)習(xí)重點(diǎn)和考試題型

1、.復(fù)習(xí)重點(diǎn)和考試題型考試題型考試題型I Reading Comprehension (1x10=10%)單選 (1x10=10%) 或 判斷 (1x10=10%) 來(lái)自我作業(yè)II Paraphrase (1x10=10%) 高級(jí)英語(yǔ)（二）教與學(xué)指南 unit 9, unit 13, unit 15的paraphraseIII Rewrite the following (1x20=20%) 高級(jí)英語(yǔ)（二）教與學(xué)指南 unit 4, unit 5, unit 8, unit12的rewritingIV Translate the following parts into English (30%

2、) 1到2段來(lái)自我講課的重點(diǎn)段落V Translate the following parts into Chinese (30%) 1到2段來(lái)自我講課的重點(diǎn)段落授課重點(diǎn)及復(fù)習(xí)重點(diǎn)且特別要好好復(fù)習(xí)我布置的作業(yè)和我講課的重點(diǎn)段落。“Never put off till tomorrow,” exhorted Lord Chesterfield in 1749, “what you can do today.” That the elegant earl never got around to marrying his sons mother and had a bad habit of keep

3、ing worthies like Dr. Johnson cooling their heels for hours in an anteroom attests to the fact that even the most well-intentioned men have been postponers ever. In the process, the design can mellow and marinate. Indeed, hurry can be the assassin of elegance. As T. H. White, author of Sword in the

4、Stone, once wrote, time “is not meant to be devoured in an hour or a day, but to be consumed delicately and gradually and without haste.” In other words, pace Lord Chesterfield, what you dont necessarily have to do today, by all means put off until tomorrow.In a primitive society, for example, men p

5、ictured the world as large, fearsome, hostile, and beyond human control. Therefore they built heavy, walls of huge boulders, behind which they could feel themselves to be in a delimited space that was controllable and safe; these heavy walls expressed mans fear of the outer world and his need to fin

6、d protection, however illusory. It might be argued that the undeveloped technology of the period precluded the construction of more delicate walls. This is of course true. Still, it was not technology, but a fearful attitude toward the world, which made people want to build walls in the first place.

7、 The greater the fear, the heavier the wall, until in the tombs of ancient kings we find structures that are practically all wall, the fear of dissolution being the ultimate fear.0ne could hardly ask for more important evidence of the dangers of considering persons as split between what is “inside”

8、and what is “outside” than that interminable half-comic half-tragic tale, the oppression of women. How easy it is to start off by defining women as caretakers of their surfaces, and then to disparage them (or find them adorable) for being “superficial.” It is a crude trap, and it has worked for too

9、long. But to get out of the trap requires that women get some critical distance froth that excellence and privilege which is beauty, enough distance to see how much beauty itself has been abridged in order to prop up the mythology of the feminine.” There should be a way of saving beauty from women -

10、 and for them.1Law-and-order is the longest-running and probably the best-loved political issue in U.S. history. Yet it is painfully apparent that millions of Americans who would never think of themselves as law-breakers, let alone criminals, are 2taking increasing liberties with the legal codes tha

11、t are designed to protect and nourish their society. Indeed, there are moments today - amid 3outlaw litter, tax cheating, 4illicit noise and 5motorized anarchy - when it seems as though the scofflaw represents the wave of the future. Harvard Sociologist David Riesman suspects that a majority of Amer

12、icans have 6blithely taken to committing supposedly minor 7derelictions as a matter of course. Already, Riesman says, the ethic of U. S. society is in danger of becoming this: “Youre a fool if you obey the rules.”Can this wobbly plastic reveal the hours, the endless hours, where beauty was born out

13、of I its own despair (as William Butler Yeats put it) and blear-eyed wisdom out of midnight oil? Manuscripts are these records of creative agony, often sweat-stained, coffee-splattered or cigarette-charred. Manuscripts tell us what went on in a writers soul, how he or she felt during the agony of cr

14、eation. Manuscripts are our gift to our heritage, and we have no right to deprive future generations of learning how we think and feel, simply because we find word processing more convenient. Patiently corrected manuscripts, not floppy discs, can tell any novice writer or future historian that writi

15、ng is hard work.A euphemism is commonly defined as an 1auspicious or exalted term (like “sanitation engineer”) that is used in place of a more 2down-to-earth term (like “garbage man”). People who 3are partial to euphemisms 4stand accused of being “5phony” or trying to bide what it is they are really

16、 talking about. And there is no doubt that in some situations the accusation is entirely proper. For example, one of the more 6detestable euphemisms I have come across in recent years is the term “Operation Sunshine,” which is the name the U. S. Government gave to some experiments it conducted with

17、the hydrogen bomb in the South. Pacific. It is obvious that the government, in choosing this name, was trying to 7expunge the hideous imagery that the bomb evokes and in so doing committed, as I see it, an immoral act. We must keep in mind that things do not have “real” names, although many people b

18、elieve that they do. A garbage man is not “really” a “garbage man,” more than he is a “sanitation engineer.” And a pig is not called a “pig” because it is so dirty, nor a shrimp a “shrimp” because it is so small. There are things, and then there are the names of things, and it is considered a fundam

19、ental error in all branches of semantics to assume that a name and a thing are one and the same. It is true, of course, that a name is usually so firmly associated with the thing it denotes that it is extremely difficult to separate one from the other. It would appear that human beings almost natura

20、lly come to identify names with things, which is one of our more fascinating illusions. But there is some substance to this illusion. For if you change the names of things, you change how people will regard them, and that is as good as changing the nature of the thing itself.Just recently a committe

21、e meeting at the University of Colora5do was interrupted by the spectacle of a young man 1scaling the wall of the library just outside the window. Discussion of new interdisciplinary courses halted as we silently hoped he had discipline enough to return safely to the earth. Hope was all we could off

22、er 2from our vantage point in Ketchum Hall, the impulse to rush out and catch him being 3checked by the realization of futility.The incident reinforced my sense that mountaineering serves as an 4apt analogy for the art of teaching. The excitement, the risk, the need for 5rigorous discipline all corr

23、espond, though the image I have in mind is not that of the solitary adventurer rappelling off a wall, but that of a Swiss guide leading an expedition.I remember a mountaineer named Fritz who once led a group up the Jungfrau at the same time a party was climbing the north face of the Eiger. My own mo

24、untaineering skill was 6slender, and my enthusiasm would have 7faltered had I not felt Fritz was capable of hauling not only me but all the rest of us off that mountain. Strong, self-assured, calm, he radiated that solid authority that encouraged me to tie on to his rope. But I soon realized that my

25、 presence on his line constituted a risk for Fritz. Had I been so 8foolhardy as to try to retrieve my glove which went tumbling off a precipice, or had I slipped into one of those 9inexplicably opening crevasses, I might well have pulled the noble Fritz down with me. It was a sobering realization. I

26、, the novice, and he, the expert, were connected by the same lifeline in an experience of mutual interdependence. To give me that top of the world 10exaltation he, too, was taking a risk.Mountaineering furnishes the needed analogy. The Swiss mountain guide, like the true teacher, has a quiet authori

27、ty about his very person. He or she engenders trust and confidence so that one is willing to join the endeavor. The mountaineer accepts his leadership role, yet recognizes that the success of the journey (measured by the scaling of the heights) depends upon close cooperation and active participation

28、 by each number of the group. He has crossed the terrain before and is familiar with the landmarks, but each trip is new, and generates its own anxiety and excitement. Essential skills must be mastered if the trip is to be successful; lacking them, disaster looms as an ominous possibility. The very

29、precariousness of the situation necessitates keen focus and rapt attention; slackness, misjudgment, or laziness I can bring doom.考試題型樣卷（只是題型一樣）網(wǎng)絡(luò)教育學(xué)院2005年下半年期末考試當(dāng)代散文賞析試卷（B）注意事項(xiàng)：1考試時(shí)間120分鐘，閉卷考試2試卷共六大題，滿(mǎn)分100分3全部答案寫(xiě)在答題紙上，試卷紙上答題無(wú)效I. Reading Comprehension (10%)Read the following passage carefully and the

30、n choose one from the given choices to answer each question. Hit The Nail On The Head (1) Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A sk

31、ilful carpenter, on the other hand, will drive home the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous ex

32、pression, a vague adjective, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose. (2) The French have an apt phrase for this. They speak of “l(fā)e mot juste,” the word that is just right. Stories are told of scrupulous writers

33、, like Flaubert, who spent days trying to get one or two sentences exactly right. Words are many and various; they are subtle and delicate in their different shades of meaning, and it is not easy to find the ones that express precisely what we want to say. It is not only a matter of having a good co

34、mmand of language and a fairly wide vocabulary; it is also necessary to think hard and to observe accurately. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. Someone once remarked: “ How can I

35、 know what I think till I see what I say?” This sounds stupid, but there is a great deal of truth in it. (3) It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings. The exact use of language gives us mastery over the material we are dealing wi

36、th. Perhaps you have been asked “What sort of a man is so-and-so?” You begin: “Oh, I think hes quite a nice chap but hes rather” and then you hesitate trying to find a word or phrase to express what it is about him that you dont like, that constitutes his limitation. When you find the right phrase y

37、ou feel that your conception of the man is clearer and sharper. (4) In certain primitive tribes it was thought dangerous to reveal your name to a stranger. It might give him power over you. Even in modern civilized society you find yourself at a slight social disadvantage if someone knows your name

38、but you dont know his. Command of words is ultimately command over life and experience. (5) Some English words have a common root but are used in very different senses. Consider “human” and “humane”, for example. Their origin is the same and their meanings are related, but their usage is distinct. A

39、 human action is not same thing as a humane action. We cannot speak of a Declaration of Humane Rights.-There is weapon called a humane killer, but it is not a human killer.1.  The word “clumsy” in para.1 means _.A. stupid B. unskillful C. heavy D. skillful 2.  “A skillful carpenter will dr

40、ive home the nail with a few firm.” The phrase “drive home” means _.A. go home by driving a car B. send sb back homeC. make sth clearly D. force sth into the right place3.  “Clean English” in para.1 means _.A.  English which is precise and clear B. English of a dignified styleC. English fr

41、ee from swear words D. English spoken by the upper-class4.  In para.1 the writer compares the similar qualities of two different things: “how to drive a nail home” and “how to use exact English words” by means of _.A. analogy B. cause and effect C. parallelism D. malapropism5.  In para.2,

42、the writer mentions a scrupulous writer Flaubert to indicate that _.A.  Its hard to choose the exact words to express ones thoughts precisely.B.   Its easy for a good writer to find exact words in his writing.C.  Having a good command of language is the only way to write a good b

43、ook.D.  Flaubert wrote too slowly.6.  The word “realization” in para.2 means _.A. articulating sounds B. writing a good articleC. fulfilling ones goals D. becoming aware of what one thinks and feels7.  The question “How can I know what I think till I see what I say?” implies that _.A.

44、  without words, our thoughts can still be defined in a clear mannerB.   unless we have found the exact words to verbalize our thoughts we can never be very sure of what our thoughts are.C.  not only words can express our thoughts but we still can find other means to do thatD.

45、60; I think first, then I see, at last I say8.  The example given in para.3 of a man searching for the right word for his feeling about his friend illustrates the function words perform in _.A.  defining our thoughts and feelings for ourselvesB.   defining our thoughts and feelin

46、gs for those who hear usC.  using body languageD.  both A and B9.  The implied meaning in para.4 is that _.A.  mastery of words will help you a lot in your lifeB.   its dangerous to reveal your name to a stranger because he might do you harmC.  you should not let o

47、thers know your nameD.  your life and experience are more important than words.10.A “humane killer” in para.5 means _.A.  a person who kills other personsB.   a person who only kills animalsC.  that which kills but causes little painD.  that which kills and causes much

48、painII. Paraphrase the parts underlined in the following (10%):So the letter which you asked me to write on my uncles death has made you eager to hear about the terrors and also the hazards I had to face 1when left at Misenum, for I 2broke off at the beginning of this part of my story. I took a bath

49、, dined, and then dozed 3fitfully for a while. For several days past there had been earth 4tremors which were not particularly alarming because they are frequent in Campania: but that night the shocks were so violent that everything fell as if it were not only shaken but overturned.I dont know whether I should call this courage or 5folly on my part (I was only seventeen at the time) but I 6called for a volume of Livy and went on reading as if I had nothing else to do.Up came a friend of my uncles who had just come from Spain to join him. When he saw us sitting there and me actu