高英1部分最后一题答案

The accident occurred at about 4:30 in the afternoon of 13 September 1848...

1、what mode of writing is the following questions

The following passage is a piece of narration. It tells us how an accident happens.

2、how is the piece organized?

The author narrates the actions in the order of their occurrence. The first sentence of the first paragraph tells us the settling of the accident:the time and place. Then it introduces the character,or tjhe protagonist,to whom the accident is to happen. The second paragraph centers on the action,namely the accident. The third paragraph tells us the result of the accident.

3、what is the function of each of the three paragraph?

The first paragraph paves the way for the main action. In the second paragraph,the vividness of the narration is achieved through the author’s accurate description of details and effective use of specific verbal phrase. The third paragraph tells us the unexpected and rather strange result: the man that was wounded fatally in the head didn’t die,but miraculously he could speak and walk.

On the California hillside thick with scrubby redwoods and poison oak...

1、how dose the feature begin?

The feature begins with how Mike Fay got hurt. The beginning raises a number of questions — who is Mike Fay, why is he on a California hillside — and leads people to read on. The author is not narrating according to the order of occurrence. Rather, he adopts the method of flashback.

2、What do you think this feature is about?

he piece is about environmental protection. To be more specific, it is about forest protection, about striking a balance between timber cutting and forest protection.

3、Where is the main idea of the feature stated?

He wanted to find out if there was a way to maximize both timber production and the many ecological and social benefit standing forests provide (the key statement).

Junior turned on the lights. Pecola stepped inside the door.

1、why did junior invite pecola to his house?

Junior did not invite Pecola out of hospitality. He wanted to attract her to his house so that he could bully and make fun of her.

2、How did pecola feel when she entered the house?

When Pecola entered the house she was surprised at how beautiful it was. She was filled with admiration.

3、How was she treated by junior?

suddenly Junior threw the cat into her face. The cat was also surprised and clawed her face in an effort to right itself. Pecola was frightened and tears came to her eyes. Meanwhile Junior was laughing wildly, enjoying the pleasure of seeing Pecola suffer. Pecola wanted to leave the place but Junior shut the door, saying, \"You're my prisoner.\" The cat moved around Pecola and she touched the cat gently and the cat liked it a lot. Seeing this, Junior snatched the cat from her and began to swing the cat around by holding one of its hind legs. Pecola tried to stop this cruel act, but Junior wouldn't let go of the cat. The two struggled for the cat and both fell, Junior releasing the cat in mid-motion. The cat was thrown with full force against the window and lay motionless on the radiator. When Junior's mother Geraldine came home, Junior told her that Pecola killed the cat. Geraldine ordered Pecola to get out, calling her \"nasty little black bitch.\" Outside, Pecola held her head down against the cold and snow.

4、What have you learned about pecola and junior from this episode?

From this episode we learn that Junior was a cruel and dishonest boy. He made Pecola suffer and got pleasure from doing so. He accused Pecola of killing the cat while it was he who swung the cat around and caused the cat's death.

Pecola was a poor, vulnerable black girl. She was treated badly by Junior and his mother. When she got out of the house, she felt so cold and helpless. The snowflakes dying on the pavement is symbolic of the dying of hope for Pecola.

On morning I arrived early at work and went into the bank lobby where the...

1、what can you learn from the narration about the narrator’s race,the place and the time of the story?

The narrator was a Negro in Memphis at the turn of the twentieth century.

2、What made the narrator want to get books from the library so much?

Obviously,the narrator worked in a bank. He read the Memphis Commercial Appeal,an editorial that attracked and denounced H.L.Mencken. The narrator became curious about this man because the only person he had ever heard denounced in the South were Negroes and this man wasn’t a Negro. So he wanted to know more about Mencken and decide to find more information in the library but Negroed weren’t allowed to borrow books there. He was trying to find a method to get the books without causing suspicion among the whites he worked with.

3、What do you think the rest of the story is probably about?

The rest of the story wiil probably tell the readers how the narrator managed

to get the books and what he found out.

I never felt easy till the raft was two miles below there and out in the middle...

1、 what are the peculiar features of Huck’s dialect?

The peculiar features of Huck’s dialect are double negative(eg:there ain’t nothing in the wold so good,we said there warn’t no home like a raft,you couldn’t make nothing else out..)，ungrammatical but vivid modifiers(eg:powerful glad,mighty free,monstrous big river..)irregular use of grammer and spelling(eg:we was free,but a raft don’t,not a sound anywheres..)

2、 Is Huck’s dialect vivid and lively?

Yes，it is vivid and lively. The peculiarfeatures add to the vividness of the description and bring out the narrator’s character.

3、 How do you find Huck’s observations of the natural world?

Two things strike us. One is Huck’s desire for freedom,for escape from the cruel real world. The other is Huck’s description of the dawning of the day,so meticulous,so vivid,so real. One couldn’t write such a description without the actual experience.

Courtesy of the CAI(Central Asia Institute),both Japan and Tahira were taking...

1、what did Tahira want to do after graduation from high school?

Tahira planed to Korphe and teach alongside her father so that other girls would have an opportunity to receive education like her.

2、What was Japan’s plan for future?

Japan had come to Skardu planing to become a simple health worker and then return to work in Korphe. But now she modified and enlared her plans. She wanted to be such a woman that she could start a hospital and be an executive, and look over the health problems of all the women in the Braldu. She wanted to became a very famous woman of this area.

3、How did education change their lives?

Education changed the lives of the two girls. Without education they would be living their lives like their mothers and grandmothers,never able to read and write,never able to leave their village. When they grew up, they would get married,have children and be housewives. Now education provided them with literacy,chances to leave their village to see the outside world,be able to make their own plans and thus control their own lives. Education gave them freedom and dignity. They had the ability to serve their people in a much more useful way.

4、Why did Mortenson think that “five hundred and eighty letters,....had achieved?

By building the school,Mortenson and Haji Ali planted seeds in the hearts of these girls and now the seeds had borne fruit. For such a result, Mortenson thought,“five hundred and eighty letters, twelve rams,and ten years of work was a small price to pay.”