【良心出品】Unit 5 Give Me Liberty or Give Me Death 练习答案

【良心出品】Unit5GiveMeLibertyorGiveMeDeath练习 答案 八年级地理上册填图题岩土工程勘察试题省略号的作用及举例应急救援安全知识车间5s试题及答案 Unit5GiveMeLibertyorGiveMeDeathI.TextComprehension1.Decidewhichofthefollowingbeststatestheauthor'spurpose.A.ToarguethatthenationshouldbereadyforawarofresistanceagainstBritain.B.Todisputetheargumentpresentedinthespeechesofpreviousspeakers.C.Tocalluponthehousetoabandonslavery.D.TocherishinfinitefaithinGodwhopresidesoverthedestiniesofthenations.Key:[A]2.Judge,accordingtothetext,whetherthefollowingstatementsaretrueorfalse.1)PatrickHenrythinkshighlyofthepatriotismofaswellastheabilitiesofthenoblegentlemenwhohavejustmadespeechestothehouse.[T]2)Henryagreesthatfleetsandarmiesarenecessarytoaworkofloveandreconciliation.[F]3)TheBritishministry'sthreateningactionsdonotagreewiththeirpolitereceptionoftheVirginians'petition.[T]4)TheVirginianshavebeentryingeverythingpossibletoopposetheBritishministryforthelasttenyears,butithasallbeeninvain.[T]5)TheVirginiansaresoweakastobeunabletocopewithsoformidableanadversary.[F]4.Explaininyourownwordsthefollowingsentencestakenfromthetext.1)However,differentpeoplefrequentlyviewthesameissuefromdifferentperspectives.2)Thisisnotatimeforformalities./Thisisatimeforapromptdecisionandimmediateactions.Thequestionthehouseisfacedwithisanissueofvitalimportancetothiscountry.3)Wetendtoturnablindeyetoapainfulreality,andlistentothesongofthatseanymphuntilshechangesuscompletelyintobeasts.4)Asforme,I’mwillingtoknowthewholetruthandbepreparedfortheworstthatmighthappen,nomatterhowmuchpainImayendure.5)Thecunningsmilemayturnouttobesomethingthatwilltrapyourfeetandmakeyoufall.6)Thesearethetoolsofwarandinstrumentsofconquering--thelastmeanskingswillturntowhenallargumentsfallflat.7)Wehavebeenhumbleandsubmissiveinfrontofthethrone,andhavebeseechedhertointerveneortakeactiontostopthetyrannicalruleoftheBritishministryandParliament.8)Thevictoryofthebattledoesnotbelongtothestrongsidealone;itbelongstothosewhoarevigilant,activeandbrave.9)Itisuselesstomakethesituationlessserious.II.WritingStrategiesThistext,afamousspeech,isanexcellentargumentativeessay.Thespeechiswellorganizedandhighlyrhetorical.Inordertomakehisspeechpowerfulandconvincing,aswellastoappealtotheaudience'semotionsandachievehispurpose,theoratornotonlyselectsappropriatewords,expressionsandsentences,butalsoemploysrhetoricaldevices,suchasmetaphor,metonymy,repetition,parallelism,rhetoricalquestions,etc.Thebeginningparagraphisstimulatingandunusualandarousesthelisteners',orthereaders',interest.Andtheconcludingparagraphiseffective,inspiringandpersuasive,reflectingthespeaker'sattitudeforcefullyandprofoundly.Thefollowingquestionsaretobeanswered:(1)Inwhatwayisthebeginningofthisspeechveryattractive?Boththecontentandthetoneofthebeginningmakeitveryappealingtotheaudience.Thefirsttwosentencesareparticularlyeye-catchingandcapableofarousingthereaders'interest,becausetheypresentasharpcontrastofdifferentopinions.Thefirstsentencemakesitclearthatthespeakergreatlyadmirestheworthygentlemenfortheirpatriotismandabilities,whilethesecondsentencepointsoutthatheentertainsentirelydifferentopinions.Next,thespeakerdefinesthequestionbeforethehouseasoneoffreedomorslavery,whichclearlystatesthecriticalimportanceofthequestion.Then,herendersitcrystalclearwhyheisduty-boundtospeakforthhissentiments.Thelastsentenceofthefirstparagraphindirectlyhighlightsthegreatimportanceofhisopinions.(2)Inwhatwayistheconcludingparagrapheffective?Thelastparagraphexpressesthespeaker'ssentimentsquiteclearlyandeffectively,anditimpressivelycallsonpeopletofightforfreedom.Itcreatesanatmosphereofurgency,urgingpeopletothrowthemselvesintothebattletofightforfreedom.Itistobenotedthatthesecondsentenceandthefollowingthreepresentasharpcontrast:thegentlemenkeepcrying,"Peace,peace",butasamatteroffact,nopeaceexists.Thelastsentenceisparticularlystimulating,foritnotonlyexpressestheorator'sownattitudetowardslife,butalsosucceedsincallingonpeopletofightforliberty.(3)Howisthebeginningrelatedtotheconcludingparagraph?Thebeginningiscloselyrelatedtotheconclusioninthefollowingtwoways.First,boththebeginningandtheconclusionpresentthesharpcontrast:theactualsituationisquitedifferentfromwhatthegentlemenclaim.Secondly,thebeginningisconnectedwiththeconclusionbythetopicoffreedom.(4)Thetextisfullofrhetoricaldevices.Giveexamplestoillustratethedifferentrhetoricaldevicesemployedinthisfamousspeech.Examplesofmetonymy:Thequestionbeforethehouse…Ishouldconsidermyselfasguiltyoftreasontowardmycountry,andofanactofdisloyaltytowardtheMajestyofHeaven…Examplesofmetaphor:1)Ihavebutonelampbywhichmyfeetareguided,andthatisthelampofexperience.2)Itwillproveasnaretoyourfeet.3)TheyaresentovertobindandrivetuponusthosechainswhichtheBritishministryhave  beensolongforging.4)Sir,wehavedoneeverythingthatcouldbedonetoavertthestormwhichisnowcoming  on.5)Thenextgalethatsweepsfromthenorthwillbringtoourearstheclashofresoundingarms!Examplesofrhetoricalquestions:1)Isthisthepartofwisemen,engagedinagreatandarduousstruggleforliberty?Arewedisposedtobeofthenumberofthosewhohavingeyesseenot,andhavingearshearnot,thethingswhichsonearlyconcerntheirtemporalsalvation?2)Arefleetsandarmiesnecessarytoaworkofloveandreconciliation?Haveweshownourselvessounwillingtobereconciledthatforcemustbecalledintowinbackourlove?3)Shallweresorttoentreatyandhumblesupplication?Whattermsshallwefindwhichhavenotalreadybeenexhausted?4)Willitbewhenwearetotallydisarmed,andwhenaBritishguardshallbestationedineveryhouse?Shallwegatherstrengthbyirresolutionandinaction?Shallweacquirethemeansofeffectualresistancebylyingsupinelyonourbacks,andhuggingthedelusivephantomofhopeuntilourenemiesshallhaveboundushandandfoot?5)Whystandwehereidle?6)Islifesodear,orpeacesosweet,astobepurchasedatthepriceofchainsandslavery?Examplesofparallelism:Theaboverhetoricalquestionsarealsoparallelsentences.Moreinstancesofparallelism:1)Theyaremeantforus:theycanbemeantfornoother.TheyaresentovertobindandrivetuponusthosechainswhichtheBritishministryhavebeensolongforging.2)Wehavepetitioned;wehaveremonstrated;wehavesupplicated;wehaveprostratedourselvesbeforethethrone,andhaveimploreditsinterpositiontoarrestthetyrannicalhandsoftheministryandParliament.Ourpetitionshavebeenslighted;ourremonstranceshaveproducedadditionalviolenceandinsult;oursupplicationshavebeendisregarded;andwehavebeenspurnedwithcontemptfromthefootofthethrone!3)Ifwewishtobefree,ifwemeantopreserveinviolatethoseinestimableprivilegesforwhichwehavebeensolongcontending,ifwemeannotbaselytoabandonthenoblestruggleinwhichwehavebeensolongengaged,andwhichwehavepledgedourselvesnevertoabandonuntilthegloriousobjectofourcontestshallbeobtained--wemustfight!Irepeatit,sir,wemustfight!4)Thereisnoretreatbutinsubmissionandslavery!Ourchainsareforged!TheirclangingmaybeheardontheplainsofBoston!Thewarisinevitable--andletitcome!Irepeatit,sir,letitcome!5)Whystandwehereidle?Whatisitthatgentlemenwish?Whatwouldtheyhave?Islifesodear,orpeacesosweet,astobepurchasedatthepriceofchainsandslavery?Note:Metonymyvs.MetaphorMetonymyworksbythecontiguity(association)betweentwoconcepts,whereasmetaphorworksbythesimilaritybetweenthem.Whenpeopleusemetonymy,theydonottypicallywishtotransferqualitiesfromonereferenttoanotherastheydowithmetaphor:thereisnothingpress-likeaboutreportersorcrown-likeaboutamonarch,but"thepress"and"thecrown"arebothcommonmetonyms.III.LanguageWork1.Explaintheunderlinedpartineachsentenceinyourownwords.1).Formyownpart,Iconsideritasnothinglessthanaquestionoffreedomorslavery.theverysamethingas2).Andinproportiontothemagnitudeofthesubjectoughttobethefreedomofthedebate.appropriatelyinagreementwith3).Wehaveheldthesubjectupineverylightofwhichitiscapable.consideredandtriedeverymeansinordertodealwiththesubject4).…ifwemakeaproperuseofthosemeanswhichtheGodofnaturehathplacedinourpower.hasplacedatourdisposal5).Threemillionsofpeople,armedintheholycauseofliberty,…withlibertyasourultimateaimtofightfor6).Thebattle,sir,isnottothestrongalone.isnotdestinedtobewonby2.Fillineachblankwithoneofthetwowordsfromeachpairintheirappropriateformsandnotethedifferenceofmeaningbetweenthem.solace    console1).Shewasconsoledtothinkthatsheatleasthadanunderstandinghusbandtoturnto.2).Thesoldiersattemptedtosolacehiswoundedcomradesbyminimizingtheextentoftheir3).Theytriedtoconsolehimforlosingtheprizebytakinghimtothetheatre.4).Theysolacedtheirwretchedness,however,byduetsaftersupper.petition  plead1).Allthefourconvictspleadedguiltybutappealedforleniency.2).Inthefaceofquestioningbythepolice,hepleadedignoranceofthebottleofwhitepowderinhissuitcase.3).TheChurchofScotlandpetitionedthehomesecretaryforstrongercontrolsonadolescentdruguse.4).Alldelegatestotheconventionwerepetitioningthegovernmenttotaketoughmeasuresagainstillegalcoal-mining.base(adj.)  mean1).HeisthemeanestpersonIeverknow.Heisneverwillingtospendacentonotherpeople.2).Raptonreachedthefinal;thatwasnomeanachievement,consideringall50classestookpartinthecompetition.3).Thesoldierwasaccusedofbasecowardiceduringtheconfrontation.4).Thecheatwasbaseenoughtoswindleasickwidowoutofherlife'ssavings.delusive  misleading1).Aterminallyillpatientusuallyhasadelusivefaithinawonderdrug.2).Thereisnothingtrueaboutsuchanexpectation;itisonlydelusiveandvain.3).Itwasamisleadingadvertisementthatdeliberatelyleftoutthedrug'ssideeffects.4).Theambassadorreferredtothereportasdeceitfulandmisleading.3.Fillintheblankineachsentencewithawordorphrasetakenfromthebox,usingitsappropriateform.magnitude  forge  formidable   snaretemporal  prostrate  array   anguishinvincible  revere  remonstrate   subjugation1).Hermannerisfriendlyandrelaxedandmuchlessformidablethansheappearsatherafter-gamepressconference.2).Nothinghaseverequaledthemagnitudeandspeedwithwhichthehumanspeciesisalteringthephysicalandchemicalworldanddemolishingtheenvironment.3).Whenheated,themixturebecomessoftandmalleableandcanbeformedbyvarioustechniquesintoavastarrayofshapesandsizes.4).WhereIpartcompanywithhim,however,isoverthelinkheforgesbetweenscienceandliberalism.5).Percywaslyingprostrate,hisarmsoutstretchedandhiseyesclosed.6).Givendatawhicharefreefrombias,therearefurthersnarestoavoidinstatisticalwork.7).Inpragmatics,thestudyofspeech,oneisabletoseehowspecificactsarerelatedtoatemporalandspatialcontext.8).Hisdadmighthavebeenabletosaysomethingsolacing,hadhenotbeenfightingbackhisownfloodofanguish.4.Makeasentenceofyourownforeachofthegivenwordswithmeaningsotherthanthoseusedinthetext.Youmaychangethepartofspeechofthesewords.1).chainNomatterhowwe,mymumandI,protest,mydadchain-smokesaslongasheisawake.2).termsThemeetingendedonreasonablyamicableterms.3).slightThatdoesn'tinterestmeintheslightest.4).plainItisplaintruththatwecan'taffordadeluxecar,sowehavetomakedowiththisoldgasguzzler.5).entertainChildren'sprogramsonTVshouldaimtobotheducateandentertainatthesametime.6).causeThecausesareablendoflocalandnationaltensions.5.Rewritethefollowingsentencesbytransformingthefiniteclausesinitalicsintoprepositionalphrases.1).Hepaintedsowellthatheastonishedeveryoneofus.Hepaintedsowell,totheastonishmentofeveryoneofus.2).Everyprecautionwastakensothattheplanmightnotfail.Everyprecautionwastakenagainstthefailureoftheplan.3).IfithadnotbeenforJack,theywouldhavelostthefootballgame.ButforJack,theywouldhavelostthefootballgame.4).Imustremindyouthatyouhavearesponsibilitytowardsyourchildren.Imustremindyouofyourresponsibilitytowardsyourchildren.5).Thecommitteehasdecidedthatthemeetingbepostponed.Thecommitteehasdecidedonpostponingthemeeting.6).NooneissorrythatPeterhasresigned.NooneissorryaboutPeter'sresignation.7).Theywillnevergetthereunlesstheywalkalongway.Theywillnevergettherewithoutwalkingalongway.8).WewereamusedthatyoumettheHarrisonsthere.WewereamusedatyourmeetingtheHarrisonsthere.9).Thoughhehadanimmensefortune,hediedamostunhappyman.Forall/Despitehisimmensefortune,hediedamostunhappyman.10).Clearevidenceshowedthatsmokingwasharmfultoone'shealth,butpeoplestillrefusedtobelievethat.Inspiteof/Despitetheclearevidenceshowingthatsmokingwasharmfultoone'shealth,peoplestillrefusedtobelieveit.Note:Aprepositionalphraseconsistsofaprepositionfollowedbyaprepositionalcomplement,whichischaracteristicallyanounphraseoraWh-clauseorV-ingclause.Aprepositionalphrasemaybeusedinplaceofanon-finiteclause,simplifyingthestructureofthesentence.6.Putawordineachblankthatisappropriateforthecontext.OnbehalfofallofyourAmericanguests,IwishtothankyoufortheincomparablehospitalityforwhichtheChinesepeoplearejustly(1)famousthroughouttheworld.Iparticularlywantto(2)paytribute,notonlytothosewhopreparedthemagnificentdinner,butalsotothosewhohave(3)providedthesplendidmusic.NeverhaveIheardAmericanmusicplayedbetterina(4)foreignland.So,letus,inthesenextfivedays,startalong(5)marchtogether,notinlockstep,butondifferentroads(6)leadingtothesamegoal,thegoalofbuildingaworldstructureofpeaceandjusticeinwhichallmanystandtogetherwithequaldignityandinwhicheachnation,largeorsmall,hasarighttodetermineitsownformofgovernment,free(7)ofoutsideinterferenceordomination.Theworldwatches.Theworldlistens.Theworldwaitstoseewhatwewilldo.Whatistheworld?Inapersonalsense,Ithinkofmyeldestdaughterwhosebirthdayistoday.AsIthinkofher,Ithinkofallthe(8)childrenintheworld,inAsia,inAfrica,inEurope,intheAmericas,mostofwhomwerebornsincethedateofthefoundationofthePeople’sRepublicofChina.Whatlegacyshallwe(9)leaveourchildren?Aretheydestinedtodieforthehatredswhichhaveplaguedtheoldworld,oraretheydestinedtolivebecausewehavethevisionto(10)buildanewworld?IV.Translation1.TranslatingSentencesTranslatethefollowingintoEnglish.1).假如从不同的角度看这幅画，你会有更好的感觉。(light)Ifyoulookatthispaintinginadifferentlight,you'dfeelmuchbetteraboutit.2).这位客座演讲者将对同学们讲述我们社会和谐的重要性。(address)Theguestspeakerwilladdressthestudentsontheimportanceofharmonyinoursociety.3).紧张的工作使得人们不再有忧虑和愉悦的空闲。(room)Theintensityofworkleaveslittleroomforpersonalgriefandpleasure.4).真正的以学生为中心的教学应该让学生在课堂上畅所欲言。(freelyandwithoutreserve)Genuinelearner-centeredteachingletsstudentsspeakoutinclassfreelyandwithoutreserve.5).同样重要的是，教师应该有幽默意识，这绝对是求不得的，而是自然的流露。(bindandrivet)Itisequallyimportanttobindandrivetontoteachersasenseofhumourwhichisnotbeseechedbutinsteadcomesoutnaturally.6).他这个人总是言行不一，所以我当然对他的花言巧语不屑一顾。(spurn)Aswhathesaysneveragreeswithwhathedoes,Icertainlyspurnthefinewordshemouthstome.7).对于反对意见，他非常豁达，与其寻求妥协，他更乐意接受他们的合理性。(dispose)Heisgenerouslydisposedtoadmitthevalidityofopposingviewsratherthanreconcilethem.8).他似乎忠告我们对外语能力不要抱有迷惑的幻想：我们不可能学得到本族人那样的语言。(delusivephantom)Heseemstoadviseusnottohugthedelusivephantomofhopeforanative-likeforeignlanguageability.2.TranslatingPassageTranslatethefollowingintoEnglish.诸位毕业同学：你们现在要离开母校了，我没有什么礼物送你们，只好送你们一句话罢。这一句话是：“不要抛弃学问。”以前的功课也许有一大部分是为了这张毕业文凭，不得已而做的，从今以后，你们可以依自己的心愿去自由研究了。趁现在年富力强，努力做一种专门学问。少年是一去不复返的，等到精力衰竭时，要做学问也来不及了。即为吃饭计学问决不会辜负人的。吃饭而不求学问，三年五年之后，你们都要被后来少年淘汰掉的。到那时再想做点学问来补救，恐怕已太晚了。参考译文：DearStudentsoftheGraduatingClass:Asyouareleavingyouralmamater,Ihavenothingtoofferyouasagiftexceptawordofadvice.Myadviceis,"Nevergiveupthepursuitoflearning."Youhaveperhapsfinishedyourcollegecoursesmostlyforobtainingthediploma,or,inotherwords,outofsheernecessity.However,fromnowonyouarefreetofollowyourownbentinthechoiceofstudies.Whileyouareintheprimeoflife,whynotdevoteyourselvestoaspecialfieldofstudy?Youthwillsoonbegonenevertoreturn.Anditwillbetoolateforyoutogointoscholarshipwheninyourdecliningyears.Knowledgewilldoyouagoodturnevenasameansofsubsistence.Ifyougiveupstudieswhileholdingajob,youwillinacoupleofyearshavehadyourselvesreplacedbyyoungerpeople.Itwillthenbetoolatetoremedythesituationbypickingupstudiesagain.FurtherEnchantmentTextIIIHAVEADREAMMartinLutherKingJr.TextComprehension1.Answerthefollowingmultiple-choicequestions:1).WhichrhetoricaldevicedidKingrepeatedlyresorttointhepassagetomakehisspeechemphatic?A.Comparison.  B.Contrast.C.Parallelism.         D.Classification.Key:[C]2).WhydidKingandthousandsofpeople,menandwomen,blackandwhite,gatherinWashington,D.C.?A.Tocashacheck.  B.Togiveaperformance.C.Tovisitavarietyofarchitecture.  D.Todemandtherichesoffreedomandthesecurityofjustice.Key:[D]3).Fromthe7thparagraph,wecouldinferthatKingcalledontheNegroestogaintheirrightsbymeansof______.A.non-violence  B.violenceC.militaryattacks        D.distrustsofallwhitepeopleKey:[A]4).WhichofthefollowingisNOTmentionedbyKingasanexampleoftheblackpeople’sdissatisfaction?A.Negroessufferedfrompolicebrutality.B.NegroesarelynchedbyKKKers.C.Negrochildrenarenotpermittedtogotoschoolwithwhitechildren.D.Negroesarenotwelcomeatmotelsandhotels.Key:[B]5).WhichofthefollowingistheessentialobjectivethattheNegroesundertheleadershipofMartinLutherKing,Jr.werestrivingfor?A.Theopportunitytoworktogetherwiththewhitepeople.B.Thebeautifulfuturewhenblackchildrencanjoinhandswithwhitechildren.C.Freedomandjustice.D.Thecomingofthedaywhentheblackandthewhitecangotojailtogether.Key:[C]2.QuestionsforDiscussion1).WhatdoesKingimplywhenhespeaksof"themanaclesofsegregationandthechainsofdiscrimination"?HecomparesthesegregationanddiscriminationunderwhichtheNegropeoplelivetothemanaclesandchainsonceusedonslaves.HedefiestheracialandpoliticalboundariesofAmerica.ThroughouthisspeechKingmakesextensiveuseofsimilesandmetaphorstoaddvividnessandvitalitytohisspeech.2).Whatisthe"promissorynote"towhichKingrefers?Whatdiditguarantee?Literally,apromissorynoteisawrittenpromisetopayasumofmoneyatafuturetime.HereitmetaphoricallyreferstothepromisemadebythefoundersofAmericatoitspeople.In1863PresidentAbrahamLincolnissuedtheEmancipationProclamationfreeingallslavesinthesouthernstatesoftheUnitedStates.Inalegalsenseblackshad"freedom"now,buttheywere,inreality,stillnotfree.Evenonehundredyearsafterthisdecreewassigned,conditionshadnotchangedsignificantlyforblacks.KingdemandsthatAmericacarryoutthedecree.3).Whiledemandingtheirrights,whattwothingsdoesKingurgehisaudiencestodo?Kingdefinesthemoralbasisofthecivilrightsmovement.Inanongoingstruggletoadvanceracialandeconomicjustice,Kingencouragestheuseofnonviolentdirectactiontoprotestdiscriminationandurgesblackpeopletoworktogetherwithallwhitepeoplebecause"theirfreedomisinextricablyboundtoourfreedom."4).Whatis"theAmericandream"?ItisthebeliefthatAmericaisalandofgreatopportunities,alandinwhichallindividualsstartlifewithanequalchanceofsuccessandarefreetosayanddowhatevertheywish.5).InwhatwaysdoesKingshowthathismessageisintendedforpeopleofallraces?Kingtellstheworld,"Ihaveadream"thatequalitywillcome"toallofGod'schildren,blackmenandwhitemen,JewsandGentiles,ProtestantsandCatholics."Hesaysthathewantseveryonetobeableto"joinhandsandsinginthewordsoftheoldNegrospiritual,'Freeatlast!Freeatlast!ThankGodAlmighty.Wearefreeatlast!'"MartinLutherKingJr.,sonofaBaptistminister,wasbornin1929andordainedattheageofeighteen.KingwentontostudyatMorehouseCollege,CrozerTheologicalSeminary,BostonUniversity,andChicagoTheologicalSeminary.Hefirstcametoprominencein1955whenheledasuccessfulboycottagainstthesegregatedbussystemofMontgomery,Alabama.AsthefirstpresidentoftheSouthernChristianLeadershipConference,Kingpromotedapolicyofmassivebutnonviolentresistancetoracialinjustice.