unit3.docx
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unit3.docx
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unit3
PubTalkandtheKing’sEnglish
HenryFairlie
EXERCISES3
I.Writeshortnoteson:
Carlyle,andLamb.
SuggestedReferenceBooks[SRB]
1.TheOxfordCompaniontoEnglishLiterature
2.anystandardbookonthehistoryofEnglishliterature
3.EncyclopaediaBritannica
ⅡQuestionsoncontent:
1.What,accordingtothewriter,makesgoodconversation?
Whatspoilsit?
2.Whydoesthewriterlike“barconversation”somuch?
3.Doesagoodconversationneedafocalsubjecttotalkabout?
4.WhydidthepeopletalkaboutAustralia?
WhydidtheconversationturntoNormanEngland?
5.Howdoestheuseofwordsshowclassdistinction?
6.Canyouguessthewriter’sviewsonbilingualeducation?
(para11)
7.Whywastheterm“Queen’sEnglish”usedin1593and“theKing’sEnglish”in1602?
8.Whenwas“theKing’sEnglish”regardedasaformofracialdiscriminationinEngland?
9.Whatistheattitudeofthewritertowards”theKing’sEnglish”?
10.Whatdoesthewritermeanwhenhesays,“theKing’sEnglish,liketheAnglo-FrenchoftheNormang,isaclassrepresentationofreality”?
(para16)
ⅢQuestionsonappreciation:
1.Inwhatwayis“pubtalk”connectedwith“theKing’sEnglish”?
Isthetitleofthepiecewell“chosen?
2.Pointouttheliteraryandhistoricalallusionsusedinthispieceandcommentontheiruse.
3.Whatisthefunctionofpara5?
Isthechangefrom“pubtalk”to“theKing’sEnglish”tooabrupt?
4.Dothesimpleidiomaticexpressionslike“tobeontherocks,outofbedonthewrongside,etc.,“gowellwiththecopiousliteraryandhistoricalallusionsthewriteruses?
Giveyourreasons.
5.Doesthewriterrevealhispoliticalinclinationinthispieceofwriting?
How?
IV.Paraphrase:
1.Anditisanactivityonlyofhumans.(para1)
2.Conversationisnotformakingapoint.(para2)
3.Infact,thebestconversationalistsarethosewhoarepreparedtolose.(para2)
4.Barfriendsarenotdeeplyinvolvedineachother’slives.(para3)
5.itcouldstillgoignorantlyon(para6)
6.Therearecattleinthefields,butwesitdowntobeef(boeuf).(para9)
7.ThenewrulingclasshadbuiltaculturalbarrieragainsthimbybuildingtheirFrenchagainsthisownlanguage.(para11)
8.Englishhadcomeroyallyintoitsown.(para13)
9.Thephrasehasalwaysbeenusedalittlepejorativelyandevenfacetiouslybythelowerclasses.(para15)
10.Therebellionagainstaculturaldominanceisstillthere.(para15)
11.Thereisalwaysagreatdangerthat“wordswillhardenintothingsforus.“(para16)
12.Evenwiththemosteducatedandthemostliterate,theKing’sEnglishslipsandslidesinconversation.(para18)
V.Translateparas9--11intoChinese.
ⅥLookupthedictionaryandexplainthemeaningoftheitalicizedidiomaticphrases:
1.theirmarriagemaybeontherocks(para3)
2.theygotoutofbedonthewrongside(para3)
3.theconversationwasonwings(para8)
4.theNormanlordsofcourseturneduptheirnosesatit(para10)
5.weoughttothinkourselvesbackintotheshoesoftheSaxonpeasant(para11)
6.Englishhadcomeroyallyintoitsown.(para13)
7.wesitupatthevividnessofthephrase(para18)
Ⅶ.Discriminatethefollowinggroupsofsynonyms:
1.ignorant,illiterate,uneducated,unlearned
2.jeer,scoff,sneer,gibe,flout
[SRB]
1.Webster’sNewWorldDictionaryoftheAmericanLanguage
2.Webster’sNewDictionaryofSynonyms
3.Reader’sDigest,UsetheRightWord
ⅧGivetensynonymousand/orrelatedwordsofthewordconversation(meaning‘communication’).Givewordsofthesamepartofspeech.
[SRB]
1.Roget‘sInternationalThesaurus
2.Webster’sCollegiateThesaurus
Ⅸ.Givetenantonymousand/orcontrastedwordsofthewordintricate.Givewordsofthesamepartofspeech.
[SRB]
1.Roget’sInternationalThesaurus
2.Webster’sCollegiateThesaurus
X.Lookupthedictionary,findoutfromwhatlanguagesthefollowingwordsareborrowed,andthenputthemintoChinese:
1.buffet8.soireé15.attaehé
2.cuisine9.cloisonné16.liaison
3.lemonade10.omelette17.déjàvu
4.liqueur11.restaurateur18.encore
5.déjeuner12.repertoire19.discothèque
6.menu13.coupd’état20.chandelier
7.salon14.corpsdeballet
Ⅺ.Thefollowingsentencesallcontainmetaphorsorsimiles.Explaintheirmeaninginplain,non-figurativelanguage:
1.noonehasanyideawhereitwillgoasitmeandersorleapsandsparklesorjustglows.
2.theygotoutofbedonthewrongsideissimplynotaconcern.
3.TheyarelikethemusketeersofDumaswho,althoughtheylivedsidebysidewitheachother,didnotdelveintoeachother’slivesortherecessesoftheirthoughtsandfeelings.
4.suddenlythealchemyofconversationtookplace
5.Theglowoftheconversationburstintoflames.
6.weoughttothinkourselvesbackintotheshoesoftheSaxonpeasant.
7.TheElizabethansblewonitasonadandelionclock,anditsseedsmultiplied,andfloatedtotheendsoftheearth.
8.Ihaveanunendingloveaffairwithdictionaries
9.Otherwiseonewillbindtheconversation,onewillnotletitflowfreelyhereandthere.
10.WewouldneverhavegonetoAustralia,orleapedbackintimetotheNormanConquest.
Ⅻ.Studythemodelgivenbelow.Thenreadthenexttwoparagraphsandshowhowcoherenceandunityisimprovedbytheuse,oftransitionaldevices.
Model:
Butthisisonlyoneaspectoftheproblem.Another,nolessessential,isthewidergapbetweengenerationssincetherateofsocialdevelopmenthasspeededup.Thetastesandhabitsofyoungpeopletodaydiffermarkedlyfromthoseoftheyoungpeopleofthethirties,letaloneofthetwenties.Stillinfluencedbythetastesandhabitsoftheirownyouth,the“fathers”areinclinedtothinkthesehabitsandtastesareabsolutesandtodenytheirchildrentherighttoindependentcreativitywhichtheydemandedfromtheirownparents.Hencetheartificialconflicts,inwhichadanceorthewidthoftrousersiselevatedtothedignityofcrucialissues.Thewriterusesthefollowingtransitionaldevices:
1)Transitionalwordsandexpressions
butanotherstillhence
2)Pronounreference
thosetheirthesethey
3)Repetitionofimportantwords
tastesandhabitsyoungpeople
1.Andsincewe(teenagers)aresonew,manypeoplehavesomeverywrongideasaboutus.Forinstance,thenewspapersarealwayscarryingadvice-columnstellingourmothershowtohandleus,their“bewilderedmaladjustedoffspring,“andthemoviesportrayusashalf-wittedbops(hoodlums-ed.);andinthecurrentbestsellers,authorsrecalltheirownconfused,unhappyyouth.Ontheotherhand,speakerstellusthattheseteen-yearsarethehappiestandfreestofourlives,orhandusthe“leadersoftomorrow,forgeonthefuture”line.Thegeneralopinionisthatteen-agersareeithercar-stealing,dope-takingdelinquents,orimmature,weepyadolescentswithnothingonourmindsbutboys(orgirlsasthecasemaybe).Mostadultshaveoneortwoattitudestowardthehandlingofteens--somesaythatonlyasoundbeatingwillkeepusinline;otherstreatusasmentallyunbalancedcreaturesonthebrinkofinsanity,whomustbepamperedandshieldedatanycost.
2.Asoftoday,Iamfedupwiththefoodservedinthecampusdininghall.MydisenchantmentstartedinSeptember---thedayIbitintoahamburgertofindmyselfstaringatalongstrandofgreyhairthattrailedoutofthemeat,throughthemayonnaise,andovertheedgeofthebun.Afterthat,IwasnotmuchsurprisedbythelittlethingsIcameacrossinOctoberandNovember:
bugsinthesaladandbobbypininthemeatloaf,forexample.TheninDecemberthefoodwasworse--andalittledirtier.ForChristmasdinner,forin-stance,thecookgavemeathinsliceofrolledturkey,straightoutofthecan,anddishedupacock-roachinmypudding.Eventhatwasexcusable(nobodyisperfect),butwhathappenedtodayisnot”IhadalreadyeatenmostofmyclamchowderbeforeIfoundit,atthebottomofthebowl,nestledamongthedicedpotatoesandthechoppedonions:
oneband-aid,slightlyused.
Ⅻ.Topicsfororalwork:
1.Inyouropinion,whatmakesorspoilsagoodconversation?
2.IsspokenEnglishdifferentfromwrittenEnglish?
Inwhatwaysaretheydifferent?
ⅩⅣ.WriteashortcompositiondescribingsomeofthepeculiaritiesofspokenEnglish.
习题全解
Ⅰ.
1.Carlyle:
ThomasCarlyle(1795-1881),EnglishessayistandhistorianbornatEcclefechan,avillageoftheScotchlowlands.AftergraduatingfromtheUniversityofEdinburgh,herejectedtheministry,forwhichhehadbeenintended,anddeterminedtoheawriterofhooks.In1826hemarriedJaneWelsh,awell-informedandambitiouswomanwhodidmuchtofurtherhiscareer.TheymovedtoJane’sfarmatCraigenputtoehwheretheylivedfor6years(1828-1834).DuringthistimeheproducedSartorResartus(1833-1834),abookinwhichhefirstdevelopedhischar-acteristicstyleandthought.Thisbookisaveiledsardonicattackupontheshamsandpretencesofsociety,uponhollowrank,hollowofficialism,hollowcustom,outofwhichlifeandusefulnesshavedeparted.In1837hepublishedTheFrenchRevolution,apoeticrenderingandnotafactualaccountofthegreateventinhistory.Besidesthesetwomasterpieces,hewroteChartism(1840),OnHeroes,heroWorship,andtheHeroicinHistory(I841),PastandPresent(1843)andothers.“Carlylese”,apeculiarstyleofhisown,wasacompoundofbiblicalphrases,colloquialisms,Teutonictwists,andhisowncoinings,arrangedinunexpectedsequences.Oneofthemostimportantsocialcriticsofhisday,Carlyleinfluencedmanymenoftheyoungergen
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