高级英语第二册第三课
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Lesson ThreePub Talk and the King’s Englis h
Ⅰ .
1. Carlyl e : Thomas Carlyl e (1795-1881), Englis h essayi st and histor ian born at Ecclef echan, a villag e of the Scotch lowlan ds. Aftergradua tingfrom the Unive r s ityof Edinbu rgh, he reject ed the minist ry, for whichhe had been intend ed, and determ inedto he a writer of hooks. In 1826 he marrie d Jane Welsh, a well-informed and ambiti ous womanwho did much to furthe r his career. They movedto Jane' s farm at Craige nputt oeh wherethey livedfor 6 years(1828-1834 ). During this time he produc ed Sartor Resart us (1833-1834), a book in whichhe firstdevelo ped his char- acteri sticstyleand though t. This book is a veiled sardon ic attack upon the shams a nd preten ces of societ y, upon hollow rank, hollow offici alism, hollow custom, out of whichlife and useful nesshave depart ed. In 1837 he publis hed The French Revol u t ion, a poetic render ing and not a factua l accoun t of the greateventin history. Beside s thesetwo master piece s, he wroteCharti sm (1840), On Heroes, hero Worsh i p, and the Heroic in Histor y (I841), Past and Presen t (1843) and others. "Carly l e se", a peculi ar styleof his own, was a compou nd of biblic al phrase s, col loqui a l isms, Teuton ic twists, and his own coinin gs, arrang ed in unexpe ctedsequen ces. One of the most import ant social critic s of his day, Carlyl e influe ncedmany men of the younge r genera tion, amongthem were Mathew Arnold and Ruskin.
2. Lamb : Charle s Lamb (1775-1834), Englis h essayi st, was born in London and brough t up within the precin cts of the ancien t law courts, his father being a serva n t to an advoca te of the innerTemple. He went to school at Christ's Hospit al, where h e had for a classmate Coleri dge, his life-long friend. At sevent een, he became a clerkin the IndiaHouseand here he worked for 33 yearsuntilhe was re-tired o n a pensio n. His devoti on to his sister Mary, upon whom rested an heredi tarytaint o f insani ty, has done al-most as much as the sweetn ess and gentle humorof his writi n g s to endear his name. They collab orate d on severa l booksfor childr en, publis hing i n 1867 theirfamous Talesfrom Shakes peare. His dramat ic essays, Specim ens of Englis h Dramat ic Poets(1808), establ ished his reputa tionas a critic and did much in revivi ng the popula rityof Eliza-be then drama. The Essays of Ella, publis hed at interv als in London Magazi ne, were gather ed togeth er and republ ished in two serie s,the firstin 1823, the second ten yearslater.They establ ished Lamb in the title w hichhe stillholds, that of the most deligh tfulof Englis h essayi sts.
Ⅱ.
1.A good conver satio n does not really startfrom anywhe re, and no one has any idea whereit will go. A good conver satio n is not for making a point.Argume nt may oftenbe a part of it, but the purpos e of the argume nt is not to convin ce. When peopl e become seriou s and talk as if they have someth ing very import ant to say, when they argueto convin ce or to win theirpoint, the conver satio n is spoilt.
2. The writer likesbar conver satio n very much becaus e he has spent a lot of time in pubs and is used to this kind of conver satio n. Bar friend s are compan ions ,not intima tes. They are friend s but not intima te enough to be curiou s abouteach other's privat e life and though ts.
3. No. Conver satio n does not need a focus.But when a focalsubjec t appear s in the natura l flow of conver satio n, the conver satio n become s vivid, lively and more intere sting.
4. The people talked aboutAustra lia becaus e the speake r who introd ucedthe subjec t mentio ned incide ntall y that it was an Austra lianwho had givenher such a defini tionof "the King's Englis h. " When the people talked aboutthe resist ance i n the lowerclasse s to any attemp t by an upperclassto lay down rulesfor "Engli s h as it should be spoken", the conver satio n movedto Norman Englan d becaus e at that time a langua ge barrie r existe d betwee n the Saxonpeasan ts and the Norman conquerors.
5. The Saxon peasan ts and theirNorman conque rorsused differ ent wordsfor the same thing. For exampl es see paragr aph 9.
6. The writer seemsto be in favorof biling ual educat ion. He is agains t any form of cultur al barrie r or the cultur al humili ation of any sectio n or groupof peopl e.
7. The term "the Queen's Englis h" was used in 1953 by Nash becaus e at that time the reigni ng monarc h was a queen,Elizab eth I. The term "the King's Englis h" is the more common form becaus e the ruling monarc h is genera lly a king. Thosewho are not very partic ularmay use the term "the King's Englis h", even when the ruling monar c h is a queen.In 1602, Dekker used the term "the King's Englis h", althou gh the reign i n g monarc h was stillQueenElizab eth.
8．“The King’s Englis h” was regard ed as a form 0f racial discri minat ion durin g the Norman rule in Englan d about1154—1399．
9．The writer thinks“the King’s Englis h” is a classrepres entat ion of reali t y．1t is worthtrying to speak“the King’s Englis h”，but it should not be 1aid down as an edict，and made immune to change from below．The King’s Englis h is a model a rich and instru ctive one- but it oughtnot to be an ultimatum．10．During the Norman period，the ruling classspokeAnglo— French whilethe peasan ts spoketheirnative Saxonlangua ge． Langua ge bearsthe stampof the class t hat uses it．The King’s Englis h todayrefers to the langua ge used by the upper ，e ducat ed classin Englan d．
Ⅲ．
1．The titleof this pieceis not well chosen．It mislea ds the reader s into think i n g that the writer is goingto demons trate some intrin sic or lingui sticrelati onsh i p betwee n pub talk and the King’s Englis h．Wherea s the writer．in realit y，is just discou rsing on what makesgood conver satio n．The King’s Englis h is connec ted with “pub talk” when the writer descri bes the charmi ng conver satio n he had with some people one evenin g in a pub on the topic“the King’s Englis h” to illust ratehis pointthat bar conver satio n in a pub has a charmof its own．
2．1n this essaythe writer allude d to many histor icaland litera ry eventsuch as the Norman conque st，the saloon s of 18th centur y Paris，and the wordsof many a man of letter s． For a shortexposi toryessaylike this，the allusi ons used are more than expect ed and desira ble．
3． Paragr aph 5 is a transi tionparagr aph by meansof whichthe writer passe s from a genera l discou rse on good conver satio n to a partic ularinstan ce of it．But one feelsthe change from “pub talk” to “the King's Englis h” a bit too abrup t．
4．The simple idioma tic expres sions like "to be on the rocks，out of bed on the wrongside，etc．”may be said to go well with the copiou s litera ry and histor ical a llusi ons the writer used for an inform al conver satio nal styleto Suit the theme o f this essayin whichthe writer triesto defend inform al uses of langua ge．5．The writer’s attitu de toward s “the King’s Englis h” showsthat he is a defend er of democr acy．
Ⅳ．
1．And conver satio n is an activi ty whichis foundonly amonghumanbeings．(Anima l s and birdsare not capabl e of conver satio n．)
2．Conver satio n is not for persua dingothers to accept our idea or pointof view．．3． In fact a person who really enjoys and is skille d at conver satio n will not argueto win or forceothers to accept his pointof view．
4．People who meet each otherfor a drinkin the bar of a pub are not intimate friend s for they are not deeply absorb ed or engros sed in each other’s lives ．
5． The conver satio n couldgo on withou t anybod y knowin g who was rightor wrong ．
6． Theseanimal s are called cattle when they are aliveand feedin g in the field s；but when we sit down at the tableto eat．we call theirmeat beef．7． The new ruling classby usingFrench instea d of Englis h made it diffic ult for the Englis h to accept or absorb the cultur e of the、rulers．
8．The Englis h langua ge receiv ed proper recogn ition and was used by the King once more．
9． The phrase，the King’s Englis h，has always been used disres pectf ullyand joking ly by the lowerclasse s． The workin g people very oftenmake fun of the prope r and formal langua ge of the educat ed people．
10． Therestillexists in the workin g people，as in the earlySaxonpeasan ts，a spirit of opposi tionto the cultur al author ity of the ruling class．
11． Thereis always a greatdanger that we mightforget that wordsare only symbol s and take them for things they are suppos ed to repres ent．For exampl e，the word “dog” is a symbol repres entin g a kind of animal．We mustn’t regard the word “dog” as beingthe animal itself．
12． Even the most educat ed and litera te people do not use standa rd，formal Engli s h all the time in theirconver satio n．
V． See the transl ation of the text．
Ⅵ?
1. on the rocks： metaph or，compar ing a marria ge to a ship wrecke d on the rocks
2． get out of bed on the wrongside：be in a bad temper for the day (The meani n g is perhap s derive d from the expres sion“You got out of bed the wrongway”． It was an ancien t supers titio n that it was unluck y to set the left foot on the groun d firston gettin g out of bed．)
3．on wings：metaph or，compar ing conver satio n to a bird flying and soarin g． It meansthe conver satio n soon became spirit ed and exciti ng．
4． turn up one’s nose at：scorn；show scornfor
5． into the shoes： metaph or(or more approp riate ly an idioma tic expres sion)，thinkas if one were wearin g the shoesof the Saxonpeasan t，i． e． as if one were
a Saxonpeasan t
6 come into one’s own： receiv e what proper ly belong s to one，especi allyaccla i m or recogn ition65
7．sit up at：(colloq uial)become sudden ly alertand take notice of
Ⅶ．
1．ignora nt指缺乏知识，可以是就整体而言(如 an ignora nt man)，也可以是就某一具体方面或问题而言(如 ignora nt of the reason of theirquarre l对他们争吵的起因毫无所知)；illite rate意为缺乏文化修养，尤指读写能力的缺乏； uneduc ated指没有受到正规的、系统的学校教育；unlear ned意为学问不富(未必无知)，既可指一无所长，又可指某一方面所知有限，如unlea rnedin scienc e，意为对科学懂得有限，但对其他学科，如文学、哲学等，倒可能是很精通的。
2．scoff指对某事疑惑不信或缺乏尊敬而用无礼、轻蔑的言词或加以嘲笑；s neer侧重于面部表情或语气中所含的轻蔑嘲笑之意：j eer侧重指用粗俗的、侮辱性的言词或粗鲁的嘲笑来表示轻侮；gibe通常指不带恶意的取笑或作弄人的笑骂；flout主要指以不理不睬或视而不见的态度表示出的轻侮蔑视。
Ⅷ．
conver satio n(commun icati on)，interc ourse，com，commer ce．interc ommun icati on，dealin gs，traffi c，exchan ge，interc hange，corres ponde nce，truck，etc
Ⅸ．
uncomp licat ed，uninvo lved，simple，plain，unmixe d，unming led．uncomb ined，unsop h i stic ated，straig ht，elemen taryetc．
Ⅹ．
The follow ing wordsare all borrow ed from French：
1．冷餐2．烹调 3．柠檬汁4．烈性甜酒 5．早餐／午餐 6．菜谱 7．沙龙／客厅 8．晚会 9．景泰蓝 10煎鸡蛋11．餐馆老板 12．保留节目，全部节目全部技能 13政变 14．芭蕾舞团15．随员 16．连音／连络 17记忆错觉／回忆幻想 18．再来一次 19．放流行歌曲唱片的夜总会20枝形吊灯
Ⅺ．
1．No one knowshow the conver satio n will go as it movesaimles sly and desul
t o rily or as it become s spirit ed and exciti ng.
2. It is not a matter of intere st if they are crossor in a bad temper.
3. Bar friend s, althou gh they met each otherfreque ntly, did not delveinto each other's livesor the recess es of theirthough ts and feelin gs.
4. Sudden ly a miracu louschange in the conver satio n took place.
5. The conver satio n sudden ly became spirit ed and exciti ng.
6. We oughtto thinkas the Saxonpeasan ts did at that time.
7. The Elizab ethan writer s spread the Englis h langua ge far and wide.
8. I have always had an eagerintere st in dictio narie s.
9. Otherw ise one will tie up the conver satio n and will not let it go on freel y.
10. We wouldneverhave talked aboutAustra lia, or the langua ge barrie r in the time of the Norman Conque st.
Ⅻ.
Cohere nce and unitycan be enhanc ed by contin uityin the paragr aph. Contin uity g iveswritin g a senseof smooth ness.Good organi zatio n is essent ial for contin uity ,becaus e the clear, logica l arrang ement makesthe orderof though t easy to follo w.But good transi tions also help to make the writin g smooth. The threecommon trans i t iona l device s are: pronou n refere nce, repeti tionof import ant words, and trans i t iona l expres sion. The two paragr aphsin the exerci ses employ thesethreemetho d s to establ ish contin uityand so improv e cohere nce and unityof the paragr aphs.
Paragr aph 1
1) Transi tiona l wordsand expres sions: for instan ce, on the otherhand
2) Pronou n refere nce. we (referr ing back to teen-agers), us, our, us, us, our, us, our, us, us
3) Repeti tionof import ant words: teen-agers, teen-years, teen-agers, teens
Paragr aph 2
1) Transi tiona l wordsand expres sions: As of today,Afterthat, Then, for insta n c e, even that
2) Pronou n refere nce :I, my, I, myself, I, I, me, my, I, I
3) Repeti tionof import ant words.food (and namesof differ ent kindsof food)
ⅩⅢ. Omitte d.
ⅩⅣ. Peculi ariti es of Spoken Englis h
The peculi ariti es of spoken Englis h, in my opinio n, become appare nt in contr a s t with thoseof writte n Englis h. First,in spoken Englis h, people tend to use small a nd simple words,and sincethey have little time to thinkaboutthe use of prope r or exactwords, they may fail to convey theirfeelin gs or though ts effect ively. And when they cannot thinkof anythi ng to say, they may use mouth-fillin gs such as "you know", "I think", etc. Whilewritin g, people are genera lly allowe d enoug h time to thinkof the choice of wordsand they can usual- ly expres s themse lves s ucces sfull y. Second ly, when spoken Englis h used, people may use many broken sente
n c es or other ungram matic al ones due to the limitof time. Whilewritin g, however, people seldom make simila r mistak es unless they are not well-educat ed enough. Finall y, when speaki ng, people may move from one idea to anothe r casual ly and the speech can not be well organi zed. When it comesto the use of pen, people usual l y pay much attent ion to the struct ure or the wholepassag e.。