unit3Word格式文档下载.docx

unit3Word格式文档下载.docx

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　　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.

　　1.Roget‘sInternationalThesaurus

　　2.Webster’sCollegiateThesaurus

Ⅸ.Givetenantonymousand/orcontrastedwordsofthewordintricate.Givewordsofthesamepartofspeech.

　　1.Roget’sInternationalThesaurus

X.Lookupthedictionary,findoutfromwhatlanguagesthefollowingwordsareborrowed,andthenputthemintoChinese:

　　1.buffet8.soireé

15.attaehé

　　2.cuisine9.cloisonné

16.liaison

　　3.lemonade10.omelette17.dé

jà

vu

　　4.liqueur11.restaurateur18.encore

　　5.dé

jeuner12.repertoire19.discothè

que

　　6.menu13.coupd’é

tat20.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