高英II3课文后练习+答案.docx

高英II3课文后练习+答案.docx

《高英II3课文后练习+答案.docx》由会员分享，可在线阅读，更多相关《高英II3课文后练习+答案.docx（13页珍藏版）》请在冰豆网上搜索。

高英II3课文后练习+答案

高英II-3课文后练习+答案

高英II-3课文后练习+答案：

I.Writeshortnoteson:

Carlyle,andLamb.

SuggestedReferenceBooks[SRB]

1.TheOxfordCompaniontoEnglishLiterature

2.anystandardbookonthehistoryofEnglishliterature

3.EncyclopaediaBritannica

SeeAdditionalBackgroundMaterialforTeachers'Reference,points6and7

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,Carlyleinfluencedmanymenoftheyoungergeneration,amongthemwereMathewArnoldandRuskin.

　　2.Lamb:

CharlesLamb（1775-1834）,Englishessayist,wasborninLondonandbroughtupwithintheprecinctsoftheancientlawcourts,hisfatherbeingaservanttoanadvocateoftheinnerTemple.HewenttoschoolatChrist'sHospital,wherehehadforaclassmateColeridge,hislife-longfriend.Atseventeen,hebecameaclerkintheIndiaHouseandhereheworkedfor33yearsuntilhewasre-tiredonapension.HisdevotiontohissisterMary,uponwhomrestedanhereditarytaintofinsanity,hasdoneal-mostasmuchasthesweetnessandgentlehumorofhiswritingstoendearhisname.Theycollaboratedonseveralbooksforchildren,publishingin1867theirfamousTalesfromShakespeare.Hisdramaticessays,SpecimensofEnglishDramaticPoets（1808）,establishedhisreputationasacriticanddidmuchinrevivingthepopularityofEliza-bethendrama.TheEssaysofElla,publishedatintervalsinLondonMagazine,weregatheredtogetherandrepublishedintwoseries,thefirstin1823,thesecondtenyearslater.TheyestablishedLambinthetitlewhichhestillholds,thatofthemostdelightfulofEnglishessayists.

II.Questionsoncontent:

1.What,accordingtothewriter,makesgoodconversation?

Whatspoilsit?

Agoodconversationdoesnotreallystartfromanywhere,andnoonehasanyideawhereitwillgo.Agoodconversationisnotformakingapoint.Argumentmayoftenbeapartofit,butthepurposeoftheargumentisnottoconvince.Whenpeoplebecomeseriousandtalkasiftheyhavesomethingveryimportanttosay,whentheyarguetoconvinceortowintheirpoint,theconversationisspoilt.

2.Whydoesthewriterlike"barconversation"somuch?

Thewriterlikesbarconversationverymuchbecausehehasspentalotoftimeinpubsandisusedtothiskindofconversation.Barfriendsarecompanions,notintimates密友;挚友.Theyarefriendsbutnotintimateenoughtobecuriousabouteachother'sprivatelifeandthoughts.

3.Doesagoodconversationneedafocalsubjecttotalkabout?

No.Conversationdoesnotneedafocus.Butwhenafocal焦点的subjectappearsinthenaturalflowofconversation,theconversationbecomesvivid,livelyandmoreinteresting.

4.WhydidthepeopletalkaboutAustralia?

WhydidtheconversationturntoNormanEngland?

ThepeopletalkedaboutAustraliabecausethespeakerwhointroducedthesubjectmentionedincidentallythatitwasanAustralianwhohadgivenhersuchadefinitionof"theKing'sEnglish."Whenthepeopletalkedabouttheresistanceinthelowerclassestoanyattemptbyanupperclasstolaydownrulesfor"Englishasitshouldbespoken",theconversationmovedtoNormanEnglandbecauseatthattimealanguagebarrierexistedbetweentheSaxonpeasantsandtheNormanconquerors.

5.Howdoestheuseofwordsshowclassdistinction?

TheSaxonpeasantsandtheirNormanconquerorsuseddifferentwordsforthesamething.Forexamplesseeparagraph9.

6.Canyouguessthewriter'sviewsonbilingualeducation?

（para11）

Thewriterseemstobeinfavorofbilingualeducation.Heisagainstanyformofculturalbarrierortheculturalhumiliationofanysectionorgroupofpeople.

7.Whywastheterm"Queen'sEnglish"usedin1593and"theKing'sEnglish'in16027

Theterm"theQueen'sEnglish"wasusedin1953byNashbecauseatthattimethereigningmonarchwasaqueen,ElizabethI.Theterm"theKing'sEnglish"isthemorecommonformbecausetherulingmonarchisgenerallyaking.Thosewhoarenotveryparticularmayusetheterm"theKing'sEnglish",evenwhentherulingmonarchisaqueen.In1602,Dekkerusedtheterm"theKing'sEnglish",althoughthereigningmonarchwasstillQueenElizabeth.

8.Whenwas"theKing'sEnglish"regardedasaformofracialdiscriminationinEngland?

“TheKing’sEnglish”wasregardedasaform0fracialdiscriminationduringtheNormanruleinEnglandabout1154—1399．

9.Whatistheattitudeofthewritertowards"theKing'sEnglish''?

Thewriterthinks“theKing’sEnglish”isaclassrepresentationofreality．1tisworthtryingtospeak“theKing’sEnglish”，butitshouldnotbe1aiddownasanedict，andmadeimmunetochangefrombelow．TheKing’sEnglishisamodelarichandinstructiveone-butitoughtnottobeanultimatum最后通碟．

10.Whatdoesthewritermeanwhenhesays,"theKing'sEnglish,liketheAnglo-FrenchoftheNormans,isaclassrepresentationofreality"?

（para16）

DuringtheNormanperiod，therulingclassspokeAnglo-FrenchwhilethepeasantsspoketheirnativeSaxonlanguage．Languagebearsthestampoftheclassthatusesit．TheKing’sEnglishtodayreferstothelanguageusedbytheupper，educatedclassinEngland．

III.Questionsonappreciation:

1.Inwhatwayis"pubtalk"connectedwith"theKing'sEnglish''?

Isthetitleofthepiecewellchosen?

Thetitleofthispieceisnotwellchosen．ItmisleadsthereadersintothinkingthatthewriterisgoingtodemonstratesomeintrinsicorlinguisticrelationshipbetweenpubtalkandtheKing’sEnglish．Whereasthewriter．inreality，isjustdiscoursingonwhatmakesgoodconversation．TheKing’sEnglishisconnectedwith“pubtalk”whenthewriterdescribesthecharmingconversationhehadwithsomepeopleoneeveninginapubonthetopic“theKing’sEnglish”toillustratehispointthatbarconversationinapubhasacharmofitsown．

2.Pointouttheliteraryandhistoricalallusionsusedinthispieceandcommentontheiruse.

1nthisessaythewriteralludedtomanyhistoricalandliteraryeventsuchastheNormanconquest，thesaloonsof18thcenturyParis，andthewordsofmanyamanofletters．Forashortexpositoryessaylikethis，theallusionsusedaremorethanexpectedanddesirable．

3.Whatisthefunctionofpara5?

Isthechangefrom"pubtalk"to"theKing'sEnglish"tooabrupt?

Paragraph5isatransitionparagraphbymeansofwhichthewriterpassesfromageneraldiscourseongoodconversationtoaparticularinstanceofit．Butonefeelsthechangefrom“pubtalk”to“theKing'sEnglish”abittooabrupt．

4.Dothesimpleidiomaticexpressionslike"tobeontherocks,outofbedonthewrongside,etc.,"gowellwiththecopiousliteraryandhistoricalallusionsthewriteruses?

Giveyourreasons.

Thesimpleidiomaticexpressionslike"tobeontherocks，outofbedonthewrongside，etc．”maybesaidtogowellwiththecopiousliteraryandhistoricalallusionsthewriterusedforaninformalconversationalstyletoSuitthethemeofthisessayinwhichthewritertriestodefendinformalusesoflanguage．

5.Doesthewriterrevealhispoliticalinclinationinthispieceofwriting?

How?

Thewriter’sattitudetowards“theKing’sEnglish”showsthatheisadefenderofdemocracy．

IV.Paraphrase:

1.Anditisanacuvityonlyofhumans.（para1）

Andconversationisanactivitywhichisfoundonlyamonghumanbeings．（Animalsandbirdsarenotcapableofconversation．）

2.Conversationisnotformakingapoint.（para2）

Conversationisnotforpersuadingotherstoacceptourideaorpointofview．

3.Infact,thebestconversationalistsarethosewhoarepreparedtolose.（para2）

Infactapersonwhoreallyenjoysandisskilledatconversationwillnotarguetowinorforceotherstoaccepthispointofview．

4.Barfriendsarenotdeeplyinvolvedineachother'slives.（para3）

Peoplewhomeeteachotherforadrinkinthebarofapubarenotintimatefriendsfortheyarenotdeeplyabsorbedorengrossedineachother’slives．

5.itcouldstillgoignorantlyon（para6）

Theconversationcouldgoonwithoutanybodyknowingwhowasrightorwrong．

6.Therearecattleinthefields,butwesitdowntobeef（boeuf）.（para9）

Theseanimalsarecalledcattlewhentheyarealiveandfeedinginthefields；butwhenwesitdownatthetabletoeat,wecalltheirmeatbeef．

7.ThenewrulingclasshadbuiltaculturalbarrieragainsthimbybuildingtheirFrenchagainsthisownlanguage.（para11）

ThenewrulingclassbyusingFrenchinsteadofEnglishmadeitdifficultfortheEnglishtoacceptorabsorbthecultureofthe、rulers．

8.Englishhadcomeroyallyintoitsown.（para13）

TheEnglish