2. 《高级英语》 精品课程 第二册 绍兴文理学院元培学院

3. Lesson 1 Pub Talk and the King’s English

4. various terms public house bar tavern hostel taproom road house free house local boozer the queen's English standard English BBC English received pronunciation (RP)

5. Cultural Background 1. pub culture course website 》 background videos 》 The British Pubs Q.: How important are pubs to the community life? 2. the history of English course website 》 background videos 》 The History of English Clarify the historical periods and the development of English.

6. A pub is a building or room in Britain where alcohol can be bought and drunk, where meals are often served, and where people chat; You have to be 18 years old to order a drink in a pub. Some pubs will allow people over 14 years old to go inside if they are with someone who is over 18, but they are not allowed to go to the bar or to have an alcoholic drink; Most pubs have no waiters--you have to go to the bar to buy drinks. This may sound inconvenient, but there is a hidden purpose; Pub culture is designed to promote sociability in a society. The bar counter is possibly the only site in the British Isles in which friendly conversation with strangers is considered entirely appropriate and really quite normal behavior. 1. What do you know about a pub?

7.  Wine is an increasingly popular drink in the UK. ---- house wine (red or white).  Cider 苹果酒 is a traditional English alcoholic drink made from apples.  Whisky is a strong drink produced in Scotland and in Ireland.  In summertime a popular drink is Pimms and lemonade. This is a traditional cocktail of either Pimms Number 1 (based on gin 杜松 子酒 ) or Pimms Number 6 (based on vodka 伏特加酒 ) together with ice, fruits (lemon/orange).  It is common to ask for snacks to eat with your drink. Common snacks: crisps 油炸马铃薯片等松脆之物, peanuts, pork scratching (smoky bacon and beef)  Bar friends are companions, not intimates. They are friends but not intimate enough to be curious about each other’s private life and thoughts.

8. 2. What do you know about the history of English?  55B.C.—436: Roman invasion of Britain by Julius Caesar. Roman invasion and occupation until the withdrawal from Britain in 436. Local inhabitants speak Celtish  Old English (450-1100 AD): the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany.  Middle English (1100-1500): In 1066 William the Conqueror, the Duke of Normandy, invaded and conquered England. The new conquerors brought with them a kind of French. For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French words added.

9.  Modern English: Early Modern English (1500-1800): From the 16th century the British had contact with many peoples from around the world. Many Latin and Greek words and phrases entered the language during Renaissance. Spelling and grammar became fixed, and the dialect of London became the standard. In 1604 the first English dictionary was published. Late Modern English (1800-Present): the English colonization of different countries resulted in the creation of a variety of English: American English, Australian English, New Zealand English, Canadian English, South African English, Indian English. Late Modern English has many more words created from the Industrial Revolution and technology, and adopted foreign words from many countries. Now it is the most powerful language used by most countries in fields as business, science, press, conference etc. internationally with millions of words.

10. Teaching Objectives 1)To acquaint students with the historical development of the English language. 2)To acquaint students with the knowledge of the relationship between society and language. 3)To enrich students’ knowledge of the cultural background of England.

11. Analysis of the title It misleads the readers into thinking: The writer is going to explain the relationship between the two. Fact: focus on what makes a good conversation “the King’s English”: a particular case of a good conversation

12. Textual Structure Part I (para1-3): General ideas about what is and what makes a good conversation Part II (para 4-17): Illustration of a good conversation on “the king’s English” Part IV (par18-21): Resuming to the topic of a good conversation

13. Detailed Analysis of the Text Part I (para1-3): Questions: 1) What is language? 2) What are the differences between human language and animal language? 3) What does the charm of conversation lie in? 4) What ruins a good conversation?

14. Answers 1. Language — is a system of arbitrary vocal symbols used for human communication. --system: elements are arranged according to certain rules, can be learned and used consistently. --arbitrary: no intrinsic connection between the word and the thing. Different languages have different words for the same thing. --symbolic: words are associated with objects, actions and ideas by conventions. --vocal: the primary medium is sound for all languages, no matter how well developed are their writing systems.

15. 2. Differences Human language Animal language duality ( 双重性 ) structure of sounds & meanings 只有简单的声音系统 productivity ( 创造性 ) a speaker’s ability to string together discrete units to form an infinite set of “well-formed” novel sentences 只有几个有限的信号 displacement ( 移位性 ) refer to things which are not present; 动物只能谈论当前的事物 real or imagined in the past, present, future, in far away places interchangeability ( 替换性 ) both a producer and a receiver, all 雄性能产生的信号雌性不能产生 members can produce and understand the same message distinctive( 区分性 ) Language can be dissected into single 不能区分成单个成分， units with obvious boundaries 一个连续体 language can be used to deceive 不会用声音欺骗自己的同类

16. 3. Charm of a conversation --no fixed topic, starting from nowhere and going nowhere, no point to make --there is no winning or losing in conversation, for conversation is not for persuading others to accept our idea or point of view. --conversation-mates are not intimates, not deeply involved in each other ’ s lives. 4. Ruin of a good conversation -try to make a point, to win an argument

17. Detailed Reading of Part I Language points 1.indulge: v. give way to one’s desire; entertain Indulge in: allow to enjoy indulgence n. The act or an instance of indulging; gratification: practice  Don’t indulge yourself too freely with wine/liquors. 过分 贪杯，纵酒  Indulge in dreams/fantasy  His indulgence in strong tea resulted in insomnia. 2. meander: v. (of a stream) to flow slowly in a winding way （指 溪流）蜿蜒缓慢流动 ; (of a conversation or piece of writing ) to proceed in an aimless or endless way 漫谈, 闲聊 practice  The stream meanders through the valleys, across the meadow and finally into the lake.  The discussion meandered (on) for hours.

18. Detailed Reading of Part I Language points 3. Be on the rocks: (of a ship) wrecks on rocks 触礁 ; (of a marriage, business, etc) in danger of failing, in a severe crisis; practice  I'm afraid Tim's marriage is on the rocks. 5. musket: n. A smoothbore shoulder gun used from the late 16th through the 18th century. 火枪：一种滑膛托枪，用 于 16 世纪后期到 18 世纪 4. Get out of bed on the wrong side: to be in a bad temper

19. Detailed Reading of Part I Language points 6. delve: v. investigate for information; search for facts practice  She delved into her bag and fished out a pen.  She delved into the origins of the custom. 6. recess: n. period of time when work or business is stopped for break or rest 休息, 停顿时间 ; remote or secret part or place of sth. practice She push the problem down into the innermost recesses of the heart/mind.

20. Detailed Reading of Part II 1. What’s the central idea of para.4-5 ? Main Idea? Someone mentioned the topic “the King’ English” unawares, and the bar conversation naturally follows about it as a focal subject. A pub talk about “the King’s English” 2. While discussing about “the King’s English”, what else is the author trying to show us? On the one hand the writer is discussing about “the King’s English” with his pub friends, on the other hand he is also showing us what is and what makes a good conversation from the way they unfold the conversation. Their conversation exactly bears the very features of a good conversation.

21. Detailed Reading of Part II Language points 1. desultory: a. aimless; at random practice  He started a desultory chat with me over his business affairs.  He began to look desultorily for another apartment. 2. alchemy: n. a science studied in the Middle Ages, that involved trying to change ordinary metals into gold 炼金术 ; magical power 魔力 practice  Religion had an intimate association with alchemy during the Middle Ages.  By what alchemy did he manage to get elected?

22. Detailed Reading of Part II 3. Try to find evidence to prove their talk is a good conversation.  No fixed topic:  the conversation moved desultorily here and there, from the most commonplace to thoughts of Jupiter, without any focus and with no need for one;  No preparation, staring from nowhere:  I do not remember what made one of our companions say it – she clearly had not come into the bar to say it:  It sparkles or glows:  The glow of the conversation burst into flames. There were affirmations and protests and denials, and of course the promise…  It meanders or leaps but goes nowhere:  We had traveled in five minutes to Australia, and then swung to the English peasants of the 12th century;  There is no winning or losing, for conversation is not for persuading others:  Who was right or wrong, did not matter.

23. Detailed Reading of Part II 4. Why is it natural for Australians to resist “the King’s English? Because the Australians are thought of as crude, uneducated people since they are the descendants of convicts, and it’s natural for them to speak in the “non-King’s English”, and as a result, it’s natural for them to have a negative attitude towards “the King’s English”. But this reveals another fact: that is, the Australians are suffering from discrimination because they are the descendents of convicts. 5. Why there are language barrier between the Saxon churls and their Norman conquerors? Because the Norman rulers, kings and nobles, spoke French at court and the conquered Saxon peasants spoke English and refused to learn the French of their masters, hence they had difficulty communicating with each other.

24. Detailed Reading of Part II Language points 3. tart: a. (of food) with sharp or sour taste 酸的 ; Sharp or bitter in tone or meaning; cutting. 刻薄的：在语气或意思上尖锐或挖苦的, 尖刻的 ; practice  This fruit tastes rather tart.  Her tart reply offended me. translation 4. on wings: Metaphor, comparing conversation to a bird flying and soaring. The conversation became exciting.  闲聊依旧热火朝天。  Misfortunes come on wings and depart on foot. [ 谚 ] 祸来如飞行，祸去似步行。

25. Detailed Reading of Part II 7. Do you know some loan words (borrowing)? (French): ballet champagne salon chic (Spanish): tornado mosquito embargo (Italian): opera balcony violin broccoli (German): hamburger quartz (Chinese): tea tofu kowtow kung fu dim sum mahjong (Japanese): judo karaoke sushi tsunami 6. Understand these metaphors. The glow of the conversation burst into flames. We had traveled in five minutes to Australia. The conversation was on wings.

26. Detailed Reading of Part II Language points practice 6. scamper: v. to run quickly and often playfully with quick short steps as children and some small animals do 蹦跳 ;  The rabbit scampered away in fright.  The children scampered down the hill after me. 5. rift: n. split, crack, break, etc 裂缝, 裂口, 破裂处 ; serious disagreement between friends, members of a group, etc （朋友﹑ 成员等之间的）不和, 裂痕 ;  There is a rift in the rock.  Party officials have denied that there is any rift between ministers. practice

27. Detailed Reading of Part II Language points 8. into the shoes: to think as if one were wearing the shoes of the Saxon peasant, i.e. as if one were a Saxon peasant. be in another’s shoes: to be in another’s position. 7. turn up one’s nose at: v. to show scorn or disdain 嗤之以鼻 ; practice  I’m afraid she will turn up her nose at this plain gift.

28. 8. How much do you know about bilingual education? 双语教育并非通过语言课程来实现语言教育的目标，而是通过 学校教育中其它的科目来达到帮助学习者掌握两种语言的目的。 “ 国外实施双语教育的目的，不仅仅是为了培养双语人才或追求 共同的语言，而且大多数是源于 种族同化 ( assimilation ) 、文 化认同、社会稳定等社会和政治的需要，甚至基于民族和谐共 处、避免国家分裂的考虑。 ” 就拿美国来说， “ 美国是一个移民国家。面对众多不同的种族群 体和种族语言，学校扮演了同化移民学生的 “ 熔炉 ” (melting pot) 角色，成为塑造 “ 真正美国人 ” 的理想场所。

29. Detailed Reading of Part II 1. What’s the main idea of para.12 ? Main Idea? The introduction of the term --was coined / came into use in the 16th century:  “Queen’s English” is found in Nash’s “Strange Newes of the Intercepting Certaine Letters”in 1593;  In 1602, Dekker wrote of someone, “thou clipst the King’s English’’;  Shakespeare used it once, “… here will be an old abusing of God’s patience and the King’s English” research done on “the King’s English”

30. Detailed Reading of Part II Language points 1. intercept: v. to stop or catch (sb travelling or sth in motion) before he or it can reach a destination 中途阻止或拦截（某人 / 某 物） ; interception n. practice  Reporters intercepted him as he tried to leave by the rear entrance.  The police had been intercepting the suspect’s mails. 2. abusing: 1) take unfair or undue advantage of (one’s patience) 2) improper or incorrect use of language God’s patience: God is more patient than any human being. There will be a great trying of one’s patience and plentiful misuse of the King’s English.

31. Detailed Reading of Part II 2. What is the main idea of Para.13-14? The developing course of “the King’s English”:  After five centuries of growth, of tussling with the French of the Normans and at last absorbing it, and English had come royally into its own.  The Elizabethans blew on it as on a dandelion clock, and its seeds multiplied, and floated to the ends of the earth. “The King’s English” was no longer a form or what would now be regarded as racial discrimination.

32. Detailed Reading of Part II Language points 3. tussle: to fight, struggle, contend, etc, vigorously; wrestle 打斗 practice  He is tussling with the problem of what to do about inflation. 4. Angevins and Plantagenets: names of ruling Norman dynasties in England (1154-1399). After 500 years of development, after struggling and contending with the French elements, English survived and became once more the universal language of England. English earned proper recognition and was used by the king.

33. Detailed Reading of Part II Language points 5. dandelion: n a wild plant with a bright yellow flower which later becomes a white ball of seeds that are blown away in the wind 蒲公英 A simile, comparing the English language to the seeds of dandelion. The Elizabethan writers spread the English language far and wide.

34. Detailed Reading of Part II 3. What is the writer doing in Para.15-17? He is giving his comments on “the King’s English”:  The rebellion of lower class against a cultural dominance is still there, as they find the upper class people sometimes lose control and speak with the vigor of ordinary folk.  It is worth trying to speak it, but it should not be laid down as an edict, and made immune to change from below.  The King’s English is a model – a rich and instructive one – but it ought not to be an ultimatum.

35. Detailed Reading of Part II Language points 6. pejorative: a. expressing criticism or scorn; derogatory; 贬抑的 ; 贬损的 ; 轻蔑的 ; practice  He answered my question in a pejorative manner.  Do you think “the King’s English” is a pejorative term? 7. facetious: v. playfully saying or doing things that are intended to be clever and funny but are really silly and annoying 滑稽的： 引起大笑的； practice  She kept interrupting our discussion with facetious remarks.

36. Detailed Reading of Part II Language points 9. jeer: v. laugh at or mock (sb/sth) 嘲笑, 嘲弄 ; n. practice  They jeered (at) the speaker.  He ran off, their jeers ringing in his ears. 8. underling: n. person with lower rank or inferior position 职位低 的人 ; 下属 practice  He seemed to be master, not underling, now.  Once an underling, always an underling.

37. Para 16: There is always a great danger that “Words will harden into things for us.” Words are not themselves a reality, but only representations of it. There is always a great danger that we might forget that words are only symbols and take them for things they are supposed to represent. For example, the word “dog” is a symbol representing a kind of animal. We mustn’t regard the word “dog” as being the animal itself. ---C.K.Ogden & I.A.Richards,1923. The Meaning of Meaning 《意义的意义》 Semantic Triangle （ 2 ） Thought or Reference ( 概念） （ 3 ） Symbol （符号形式） (1 )Referent （所指对象） a) meaning and form are directly linked with a full line. So, meaning is conveyed through forms; forms are the carriers of meanings b) meaning and reality are directly linked with a full line, since, meaning is the generalization of real world entities, a reflection of reality in our brain. c) no necessary connection between form and referent which are, linked by a dotted line. Therefore, we use different forms to express the same reality.

38. Detailed Reading of Part II Language points 11. Made immune: protected against (sth. harmful) 免疫的 People should not be ordered to speak the King’s English and they should be allowed to introduce changes into the language.  The medicine will make you immune from SARS.  Income from certain shares may be immune from taxation.  Immunity from smallpox can be obtained from vaccination. 10. Be laid down as an edict: to issue an order or decree (by an official authority) practice

39. Para 17: I have an unending love affair with dictionaries metaphor, comparing his eager interest in dictionaries to having a love affair. I have always had an intense and eager interest in dictionaries.

40. Detailed Reading of Part III 1. Find the topic sentence for each para. From 18-21? Main Idea? Para.18: There is no worse conversationalist than the one who punctuates his words as he speaks as if he were writing, or even who tries to use words as if he were composing a piece of prose for print. Para.19: One suspects that the great minds were gossiping and judging the quality of the food and the wine. Para. 20: One will bind the conversation, one will not let it flow freely here and there if consulting a dictionary in the middle of a conversation. Para. 21: The bother about teaching chimpanzees how to talk is that they will probably try to talk sense and so ruin all conversation. The writer resumed to the topic of how to make a good conversation.

41. Detailed Reading of Part III Language points 1. sinister: a. making you feel that something evil, dangerous, or illegal is happening or will happen 邪恶的, 险恶的, 不吉祥的, 凶兆 的 ; practice  His sinister look frightened them.  There was something sinister about Mr Scott's death. 2. lofty: a. ( of mountains, buildings) very high and impressive 极 高的 ; (of thoughts, aims, etc) very noble or of superior standard or qualities 高尚的, 崇高的 ; seeming to think you are better than other people, arrogant 傲慢的；自以为是的 ; practice  He climbed to a lofty height to see the whole village.  He is a man of lofty ideals.  I don't like his lofty manner.

42. Para 18: … the King ’ s English slips and slides in conversation. metaphor, to slide on a slippery surface, to lose footing, hence to make a mistake, fall into error: The English one uses is no longer absolutely correct. When E.M.Foster writes of “ the sinister corridor of our age ”, we sit up at the vividness of the phrase. metaphor, comparing the things we do, the road we travel in this age to a corridor. In our age people are traveling along a sinister road doing all kinds of evil things. sit up: (colloquial) to become suddenly alert We become suddenly alert and interested because the phrase is so vivid. Para 19: Other people may celebrate the lofty conversation in which great minds … celebrate: praise and honor great minds: synecdoche, people with great minds

43. Is spoken English different from written English? In what ways? phonological: People have to pay attention to their intonation and pronunciation in spoken English. There are much more pauses and abbreviations in spoken English than written English.

44. Lexical: People tend to choose some easy and simple words in the spoken language. There are lots of slang and vogue words being used in oral English. In written English, the choice of vocabulary is more academic and professional. The language fillers do not appear in the written language.

45. Syntactical: compared with oral English, it is very common to see the long and complex sentence with different types of clauses in written language. The passive voice and noun phrases are very popular in written language.

46. Discourse: The coherence of sentences and the unity of paragraphs should be noticed in written language.

47. Detailed Reading of Part III 2. What do Chimpanzees stand for here? What’s the author’s true intention of saying so? They stand for nonhuman animals which are incapable of talk and conversation. Chimpanzees are chosen because they are thought of as the possible category of animals which could be taught to speak. This is a biting satire in which the writer derides people who ruin good conversation by trying to talk sense, behaving like animals that are taught to speak, but not knowing how to talk.

48. Figures of speech 1. No one has any idea where it will go as it meanders or leaps and sparkles or just glows. 2. They got out of bed on the wrong side is simply not a concern. 3. They are like the musketeers of Dumas who, although they lived side by side with each other, did not delve into each other’s… 4. Suddenly the alchemy of conversation took place 5. The glow of the conversation burst into flames. Post Reading of the Text

49. Figures of speech 6. We ought to think ourselves back into the shoes of the Saxon peasant. 7. The Elizabethans blew on it as on a dandelion clock, and its seeds multiplied, and floated to the ends of the earth. 8. I have an unending love affair with dictionaries. 9. Otherwise one will bind the conversation, one will not let it flow freely here and there. 10. We would never have gone to Australia, or leaped back in time to the Norman Conquest. Post Reading of the Text

50. Language features  conversational style;  loosely organized;  informal and colloquial language --- to suit the theme;  the misleading title;  mixed metaphors;  no big and abstract words  sentence fragments;