高级英语-第二册-第三课-课后习题答案

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.1.Agoodconversationdoesnotreallystartfromanywhere,andnoonehasanyideawhereitwillgo.Agoodconversationisnotformakingapoint.Argumentmayoftenbeapartofit,butthepurposeoftheargumentisnottoconvince.Whenpeoplebecomeseriousandtalkasiftheyhavesomethingveryimportanttosay,whentheyarguetoconvinceortowintheirpoint,theconversationisspoilt.2.Thewriterlikesbarconversationverymuchbecausehehasspentalotoftimeinpubsandisusedtothiskindofconversation.Barfriendsarecompanions,notintimates.Theyarefriendsbutnotintimateenoughtobecuriousabouteachother'sprivatelifeandthoughts.3.No.Conversationdoesnotneedafocus.Butwhenafocalsubjectappearsinthenaturalflowofconversation,theconversationbecomesvivid,livelyandmoreinteresting.4.ThepeopletalkedaboutAustraliabecausethespeakerwhointroducedthesubjectmentionedincidentallythatitwasanAustralianwhohadgivenhersuchadefinitionoftheKing'sEnglish.WhenthepeopletalkedabouttheresistanceinthelowerclassestoanyattemptbyanupperclasstolaydownrulesforEnglishasitshouldbespoken,theconversationmovedtoNormanEnglandbecauseatthattimealanguagebarrierexistedbetweentheSaxonpeasantsandtheNormanconquerors.5.TheSaxonpeasantsandtheirNormanconquerorsuseddifferentwordsforthesamething.Forexamplesseeparagraph9.6.Thewriterseemstobeinfavorofbilingualeducation.Heisagainstanyformofculturalbarrierortheculturalhumiliationofanysectionorgroupofpeople.7.ThetermtheQueen'sEnglishwasusedin1953byNashbecauseatthattimethereigningmonarchwasaqueen,ElizabethI.ThetermtheKing'sEnglishisthemorecommonformbecausetherulingmonarchisgenerallyaking.ThosewhoarenotveryparticularmayusethetermtheKing'sEnglish,evenwhentherulingmonarchisaqueen.In1602,DekkerusedthetermtheKing'sEnglish,althoughthereigningmonarchwasstillQueenElizabeth.8．“TheKing’sEnglish”wasregardedasaform0fracialdiscriminationduringtheNormanruleinEnglandabout1154—1399．9．Thewriterthinks“theKing’sEnglish”isaclassrepresentationofreality．1tisworthtryingtospeak“theKing’sEnglish”，butitshouldnotbe1aiddownasanedict，andmadeimmunetochangefrombelow．TheKing’sEnglishisamodelarichandinstructiveone-butitoughtnottobeanultimatum．10．DuringtheNormanperiod，therulingclassspokeAnglo—FrenchwhilethepeasantsspoketheirnativeSaxonlanguage．Languagebearsthestampoftheclassthatusesit．TheKing’sEnglishtodayreferstothelanguageusedbytheupper，educatedclassinEngland．Ⅲ．1．Thetitleofthispieceisnotwellchosen．ItmisleadsthereadersintothinkingthatthewriterisgoingtodemonstratesomeintrinsicorlinguisticrelationshipbetweenpubtalkandtheKing’sEnglish．Whereasthewriter．inreality，isjustdiscoursingonwhatmakesgoodconversation．TheKing’sEnglishisconnectedwith“pubtalk”whenthewriterdescribesthecharmingconversationhehadwithsomepeopleoneeveninginapubonthetopic“theKing’sEnglish”toillustratehispointthatbarconversationinapubhasacharmofitsown．2．1nthisessaythewriteralludedtomanyhistoricalandliteraryeventsuchastheNormanconquest，thesaloonsof18thcenturyParis，andthewordsofmanyamanofletters．Forashortexpositoryessay