Match the words up with their meaning and give the Russian translation

Nbsp; МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИИ Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования     РОССИЙСКИЙ ГОСУДАРСТВЕННЫЙ ГУМАНИТАРНЫЙ УНИВЕРСИТЕТ     Кафедра английского языка  

УЧЕБНОЕ ПОСОБИЕ

АНГЛИЙСКИЙ ДЛЯ ИЗУЧАЮЩИХ

СОЦИАЛЬНУЮ АНТРОПОЛОГИЮ

 

 

Для специальности

№ 350100 – Социальная антропология

 

Москва 2012

УЧЕБНОЕ ПОСОБИЕ

АНГЛИЙСКИЙ ДЛЯ ИЗУЧАЮЩИХ

СОЦИАЛЬНУЮ АНТРОПОЛОГИЮ

Составители:

Доцент, канд. ист. наук Ю.А. Артемьева

Доцент, канд. ист. наук, И.О. Костина

Доцент, Ph . D ., В.Б. Кракович

Учебное пособие утверждено на заседании

Кафедры английского языка

Ноября 2011 г. Протокол № 3

Российский государственный

Гуманитарный университет, 2011

Содержание

Введение

Introduction. The ‘Grammar’ of Englishness

Chapter 1. The Weather

Chapter 2. Grooming-talk

Part I

Part II

Chapter 3. Humour Rules

Chapter 4. Linguistic Class Codes

Chapter 5. Emerging Talk-rules: The Mobile Phone. Pub-talk

Chapter 6. Home Rules

Chapter 7. Rules of the Road

Chapter 8. Work to Rule

Chapter 9. Rules of Play

Chapter 10. Dress Codes

Chapter 11. Food Rules

Chapter 12. Rules of Sex

Chapter 13. Rites of Passage

Chapter 14. Defining Englishness

Заключение

Список рекомендованной литературы

 

ВВЕДЕНИЕ

 

Знание второго языка для студентов-антропологов сложно переоценить. Во-первых, с учетом глобализации мировой экономики и, как следствие, ослабления социальных барьеров между народами и нациями, язык мирового общения (в данном случае – английский) требует постоянно совершенствующегося лингвистического образования, как качественно, так и количественно. Во-вторых, расширение рамок профессионального общения в его коммуникативной (личное общение) и в пассивно-информативной (чтение специальной литературы) сферах требует создания новых учебных материалов, цель которых – максимально быстро и эффективно развить компетнции студента в этих областях. Подобные попытки уже были сделаны (Ильина А.К., Костина И.О., Кракович В.Б. “Профессиональный английский для студентов-антропологов, Кракович В.Б., Курамина Н.В. “English for anthropologists”, см. список дополнительной литературы). Данное пособие является следующей ступенью в овладении языком специальности во всех его аспектах (кроме аудирования).

 

Инновационными аспектами пособия можно считать следующие:

1. введение словаря посредством синонимических пар

2. обучене языку специальности не через научные, но через научно-популярные тесты, что способствует повышение интереса к языку

3. введение коммуникативных элементов в обучение языку специальности (таблицы мини-диалогов, написание студентами диалогов и сочинений)

4. актуальность изучаемых текстов

  

Данное пособие предназначено для студентов 2 - 3  курсов факультета «Социальной антропологии», (английский язык – первый). № 350100 (специалитет), № 032400 (бакалавриат).

 

Пособие предназначено для всех форм обучения.

Дополнительные материалы:

 

1. Kate Fox “Watching the English” Hodder and Stroughton, 2004, Great Britain.
2. Англо-английский и англо-русский словарь (уровня “Oxford Advanced Learner’s” и выше).

 

Целью учебного пособия является расширение общепрофессионального аспекта словарной базы студента с активной привязкой лексики к определенным грамматическим и синтаксическим конструкциям. 

 

Объект изучения – книга, написанная профессиональным антропологом, но для широкой аудитории. Чтение и перевод подобного материала используются для

 

· тренировки общелингвистического характера (чтение непрофессионального текста)

· тренировки узколингвистического характера (чтение профессионального текста)

 

Поскольку книга объединяет в себе узкопрофессиональные и одновременно популяризаторские элементы, к моменту завершения курса ожидается, что студент избавится от страха перед чтением профессиональных текстов. Данное пособие может рассматриваться в качестве своего рода «мостика» между обучением собственно чтению и переводу, и введением в языковую специальность.

 

Материал предполагает отработку в течение 2-4 семестров в качестве основного учебника по чтению для студентов, изучающих английских язык как первый (при двух занятиях в неделю). Ко всем упражнениям, особенно к творческим заданиям диалогового и монологового характера в качестве педагогических принципов предлагается применять постулаты коммуникативного подхода

 

Пособие состоит из 17 глав, соответствующих главам учебника, в каждой из которых дополнительно отрабатывается лексический, синтаксический и грамматический анализ определенной главы. Главы пособия композиционно одинаковы и имеют следующую структуру:

 

1. Лексический материал главы, сведенный в несколько таблиц. Определения слов и выражений даются в правой колонке, на английском языке. Эта часть предполагает активную работу со словарем, поскольку определения даны вразбивку.

2. Упражнения, отрабатывающие лексический материал:

a. fill-in-the-blanks

b. ответы на вопросы (в ответе надо использовать определенную лексическую единицу)

c. перевод с русского на английский

d. ответы на вопросы (в вопросе использована лексическая компонента из активного словаря)

 

 

3. Дополнительный грамматический материал, соответствующий тем грамматическим явлениям и конструкциям, которые отрабатываются в соответствующих главах учебника

4. Упражнения, отрабатывающие грамматический и синтаксический материал (перевод с английского на русский).

5. Сопоставительные диалоги со смешанными ответными репликами в формате двух таблиц. Студент должен сам найти вторую часть диалога для каждой вводной реплики.

6. Отрывок из текста с выделенными словами и выражениями, сведенными в таблицы в начале главы.

7. Творческое упражнение. Диалог или сочинение с использованием лексического, 

грамматического и синтаксического материала главы.

 

Поскольку студентам придется самим искать или вычислять перевод всех слов и выражений, то в результате достигается двоякая цель расширения и удержания лексического материала. Во-первых, студент выучивает не только значение определенного выражения или слова из книги, но и значение синонимичного выражения или слова, также данного в таблице на английском языке. При этом студенту представляется возможность меньше работать со словарем, поскольку подобные таблицы позволяют аналитически вычислить значения некоторых слов. Соответственно, сокращается время подготовки. Во-вторых, при запоминании значений слов и выражений, студенты формируют не парные ассоциации значений

 

английское слово                                  русское слово 

 

 

а взаимосвязанные тройные:

 

 

английское слово                                 русское слово

 

                       английский синоним

 

что способствует гораздо лучшему запоминанию языковых единиц.

 

Упражнения на отработку лексического материала направлены как на расширение пассивного (узнавание в тексте), так и активного (употребление) словарного запаса.

Предполагается, что уровень студента соответствует Upper Intermediate, поэтому объяснения грамматических тем учебника уже подразумевают некие общие знания. Объяснения и упражнения кратки и приводятся лишь в том случае, когда уровень студента явно не соответствует уровню текста. В одной главе рассматривается примерно 10 грамматических мини-тем.

 

Грамматика и лексика главы интегрируются в сопоставительных диалогах со смешанными ответными репликами в формате двух таблиц. 

 

Рекомендации по обучению.

 

1. Если позволяет время и уровень группы, рекомендуется также использовать полный текст книги
2. Фразы (мини-диалоги), данные в двух сопоставительных таблицах в каждой главе, а также предложения-примеры после каждой грамматической мини-темы студентам рекомендуется заучивать наизусть
3. При изучении материала главы рекомендуется давать минимум две контрольные (типа multiple-choice или fill-in-the-blanks) на главу
4. Оптимальное количество «полных» контрольных мы определяем как 14, по количеству глав учебника:
• Контрольные 1-3 – в первом семестре
• Контрольные 4-7 – во втором семестре
• Контрольные 8-11 – в третьем семестре
• Контрольные 12-14 – в четвертом семестре

В конце пособия представлены тексты по социальной антропологии, предназначенные для самостоятельного изучения студентами.

 

INTRODUCTION

  THE ‘GRAMMAR’ OF ENGLISHNESS

Match the words up with their meaning and give the Russian translation

ENGLISH
spate of	to effect two or more different groups
bemoan	used with some nouns to make adjectives describing the type of clothing someone is wearing
alleged	a large and sudden increase in smth, usually smth bad
demise	a difference in a usual or expected way of doing smth
cut across	to complain or say that you are disappointed about smth
- clad	claim that smth is true, even though this has not been proved
detached	an event or action that makes you feel extremely angry and upset
layman	someone who is an expert in a subject, and is often asked to talk to the public about that subject
woolly	the time when smth stops existing
deviation	confused and not clear
outrage	to carry out a discussion or examination to find out why an event happened, especially an event that produced bad results
pundit	someone who is not trained in a high or professional standard in a particular subject
conducting premature post-mortems on smth	not feeling involved in smb or smth in a close or emotional way

 

effectively	one of several levels in an organization or system
whim	not obvious, and therefore difficult to notice
psyche ['saiki]	someone whose job is to help people buy and sell or rent property
bear little relation to	in a way that works well and produces the result that you intended
tier [tiə]	the part of your mind that controls your attitudes and behaviour
estate agent	to move suddenly in a way that is not smooth or controlled
subtle ['sʌtl]	a sudden feeling that you must have or do something, often suggesting that what someone wants is not important
sluice (off)	not to seem to be really similar to something or related to it in some way
a chat-up line	something that creates a difference between people or makes them unequal
bump into	to wash something with a flow of water
a divider	bump into something, to accidentally hit against something
lurch into	something that you say to someone in order to start a conversation with them because you want to have a sexual or romantic relationship with them

 

stumble across	extremely, extremely seriously or unpleasantly
coherent	used for saying that you agree with what someone has just said or that your feelings or wishes are the same as theirs
whereas	a plant or animal group whose members all have similar general features and are able to produce young plants or animals together
overlap	being sensible and easily understand
lumped together	used for comparing two things, people, situations etc and showing that there is an important difference between them
frightfully	things that are used, done, or shared by two or more people, happening frequently or existing in large amounts or numbers
virtually	in a strange or unusual way, true or typical of a particular person, thing, or situation
species ['spi:∫i:z]	to find something or meet someone by accident
ditto	a situation in which some aspects are shared by more than one subject
peculiarly	to put people or things into the same group, although they do not really belong together
commonalities	used for emphasizing that a statement is almost completely true

 

trip over	describing or defining something
descriptive	stating what should happen, or what someone should do
prescriptive	to give your opinions in a way that shows you think you are definitely right, especially when this annoys other people
warts [wo:t] and all	to tell people how they should behave, because you believe that your own opinion of right and wrong is the correct one
moralize	a situation in which someone does something that goes against accepted rules of social behaviour
pontificate	everything about a person or situation, even the bad things
breach	fall over

 

 

Exercises

A. Fill in the blanks with the suitable words and expressions:

1. There was a ______ of books on his table _______ composed by _______ in fact they were written by ________.
2. He _____ his bicycle telling stories of leather-_____ hooligans who stopped him, took it away and frightened him to death.
3. Her _____ ______ ______ ______ to proper behaviour, they ____ ______ all her activities and her whole days.
4. Why do you behave in such a _____ manner?
5. His _____ can be easily explained by human_____, anyone might behave in such a way watching _____ thinking and lack of imagination of his son.
6. Why did you leave so early, not waiting for the end of the show? – I can’t stand all these_________ .
7. He always ___________ in such a ridiculous manner, really making a fool of himself.

 

B. Answer the questions using the following words and expressions:

Sluice off, descriptive, moralizing, tier, demise, estate agent.

1. Would you like to have a special wedding cake? What should it be like?
2. How did Hercules manage to clean the Augean stables in a single day? (rerouting 2 rivers)
3. Whom would you apply to if you need to sell or to buy an apartment?
4. What would you say about a book which gives every detail of the event?
5. What would you say about firm prescriptions of behaviour in every possible situation?
6. How could you describe decease and loss of old traditions?

 

C.  Translate using the following words and expressions:

Frightfully, trip over, whereas, ditto, breach, virtually, warts and all, subtle, overlap, lump together, lurch.

1. Мне понравился тщательный и тонкий анализ проблемы этого автора.

2. В своем фильме он свалил все в одну кучу, но вышло все равно ужасно интересно.

3. Он шел, пошатываясь, наткнулся на клумбу с цветами и разрушил ее.

4. Хотя он получил за своей женой большое приданое, он истратил его до копейки.

5. Культуры этих народов пересекаются самым причудливым образом.

6. До появления человека лесные пожары на острове были большой редкостью.

7. Сыщик рассказал о причинах, приведших к преступлению без всяких прикрас.

8. Мне пришлось выплатить 60 евро штрафа за неправильную парковку и столько же за нарушение правил.

 

D. Answer the questions using suitable words and expressions:

1. What kind of chat lines do you use when you want to get acquainted with a girl?
2. What do you say if you bump into a person?
3. Is this text coherent?
4. Where can you stumble across an old friend?
5. What prescriptive instructions are given to tourists going to remote lands?
6. What endangered species that can extinct do you know?
7. What peculiarly Russian traditions do you know?
8. Do you consider permissible slight deviations from the pronunciation norms?

GRAMMAR

 

1. Present Continuous может употребляться для выражения часто происходящих действий, если говорящий вкладывает в высказывание сильную отрицательную эмоцию:

 

You are always using my razor! – Вечно ты пользуешься моей бритвой.

She’s always saying this! – Вечно она это говорит.

 

TRANSLATE

 

We are constantly being told that we need to work hard and be good citizens.

 

2. Предложения со словом ONE в качестве подлежащего следует переводить либо безличными конструкциями, либо вводя подлежащее ВЫ:

 

One shouldn’t kill. – Убивать нельзя.

When looking at fire one is advised to shield his eyes. – Глядя на огонь, вы должны (надо) прикрывать глаза.

 

TRANSLATE

 

Anthropologists are trained to use a research method known as ‘participant observation’, which means participating in the life and culture of the people one is studying, to gain a true insider’s perspective on their customs and behaviour.

 

The speaker has gone to the trouble of making the information sound surprising and scandalous, so the least one can do is to reciprocate by sounding suitably shocked.

 

3. Слово WHILE часто имеет противопоставительный оттенок («в то время как» или «а»):

 

I like fish while she likes meat. – Я люблю рыбу, а она – мясо.

 

TRANSLATE

 

While we may spend much of our time moaning about our weather, foreigners are not allowed to criticize it.

 

A scrupulously tidy car indicates an upper-working to middle-middle owner, while a lot of rubbish and general disorder suggests an owner from either the top or the bottom of the social hierarchy.

 

4. Конструкцию NOT … BUT RATHER следует переводить конструкцией НЕ … А СКОРЕЕ, а конструкцию RATHER THAN - … А НЕ:

 

He was not involved in sales but rather in marketing. – Он работал не в отделе продаж, а, скорее, в маркетинге.

He prefers fishing rather than hunting. – Он предпочитает рыбалку, а не охоту.

 

TRANSLATE

 

This book is not written for social scientists, but rather for what publishers call ‘the intelligent layman’.

 

I may be asked by some Scottish or Welsh people who still regard themselves as British why I am writing about Englishness rather than Britishness.

 

Rather than giving your name, I suggested, you should strike up a conversation.

 

But in accordance with the traditional English rules of moaning, the people will usually just air their grievances to each other, rather than actually confronting the offenders.

 

To gauge the social class of a garden owner, it is therefore better to look at the general style of the garden, rather than becoming too obsessed with the class-semiotics of individual plants.

 

5. Конструкцию WITHOUT + Gerund следует переводить как НЕ + деепричастие:

 

He did it without thinking. – Он сделал это, не подумав.

 

TRANSLATE

 

I cannot say that we all know what we mean by a ‘rule’, without attempting to explain the sense in which I am using the term.

 

It is impossible to explore the rules of any aspect of English life without constantly bumping into big class dividers, or tripping over the smaller, less obvious ones.

 

The queuers are hoping to shame you into retreating to the back of the queue, without actually having to break the denial rule

 

6. Слово SAY, выделенное запятыми, является укороченным вариантом LET’S SAY и переводится как СКАЖЕМ:

 

Say, you have $100. What will you do? – Скажем, у тебя есть сто долларов. Что ты сделаешь?

 

TRANSLATE

 

Many people make the fundamental mistake of thinking that English sportsmanship is dead citing breaches of the traditional rules of Englishness (such as, say, the unsportsmanlike behaviour of a footballer).

 

If, for example, you want to find out about an English person’s attitudes and feelings on a sensitive subject, such as, say, marriage, you do the following…

 

I call it the ‘print exception’: we may discuss in print (newspapers, magazines, books, etc.) private matters that we would be reluctant or embarrassed to talk about with, say, a new acquaintance at a party.

 

MATCH UP DIALOGUE PARTS

PART 1 (first sentence)

Why are the police following this guy?	Every time he wants to meet a woman, he uses the same chat-up line.	This is an outrage! This pundit’s here pontificating about education whereas his daughter is alleged to have dropped out of school on a whim!	I think we can’t conduct premature post-mortems on why their marriage failed.
The newspaper struggled until its demise in 2000.	What he says bears little relation to what he does. His words and actions seldom overlap.	Studying human psyche is a subtle business.	Let’s cut across the forest! It’ll make the trip shorter.
Look at this silk-clad beauty.	I don’t think laymen should moralize in the media.	I bumped into her yesterday. She is an estate agent now. She is bemoaning the difficulty of selling houses if they are all lumped together.	Is she happy to get accepted there?

PART 2 (reply, reaction)

Yes, it’s virtually impossible to predict the causes and effects in human brain unless you are a thorough professional.	I know! In his speech he wants to come off as a father-type boss but in reality he’s a perfect example of the capitalist-shark species, warts and all.	Ditto, the things they say are commonalities that are neither coherent nor detached.	Yes, I heard he’s been saying it for 10 years without a single deviation.
Then, as I heard, its editor-in-chief stumbled across the goldmine of catalogue advertising.	I know! He should've looked better after his own family before trying to teach others.	He is the alleged murderer of three people.	Of course, this is a first-tier university.
I agree. There’s been a spate of conjectures as to why they broke up yet they are still living together!	Oh, she’s frightfully elegant.	Let’s not! I think I just saw a bear lurching into the bushes!	Yes, I heard she’s very descriptive when it comes to effectively explaining the minuses of her profession.

INTRODUCTION

THE ‘GRAMMAR’ OF ENGLISHNESS

 

We are constantly being told that the English have lost their national identity – that there is no such thing as ‘Englishness’. There has been a spate of books bemoaning this alleged identity crisis… (Yet) I am convinced that there is such a thing as ‘Englishness’, and that reports of its demise have been greatly exaggerated. In the research for this book, I set out to discover the hidden, unspoken rules of English behaviour, and what these rules tell us about our national identity.

 

The object was to identify the commonalities in rules governing English behaviour – the unofficial codes of conduct that cut across class, age, sex, region, sub-cultures and other social boundaries. For example, Women’s Institute members and leather-clad bikers may seem, on the surface, to have very little in common, but by looking beyond the ‘ethnographic dazzle’ of superficial differences, I found that Women’s Institute members and bikers, and other groups, all behave in accordance with the same unwritten rules – rules that define our national identity and character.

 

Anthropologists are trained to use a research method known as ‘participant observation’, which essentially means participating in the life and culture of the people one is studying, to gain a true insider’s perspective on their customs and behaviour, while simultaneously observing them as a detached, objective scientist.

 

This book is not written for other social scientists, but rather for that elusive creature publishers used to call ‘the intelligent layman’. My non-academic approach cannot, however, be used as a convenient excuse for woolly thinking, sloppy use of language, or failing to define my terms. This is a book about the ‘rules’ of Englishness, and I cannot simply assert that we all know what we mean by a ‘rule’, without attempting to explain the sense or senses in which I am using the term.

 

My quest to identify the rules of Englishness is not confined to a search for specific rules of conduct, but will include rules in the wider sense of standards, norms, ideals, guiding principles and ‘facts’ about ‘normal or usual’ English behaviour.

 

Often, exceptions and deviations may help to ‘prove’ (in the correct sense of ‘test’) a rule, in that the degree of surprise or outrage provoked by the deviation provides an indication of its importance, and the ‘normality’ of the behaviour it prescribes. Many of the pundits conducting premature post-mortems on Englishness make the fundamental mistake of citing breaches of the traditional rules of Englishness (such as, say, the unsportsmanlike behaviour of a footballer or cricketer) as evidence for their diagnosis of death, while ignoring public reaction to such breaches, which clearly shows that they are regarded as abnormal, unacceptable and un-English.

 

My analysis of Englishness will focus on rules, as I believe this is the most direct route to the establishment of a ‘grammar’ of Englishness. But given the very broad sense in which I am using the term ‘rule’, my search for the rules of Englishness will effectively involve an attempt to understand and define English culture. This is another term that requires definition: by ‘culture’ I mean the sum of a social group’s patterns of behaviour, customs, way of life, ideas, beliefs and values.

 

The rules may vary from culture to culture, but there are always rules. Different foods may be prohibited in different societies, but every society has food taboos. We have rules about everything. My focus on rules is therefore not some strange personal whim, but a recognition of the importance of rules and rule making in the human psyche.

 

If you think about it, we all use differences in rules as a principal means of distinguishing one culture from another. The first thing we notice when we go on holiday or business abroad is that other cultures have ‘different ways of doing things’, by which we usually mean that they have rules about, say, food, meal times, dress, greetings, hygiene, trade, hospitality, joking, status-differentiation, etc., which are different from our own rules about these practices.

 

Although England is a highly class-conscious culture, the real-life ways in which the English think about social class – and determine a person’s position in the class structure – bear little relation either to simplistic three-tier (upper, middle, working) models, or to the rather abstract alphabetical systems (A, B, C1, C2, D, E), based entirely on occupation, favoured by market research experts. A schoolteacher and an estate agent would both technically be ‘middle class’. They might even both live in a terraced house, drive a Volvo, drink in the same pub and earn roughly the same annual income. But we judge social class in much more subtle and complex ways: precisely how you arrange, furnish and decorate your terraced house; not just the make of car you drive, but whether you wash it yourself on Sundays, take it to a car wash or rely on the English climate to sluice off the worst of the dirt for you. Similar fine distinctions are applied to exactly what, where, when, how and with whom you eat and drink; the words you use and how you pronounce them; where and how you shop; the clothes you wear; the pets you keep; how you spend your free time; the chat-up lines you use and so on.

Every English person (whether we admit it or not) is aware of and highly sensitive to all of the delicate divisions and calibrations involved in such judgements. I will not therefore attempt to provide a crude ‘taxonomy’ of English classes and their characteristics, but will instead try to convey the subtleties of English thinking about class through the perspectives of the different themes mentioned above. It is impossible to talk about class without reference to homes, gardens, cars, clothes, pets, food, drink, sex, talk, hobbies, etc., and impossible to explore the rules of any of these aspects of English life without constantly bumping into big class dividers, or tripping over the smaller, less obvious ones. I will, therefore, deal with class demarcations as and when I lurch into them or stumble across them.

 

BRITISHNESS AND ENGLISHNESS

I may be asked by some Scottish or Welsh people who still regard themselves as British why I am writing about Englishness rather than Britishness. The answer is that I am researching and writing about Englishness rather than Britishness:

• partly because England is a nation, and might reasonably be expected to have some sort of coherent and distinctive national culture or character, whereas Britain is a purely political construct, composed of several nations with their own distinctive cultures;
• partly because although there may be a great deal of overlap between these cultures, they are clearly not identical and should not be treated as such by being lumped together under ‘Britishness’;
• and finally because ‘Britishness’ seems to me to be a rather meaningless term: when people use it, they nearly always really mean ‘Englishness’ – they do not mean that someone is being frightfully Welsh or Scottish.

I only have the time and energy to try to understand one of these cultures, and I have chosen my own, the English.

The trouble is that virtually all nations have a number of regions, each of which invariably regards itself as different from, and superior to, all the others. This applies in France, Italy, the US, Russia and more or less anywhere else you care to mention. People from St Petersburg talk about Muscovites as though they were members of a different species; East-coast and Mid-western Americans might as well be from different planets, ditto Tuscans and Neapolitans. Regionalism is hardly a peculiarly English phenomenon. In all of these cases, however, the people of these admittedly highly individual regions and towns nevertheless have enough in common to make them recognizably Italian, American, Russian, Scottish, etc. I am interested in those commonalities.

 

This book is intended to be descriptive, not prescriptive. I am interested in understanding Englishness as it is, warts and all. It is not the anthropologist’s job to moralize and pontificate about how the tribe she is studying ought to treat its neighbours or its members. I may have my opinions on such matters, but they are not relevant to my attempt to discover the rules of Englishness. I may sometimes state these opinions anyway (it’s my book, so I can do what I like), but I will try to distinguish clearly between opinion and observation.

WRITE A DIALOGUE WITH THE WORDS AND EXPRESSIONS BELOW. TOPIC: TWO FRIENDS ARE COMPLAINING TO EACH OTHER ABOUT SOMETHING

 

spate of

bemoan

alleged

demise

cut across

-clad

detached

layman

woolly

deviation

outrage

pundit

breach

effectively

whim

psyche

bear little relation to

tier

subtle

a chat-up line

 

 

WRITE A COMPOSITION WITH THE WORDS AND EXPRESSIONS BELOW. 

TOPIC: WHAT ARE SOME AREAS EVEN FRIENDS AREN’T SUPPOSED TO DISCUSS?

 

bump into

a divider

lurch into

stumble across

coherent

whereas

overlap

lumped together

frightfully

virtually

species

ditto

peculiarly

commonalities

descriptive

prescriptive

moralize

pontificate

an urge

 

 

Chapter 1

The Weather

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