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Файл:Linguistic and Cultural Studies of English-speaking countries. Лингвострановедение. Англоязычные страны. Учебное пособие
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2. Did she ask you to come in, Billy Boy, Billy Boy,
Did she ask you to come in, charming Billy?
Yes, she asked me to come in, there’s a dimple in her chin,
She’s a young thing and cannot leave her mother.
3. Can she bake a cherry pie, Billy Boy, Billy Boy,
Can she bake a cherry pie, charming Billy?
She can bake a cherry pie, quick as you can wink an eye.
She’s a young thing and cannot leave her mother.
4. Can she make a feather bed, Billy Boy, Billy Boy,
Can she make a feather bed, charming Billy?
She can make a feather bed, while a-standing on her head,
She’s a young thing and cannot leave her mother.
5. How tall is she, Billy Boy, Billy Boy,
How tall is she, charming Billy?
She is tall as any pine, and as straight as a pumpkin vine,
She’s a young thing and cannot leave her mother.
6. How old is she, Billy Boy, Billy Boy,
How old is she, charming Billy?
She is sixty times eleven, twenty-eight and forty-seven,
She’s a young thing and cannot leave her mother.
seek = look for
young thing – a youthful, innocent quality
dimple – in the chin or cheek
quick as you can wink an eye – as quick as a wink (a wink is a rapid closing and
opening of one eye)
feather bed – a mattress filled with feathers ( a feather bed was a luxury)
a-standing on her head – the prefix “a-” was used with present continuous verbs
pumpkin vine – a round, orange vegetable that grows on the ground with a very
crooked vine
3. ‘Oh, My Darling, Clementine’ is an American western folk ballad, written by
Percy Montrose. The song is about the California gold rush of 1849.
A sad lover sings about his darling, the daughter of a miner in California Gold
Rush. He loses her in a drowning accident, though he consoles himself towards the
end of the song with Clementine’s little sister.
Another theory is that the song is from the view of Clementine’s father, and not a
lover. The song was made popular by Mexican miners during the Gold Rush.
101
OH, MY DARLING, CLEMENTINE
1. In a cavern, in a canyon, excavating
for a mine,
Lived a miner Forty Niner,
And his daughter, Clementine
CHORUS:
Oh, my darlin’, oh, my darlin’,
Oh, my darlin’, Clementine!
You are lost and gone forever
Dreadful sorry, Clementine.
2. Light she was and like a fairy,
And her shoes were number nine.
Herring boxes without topses
Sandals were for Clementine.
CHORUS
3. Drove she ducklings to the millpond,
Every morning just at nine;
Stubbed her toe against a splinter,
Fell into the foaming brine.
CHORUS
4. Ruby lips above the water
Blowing bubbles soft and fine.
But alas, she was no swimmer,
And I lost my Clementine!
CHORUS
5. And the miner, Forty-Niner,
He began to peak and pine
Thought he oughter join his daughter –
Now he’s with his Clementine.
CHORUS
6. How I missed her, how I missed her,
How I missed my Clementine –
Till I kissed her little sister,
And forgot my Clementine!
CHORUS
to peak and pine – угасать, чахнуть
4. ‘We Shall Overcome’ is a protest song that became a key anthem of the US civ-
il rights movement. The lyrics of the song are derived from the refrain of a gospel song by
Charles Albert Tindley. The song was published in 1947 as “We Will Overcome”.
Pete Seeger, Joan Baez and other famous folksingers in the early 1960s, sang the
song at folk festivals and concerts and helped make it widely known. The song quickly became the Civil Rights movement’s unofficial anthem.
This song is often sung in a circle, with the members of the group crossing their
arms and holding the hands of the people on either side of them. It is a song of solidarity, hope and determination.
WE SHALL OVERCOME
1. We shall overcome,
We shall overcome,
We shall overcome someday.
CHORUS:
Oh, deep in my heart
I do believe
We shall overcome someday!
2. We shall live in peace,
We shall live in peace,
We shall live in peace someday.
CHORUS
3. We’ll walk hand in hand,
We’ll walk hand in hand,
We’ll walk hand in hand someday.
CHORUS
4. We shall all be free,
We shall all be free,
We shall all be free someday.
CHORUS
102
shall – used for special emphasis, it shows stronger determination than will
deep in my heart = from the bottom of my heart
I do believe – do is added for emphasis
hand in hand = as friends
Перевод С. Болотина и Т. Сикорской
1. Все преодолеем,
Все преодолеем,
В мире нет преград для нас!
Припев:
В сердце своем
Верим и ждем –
К цели мы придем в свой час!
2. Страх для нас неведом,
Страх для нас неведом,
Смерть грозила нам не раз.
Припев
3. Правда – наша сила,
Правда – наша сила,
Это стяг в борьбе для нас!
Припев
4. Мы сплотимся в дружбе,
Мы сплотимся в дружбе,
Люди всех цветов и рас!
Припев
5. Мы хотим свободы,
Мы хотим свободы,
Пламень гнева не угас!
Припев
5. ‘What a Wonderful World’ is a song written by Bob Thiele and George
David Weiss. It was first recorded by Louis Armstrong and released as a single in
1968. Thiele and Weiss were both prominent in the music world (Thiele as a producer and Weiss as a composer). The song has a hopeful, optimistic tone with regard to
the future, with reference to babies being born into the world and having much to
look forward to. The song was not initially a hit in the United States, but there was a
major success in the United Kingdom. The song was the biggest-selling single of
1968 in the UK.
WHAT A WONDERFUL DAY
(Words by Bob Thiele)
1. I see trees of green,
Red roses too
I see them bloom,
For me and you
CHORUS:
And I think to myself, what a wonderful world
2. I see skies of blue, and clouds of white
The bright blessed day,
the dark sacred night
CHORUS
103
3. The colours of the rainbow so pretty in the sky
Are also on the faces of people going by
I see friends shaking hands, saying “How do you do?”
They're really saying “I love you”.
4. I hear babies cryin', I watch them grow
They’ll learn much more than I’ll ever know
FINAL CHORUS:
And I think to myself, what a wonderful world
Yes I think to myself, what a wonderful world
Oh Yeah!
Прекрасный мир (перевод А. Дюка)
1. Я вижу зелёные листья деревьев и
красные лепестки роз,
Вижу как они цветут для тебя и меня
И я понимаю,
Что этот мир полон чудес.
2. Я вижу белые облака на голубом небе,
Ясный солнечный день,
Тёмную тихую ночь.
И я думаю про себя:
Что за волшебный мир!
3. Все цвета радуги
Играют на небе
И на лицах
Прохожих
Я вижу как друзья пожимают руки,
Спрашивая «Как дела?»
Подразумевая: «Я люблю тебя».
4. Я слышу как плачут маленькие дети,
Вижу, как они растут,
И научатся они гораздо большему,
Чем то, что я знаю и умею сейчас.
И я думаю о том,
Что этот мир полон чудес,
Да, я думаю о том,
Какой всё же это прекрасный мир!
104
PART ELEVEN
SEMINARS
SEMINAR 1: BRITISH CULTURAL STUDIES
High Culture and Sub-cultures
Cultural Symbols and Images
Task One:
Speak on the following points:
a) Concept of “culture”
b) The subject of Cultural Studies
c) A cultural artifact
d) Privacy as a key cultural notion (kitchen, housing)
e) English kitchens in the past
f) Private and public aspects
g) English food
Task Two:
1. MP is a
a. speaker
b. Mayor of the city
c. member of the House of Commons
2. Frontbenchers are
a. theatre goers
b. Cabinet members
c. football fans
3. Life peers are
a. respectable politicians
b. peers, whose life is special
c. peers who didn’t inherit the title
4. The Sun is a
a. popular radio programme
b. the best selling tabloid
c. broadsheet
Test your Knowledge
British Studies Quiz
105
5. A public school is a
a. private school
b. comprehensive school
c. college
6. Gothic is a
a. style of architecture
b. German aeroplane
c. rude, uncivilized
7. Puritan is
a. scrupulous in language
b. free from pollution
c. English Protestant
8. A broadsheet is a
a. large sheet of paper
b. newspaper
c. bed covering
9. Oxbridge is
a. two oldest English universities
b. bridge over the river Ox
c. modern university
10. Gaelic is
a. of France
b. of Scots
c. vegetable
SEMINAR 2: THE FORMATION OF THE BRITISH NATION
The Celtic Origins of Britain
Britain and the Roman Invasion
Britain and English: Historical and Cultural Aspects
The British Multinational Society of Today As the Product of History
Task One:
Speak on the following points:
a) The origin of the name “Britain”
b) The old native capital (Celtic, pre-Roman)
c) The Roman period in the history of Britain
d) The main branches of economy in Roman Britain
e) Bilingual society in Roman Britain
106
Task Two:
Make up a glossary of Roman Britain terms and dates:
1. Caesar’s raids of Britain –
2. The Roman conquest of Britain –
3. The revolt of Boudicca –
Task Three:
Test your Knowledge
British Early Days History Quiz
1. The Celtic tribes came to Britain from
a. Germany
b. France
c. Ireland
2. The most famous prehistoric monument in Britain is
a. Mayburgh Henge
b. Stonehenge
c. Knowlton Henge
3. The Romans first came to Britain in
a. 55 BC
b. 43 AD
c. 66 AD
4. The Romans ruled Britain for
a. 367 years
b. 467 years
c. 567 years
5. The Romans brought to Britain the skills of
a. fighting
b. reading and writing
c. business
6. In the fifth century the territory of England was settled by
a. the Angles
b. the Normans
c. the Celts
SEMINAR 3: THE PERIOD OF INVASION
The Anglo-Saxon England
King Alfred, the First King of England
Medieval Britain
The Norman Conquest
107
Task One:
Speak on the following points:
a) Anglo-Saxon England historical period
b) The languages of the Anglo-Saxons
c) The native British population and the Anglo-Saxon invasion
d) Anglo-Saxon culture
Task Two:
Make up a glossary of Anglo-Saxon England terms and dates:
1. The centres of learning in the 7th – 8th centuries in England –
2. The kingdom of Alfred the Great –
3. Wars abroad and at home –
Task Three:
Test your Knowledge
British Medieval History Quiz
1. The Anglo-Saxons gave the largest part of Britain the name
a. England
b. Ulster
c. Fife
2. The King Alfred got the name
a. Great
b. Lion-heart
c. Conqueror
3. After the Norman Conquest in 1066 the official language in England was
a. Latin
b. Norman
c. French
4. The struggle between the family of Lancaster and the family of York was named
a. the Hundred Years War
b. the Wars of the Roses
c. the World War
5. The 100 Years’ War was between England and
a. France
b. Germany
c. Russia
108
6. The longest reigning British monarch was in the time of
a. Edward III
b. Queen Elizabeth I
c. Queen Victoria
7. The British Empire covered about a
a. quarter of Earth’s total land area
b. third of Earth’s total land area
c. half of Earth’s total land area
SEMINAR 4: BRITAIN AS AN OFF-SHORE ISLAND
The United Kingdom
England
Scotland
Wales
Northern Ireland
Insular Mentality and Its Origin
The Interdependence of Class and Language in Britain
Task One:
Speak on the following points:
a) Survey of the UK
b) Outline of the four parts of Britain
c) National Symbols
d) National historical sights and places of interest
Task Two:
Make up a glossary of the United Kingdom terms:
1. The Scottish national dress –
2. Native languages in Scotland and Wales today –
3. National Scottish drinks –
4. Snowdonia –
5. The Severn –
6. Cardiff –
7. Edinburgh –
8. Swansea –
9. Thistle –
109
Task Three:
Test your Knowledge
British Land Quiz
1. The UK is separated from Ireland by
a. the Irish sea
b. the English Channel
c. the North sea
2. Pas de Calais is the French name for
a. the English Channel
b. the Strait of Dover
c. the Irish sea
3. On the British Isles there are
a. two states
b. three states
c. four states
4. The patron saint of England is
a. St. Patrick
b. St. George
c. St. David
5. The flower symbolizing England is
a. thistle
b. daffodil
c. rose
6. Snowdon is
a. the highest mountain
b. the deepest lake
c. the largest city
7. The capital of Wales is
a. Belfast
b. Cardiff
c. Edinburgh
8. Symbols of England are
a. thistle, St. Andrew’s Cross and the blue colour
b. daffodil, the Dragon and the red colour
c. rose, St. George’s Cross and the white colour
110
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