YOUR ENGLISH SUPPLEMENT Volume 29 // 9.95€
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ENGLISH MEDIAEVAL HISTORY IN
HOW ENGLISH ‘CONQUERED’ THE WORLD THE 500-YEAR HISTORY OF THE ANGLOSPHERE
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Food
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Yes 7a
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Gothic literature
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Medicine
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Sports
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Yes 23
Women
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GENERAL CONTENTS
YES Volume 29
This page should help you to navigate the magazine in general. Notice that on pages 6, 12, 55, 72, 87 and 111 there are more details for each section of the magazine.
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How to Use Your English Supplement
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Current Affairs Contents Historical anecdotes from the Anglosphere Language News Science News
12 13 14-15 16-17 18-19 20-21 22
Rise of the Anglosphere Dossier Introduction: the Rise of the Anglosphere The English Reformation Ireland The Wretched Refuse: transportation and emigration The First Anglo-Americans The East India Company: the world’s first multinational The Scottish Empire The Anglo-Dutch Wars The Seven Years’ War The East India Company: a Corporate Empire Native Americans: how the East was lost Canada Australia New Zealand Singapore The Industrial Revolution South Africa The Scramble for Africa The Wild West The World Wars The Commonwealth The Cold War Soft Power Globalization and English Anglo-American Decline Critical Mass
23 24-25 26 27 28-30 31 32-33 34 35 36-39 40-41 42-43 44-45 46-47 48 49 50 51-52 53 54
55 Other History Contents 56-63 A History of Modern Terrorism 64-71 A Game of Thrones & English Mediaeval History
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73 Audio Download Code: Yes29_m94c_21 To download the audio files for this issue, please go to the 'Downloads' page on www.yes-mag.com for instructions. You will need the code given above to access the files. www.yes-mag.com // facebook.com/YesZine // @yeszine
72 73 74-79 80-81 82-83 84-85 86
History Grammar History vs. Historical Irregular Verbs The Historic Present Historical Terms and Euphony The Yes Community Past, Passed and Passé
87 88
Audio Scripts Contents Audio Scripts
111 Exercises Contents 112 Exercises 134 135
Staff and contact addresses In next month’s issue www.yes-mag.com
YES 29 | 3
How to Use Your English Supplement SYMBOLS
Each page-long article in the magazine has been created to be used more or less independently so that you can learn and practise even if you only have five or ten minutes free. At the same time, the symbols below allow you to develop a theme you are interested in more extensively. Teachers can use these symbols to instantly prepare a class or classes around a common theme.
Exercise (at the end of the magazine). Test and consolidate what you have learned.
Speaking extension. A question aimed at provoking a group discussion of the topic in question.
Downloadable audio file (see also audio scripts). There are recommendations on how best to use the audio files on p. 87.
This arrow directs you to other related articles in the magazine.
ABBREVIATIONS KEY Listening extension (Internet). Once you’ve learned the basic vocabulary of a topic, why not listen to further discussions? 4 | YES 29
These are the only abbreviations you have to know to use this magazine: sb. = somebody sth. = something swh. = somewhere [U] = uncountable noun [C] = countable noun
FOOTNOTES
The superscript numbers in the text refer to the footnotes at the bottom or at the side of the same page. The footnotes explain the difficult vocabulary as determined by our non-native proofreaders. Like you, these proofreaders are learners so they are able to identify the exact words you need to know to understand the sentence. Definitions are given in English, so that you learn to think in English and these definitions are then checked by the non-native proofreaders to ensure that you will understand them. Some words are defined by pictures: we use these visual stimuli when that is the best way to fix an idea in your memory. Read the definition or look at the illustration and then re-read the sentence in question. By working with English-language footnotes you will rapidly increase your vocabulary and learn how English words relate to each other, all of which will have a dramatic impact on your fluency and self-confidence1 . Some readers find it useful to put their finger next to the word in the article that they are looking for in the footnotes to make it easier to return to the text afterwards. Either way, it shouldn’t be difficult to find your place because the footnotes are numbered and the words are highlighted in bold. Notice that the syllables and words that should be stressed2 are underlined. Red footnotes give extra cultural (rather than linguistic) information, or they refer you to other articles.
PHONEMIC SYMBOLS Here are the phonemic symbols that we use which might cause you problems.
Consonants
1
self-confidence – self-assurance (opposite of ‘self-doubt’, ‘hesitancy’) to stress sth. – emphasize, underline
2
/ʧ/ as in church, watch /ʃ/ as in wash, sure, action /ʤ/ as in judge, gesture /ʒ/ as in measure, vision /j/ as in yes /θ/ as in thick, path /ð/ as in this, breathe /ŋ/ as in sing
Pure Vowels
/æ/ as in cat /ʌ/ as in cut /ə/ as in occur, supply, aroma /ɜ:/ as in first, turn, earn /ɔ:/ as in court, warn
Dipthongs
/iə/ as in ear, here /eə/ as in air, there
YES 29 | 5
CURRENT AFFAIRS
This section of the magazine offers short news stories organized thematically:
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Anglo Historical Anecdotes Find out why the White House is white and what the favourite sport of cowboys was. Exercise 2 Anglo Historical Anecdotes Why did tens of thousands of British people take part in the US Civil War? What are the dirty secrets of the greatest Anglo military victory? Exercise 2
SPEAKING & LISTENING EXTENSION 7
Watch this news report about the British Embassy’s tweet at: https://goo.gl/ufWdO4
Speak: should the Embassy have apologized?
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Watch this documentary about the ‘dark secrets’ of the Battle of Agincourt at: https://goo.gl/yh5j5x
Speak: Which do you think was your country’s greatest military victory? Why was it important?
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Watch this four-minute documentary about the New York Draft Riots narrated by Ashley Judd: https://goo.gl/ZagNtM
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Anglo Historical Anecdotes Why did the USA execute 50 Irishmen? Why were Irishmen lynching African Americans in 1963? Exercise 2 Language News Which three countries have decided to resist the English tsunami? Which country has gone from member of the Commonwealth to Islamic state in less than three years? Exercise 2 Science News Are you at risk of having autistic traits? How can you tell if your loved-ones are going demented? Why should you send your babies off to live on a farm? Why will we all be having less sex in the future? Exercise 2
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Watch this report about the photo of Billy the Kid at: https://goo.gl/vNMrNS
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Speak: Do you agree with the decision by Ghana, Zimbabwe and Tanzania? Why/Why not?
View: you can see all 30 of the New Finnish emojis at: http://goo.gl/8H6HQf
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Speak: has what you find funny changed over time? Are you worried?
Anglo History Anecdotes
The Battle of Chattanooga in the American Civil War.
a mythical status in the Anglosphere. For instance7, US troops8 in Iraq and Afghanistan have been issued with9 copies of Shakespeare’s Henry V in recent years. Recent historical research has deflated10 the myth somewhat. One contemporary chronicle says that rather than 6 Shakespeare’s famous St. Crispin speech about his army being a “Band of Brothers”, Henry V actually11 urged12 his men to attack with the immortal words, “Fellas13, let’s go!” The battle was won by the English longbow-men14 but their use was not an example of Henry’s deft15 strategic thinking. Rather 16 he employed predominantly archers because they were cheaper than men-at-arms (costing only six pence a day). In fact, many of the English bowmen14 were suffering from dysentery and so fought the battle naked17 from the waist down18 so that they could keep shooting arrows19 whilst20 ‘nature took its course’.
THE ANGLO CIVIL WAR
The American Civil War is often seen as an entirely internal affair but, given the close relationship between Britain and the USA it never could have been. For example, over three million British immigrants lived in the United States, 900,000 British textile-workers (20% of the British workforce) depended on Confederate cotton. Even though the British government remained1 neutral, tens of thousands of Britons2 crossed the Atlantic to take part in the war, mostly to fight for the North against slavery3, though some went to defend Southern ‘freedoms’. Both sides had regiments that were made up almost entirely of4 Britons.
DEMYTHOLOGIZING AGINCOURT
We could have focused this issue 5 on the last 600 years of Anglo history rather than6 the last five centuries. This would have given the Battle of Agincourt (1415) as the starting point of our ‘adventure’. Agincourt certainly has to remain – stay, be Britons – (in this case) Englishmen, Irishmen and Scotsmen 3 slavery – (in this case) the servitude of Africans
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to be made up of – be composed of, consist of 5 this issue – (in this case) Yes 29 6 rather than – instead of, as opposed to 7 for instance – for example 8 troops – soldiers 9 to issue with – give, equip with 10 to deflate – reduce, lessen 11 actually – (false friend) in fact 12 to urge – incite 13 fella – (slang) fellow, friend 14 longbow-man – archer
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The Battle of Agincourt.
deft – astute rather – (in this case) by contrast 17 naked – unclothed, nude 18 from the waist down – on the lower half of their bodies 19 arrow – projectile shot by an archer 20 whilst /wailst/ – while, at the same time as 15
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p. 6
p. 6
RISE OF THE ANGLOSHPERE DOSSIER 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
Introduction: the Rise of the Anglosphere The English Reformation: two for one The English Reformation: from persecution to nationalism Ireland: English and the English in Ireland The Irish in the USA The Wretched Refuse: the new homeless Populating the colonies: transportation & emigration The First Anglo-Americans The Pilgrim Fathers The East India Company: the world’s first multinational Darien: The Scottish Empire The Anglo-Dutch Wars: round one and round two The Anglo-Dutch Wars: round three and round four The Seven Years’ War The East India Company: a Corporate Empire How the East was lost: the Eastern woodland Native Americans How the East was lost: accommodate or resist? How the East was lost: all change Canada: the demise of New France Australia: Convicts From White Australia to Multicultural Oz New Zealand: the Pakeha in Aotearoa Singapore: one man’s vision The Industrial Revolution: the agrarian revolution The Industrial Revolution: people and ideas The Industrial Revolution: coal, trade and transport The Industrial Revolution: necessity is the mother of invention South Africa: the Cape Colony English in South Africa The Scramble for Africa The Scramble for Africa: The Berlin Conference The Wild West: the Oregon Trail and the Gold Rush The Wild West: cowboys, buffaloes and genocide The World Wars: Britain & decolonization
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The World Wars: US expansion The Commonwealth: a third of the world The Cold War and the Space Race Soft Power: non-coercive influence Globalization and the Anglosphere Globalization and English Anglo-American Decline Critical Mass: the language of the system & the language of counterculture
SPEAKING & LISTENING EXTENSION 20-21 Watch this documentary on the spread of English in North America https://goo.gl/cgAjWM 22-43 Watch this documentary on how the British Empire spread English around the world: https://goo.gl/DfFYsR 52
Speak: can you learn English while ignoring Anglo culture? Would you like to be able to?
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Speak: how important is is English in your future success?
Anglosphere
The Rise of the Anglosphere 5
00 years ago England was a second-division power in Europe, not even controlling the whole of the island of Britain. Around two milElizabethan England: a second-division country lion people spoke English in 1516 and, although it was the dominant language on the island, there were still parts of Britain in which the local language was Europe, North America, Africa and Southern Asia. It is Scots, Scots Gaelic, Cornish or Welsh and English was not the foreign language1 of choice2 from Mongolia to Chile. understood by the majority. More than a quarter of the heads of state3 and heads of Today English is the language of world travel, and it is government of the world studied in British higher eduthe international language of science, technology, higher cation institutions. 4 Alumni of British higher education education and sport. Two billion people are believe include Bashar Assad (President of Syria), Hassan Routo speak some English. English is the lengua franca in hani, (President of Iran), Haider Al-Abadi (Prime Minister of Iraq) as well as the Presidents of Colombia, Fiji, Ireland, Iceland, Hungary and Mozambique, and the Prime Minister of Australia, Malta, Palestine and Singapore. US universities will have an even greater impact on the next generation of world leaders but America has already educated dozens including some surprises, such as the leader of the Muslim Brotherhood, Mohamed Morsi. Anglo sports – soccer5, rugby, cricket, baseball, basketball, tennis and golf, etc. – dominate the world. The Anglo audio-visual industries are the most powerful in the world. Indeed6, it is increasingly difficult to distinguish Anglo ideas from global values. Parliamentary democracy and free-market capitalism are aspired to in most of the world. This issue7 aims to8 tell the extraordinary story of how English-speaking culture expanded from a secondrate economy on the margins of Europe to its current hegemonic position. Nothing remotely similar has happened9 in the whole of world history. English is found in the remotest corners of the world foreign language – second language, non-native tongue 2 of choice – favourite 3 head of state – monarch or president
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Photo by Inma Isla
55 of the world’s prime ministers, presidents and monarchs 5 soccer – football (for everyone outside North America)
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indeed – (emphatic) in fact this issue – (in this case) Yes 29 8 to aim to – try to, plan to 9 to happen – occur
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Anglosphere
The Wild West T
he period of the ‘Wild West’ was, in fact, quite brief1. The West was opened up by the railway lines which were built from 1860s onwards2 . By 1900 the lawless period was over3. Conflicts between the cattlemen4 and settlers5 increased after 1885 when drought6 and overgrazing7 caused a deterioration in the conditions of the ranchers. The conflict between ‘nomads’ and settled8 farmers9 is one of the oldest struggles10 in history. The real proportion of farmers9 to cowboys was about 1000:1 (again, not the impression you get from the movies). This was not the only environmental catastrophe in the West: plagues of grasshoppers11 destroyed crops12 and grassland13 in the 1870s.
Cowboys Cowboys are the most famous characters from the West. Most of them were Scottish, Irish and Protestant. Due to14 their circumstances, many cowboys were active homosexuals. About 25% of cowboys were black – though you’d never know that from the films from the 1940s and 1950s! Black cowboys were usually segregated from their white ‘companions’. Many cowboys were Mexicans.
A plains Indian
Genocide The British had had a reasonably good relationship with the Indians on the East Coast (largely because they weren’t strong enough to subdue18 them). The Native Americans mostly sided with19 the British in the War of Independence, so the new nation’s attitude towards20 them wasn’t very positive. The United States made 400 treaties with the Native Americans – and broke every single one. In the 19th Century the number of Native Americans fell from over 2,000,000 to 90,000. American Indians only became citizens of the United States in 1924.
Buffaloes Buffaloes are part of the Western legend. In the 50 years after 1840, Europeans nearly15 exterminated the buffalo – numbers fell from 70,000,000 to around 800! Buffaloes (or more correctly ‘bison’) are now extinct in the wild. The virtual extermination of the buffalo was not caused by unconscious individuals but was an intentional policy16 aimed at17 subduing18 the Native Americans. brief – short (in time) from the 1860s onwards – after 1860 3 to be over – have finished 4 cattlemen – cowboys 5 settler – colonist 6 drought /draut/ – long period with insufficient rain 1
2
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A Black cowboy
overgrazing – animals eating grass in an unsustainable way 8 settled – established, (opposite of ‘nomadic’) 9 farmer – agriculturalist 10 struggle – conflict 11 grasshopper – type of insect that eats vegetation 12 crops – harvests, grain
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grassland – savannah, prairie, grassy plains 14 due to – because of 13
nearly – almost, virtually policy – strategy 17 to be aimed at – be designed to (+ infinitive) 18 to subdue – control, subjugate 19 to side with – support, back 20 towards (UK English) – toward (US English), (in this case) in relation to 15
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Anglosphere
Soft Power T
he Cold War was partly about supporting1 brutal military regimes that would suppress local dissent in the interests of one or other superpower. However, it was also about hearts and minds: Hollywood and the Peace Corps were as important as military hardware2. In the ideological Cold War getting people to watch Rambo, wear Levis and drink Coca-Cola was of primary importance. In sociology such non-coercive3 persuasion is called ‘soft power’. What is fascinating is that Anglo soft power has expanded since the end of the Cold War. In 2015 Comres 4 , the Portland Group 5 , and Facebook published The Soft Power World Rankings report. This study concluded that the UK currently holds6 the top spot for soft power in the world. The USA (3rd), Canada (5th) and Australia (6th) were also in the top 10. The 2014 Monocle Soft Power Survey7 had found broadly8 similar results, though in that study the USA wielded9 most soft power. If four of the six countries with most soft power in the world are English-speaking this suggests that the Anglosphere has an enormous influence on the world.
Photo by Elvert Barnes
Peace Corps to support – (in this case) back, help 2 military hardware – weapons, arms 3 non-coercive – that uses persuasion as opposed to force 4 a market-research company 5 a software company 6 to hold (hold-held-held) – (in this case) be in, have 7 survey – study, questionnaire 1
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broadly – largely, more or less to wield – (in this case) have 10 to exert – exercise, use 11 state-run – national 12 soccer – football 13 de facto... – ...in practice 14 63% of world box office comes from Englishlanguage films 15 50% of the books in the world are published in English
Morrissey: soft power
Photo by MrMatt @ flickr
Soft Power Through English One of the ways in which countries try to exert10 their soft power is through state-run 11 satellite television channels providing news and comment on international affairs (à la BBC). It is telling that countries like France and Russia broadcast theirs in English.
The Consequences of Soft Power English dominates world sport. Almost all the major sports in the world come from English-speaking countries: soccer12 , rugby, cricket, basketball, baseball, golf, etc. The de facto13 language in FIFA (the Fédération Internationale de Football Association!) is ironically English. English dominates world cinema 14 , English dominates world literature 15 – just16 look at the list of Nobel Prize winners. English is the world language of the Internet17, of science, of engineering, of tourism, of pop music18 , of finance and of business. The result of soft power is the generalized impression worlwide that English is necessary in order to get on19. That, of course, could be a self-fulfilling prophecy20 as English acquires critical mass21. The British Council 22 calculates that in 2020 – four years from now – a third of the world’s population will be learning English. just – (in this case) simply 80% of the world’s websites are in some kind of English 18 for the last 60 years the most successful countries in the world in pop music – the USA, Britain, Canada and Ireland – have all been English-speaking 19 to get on (get-got-got) – be successful, advance
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self-fulfilling prophecy – prediction that causes itself to become true 21 critical mass – quantity that is necessary to make a process self-perpetuating 22 itself an important instrument of soft power 20
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Anglosphere
AngloAmerican Decline O
f course, British and American economic power is on the decline. Curiously, this doesn’t matter1 to the importance of English as the world’s second language. Both China and India use English as their language of global economic expansion. 350 million Chinese are currently learning English. Chinese corporations already hire2 amateur native English-speaking actors to pretend to be3 members of their executives to boost4 the corporation’s kudos5. The emphasis in India is not on speaking English to get by6 but speaking purer and purer Trans-Atlantic English7. India is now the third biggest market for English-language publishers in the world.
Unstoppable Now8 , when the world economy expands, English expands. When there is recession, competition between
workers increases and more people learn English more intensely to get or keep their jobs. From Osaka to Bangalore to Addis Ababa to Paris to Rio the young professional needs a good level of English just9 to get a foot in the door10. They know that in the globalized world economy they are competing not just11 with their compatriots but with their counterparts12 on five continents. Their ability to communicate well in English is and will continue to be a crucial factor in their success13 throughout14 their careers15. World map showing which countries teach English in regular school and to what proportion of students - all students - most students - some students - native language Map by Cliffjohn
doesn’t matter – be irrelevant to hire – employ 3 to pretend to be – (in this case) act as if they were 4 to boost – enhance, increase 5 kudos /ˈkju:dos/ – prestige, reputation 1
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to get by (get-got-got) – survive, cope, (in this case) at the minimum level necessary 7 Trans-Atlantic English – Anglo-American English, a variety that mixes elements from British and American English 6
now – these days just – (in this case) simply 10 to get one’s foot in the door (get-got-got) – have the opportunity to participate 11 just – (in this case) only 8
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counterpart – equivalent, competitor 13 success – (false friend) effectiveness, (in this case) progress 14 throughout – during all of 15 career – (false friend) professional trajectory 12
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OTHER HISTORY CONTENTS A HISTORY OF TERRORISM 56-59
The Anglo who invented modern terrorism Exercise 11
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Home-grown terrorism: from anarchism to the KKK Exercise 11
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The heyday of terrorism Exercise 11
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Mistakes of the past: the psychology of terrorism Exercise 11
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How to defeat Jihadi terrorism Exercise 11
THE GAME OF THRONES & ENGLISH MEDIAEVAL HISTORY 64-68 69-71
SPEAKING & LISTENING EXTENSION 56-63 Speak: what is the difference between a terrorist, a guerrilla and a freedom-fighter? 56
Speak: do you consider James Aitken to be a victim or did he deserve his punishment? What would be an appropriate punishment for him today?
62 Watch: a history of 20th-century terrorism at: https://goo.gl/YHn5ph Watch: this intelligent Aljazeera documentary on the rise of Isis/Daesh: https://goo.gl/mFjlep 63
Speak: what would you do to counter today’s terrorist threats? 64-71 Read: Winter is Coming: the Medieval World of Game of Thrones by Dr Carolyne Larrington [Zed Books, 2015] 64-71 Watch: for a audiovisual review of the relationship between The Wars of the Roses and GoT watch the TED presentation at: https://goo.gl/R3sPty 64-71 View: the History Behind Game of Thrones website at: http://goo.gl/KQS2bo
The Games of Thrones and English History 450-1485 Exercise 13 The Game of Thrones and Shakespeare’s History Plays Exercise 13
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History
How to Defeat Jihadi Terrorism T
he first step1 to defeating2 the Jihadi terrorism is to stop associating it with Islam per se. Not a single Shia or Alawi mosque in any Western country has been involved in 3 recruiting4 terrorists or teaching extremism. Indeed5, the only branches6 of Islam that can be linked to7 terror are the (Saudi-sponsored) Wahhabis and Salafis, a minority even within 8 Sunni Islam. Not all Wahhabi and Salafist institutions are violently antiWestern. However, the West should let Saudi Arabia know that our business and our arms depend on the ending of all financial and ideological support9 for Jihadis. If not, we always have the option of befriending10 Iran.
The Language Lacuna11 The US State Department has a pathetic record as regards12 Arab-speaking operatives. Four years after 9/11
Aftermath of a car bomb in Iraq.
Photo by MC2(SW) Eli J. Medellin
there were only eight State Department foreign-service operatives who spoke Arabic proficiently. In 2007 there were only 10 US foreign-service operators in occupied Iraq with an intermediate level of Arabic. The number had risen13 to 380 by 2011 but that’s hardly14 enough to understand what is going on15 in an entire country. No wonder16 US administrators felt ‘in the dark’ in Iraq, dependent on foreign translators who were often selective in their translations. As State Department veteran Peter Van Buren wryly17 commented, “Not knowing what was going on18 became sort of a problem in our efforts to rebuild Iraq”. By contrast, every single Mossad 19 agent can speak Arabic proficiently.
It’s easier to train24 someone to fly an F14 than it is to speak Arabic. 25 An Underutilized Resource The USA needs to screen20 and employ Arab-Americans – especially Shiites, Alawis and Christians who cannot by definition be pro-Daesh or pro-Alqaeda – to carry out21 the massive surveillance22 operation necessary. This of course will be impossible if such Arab-Americans are marginalized and victimized by Donald Trump and his fellow travellers23. Photo by DS Records
The US embassy bombing in Tanzania step – move to defeat – triumph over 3 to be involved in – participate in 4 to recruit – enlist, induct 5 indeed – (emphatic) in fact 6 branch – subdivision 7 to link to – connect with 8 within – inside, in 9 support – backing, help 1
2
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11
to befriend – make friends with, associate with 11 lacuna – gap, deficiency 12 as regards – in relation to, in terms of 13 to rise (rise-rose-risen) – increase, ascend 14 hardly – not (really) 15 to be going on – be happening, be occurring 10
no wonder – it is not surprising that 17 wryly – sardonically, sarcastically 18 to be going on – be happening, be occurring 19 the Israeli intelligence agency 20 to screen sb. – determine if sb. is legitimate 16
to carry out – perform surveillance – (in this case) secretly listening to people who are suspected of being terrorists 23 fellow traveller – sympathizer 24 to train – teach 25 the American Translators’ Association 21
22
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History
Game of Thrones & English Mediaeval History T
he most powerful man in the kingdom is murdered with a crossbow1 while sitting on the toilet. This may look like nemesis dreamed up in a writer’s mind but this climactic2 scene at the end of Series 4 of Game of Thrones (GoT) actually3 echoes the real-life assassination of Edmund Ironside in 1016.4
English History on Drugs The historical-fantasy book series A Song of Ice and Fire, and its TV incarnation Game of Thrones, is a sort of mediaeval English-history lesson on drugs5. Specifically, George Martin has taken English history from 410 to 1485 – what is conventionally called ‘the Middle Ages’ and he has amalgamated the periods of relative anarchy and civil war. Specifically these are: the period immediately following the departure6 of the Romans in 410; the Viking invasions (793-850); the Anarchy (1135-54); the Baron’s War (1264-68) and, most importantly, the Wars of the Roses (1455-85).
Winter is Coming: the Dark Ages The post-Roman element is primarily the Wall and its breaching7. Westeros is instantly recognizable as England because it is divided from the wild8 north (read ‘Scotland’) by a defensive wall – Hadrian’s Wall built by the Romans. When the Romans left, northern England was invaded by the Picts from present-day Scotland. Moreover, GoT takes place 9 in a transitional period religiously speaking and that definition describes the two centuries after the Romans left England. Finally, the Anglo-Saxons separated England (i.e.10 Angle-land’) into seven kingdoms (‘the Heptarchy’). Similarly, we are told that the Andles divided Westeros into the seven kingdoms it consists of when GoT takes place9. 1
crossbow – mediaeval mechanism for shooting projectiles
2
climactic – culminating
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actually – (false friend) in fact according to Geoffrey Gaimar in History of the English People (c. 1140) 5 on drugs – (literally) under the influence of narcotics, (in this case) fantastical 6 departure – withdrawal, evacuation
Photo by Gage Skidmore
George R.R. Martin
Norsemen11 A series of northern peoples and monsters are driven south in GoT by climate change. These gigantic monsters could be associated with the Vikings who were initially perceived as giants and monsters in the Little Ice Age at the end of the 8th Century. At the same time they were recognized as somehow12 ancestral since13 they worshipped14 the same gods that the Christianized Anglo-Saxons had discarded15. If the northern peoples and monsters represent the supernatural view16 of the Norsemen11, the Ironborn represent the Vikings as another tribe competing for Westeros/Britain, as George Martin has acknowledged17. We can therefore18 suppose19 that the Iron Isles represent Orkney, a group of Scottish islands in which Norse culture is well-rooted20. breaching – penetration wild – (in this case) savage, uncivilized 9 to take place (take-took-taken) – be set, occur 10 i.e. – (id est) that is 11 Norsemen – Vikings 12 somehow – in some way 13 since – (in this case) given that
to worship – venerate to discard – (in this case) repudiate, renounce 16 view – aspect, side 17 to acknowledge –admit 18 therefore – for this reason 19 to suppose – assume, imagine 20 well-rooted – well-established
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History
The Wars of the Roses: Part 1
Edward IV (1442-83; king 1461-83)
T
he greatest historical influence on Game of Thrones (GoT) is the Wars of the Roses (1455-85). These were fought between the House of Lancaster and the House of York. Lancastrians were essentially southerners, despite their title; the Yorkists were northerners. Stark is meant to1 sound like 2 York (pararhyme 3), while Lannister should remind you of Lancaster (allitero-assonance4). 5 Ned Stark has a similar character to Richard, Duke of York (1411-60). He is one of the few truly6 honourable characters in GoT, which is mostly populated by Machiavels. In stark7 contrast to Richard of York, Margaret of Anjou 8 was a scheming9 individual and she eventually10 engineered the downfall11 of Richard, just as Cersei Lannister destroys Ned Stark. Both Richard and Ned were beheaded 12 and both heads were displayed 13 on spikes14. If Cersei can be defended, her defence would revolve around 15 the argument that she will do anything to protect and advance her son, Joffrey. That could also be said of Margaret, who fought viciously for her son, Edward Lancaster (1453-71). As with Joffrey, there were rumours Rose Leslie: “wilding” Ygritte to be meant to – be supposed to 2 to sound like – echo 3 pararhyme – the repetition of the same consonant sound at the end of two consecutive stressed syllables 4 allitero-assonance – the repetition of the same consonant and vowel sounds at the beginning of two consecutive stressed syllables 1
66 | YES 29
that Edward was illegitimate. Like Joffrey he died aged 17, though unlike 16 the fictional teen king, Edward never reached17 the throne. Tellingly18, Edward had a reputation as a bit of a sadist. Edward was especially cruel to his young wife, Anne Neville (1454-85), just as Joffrey is sadistic towards his betrothed19, Sansa. After Edward’s death, Anne was forced to marry Richard of Gloucester20 , much as Sansa is obliged to wed Tyrion Lannister.
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such less than subtle word games characterize the series. For example, English ‘sir’ becomes its homophone ‘ser’ 6 truly – really, genuinely 7 stark – (intensifier) sharp, obvious 8 (1430-82), wife of Henry IV of England 9 scheming – Machiavellian, duplicitous 5
Edward was a competent heir21 to the Yorkist cause after the death of Richard of York. However, he married on impulse betraying22 a previous betrothal23 and this weakened his position politically and militarily. All this can also be said of Robb Stark’s marriage to Talisa. Edward IV was betrayed by his brother George, Duke of Clarence, just as Robb Stark is betrayed by his adopted brother, Theon Greyjoy. Clarence was ignominiously murdered by being drowned24 in a barrel of wine; Theon is humiliatingly castrated – both punishments25 relating to their respective excesses.
Photo by Gage Skidmore Margaret of Anjou: a model for Cersei?
eventually – (false friend) in the end 11 downfall – ruin, destruction 12 to behead – decapitate 13 to display – exhibit 14 spike – metal stake 15 to revolve around – focus on 16 unlike – in contrast to 17 to reach – (in this case) ascend 18 tellingly – significantly 19 one’s betrothed – sb. one has promised to marry 10
(1452-85) later Richard III (1483-85) 21 heir – successor 22 to betray – renege on 23 betrothal – engagement, promise to marry 24 to drown sb. – suffocate sb. in liquid 25 punishment – act of retribution 20
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HISTORY GRAMMAR 73
Historic vs. Historical: can you use them correctly? Exercise 5
74
Past Forms: regular and slightly irregular forms Exercise 27
75
Past Forms: more slightly irregular verbs Exercise 27
76
Strong Verbs: Ablaut Exercise 27
77
Strong Verbs: past participles ending in -en Exercise 27
78
Strong Verbs: past participles ending in elided -en Exercise 27
79
Verbal Uncertainty Exercise 21
80
Historic Present Exercise 9
81
The Historic Present Wars Exercise 9
82
History Terms & Euphony: turning war into poetry Exercise 10
83
The Poetry of History Exercise 10
84-85 The Yes Community 86
Passed, Past and PassĂŠ Exercise 3
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LISTENING EXTENSION 88
Speak: is it important for children to learn joined-up writing?
Is it important for 21st-century children to learn to write by hand?
93
Speak: does History repeat itself or is that just people being clever after the event?
100
Speak: should Britain apologize to India for the Raj? Should Britain pay compensation? What criteria should be used for such reparations?
105
Speak: which was the most important event in history?
Grammar
Turning War into Poetry T
he last major German offensive in World War Two occurred in the Ardennes forest between December 1944 and January 1945. The Germans call this operation, Ardennenoffensive. The French call it the Bataille des Ardennes. So, you’d expect the English name to be ‘the Battle of the Ardennes’, right? In fact, it is known throughout1 the Anglosphere as the Battle of the Bulge2. Why do Anglos go against the norm in all the other major European languages? Quite simply, for euphony3. We like the alliteration in ‘the Battle of the Bulge’. Similarly, the 1940The Battle of the Bulge 41 aerial conflict between the Luftwaffe and 4 the RAF is called the ‘air battle for England’ in German, which is much more accurate 5 than ‘the Battle Tweaking20 of Britain’ (Wales and Scotland were largely6 unaffected). The trick used by Anglo history is to tweak the names However, partial consonance7 beats 8 accuracy9 in of events and institutions to produce euphony. One Anglo history. Indeed10, if you take a closer look at might expect the German mediaeval institution known history in English, you realize11 that English has a habit of as the Sacrum Romanum Imperium in Latin to be called turning the past into poetry.12 the ‘Sacred Roman Empire’. After all, Rome’s Via Sacra is translated as ‘the Sacred Way’. However, by tweaking20 Recycling Euphony the name to ‘Holy Roman Empire’ we produce When an event offers euphony we often use the name assonance21. twice13. This can happen humorously: ‘the battle of the On the Wikipedia page ‘List of Speeches’ there are bulge’ can be a jocular reference to dieting. However, we 150 named speeches mentioned. Only nine are called recycle battle names for real battles if they happened an ‘address’ – it’s not the normal word for a speech. in more or less the same place. There are two Boer However, the most famous speech in US history – Wars14 , two Battles of Seattle15 , two Nights of the Long Lincoln’s ‘Gettysburg Address’ – is so-called22 because Knives 16 , two Battles of Passchendaele 17, two Battles of the assonance21. What is even more telling23 is that of Manassas 18 , and two Battles of Bull Run 19 . ‘Bloody the standard US pronunciation of the word is /ˈædres/. Sunday’ has been used for at least 16 different violent However, all Anglos say /əˈdres/ in this context because of events! the assonance21. throughout – in every part of bulge – protrusion (referring to the protrusion in the front line caused by the German counteroffensive) 3 euphony – (in this case) repeating sounds in consecutive stressed syllables 4 Luftschlacht um England 5 accurate – precise, correct, exact 6 largely – more or less 1
2
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consonance – the repeating of consonant sounds at the beginning and at the end of consecutive stressed syllables 8 to beat (beat-beat-beaten) – be better than 9 accuracy – precision, being correct 10 indeed – (emphatic) in fact 11 to realize – (false friend) become conscious
7
more than 200 events and institutions in Anglo history offer euphony 13 twice – two times, x2 14 1880-81, 1899-1902 15 1856, 1999 16 472CE, 1934 17 /ˈpæʃənˌdeil/ October and November, 1917 18 1861, 1862. There was also a Battle of Manassas Gap’ in 1863! 12
1861, 1862. In fact, these are just alternative names for the Battles of Manassas 20 to tweak – adjust, adapt, alter 21 assonance – the repetition of the same vowel sound in consecutive stressed syllables 22 to be so-called – be called this 23 telling – significant, revealing
19
10
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AUDIO SCRIPTS
The following pages contain the transcriptions of what is spoken on the audio files.
SPOKEN-ENGLISH TIPS
Spoken English is significantly different from the written language: A more limited vocabulary is generally used and it is, by definition, more colloquial. Moreover1, spoken English uses many more incomplete or badly constructed sentences. On the other hand, intonation and stress can be used in speech.
HOW TO USE THE AUDIO SCRIPTS
Follow our eight-step process to get the most out of the audio scripts:
YES NO 29 TRACK LIST Debates (39m40s) 1. Debate: Finnish Schools (12m28s) Debate: Does History Repeat Itself? (17m09s) 2. Part 1: Learning from History (2m46s) 3. Part 2: Why Learn History? (4m01s) 4. Part 3: School History in Britain & the USA (3m59s) 5. Part 4: Learning Not to be Nazis (4m07s) 6. Part 5: The Far-Right in Europe (2m15s)
1
Before you listen we recommend that you read through the relevant section of the footnotes2 (not the text itself). This should give you some idea of the subject3 and help you to understand the more difficult vocabulary as you listen.
2
When you listen the first time, don’t expect to understand everything; listening practice should not be a painful4 process. Simply see how much meaning you can extract from the recording.
3
Listen more times going back to the footnotes to integrate the information you have.
4
Once you understand reasonably well, do the relevant exercise.
12. Pronunciation Exercise: Famous Foreigners (2m16s)
5
Finally, read the audio scripts as you listen again.
13. Improvisation: A Blind Date (4m13s)
6
Stop each time you get lost or encounter a structure that interests or confuses you.
7
Repeat words or phrases whose pronunciation surprises you.
8
Two or three days later, listen to the text again without reading to see if your understanding has improved5.
Debate: Reparations for India (10m02s) Monologues: Important Events in History (5m46s) 8. Monologue 1 (1m50s) 9. Monologue 2 (0m42s) 10. Monologue 3 (1m58s) 11. Monologue 4 (1m15s)
14. Pronunciation: Names (1m20s)
This process is intense and time-consuming. However, it will eventually6 solve the problem most learners have of relating7 the spoken word to the written. Once you’ve done that, the rest is easy!
Total time: 0h51m57s
moreover – what’s more, furthermore footnotes – notes at the bottom of the page (in this box) 3 subject (n.) – (in this case) theme 4 painful – (in this case) arduous, unpleasant 5 to improve – get better 6 eventually – (false friend) in the end 7 to relate – associate, connect, link 1
2
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AUDIO SCRIPTS
Debates (39m40s)
1. Debate: Finnish Schools (12m28s) Irishman (IM): So, I hear that Finnish schools are planning on phasing out1 joined writing2 from primary school courses. What do you think of that? American man (AM): Joined writing – like3 – cursive writing? Is that what you…? IM: Yeah, that is what I was trying to say. AM: I think it’s a bad idea. On the one hand, it is hard4 for me to see this as a real debate; as an either-or debate. I mean5, we have many ways of communicating and handwriting is just6 another tool7 in our toolbox8 like typing, speaking, using the keyboard or what I think the future is going to be is voice dictation. But I’m against getting rid of9 handwriting altogether 10 in schools, especially at early ages – like3 – preschool and up to11 Third Grade in the US, which to phase out – gradually eliminate joined(-up) writing – cursive writing, longhand, handwriting in which the letters form a continuous flow in each word 3 like – (pause filler) y’know, I mean, sort of, kind of 4 hard – (in this case) difficult 5 I mean – (pause filler) y’know, sort of, kind of, like 6 just – (in this case) simply 7 tool – utensil, instrument, useful thing 8 toolbox – (in this case) selection of useful options 9 to get rid of (get-got-got) – eliminate
would be about I think seven or eight years old, principally because recent studies show that there’s a strong link12 between learning how to write and retaining information and a subsequent link12 to learning how to write and learning how to read. So there’s a clear link12 between learning handwriting, whether13 it’s printing14 or cursive or joined writing2, and one’s intelligence. Englishwoman (EW): On the other hand, I’d say I’m totally up for15 this because from a teacher’s point of view and also I remember being at school, joined-up writing2 was often a different subject16 a bit like doing an afterschool club of calligraphy and then having your writing because children are taught to write, to spell, to write their name, form letters, form the letter “A-N-D” and altogether – completely up to – as high as, until 12 link – connection 13 whether – (in this case) irrespective of whether (= ‘if’) 14 printing – (in this case) writing each letter separately 15 to be up for sth. – (informal) be in favour of sth. 16 subject – (in this case) academic discipline 17 twice – x2 18 school policy – part of the school’s official syllabus102/curriculum 19 flick – (in this case) connecting loop
then 20 minutes either every day or twice17 a week they had to do handwriting in these ridiculous books. Some children that I had to… because it was school policy18, I had to teach them how to do the flicks19 on the ‘Fs’ and they couldn’t even write a normal ‘f’. So, you know, it’s kind of20 a different skill21, it’s not that they want to stop people learning how to write as such22, it’s just6 stopping this – y’know23 – cursive writing as it’s called as well24 that used to cause so much stress. I remember sometimes the teacher saying to us “No, just6 write it normally. We’re gonna25 have a spelling test. Forget trying to write it joined up, just6 spell the word ‘cat’.” instead of26 being given a mark that the ‘C’ went to the ‘A’ and all the stress of having to leave your pencil on the paper that caused a lot of stress for a lot of children and it’s a skill21 that – y’know23 – really isn’t necessarily needed in society. Englishman (EM): I see this a little bit like the whole – sort of27 – theory ‘the god of the gaps’ 28, this – sort kind of – (in this case) more or less skill – ability, talent 22 as such – per se 23 y’know – (pause filler) I mean, like, sort of, kind of 24 as well – too, also 25 gonna – (slang) going to 26 instead of – as opposed to, rather than 27 sort of – (false friend) kind of, like, y’know, I mean 28 god of the gaps – the theological perspectives that divinely explain phenomena that science cannot explain
1
10
20
2
11
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AUDIO SCRIPTS
Photo by JackJr81
Photo by Luca Boldrini
13. Improvisation: A Blind Date (4m13s) Pachulia Weatherbottom (P): Excuse me, excuse me. Hello, excuse me. Cuthbert Perriwinkle (C): Sorry? P: I’m sorry to bother248 you, but actually42 I think you’re sitting on my towel249. C: Can’t be, I’m pretty184 sure this is where I left my towel. I mean 5, this
blue towel? P: Yeah, blue with pink flowers, and actually42 can’t you see my lipstick250 on my can251 of beer there? C: Oh, I thought that was the can of beer of the lady next to me. That’s your can251 of beer? P: Ah, no. It’s quite a crowded252 beach.
C: That’s weird253. P: I’m sorry. You look very comfortable there. C: Oh, no, I’m sorry, but it’s confusing. Although now that you mention the pink flowers I think… yeah, mine was blue but I don’t remember the flowers. I’m sorry. P: Oh, that’s OK.
to bother – disturb, interrupt towel – piece of thick absorbent textile used to dry oneself 250 lipstick – coloured cosmetics applied to the edges of one’s mouth 251 can – metal container for drinks 252 crowded – full of people, popular 253 weird – strange, bizarre 248
249
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6
EXERCISES PAGE
EXERCISE
112 1. Illustrations round-up: see if you can identify some of the things mentioned in the footnotes of this issue. 113 2. Title Tag: can you match these alternative titles to the news articles on pp. 7-11? 3. Passed, Past or Past-? fill the gaps with the correct word. (p. 86) 114 4. Word Search: find 21 terms from the Rise of the Anglosphere dossier. (pp. 13-54) 115 5. Historic or Historical? choose the best option to complete the sentences (p. 73). 6. Improvisation: Match the halfsentences from audio track 13. 7. US vs. UK: complete the chart with equivalents from throughout the issue.
PAGE
EXERCISE
122 16. Short debates: a listening-comprehension exercise for audio tracks 1 and 3. 17. False Friends Round-up: test to see if you learned the false friends marked in the footnotes throughout the magazine. 123 18. Monologues: a true-false listening comprehension on audio tracks 8-11 (pp. 105-107). 19. Irregular verb fossils: can you identify which irregular verbs these adjectives come from? (pp. 74-78). 124 20. Wordplay: a word game – relating to cinema terminology. 21. Irregular verbs uncertainty: replace the verbs that cause insecurity with ones that don’t. (p. 79) 22. Spelling test: find the mistakes in this text about the Battle of Waterloo and correct them. 125 23. Homophones: correct this text about the slave trade.
116 8. Crossword: for revision of vocabulary from throughout the magazine.
126 24. Prepositions: choose the best option for each of the gaps in this text about penal transportation with prepositions. (pp. 18-19)
117 9. Historic Present: rewrite this authentic text in the past. (pp. 80-81)
127 25. Debate: a varied listening comprehension about audio track 2 (pp. 93-99).
118 10. Quiz – euphonic historical events: test your knowledge of history (pp. 82-83).
128 26. Wordplay: test your vocabulary and understanding of English morphology.
119 11. Terrorism: correct a falsified historical document and do the reading comprehension. (pp. 56-63)
129 27. Irregular verbs: replace the infinitive of the verbs in these 45 sentences with the past or the past participle. (pp. 74-78)
120 12. Pronunciation: revise the difficult words from the footnotes. 13. The Game of Thrones: a match test for fans of the TV show (pp. 64-71).
130 28. Sentence transformation: revise structures from throughout the issue. 131-133 ANSWERS
121 14. Phrasal Verb Round-up: fill the gaps with multi-word verbs from throughout the issue. 15. Famous Foreigners from History: do the dictation of names. (audio track 12)
YES 29 | 111
10. Quiz. Euphony in Historical Names. The answers to all of the following questions contain euphony. We offer more or less help, depending on how difficult the question is: 1.
The popular name for US-Soviet lunar rivalry in the 1960s: The Sp___ R___
____________________________
2.
The abandoned settlement at Roanoke (1585-90): The L_st C_lony
____________________________
3.
The enslavement of Africans for sale in the Americas: The Sl_ve Tr_de
____________________________
4.
The British conquest of Quebec (1759): The Battle of the Pl__ns of _braham
____________________________
5.
The 1713-14 agreements that ended the Spanish War of Succession: The __eaties of U__echt ____________________________
6.
The 1934 Nazi purging of the SA: The N___t of the Long K__ves
____________________________
7.
The sandstone block on which all Kings of Scotland are crowned: The St___ of Sc___
____________________________
8.
The German defeat of the French in 1940: The _all of _rance
____________________________
9.
The first major battle in the American Revolutionary War: The Battle of _unker Hill
____________________________
10. The Normandy landings of 6 June, 1944: _-Day
____________________________
11. The German offensive in the Ardennes over Christmas 1944: The Battle of the __lge
____________________________
12. Those who signed the US Declaration of Independence in 1776: The _ounding _athers
____________________________
13. Anglo-Russian imperial rivalry in Central Asia in the 19 Century: The Gr__t G_me
____________________________
14. The shooting of civilians by British soldiers in Derry in 1972: Bl__dy S_nday
____________________________
15. Henry V’s victory in France in 1415: The Battle of _gincourt
____________________________
16. The 11 British ships that founded a penal colony in Australia: The _irst _leet
____________________________
17. The air war over England in 1940: The Battle of ____tain
____________________________
18. The Great War (1914-18): The F__st W__ld War
____________________________
19. The Soviet Empire (1945-89): The Communist Bl__
____________________________
20. The Vietcong’s decisive campaign in 1968: The T_t Offensive
____________________________
21. The U-boat campaign against British convoys (1939-45): The Battle of the __lantic
____________________________
22. The Anglo-Afrikaner conflict (1899-1902): The Bo__ War
____________________________
23. President Lincoln’s most famous speech (1863): The Gettysburg Add_____
____________________________
24. The mass protests against the WTO in 1999: The Battle of Se_______
____________________________
25. The decade of decadence at the end of the 19 Century: The _aughty _ineties
____________________________
26. The US frontier in the 19 Century: The _ild _est
____________________________
27. The first major battle of the American Civil War (1861): The Battle of _ull Run
____________________________
th
th
th
th
28. The 19th Century Partition of African by European imperial powers: The Scr______ for Africa ____________________________ 29. The last major outbreak of the Black Death in England (1665): The Gr__t Pl_gue
____________________________
30. The mediaeval German empire: The H_ly R_man Empire
____________________________
31. The 1939-45 conflict between the Allies and the Axis: World _ar _wo
____________________________
32. The most important battle ever fought in Ireland (1690): The Battle of the _oyne
____________________________
33. The 1967 hippie gatherings in San Francisco and elsewhere: The S_mmer of L_ve
____________________________
34. Scotland’s greatest victory over the English (1314): The Battle of __nnockburn
____________________________
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24. Prepositions. The following text is about the history of British penal transportation around the world. Choose which preposition is best to fill the gap: The period 1 for/of British global expansion was characterized 2 by/for the use of penal transportation. Criminals were taken 3 off/- abroad 4 in/on an attempt to reduce crime, to populate undesirable colonies and reduce unemployment. Transportation was promoted as a more humane option 5 to/under capital punishment. Some criminals were transported 6 at/to penal colonies 7 for/in life. However, many were sent 8 during/for a stipulated number 9 of/off years. When their sentence was complete, these individuals were free to return, though they had to pay 10 for/to their own passage. Most 11 in/of those who were transported were selected because they were young enough and physically fit enough to be useful 12 in/on the new colonies. Curiously, many early transported prisoners were sent 13 in/to colonial penal colonies rather than executed if they could prove that they could read. Scottish and Irish prisoners 14 from/of war were also often transported 15 for/to North America. It is estimated that between 50,000 and 120,000 people were sent 16 in/to North America 17 in/on penal servitude. 18 In/On the 17th Century the services 19 by/of indentured prisoners were sold 20 for/to residents 21 in/of the colonies as a type 22 in/of slavery 23 in/for the duration 24 for/of their sentence. However, the American Colonies increasingly resisted the flow 25 in/of convicts 26 at/to their shores and 27 at/in 1670 Virginia and Maryland banned 28 out/- further penal transportation. Rather unhelpfully, when the United States declared independence 29 on/in 1775 the new nation refused to take any more British criminals. This left Britain 30 in/with nowhere to dump its excess riff-raff. The immediate solution was to ship the prisoners off 31 at/to a series 32 in/of isolated forts 33 in/on West Africa. Some 34 about/of them were even transported 35 at/in slave ships bound 36 for/to West Africa to collect their human cargo before transferring African slaves 37 in/to the Americas. One 38 at/of the fort commanders, Captain Kenneth Mackenzie, became the 18th-century British equivalent 39 of/to Conrad’s Kurtz. He brutalized the local Africans, starved his men and committed acts 40 in/of piracy by stealing ships. He was finally recalled 41 for/to England after he executed an alleged thief 42 in/with a cannon. Even so, he was granted a royal pardon. Paradoxically, the transported felons were guilty 43 for/of far lesser crimes; one had stolen a single handkerchief.
The West African penal colonies were such a complete disaster that, after 12 years, the authorities came up with the idea of transporting convicts 44 over/to the recently discovered region 45 in/on the Pacific known as New South Wales. 46 At/In the first half 47 in/of the 19th Century Britain transported 162,000 people 48 for/to Australia, mainly petty criminals and political prisoners. Only 20% 49 of/out them were women. 70% 50 in/of those transported 51 for/to Australia were 52 from/of England and Wales. A further 24% were Irish, while Scots made up most 53 of/out of the rest. Transportation finally ceased 54 in/on 1868.
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STAFF Anglo Files, S.L. (publisher) Nicholas Franklin (editor) nick@yes-mag.com Marina Carresi (artistic director and photography, proofreading) marina@yes-mag.com Nathan Burkiewicz (sub-editor, page-design, webmaster) nathan@yes-mag.com Fabiola Vieyra (promotion) Pilar Susaeta (sales representative) Josh Tampico (sound engineer) Gonzalo Cohen (legal)
WRITERS, VOICES, INVALUABLE SUPPORT & HELPING HANDS This magazine is dedicated to my brother, Robert Franklin, the person who first inspired me to love history. Douglas Jasch, Prof. Raoul Franklin, Carys Shannon, Bea Alzona, Colman Keane, Miles Pratt, Almudena Cáceres, Susannah Jones, Robbie K. Jones, Greg Collins, Susan Wall, Garrett Wall, AmyJo Doherty, James Duggan, Jim Trainor, Rod E. Musselman, Adrian Hall, Paul Thomas, John Adedoyin, Hamish Binns, Lois Humphrey, Julie Davies, Irene Tremblay, Dave Mooney, Howard Brown, Saskia Eijkins, Cristian Dopazzo.
PHOTOGRAPHY Marina Carresi, Sara L Carresi, Inma Isla, Carlos Carresi
134 | YES 29
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YOUR ENGLISH SUPPLEMENT
Errata in Yes 28 p. 68, should read: manga: Japanese graphic novel often serving as a storyboard for an anime (= Japanese animated film)
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In the Next Volume of Your English Supplement
AN ENGLISH BESTIARY Animal imagery in the Anglo mental landscape
- Why do Britons associate zebras with pelicans? - Why can vegetarians eat Welsh rabbit? - What is the US abbreviation for ‘raccoon’ and why should you use this word with extreme care? - Why are leopards symbols of the unchangeability of people’s characters? - Can you pronounce ‘hyena’ and ‘jaguar’? - Which animal is named after one of the Seven Deadly Sins? - Which fish shouldn’t you play poker with?
Photo by Art G
THE 12 VITAL CONCEPTS TO UNDERSTAND ECONOMICS Plus loads more stuff on economics, internet, science, news, language etc. which we haven’t decided yet! Photo by Utcursch