«Il [Robert Somerville] a pris une phrase assez longue et l'a éclatée en ses composants, en utilisant différentes couleurs d'encre: noir, rouge, bleu et vert. Sujet, prédicat, addition; condamnations subordonnées et avec sursis, connexion et division des unions! Chacun avait sa propre couleur, son propre groupe. C'était comme de l'entraînement, et nous l'avons fait presque tous les jours. »
"Il est impossible d'écrire une page pour ne pas ressentir les plaisirs de la richesse, de la diversité, de la mobilité et de la profondeur de la langue anglaise."
The hour arrived. I sat in the corner seat above the gangway, immediately behind the Ministers, the same seat from which my father had made his speech of resignation and his terrible Piggott attack. On my left, a friendly counsellor, sat the long-experienced Parliamentarian, Mr. Thomas Gibson Bowles. Towards nine o'clock the House began to fill. Mr. Lloyd George spoke from the third bench below the gangway on the Opposition side, surrounded by a handful of Welshmen and Radicals, and backed by the Irish Nationalist party. He announced forthwith that he did not intend to move his amendment, but would instead speak on the main question. Encouraged by the cheers of the 'Celtic fringes' he soon became animated and even violent. I constructed in succession sentence after sentence to hook on with after he should sit down. Each of these poor couplings became in turn obsolete. A sense of alarm and even despair crept across me. I repressed it with an inward gasp. Then Mr. Bowles whispered 'You might say «instead of making his violent speech without moving his moderate amendment, he had better have moved his moderate amendment without making his violent speech.»' Manna in the wilderness was not more welcome! It fell only just in time. To my surprise I heard my opponent saying that he 'would curtail his remarks as he was sure the House wished to hear a new member', and with this graceful gesture he suddenly resumed his seat.***. , , . , . . , , . , , . « », . , , . . , , , . : « : „ , “». . , , , , « , , , », , , .
Par exemple, le vocabulaire moyen d'une personne qui étudie l'anglais comme langue étrangère et qui est au niveau avancé est en moyenne de 4000 à 7000 mots.Un locuteur natif de l'enseignement supérieur dispose d'une réserve de 20 000 à 30 000 mots. Autrement dit, environ 5 fois plus. Et la différence entre Churchill et l'étudiant avancé est jusqu'à 10 fois!