Теги: языки мира английский
ISBN: 5-06-003031-8
Текст
ББК 81.2 Англ
А 64
Федеральная программа книгоиздание Россия
Л.Д Кашурннкова. ТА. Бойцова. БА Жигалев. Л-Е. Кондаурсва, И IO Любавская
Рецензенты:
кафедра грамматики английского языка Иркутского государепкниоп педагогического института иностранных языков им Хо Ши Мин» (зов. кафе (рои канд. фнло.1 наук, доц. АГ Владимирцева); д-р фкчол наук, проф. М Я. Блох (Московский государственный педагогический университет им. В И Ленина)
А 64 Английский язык для студентов педагогических вузов. II курс: Учеб./ЛД. Кашурникова, Т.А. Бойцова. Б.А Жигалев и др. - М.: Высш, шк., 1995. - 367 с.
ISBN 5-06-003031-8
На пер.: A Graded English Course. Second Year.
Это второй в серии учебников английского языка для студентов педагогических вузов, составленных преподавателями кафедры английского языка Нижегородского государственного лингвистического университет» им. НА Добролюбова. В вем продолжается комплексное обучение лексике, грамматике и фонетике английского языка Учебник содержит семь тем «Жизнь в колледже». «Дома». «Английская пища». «Разговор об одежде». «Посещение театра». «Посещение врача». «Путешествия» стовон материал учебника знакомит с реалиями страны изучаемого
Структура учебника и система упражнений обеспечивают одл? а различными видами чтения, навыками устной и письменной речи t уч -том профессиональной ориентации студентов как будущих преподавателей английского языка
Для студентов от юлении английского языка педагогических вуз"
4602020102 - 024 А -------------------- 118-95
001 (01)-95
ББК 8i-2 4И (А >
ISbw 54)6 003031-8
© Коллектив авторов.
ПРЕДИСЛОВИЕ
Настоящая книга является второй частью серии комплексных учебников английского языка под общим названием “A Graded English Course1' («Английский год
за годом») и предназначается для студентов второго курса факультетов и отделений английского языка педагогических институтов, изучающих английский язык в
качестве основной специальности
В основу посгроения учебника положен принцип интегративного’ обучения иностранному языку, предполагающий комплексную организацию учебного материала для взаимосвязанного обучения сторонам речи и видам речевой деятельности.
Данная «Книга для студента» рассчитана примерно нв 250 часов аудиторных занятий Остающееся в учебном плане время отводятся на работу по развитию устной речи (в том числе неподготовленной) на Материале книг для домашнего чтения, газетных статей, нв закрепление орфографических навыке» студентов и выработку у них навыков письменной речи (написание сочинений-писем, изложений по прослушанному (прочитанному) рассказу, на работу в лаборатории ТСО, тестирование уровня владения студентами-второкурсниками иноязычной речью (включая стороны речи и виды речевой деятельности) по мера завершения работы над темой и др.
Цель учебника - дальнейшее обучение студентов устному и письменному общению на английском языке в различных сферах и ситуациях, с учетом адресата и характера взаимодействия партнеров, на основе планируемого коммуникативного намерения. с учетом перспектив использования иностранного языка как в профессиональном деятельности, так и в непосредственном общении с носителями языка. При этом студентами приобретаются также необходимые знания системы английского языка, обеспечивающие но|>магивностъ, корректность и адекватность иноязычного общения. Оптимальное сочетание структурно-функционального м коммуникативного подходов способствует преодолению формального барьера в процессе учебно-речевой деятельности студентов и позволяет создать нв занятиях атмосферу естествен-
ного общатя.
Структура и содержание учебника. Книга для студента» состоит из двух частей-основного курса и приложения.
Чвстъ I, Основной курс, состоит из семи комплексон iciiniaj. предназначенных для решения .различных методических задач, соотносящихся с целями обучения на II курсе и построенных кокру| следующих тем «Жизнь в колледже», «Дома», 1ДИЙСКДЯ цища». «Поговорим об одежде», «Посещение товтра». «У врача». «Пу-weiecTBH»» Каждая тема членится на подтемы детализирующие ве по прагматихо-Ж*ормациои1К>му и культурпо-страноведческому содержанию
Отбор и методическая организация материала в учебнике осуществляются нв двух уровнях на уровне коммуникативном (отбор необходимого минимума коммуникативных намерений и соответствующих нм коммуникативных действий) и нв «ровне языковых средств их реализации.
Продуктивному усвоению подлежит оволо 1200 лексических единиц-слов и Словосочетаний раттичне го типа относящихся к нейтральному, литературному и разговорному стилям pc 1И Кроме того, учебник включает примерно 320 раэгово(ь ных клигве и около 10 идиоматических выражении и пословиц, необходимых для обеспечения реальных коммуникативных потребностей обучаемых в различных сфе-
3
pax общения: социально-бытовой, семейной и социально-культурной, а также в некоторых случаях в сферах профессиональной и общественной деятельности.
Отличительными чертами учебника, в котором нашли снос воплощение достижения современных и традиционных методов обучения, являю 1ся:
1. Разнообразие. Это необходимое требование, предъявляемое к методам и приемам обучения, к учебному материалу с целью акгининщии интеллектуальной активности обучаемых и повышения мотивированности их речи Н учебнике этот принцип реализуется в ряде аспектов:
разнообразие видов деятельности: индивидуальная раГина парная работа, групповая работа;
разнообразие оригинальных монологических текстов р.и>>ичи|.1> »,iii|kib и стилей (рассказы, эссе, стихотворения, личные и дслош.и >n« i. a.i, газетные статьи, рекламные объявления, кулинарные и медицин* и* и пл, рецен-
зии на спектакли и др.) и диалогов различных <|iviikhii*>ii.i'ii.iim4 тпов (диалог-расспрос, диалог-объяснение, диалог-обмен мнениями ui.vi>>i обмен впечатлениями, диалог-беседа по проблемным вопрендм. **r*v* toi*h* иным тематикой курса, интервью, диалоги речевого этикет а).
разнообразие речевых ситуаций, максимально приАпнж* ппы» п и i*ti венным;
разнообразие предлагаемых упражнений (от языковые .пы циичггких и условно-речевых до подлинно коммуникативных), * шмучпрутопшх интерес студентов к обучению вообще и к учебному мак риалу » ч.и инн ГМ.
2. Решение проблемных задач. Ориентируясь на in iioii».i> ргПноети и интересы обучаемых, на раскрытие личности каждого С1уд*-П1< к учебной речевой деятельности, авторы отобрали для обсуждения на запяпьи прончемы и проблемные вопросы, соответствующие возрастным интересам и пин ги кiу.шьному уровню студентов-второкурсников в пределах предусмотренной п|»>> рлммпи тематики.
3. Градация трудностей. Учебник организован со с раним t обчюдсписм принципа постепенного нарастания трудностей и в строевом, и и н m.iiiiiui прагматическом планах; предлагаемые упражнения градуированы по сложи*'* nt и н* nxi(логическим особенностям выполнения. Усложнение видов работы и prr»*ii.i>iii>i ь владению языком в течение каждого отдельного занятия н в течение ко« >yp*.i, tn занятия к занятию, создает у студентов постоянное ощущение к|и|ии । opotmt и ими, необходимое для сохранения и усиления мотивации в изучении и «i.ti .i
4. Методическое обеспечение самостоятельной риТмны tivu'tiinH В учебнике представлены задания, обучающие студентов различным • <)>'< ithim чпчтия, рациональной работе со словарем, спонтанной речи paiличин- iitniti.r< регистров (в том числе лекторского), умению воспринимать и iipniiyiuip'm.iii кы тм различных жанров и типов, умению делать обобщения и выводы. умению > *** i.iiuni* план про-читанного/прослушанного текста, написать резюме, нн*ьм*> и и* ь* пиг, сочинение и т.д.
5. Педагогическая профессионализация. Обучение । iy,i*-ni*m II ьуре.т речевому поведению в ситуациях педагогического общения па уроке лш пни ы*П) языка способствует их ранней профессиональной ориентации Anitip.iMit • noitp-шы около 240 речевых единиц с учетом их аутентичности, частотноети vtnitpi и к-ния на уроке, с учетом этапов урока и видов речевой деятельности (пбщедидакгичеекие установки, устная речевая деятельность, чтение, письмо и письм! иная речь, комментирование ответов учащихся).
6. Занимательность и иллюстративность. В учебнике представлены игры, ри су нки и т.д.
4
Структурный состав тематического комплекса включает ряд блоков, каждый из которых имеет определенное методическое назначение и содержит необходимое количество устных и письменных упражнений, относящихся к различным этапам усвоения материала, к развитию видов речевой деятельности, а также задания для самопроверки и контроля за динамикой становления навыков и умений.
Блок 1. Обучение аудированию (накопление слухо-зрительно-артикуляционных образов материала, подлежащего усвоению, на основе текстов, воспринимаемых в результате аудирования, аудиочтения). Предлагаемый учебный текст по возможности максимально исчерпывает содержательный' вокабуляр темы и представляет интерес главным образом как языковая база к теме.
Блок 2. Усвоение/повторение учебной информации, адекватной целям обучения; формирование/совершенствование навыков и умений фонетической, лексической и грамматической сторон речи.
Блок 3. Рецептивно-репродуктивные виды работы с текстом, обучение различным типам репродуцирования текста (видам и формам пересказа, элементам смысловой интерпретации и др.).
Блок 4. Обучение чтению как виду речевой деятельности; овладение чтением как средством самостоятельной познавательной деятельности.
Блок 5. Обучение устной речи, основным структурным особенностям различных типов высказываний.
Блок 6. Обучение письменной речи.
Блок 7. Профессионально-педагогические задания.
Блок 8. Повторение, заключительные формы работы над устной речью (включая ролевые игры).
Часть II, Приложение, включает:
1. Упражнения ДЛЯ самое гоя гелыюй работы студентов над грамматической стороной речи, имеющие своей целью формирование надежного механизма порождения грамматически правильной речи. По своему содержанию этот раздел охватывает тему «Глагол» и включает нов)прение времен и пассива, косвенной речи, а также новый материал - «Неличные формы глагола», «Модальные глаголы». В отдельном подразделе представлены упражнения на употребление артиклей.
2. Основные данные об английском ударении и интонации с последующими упражнениями для выработки автоматизированных навыков воспроизведения и употребления представленных интонационных структур.
3. Перечень единиц дидактической речи.
Гйбкая структура тематических комплексов и приложения, унифицированная рубрикация подразделов позволяет преподавателю варьировать последовательность подачи материала с учетом реального уровня языковой подготовки обучаемых, более эффективно управлять процессом усвоения языка отдельными студентами.
Авторы выражают искреннюю признательность рецензенту книги доктору филологических наук, профессору М.Я. Блоху и коллективному рецензенту - кафедре английского языка Иркутского государственного педагогического института иностранных языков им. Хо Ши Мина за внимательное прочтение рукописи и сделанные замечания. Все замечания рецензентов были учтены при подготовке учебника к печати.
Авторы
pax общения: социально-бытовой. семейной и социально-культурной, также в некоторых случаях а сферах профессиональной и общественной деятельности.
Отличительными чертами учебника, в котором нашли свое воплощение достижения современных и традиционных методов обучения являются:
1 Разнообразие. Это необходимое требование, предъявляемое к методам и приемам обучения, к учебному материалу с целью активизации интеллектуальной активности обучаемых и повышения мотивированности на речи. В учебнике этот принцип реализуется в ряде аспектов:
разнообразие видов деятельности* индивидуальная работа, парная работа, групповая работа,
разнообразие оригинальных монологических текстов различных жанров и стилей (рассказы, эссе, стихотворения, личные и деловые письма, газетные статьи, рекламные объявления, кулинарные и медицинские рецепты, рецензии на спектакли и др.) и диалогов различных функциональных типов (диалог-расспрос, диалог-объяснение, диалог-обмен мнениями, диалог-обмен впечатлениями, диалог-беседа по проблемным вопросам, обусловленным тематикой курса, интервью, диалоги речевого этикета):
разнообразие речевых ситуаций, максимально приближенных к естественным;
разнообразие предлагаемых упражнений (от языковых аналитических и условно-речевых до подлинно коммуникативных), стимулируюнда интерес студентов к обучению вообще и к учебному материалу в частности.
2. Решение проблемных задач. Ориентируясь на истинные потребности и интересы обучаемых, на рескрытнс личности каждого студента в учебной речевой деятельности, авторы отобрали для обсуждения на занятиях проблемы н проблемные вопросы, соответствующие возрастным интересам и интеллектуальному уровню студентов-второкурсников в пределах предусмотренной программой тематики.
3. Градация трудностей. Учебник организован со строгим соблюдением принципа постепенного нарастания трудностей и в строевом, и в те метико-прагматическом планах; предлагаемые упражнения градуированы по сложности и психологическим особенностям выполнения. Усложнение видов работы и требований к владению языком в течение каждого отдельного занятия и в течение всего курса, от занятия к занятию, создает у студентов постоянное ощущение эффекта продвижения, необходимое для сохренения и усиления мотивации в изучении языка.
4. Методическое обеспечение самостоятельной работы студентов. В учебнике представлены задания, обучающие студентов различным стратегиям чтения, рациональной работе со словарем, спонтанной речи различных стилевых регистров (в том числе лекторского), умению воспринимать и продуцировать тексты различных жанров и типов, умению делать обобщения и выводы, умению составить план про-читанного/прослушанного текста написать рсэомс, письмо, изложение, сочинение и
5. Педагогическая профессионализация. Обучение студентов II курса речевому поведению в ситуациях педагогического общения на уроке английского языка способствует их ранней профессиональной орнекзацми Авторемм отобраны около 240 речевых единиц с учетом их аутентичности, частотности употребления на уроке, с учетом этапов урока к видов речевой деятельности (общедидактические установки, устная речевая деятельность, чтение, письмо и письменная речь, комментирование ответов учащихся).
6 Занимательность и иллюстративность В учебнике ппсдстаалсны игры, рисунки и т.д
Структурный состав тематического комплекса включает ряд Споков, каждый из которых имеет определенное методическое назначение и содержит необходимое количество устных и письменных упражнений, относящихся к различным этапам усвоения материала, к развитию видов речевой деятельности, а также задания для самопроверки и контроля за динамикой становления навыков и умений.
Блок 1. Обучение аудированию (накопление слухо-зрительнн-артихуляционных образов материала, подлежащего усвоению, на основе текстов, воспринимаемых в результате аудирования, аудиочтсния). Предлагаемый учебный текст по возможности максимально исчерпывает содержательный вокабуляр темы и представляет интерес главным образом как языковая база к теме.
Блок 2. Усвоенис/повгорсние учебной информации, адекватной целям обучения; формирование/совершенствование навыков и умений фонетической, лексической и грамматической сторон речи.
Блок 3. Рецептивно-репродуктивные виды работы с текстом, обучение различным типам репродуцирования текста (видам и формам пересказа, элементам смысловой интерпретации и др.)
Блок 4. Обучение чтению как виду речевой деятельности, овладение чтением как средством самостоятельной познавательной деятельности.
Блок 5. Обучение устной речи, основным структурным особенностям различных типов высказываний.
Блок 6. Обучение письменной речи.
Блок 7 Профессионально-педагогические задания
Блок 8. Повторение, заключительные формы работы над устной речью (включал ролевые игры).
Часть II, Приложение, включает:
1. Упражнения для самостоятельной работы студентов над грамматической стороной речи, имеющие своей целью формирование надежного механизма порождения грамматически правильной речи. По своему содержанию этот раздел охватывает тему «Глагол*’ и включает повторение времен и пассива, косвенной речи, а также новый материал - «Неличные формы глягола». «Модальные глаголы». В отдельном подразделе представлены упражнения на употребление артиклей.
2. Основные данные об английском ударении и интонации с последующими упражнениями для выработки автоматизированных навыков воспроизведения и употребления представленных интонационных структур.
3. Перечень единиц дидактической речи.
Гибкая структура тематических комплексов и приложения, унифицированная рубрикация подразделов позволяет преподавателю варьировать последовательность подачи материала с учетом реального уровня языковой подготовки обучаемых, более эффективно управлять процессом усвоения языка отдельными студентами.
Авторы выражают искреннюю признательность рецензенту книги доктору филологических наук, профессору М.Я. Блоху и коллективному рецензенту - кафедре английского языка Иркутского государственного педагогического института иностранных языков ны. Хо Ши Мина за внимательное прочтение рукописи и сделанные замечания. Все замечания рецензентов были учтены при подготовке учебника к печати
Авторы
CONTENTS
Unit I. College Life...................................—— ---------------- 7
Unit 2. At Home_ .......................—--------------------------—----------- 49
Unit 3. English Meat. _ ___________________ . -..................- -..... . 83
Unit 4. Talking About Clothes.
Unit 5. Visiting the Theatre...
Unit 6. Going to the Doctor’s..
Unit 7. Travelling-------------
Supplement.. ..........„.................................................. 281
I. Grammar Exercises: 1. The Indicative Mood. Revision of tenses (283). 2. Indirect (Reported) Speech. Sequence of Tenses (295). 3. The Passive Voice (298). 4. The English Veftals. The Infinitive (305). The Gerund (314). The Participle (320). 5. Modal Verbs (324). 6. Exercises in English Articles (333) 283
II. Basic Informatton on Word Stress and Intonation: 1. Word Stress (343). 2. Sentence Stress (344). 3. Rhythm Units (346). 4. Fluency (348). 5. Melody (350).................. _ _ .......—..................... -..........-.... 343
111. Classroom English....... ................... .. . —.................. 359
Unit COLLEGE LIFE
Functions:
Main language points:
Other language points:
Reading skills:
Writing activities:
Classroom English:
Describing past events.
Predicting.
Saying you partly agree.
Showing interest.
Expressing surprise.
indicative Mood. Revision of tenses.
Use of articles with the nouns-names of parts of the day, with the nouns - names of languages.
Graphical representation of some consonant phonemes.
Reduplication of consonants.
Reading for specific information. Scanning.
Letter writing.
Organizing pupils' learning activities.
Writing.
To the Student
Education is changing-but good teachers will always be at the centre of good schools. You are on the road to your chosen career and this Unit takes up the questions which you need to know about colleges and schools today.
Being a student isn’t easy. It never has been. We hope that you will benefit from the up-to-date information on various aspects of students’ life in our country and abroad. And, since fun is the lifeblood of effective learning, every effort has been made to cover the linguistic pill with the jam gaiety.
1. Look, listen and read. Pre-listening task Listen to the text and answer these questions.
1. Who is the author of the letter? 2. What year-student is Irene? 3. What does Irene specialize in? 4. Whom is the letter addressed?
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A STUDENT’S LETTER
25 June 1994
Dear Joyce
Thank you so very much for sending me your good wishes on my engagement to Andrew. It is a wonderful time of one's life and I am determined to enjoy every minute of it.
The last month has been such a busy one for me that I am sure you will forgive* me for not answering your letter sooner. I had to prepare for examinations, write a paper for the students’ scientific conference on General Linguistics and carry on2 my current work as the second-year representative of the Students’ Council. So you see, I had very little spare time.
We had oral tests in Literature and Psychology and I had to take examinations in four subjects - English, Russian, Phonetics and Pedagogics. 1 got excellent marks in all my subjects. Helen did well in her exams. Sbe was ill for over a month and fell behind with her English, but she worked so hard when she got well that she caught up with the rest of tbe class. This is a very real achievement!
You asked me in your last letter whether 1 was reading English books. Now I am. At the beginning of the school year I read English books with great difficulty, but during the second term 1 did not have to look up so many words and now 1 can read books in the original with enjoyment. I do however still have trouble with English prepositions and even our teachers find it difficult to explain them to us.
We had a very entertaining3 English evening4 on May 5th. I’m enclosing the programme. Vera Smirnova gave a splendid recitation of R. Burns “My Heart’s in the Highlands”, and Oleg Bikov gave an excellent reading of a passage from W. Shakespeare’s “Romeo and Juliet”. The best number on the programme was a performance of scenes from B. Shaw’s “Pygmalion”. Helen did the part of Eliza beautifully.
The weather has been perfect since the end of last month and 1, have been playing tennis every day.
In a week Andrew and I shall be leaving for the Crimea. Think of it: lying in the sun and swimming on sunny beaches, especially after the weather we had last summer.
How are you getting on? As far as 1 can see you’re making excellent progress in Russian. I’m so happy to bear that you’re going to Russia on a study visit in September. Let me know immediately as soon as you come to Nizhny Novgorod. I shall enjoy seeing you again after so long. You must meet Andrew -1 know he is looking forward to seeing you.
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Love from Helen and regards from my parents.
Yours sincerely
Irene.
Notes on the Text
1. Io forgive (forgave, forgiven) - io pardon, io stop being angry with someone.
The verb lo forgive, like its synonym 10 excuse, usually takes a preposition and a gerund after the object, e.g:
Forgive me for not answering your letter sooner.
Excuse me for coming so late.
Forgive and excuse art stylistic synonyms, excuse is a word often heard in colloquial speech, while forgive is used in more formal speech.
In reported speech to forgive and to excuse are usually substituted by to apologize, e.g-.
He apologized for not bringing the book sooner.
2. lo carry on - to continue, to go on. It is a phraseological verb-adverb combination. Compare the meaning of the verb lo carry места with that of the phraseological verb-adverb combination lo carry on.
Other phraseological veib-adveib combinations in the text arc: to catch up догнать, to fall behind отстать, очутиться позади, to look up (по)смотреть словаре.
3. entertaining adj занимательный, развлекательный-, cf.: amusing забавный, cwcui-
We may use both entertained or amused when we speak of the things that give us pleasure. However, we are amused by something that makes us smile or laugh. Thus, we may be amused by a clown's tricks and jokes. We are entertained by more serious things We may go to a theatre or read a novel for entertainment; ан entertaining person is one who has interesting stories lo tell of his own experiences.
4. evening n - here refers to lime spent in a particular way, eg.:
We had poetry (musical) evenings twice a month.
A party is a gathering of invited guests, generally at someone's place, e.g.: a dinner party. a birthday party.
VOC ABULARY PRACTICE
I. Choose the right word. Explain its meaning.
a) dictionary, vocabulary
L In this book the new is given after the text. 2. A new Russian-English has recently been published. 3. First-year students usu-
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ally have a limited ... . 4. Learn the ... of Lesson 2 for tomorrow. 5. I could not find this word in the Jones’ ... . 6. You should buy a new ... , yours is too small. 7. You cannot enrich your ... without looking up words in the ... .
b) amuse, entertain
1. The monkey’s tricks ... the children. 2. Concerts were arranged at the sanatorium to ... the guests. 3. The journey was very long but the passengers ... each other with interesting stories. 4. His description was so ... that it made everybody laugh- 5. At the football game I was so ... by the behaviour of some of the fans that I missed part of the game. 6. His stories were so ... that we forgot how late it was.
1.2. Give Russian equivalents for the following.
to make
Choose either
a mistake a speech a noise a promise an offer progress money friends excuses
do” or “make”.
to do
one’s hair credit good harm
one’s best a favour the room lecturing a crossword
1. How many mistakes did you ... in the last dictation? 2. Who is the next to ... a report? 3. She ... the translation in half an hour. 4. It was Brian’s upbringing that ... him a coward. 5. The Dean ... a speech at the meeting of the first-year students. 6. Can’t you ... anything to stop that noise? 7. What did he ... to ... you so angry? H. Promise little, but ... much. 9. You shouldn’t ... such a fuss over the boy. It will spoil him. 10. He is used to ... whatever he pleases.
1.3. Write the Simple Past and the Past Participle of the verb*.
forgive, make, take, get, fall, catch, read, begin, bring, leave, know, give
1.4. Write English equivalents of the following words and phrases. Use them in sentences of your own.
, сделать доклад на научной конференции; сдавать экзамены по четырем предметам; получить повышенную стипендию; отстать от группы; читать книги в оригинале/в переводе; успешно сдать экзамен; лучший номер программы; делать успехи в изучении английского языка; забавный/смешной рассказ; познакомиться с кем-либо; музыкальный вечер; провалить экзамен по психологии; экзаменовать кого-либо
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1.5. Fill in the blanks with suitable words or word combinations chosen from the list below.
1. If you can’t come, please ... about it immediately. 2. Olga ... our amateur theatricals. 3. I re-read the ... several times and learned it by heart. 4. Peter ... smoking after his illness. 5. Boris ... for coming late. 6. Please ... me for not doing it sooner. 7. I ... the pronunciation of this word. 8. They were ahead of us, but we ... with them. 9. On long walks Nat always ... . 10. Victor ... the examination in General Linguistics. He still has three more examinations ... .
to look up, to take, to forgive, to pass, to let smb know, to fall behind, to join, to catch up, to apologize, to give up, a passage
1.6. Supply the missing prepositions and adverbs, where necessary.
1. It will take me ... least a month to catch ............ the group. 2.
When I cdme ... some English words which I don’t know I always look them ... . 3. The drills ... the English sounds bore me ... times, but I know that they are very useful. 4. He helped me a lot ... my Latin and I’m much obliged v.’. him it. 5. She is good ... all the subjects they are doing ... the University. 6. What are you going to do when you graduate U>1 J' the Institute? 7. The teacher explained ... the students the use of the Present Perfect Continuous Tense. 8. She never stays ..... classes, but yesterday ... some reason or other she missed ...
a lecture ... History. 9. We are ... the second year now. 10. You are sure to fall ... the group if you don’t work hard ... your English. 11. They usually have four or six hours «2 classes a day, that includes lectures ... and seminars ... various subjects ... our course. 12. I get ... । the faculty ... time, as usual, check my coat and hat ... the cloak-room and start a day ... hard work.
ORAL, PRACTICE
1.7. Now read the text carefully and answer the detailed questions. Begin when possible your answers with:
I believe..., I think..., I’d like to say..., As I see it...
1. What excuse does Irene give for not answering Joyce’s letter sooner? 2. What examinations and oral tests did Irene take and what marks did she get? 3. To whom are prize scholarships awarded? 4. How did Helen do in her examinations? 5. How does Irene describe her progress in English? 6. What is one of the main difficulties of English for Russian students? 7. Who took part in the English evening described by Irene? 8. What were the best numbers on the programme? 9. What are Irene’s plans for summer? 10. What is she anxious to do if Joyce comes to Nizhny Novgorod on a study visit in September?
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1.8. After reading the text talk on the following points.
1. Why is the Present Perfect used in the sentence “The last month has been such a busy one for me...”?
2. Why is the Present Perfect Continuous used in “...I have been playing tennis every day”?
3. Why is the Present Continuous used in “...you’re making excellent progress in Russian”?
4. Why is the Simple Present used in “...as soon as you come to Nizhny Novgorod”?
1.9. Go over Irene’s letter again and say:
1. Is this a business or a personal letter?
2. What is the main reason for this letter:
- to apologize?
- to invite?
- to accept an invitation?
- to give news?
- ... ?
3. Notice the organization of the Idler:
- the date;
- the salutation;
- the body of the letter;
- the conclusion;
- the complimentary close;
- the signature.
The guidelines for writing personal letters (p. 38-41) will be of great help to you.
1.10. Imagine that you are Joyce. Tell the nuitents of Irene’s letter to a friend of yours.
1.11. Use the key words and expressions below In talk about students’ life and leisure activities. Before you start your sittty, make sure you can say them.
a) to fall behind the group, to offer help, Io work much independently, had been trying hard (one’s bcsl), had caught up (with), to have the subject at one’s finger’s ends, to gel an increased grant;
b) to be a constant latecomer, constantly (cvci, always), to stay away from classes, to give numerous excuses, Io be no good with language training, to cram, to lag behind;
c) to carry on one’s social work, to go in for spoils, a person of many interests, to arrange amateur concerts, the necessary arrangements had (not) been made by the time..., amusing/entertaining;
d) has been looking forward to, since, to join the students’ learned society, has been doing well, has made a report, to be praised highly, to gain experience.
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----------To make a good story use the following linking devices: As for...
As far as ... was concerned, ...
As a matter of fact, ...
The thing is, ...
On the one hand, ... on the other hand, ...
Fortunately/unfortunately, ...
As good (bad) luck would have it, ...
To make matters still worse, ...
It turned out ...
It came about like this.
No wonder (that) ...
In a word, ...
PRONUNCIATION AND SPELLING
Pronunciation is not always a reliable guide for spelling because many words are not spelled the way they are pronounced. Check a dictionary for the pronunciations and spellings of words that you are unsure of.
If you do not know how to spell a word, you may have difficulty in locating it in a dictionary. You already know which letters or letter combinations usually stand for each sound in English. The following list suggests where to look for a word when it does not begin the way you expect.
Word sounds and spellings
[fl f, as in frog, half ff, as in stiff ph. as in phonetics gh. as in enough
И k, as in kill, lake c, as in cat, coat, cube, clock ck, as in back ch, as in school
W1 ch, as in bench, teach tch, as in fetch
Ns] j, as in job g (+ e, i, y), as in age, gin, gym dge, as in bridge
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2. Group the following words in accordance with the spelling rules of the graphical representation of the consonant phonemes [f], [k], [tf], [<fe]. Memorize them.
carry, teacher, enjoyment, laugh, scholarship, such, Joyce, friends, back, enclose, stitch, original, physical, practice, book, exchange, judge, conference, enough, current, patch, passage, half, phonetics, subject, stiff, bridge, chemistry
2.1. Complete the words listed below. Supply the missing letter or letters for:
[0 [4 W1 [d31
bee- chal- ba-elor lo-
tra-ic ne- ske- mar-in
rou- s-eme cou- knowle-
roo- topi- tea- E-ypt
sta- stea- swi- ma-ority
di-thong arti-ulate bran- al-ebra
lau- -aracter reproa- Cambri-
al-abet lo-er ca- -elly
dea- -angaroo ri- char-
ADDING ENDINGS
Sometimes you must double the final consonant of a base word when you add an ending to the word. If you have trouble deciding when to double the consonant and when not to, the rules given here will help.
Rule I. Double the final consonant it the word has only one syllable and ends with a single consonant preceded by a single vowel:
beg beggar plan run planned ininiiiig hot hotter
Rule II. Double the final consonant if the word has more than
one syllable, ends with a single consonant preceded by a single vowel, and has the stress on the last syllable:
prefer forget admit
preferred forgetting admittance
Remember: The final letter 1 is doubled when preceded by a short vowel, stressed or unstressed:
travel rebel peel
travelling rebelled but: peeled
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2.2. Copy the words listed below under the headings: a) words in which the final copsonant letter of the stem is doubled when followed by a suffix; b) words in \ which it is not doubled. Give your reasons.
1
coaler looking admitted
runher wondered exhibited
deepen dirty warned
operied called turning
redden dropped winner
limiting suffering marvellous
traveller sooner staring
2.3. Read the words given below and explain why the letter “r” is not doubled
in the words of the left column.
conference confer, conferred, conferring
preferable prefer, preferred, preferring
reference refer, referred, referring
deference defer, deferred, deferring
2.4. Write the comparative and superlative degrees of the following adjectives.
fat rich warm
low weak slim
sad thin tender
calm wet sharp
loud clean quiet
2.5. Write the Simple Past and the Present Participle of these verbs. Underline
double letters.
slip enter visit
meet stir drop
occur equip transfer
rain nod expel
offer quarrel need
commit permit bother
CONVERSATION PRACTICE
Conversation is like a game of football. One player can only run with the ball in one direction for a certain time. Sooner or later he must change direction or pass the ball to another player. In a typical conversation we make observations and pass comments, agree or disagree, show surprise, disbelief, or polite interest. We expect other
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people to respond to us. This means that successful conversations depend partly on how we respond to what other people say.
И you say the right thing al the right time, other people will find you much easier to talk to and you will find yourself more relaxed and fluent to conversation.
SURPRISING NEWS
- Guess what!
-I’ve got news for you!
- Do you know what!
- Are you silting down? You’d better sit down!
- Yon won’t believe this but...
Surprise and astonishment (which is just great surprise) can be expressed in various ways and with different degrees of formality. Examples:
Response Neutral
- Really? What a surprise!
-That is a surprise!
-(Oh,) that’s amazing (extraordinary)!
-Good heavens!
1. - Are you sitting down? You won’t believe this but our teacher is getting married.
-Oh, is she? What a surprise!
-What? Oh, no!
-No, 1 don’t believe it!
-Are you serious?
- You must be joking!
-Well I never!
- Fantastic/Crazy!
-You don’t say!
- Fancy that!
-You’re kidding!
Informal
2.-1 haven’t seen him since we left school. He is a very important man now.
- Just fancy! He was always bottom in every subject al school.
Formal
-1 find that very surprising.
- Indeed? How very surprising/ amazing.
3, - I’m afraid the board hasn’t accepted your recommendation.
- Indeed? 1 find that very surprising.
3. Work in pairs or small groups. Express your surprise at the following.
1. The professor praised Dobbin more than anybody else. 2. An English tourist, Mr Benson, complimented Ron on his English. 3. The speaker had fallen ill and they cancelled the lecture. 4. Jeffrey won the race yesterday. 5. Rosemary was being examined for an hour. 6. I hear Mrs Woods is going to give you a mixer for your birthday. 7. His colleagues call him Fatty; but he doesn’t seem to mind. 8. Roger did not consult any reference-book when translating the article yesterday. 9. The guided tour of the city was rather boring to tell you the truth. 10. Mrs Morgan has written a successful novel and has become a popular writer. 11. If I got them right, they want to appoint Mr Clarke headmaster. 12. Williams set his heart on becoming an artist.
3.1. Think of some good or bad new»- Make a iisL Each student takes his turn presenting the news io the classmates. Remember io use the phrases in lhe list
Good news
Bad news
Carol is getting married.
Ben has passed his final exam.
Robert caught up with the group.
1 bought a new stereo.
Violet will take a post-graduate course when she graduates from the University.
My father is in hospital again.
Ethel failed her French exam yesterday.
Aunt Muriel’s house has been burgled.
There has been a terrible earthquake-thousands of people are dead.
3.2. Michael is a Utirvwsily siudenL He has failed lhe exam in Geometry ала now his mother demands an explanation from him.
Mother: Well, Michael, what have you got to say for yourself?
Michael: Г don’t think it’s as had as all that. After all, I did quite well m some subjects-one or two. You can’t expect to be good at everything.
Mother: Г am not going to argue with you, Michael. You know very well that you don’t attend to your studies in earnest. What’s your father going to say? Hm?
Michael: I try my hardest. I really do.
Mother: Hm. If you put so much ’effort into your academic work as you do into football there wouldn’t be any problem.
Michael: But Mum, everybody should have a hobby. Surely you don’t begrudge me my one small hobby, do you?
Mother: Obsession, more like. (Pause). Look, Michael, I’m not nagging, but you'd better not be sitting around watching XY,or reading football magazines wben your father comes in-.^nd you’d better start thinking up an explanation for your failure ri^btjio\y.
Л1
Michael: I still think you’re being a bit hard on me. I bet you sometimes failed too when you were at college.
Mother: Come on, Michael, stop making excuses. I suggest you be on your best behaviour tonight, and just hope that your father is in a good mood.
Michael: Oh, I’m sure be will be in a good mood. His favourite football team are on television tonight. 1 daresay I shall watch the match with him.
Mother: (laughing) Michael, you are incorrigible!
3.3. Can you answer these questions? Work with a classmale.
1. What explanation did Michael’s mother demand from him? 2. What excuse did Michael give to explain his poor results at Geometry? 3, What was Michael’s hobby? Did his mother approve of it? 4. Why was Michael’s father likely to be m a good mood that evening? 5. Why did Michael’s mother exclaim that be was incorrigible?
3.4. In this dialogue Michael is trying Io defend himself against criticism. Find and write cut the words and phrases he uses to do this. For example:
I still think you’re being a bit hard on me.
3.S. Working in pairs and using the words and phrases you've picked up, make up a conversation in which one of you makes a criticism and the other tries to defend himself/berself, as Michael does in the dialogue. Possible themes:
I. A student who never does the work be/she is told to do.
2. A pupil whose dictations are full of spelling mistakes.
3. A teacher who is often rude to his colleagues.
3.6. Working in pairs, try to make up the conversation (hat Michael had earlier with his sister, Anne, when they discussed how their parents were likely to react to had news and the hest way tor Michael to handle the situation.
3.7. Working in groups of 3, make up the conversation at the dinner table that evening when Michael’s mother and father discuss his academic work with him.
3.8. Sei out below is a brief Prospectus of the Nizhny Novgorod Dobrolyubov Linguistic University. Read it, study the italicized words and phrases.
The Nizhny Novgorod Dobrolyubov Linguistic University founded in 1937 is famous for its high academic standards.
НГЛУ
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It is housed in three buildings and has four departments: the English department, the French department, the German department and that of the Interpreters. The university has a population of about 1.750 full-time students. 800 students studying by correspondence and an academic staff of 270.
If you choose to study a modem language at Nizhny Novgorod you will have every opportunity to receive intensive language training and to acquire near-native competence in the language. The courses are continuaUy being updated so that each generation of students graduates with the latest skills and most up-to-date knowledge m the variou* subject areas. The staff of the university stimulate a sense of interest, encourage imagination and independence of mind. In addition to compulsory courses you choose some optional courses from the large number of options available.
The university offers postgraduate training m Linguistics, Methods of Teaching and Foreign Literature. Research students carry out individual research within their particular field of study and do a dissertation.
vA well-stocked library centre is equipped with a wide range of literature to meet the needs of students and to support the teaching and the research. The library contains about 400.000 items and currently subscribes to 200 pgiiodirals.
Language laboratories with audio-vlsuai equipment and computers help students in mastering foreign languages. There are also purpose-equipped studies with collections of pictures, maps and slides.
Our students come from all parts of the country and the university provides accommodation for the majority of them. Unfortunately, the number of applicants for such accommodation each year far exceeds the number of flatlets available m our two halls of residence, so many students have to rent rooms.
Sports and recreation are an integral part of a student’s life and the university provides a variety of entertainment programmes and leisure activities: students’ clubs, concerts, discos, sports competitions.
The Nizhny Novgorod Dobrolyubov Linguistic University has plenty to offer, so make it your choice and you will definitely not be disappointed.
3.9. Read the text again and then tell the class what you learned about the Nizhny Novgorod Dobrolyubov Linguistic University.
3.10. Speak about the Institute/University you study at. Try to use expressions front the Prospectus and essential vocabulary on the topic.
3.11. Joyce Wision, a student at University of Surrey, Guildford, specializes in Russian. Imagine she has come io Russia on a study tour with a group ot British teacher trainees and is interested ia the life and leisure activities of Russian students. Here is her questionnaire:
1. What are the basic types of higher educational establishments m Russia? (the University? the institute: teachers’ training, technical, agricultural, medical? schools of fine arts?)
2. What is the usual way for a school leaver to enter the Institute?
3. Is education free?
4. What are the favourite leisurd activities of Russian students? (sports competitions? discos? concerts? clubs? video? exhibitions? cinema? anything else?)
5. Do you often go to a disco?
6. Do you like to watch TV? What kind of programme do you usually watch? (news broadcast? documentary? comedy? thriller? cartoon? sport? anything else?)
7. What music is popular with the Russian youth? (classical? jazz? pop? folk? rock? anything else?)
8. How often do you go to the cinema/theatre? Do you find going to the theatre expensive? pleasant? difficult to arrange?
9. Do Russian students read much? Can you name the most popular modern Russian writers and their books?
10. Do many students go in for sport? What kind of sport is the most popular? (gymnastics? athletics? fencing? mountaineering? tennis? karate? hang gliding? hockey? swimming? skiing? skating? football? volleyball? anything else?)
11. How do students spend their holidays?
3.12. Study the questionnaire carefully and have a talk with Joyce.
REVIEW OF TENSES
4. Review the general meaning of a) the Simple tenses; b) the Continuous tenses; c) the Perfect tenses; d) the Perfect Continuous tenses. Consult the Grammar Reference Book.
4.1. Prove the given statements using sentciues with emotional colouring. Try to vary the adverbial modifiers “constantly", "always", “ever”. Study this example.
You: Julia is undoubtedly a well-read person,
Classmate: No wonder. Whenever I see het she Л constantly reading some book. There’s nothing like rcgulat reading, it greatly enriches a person mentally.
1. Diana is hard to deal with. 2. Jerry is pleasant to talk to. 3. The teacher often gets angry with Helen. 4. Emma is always smartly dressed. 5. Gilbert is good at badminton. 6. Jerry has won a University scholarship. 7. Lucy always looks her best. 8. <’lit is often makes a poor show of himself at the seminars in Foreign Literature. 9. Nelly reads French books in the original with enjoyment. 10. Ben complains of a bad cough. 11. Nick’s been reprimanded by the Dean.
4.2. Marian is doing History. In the chart below there are some courses she has to take in order to graduate. Complete the conversation with her adviser.
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Last Semester
World History Italian I
History of the
English Language
This Semester
U.S. History
Modern European
History
Famous English
Poets
Next Semester
Welsh History
Italian II
Middle Eastern
History
Adviser: Well, Marian, have you taken World History yet? Marian: Yes, I’ve already taken it. I took it last semester. Adviser. Have you taken Welsh History yet?
Marian: No, I haven’t taken it yet. I plan to take it next semester. Adviser: ...
Marian: ...
4.3. Answer these questions.
Example: Classmate: Susan lives in Manchester now. She moved
to Manchester two months ago. How long has she been living in Manchester?
You: She has been living in Manchester for two months.
1. Paul is writing an essay. He started at 8.00 this morning. How long has he been writing the essay? 2. Robert and Nancy are working at Earlham Comprehensive School, Norwich. They started working there in 1988. How long have they been working at school? 3. Viola is taking guitar lessons. She started last August. How long has she been taking guitar lessons? 4. You are studying English. You started studying English in 1992. How long have you been studying English? 5. Philip fell ill last Wednesday. Since when has he been ill? 6. Ruth is cleaning her apartment. She started in the morning. Since when has she been cleaning her apartment? 7. It’s raining. It started raining half an hour ago. How long has it been raining? 8. Miss Abbs is a stewardess. She started working on this airline in 1989. Since when has she been working on this airline? 9. Felix is listening to the text in the language lab. He started listening to it 5 minutes ago. How long has he been listening to the text? 10. Mabel is still lecturing at Oxford University. She started lecturing there in 1989. Since when has she been lecturing at Oxford?
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4.4. Let's play lhe game “Thinking Ahead”. Use the following linking words.
If..., If I ever..., When..., As sooh as..., Unless... .
The class sits in a circle. The first student connects two of the ideas in the bubbles below, using one of the linking words from the list. For example:
If I idle away my time during the term, 1’11 fail in English.
The next student now has 5 seconds to connect the second idea with another. For example:
If I fail in English, I’ll have to repeat the course.
If you cannot think of a sentence, you must drop out of (he game. When all the ideas have been used, think of your own. Continue the game until there is only one person left.
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4.5. a) Look at the chart below. It gives you information about the career of Matthew Brooks, a lecturer at University of East Anglia, Norwich.
April 1958
June 1976
June 1980
June 1982
August 1982
September 1982
January 1984
January 1984
March 1985
July 1987
b) Work in pairs
- (be) born in Cardiff, Wales.
- (finish) school.
- (get) Bachelor’s Degree from the School of Education, University of Wales.
- (get) Master’s Degree.
- (move) to Exeter.
- (start) working as a lecturer at the School of Modern Languages, University of Exeter.
- (move) to Norwich.
- (start) working at University of East Anglia, Centre for Overseas Students Programmes (COSP).
- (get) married.
- his wife (have a baby).
and cover these questions.
1. Where and when was Matthew born? 2. When did he finish school? 3. Did he go to college after that? 4. When did he get his Bachelor’s Degree? From what university? 5. What did he do after he graduated from the School of Education? 6. When did he get his Master’s Degree? 7. Why did he move to Exeter in 1982? 8. When did he move to Norwich? Why? 9. How long ago did he get married? 10. Does Matthew have any children? 11. Where is he living now? 12. How long has he been living there? 13. How many times has he moved since he graduated? 14. How many jobs has he had? 15. How old is he now? 16. Is he still working at University of East Anglia?
Intermediate role play.
4.6. “Your Attitude to Examinations”. Group Work.
Guidelines on role play;
1. Act out a 20-minute students’ radio-debate devoted to the problem of examinations at schools and colleges. (Zhe text below will help you to discuss the problem.)
2. Do you consider modern examinations to be fair and objective? What alterations and improvements can you suggest? (These are the questions which need to be answered as a result of the discussion.)
3. Split into three groups:
group 1 is in favour of written examinations (multiple choice questions and essay tests)
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group 2 is convinced that the spoken examination gives the student a fairer chance
group 3 is still in two minds (or has a different opinion altogether)
4. Remember that this is a fo/mal meeting, you may not know the other participants very well. So the language will be formal and you will be very polite even if you disagree.
5. The meeting is chaired by a radio-reporter. He has to make sure everyone gets a chance to speak and avoid the discussion being dominated by one or two strong characters. He will try to sum up at the end.
6. The programme receives questions or comments telephoned in by listeners (2-3 members of the group can participate in this way).
Modem Examinations
Most teachers and students would probably agree that examinations - spoken or written - are unsatisfactory. Students dislike taking them, teachers dislike giving them and scoring students’ answers, (hiring examinations teachers and students are expected to act like machines, there is nothing very human about the examination process.
Success or failure in spoken examinations greatly depends upon the examiner’s feelings at the time of the examination. If he is feeling tired or bored, the student may receive a lower mark than he should. Very often attendance is taken into account, too.
From this standpoint written examinations give the student a fairer chance.
Two types of tests are commonly used nowadays. The first type is sometimes called an “objective” test (or multiple choice questions'). To make it up the teacher writes a series of questions, each of whicn has only one correct answer. Along with each question the teacher writes the correct answer and also three statements that look like answers to the students who have not learned the material properly. The student must recognize the correct answer and circle it (or copy the let-tcr/number on his examination paper).
For testing some kind of learning, however, such a test is not satisfactory: a lucky student may guess the correct answer without really knowing the material.
To get a clear picture of what the student knows, most teachers use “essay” tests, which require students to write long answers to broad general questions.
One advantage of the essay test is that it reduces the element of luck. Another advantage is that it shows the examiner more about the student’s ability to put facts together into a meaningful whole. Sometimes, though, essay tests have disadvantages. Some students are able to write rather good answers without really knowing much about the subject, while other students who actually know the material have trouble expressing their ideas in essay form.
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As you see, written examinations also have their pros and cons.
So what alterations and improvements can you suggest?
Follow-up questions for self-assessment.
1. What difficulties did you have in expressing yourself? 2. Where do you feel your English let you down most and what gaps in your knowledge did you discover? 3. Did you get involved in what you were doing or was it just a language exercise?
READING PRACTICE
5. Pre-reading task: Read the text and make a list of the facts that prove that Charlie Wingate
a) was on the verge of flunking out;
b) was a capable young man.
A STUDENT IN ECONOMICS
after G. Milburn
That afternoon Charlie Wingate had to go to see the Dean. Eddie* stuck his face in at Charlie’s door just as the alarm-clock was giving one last feeble tap. He came into the chilly room. The only sound was the long regular Charlie’s breathing. Eddie went over to the study table where a large water jug stood, took it and splashed a whole cupful on Charlie’s head.
Charlie sat up quickly staring1 dully. All at once he flopped back down on the bed, sound asleep again. “Hey!” Eddie cried. “Come out of that! Wake up! You can’t sleep any more if you got to see the Dean at two-thirty.” “I worked all night. I had classes till noon today. Two hours sleep was all I got today. And a little more yesterday or the day before.”
Charlie Wingate went up the steps of the administration building, hurried through the long hall to the Dean’s Office. The Dean got up as he entered.
“Ah, this is Charlie Wingate, isn’t it? Well, I suppose you are anxious to know why I sent for you. The unpleasant truth is, Wingate, you don’t seem to be doing so well in your college work. Your fresh
25
man adviser spoke with you twice about this, and this week he turned your case over to me. My purpose, of course, is -to help you. Now, to be quite frank, you are on the verge of flunking2 out. Less than .a third of the semester remains, and you are very poor at English, Psychology and Military Training. But on the other hand you are an excellent student in Spanish. How will you explain this?”
“To tell you the truth, sir, I got behind with my written work in English, and I’ve never been able to catch up. And I don’t really have to study Spanish. My father is a railway section foreman and he’s always had a gang of Mexicans ever since I was a kid.”
“That’s fine, Wingate. But it appears to me that it’s high time you were getting busy on some other subjects. You did unusually well in your entrance exams. Graduated from high school3 with honours4. What’s the trouble, Wingate? Tell me!”
“I don’t know, sir, except I work at night.”
“How many hours do you work?”
“Ten hours, sir. From nine till seven. I eat and go to eight o’clock class when I get off.”
“Very interesting, Wingate. But don’t you suppose that it would be advisable to attend a little more closely to your college work?”
“I couldn’t work fewer hours and stay in school, sir.”
“Can’t you arrange for a little financial support from home?”
“No, sir, I’m afraid I couldn’t. I have two brothers and two sisters at home younger than I am. It wouldn’t be right for me to ask my father to send money out of what he makes.”
“Well, there’s this about it, Wingate. The university is not here for the purpose of training young people to be waiters in restaurants. And, so far as I can see, that’s about all you are deriving from your university career. So it occurs to me that you should make a choice: either find some way to devote more attention to your college work or drop out5 of school altogether.”
“I’d hate to have to go back home like that, sir. Mother’s proud of me because I’m working my way through college. I believe I’ll try to stick it through, sir, maybe I can luck through on my finals6.”
“I hope you can, Wingate. As long as you feel (hat way about it, good luck to you.”
Notes on the Text
1. to stare - to look fixedly will» eyes wide open from surprise, admiration, bewilderment, stupidity, horror, curiosity, etc. A stare often implies rudeness, impoliteness, e.g.:
He can stare as much as he likes; he doesn't embarrass me.
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Synonyms:
(a) to look-the general, neutral term.
(b) to glance - to give something or someone a quick, casual look. Something you do intentionally, e.g.:
I glanced at her face and saw at once that she was ill.
(c) to gaze - to look intently for some time including a certain dreamy quality, eg-
The children gazed at the elephants at the Zoo.
2. to flunk Am. - to fail (an examination/a candidate).
3. school n - a department of a university, high school - secondary school.
4. honours n pl-special distinction for proficiency beyond that required to pass an examination; honours degree - university degree taken after a more difficult course of study.
5. to drop out - to give up one’s studies; a drop-out n - a person who has stopped studying.
6. finals n pl- last examinations at the end of a university course, after which you get your degree.
5.1. Answer these questions working with a classmate. Begin when possible your answers with:
I believe...
I think...
I’d like to say...
In my view...
As I see it...
I don’t think...
This is my way of looking at it...
1. Why did Eddie drop in at Charlie’s room? 2. Was it difficult for Eddie to wake up his friend? Why? 3. Why had the Dean sent for Charlie Wingate? What was his purpose? 4. What subjects was Charlie poor at? 5. Why was he an excellent student in Spanish? 6. How had Charlie done in his entrance exams? 7. Why wasn’t Charlie doing well in his college work? 8. Could Charlie ask for a little financial support from home? Why? 9. What choice did the Dean suggest that Charlie should make? 10. Could Charlie possibly devote more attention to his studies? 11. What did Charlie promise to the Dean?
5.2. What Do You Think? Work in pairs and compare the lists you made while you were reading.
1. Do you agree that Charlie was on the verge of flunking out? 2. Do you think he was a capable young man? 3. Do you think Charlie was a success at his finals? 4. Is it right for a full-time student to ask for financial support from home? 5. Do you attend closely to your college work?
5.3. Here are the answers to some questions about Charlie. In pairs, work out the questions.
1. The Dean. 2. His freshman’s adviser. 3. He had got behind with
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his written work in English. 4. Spanish. 5. Ten hours, at night. 6. No, he couldn’t. 7. Two brothers and two sisters. 8. His mother was proud of him because he was working his way through college. 9. He ^aid, “You should make a choice: either find some way to devote more attention to your college work or drop oik of school altogether.”
5.4. Are these statements true or false?
To agree use the following: To disagree use the following:
Yes, he was/did/could, etc. (No), he wasn’t/didn’t/couldn’t,
I’m exactly of the same opinion. etc.
That’s quite right. (Well,.../Personally,.../As a matter
Oh, exactly. of fact,...) 1 don’t agree.
I can’t help thinking the same. I’m not sure, in fact.
I absolutely agree. I’m not at all convinced.
I’m with you here. I’m afraid I entirely disagree with... I don’t think that’s right.
I can’t say I share your view.
1. Charlie Wingate had to see the Dean because the latter wanted to praise Charlie for his hard work. 2. Charlie was a heavy sleeper. 3. Charlie was on the verge of flunking out. 4. He had got behind with his Spanish. 5. He was an excellent student in English and Psychology. 6. There was much time left before the exams for Charlie to catch up with the rest of the students. 7. It was high time Charlie was getting busy on all the other subjects. 8. Charlie could attend more closely to his college work. 9. It wasn’t right for Charlie to ask for support from home. 10. The Dean was pleased with Charlie’s work as he thought Wingate was deriving much from his university career. 11. Charlie’s parents were proud that he was working his way through college. 12. The young man hoped to pass his finals successfully.
5.5. What did Charlie feel while speaking to the Dean? Make a list of qualitative adjectives to describe his inner state and tell it to the class.
5.6. Talk on lhe following points.
1. Why is the Present Perfect used in “I’ve never been able to catch up”? 2. Why is the Present Continuous used in the subordinate clause of the complex sentence: “Mother is proud of me because I’m working my way through college”?
5.7. Imagine
a) you are Charlie Wingate. Speak about your college life and the problems you face;
b) you are the Dean. Speak about Charlie's case.
5.8. Make up a conversation
a) between Charlie and the Dean discussing Charlie's work;
b) between Charlie and Eddie discussing Charlie's chances of passing the fi
nals;
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c) between Charlie and to help the young man.
his freshman’s adviser discussing what could be done
VOCABULARY PRACTICE
5.9. Choose the right word. Explain its meaning.
a) study, learn, teach
1. When at school Richard liked Literature best and ... diligently as he was anxious to enter the University. 2. As the English saying goes, you live and ...' . 3. He ... for a living. 4. Ted ... things readily and with ease. He didn’t have to sit up nights ... the intricacies of the business. 5. If you ... the rides you won’t make so many mistakes. 6. You’ll never ... to speak a foreign language without ... the vocabulary and grammar. 7. Oh, Philip, what a lot you have ...! 8. I am ... my daughter to communicate in English.
b) sit for, take, pass, fail
1. Have you ... your examination in Sociology? - Yes, I’ve got a good mark. 2. Do you ... examinations once or twice a year? 3. Will you be very disappointed if you ... the examination in General Linguistics? 4. Have you ... the examination in Pedagogics before? 5. If you ..., will you ... the examination in Phonetics again?
c) look, glance, gaze, stare
1. He ... at her in wonderment. 2. I haven’t much time, I’m afraid. Well, just a ... through it, then. 3. If he behaves oddly, don’t ..., just behave naturally. 4. We were so ashamed, we couldn’t ... her in the face. 5. I ... up at the dock and saw that I was late. 6. They ... in open astonishment. 7. Tourists ... at Niagara Falls for hours on end. 8. Don’t ... away when I’m speaking to you. 9. I’m not interested. I wouldn’t give it a second ... . 10. A cat can ... at the queen, they say.
5.10. Can you write the Simple Past and the Past Participle of these verbs?
send, wake, think, Find, say, sleep, know, eat, make, feel, speak, catch, write, fall, get, take, know, stand, give
5.11. Write sentences with the following words and phrases.
to do well (in); to turn one’s case over to smb; to be poor (at); to get/to fall behind; target busy (on); entrance exams; to attend to one’s work; to drop out of (school); to work one’s way through college; to catch up
5.12. Give words and expressions similar to the following.
to Hunk; to study; to graduate; a school; to stare; a fresher; anxious; to train smb; to derive; to work hard
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5.13. Quiz yourself. Fill in the missing prepositions in the following sentences.
1. I’m really looking forward ... the holidays, (for, to, after) 2., John seems rather anxious ... his son’s future, (about, for, of) 3. Students are supposed to attend lectures ... various subjects in their course, (in, on, of) 4. You’ll have to choose ... these two tenses, (between, among, beyond) 5. My son’s really capable ... composing music and poetry, (for, of, in) 6. Look at the exercise ... the bottom of page 29. (on, at, in) 7. She has a lot of experience ... using role play in teaching English. (of, in, with) 8. I’m afraid I’m not very good ... Russian, (in, with, at) 9. tie is much respected ... his lectures, (about, of, for) 10. Do your best to get rid ... this mistake, (without, from, of)
5.14. Peter Bern and Daniel Scat, third-year students at University of Albany, New York, specialize in Russian. They are being interviewed by a Russian journalist. Render this interview into Russian.
Remember: Rendering is not a translation of the text, but a brief account of the essential information of the original. Recall English words and structures for the native equivalents not to sound too “Moscow English”.
Корреспондент: Питер, Дэниел, как долго длится курс обучения в университете?
Питер: По окончании четвертого курса присваивается сгепень бакалавра наук. Если проучиться еще два года, получаешь степень магистра. Степень бакалавра (например, по иностранному языку) дает право преподавать в средней школе, степень магистра - в университете. Это не значит, что все идут в преподаватели, - я просто показываю «ценность» одной и другой степени. А вообще, имея степень магистра по русскому языку, я могу, скажем, работать переводчиком.
Корр.: Все эти годы за обучение студенту приходится платить самому?
Питер: Конечно. За право посещать занятия в Олбани в год платишь 1400 долларов. За жилье, учебники, питание набегает еще примерно 1500 долларов за семестр.
Корр.: Где же студенту взять такие деньги?
Питер: Понимаете, у нас часто бывает так: студент берет, используя ваше выражение, академический отпуск на год или два, работает где придется, копит деньги, а потом проходит курс в университете. Если деньги кончаются, то снова приходится прерывать учебу. Поэтому иногда учсба растягивается на много лет. Ну, а источники заработка у каждого свои. Я, например, делаю переводы с русского на английский.
Дэниел: Я уже довольно долго подрабатываю официантом в ресторане-три вечера в неделю. Кроме того, пользуюсь федеральными кредитами.
Корр.: Дэниел, если не секрет, сколь вы лично задолжали банку за обучение?
Дэниел: Около 12 тысяч долларов.
Корр.: За какой срок эту сумму нужно выплатить?
Дэниел: Платежи начинаются через 6 месяцев после окончания университета. В год нужно выплачивать какую-то часть долга (скажем, 1 - 3. тысячи долларов) плюс ежегодные проценты.
Корр.: Родители вам не помогут с работой?
Дэниел: Мой отец (так же как и отец Питера) - учитель. Он, наверно, порекомендует что-либо, основываясь на своем жизненном опыте. Помочь мне сделать карьеру он вряд ли сможет.
Корр.: А материальную помощь родители вам оказывают?
Питер: В 17-18 лет родители продолжают относиться к тебе как к ребенку, давая деньги и часто даже оплачивая первый год учебы. Сейчас нам с Дэниелом по 25, и мы должны сами зарабатывать себе на жизнь.
EFFECTIVE READING SKILLS
То study effectively you must read effectively. As a first step toward reading effectively, examine your purpose for reading. Your purpose may be to prepare for a class discussion or to do research in several books for a report. Once you have determined your purpose for reading, you can apply an appropriate reading rate. Reading for information, for example, usually requires a slower reading rate than reading for pleasure.
Scanning and skimming are rapid reading methods that will help you to improve your reading skills. When you use these methods, you do not read every word of a selection.
The purpose of scanning is to find specific information (such as a date, a formula, a name, etc.) in a reading selection. Scanning is what you do when you read indexes,, tables of contents, directories, and so* forth.
Use the following strategies when you scan a selection:
1. Know exactly what you are looking for before you start scanning. Look for key words related to the information you want.
2. Quickly glance down the pages or columns to find key words. Use these clues: section titles, subheadings, words in boldface type or italic type, beginning and concluding sentences or paragraphs, and illustrations.
Assignment: Scanning
Read the following questions. Then scan the reading selection from “The Guinness Book of Records” (1988) that follows, using the strategies for scanning. On your paper, answer the questions about the selection.
1. What university is the oldest one in the U.K.? 2. When did the
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oldest university of Scotland come into being? 3. What university is the largest in the world? 4. Who was the youngest professor ever elected to a chair in a university? 5. When did the earliest purpose built «comprehensive school open in London? 6. What school was the first to adopt the non-selective comprehensive school principle? When? 7. How many words and technical terms does the English language contain? 8. What is an average vocabulary of an English school leaver in speech and written communication?
UNIVERSITY
Oldest
The oldest university in the United Kingdom is the University of Oxford, which came into being c. 1167. The oldest of the existing colleges is probably University College (1249), though its foundation is less well documented than that of Merton in 1264. The earliest college at Cambridge University is Peterhouse, founded in 1284. The largest at either university is Trinity College, Cambridge, founded in 1546. The oldest university in Scotland is the University of St Andrews, Fife. Established as a university in 1411, theology and medicine may have been taught there since c. 900 AD.
Largest
The largest existing university building in the world is the M.V. Lomonosov State University on the Vorobyovi Hills, south of Moscow, Russia. It stands 240 m 787.4 ft tall, has 32 storeys and 40.000 rooms. It was constructed from 1949-53.
PROFESSOR
Youngest
The youngest at which anybody has been elected to a chair in a university is 19 years in the case of Colin MacLaurin (1698-1746), who was elected to Marischal College, Aberdeen as Professor of Mathematics on 30 Sept 1717. In 1725 he was made Professor of Mathematics at Edinburgh University on the recommendation of Sir Isaak Newton, who was a professor at Cambridge aged 26.
EARLIEST COMPREHENSIVE SCHOOL
Lakes School, Cumbria, formed from an intake from Windermere Grammar school and other Westmorland schools, adopted the non-selective comprehensive school principle as early as 1945. Calder High School was established after formal rejection of the 11-plus examinations from two West Riding schools in 1950. The earliest purpose built was Kidbrooke Comprehensive for Girls in south-east London, opened in 1954.
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VOCABULARY
The English language contains about 490.000 words plus another 300.000 technical terms, the most in any language, but it is doubtful if any individual uses more than 60.000. Those in Great Britain who have undergone a full 16 years of education use perhaps 5000 words in speech and up to 10.000 words in written communication... Shakespeare employed a vocabulary of c. 33.000 words.
PRONUNCIATION PRACTICE
6. Read the information about sentence stress and rhythm units in the Supplement (section ID.
6.1. Listen to the dialogue that follows carefully, sentence by sentence. Mark the stresses and tunes.
Choosing a Career
Harry: Well, Robert, have you made up your mind yet what you want to do when you leave college?
Nora: Oh, Harry, surely he’s a bit young to decide on his career. He hasn’t even got to college yet. ,, . tl ч
Harry: Not at all, Nora. It’s wisest to decide in good time. Look at me, for example. I really wanted to be a sailor, but now I spend my days sitting at a desk in an office. Yes, it’s silly to train for the wrong job. And 'after all, Robert will be going to college soon.
Nora: (musing) Now if I were azman I’d be a farmer. To see the crops growing -'that’s my idea of a good life.
Harry: Yes, and to see the money rolling in is more important still.
Robert: Well, that’s not the way JL look at it, Dad. It’s the fjob I care about,’not the,money.
Harry: 'Maybe not, but you’ll learn to care about the money too, when you’ve got a family to keep.
Nora: And of course, Peter,-well, he’s keen to be a racing motorist, or else an explorer.
Robert: Oh, Peter’s not old enough to make up his mind about such things.
Harry: Well, you haven’t answered ‘my question yet, Robert. What would you like to do?
Nora: (wistfully) Are you sure you don’t want to be a farmer, Robert? Or a market gardener?
Robert: No, I’m sorry, Mum, but I don’t want to at all. I’d rather be a civil engineer. I want to build roads and bridges.
2-376
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Harry: Not ships? Isn’t it better to be a shipbuilding engineer?
Robert: (crossly) Look here, is it my career we’re planning or yours? Harry: (huffed) All right, all right, there’s no need to lose your temper.
But you’d better win that scholarship first.
6.2. Find in the dialogue strong and weak forms of the same words and practise them first separately and then in sentences.
6.3. Find in the dialogue several rhythm groups (a) with unstressed syllables before a stressed one; (b) with unstressed syllables after a stressed one; (c) with unstressed syllables before and after a stressed one.
6.4. Practise the following utterances. To таке them sound natural mind the syllabic liming. Strategies:
1. Beat out the rhythm by tapping.
2. Practise saying only the accented syllables as you tap, in order to consciously keep these at equal intervals.
3- Now fill in all the unaccented syllables.
1. He’s young.
He’s a bit young.
He’s a bit young to decide on his career.
Oh, Harry, surely he’s a bit young to decide on his career.
2. He got to college.
He hasn’l got to college.
He hasn’t got to college yet.
He hasn’t even got to college yet
3. Money is important.
The money is more important.
To see the money is more important still.
Yes, and to see tire money rolling in is more important still.
4. Win the scholarship.
W'in that scholarship first.
Better win that scholarship first.
But you’d better win that scholarship first.
6.5. Record your reading of the dialogue. Play the recording back for the teacher and fellow-students to detect the possible errors. Practise the dialogue for lest reading.
6.6. Work in pairs and use these sentences in your own dialogues, making them personal (your relatives, friends, colleagues, etc.).
Are you sure you don’t want to be...? I really wanted to be... . Look here, ... . Well, that’s not the way I look at it. You haven’t answered my question yet, — . Now if I were a man (a woman) I’d be... No, I’m sorry, ... , but I... .AU right, all right, there is no need to... .
6.7. Mother and daughter have a very serious talk about the girl's decision to take up leaching as a career. Mother, though, is rather sceptical about ber daughter's choice.
7. Being я teacher trainee you may be interested in the up-to-date information about English schools. Read the text given below and fill in these two charts.
Types of schools I Admission age
1. 2. Primary Secondary —
The National Curriculum in schools
It was in- The National Pupils are Kinds of as-
troduced Curriculum assessed at sessments
in subjects are the age of —
At School in Britain
All children must be educated between the ages of 5 and 16. A few people decide to educate their child at home, although it may be difficult to do so successfully.
Children attend primary school until they are 11. Normally the primary school is divided into Infants (5-7) and Juniors (7-11).
At the age of 11 children go to a secondary school. In most areas the secondary schools are comprehensive, i.e. they admit pupils of all abilities. But where there arc grammar schools admission depends on a selection process based on ability.
Some parents, who do not want their children to go to a comprehensive pay to send them to a private school. The most expensive and prestigious private schools are actually called public schools.
New types of free education are now coming into being - city technology colleges and grant - maintained schools.
The first City Technology College opened in September 1989. CTCs are’ new kinds of secondary schools for И to 18 year olds. They arc free and take pupils of all abilities. These schools are jointly funded by business and central Government. They offer a full curriculum, but with special emphasis on science and technology and their practical application.
The first grant-maintained schools opened in September 1989. They receive their funding direct from central Government, and are fully run by their governors.
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Under the recent Education Reform Act (1988) the National Curriculum started to be introduced in stages from September 1989 and it is designed to help raise standards for all pupils. The National Curriculum covers English, maths, science, design and technology, history, geography, a modern foreign language, art, music and physical education. Schools continue to offer other subjects as well, especially from 14 to 16.
l4Pupils’ progress in subjects in the National Curriculum is measured against national standards at the ages of 7, Л, 14 and 16. Assessments are made in a number of ways, including written and practical tests. The results at 14 help the choice of what subjects to take for the General Certificate of Secondary Education (GCSE).
The GCSE is a common examination system which has replaced the old 0 level and the CSE (Certificate of Secondary Education). GCSE grades - from G to A - ate awarded at the end of the two-year course, based on assessment of work during the course as well as end-of-course paper.
At 16 young people can leave school.
Those who want to stay in full-time education and training may choose the following courses:
A and AS levels arc the nonnal route if 16 year olds plan to go on to study for a degree. AS (or Advanced Supplementary) levels are new, the first exams were taken in summer 1989. The work done for an AS level is of the same standard as an A level and is as challenging. But an AS level has only hall’ (he content of an A level, and r takes only half the teaching and study time. So, 2 AS levels count for the same as one A level. Universities, polytechnics and colleges of higher education welcome AS levels.
Job-related courses lead to qualifications that are directly relevant to a career. Subjects range from engineering and computing to textiles, printing and hairdressing. These courses usually include work experience.
Certificate of Pre-Vocatlonal Education (CPVE) is for the teenagers who have not yet decided on a career. The course normally lasts for one year. It offers the chance to gain skills and have practical work experience in a range of job areas. CPVE. helps toward the right job, or to further education or training.
Having first chosen the course, 16 year olds must decide whether to take it at school or at a college. The range of schools and colleges varies from place to place.
As a general rule:
sixth forms, including sixth form colleges tend to concentrate on A and AS levels and GCSE courses. Some offer the CPVE and some job-related courses. They normally only provide full-time courses and only take students up to the age of 19.
further education colleges provide a much wider range of job-related courses. Most offer GCSEs and A levels (or A and AS levels) as 36
well. They have both part-time and full-time courses, and take people of all ages over 16. « .
The Youth Training Scheme is fast becoming the normal route into a job for those who < will leave full-time education at 16. It is a two-year programme which offers the chance to experience different types of work in a work place.
(From “Our Changing Schools.
A Handbook for parents”)
7.1. Compare the charts you filled in with those of your classmates.
7.2. Ask your partner
1. when compulsory education begins in Great Britain; 2. what “a comprehensive school” means; 3. in what schools admission depends on a selective process based on ability; 4. how the most prestigious private schools are called; 5. what new types of free education are coming into being; 6. what the aim of the National Curriculum is; 7. when a teenager can leave school; 8. what choices are available for 16 year olds; 9. what is better: school or college; 10. what “the Youth Training Scheme” is.
7.3. a) Interview Miss Florence Williams, an English school teacher, about English schools today. Before the interview work out your questionnaire in writing.
b) Now tell your classmates what you’ve learned from Miss Williams.
7.4. a) Barry Harrison, an English school leaver, speaks about his chances of finding work after university in a time of widespread unemployment.
I suppose that all of you take it for granted that when you leave school or graduate from University or technical college, a job, where you can show your abilities will be waiting for you. The government will offer you a wide choice of jobs all over the country.
It is not quite that simple with us. If you are a young person between the age of 18 and 25, looking for a job, you might not find one. It does not matter whether or not you are a university graduate. It is depressing that after four or six years to university you probably won’t have opportunity of working in your special field.
That’s why I want to study part-time. You join a firm and do a degree on a part-time basis so that when you qualify, you have a few years’ experience behind you. You can also be sponsored by a company. They pay for your studies and you work for them afterwards. That way you’re sure of a job.
b) Tell the class about Barry’s chances of Finding work after university. Add some more information on the point from Russian and/or foreign press.
SHOWING INTEREST
When we listen to other people, we often want to show them how interested we are in their conversation. We do this in different ways:
smiling with our eyes; ,7
nodding;
saying something encouraging.
- Right.
-O.K
- Yes?
-And?
-Really? (This single word is the easiest way to make another person continue the story, or to expand on what has already been said.)
-And then?
Auxiliaries (You repeat the auxiliary that the previous speaker has used. The effect is the same as using “Really?”)
-Did you?
-Have you?
-Are you?
-Were you?
-Was it?
8. Work in pairs. One student describes an exciting or amusing event from the list of ideas below-or something real; the other student responds in the three ways. Use the phrases from the list. Use the phrases while the other person is speaking. Don’t wait for pauses or for the other person to Finish speaking. Ideas:
1. My favourite school teacher. 2. My worst day at school. 3. My entrance exams. 4. My daily programme. 5. An entertaining party you were invited to. 6. Something really good that has happened to you. 7. Your story.
8.1. Look, listen and read. Pre-listening task: Listen to the dialogue and note the sentences which Mrs Jones and Mrs Smith use to show their interest in the conversation. Read these sentences to the class and explain the tune.
A Little More Gossip
Mrs Jones: I hear the new people at number thirty-five send their boy to a private boarding-school instead of the local school. What snobs they are!
Mrs Smith: They are, aren’t they? I wouldn’t drcam of sending my little boy away to some strange institution for months on end and every year. I think it’s cruel.
Mrs Jones: It is, isn’t it? It would break my heart every term. And the thing is that these private schools are often not as good as free state schools.
Mrs Smith: They aren’t, are they? My nephew only went to his local school and he’s just been awarded a scholarship to study classics at Oxford.
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Mrs Jones: The Williams only send their boy away for the sake of appearances. They just like to show /off.
Mrs Smith: Yes, they do, don’t they? Of course, some people say that a boarding-school education is good for children because it teaches them to have confidence in themselves and they learn to be less dependent on their parents... But I think it only turns them into snobs.
Mrs Jones: It does, doesn’t it? Still I don’t know what I’ll do with my Trevor next year. I don’t want him to go to that big new school. The children of all commonest people in the area go there.
Mrs Smith: Well, they are closing all the old schools. If you don’t like the new state schools, you’ll just have to pay to send him to a private school, won’t you?
8.2. Are these statements true or false?
1. The Williams were eager to send their son to the local comprehensive school. 2. Mrs Smith thought it was cruel to send a child away to a boarding-school for months on end. 3. Mrs Jones believed the Williams sent their boy away just to show off. 4. Mrs Smith’s nephew had been awarded a scholarship to study law at Cambridge. 5. Mrs Jones did not want her son to go to a new state school as the children of all the commonest people in the area went there.
8.3. Set out below are just some controversial statements about education. For each one, discuss the pros and cons.
To say you partly agree use the following:
I agree with you
up to a point in a sense in a way
(but ...)
I see what you mean, but...
There is some truth in what you say. However, ...
I agree with much of what you say, but...
To a certain extent, yes, but...
That may be true, but (on the other hand)...
That’s all very well, but...
I agree in principle, but...
There’s much in what you say, but...
In spite of what you say, I think...
O.K., but...
„1. Private schools in Britain are much better than free state schools. 2. People send their children to private schools for the sake of appearances. 3. Admission to different types of secondary schools should depend on a selection process based on ability. 4. A boarding-school education is good for children because it teaches them to have
confidence in themselves and they learn to be less dependent on their parents.
8.4. Act out the dialogue “A Little More Gossip”.
8.5. The correct use of idiomatic English is the aim of every learner. Mastery of idioms comes slowly, through careful study and observation, through practice and experience, but remember: “All things are difficult before they are easy”.
a) Quiz yourself. Consult the dictionary to check your choice.
1. Susan always does very well in English. Ever since she was a little girl she has had a ... for words and names, (a. strong hand; b. good headL c. firm touch) 2. On the morning of the examination Jill’s mother said, “Well, dear, do your best today. I’ll keep my ... for you.” (a. lips tight; b. ears open; c. fingers crossed) 3. I saw Joe this morning and he was ... because he had failed his examination, (a. down in the mouth; b. out of breath; c. over his head) 4. The students understood very little of the professor’s lecture because most of what he said was completely ... . (a. behind their backs; b,_ over their heads; c. over their shoulders) 5. "While reading the composition keep your ... to notice all possible mistakes in it. (a. ears pricked; b. noses clean; c. eyes open) 6. Philip tried to conceal nis error while solving the problem because he did not want to lose ... . (a. face; b. sight; c. head) 7. Again Julia has come quite unprepared. Now she is really in the headmaster’s ... . (a. blue prints; b. black book; c. black cap) 8. “Come on, Max, cheer up. I failed the examination too, so we’re both in the same ... but we can’ try again next year.” (a. cart; b. boat; c. vessel) 9. Our professor is a brilliant professional. He has allthefacts and figures ... and can answer any question, (a. at his fingertips; b. up his nose; c. in his blood) 10. Violet has become so arrogant. I think the fact that she has become a beauty contest winner ... . (a. twisted her neck; b. crossed her eyes; c. turned her head)
Did you have difficulty in matching the idioms? If so, see the key.
1. b; 2. c; 3. a; 4. b; 5. c; 6. a; 7. b; 8. b; 9. a; 10. c.
b) You know that an idiom is a number of words which, taken together, mean something different from the individual words of the idiom when they stand alone. What do these idioms mean?
to have a good head for something; to be down in the mouth; to be over somebody’s head; to keep one’s eyes open; to lose face; the black book; to be in the same boat; to have something at one’s fingertips; to turn somebody’s head
8.6. Comment on the following proverbs and sayings (explain their meaning, give their Russian equivalents). Say under what circumstances you would use them in speech.
1. Live and learn. 2. Better unborn than untaught. 3. Better untaught than ill-taught. 4. Like teacher, like pupil. 5. Little knowledge is a dangerous thing. 6. To know everything is to know nothing.
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8.7. Speak on the following situations. Engage your classmales in the conversation.
1. Two students of the English department are discussing their college life. One of them is enthusiastic about everything, the other is a dissatisfied grumbler and finds fault with every little thing.
2. A strict father (mother) is demanding an explanation from a son (daughter) after a failure in a college exam. The student is giving all kinds of lame excuses speaking about “overcrowded syllabus”, injustice of professors and bad luck in general.
3. The time-table has been changed. There’ll be no teaching till 2 o’clock. You and your friend discuss what to busy yourselves with till this time.
4. Your son’s teacher calls you to say that Denis is not doing very well at school. Try to protect your child. Be polite.
5. A Russian student and an English student are speaking about favourite leisure activities of young people in their countries.
6. Your niece is just leaving school but she has not made up her mind what she wants to become. Have a talk with her about her plans for the future. -------
LETTER WRITING
In this Unit you will learn how to write letters in English. Letter is a specific kind of written composition involving a concrete writer, message and a concrete leader. In many ways it is a free composition. But a letter is also governed by certain laws, or conventions of usage, which the letter writer cannot ignore. The guidelines in this Unit will enable you to communicate effectively about matters that concern you.
Regardless of your reason for writing, your letter should always be neat, courteous and concise. Remember to review the steps of the writing process before you actually write your letter. Planning the content and organization of your letter will ensure that you have included all the necessary information.
Use the following strategies when writing letters:
1. Make certain that the heading is complete and accurate. Place the heading, which includes your address and the date, at the top right-hand corner of your stationery (house number first, then street name, then town, etc.). If you have an apartment number, include it in the first line:
17 Nelson Road, Flat 118 Manchester
MH 3 TQ
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In personal letters no heading is necessary, only the date.
2. Put the date under the address. There are several ways of writing the date, for instance, 21.3.94, or 21/3/94, or 21 .March 1994 or March 21st, 1994. In the United States, the date is written as: Month, Day, Year.
Notice that the writer’s address and the da»e make a block - that is, the first words in each line start at the same place on the line.
3. In a business letter, put the name and address of the person you are writing to on the left-hand side of the page. Again, it makes a block.
4. Put the salutation on the left of the first line, not in the middle. The salutation is the greeting. Capitalize the first word and all the nouns in the salutation {Dear Mrs Smith, Dear Keith). Notice that most letters in English, formal and informal, begin with Dear. In British English they either use no punctuation or pul a comma after the salutation. In the United States they put a colon after the greeting in business letters.
It is becoming more and more frequent to address women as Ms in business letters, whether you know they are married or not.
5. Leave an extra line of space between the salutation and the body of the letter. Also, leave an extra line of space between paragraphs.
6. Special greeting can finish your message. It comes at the end of the body of the letter.
7. Watch the positioning of the complimentary close. The complimentary close is the expression we use to finish the letter before signing our name. It appears below the last paragraph and goes on the left side of your paper. Capitalize only the first word of the complimentary close.
8. Sign your letter under the complimentary close. If the letter is typed, this is always written by hand in ink. In formal letters the name is typed below the signature. In personal letters the usual form of signature is the first name only.
9. If you are sending something in the same envelope with the letter, it is customary to type the word Enclosure (or its abbreviation Encl.) at the list below your name.
10. Be sure to give your letter an overall neat appearance.
The Envelope
Write the address slightly below the centre on the front of the envelope. The first line contains a person’s name preceded by a title; the second line, the number of the house and the name of the street; the third line, the name of the city; the fourth line, the name of the county (in Great Britain) or of the state (in the USA), etc. Put the first name before the surname. The first name may be written in full (Keith Parker); or you may use the initial (K. Parker). If the person has more than one first name, it is common to use only the initials (K.S. Parker). You may use titles, such as Mr, Mrs, Miss, Ms, Dr 42
with a person’s name. In Modern English (especially British English) these titles are often written without full stops (Mr Lewis, Ms Jonn-
Business titles should never precede the name (Mr Henry Skelton,
The return address may be placed either in the upper left-hand corner of the envelope or on the flap. ..
The envelope for the model letter should look like this:
Assignment J: Writing Personal Letters
a. On a sheet of unlined paper write a letter to a friend about your studies and extra-curricular activities. Finally, address an envelope that would be appropriate to mail the letter in.
Before writing your letter study the following variations that can occur within the different parts of a letter.
Formal Informal
THE SALUTATION Dear Sir, Dear Madam, Dear Sir or Madam, Dear Professor Brown, Dear Sirs, (GB) Gentlemen: (US) Dear Mr/Mrs Smith, Dear Miss Lee, Dear Ms Clifford, Dear Mr Jackson Dear Mrs Thimson Dear George My dear Keith Dear Father Dearest Jean Anne dear My darling/precious. etc.
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THE COMPLIMENTARY CLOSE in a business letter
in writing to superiors
Yours,
Yours faithfully, (GB)
Yours truly, (US) Very truly yours, Yours sincerely, Sincerely yours,
Yours respectfully, Very respectfully
. yours,
Yours sincerely, Yours,
Yours ever, Cordially yours, Affectionately yours, Sincerely, Love,
etc.
SPECIAL GREETING
I look forward to hearing from you, and thank you in advance.
All the best. Best wishes. Take care. Write soon.
Very best wishes and kind regards.
I'm looking forward to hearing from you.
b. Go over the text “A Student in Economics” again. Write:
a) a letter from Charlie to a friend of his about his college life;
b) an answer of Charlie’s friend to this letter.
Assignment 2: Writing Business Letters
Lay out this business tetter and punctuate it.
the secretary western school of art 17 riverside road bangor gwynedd GW 6 4 AH .dear sir I should be grateful if you would send me information about the regulation for admission to the western school of art could you also tell me whether the school arranges accommodation for students yours faithfully dennis jackson.
BECOME PROFICIENT
Organizing Pupils* Learning Activity: Writing
9. Learn to use alternative ways of controlling the class, using polite requests rather than direct commands.
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The common kinds of disorderliness during the lesson are talking, whispering, laughing, giggling, turning round, fidgeting, shouting out the answers without being asked, interrupting, pushing, helping.
The matter-of-fact and rather cross way of stopping misbehaviour will be by saying the following: “Stop talking!” However, it is usual in Britain for teachers to express their wishes as requests rather than orders. Thus, if the imperative is used, “please” is usually added. Very often, however, some other form is used:
Will you, please...?
Would you...?
Could you...?
I want you to...
I’d like you to...
You can also make your commands sound more polite by using a low-rising tone.
9.1. Practise giving instructions to pupils in a polite manner. Use the phrases below.
come out to the board; face the class; clean the board; keep quiet; fetch some chalk; do exercise 19 in writing; stop shouting out the answer; turn round and listen to what I say; write the date in the top right-hand corner; make a new paragraph; write that word with a hyphen; write this word solidly; rewrite it neatly, get ready for writing a dictation; copy the words from the board; write it in a neat hand; hand in your exercise books; give in record-books; observe the margins; go back to your place; write this word in block letters; rub the word off
9.2. What will the teacher say if she doesn't want the pupils
to speak Russian at the lesson; to prompt; to make noise; to crib; to translate word for word; to use slang words; to write in the margin; to write in pencil; to write in block capitals
9.3. Learn to communicate with your pupils at the blackboard. Make use of the phrases given in the Supplement (section III).
a) Make up a quiz on the vocabulary of Unit I at home.
b) Ask several pupils to write the words on the board.
c) Make sure that the board is properly prepared, the whole class is involved.
REVIEW
10. Inierclass check. Ask your classmates (your partner)
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What’s the English for?
What’s the Russian for?
1. сдавать экзамены
2. повышенная стипендия
3. работать по специальности
4. записаться в библиотеку
5. читать книги в оригинале/ переводе
6. общеобразовательная школа
7. пропускать занятия без уважительной причины
8. состав преподавателей
9. студенты младших/старших курсов
10. зубрить накануне экзамена
11. экзаменовать
12. отстать (от группы)
13. сделать доклад на научной конференции
14. пробиваться, прокладывать себе дорогу
15. делать успехи
16. художественная самодеятельность
17. степень бакалавра
18. магистр гуманитарных наук
19. способный ученик
20. лекция по страноведению
21. семинар по зарубежной литературе
1. universal compulsory education
2. full-time students
3. to offer post-graduate training
4. an application
5. the General Certificate of Secondary Education
6. a h^ll of residence
7. to study by correspondence
8. job-related courses
9. to provide accommodation
10. educational establishments
11. to idle away the time
12. an undergraduate
13. public schools
14. an explanatory note
15. to • be sponsored by a company
16. intensive language training
17. optional courses
18. to study part-time
19. to drop out of school
20. the National Curriculum
21. audio-visual equipment
10.1. How many English equivalents for the following do you know?
изучать иностранные языки; провалить экзамен; первокурсник; факультет; прекратить занятия в университете; учить (обучать); словарь; занимательный; извинять (прощать); хорошо сдать экзамен
10.2. Translate into English.
1. В этом году моя сестра поступила в педагогический институт иностранных языков. 2. Звонок уже был? Что у нас сейчас? - Лекция по зарубежной литературе. 3. Зимой мы сдаем четыре экзамена. Меня очень волнует экзамен по истории английского языка. Я не очень сильна в этом предмете. 4. Ирине хорошо даются иностранные языки. Она всегда посещает занятия и
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очень много работает самостоятельно. 5. Андрей был болен и отстал от группы. Давайте поможем ему с английским. 6. Завтра мы сдаем последний экзамен. Я думаю, никто не провалится, хотя предмет очень трудный. 7. Мы все рады, что Ольга и Михаил получили повышенную стипендию. Они оба ее заслуживают. 8. В ознаменование начала нового учебного года студенты второго курса организовали вечер на английском языке. Лучшим номером программы были сцены из пьесы Бернарда Шоу «Пигмалион». Игорь Гончаров прекрасно сыграл роль профессора Хиггинса. 9. У нас обычно четыре занятия в день: как правило, две лекции и два семинара по какому-нибудь предмету или два Практических занятия. 10. Часто выпускникам школ бывает трудно решить, какую профессию выбрать. В этом случае учителя и родители могут помочь им сделать выбор.
Group Work
, 10.3. Talk it over with your classmates.
I. 1. Do you want to be a teacher? 2. Has anybody influenced your choice? 3. When did you finally make up your mind? 4. What attracts you in the work? 5. Are you looking forward to working in your special field when you graduate? 6. What makes a good teacher? Should a good teacher go on learning as long as he is teaching? Should a teacher possess a sense of humour and sympathy for children? 7. Do you think public attitudes toward the teaching profession have changed? How? Why?
II. 1. Had you taken entrance exams before you were admitted to the Institute? 2. What subjects did you take exams in? 3. Was it difficult for you to do well in your entrance exams? 4. What did you feel when you learned that you were admitted to the Institute? 5. Your parents were proud of you, weren’t they? 6. What is a student called during his first days at the Institute?
Ш. 1. Do you attend to your college work in earnest? 2. What do you find more interesting: lectures, seminars or conversational classes in English? Why? 3. You never stay away from classes without a reasonable excuse, do you? 4. What have students to do to pass their midterms and finals? 5. Are you allowed to take exams until you have passed the tests? 6. When do you have your sessionals? 7. Are you in the habit of cramming on the eve of the exam? 8. Is the method of cramming good with language training? Why? 9. What is your method of working at the language?
IV. 1. What institute do you study at? 2. Is your institute famous for its high academic standards? 3. How many full-time students are there at the institute? 4. Do many students study by correspondence? 5. The institute offers post-graduate training, doesn’t it? 6. Does the in
47
stitute provide accommodation to all the students who come from other cities, towns and villages? 7. Do you live in a hall of residence or rent a room?
V. 1. Did you take part in amateur theatricals when at school? And now? 2. What leisure activities does the institute you study at offer? 3. Do you participate in sports? 4. What is your favourite kind oi sport? 5. Have you joined any extra-curricular club or students society?^ 6. Do you often go to a disco? 7. How often do you arrange get-togethers in your group? 8. When did you arrange a get-together last?
10.4. “A TV Link-Up: Any Questions?” Student-class interaction. Guidelines on role play:
1. Act out a 45-minute TV panel discussion devoted to schools and colleges today.
2. Main roles: English college and university undergraduates (4-5); Russian teacher trainees (4-5); Judy Thornton, Andrei Kuznetsov -intending journalists, who introduce the participants and chair the programme.
3. Attitudes: official, business like, friendly.
4. English and Russian students talk about the higher educational institutions they study at, their studies and extra-curricular activities.
The Russian students are very much interested in the types of basic education in Great Britain and the new developments the recent Education Reform Act (1988) has brought: the National Curriculum, the GCSE and matriculation. They ask about fees and grants, the degrees English universities offer, about youth organizations in Great Britain and the National Union of students in particular.
The English students ask questions dealing with some of the aspects of teacher training in Russia and higher education in general. They would like to know whether humanities are popular with young people, how enrolments are brought about, whether all school graduates have the same opportunities.
The young people take up the problems they face while working their way through college, speak of their career prospects and leisure activities.
5. Linguistic input: a) Topical vocabulary.
b) Functional phrases: starting a conversation, asking for information, expressing agreement/partial agreement, disagreeing politely, asking to repeat, expressing surprise, showing interest, supporting what someone else has said.
6. Non-linguistic input: some authentic material from the Teacher’s Book.
Unit 2
AT HOME
Functions:
Main language points:
Other language points:
Reading skills:
Writing activities:
Classroom English:
Narrating past events.
Giving reasons.
Saying you are optimistic.
Saying you are pessimistic.
Suggesting.
Offering something.
Indicative mood, past tenses (continued).
Use of articles in some syntactic relations.
Spelling rules. Mute e. . v
Final у and its modifications.
Rhythm units. Fluency.
Reading for specific information. Skimming.
Note-taking skills.
Outlining.
Organizing pupils’ learning activities.
Reading.
To the Student
Running a house is a problem familiar to single and married people all over the world. Though housekeeping is perhaps the oldest profession the centuries of technical progress haven’t made it easier. What is a rational approach to running the house, what modern conveniences are most effective, what should the members of a family do to keep the house or flat in order, how to plan the family budget - these are the questions which arise for all in everyday life.
In this Unit we invite you together with your groupmates and teachers to think and speak on the above mentioned problems.
1. Look, listen and read. Pre-listening task: Listen to the text and answer these questions.
1. Why is it especially hard for housewives to manage a house? 2. Who is the hardest-working member of the household? 3. What do the men do about the house?
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A REALLY GOOD CLEAN
It is no easy matter to manage1 a house. It is especially hard when one works too. Thai's why a second day off is of great help to housewives. They may do the housccleaning on Saturday and Sunday may be their day of rest.
• The Browns have a real housecleaning on Saturday. Here are a few words about the way they fix up2 their flat.
Ann and her mother are up early m the morning. To begin with, they change the bedclothes, make the beds, collect the dirty linen (sheets, pillow-cases, dish-doths,thick towels, etc.) and put it into the basket for dirty linen. After that they open the windows to let in the fresh air and start tidying up the rooms. They dust and polish the walnut furniture, mop the floor (and wax it once a month), clean the carpets with a vacuum-cleaner, shake out the doormat and bed rugs in the yard and arrange them on the floor. Then Ann and her mother brush the clothes, polish the shoes and get down to tidying up the kitchen. While Mrs Brown scrubs the gas-range and the kitchen table clean, Ann washes the sink and the bath-tub with cleansing (scouring) powders. Last of all they sweep the floor with a broom and wash it. Now that everything looks shining and spotless Ann and her mother feel quite happy about it.
Ann is always ready to help her mother to do the cleaning or a turn-out. As far as Ann’s father and brother are concerned, they don’t do much about the house. Ann’s brother, Jack, is too small to help, he is only four. Small as he is, he never throws his toys around the room, but puis them away himself. He never comes home m torn clothes and thus saves his mother the trouble of mending them.
Ann’s father’s only household duties are to seal up the windows to keep out the cold and to fix electrical appliances (the vacuum-cleaner, the washing-machine, the sewing-machine, the floorwaxer, the irpn) when they go wrong* (which doesn’t happen very often).
You don’t think the household chores4 are shared equally in the family, do you? But nobody minds it as everybody attends to the duties in earnest and the house is always nicely kept.
Notes on the Text
1. to manage (managed) to arrange to do something, to succeed to dojug something, e.g.:
They managed to get the tickets
Be managed a few words in English
She managed keeping several cats and dogs in the house.
to manage a house - to keep house, to ran a house
2 lo fix up (fixed)-to arrange: to do a housecleaning (cf. to fix ремонтировать, чинить'
Other phraseological vefb-adverb combinations in lhe text are:
to tidy up/to turn out - to fix up
to shake out = to beat out
to get down to doing something = to stan doing something
3. to go wrong (went, gone) - a) to break down, not to work property; b) to make a mistake
The iron goes wrong very often.
I can’t make out where [ went wrong.
4. chore JtJs:] n - piece of routine work, etp housework
VOCABULARY PRACTICE
1.1. Choose lhe right word. Explain its meaning.
a) manage, run, go, go wrong, fix. fix up
1. She knows how to . the nouse. 2. Fat ... to catch up with the group very quickly. 3. Who is .. lhe dancing club this August? 4. The TV set ... but the repairman ... it in no time. 5. 1 came home earlier and helped my mother to .. the flat. f>. Charles got a bad mark for the exposition, but he didn't know where he ... . 7. My father’s chore is to ... electrical appliances when they .
b) owner, master, landlord/landlady, hosl/hostess
1. The dinner-party was a great success owing to the ..., one of the most attractive men we bad ever seen. 2. Every summer we hire a small collage at the seaside. We like the place and enjoy the company of our ..., a retired officer. 3. Mrs Scott didn’t feci well and her daughter played ... al the party. 4. The ... of the dog bad to pay a fine for it. 5. I’ll speak with the ... and settle the question of the rent. 6, They arrived al the inn late at night and the ... said there w’ere no vacant rooms left. 7. We bad a very nice time al the Parkers’ yesterday. They are very good .. . 8. During the years at the college he had come across all sorts of — .
1.2. Write English equivalents of the following words and phrases. Use them in sentences of your own.
вести домашнее хозяйство; заниматься уборкой квартиры; чистить 13зовую плиту; вменить постельное бетье; проветривать комнаты; вытереть пыль с мебели; натирать пол; моющие средства-, швабра; обязанности по дому; трясти козры; пылесос; полотер: электроприборы; заклеивать окна
1.3. Choose the words or word combinations you can correctly use in these sentences. (See the list below.)
I. They say she is a good housewife and ... the house nicely 2. In the kitchen we ... the sink and lhe gas-range with ... . 3. The ... are
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shared equally in Peter’s family. 4. Aunt Rose ... the floor with ... every day and ... it once a month. 5. They have ... every Saturday and ...
the carpets and rugs in the yard. 6. After a turn-out our room looked ... . 7. Mr Smith is very experienced in ... electrical appliances. 8. We
usually ... the bedclothes every week. 9. Lena often oversleeps in the '
morning and has no time left to ... :the bed. 10. My little brother ... the clothes and ... the shoes himself.
a real housecleaning, to fix, to make, to shake out, to scrub, cleansing powders, household chores, to run, to mop, a broom, to wax, neat and tidy, to brush, to polish, to change
1.4. How many synonyms to the following do you know?
to do a housecleaning; to mop the floor; to shake out mats; to polish; to scrub; cleansing powder; duties; to go wrong; to fix
1.5. Make up questions using a verb with any suitable noun. Let other students answer your questions.
to manage to beat out to come out of order furniture house floor
to fix up carpet
to mop shoes
to pel.’sb chores
to clean windows
to share rugs
to seal up bath-tub
1.6. Supply the missing prepositions and adverbs where necessary.
1. There are always a lot of things to do when you decide to fix ... the flat. It’s necessary to \>eat ... the carpets and rugs, to polish ... the furniture to say nothing of sweeping the floor. 2. If you want to tidy ... the kitchen you should start with scrubbing the gas-range. 3. To turn ... a flat is no easy matter, especially when there’s no one to give a helping hand. 4. Windows are .sealed ... in autumn to keep ... the cold. 5. Housecleaning may be done quickly and easily if all the members of the family attend ... the duties ... earnest. 6. She’s such a busybody! When she comes ... home, she deans the flat ... top ... bottom every day. 7. The trouble ... housework is that whatever you do seems to lead ... another job to do or a me.ss to clcai ...! 8. I have a sort ... feeling now that she has arranged that party to impress friends ... her domestic virtues.
ORAL PRACTICE
1.7. Now read lhe text carefully and answer the detailed questions.
1. Is it easy to manage a house? 2. Is a second day off of great 52
help to housewives? 3. When do the Browns usually have a real housecleaning? 4. What do Ann and her mother do in the morning? 5. What do they clean the carpets with? 6. Where do they beat out the bed rugs and the doormat? 7. What do they do in the kitchen? 8. What do they wash the sink and the bath-tub with? 9. When do they feel happy? 10. Does Ann’s brother Jack do much about the house? 11. What are Mr Brown’s duties? 12. What electrical appliances do the Browns enjoy in their household? 13. When is the house run nicely?
1.8. After reading the text talk on the following points:
1. when the Browns have a real housecleaning and what they begin with;
2. what Ann and Mrs Brown do in the kitchen and in the bathroom;
3. how Jack participates in housecleaning;
4. what Mr Brown does about the house.
1.9. Read the text once more and try to summarize its main idea in just a few sentences. Share your information with the class. Listen to your fellowstudents attentively and be ready to pass judgement on what they say. Don’t hesitate to add something which seems important to you. The following conversational formulas will be of some help to you.
You’ve done very well, but I’d like to add (to say)... .
Quite agree with you on the whole, but... .
You’ve mentioned many things, but not all of them, I am afraid. You were right except for one thing.
1.10. Tell the class about the cleaning the Browns did last Saturday.
1.11. Use the key-words and expressions below to talk about the problems of running a house.
a) to manage a house, to do a housecleaning, to dust the furniture, shining and spotless;
b) to change the bedclothes, to make the beds, to collect the dirty linen, a basket for dirty linen;
c) to mop (to wax) the floor, to vacuum the carpets, to brush the clothes, to polisn the snoes;
d) to scrub the gas-range, a sink, a bath-tub, cleansing powders;
e) household duties, to seal up the windows, to go wrong, to fix electrical appliances
1.12. Speak on housecleaning in your flat. Begin some of your sentences with:
To begin with, ...
I must admit...
I think...
I consider...
On the one hand, ...
On the other hand, ...
From this point of view...
We must agree...
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PRONUNCIATION AND SPELLING
The relation existing between the number of phonemes in a word pronounced and the number of letters in its spelling is rather complex. In many words in English the number of phonemes and the number of letters used to represent these phonemes in spelling correspond: to [t»L bus [bAs], cost [knst]. Sometimes there are more phonemes in a word than there are letters: fox [fx»ks]. But more often the number of letters in the spelling of a word is greater than the number of phonemes in the same word pronounced. Many words contain mute (silent) letters: debt [det], struggle [strAgl],
Mute “e”
Mute e usually stands tions. When you add an retained.
at the end of a word ending to the word it
and has many funcis either dropped or
Rule I.
Final mute e a vowel letter.
with
is usually dropped before a suffix beginning
die - died eye - eyed move - moved
fame - famous simple - simplest advise - advisable
ride - rider refuse - refusal active - activity
Exceptions
a) Verbs ending double i.
in -ie change
the
-ie
to у before -ing to avoid a
die - dying
b) One-syllable
-ing.
lie - lying
words ending in
ye.
-oe, -ue retain the letter e before
dye - dyeing toe - toeing blue - blueing
c) Verbs ending
-ed, -er, -est
in -ее keep both final e’s before all suffixes except (which would give three e’s in succession).
free - frcjcd, b u t: frc
lorn
agree - agre|ed
but: agreeing
agreeable agree|ment
d) Words ending in -ce or -ge keep the mute e before -able and -ous to retain the proper sound of the consonant letter.
notice - noticeable
courage - courageous
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Rule II. Final mute e is usually retained before a suffix beginning with a consonant letter to avoid the change in the pronunciation of the stem in derivatives and inflexional forms.
safe - safety hope - hopeless care - careful
Exceptions
due - duly true - truly
late - lately nine - nineteen move - movement
whole - wholly awe - awful
argue - argument nine - ninth
In wise and wisdom, wide and width the dropping of the letter e shows the change from [ai] to [ij.
Adjectives ending in -le, -able, -ible lose not only their e but also their 1 before the adverb-forming suffix -ly.
idle - idly possible - possibly comfortable - comfortably
2. Group the following words in accordance with the function of the mute letter
“e”.
ride, since, freeze, table, morale, cure, breathe, theatre, die, note, fire, steppe, large, theme, rage, league, centre, please, care, toe, nice, give, blue, bite, dense, bathe
2.1. Compare the pairs of words and explain what changes (if any) the word ending in mute “e" undergoes.
a) take - taking eye - eyeing see - seeing die - dying bone - bony ride - rider
hate - hated dye - dyed agree - agreed die - died use - useful hope - hopeless
b) fame - famous nice - nicest idle - idly active - activity advise - advisable dictate - dictation close - closely like - likeness move - movement notice - noticeable courage - courageous due - duly
2.2. Write the Simple Past below. and the Present Participle forms of the verbs listed
die eye agree dance arrive trouble dictate practise judge notice 55
care close compare organize enlarge
hope value receive struggle suppose
Final “y”
Rule I. Final у preceded by a consonant letter usually changes to i before all suffixes except -ing.
fry - fries but: cry - crying
easy - easier reply - replying
angry - angrily study - studying
marry - marriage carry - carrying
Note 1. Words ending in a consonant letter + у lose the у before the suffixes -ic, -ical, -ism, -ist, -ize to avoid a double L
apology - apologize
history - historical
irony - ironic
Note 2. Final у preceded by a consonant is generally retained
a) in some words before the suffixes -hood, -ish, -ist, -like, -ship.
babyhood babylike
babyish ladyship
copyist ladylike
b) in compounds.
everything
countryside
fairytale
c) in personal names.
Mary-Marys Kelly-the Kellys
d) in some words before the suffixes -er, -est, -ly, -ncss (the initial form is a monosyllable).
shy - shyer - shyest - shyly - shyness
sly - slyer - slyest - slyly - slyness
dry - dryly - dryness, but: drier, driest
Note 3. Final у following t changes to e before -ous.
beauty - beauteous plenty - plenteous
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Rule II. Final у preceded by a vowel letter is retained before all suffixes.
buy - buys stay - stayed obey - obeying play - player
boy - boyish
joy-joyful betray - betrayal employ - employment
Note that lay, mislay, pay, repay, say, slay are irregular verbs and their Simple Past and Participle II forms are spelled laid, mislaid, paid, repaid, said, slain.
Exceptions
day - daily gay - gaily - gaiety
2.3. Write the initial form of the following words. Be ready to explain 1) why the final “y” is changed, 2) why it remains unchanged, 3) why it is lost
days babies pays player carrier librarian annoyance appliance payment variable enjoyable industrial
dries biologist enjoyed philologist hurried essayist playing denial studying betrayal happiest marriage gayest happiness 2.4. Write the third person singular form of the verbs listed below. accompaniment economic joyless historical merciless ironic beautiful busily playful heavily various memorize joyous beautify of the Simple Present and the Simple Past
cry try imply enjoy lay pay fry employ repay play stay supply destroy beautify delay 2.5. Write the forms of the comparative and superlative degrees of the following adjectives.
busy easy lazy 2.6. Write shy sly dry tidy gay pretty the Present Participle form early witty lovely heavy lucky angry of these verbs.
vary hurry * copy pity worry study empty marry tidy fancy
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SAYING YOU ARE OPTIMISTIC/PESSIMISTIC
In everyday situations it is very much important to show your sympathy and support to those who need them at the moment. Sometimes, however, you just have to say you are pessimistic about something. Both optimism and pessimism can be expressed in various ways and with different degrees of formality. Examples:
I. Optimism
Neutral
- (I think) you’re going... (with I. optimistic words)
- ...is bound to be success-ful/enjoyable.
- ...will be good/nice/wonderful
(I’m sure).
1. - I’m going to the mountains on a short holiday. But they say it always rains there at this time of the year.
-1 think you’ve going to have fine weather and a marvellous time.
-1 certainly hope so. I’ll tell you when I get back.
Informal
- Everything’ll be fine.
-It’ll all turn out OK/fine.
-(you wait and see) It’s all going to be OK.
-Things’ll work out fine/all right.
- ...’ll be great, (I’m sure).
2.-The doctors say I need an operation.
- Everything’ll be fine, don’t worry.
- Thanks. Come and see me, won’t you?
Formal
-1 am confident...
-I am very optimistic (about)...
-I feel quite sure about...
-1 have every confidence (in)...
3. - I’m confident that Mr Hopkins will get the promotion he is hoping for.
- Yes, I must say I share your confidence.
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II. Pessimism
Neutral
-I’m not so sure... -1 rather doubt... -I’m rather doubtful (about)... -I’m not at all sure about... -I don’t really believe... -... am/is/are bound to fail/lose, etc. 1. - These buses are very comfortable and almost as fast as a train. - Mm, I’m not so sure.
Informal
-No, (sorry) can’t (really) see... - Fat chance...! - No way’./There is no way... - ...is bound not to... - Can’t be done. 2. - D’you think the boss’ll give us a bonus this month? - Fat chance of that happening! - Well, damn it, we’ve earned one!
Formal
- (Actually,/In fact,/To be honest/ To tell the truth,) -I’m not all that optimistic... -I’m fairly pessimistic (about)... -I’m (rather) sceptical about... - (I don’t want to sound too pessimistic, but) I’m afraid... 3. -1 think there is every possibility that the economic situation will improve before long, don’t you, Mr Lacey? - To tell the truth, I’m not all that optimistic.
3. Work in pairs or small groups. Express your optimism at the following.
1. Anne may win a washing machine in a lottery. 2. Paul avoids meeting his landlady in every possible way. The money has not yet arrived and he has nothing to pay his rent with. 3. I’m at my wits’ end. I’ve lost the keys to my flat 4. I’m worried about Philip. I think he is good for nothing as far as the household is concerned. 5. Just fancy! The iron has gone wrong again! 6. Jane is going to beqpme a perfect housewife. 7. John hopes to buy a new stereo recorder on hire-purchase. 8. The tape-recorder I bought last week is damaged. I want it replaced. 9. I expect Peter to give me a helping hand. 10. My sister will do the sewing in no time now that we have a sewing machine.
3.1. Show your pessimism about the. following.
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1. Husbands help their wives about the house in their own way. 2. It’s fun to run the house with all these modern appliances. 3. Dad will fix the vacuum-cleaner as soon as he comes from work. 4. Taking the linen to the laundry saves time and trouble. 5. I hear Jack mastered the business of tidying up. 6. You’ll do the washing in no time. 7. Brian is the most hard-working member of the household. 8. The Browns will sit with the baby. 9. Mrs Wright is very efficient in housekeeping. 10. A scientific approach to housekeeping helps a great deal in running the house.
3.2. Think of some statements on which your classmates may express their optimism or pessimism. Remember to use the phrases in the list.
3.3. Working in. pairs, speak on the following.
1. what you begin the houseclcaning with;
2. what is to be done in the kitchen and in the bathroom;
3. how you participate in the housecleaning;
4. what other members of the family do during the houseclcaning.
3.4. Listen to the conversation between John and Mary, who are husband and wife, and their friend Helen. Then talk over the following questions with your classmate.
1. What is the conversation about? 2. Why does the housework keep Mary busy? 3. What do the children do about the house? 4. Is John of great help? 5. What labour-saving devices are used in their family?
Housekeeping
Helen: How do you manage to do all the work by yourself, Mary, with a family of four?
Mary: Well, the housework keeps me busy, you know. As soon as one job is finished there is another watting to be done. The children are too small to help.
John: Don’t forget to say that I do my share. I’m always willing to lend a hand.
Helen: Oh, John, I haven’t seen you doing much housework.
John: Oh, haven’t you? Who helps with the washing up? Who mends anything that gets broken? And when the electric lights go out who changes the bulbs and mends the fuses? Yesterday, for example, the iron went wrong and I’d been fixing it for half an hour before Mary could use it again.
Mary: Yes, he’s very helpful, Helen. Besides, he helps with the children.
John: And I must admit that housekeeping is much easier nowadays than it used to be. Times have changed. Now we don’t think what a blessing electricity is. We soon become accustomed to new things and take them for granted. Nobody thinks of electricity as a luxury now. Yesterday’s luxury is today’s necessity.
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Mary: I don’t know what I should do without my vacuum-cleaner, washing-machine or refrigerator to say nothing of radio, television and the telephone.
Helen: Right. All these things are very helpful indeed.
3.5. Discuss with your partner the problem of household chores.
PRONUNCIATION PRACTICE
4. Read the information about fluency and rhythm groups in the Supplement (section II).
4.1. Listen to the conversation carefully, sentence by sentence, paying special attention to the way the speakers connect final consonants of the preceding words with the initial vowels of the following words with no break.
Cooperation
Mrs W.: Can you take me into town on Saturday morning, darling? I want to have my hair done.
Mr W.: Yes, I can. I’ve got to go any way. I’m going to have the car serviced.
Mrs W.: Good. If we left early, I could have my hair dyed and set' while you were getting the car done, and then you could pick me up at the hairdresser afterwards, and we could get the weekend shopping finished together before lunch.
Mr W.: That’d be ideal. Then I’d be free to get on with a few jobs in the afternoon. I want to wash the car and paint the garage doors - maybe you could help me. I
Mrs W.: We only had the garage repainted a few months ago. Surely it isn’t necessary yet?
Mr W..' I’m afraid so: the man who did it made a bad job of it. The paint is peeling off already. If I do it myself, I’ll know it’s been done properly.
Mrs W.: All right. I’ll help you paint the garage door, if you help me clear out Jamie’s room on Friday evening. If we help 'each other, it’ll soon be finished.
Mr W.: Fine. You know I think it would be a good idea to do each other’s work for a change. Where’s Jamie, by the way?
Mrs W.: I haven’t seen him fqr an hour. He could be upstairs on his bed reading. If he were a few years older, he could help both of us with our jobs. ,
Mr Ж; Yes, we could all help one another. You and I could do his French homework, while he washed the car and made the beds.
Mrs W.: Some hope.
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4.2. Find in the dialogue examples when the words beginning with vowels are preceded by the words
a) finishing with a consonant;
b) finishing with the [fc] or [ei], (ai], |rj;
c) finishing with the [w] or [ou], [auj;
d) finishing in spelling with the letter
Analyse how these words are connected in the flow of speech. Transcribe those parts of the sentences.
4.3. Listen to the examples once again and pronounce the word combinations after the speakers first separately and then the whole sentences where they are used.
4.4. Analyse several sentences from the point of view of their rhythmic organization. Read the sentences giving rhythm groups equal amounts of time.
4.5. Record your reading of the dialogue. Play the recording back for the teacher and fellow-students to delect possible errors. Practise lhe dialogue for test reading.
4.6. Speak with your classmate on the idea of doing somebody’s work for a change. Show your optimism or pessimism at what you hear from him/her.
REVIEW OF TENSES: PAST TENSE FORMS
5. Review the general meaning of a) the Simple Past Tense, b) the Past Continuous Tense, c) the Past Perfect Tense, d) the Past Perfect Continuous Tense. Consult the Grammar Reference Book.
5.1. a) Study this example.
You: The Browns’ house always looked neat and tidy.
Classmate: No wonder. Mrs Brown was known as an efficient housewife. She was constantly doing something about the house - dusting the furniture, cleaning the carpets and what not.
b) Prove the given statements using sentences with emotional colouring. Try to vary the adverbial modifiers “constantly”, “always”, “ever”.
1. She said all her time was taken up. 2. Mr Circene could fix any electrical appliance quickly and easily. 3. Liz was very good at cooking. 4. Lucy didn’t like her room-mate. 5. Nick got only excellent marks at the finals. 6. We were displeased with our friend. 7. It was easy to deal with Kate. 8. We were told that Jack would not come in time. 9. They tidied up the flat in no time. 10. Jerry’s room was always in a mess.
5.2. Speak about your friend (relative, acquaintance) with whom you dealt some years ago. Use the Past Continuous Emotional to characterize people's habits. Share your information with the class.
5.3. Write out sentences with the verb in the Past Continuous Tense from the book you have for home reading. Explain the use of the Past Continuous.
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Let other students speak on the situations to which your sentences refer. While listening lo your fellow-students, express your attitude to what you hear. You may want to use the following.
Praise
That’s excellent work. That’s great. (Great!) You are doing very well. Right! That’s just right. Not too bad.
Well done.
Criticism
Not very good, I’m afraid.
You can do better than that.
You’re too careless.
You must speak clearly.
Speak up, please.
You are hesitating at every word.
S.4. Work with a partner to complete these sentences. Add a subordinate clause with the Past Perfect in it to express a prior action. Make use of the conjunctions “after”, “when”, “till”, “until”, “before”. Study the example.
Classmate: Mrs Williams got down to washing the linen.
You: Mrs Williams got down to washing the linen after the children had left for school.
1. The vacuum-cleaner didn’t work... 2. We offered to help Nick... 3. The floor was washed... 4. Mother didn’t fix up the flat... 5. Father sealed up the windows... 6. The room-mate asked me to fix the iron... 7. They shook out the carpets in the yard... 8. Robert started scrubbing the wash-tub with cleansing powders... 9. We finished tidying up the flat... 10. Father agreed to do the washing up...
5.5. Join the following pairs of sentences using the conjunctions “hardly ... when”, “scarcely ... when”, “no sooner .... than”, as in the example.
Classmate: Peter opened the door. He saw his brother.
You: Hardly had Peter opened the door when he saw his brother, (or: Peter had hardly opened the door when he saw his brother.)
1. Paul finished polishing the shoes. He went to the theatre. 2. She laid the table. Her friends came. 3. Mother did the cooking. The children came from school. 4. I did the washing. My acquaintance dropped in at my place. 5. John scaled up the windows. Mary asked him to paint the garage door. 6. The plug became unsafe. Robert fixed it. 7. Violet made the first stitches. She pricked her finger. 8. The mother showed Ann patterns of looping. The girl busied herself with knitting a sweater. 9. Helen did the washing. She asked her husband to hang the linen out in the yard to dry. 10. Lucy switched on the vacuum-cleaner. She realized something was wrong with it.
5.6. Finish the given sentences. Add the subordinate clause of time introduced by the conjunction “since”. Think of situations in which you could use these sentences.
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1. Jane had been washing the linen... 2. We had been all sealing up... 3. ...had been wringing out... 4. ...had been making arrangements... 5. ...had been working hard at...
5.7. Work in pairs and cover these questions.
1. What were you doing when your mother returned from work yesterday? 2. How long were you tidying up the flat last time? 3. What was your room-mate (sister/bfothcr/Dad) doing all the evening yesterday? 4. What were you doing when I telephoned you yesterday evening? 5. You had a really good go at the cleaning on Saturday. What had you done before you began washing the floor? 6. What had been done by the time Rose dropped in at your place? 7. How long had you been tidying up before the flat looked spick and span? 8. As far as I understand you had a washing day yesterday. Had your mother ironed all the linen when you came home after classes?
5.8. Look at the series of pictures after H. Bidstrup. Housecleaning is no easy matter, is it?
A Hard Day’s Work
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a) Speak about the cleaning the mistress and the maid did last week. Convey your attitude towards the women. Try to use various past tense forms.
b) Engage your partner in the conversation and exchange your opinions on the story in pictures.
5.9. “Arranging the House”. Group Work. Intermediate role play. Guidelines on role play:
1. Act out a 20-minute conversation. Mind the setting, the topic, your social relationship, your attitude.
2. Main roles: the Johnson family (5: the grandmother, the father, the mother, their daughter Judy, a university undergraduate, their son William, a teenager); Mr and Mrs Lloyd, their relatives; Mr and Mrs Francis, their next-door neighbours. Tom, Judy’s boyfriend.
3. Do you think that household duties should be equally shared among the members of the family? What makes housekeeping easier? (These are the questions which need to be answered in the course of the discussion.)
4. Remember that this is an informal conversation as the people know each other very well.
5. Everyone should have a chance to express his/her point of view and to give his/her arguments.
EFFECTIVE READING SKILLS
Skimming
Skimming is a rapid reading method that will help you to improve your reading skills. The purpose of skimming is to get a general idea of the content of a reading selection.
3—376
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Use the following strategies when skimming a selection.
1. Read the title of the selection.
2. Read the first two or three paragraphs. Introductory paragraphs usually tell you a lot about a selection.
3. Read the first and last sentences of all other paragraphs.
4. Read subheadings, and notice boldface or italic words.
5. Read the last paragraph. The final paragraph often summarizes the content.
Not all of these techniques will apply to every reading selection. For instance, a selection may not have boldface type or italic type. Other selections may not provide much content in the opening paragraph, etc. Adjust your skimming technique to fit the material that you are reading.
Assignment’
Read the following questions. Then skim the reading selection from the editorial that follows, using the strategies for skimming. On your paper, answer the questions about the selection.
1. What is the editorial about? 2. What do the first two paragraphs tell you about the article? 3. What evidence is referred to in the third paragraph?
A Man Cooking Meals and a Woman Using Tools
Imagine a man who was a good cook and who married a woman who was another. The result was that the early days of their marriage were not always harmonious: the man was always waiting to interfere in the kitchen while the woman was always driving him away. Certainly it is generally assumed that cooking is the housewife’s job; look at the television commercials for evidence of this. One sees a man sitting hungrily and expectantly at table, while his wife bustles to and from the cooking stove and finally sets before her husband a dish which ensures his adoration for ever. Ought he to have had a hand in that cooking? Many people will reply, “Certainly not!”
The idea that a man should be quite helpless in the kitchen is completely wrong. Surely a man should have enough cooking ability to supply, at the very least, his own needs - preferably those of his wife also, when she is ill. If he has not learned to cook in his boyhood, he should take up cooking as soon as he gets married, asking his wife to give him some lessons.
Now for a woman’s learning to use tools. There are times when her being unable to handle a screwdriver can cause as much trouble as a man’s being unable to boil an egg. The lonely woman, or the woman living in a manless household, is often at a great disadvantage when a fuse bums out, a door handle comes off, a lap leaks, or a
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wash basin refuses to empty freely. Sometimes she does not even know what must be done; often, when she does know, she finds that the screwdriver fails to obey her hands, or that she has bought the wrong washer or the wrong fuse wire. She is forced to call in an electrician, who is delighted to come to her aid, to have a long chat afterwards over a cup of tea, and to send in a bill which transforms a sixpenny job into a two-pound one. At such a time a woman may well reflect that a short course of training in the use of tools would have saved her time, her money, and her temper.
READING PRACTICE
6. Pre-reading task: Read the text and make a list of the facts a) proving that Alfredo was a man of order;
b) describing the way he treated his wife.
DON’T DELVE TOO DEEPLY
after A. Moravia
Agnes could surely have given me some warning instead of going away like that, without telling me. And even now, six months after she left me, I don’t understand why it was.
That morning after doing the household shopping I had gone out again to buy a yard and a naif of fringe1 to sew on to the curtain in the dining-room. It was about twenty past eleven when I got home, I went into the dining-room to compare the colour of the fringe with the colour of the curtain, and I at once saw, on the table, the inkstand and the pen and a letter. To tell the truth, what struck me most of all was an ink-stain2 on the table-cloth. “Why in the world,” I thought, “does she have to be so clumsy? She’s made a stain on the tablecloth.” I took up the table-cloth, went with it into the kitchen, and there, by rubbing it hard with a lemon, managed to take out2 the stain. Then I went back into the dining-room and replaced the tabte-cloth, and only then I did remember the letter. I opened it and read: “Alfredo, I’ve done the housework. You can cook the lunch yourself, you are quite accustomed to it. Good-bye. I’m going back to Mother’s. Agnes.”
For a moment I understood nothing, then it dawned upon me: Agnes had left me after two years of married life. From force of habit I put the letter into the drawer of the sideboard, where I keep receipts4 and correspondence, and sat down on a chair beside the window. 1 did not know what to think, I was quite unprepared. As I sat
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reflecting this, I saw a little white feather which must have come off the feather-brush when Agnes was doing the dusting. I picked it up and threw it out. Then I took my hat and went out of the house.
As I walked along I began to ask myself what I could have done to Agnes that she should leave me.
“Let us see,” 1 thought, “whether Agnes could find fault with me.” I at once answered myself: none whatever. I’ve never been crazy about women, I don’t understand them and they don’t understand me. With regard to money it is true that I never gave her any, but then what need had she of money? I myself was always at hand, ’ ready to pay. As for the way I treated her, there was nothing unkind about that: the cinema twice a week, twice a week to a cafe, and it did not matter whether she had an ice or just a cup of coffee every day. So much for amusements. When Agnes needed something in clothes whether it was a pair of stockings or a handkerchief, I was always ready: I went with her to the shops, I helped her choose the article, I paid without any press. It was the same with dressmakers and milliners’. So it had nothing to do with affairs of the heart or money.
Agnes never contradicted me, in fact, she never spoke. During some of the evenings she hardly opened her mouth. It was I who did the talking. I like talking and hearing myself speak. And the subjects I prefer are domestic ones: about the prices of things and special offers,6 about arrangements of the furniture, about the cooking and the heating, really, I should never get tired of talking about these things. And what would one talk about with a woman? Once she said to me-just a joke: “You made a mistake in being born a man. You’re really a woman - a housewife, in fact.” There was some truth in that remark: I like cooking, washing, ironing, sewing and even embroidering handkerchiefs in my leisure moments.
I reflected that the only person who could explain to me the mystery of her departure was Agnes herself, so I went there.
I ran upstairs and met her mother. She said cordially. “Oh Alfredo, what are you doing here?” “You know why I’ve come,” I answered. “My dear boy,” she said calmly, “these are things that just happen. Don’t delve7 too deeply.” “But why is it she’s left me?” I exclaimed. “What have I done to her?”
While I was speaking, my eye fell on the table. It was covered with a cloth and on the cloth was an embroidered centre-piece and on it stood a vase of flowers. But the centre-piece was crooked. Automatically I lifted the vase and put the centre-piece8 in place. Then she said: “Well done, I hadn’t noticed9 it but you saw it at once ... and now you had better go, dear boy.”
From that day to this I’ve never seen my wife. Some day, perhaps, she’ll come back. But she is not going to cross the threshold of my house unless she first explains to me why it was that she left me.
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Notes on the Text
1. fringe и -ornamental border of loose threads, hanging down (on a shawl/rug/ curtain, etc.)
2. stain n - dirty mark or patch of colour.
3. to take out-to remove (a stain).
4. receipt n- written statement that something (money or goods) has been received
5. milliner и-person who makes/sells women's hats and sells lace, trimmings, etc. for hats; millinery n - hats and ribbons.'
6. offer n-(act of) indicating that you will do/give something; thing which is offered; special offer-goods which are put on sale at a reduced price.
to offer-to hold out or present for acceptance or refusal, e.g.:
He offered me a cigarette (money, etc.).
She offered to do the washing up.
They have been offered an interesting job
Synonyms:
(a) to suggest - to put forward for consideration as a possibility, e.g.:
I suggest a walk in the wood.
He suggested going to the country for the week-end.
I suggest that we should first ring him up.
(b) to propose - to suggest/to make a suggestion; to propose to someone = to ask someone to marry you.
Propose is the stylistic synonym for suggest being a more colloquial and a more general word, e.g.:
Ton) proposed to walk to the theatre.
7. to delve-to dig (into the past/archives, etc.).
8. centre-piece n - ornament for the centre of a table, ceiling, etc.
9. to notice - to see or become aware of something in an accidental or effortless way, e.g.:
“Who was in the room at the time?” “I didn’t notice.”
Synonyms:
(a) to observe - to watch/to look (at) Observe and notice can often be used in the same situations; the former, however, may imply a higher degree of conscious attention and more concentration, e.g.:
From our hiding place it was possible to observe their every movement.
(b) to pay attention (to somebody/something) = to note; to give your mind to/to think carefully about, e.g:
If you pay more attention to what you are writing you won’t make so many spelling mistakes.
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VOCABULARY PRACTICE
6.1. Choose the right word in the required form. Explain your choice.
a) offer, suggest, suggestion
1. Your ... is very tempting, but I cannot accept it. 2. My friend ... to pay the fare as I had no change. 3. Why doesn’t somebody ... that we should all do something to help her? 4. The plan which you ... is very interesting and I am ready to try it. 5. I refuse to take anything he ... me. 6. The teacher ... a very interesting way of memorizing words. 7. The host ... playing a very amusing game. 8. Mr White was ... the post of director. 9. The worker ... a new and more effective method of cutting metals. 10. He ... that the question be discussed at the next meeting.
b) pay attention, notice, observe
1. You’re a fine detective! You didn’t even ... the hat he was wearing. 2. He ... to the trifles but overlooked the essentials. 3. It was impossible to ... everything that was going on. 4. They ... that she seemed quieter than usual. 5. "... to the way the article is used in this sentence,” said the teacher. 6. The accident occurred because the driver had not ... the road-sign. 7. I have not ... any change in your behaviour. 8. She told the pupils to ... to the figures. 9. Did you ... the man who just passed us? 10. You may have ... that I dislike dishonesty.
c) first, at first
1. ... read the explanation then do the exercise. 2. ... it was difficult for me to drive a car. 3. Before crossing the road ... look to the left, then to the right. 4. There is a two-stage presidential election in the USA: ... the voters elect electors, then the electors elect President. 5. They wanted to call the baby Christopher or Rodney ... , but finally decided on George. 6. I didn’t believe him ... . 7. Try this number ... . 8. He is an Australian. ... I couldn’t understand his accent, but now I’ve got used to it.
6.2. Can you write the Simple Past and the Past Participle of these verbs?
buy, compare, strike, scrub, dawn, put, treat, throw, pay, choose, hear, meet, delve, fall, cover, lift
6.3. How many opposites of these do you know?
clumsy; unkind; calm; true; cordially, leisure
6.4. " Write sentences with the following words and phrases.
to do the household shopgmg^to make/to take out a stain; to do the housework; to be/to get acEustomed (to); to find fault (with); to be always at hand; to get tired (of); to have nothing to do (with); to contradict
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6.5. * Translate into English:
1. Мери предложила начать уборку квартиры с проветривания комнат. 2. Питер предложил миссис Браун починить телевизор, который вышел из строя. 3. Он предложил подвезти меня, но я отказался, так как хотел прогуляться по набережной. 4. Джон предложил отнести белье в прачечную. 5. Во время обеда хозяйка предложила гостям попробовать ее яблочный пирог. 6. Он был первым, кто предложил помочь Лене догнать группу по английскому языку. 7. Она приняла предложение проводить ее домой. 8. Когда я зашел в деканат, декан прежде всего предложил мне сесть. 9. Сколько она предложила вам за пианино? 10. По окончании университета ему предложили работать ассистентом на кафедре, и он с удовольствием согласился. 11. Она предложила совершить поездку за город.
ORAL PRACTICE
6.6. Read the text carefully and answer these questions.
1. Why did Alfredo go out again that morning after doing the household shopping? 2. Was he a success? 3. What did he notice the moment he entered the dining-room? 4. What did he feel? 5. What did he do first and why? 6. What did Alfredo learn from the letter? 7. Where did he put the letter? Why? How does it characterize him? 8. Could Alfredo think of any explanation why it was that his wife had left him? 9. Had he given Agnes money? 10. How had he entertained his wife? 11. Why had he accompanied Agnes to the shops? 12. Had Agnes ever contradicted her husband? Why? 13. What did Alfredo like to do about the house? 14. Why did Alfredo go to his mother-in-law? 15. What did he notice on the table while speaking? 16. What did he do with the centre-piece? 17. Why did his mother-in-law ask him to go away? 18. Did Alfredo expect his wife to come back one day? 19. Would he let her cross the threshold of his house unless she first explained to him everything?
6.7. What Do You Think? Work in pairs and compare the lists you made while you were reading.
1. Was Alfredo a man of order? 2. Did he treat his wife in a proper way? 3. Should a man interfere that much with domestic affairs? 4. Should a man accompany his wife everywhere, including dressmakers and milliners? 5. Was Agnes right leaving her husband? 6. Had she spoken with her husband about the things she was not satisfied with before? 7. Would Agnes come back?
6.8. Are these statements true or false?
1. Alfredo told us his story the day after his wife had left him. 2. Alfredo did the shopping and bought a new iron. 3. Hardly had he
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entered the dining-room when he saw a stain on the table-cloth. 4. First Alfredo read the letter and then took out the stain. 5. After Alfredo had read the letter he understood everything at once. 6. He tore the letter into pieces because he was furious. 7. Alfredo let his wife spend household money freely. 8. He was a considerate husband. 9. Alfredo used to talk with his wife about domestic affairs. 10. Alfredo’s mother-in-law explained to him everything. 11. Alfredo realized at last where he had gone wrong.
6.9. Imagine
a) what Alfredo might tell his friend about the mystery of Agnes’ leaving;
b) what Agnes might tell the mother about her decision.
6.10. Imagine that Agnes came back to her husband in the long run. Make up the conversation between her and Alfredo.
6.11. Discuss the problem touched upon in the text with your partner. While speaking you may like to use the following.
What about discussing...?
Why not speak about...?
Let’s talk about...
Will you please...?
I’d like you to tell me a few words...
GIVING REASONS
If you are asked a question, you answer it if you can. To help someone to see your point of view, to make your arguments and explanations convincing give good reasons. Examples:
Neutral
(Well,) because...
...so that...
Well, you see, ...
The reason was that...
Let me explain. You see, ., But the point is, ...
But surely, ...
1. -1 left school a year ago, but still haven’t been able to find a job.
- Why? Perhaps you haven’t tried hard enough?
- Well, you see, I specialized in English, History and Latin. I enjoyed them, but most of the jobs these days are on the technical side.
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Informal
-Well, the thing is, ...
- ,,.’s got a point. You see, ..
- But surely ...’s dead right: , - It’s like this; you see, ...
2. - I’m fed up; Fred won’t let me drive his car. And there’s nothing wrong with my driving.
- But surely Fred’s dead right: it’s not insured for you.
Formal
-If I could explain: ...
-The main/basic reason is that...
-I think ... is right for the following reasons: ...
-1 believe John Jones/Mrs Sims, etc. is fully justified in saying/ suggesting that...
3. -1 don’t understand. Perry has turned down the Hong Kong job. I thought it would be a marvellous opportunity for a young man.
- If I could explain: his wife doesn’t want to go overseas. It’s as simple as that.
7. Work in pairs and give reasons for the following.
Classmate:
You:
1. I see 'you’re not coming to the theatre with us tonight. Why not? It’s a very good play.
2. I wonder why everybody’s buying microwave ovens now.
3. You say housework takes up all your time. Why don’t you ask Robert to help you?
4. Oh, dear! 1 can’t understand, why you insist on soaking the linen before washing it.
5. Barbara says you can’t buy a new stereo recorder on lure-purchase. But why? Why is she against it?
6. We were expecting a repairman yesterday afternoon: he never came. What happened? Did he forget about it?
7. Andrew says it takes him over an hour to get to work. Why doesn’t he change his job then?
7.1. You have been stopped in the street by a lady conducting an opinion poll. ‘ She works for a national newspaper and is trying to find out about modem attitudes. Her questions may be the following.
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1. Who should be the boss in a family - the man or the woman?
2. Who ought to do the cooking-the man or the woman? 3. Who ought to do the dishes? 4. Who ought to fix things when they are broken? 5. Who ought to wash the clothes? 6. Who ought to look after the children when they are under 5 years old? 7. Who ought to discipline the children when they are naughty? 8. Who ought to be the one earning the most money? 9. Who ought to organize the family’s finances?
Can you answer these questions? Work with a classmate.
To introduce your opinion use the following:
I think... In my view/opinion, ... (Personally,) I believe... (Personally,) 1 feel... It seems to me... From my point of view, ... As far as I'm concerned, ... As I see it, ...
7.2. Working in groups of 3, interview your fellow-students.
7.3. Speak on the given situations. Engage your classmates in the conversation.
1. Ask your little sister/brother to clear the table and do the washing up. Give the necessary directions.
Prompts: to do the washing up, to pile everything tidily, to wash glasses (plates, greasy dishes), to rinse, to wipe smth on a dish-cloth, to put’ plates on the plate-rack to dry, to sweep the crumbs away with a rag
2. Lena had a washing day yesterday. Question her about it.
Prompts: to do the washing, to take the linen to the laundry, to save a lot of time and work, a washing-machine, to run in/out some water, soap powder, detergents, to rinse, to wring out, to tint the white linen blue, to starch collars/cuffs, to fade, a fast colour, to iron
7.4. Give a title to the following cartoon strip and suggest sentences for each cartoon. Then tell the story to the class.
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7.5. What do these idioms mean?
to be at home in/on a subject; to be at home with someone; to bring something home to someone; to wash one’s dirty linen in public; a skeleton in the cupboard; cupboard love; to wipe the floor with someone (informal)-, to get out of bed on the wrong side
7.6. Comment on the following proverbs and sayings (explain their meaning, give their Russian equivalents). Say under what circumstances you would use them in speech.
1. Many hands make light work. 2. As you make your bed, so you must lie on it. 3. A bad workman always blames his tools. 4. A new broom sweeps clean. 5. A stitch in time saves nine. 6. All work and no play makes Jack a dull boy.
OUTLINING
Good writing, no matter whether you are describing, narrating, arguing, or explaining should be well organized; that is, it requires that you make some kind of a plan.
An outline is a plan that will organize and direct your writing. There are many kinds of outlines: mapping, a rough outline, a topic outline, a sentence outline, etc. The kind of the outline that you develop will vary according to the type of writing you’re doing, the amount of information you want to present and your preferences as a writer. In this Unit you will learn how to make a sentence outline to original pieces of prose.
A sentence outline shows a sequence of ideas, their importance, and their relationship to one another. Its headings and subheadings are expressed in complete sentences.
Use these steps to organize a sentence outline:
1. Read/listen to a story very carefully to understand its plot.
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2. Divide it into logical parts.
3. Write down the main ideas of these parts. They will serve as main headings. Number them with Roman numerals.
4. Fill in the supporting details for each main heading if necessary. Identify these subheadings with capital letters. Indent them beneath the Roman-numeral headings.
5. Express the main ideas and supporting details in complete sentences.
6. Review your outline. Be sure that each heading is carefully worded and concise.
Assignments: Making a Sentence Outline
I. a) Read the essay about advantages and disadvantages of sharing a flat and answer these questions: How is the text organized? What Is the purpose of each paragraph?
Sharing a flat certainly has some advantages. To begin with, it should be cheaper, and if you are sharing with people that you get on well with, it is nice to have some company at home rather than being all on your own. Also the household chores are shared, and that is very important. Particularly when you are younger, and you are living apart from your parents for the first time, it can be very enjoyable to live with people of your own age, whose interests and life-style you share.
However, sharing a flat does have some distinct disadvantages, and the main one is that the flat is not your own, so you cannot do what you want in it. What happens if you want to go to bed but your flatmate wants to play music? To a certain extent you have to be unselfish. What is more, there can be little privacy.
I would say that as you get older, it is probably better to live on your own. Having had my own flat for a few years, I would not like to have to share again.
b) Which of the italicised words could be replaced by one of the following.
in my opinion, on the other hand, first of all, especially, moreover, another point is that... .
c) Look at the beginning of paragraph 2.
...sharing a flat has some distinct advantages.
...sharing a flat does have some distinct disadvantages.
What is the difference?
d) This is called a rhetorical question, because the writer either knows the answer, or he doesn't want the answer. He is simply making a point in his argument
“What happens if you want to go to bed but your flat-mate wants to play music?”
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e) This is a sample sentence outline of the essay:
I. Sharing a flat has some advantages.
A. It is cheaper.
B. It is enjoyable to live with people of your own age.
C. The household chores are shared.
II. Sharing a flat has some distinct disadvantages.
A. You cannot do what you want in (he flat.
B. There is little privacy.
III. It is probably better to live on your own.
2. a) Now do it yourself. Read the text that follows and make a sentence outline of the story. }
A Good Lesson for Husbands
People don’t recognize me going to work these days without my big shopping-bag.
The reason is that I’ve passed the job over to my husband for a few weeks to see how he’d like it. It all arose from the remark “I don’t know what you do with the housekeeping money.”,! suppose rnost wives have heard that before.
So when my husband told me that if I only made a list of what I wanted before going out (instead of spending the household money without thinking), the money would go round nicely. Instead of arguing I just said meekly: “Perhaps you are right. I wish you’d have a go and see.”
At first he was quite enthusiastic to show me what a scientific approach to housekeeping should be.
We drew up the list of weekly “musts” - rent, milk, papers, groceries, school dinners, pocket money for the children, vegetables and fruit, meat and so on.
What was left, I explained, must cover things like toothpaste, boot and floor polishes, soap and washing powders, shoe repairs and things like Mary’s ballet class, which we had both agreed she should join, and Bob’s photography school.
And, of course, I wanted him to bear in mind the bills for gas and electricity.
I didn’t notice him lose enthusiasm and on the first Thursday he collected my contribution to the family budget, wrote out a neat list of "things needed” and went off shopping with a big shopping-bag.
That first week he had enough over for us all to have a nice weekend. You see, there was quite a bit in the cupboard when he started and he bought nothing for the future.
But the second week was a bit grim, the list of “things needed” was much longer and there was no weekend treat for us. Now we are nearing the end of the third week and I don’t believe I shall ever hear anything more about “planned spending”.
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But I do believe John will raise the question of the 15 per cent wage claim at his Trade Union branch with more spirit than usual at the next meeting.
b) Retell the text in class using your outline as a guide.
Organizing Pupils’ Learning Activity: Reading
8. Stimulate the pupils
to begin reading; to continue reading; to finish reading; to read louder; to read more distinctly; to read faster/slower; to close the textbooks
8.1. Warn the pupils against
mispronunciation; palatalization; devoicing the final consonants; stressing the wrong syllable; being too slow; being too fast; reading indistinctly; reading in a low voice;) reading without any expression; reading with the wrong intonation (rhythm, logical stress)
8.2. Translate into English.
достаньте книги; начинайте читать; читайте про себя (вслух, хором, все вместе, по очереди); читайте до страницы 25; читай до конца; чья очередь? у вас осталось еще 5 минут; заканчивайте; отложите книги в сторону; держите книги открытыми; читай громче (разборчивее, быстрее); не спеши; читай выразительнее; тебе надо потренироваться в чтении вслух; следи за интонацией; произнеси этот звук короче; не оглушай согласные
8.3. Give various forms of reaction and response acceptable in the following situations. Make use of the phrases given in the Supplement (section III).
1. The pupils are not ready for reading. Their books are in the bags. Some pupils have left the books at home.
2. You want to give the pupils a piece of model reading, the pupils are to follow the example.
3. The pupil is reading in a low voice.
4. The pupil is hesitating at every word.
5. The pupil has mispronounced some words.
6. You would like your pupils to read with proper/good intonation.
7. The pupil’s reading has improved. Praise him/her for it.
8. The pupil has not read well. Comment on his/her reading.
9. You want your pupils to keep their books clean and tidy.
10. Ask one of the pupils to collect the books.
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8.4. Act out fragments of reading aloud in class. Make your fellow-students read the text “A Good Lesson for Husbands”.
a) Set the task to the group.
b) Ask the students to read it in turn. Use various forms to stimulate the beginning and continuation of reading.
c) Read some sentences by way of example. Ask the students to read after you both individually and in chorus.
d) Correct the mistakes in the pronunciation, intonation, rhythm.
e) Comment on the students’ reading.
REVIEW
(your partner)
What’s the Russian for?
1. spick and span
2. household chores
3. to go wrong
4. life-style
5. to advertise for a flat
6. cooking ability
7. a turn-out
8. to change bulbs
9. cleansing powders
10. a scientific approach to housekeeping
11. to make ends meet
12. to mend fuses
13. to leak
14. a plate-rack
15. to tighten up loose screws
16. the bread-winner
17. to live from hand to mouth
18. to bustle to and fro
19. privacy
20. to pile greasy dishes
21. odd jobs about the house
ie following do you know?
9. Interciass check. Ask your classmates What's the English for?
1. проветривать комнату
2. чистить одежду/обувь
3. вытирать пыль
4. подметать пол
5. чинить электроприборы
б. снимать комнату
7. швейная машина
8. мыть посуду
9. жильцы
10. расходы на ведение домашнего хозяйства
11. швабра
12. носить белье в прачечную
13. вытирать посуду
14. полоскать белье
15. заклеивать окна
16. подсинивать белье
17. отвертка
18. выжимать белье
19. предлагать помощь
20. крахмалить воротники и манжеты
21. пылесосить ковры
- 9.1. How many English equivalents for t
вести домашнее хозяйство; убирать квартиру/дом; хозяин/хо-зяйка; предлагать; помогать; чистить; вывести пятно
9.2. Translate into English.
1. Брауны никогда не носят белье в прачечную, они предпочитают стирать дома. 2. Как ты стираешь бельё? - Сначала я кладу в стиральную машину бельё, затем наливаю воду, вклю
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чаю машину и все. Конечно же, добавляю в воду стиральный порошок. 3. Хозяйка обычно крахмалила воротнички, чем немало раздражала Питера. Он терпеть не мог твердые воротнички. 4. При современных эффективных стиральных порошках нет необходимости замачивать бельё. 5. Мы занимались уборкой комнаты около получаса, когда Алик, наконец, появился и присоединился к нам. 6. Когда гости разошлись, хозяйка аккуратно собрала посуду и принялась ее мыть. 7. Только мы успели повесить картину, как она вновь упала. 8. Белые и цветные вещи лучше стирать отдельно: если краска неустойчивая, цветное бельё может линять. 9. Миссис Скелтон пилила своего мужа полгода, пока он, наконец, не купил новый цветной телевизор. 10. Сестра предложила помощь, когда вся работа была уже закончена.
9.3. Put the right prepositions into these sentences if necessary.
1. I refused ... the invitation, but regretted it almost ... the moment I did it. 2. Some old people make a little profit ... letting rooms ... their houses or flats. 3. It was almost ... belief that John did not cope ... the task and did not fix ... the iron. 4. People usually seal ... windows when winter comes ... to keep ... the cold. 5. It’s, quite pleasant to sit ... an armchair ... the fireplace and have a rest ... turning ... the house. 6. That day Mrs Parker answered ... the door bell a hundred times. 7. The usual picture in many families is a man sitting hungrily and expectantly ... table, while his wife bustles ... and ... the cooking stove and finally sets ... her husband a tasty dish. 8. A single woman is often ... a great disadvantage when a fuse burns ..., a door handle comes ..., a tap leaks ..., or a wash basin refuses to empty ... freely. 9. Never put ... mending ... the linen ... another day. 10. Don’t put the scissors ..., I must have them ... hand.
Group Work
9.4. Talk it over with your classmates.
I. 1. Is running a house an easy matter? Why? 2. Who does the housework in your family? 3. Do other members of the family help? How are household chores shared in your family? 4. What do you think makes one’s home cosy and cheerful (gloomy and cheerless)? 5. How often do you have a real housecleaning? 6. What do you like to do about the house? 7. Why does the furniture need polishing so often? 8. What do you do in the kitchen when having a turn-out? 9. Are there any things about the house you usually try to avoid?
П. 1. What electrical appliances do you enjoy in your household? 2. What is your opinion of electrical appliances? 3- Machines are great time and energy savers, but it is common knowledge we do need exercise. What do you do about it? 4. What are the things we take for granted nowadays? 5. Is a telephone a luxury? Why? 6. What other
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electrical appliances would you like to have at home? 7. What do you do if somethings goes wrong? 8. Can you imagine a home of the future? What do you think it will be like?
III. 1. Do you think that the whole family should participate in housecleaning? Why? 2. What can children do to help about the house? 3. Should a man know how to cook? 4. Should a woman know how to use tools? 5. Should a man interfere much in the kitchen? 6. Should all the members of the family take part in planning and spending the budget? 7. Who should be the head of the family? 8. Who should be the bread-winner?
IV. 1. Would you rather wash the linen yourself or have it washed at the laundry? Why? 2. Is it hard to wash the linen nowadays if you have no washing machine? 3. Do you like to iron starched cuffs and collars? 4. Which do you prefer: to wash the linen or to iron it? 5. Do you use soap or detergents while washing the linen? 6. Describe the procedure for washing linen. 7. What should one remember about while washing white and coloured things? 8. Do you tint the white linen blue? Why?
V. 1. Do you like the washing up? Why? 2. What do you start the washing up with? 3. Who usually does the washing up in your family? 4. Is it necessary to wash the dishes after every meal? 5. Which do you prefer: to wipe the dishes or to put them on the plate-rack to dry? 6. Do you ever use any cleansing powders while washing up? Why?
9.5. “Home and Home Life”. Student-class interaction. Guidelines on role play:
1. Act out a 30-minute talk. Mind the setting, the topic, your social relationship.
2. Main roles: the Nelson family (5: the grandfather, the father, the mother, their son Jack and their daughter-in-law Alice - both students); the Jones family (2: Julia and Michael - newly-weds, students, friends of Jack and Alice); Jack’s fellow-students (3).
3. Attitudes: non-official, friendly.
4. The Jones drop in at the Nelsons’ to discuss the results of the midterm exams with their friends Alice and Jack. But Alice and Jack are a bit late from the cinema.
Mrs Nelson shows Julia and Michael into the sitting-room and speaks with them about their studies and living conditions to while away the time. The Jones rent a room because they don’t want to be dependent on their parents. The young people speak enthusiastically.
Mr Nelson joins in the conversation and complains that his son and daughter-in-law do practically nothing about the house.
The grandfather recalls the times when life was much more difficult without modern conveniences and all these time-saving gadgets.
Alice and Jack return from the cinema and bring their fellow-stu
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dents for a cup of tea. Jack introduces his acquaintances who live in a hall of residence and the. conversation goes on. The young people seem to agree that it is much better to live on their own though sharing the house with the parents has its advantages. Alice and Jack insists on their being helpful about the house very often.
Mrs Nelson invites everyone for a cup of tea and at table the young people talk about their college life.
5. Linguistic input:
al Topical vocabulary: “At Home”, “College Life”.
b) Language focus: present and past tenses, verbs with prepositions and adverbial particles, use of articles in some syntactic relations.
cj Functional phrases: greeting, introductions and conversation openings, expressing opinion, giving reasons, showing interest, saying you’re optimistic/pessimistic, explaining advantages and disadvantages.
6. Non-linguistic input: some authentic material from the Teacher’s Handbook.
Unit ENGLISH MEALS
Functions'.
Main language points:
Other language points:
Study skills:
Reading skills:
Writing activities:
Classroom English:
Narrating past events.
Asking about likes and dislikes.
Expressing likes and preference.
Expressing attitude and opinion.
Reported speech.
The Passive Voice forms.
Use of articles with the nouns - names of meals.
Word-building suffixes.
Getting meaning from word parts.
Reading recipes, menus.
Note-taking skills.
Summarizing.
Some useful hints about conducting a lesson.
Arresting the pupils’ attention.
Requests and orders of a general kind.
To the Student
You agree, don’t you, that food is a subject that interests everyone. Nowadays' people are usually diet and health-conscious that’s why we are going to discuss with you sensible eating habits and a well-balanced diet. Many nationalities have°raputation for cuisine and this is another point to talk over. We hope to provide you with informative entertaining (at times humorous) material that would lead you to know Great Britain better.
1. Look, listen and read.
TALKING ABOUT ENGLISH MEALS
Housewarmings are becoming more and more frjequent1 nowadays. In most ^Sffnev.) flats people are moving into, you find all modern conveniences2, such as. gas, electricity, running water, and central heating. But it is the kitchen that wins the hearts of housewives!
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The kitchen is planned in such a way as to make good housekeeping easy. There’s a gas or electric cooker with an oven for baking. The snow-white sink has taps for cold and hot water. There are fitted units3 and a pantry. Such kitchens are easily kept spick and span.
In the kitchen we cook our food. Sometimes we have our meals in the kitchen.
Here’s something about English meals and food and cooking.
The usual meals are breakfast, lunch, tea and dinner, or in simpler homes, breakfast, dinner, tea and supper.
The usual English breakfast is porridge (made of oats and water) or cornflakes4 with milk or cream and sugar, bacon and eggs, marmalade (made from oranges) with buttered toast and tea or coffee.
Lunch is about one o’clock. We have cold meat (left over •probably from yesterday’s dinner), potatoes, salad and pickles, with a pudding or fruit to follow. Sometimes we have a chop, or a steak and chips, followed by biscuits and cheese.
Afternoon tea you can hardly call a meal but it is a sociable sort of thing, as friends often call in then for a chat while they have their cup of tea, cake or biscuit.
In some houses dinner is the biggest meal of the day. But in a great many English homes, the midday meal is the chief one of the day, and in the evening we have a much simpler supper - an omelette, or sausages, sometimes bacon and eggs and sometimes just bread and cheese, a cup of coffee or cocoa and fruit.
We have “high tea”5 between 5 and 6 o’clock, and we have ham or tongue and tomatoes and salad, or tinned fish, or sausages with good strong tea, plenty of bread and butter, the stewed fruit, or a tin of pears, apricots or pine-apples with cream and pastries or a good cake.
Purchasing. I think it will be useful to know where we buy food. At the grocer’s you buy bacon, tea, cereals etc., while at the butcher’s one buys meat. At the greengrocer’s (which is also fruiterer’s) we are supplied with fruit and vegetables. At the dairy we get milk, cream and eggs. At the fishmonger’s you will find all sorts of fish. Bread and cake are bought at the baker’s (he is the confectioner as well).
Cooking. We cook our food in different ways. We can boil our food (meat, fish, eggs, vegetables, milk, etc.). For this purpose pans are used.
Meat and other food may also be either roasted or fried. When frying food we use a frying pan. There are special pans called stewing pans and saucepans.
Water for tea is boiled in a kettle. We put tea into a teapot and pour boiling water (into it and let it brew.6 Coffee is made in a coffeepot. We have our coffee white or black. The sugar we take with our tea or coffee is kept in a sugar bowl while butter is kept in a butterdish.
A good cook will only use good quality fresh food.
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Notes on the Text
1. frequent ffrrkwant] adj- often occurring, constant, e.g.:
If you have frequent bad headache consult your doctor.
to frequent [frii'kwent] - to go often to some place, meetings, company, house.
2. convenience n, convenient adj - suitable, practical, handy, not troublesome (подходящий, пригодный, удобный). Cf.: comfort n, comfortable adj, i.e. relaxing, giving content, ease (удобный, комфортабельный, уютный).
We found the room quite comfortable.
This train offers the passengers a comfortable, quiet ride.
This early train is not convenient for me.
3. fitted units - built-in cupboards.
4. cornflakes корнфлекс, кукурузные хлопья.
5. “high tea” - «большой чай», ранний ужин с чаем (распространен на севере Англии и в Шотландии).
6. to brew [brw] заваривать (чай).
Drink as you have brewed. = Что посеешь, то и пожнешь.
VOCABULARY PRACTICE
1.1. a) Choose the right word and explain its meaning.
comfortable, convenient
1. I like ... shoes. 2. It is more ... to go there by plane. 3. It’s not ... to phone them at such a late hour. 4. Please make yourself ... . 5. Will it be ... for you to start work tomorrow? 6. Meet me at one o’clock outside the post-office, if this place and time are ... . 7. I found the armchair rather ... . 8. Will the 3.50 train be ... for you?
b) Study the material below, then choose the right word and explain its meaning.
As you can see, treal v, n can carry a number of meanings:
treat n has the meanings:
a) anything that gives great pleasure.
Dining out could be a treat.
What a treat to get out of a noisy town!
b) the act of treating.
This caK is worth visiting because they provide a special kind of treat - afternoon tea for children of all ages.
This is my treat, (i.e. I’m paying the bill.)
to treat may mean:
a) to supply with food, drink or entertainment at one’s own expense.
You can also treat yourself to a meal at certain station buffets.
May I treat you to these home-made cakes?
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b) to give medical care in order to cure.
Which doctor is treating you for your illness?
c) to act or behave towards smb.
He treats me as a child (as if I were a child).
d) to consider, to regard.
He treated my words as a joke.
You treat the house like a hotel.
Remember to treat smb cruelly (kindly); to treat a matter seriously (lightly, thoroughly)
a treat, to treat
1. How did they ... you? 2. They ... me kindly. 3. How would you ... a strained ankle? 4. The child ... to an ice. 5. What ... it is not to have to get up early! 6. The lecturer ... his subject thoroughly. 7. Which doctors are ... her for her illness? 8. I shall ... you to a good weekend holiday. 9. It is a great ... for her to go to the cinema. 10. My pal ... for her broken leg for a fortnight already.
1.2. Give
a) the opposite of the following.
frequent; modern; substantial; to be a success; simple
b) words and expressions similar to the following.
nowadays; convenient; spick and span, sociable; chief; certainly; to supply
1.3. Group the words from the text with the suffixes "-er”, “-ful”, “-able/-ible”.
Give words by analogy.
ORAL PRACTICE
1.4. Listen to the text and answer these questions.
1. Are housewarmings frequent nowadays? 2. What modern conveniences can one find in new flats? 3. How many meals a day does the Englishman usually have? 4. What does the usual English breakfast consist of? 5. Does the Englishman like to vary his breakfast? 6. Many of them never change it, do they? 7. What can one see on the lunch table, as a rule? 8. What is the menu of an ordinary dinner? 9. What is afternoon tea? 10. What’s the biggest meal of the day? 11. What do you think of English meals? 12. What makes housekeeping easy?
l.S. Say whether you agree or disagree with the following statements.
1. Breakfast is the biggest meal in England. 2. Coffee is taken at every meal. 3. Soup is a favourite dish with the Englishmen. 4. The English people don’t like changes in their meals. 5. The usual English meals are breakfast, dinner, tea and supper. 6. Lunch is some kind of
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a snack: 7. Lunch is about 11 o’clock. 8. For lunch the Englishmen always have cold dishes. 9. At one o’clock England stops for lunch. 10. Englishmen often have a cup of milk at 5 o’clock. 11. Afternoon tea you can hardly call a meal 1? Snnner is a sociable sort of thing.
EXPRESSING LIKES AND PREFERENCE
There are many ways of expressing your likes and preference. Examples:
More willingly, preferably
- I’d (rather) like... (very much) 1. - Would you like a cup of
-I love... -1 enjoy... coffee? - Well, I’d rather have tea if it’s not too much trouble.
Formal, semiformal style
-1 prefer... -I’d rather... -I like ... better. 2. - Do you like boiled eggs? - Yes, but I prefer theip fried on the whole. 3. - What do you like for breakfast? - Well, I rather like to start with grapefruit, or yoghurt.
1.6. Ask your partner about her/his likes or choice. Then report it to the class. Try to use the phrases in the list.
Example:
to your partner: to the class:
-Which would you rather have, -Mary likes coffee rather than tea or coffee at breakfast? tea at breakfast.
1. Do you like fish? 2. Do you often have your meals at a cafe? 3. Would you object to our going to a cafe? 4. Are you a curry lover? 5. What are your favourites in fruit? ...
1.7. Speak of your preferences at meals.
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GETTING MEANINGS FROM WORD PARTS
To communicate powerfully and persuasively, you need to enrich your vocabulary. By choosing the right word you can delight, please, shock, enrage or terrify your reader or listener. Words can solve a problem or cause dissension, create legends and destroy myths.
Thousands of English words are formed by the combination of word parts-roots, prefixes and suffixes.
A suffix is a word part with a distinct meaning of its own that is added to the end of a base word or a root to change the function and, sometimes, the meaning of the word. When you add a suffix to a base word or a root, the spelling of the word may change. Sometimes, several suffixes are added to the end of a word to make a new word.
These suffixes make nouns out of verbs or adjectives:
Suffix Meaning! s)
-ance (-ence) (-ancy/-ency) -tion (-sion)
-ment
-ist
-ant (-ent)
a) person, animal that does something;
b) instrument, machine;
c) person concerned with a thing;
d) person belonging to a place
act, process
condition, degree action, condition;
resulting state, concrete result
product, means, action, state
person who does, makes, uses, believes or is an expert in
state or condition of;
one who
Examples
teacher
opener hatter
Londoner
performance
excellency repetition impression
measurement, environment
pharmacist, economist
-ous (-ious/-eous)
-ward (-wards)
-wise
These suffixes
Suffix
-ize (-ise)
-fy
-ate
2. Do you
full of, characterized by
in the direction of
in a certain manner, direction, position
make verbs out of nouns
Meaning! s)
make, make into, cause to be, have the quality of
make or form into make, apply, do which verbs the following
variant
resident
These suffixes make adjectives out of nouns or verbs:
Suffix Meaning! s) Examples
-ful -able (-ible) full of having the means beautiful eatable, terrible
-ate or power to do something having, being like affectionate
-en 88 made of, like wooden, ashen
humorous, mysterious, righteous
homeward
likewise, clockwise
or adjectives:
Examples realize, advertise
unify, justify concentrate
nouns are derived? Put tl consonant
know from
down. Underline the suffix and the stem
Example: publication - to publish
exhibition obligation production
repetition persuasion commission
limitation competition satisfaction
provision invasion description intention
admission variation
2.1. Form nouns from the Underline the suffix. following verbs by adding the suffixes *‘-ance/-ence”.
Example: to. allow - allowance to differ - difference
to accept to depend to annoy
to assist to exist to acquaint
to correspond to appear to perform
to guide to insist to interfere
2.2. Analyse the character of derivation and spelling changes in these adjectives
and nouns.
recognizable - recognition admirable
capable - capability memorable
hospitable - hospitality divisible
miserable - misery probably
charitable - charity comparable
dependable - dependence irritable
2.3. Form adjectives from the following verbs and nouns by “able/ible”.
- admiration
- memory
- division
- probability
- comparison
- irritation
adding the suffixes
accept advise
agree admire
express convince
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change digest respond
notice value resist
prefer like exhaust
remove recognize divide
desire sense manage
2.4. Insert “e” or “i” in the words listed below.
cur-ous hid-ous env-ous
glor-ous myster-ous courag-ous
gorg-ous plent-ous harmon-ous
pit-ous industr-ous spontan-ous
fur-ous grac-ous relig-ous
2.5. Step 1. Read the following definitions and the partially spelled words that satisfy the definitions. Step 2. On your paper, write the missing word part or parts for each word. Step 3. Next to each word part or parts, write tht complete word. Step 4. Write sentences using these words. You may include more than one word in a sentence.
Example: An adjective, meaning “welcoming”: hospit--------------
Answer: able, hospitable
Miss Porter proved to be a hospitable young lady.
1. A noun, meaning “being allowed to enter”: ad------------sion. 2. An
adjective, meaning “unbelievable or astonishing”: in------------ible. 3. An
adjective, meaning “trusting, loyal”:------------ful. 4. A noun, meaning
“food and drink”: re-----------------ments. 5. An adjective, meaning
“reasonable, well judged”:-----------ible. 6. A noun, meaning “the first
course in a meal”:-------------er. 7. A noun, meaning “component part,
element in a mixture”: in-----------------ent. 8. An adjective, meaning
“aware of things around you”: consc--------------. 9. An adjective, meaning
“which cannot be seen”: in - - - ible. 10. A verb, meaning “to produce something in particular”: special--------.
English Breakfast
3. Listen to these people discussing their idea of breakfast.
Anne is a schoolgirl; James is a schoolboy; Mr Jones is a busincs; man; and Miss Eccles is ... a cook.
Anne: I never want any breakfast. Just a cup of tea and a piece of toast...
James: I don’t eat much either. Just some cornflakes, and an egg, and coffee, and toast and marmalade.
Anne: I call that a huge breakfast!
James: No, it isn’t! Anyhow, I haven’t time for any more during the week when I have to get to school.
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Mr Jones: Well, what do you have at the week-end, James?
James: Oh, on Sundays it’s different. I have orange juice, then porridge, with sugar and cream, and bacon and sausages - and scrambled eggs, of course - and coffee and toast and honey.
Anne: What do you have, Mr Jones?
Mr Jones: Oh! I never change, I always have the same; bacon and eggs. And coffee, of course.
Miss Eccles: But you don’t have to cook it yourself, do you?
Mr Jones: Well, no. My wife cooks the breakfast. She cooks the most perfect bacon and eggs in the world! I can smell them cooking, while I’m shaving. I just couldn’t start the day in any other way!
Miss Eccles: You’re lucky. I have to cook other people’s breakfasts. I never eat any myself. Just half a grapefruit and a cup of tea for me.
Anne: You’re like me. I can’t think how people eat those great huge meals at eight o’clock in the morning!
Mr Jones: You see, James, women are always thinking about their figures. They’re afraid of getting fat...
Miss Eccles: There’s just one thing: sometimes, when I’m on holiday, I have a special treat...
Mr Jones: And what’s that?
Miss Eccles: A lovely, fat, juicy kipper!
James: Oh, I’d forgotten about kippers! They’re the best of all!
(“Mozaika”, 1988)
3.1. Give lour forms of the following verbs.
to eat, to get, to smell, to shave, to think, to forget
3.2. Can you answer these questions?
1. What is Anne’s idea of breakfast? 2. Is her breakfast usually frugal or substantial? 3. Who prefers a huge breakfast? 4. Is James’ breakfast different at the week-end? 5. It is a huge meal, isn’t it? 6. Is Mr Jones’ breakfast as substantial as James’? 7. What does he think of his breakfast? 8. What does Miss Eccles have for breakfast as a rule? 9. Does she ever change it? 10. A lovely, fat, juicy kipper is her special treat, isn’t it? 11. Who else enjoys kippers? 12. James is a hearty eater, isn’t he? 13. What’s your special treat?
3.3. Speaking of your breakfast, what do you usually have for it? (See the list below.)
Example: My breakfast is always ... and coffee (tea).
boiled eggs, fried eggs with bacon, toast, cereals, porridge, marmalade, cream, strawberry jam, instant coffee, fruit juice, yoghurt
3.4. Speak of the breakfast you had, making use of some vocabulary items from the list Communicative inpul: Giving reasons for approval and disapproval.
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I had a breakfast this morning that I rather enjoyed/disEked very much.
criticize use the following:
to compliment use the following:
to
sickly-looking, gluey mess had a queer salty taste horrible sloppy mass
an inviting-looking dish juicy ...is really first-class there is none like it to give the satisfaction to the and tongue
tender, melting in the mouth well-flavoured food a special 'deEcacy a real thing lovely coffee
tempting things ___
mouth-watering selection of creamy disgusting cakes and delicious pastries
marvellously satisfying quite decent delicate sandwiches fine
a perfect cup of tea
a it
a
eye watery and tasteless undrinkable coffee uneatable cabbage as tough as old boots with no particular flavour underdone/overdone plain food
soggy
half-baked
hastily prepared
•untidy) badly made unpleasantly cold and damp was actually burnt sodden vegetables
Introductory phrases and parentheses to be used:
I admit... (confess, believe...)
Small wonder, ... (no wonder...)
To my regret (joy, relief, surprise)...
True, ...; it is true...
To say nothing of...
Not surprising...
Strange as it may seem, It’s no secret that...
3.5. Study the picture and find out what choice of dishes your classmates have for breakfast, dinner and supper.
3.6. Combine the nouns with the adjectives they fit.
A N
frozen smoked tinned bottled boiled fried ready-packed fish л sausage herrings milk fruit vegetables cereals sugar
3.7. Make up questions using students answer them. a verb with any suitable noun, bet your fellow-
V N
to run out „ foodstuff^.
- to flavour with curds
• to sell parsley
to drop in at _ .•cakes
to call round candies
. to prefer poultry
, groceries
3.8. Make up a list of goods which can be bought at:
a grocer’s
a fishmonger’s a greengrocer’s a confectioner’s
a butcher’s a dairy a baker’s
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Pair Work
3.9. Finish off the sentences practising the usage of topical vocabulary.
1. When I run out of cereals... 2. My favourite breakfast cereals are... 3. Jane came to the baker’s to buy... 4. Most people prefer lean ... to fat (bottled ... to loose, braised ... to roasted). 5. Fancy cakes, candies, bars of chocolate... 6. Drop in at the grocer’s and buy... 7. I for one, take my coffee with... 8. Mother always makes me... 9. In summer Granny usually flavours soup with... 10. To keep ourselves fit we should... 11. Most of the dry foodstuffs...
3.10. Speak about purchasing foodstuffs using the following prompts.
a) to run out of, to drop in at, cereals, ready-packed;
b) to keep fit, milk foodstuffs, cream, curds;
c) greengrocer’s, heaps of vegetables, all the year round, parsley, market;
d) butcher’s, a joint of beef, lean, poultry, chickens, occasionally
THE PASSIVE VOICE
We form the passive voice in English with the verb to be, used as an auxiliary, and the past participle of the main verb:
to be + Past Participle
We use the active voice when the subject of the sentence, does the acting. When the subject receives the action, we use the passive voice. In particular, we use the passive voice when the agent is not known or is not important.
English is spoken in many countries.
That book was written in China.
Tense Simple Continuous Perfect
The mail The mail The mail
is brought is being delivered has been already
Present daily. at present. brought.
Q4
tn co Ом The mail was brought an hour ago. The mail was being delivered for quite some time yesterday. The mail had been already delivered by the time we came back.
Future The mail will be brought in an hour or so. - The mail will have been brought by 5 p.m. or so we hope.
4. Work with your classmates. Change the given sentences to negative form and let the classmates answer your questions.
Example: Dinner was served at seven o’clock.
You: Was dinner served at eight o’clock?
Classmate: No, it wasn’t. Dinner was served at seven o’clock.
1. She has been taken to a cafe to dine out. 2. The egg had been boiled for three minutes before it was taken off. 3. The menu was made up by the head-waiter. 4. Fantastic appetizers are being made for the reception at present. 5. Custard will be dished out for dessert. 6. The menus had been signed in ink by the time the restaurant opened. 7. The recipe was being tried for quite some time yesterday. 8. Various salads are served as starters. 9, The Bushes were holding a state dinner for the French President and his wife. 10. A French-bottled table wine was reasonably priced.
4.1. Ask your partner to identify the following passive voice forms.
1. She was asked whether she preferred Mexican or Greek food. 2. This book has been designed to enable the reader to travel confidently about London. 3. The customers are attracted by fruit and vegetable stalls as the best quality fruit and vegetables are being sold there. 4. Umbrellas of all kinds have been made and sold here since 1830. 5. Talks by authors are always being given at this library. 6. There is a large second-hand department where books of all kinds are bought and sold. 7. During the summer months, tables and chairs are set out on the pavement in front of the pub. 8. Dinners are now being served at a high price. 9. Crab salad and mixed cheese salad are being prepared to start the dinner. 10. What points had been discussed by the time I came in?
4.2. Work in pairs. Change to passive voice.
1. He has put the perishable products into the fridge. 2. She left the money for you to do the shopping. 3. They will fix the microwave tomorrow. 4. She will bake a cake in the evening. 5. They bought a
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mixer many years ago. 6. By the time you’ll do away with the steak the waiter will have served the dessert. 7. We were just topping the cake with frosting when Mum asked us to make haste. 8. They say the English cuisine is unexciting. 9. She is slicing the onions at the moment. 10. They had fixed the table by the time the guests came.
4.3. Ask your partner to change the following sentences to active voice.
1. The reception was visited by Mr Scott. 2. The dinner will be prepared by Helen. 3. His lunch is brought to him at 1 o’clock by his assistant. 4. The lemons were sliced finely. 5. The dishes were fixed in an inviting way by the hostess. 6. No sooner had my breakfast been served than I had to rush to the college. 7. At last this site is being cleared up. I wonder what will be built here. 8. Naturally public speakers do not like it if they are laughed at. 9. Coupons had been given by the 1st of January. 10. Fantastic books are being offered at our bookshop.
5. Since most of us eat their meals with a family, suppose we talk about family meals. Mind the forms of polite requests, acceptance or refusal.
Ann and Fred are newly-weds; Jane, a groupmate of theirs, comes on a visit to them.
Ann: Good morning, Jane. Come in, please.
Jane: I hope Fred is at home?
Ann: Yes, he is. So nice of you to have come. We are about to have dinner. Will you dine with, us?
Jane: With great pleasure.
Ann: That’s fine. I am off to lay the table. Excuse me, please. Jane: By all means.
(At Table)
Jane: It’s good to be in a company like this, I admit.
Ann: Let me help you to some salad, Jane.
Jane: Please, do. It looks so inviting. That’s quite enough, thank you. Ann: Some soup, Jane?
Jane: Why, yes. I think I could manage a plateful.
Ann: How do you find the salad?
Jane: Awfully nice. I have never tasted such a lovely salad; will you tell me how you make it?
Ann: I’m glad you’ve enjoyed it and it’s very nice of you to say so. It is quite easy to make. I’ll write down the ingredients and the directions for mixing.
Jane: Thank you very much. Don’t you think it’s lovely, Fred? Fred: Yes, it is, indeed. Kindly pass me the salt, Ann, will you? Ann: Here you are. Some more bread, Fred?
Fred: Yes, please. What comes next, Annie? Ann: Chops with roast potatoes and vegetables. Fred: And what follows that?
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Ann: Wouldn’t you like to make a guess?
Fred: Ice-cream, I suppose.
Ann: There you are wrong, Fred, it’s coffee.
Jane: Coffee? It’s just to my taste.
Ann: I am happy that I’ve suited your taste, Jane. Do you take milk in your coffee?
Jane: Yes, I like it milky.
Fred: Well, Jane, what about fruit!
Jane: Fd be delighted.
5.1. Answer these questions.
1. Who came on a visit to Ann and Fred? 2. What did Ann treat Jane to? 3. Did Jane enjoy the salad? 4. Did Ann treat her guest to chops or a grilled chicken? 5. What did they have for the third course? 6. What dishes did Jane like most at the dinner? 7. What coffee did Jane prefer? 8. What followed coffee? 9. Was Ann a poor cook and hostess? 10. Sum up the formulas of request, please.
5.2. Which of the following statements is true?
I. 1. Jane came by the end of the dinner. 2. They had fish garnished with chips and tea with pastry. 3. Jane took her coffee without milk. 4. Ann promised to write down the recipe of the salad Jane liked.
II. 1. Jane came on a visit to Ann and Fred who are a newly married couple. 2. Jane didn’t like the salad served as an appetizer. 3. They had scrambled eggs with sausage and enjoyed them very much. 4. Jane liked her coffee black.
III. 1. The table was already laid when Jane came. 2. Jane made a delicious salad. 3. Jane was anxious to know how Ann made it. 4. Jane liked black coffee.
IV. 1. There were some hot appetizers on the table. 2. Ann didn’t serve soup. 3. Fred had a beefsteak for the second course. 4. Ann suited Jane’s taste.
5.3. Report ihc requests and the forms of acceptance and refusal.
5.4. Speak on the following.
1. what the menu of the dinner was;
2. what the atmosphere of the dinner was;
3. what dish Jane enjoyed most of all;
4. how you find Ann as a cook and hostess.
READING RECIPES
A recipe is a very special type of a text characterized by laconism, precision, the imperative form of the verb. Reading a recipe correctly can mean the difference between a good dish and a bad one.
Most recipes first give you a list of the ingredients you will need. Then they tell you step-by-step what you should do to make the dish., Good cooks almost always use recipes.
Recipes have special words of their own. In recipes you will find words and abbreviations you do not use every day. These words and abbreviations tell you how to add ingredients. They tell you what the right measurements are and how long to cook a dish. They list the cooking temperature.
The abbreviations given below are the ones you will see most often:
c. - cup pkg- - package
doz. - dozen Pt- — pint
gal - gallon sm. — small
lb. - pound sq. — square
Irg- - large tbsp. — tablespoon
min. - minute tsp. or t. — teaspoon
oz. - ounce g — gram
Assignments: Reading Recipes
a This is Ann’s recipe. Study it carefully and point out its basic parts.
name of dish*----------- MIXED SALAD WITH CHEESE
the ingredients#— you will need and amounts
sequence to fol-<-low in putting ingredients together (method, temperature, and time of cooking)
amount you # will have
when finished
500 g canned green beans
1 bunch of radishes 150 g cucumbers
200 g tomatoes
3 tbsp cooking oil
150 g cheese
1 bunch of parsley
1 lemon dash salt, pepper
Clean and finely slice the radishes and cucumbers. Grate the cheese and finely chop the parsley. Place radishes and cucumber into a salad bowl. Salt and set aside in a cold place for 1/2 hour. Mix oil, lemon juice, pinch of black pepper, parsley, drained green beans, grated cheese and tomato slices with the cooled radishes and cucumber.
— Yield: 4 servings
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b. Write the recipe of your favourite dish and exchange the recipes with your classmates.
c. Imagine you are asked to instruct young housewives to make some dish. Give the necessary instructions as if you were speaking over the local radio.
6. Ask your classmates what they serve for dinner usually.
6.1. Discuss with your partner the problem of food and meals and cooking in your family.
6.2. Study the given menu, discuss it with your partner and speak of your own diet.
Menu
of Hughes Hall/ one of the colleges of Cambridge University
DAY LUNCH HALL
Monday, 29 Toad in the Hole^ Baked Egg Custard^ Egg Mayonnaise Grilled Steak Pineapple Upside Down Custard Cream
Tuesday, 30 Cold Meats Various Salads Apricot Crumble Custard Pate4 Beef CurryS & Rice Side Dishes Pear Helene6
Wednesday, 31 Grilled Pork Chop Curry Baked Apple Custard Soup Cold Chicken Various Salads Fresh Fruit & Cheese
Thursday, 1 Spaghetti Luncheon Meat Bread & Butter Pudding Grapefruit Minute Steak Garnished Plum Pie & Ice Cream
Friday, 2 Roast Lamb Mint Sauce Baked Rice Pudding Soup Fried Cod in Balter? Sherry Trifle8
Saturday, 3 Sausage & Tomato Pie Apple Meringue9 Pate Chicken A Chocolate Milk Shake
Sunday, 4 Roast Beef & Yorkshire Pudding10 Rhubarb11 Pie & Custard Soup, Scotch Egg Various Salads Fresh Fruit & Cheese
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Notes
1. hall 1. университетская столовая; 2. пролонгированный обед с беседой; 3. название некоторых колледжей в университете.
2. toad in the hole бифштекс, запеченный в тесте.
3. custard заварной крем, разновидность драчены (подается к пудингам, пирогам с фруктами или как самостоятельный десерт).
4. patfe паштет
5. curry карри (приправа из чеснока, куркумового корня и разных пряностей; мясное, рыбное, овощное блюдо, приправленное карри, обыкновенно подается с рисом).
6. Pear Helene - peaches.
7. batter взбитое тесто, кляр.
8. sherry trifle бисквит, пропитанный вином и залитый сбитыми сливками.
9. meringue меренга, печенье.
10. Yorkshire pudding запеканка из овощей и мяса.
11. rhubarb ревень.
То express your opinion use the following:
For all I know...
I wonder...
In other words...
As you may have heard...
As far as I could see...
I admit...
That’s not the way I look at it.
In my knowledge...
As is well-known...
There’s no other word for it...
...or so I think/expect...
To my mind...
I guess...
At my best guess...
1 will say straightforwardly...
To my way of thinking...
6.3. Imagine you are in one of the situations below. Reply in any appropriate way.
- Do you know what is on the menu of McDonald’s?
- Sorry, I don’t. May be Ron does.
-Thanks. I’ll ask him. (Turning to Ron.) Excuse me, do you know...? Ron: ...
6.4. Recall an experience of celebrating some occasion, make use of the suggested preposition groups.
a dish on a menu
over breakfast/dinner, etc.
to taste of garlic, etc.
for breakfast
to treat someone to smth
to sit down to dinner/supper, etc.
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READING PRACTICE
THE COOK
by John Willington Ward
(Abridged)
Peter Merrill stood at the door of the passenger-reception building of Rome Airport and watched the rapid approach of the plane that was carrying his wife.
Susan and he had been married three weeks before. A few days after their wedding she had had a telegram from home saying that her mother was ill. She had flown at once to London. He had been unable to go with her, for he was a teacher and it was the middle of the summer term.
He stood up now, as the passengers began to come into the reception room. When Susan appeared he walked quickly to her and gave her a mighty hug.
“Hello, darling,” she said breathlessly. “How are you?”
“Fine - now. You?”
“Yes. And very happy to be back.”
They took their place in the queue for the police and customs inspection.
She said: “Has anything exciting1 happened while I’ve been away?” “My contract has been extended for another year.”
“That’s very good news. I wanted to stay on here for a bit. Anything else?”
“I’ve had a new suit made. A light one for summer.”
“Good. You needed one. Anything else?”
He glanced at her quickly. “I’ve taken a furnished flat for us.”
Her eyes opened wide. “A flat? Good heavens! Where?”
“Just round the corner from the hotel.”
“Oh!” She frowned a little.
He looked at her again. “I hope I haven’t done the wrong thing. If we were going to be here only for the rest of the term, we could have stayed on in the hotel. But another full year there...”
She squeezed his arms. “Of course. You’re quite right. It’s only that - oh, wait a minute, it’s my turn now.” She moved forward and gave her passport to the police official.
When she had finished with the formalities, Peter picked up her two suitcases. They went out of the building and walked towards their car.
He said: “What were you going to say about the flat? You don’t seem very happy about it.”
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“Oh, darling,” she said at once, “of course I’m happy about it. It’s just that I’m a bit frightened.”
He stared at her. “Frightened? Whatever of?”
“The cooking2. I wasn’t brought up very well. I can’t cook.”
He laughed. “Is that all? I know you can’t. You told me when we got engaged. It doesn’t matter at all. I’ll teach you.”
“You? Can you cook?”
“Oh yes,” he said grandly3. “I can cook.”
“Well, well,” she said. “We don’t know very much about each other yet, do we? All right, I’ll try to be a quick pupil. You mustn’t spend your time in the kitchen.”
He said: “We haven’t got to eat all the time at home. We’ll always have the restaurant up our sleeve4. We can go there whenever we want a change.”
“We can,” she said, “but with a flat of our own we oughtn’t to do that very often. When do we move in?”
“We’re already in,” he said. “We’re going there now. And I’ll cook lunch. We’re going to have rissoles5.”
“Well, well,” she said again. “Life is full of surprises, isn’t it?”
It took them an hour to get from the airport.
“You have a look round,” said Peter, as he put the suitcases down in the hall. “Lunch’ll be ready in no time.” He went into the kitchen and shut the door. Then he took a frying-pan from its hook and put it on a table. He opened the refrigerator and took out a packet of butter and the plate with the raw rissoles that he had rolled into shape before leaving for the airport. He tipped the rissoles into the pan. He opened the packet of butter and dug out a large spoonful.
Susan ran into the kitchen. “Darling, it’s a wonderful flat! And a lovely surprise. Thank you.” She looked at the rissoles in the frying-pan. “Those look as though they’re going to be very nice. But you shouldn’t be cooking without an apron or something. You’ll ruin your suit.”
“Oh, 1 don’t think so,” he said. “I’ve nearly finished.” He dropped the spoonful of butter among the raw rissoles.
“Good heavens!” she said.
He looked up. “What is it?”
“Is that how you do it? You needn’t melt the butter first, then? I always thought that you mustn’t start frying till the pan is hot.”
“Don’t you believe it,” he said airily. He took the pan to the electric stove and put it on lhe large ring. He turned the switch to “High”. “There,” he said, stepping back and rubbing his hands. “That’s all there is to it. Logic and common sense. It’ll cook itself now. We can go and have a beer6 in the living-room. What’s the sense in the standing over it?”
She regarded the frying-pan thoughtfully. Then she looked at him and smiled. “It must be so, if you say so. You’re the cook.” She went out of the kitchen. He took two bottles of beer from the refrigerator
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and followed her into the living-room. They sat down and began to exchange news again.
Twenty minutes passed. Susan looked at her watch.
“Don’t you think those rissoles may burn?”
“Help!” said Peter, and jumped out of his chair. ‘Td forgotten them,” He ran into the kitchen.
Susan lit a cigarette and waited for a moment or two. Then she went slowly into the kitchen.
He was standing at the г+ove, downing down at the frying-pan. “Something’s gone wrong vfth them,* he said, as he heard her steps. “They’ve lost their shape.”
“They have, rather,” she said, looking at the pan. The rounded rissoles had changed into a sickly-looking, gluey mess that covered the whole of the bottom of the pan.
“I can’t think what’s gone wrong,” he said sadly. “Nothing’s burned, but why did they crumble?”
“How many eggs did you use?”
“Eggs?”
“Yes.”
“None. You don’t have to put eggs into rissoles, do you?”
She smiled gently. “Darling, have you ever cooked rissoles before?”
He looked at her sheepishly. “Well, as a matter of fact, I haven’t. But they’re easy, aren’t they? You just get some minced meat and bread-crumbs and chopped onions, mix everything up together, roll it into balls, throw the balls into the frying-pan, and there you are.” He regarded the mess in the pan again, and turned back slowly to her, red in the face. “At least, that’s what I thought.”
She began to shake with laughter. “And the other things you cook? Do you use the same principle of logic and common sense?”
He went even redder. He nodded his head guiltily.
She went up to him and put her hands on his shoulders. “I love you so much,” she said. “Come on. Let’s go. As you said a little while ago, we have the restaurant up our sleeve.”
Notes on the Text
1. Qualitative adjectives exciting, fascinating, fantastic, stimulating are in popular use when expressing one's opinion. Cf.:
exciting - lively, stirring i.e. rousing up one’s feelings, making smb very emotional (excited) e.g.: an exciting story, exciting news (also excursion, film, actor, cruise, company, food, dish, etc.)
He is an interesting and exciting man.
fascinating - attractive, very interesting, having strong charm and attraction, e.g.: a fascinating effect, idea.
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fantastic - wonderful, marvellous, eccentric, extravagant, e.g.: a fantastic idea, in a fantastic way (also competition, girl, beauty, postcards, etc.).
stimulating - exciting, encouraging, e.g.:
She finds her work stimulating. '
For your information: 10 most widely used adjective intensifiers are beautiful, exciting, fascinating, special, charming, excellent, superb, wonderful, fantastic, stimulating (they ail mean “nice, fine, attractive”. The Americans would rather use cute - nice, attractive); 10 most widely used adverbs - intensifiers are perfectly, extremely, remarkably, immensely, utterly, completely, absolutely, highly, greatly, exceedingly (they ail mean “to a great or complete degree”). E.g.: extremely interesting, absolutely perfect, highly intelligent, utterly adorable, fantastically lucky.
2. cooking n - action of preparing food.
cookery - practice of cooking; a cookery book - a cookbook = a book of recipes, a cooker n - a stove for cooking.
food n - nourishment, provisions. Also food for thought or meditation; foodstuff, thing that can be eaten.
meal n - customary (also any) occasion of taking food (mealtime).
cuisine [kwr'zfcn] n - style of cooking - кулинарное (поварское) искусство, culinary |'кл11пэп] a - referring to cooking.
nutrition [nju:'tn(an| n - supplying or receiving of food.
3. to say grandly сказать важничая, будучи исполненным самомнения.
4. to have smth up our sleeve - in reserve.
5. rissoles и, pl - fried balls of meat or fish mixed with bread-crumbs - котлеты.
6. to have a beer - to have a bottle (a glass) of beer. When used with uncountable nouns and nouns denoting meals the indefinite article denotes a portion (one portion), e.g.:
It took two chocolates and an ice to calm the child down.
The following nouns: news, advice, money, information, progress, youth, etc. are used only in the singular (singularia tantum). They are never used with the indefinite article, e.g.:
No news is good news.
Your advice was helpful indeed.
I’ll send you the money unless you want me to keep it.
VOCABULARY PRACTICE
7. Study the illustrations and learn to differentiate the nouns “meal”, “food”, “cooking”, “cuisine”.
1. The British have a meal in the middle of the day; this is called lunch. 2. Here you will enjoy exquisite cuisine with fruit specialities. 3. The cuisine represents the very best in Continental cooking. 4. It provides first-class French cooking. 5. Most nationalities have a reputation for cuisine. 6. There the service is efficient, and the cooking authentic. 7. Food there is mostly authentic, and always enjoyable. 8. It is popu-104
lar because of its reliable food and animated atmosphere. 9. The food there is excellent. 10. The menus here consist entirely of French cuisine rather than English cooking.
7.1. Choose the right intensifier “exciting”, “fascinating”, “stimulating”, “fantastic”, check your answers with a partner. There may be more than one correct answer.
1. I find her the most ... person I know. 2. She is an ... creature with a vivid mind. 3. She is a very skilful artist and draws me ... cards. 4. “Trivial Pursuit” is a ... game for all who love to test their own knowledge and that of their friends. 5. She won ц ... three-year contract with “Vogue”. 6. China is a ... mixture of ancient and modem. 7. The Kremlin complex is the most ... of the kind. 8. ... as they are, don’t let the museums and galleries be all you see in Great Britain. 9. This exotic cuisine has many ... things to offer. 10. They demonstrated ... healthy Christmas food and tea ideas.
Did you have difficulty in' matching them? If so, see the key:
1. stimulating; 2. exciting; 3. fantastic; 4. stimulating; 5. fantastic; 6. fantastic; 7. fascinating; 8. exciting; 9. fascinating; 10. exciting
7.2. Find a way of paraphrasing.
1. We were enjoying a really busy active social life this month. 2. He has quite a few interesting ideas in mind. 3. Your social life may have some attractive moments. 4. Rowers are really wonderful, so nicely matched. 5. The chocolate milk shake is very unusual. 6. Don’t you be forgetting that it is a very special orange juice. 7. It was fine. He would treat us to all kinds of appetizers. 8. What fun, what wonderful fun we all had. 9. How nice you are, darling! 10. What an excellent performance! 11. Perfect holidays are coming to an end! 12. You are great, Mike. 13. That engagement ring is something special, quite extraordinary.
7.3. Say it less intensely toning down the utterances.
Example: - What a superb dish!
- Yes, it is rather tasty, isn’t it?
1. Restaurant Hilton. Excellent cuisine with game specialities. 2. A superb wool suit for just 39. 3. Discover the special luxury of fascinating Italian knitwear. 4. Don’t miss this wonderful product. 5. The fantastic free-entry competition! 6. This invisible mini-soles let you wear high heels in amazing comfort! 7. The beautiful gift for feet of all ages. 8. The charming place to raise a family. 9. Sochi has a fascinating range of attractions. 10. It’s time then, perhaps, to enjoy an exciting lunch or delight in stimulating afternoon tea.
7.4. Know how? Quiz yourself.
1. His speeches are rather ... (emotional, exciting, stimulating). 2. His ideas are often expressed in ... forms (striking, fantastic, unusual).
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3. As a politician he is ... орец (unusually, fantastically, absolutely). 4. The cake is ... decorated (fantastically, remarkably, perfectly). 5. This is a dish (wonderful, exciting, superb). 6. He was a ?.. great Russian man (remarkably, fantastically, absolutely). 7. The hostess dished out ... spicy meat (extremely, exceedingly).»
7.5. Remind your classmates how to differentiate the verbs “to suggest” - “to offer”, the adjectives “comfortable” - “convenient”. Make up sentences with them.
7.6. Illustrate different meanings of the verb “to treat” and the noun “a treat”.
7.7. Write four forms of the following verbs.
to eat, to fly, to shut, to dig, to run, to sit, to burn, to light, to lose, to throw, to shake, to forget
ORAL PRACTICE
7.8. Read the text carefully, interpret the usage of passive voice and past perfect tense structures.
7.9. Answer the following questions.
1. What brought Peter Merrill to the airport? 2. Why did Susan have to go to London? 3. Why couldn’t Peter join her? 4. How did he make his living? 5. Were Susan and Peter glad to see each other? 6. What were the pieces of news that Peter broke to his wife? 7. How did Susan take the most exciting news about the flat? 8. Why did Peter take a furnished flat? 9. What was Peter’s program for the day? 10. There was one more surprise for Susan, wasn’t there? What was it? 11. Did they enjoy their lunch? 12. Peter was a flop with the rissoles, wasn’t he? 13. What mistakes did he make while cooking them? 14. How did he feel about his failure? 15. How did Susan react to the incident?
7.10. Do you agree or disagree to the statements?
1. Peter refused to accompany his wife to London. 2. While Susan was away he moused about the house. 3. Peter had no news to break to Susan. 4. The idea of moving into a furnished flat depressed Susan. 5. Susan wasn’t much of a cook. 6. Peter grandly promised to teach her how to cook. 7. Rissoles were beyond comparison. 8. Peter was somewhat cocksure of his culinary skills. 9. Susan always had a smile and a word of encouragement for her husband. 10. In short she was a good daughter and a wonderful wife.
7.11. Remember the following verb-adverb combinations and report some statements using them.
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...said
gently breathlessly grandly airily shyly sadly guiltily
7.12. Quote some sentences from lhe text showing a number of different emotions: surprise, excitement, confusion, disapproval, encouragement
7.13. Report Susan’s utterances and explain what made her say so.
1. “I am happy about it.” 2. “I am a bit frightened.” 3. “I’ll try to be a quick pupil.” 4. “I wasn’t brought up very well.”
7.14. Explain what caused the following actions.
1. She had flown at once to London. 2. He walked quickly to her and gave her a mighty hug. 3. Susan ran into the kitchen. 4. He turned the switch to “High”. 5. He went into the kitchen and shut the door. 6. Susan lit a cigarette and waited for a moment or two.
7.15. Explain the undercurrent of these reactions.
1. Her eyes opened wide. 2. She frowned a little. 3. He stepped back rubbing his hands. 4. She regarded the frying-pan thoughtfully. 5. He stood at the stove, frowning down at the frying-pan. 6. She began to shake with laughter. 7. He went even redder. 8. He nodded his head guiltily. 9. She squeezed his arm. 10. He stared at her. 11. He laughed. 12. She smiled gently. 13. He looked at her sheepishly.
7.16. Point oul some facts lo ground the following statements. Comment on them.
1. “We don’t know very much about each other yet.” 2. “Life is full of surprises.” 3. “Logic and common sense-that’s all there is in cooking.”
7.17. Look through the text and tell your partner how one must cook rissoles.
7.18. a) Say what impression you formed of Peter and Susan. Find out your classmates' opinion. Make use of formulas eliciting opinions, introducing opinions.
b) Say what you learned about Peter by touching upon 1) his attitude towards Susan, 2) his attitude towards cooking.
7.19. Give the detailed retelling of the story.
7.20. Give the summary of the text
7.21. Tell the story as Susan would.
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PRONUNCIATION PRACTICE
8. Read the information about the Falling Tone-the Glide-Down in the Supplement (section II).
8.1. Find in the dialogue “A Cup of Tea” different communicative types of sen-fences and analyse the possibility of using the Glide-Down in them.
A Cup of Tea
Mrs Smith: How nice of you, Mrs Brown, to drop in. I’m so glad to see you. Jane and I are just having a cup'of tea. Do. join us.
Mrs Brown: Thank you ever so,much. I’ve been doing some shopping, as you can see, and I am a bit Thirsty. I’d1 * * 4 enjoy a cup with, you.
Mrs Smith: Jane, lay the table for Mrs Brown and bring some fresh buns and rolls from the pantry. I haven’t any cake to offer you today, Mrs . Brown, but I can treat you to a wide choice of jams, I’ve made this year. I’m especially fond of strawberry and black currant, while Jane prefers cherry. We always have several jars of 'raspberry jam in the house in case of colds. It’s a good remedy, you know. Strong-tea or. weak, Mrs Brown?
Mrs Brown: 'Weak tea,., please. What tasty buns you have here! Are they from the baker’s?
Mrs Smith: Jane did the baking today. She rather likes cooking.
Mrs Brown: Woul^l you mind telling me how to make such buns?, Mrs Smith: Most ^willingly. All you need* is a few cups of, flour, some .shortening (fat)', a little, yeast, four ^egg-yolks, a glass of. milk and v sugar. You knead the dough 4stiff, and then cut it up into tiny buns. When the dough hasxisen, you bake the buns in a hot oven for 20-25 minutes. It’s rather 'quick 4work and not much., trouble. Served with, tea, they are delicious. Help yourself to some more, .,Mrs Brown.
Mrs Brown: They’re simply wonderful with strawberry jam. I must have .'another.
Mrs Smith: Won’t you have another-cup of, tea?
Mrs Brown: I’ve had ’ quite enough, thank you.
8.2. Ground the usage of the Glide-Down in the following statements, questions, exclamations, commands.
1. How nice of you, Mrs Brown, to drop in. 2. I am a bit thirsty.
3. I’d enjoy a cup with you. 4. Jane, lay the table for Mrs Brown and
bring some fresh buns and rolls from the pantry. 5. Weak tea, please.
6. It’s rather quick work. 7. What tasty buns you have here. 8. Served
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with tea they are delicious. 9. I must have another. 10. I’ve had quite enough.
8.3. Record your reading of the dialogue. Play the recording back for the teacher and fellow-students to delect the possible errors. Practise lhe dialogue for test reading.
8.4. Answer these questions. Work with a classmate.
1. Was Mrs Smith delighted to see Mrs Brown at her place? 2. Did she offer her friend a cup of tea? 3. Why did Mrs Brown think she’d enjoy a cup of tea? 4. Did Mrs Smith suggest that Jane should lay the table? 5. What was Jane to bring from the pantry? 6. What could Mrs Smith treat her guest to? 7. What kind of jams had she made that year? 8. Why did she always have several jars of raspberry jam in the house? 9. Did Mrs Brown find the buns tasty? 10. Who did the baking? 11. Mrs Brown got interested in the recipe of the buns, didn’t she? 12. What foodstuffs were necessary to make the buns? 13. All Jane needed to make the buns was a few cups of flour, some shortening, a little yeast, 4 egg-yolks, a glass of milk and sugar, was that so? 14. Did she beat up everything into a mixture? 15. Was the dough kneaded stiff? 16. When the dough was kneaded stiff Jane cut it up into tiny buns, didn’t she? 17. Was it necessary to let the buns rise nicely before putting them into the oven? 18. How long did • Jane bake them?
8.5. Role-play the interaction with your partner for the class.
8.6. Listen to the text “Meals” and intone iL Find statements with the Glide-Down and practise them.
Meals
With the exception of breakfast, meals in England are much the same as in other countries. Most people have lunch at about one o’clock and dinner about half past seven or later. I expect you ' have heard all about the English breakfast, with its porridge, bacon and eggs and marmalade. In the afternoon, about four o’clock or half past, nearly 'everybody has a ’ cup of, tea and a cake, or a slice or two of bread and butter.
The two substantial meals of the day, lunch and dinner, are both more or Jess the 4same. You can have soup, fish, a joint and vegetables, sweet, cheese, and so on. At most places there is a fairly large choice and you can order whatever you like best.
8.7. Make up your own sentences by analogy.
The two substantial meals of the day, lunch and dinner, are more or less the same.
8.8. Speak with your classmate on how once you treated your friend to some tasty things.
9. Look, listen and read.
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ENGLISH CUISINE
Eating Out
Eating out? London offers something for everyone, rich or poor. For the one who also wants a little style, London offers a big choice. In London’s top restaurants one pays not just for the food, but also for the bands, the show and the name. They are famous for superb French and English cuisine and must be treated with respect - no open-necked shirts or trouser-suits here. You must also be rich enough not to worry about the bill.
For the working Londoner many cheap cafes offer the same monotonous menus of “meat and two veg”, “fish and chips”, “beans on toast”. In the busy main streets American-stylc fried chicken and hamburger1 bars are highly popular.
In the City there are many lunch places. A fixed menu of three courses there may cost less than that at one of the greater establishments. Extremely popular with the office personnel, who may have “luncheon vouchers”2 from their employer, they provide the main meal of the day to many regulars. The food can be unexcitingly English: steak-and-kidney pie3, spotted dick4, roly-poly pudding5 and custard. But at least the service is quick, and the bill modest.
There are now hundreds of fast food restaurants in Great Britain. They all serve the same food. Everywhere people eat the same hamburger (cheeseburger, fishburger), chips (fries), apple pie. And they drink the same drinks: coffee, cola, orange drink or thick milk shakes.
There are several foreign food centres6 in the West End that sell dishes peculiar to their countries. The Norwegian Centre serves a particularly good lunch of smoked fish. The Ceylon Tea Centre also has an excellent restaurant, specialising in serving many different varieties of Ceylon teas.
The foodshops cover most national specialities, and offer some very unusual foods as well. The selection of English and French cheeses is enormous, the variety of game, fish and poultry is endless, and in the fruit and vegetable department you can buy exotic fruits, or strawberries out of season. Some specialise in tinned and bottled foods from all over the world, and also have a mouth-watering selection of sweets and chocolates.
The English pub is a unique institution - it is a home from home. A long tradition stands behind the British pub (“pub” is short for “public house”). In earlier times Britons met in pubs to talk politics, strike a bargain or prepare for wars. Now, the pub serves many useful purposes. First, it is neutral ground, a place where you can entertain a friend. Also it is a place that is easy to leave, without all the formalities of a home visit. Secondly, the pub is classless, people of different social levels visit it. Surprisingly, many pubs in the middle of London have delightful gardens, attractive courtyards or tables outside where one can enjoy some fresh air. The pub may be decorated with old 110
clocks, copper and frosted decorated windows and have pleasant furnishings. Every pub has name, and a sign outside the door with the name on it.
The pub garden is one of the ways that the Englishman can happily take children to a pub at lunchtime, and while they tuck in7 to a plate of shepherd’s pie8 or bangers and mash9, the father can sip that much needed pint10 of beer.
(From “Welcome to Britain”)
Notes on the Text
1. hamburger ['haemba:ga| гамбургер, котлета, рубленый шницель в булочке (название по г. Гамбургу).
2. a voucher [ vautja] - a meal ticket.
3. steak-and-kidney pie (pudding) пирог с мясом и почками (рубленое. мясо и почки с салом, запеченные в дрожжевом тесте).
4. spotted dick (spotted' dog) разг, «пятнистая собака», вареный пудинг с изюмом.
5. roly-poly [roulr'pouli] pudding роли-поли, фруктовый рулет, пудинг с вареньем.
б. a food centre has a shop, where producers’ goods are displayed and sold, and a restaurant, where you can eat their special delicacies.
7. to tuck in разг, заглатывать, дайиться.
8. shepherd’s pie fjepadz'pai] «пастушья запеканка», картофельная запеканка с мясным фаршем и луком.
9. bangers and mash разг, сосиски с картофельным пюре (блюдо, особенно популярное у английских рабочих).
10. pint [paint] 1) пинта = 0,57 л (мера вместимости жидкостей и сыпучих тел); 2) разг, кружка пива.
9.1. Pronounce all the new words carefully. Make your classmates do the same after you.
VOCABULARY PRACTICE
9.2. Study the illustrations and give your own examples.
1. It offers a variety from snacks to full meals. 2. This baker’s offers a good selection of cakes. 3. The cafe offers food of high standard. 4. GUM, the leading department store in Moscow, offers you a rich assortment of souvenirs and gifts. 5. Moscow offers a rich choice of fine establishments for shopping and dining. There are several fine restaurants, shops and bars. 6. He proposed a toast to everybody’s success. 7. They proposed that a change should be made. 8. My friend has often suggested a trip to the Baikal but we have never gone there.
9.3. Insert “to suggest”, “to offer”, “to propose” or their noun derivatives.
1. May I ... you another helping of soup? - No more, thank you. 2. He ... going to the country for the week-end. 3. She ... her help with
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the shopping, and I was thankful to her. 4. I ... that we should first ring him up to make sure he is at home. 5. Mike ... going to the art exhibition. 6. Your ... is very tempting, but I cannot accept it. 7. The plan which you ... is very interesting and I am ready to try it. 8. I refuse to take anything he ... me. 9. What do you ... doing now? 10. There’s no sense in that ... .
9.4. Translate into English.
1. Он предложил мне билет на сеанс в 10 часов вечера, но я отказался, так как это было слишком поздно. 2. Она поинтересовалась, что магазины предлагают в качестве подарков к Новому году. 3. Я видела, что она несла тяжелый чемодан, и предложила ей помочь. 4. Лена предложила всей группе поехать на экскурсию в Москву. 5. «Могу ли я предложить вам свои услуги?» - спросил он. 6. Поскольку погода прекрасная, я предлагаю прогулку в парк. 7. Я предлагаю переменить тему разговора. 8. К сожалению, мне нечего вам предложить. 9. Молочный магазин предлагает молоко разливное и в бутылках, сметану в баночках, свежие яйца, сыр и многое другое. Выбор действительно большой и разнообразный.
9.5. Pick out from the text some colourful adjectives characterizing the English cuisine.
9.6. Make up a list of traditional English and Russian dishes.
ORAL PRACTICE
9.7. Ask your partner
1. if London meets all the tastes in food; 2. if there is a wide choice of restaurants, cafes, lunch places, pubs where one can kill his inner man; 3. where one can have a meal and enjoy oneself thoroughly; 4. where one usually has a bite; 5. why meal tickets (vouchers) are popular with the working Londoner; 6. where one can have a cheap lunch in London; 7. what makes the service quick and the bill modest at lunch places; 8. about th$ role of foreign food centres and food shops in Britain; 9. if the Englishmen are proud of their pubs; why; 10. why the English frequent pubs; 11. what attracts pub-goers; 12. the names of the traditional English dishes.
9.8. These sentences are all about the text Are they true or false?
1. The charges for meals are very low in Britain. 2. The working Londoner prefers simple meals (plain food). 3. Pubs are mainly for meeting your friends, and having a drink and a meal. 4. The business man in London usually finds it impossible to come home for lunch, and so he goes to a cafe or a restaurant.
9.9. Pick out some details that make the reader feel the truth of the following statements.
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1. English food is standardized, and, in general, rather dull and inimaginative. 2. There are many foreign food centres because Britain nas no tradition of excellent food. 3. Meals at fashionable restaurants are of a very high standard. 4. There is nothing like an English pub. 5. There is monotony (a sameness) about English food that makes it uninteresting.
9.10. Give as many reasons as you can (or pieces of evidence) supporting the following theses. To express your opinion use the introductory phrases given above.
1. London offers some choice for everyone, rich or poor. 2. Britain has to import a great variety of products. 3. The English pub is a unique institution. 4. At lunch places with monotonous or fixed menus the bill is rather modest.
9.11. Give your impression of some market or food shop. (See the picture below.)
9.12. Ask your friend to a coffee bar or a hamburger bar. Make use of the formulas of request, acceptance and refusal.
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CONVERSATION PRACTICE
9.13. Group Work. Intermediate role play.
Student A. You are a TV commentator. Organize a TV talk about cooperatives. Begin by stating that to improve the supply of food is an urgent economic, social and political task. Introduce Victor Orlov, the chief of the cooperative “Heavenly Bakery”. Interview some of the regulars. Their opinions are somewhat contradictory. Summarize the arguments and close the debate.
While reporting on other people’s opinions use:
A. thinks that ... In B.’s opinion/view ...
It seems to C. that ... They feel that ...
Their view is that ...
Student B. You are Victor Orlov, the chief of the cooperative “Heavenly Bakery”. Prepare a two-minute speech over TV. In your speech say:
a) what difficulties you had to overcome to organize your cooperative;
b) what you intend to achieve in the near future.
Student C. You object to cooperatives on principle. You give your opinion strongly speaking about the prices which are not reasonable, it doesn’t suit all pockets. List other disadvantages.
Studio audience: You are a member of the studio audience. You can take any opinion you like. You are free to 'speak and ask questions to the speakers and other audience members.
Students D. and E. You are the two regulars of the cooperative bakery.
Student F. You are very much in favour of the small bake-house and the cooperatives. List their advantages. One good point that you can tell the TV-viewers is that there is a great variety/a large display of high-quality goods; the bakery offers a fine selection of cakes; the coffee bar is cheerful and it gives excellent service. Recommend other people to join the customers.
While getting ready for roleplaying do your own advertizing. Intensifiers may be very helpful, indeed. Here is an example of an ad:
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Heavenly Bakery
LOVELY, CREAMY FANCY CAKES HAVE THEM WITH LIS!
We offer you G - О - О - D sandwiches, delicate cakes, delicious pastries
10. Listen to the dialogue and find statements and special questions in it Analyse them from the phonetic point of view. Read the sentences and explain the tune.
Expecting Guests
Mother: Jane, dear, the Browns are coming to visit us today and I should like to treat them to a really good dinner. Do help me. I’m so pressed for time.
Jane: Gladly, Mother. I have some time to spare, and you know I’m not so bad at cooking.
Mother: Then let’s draw up the menu and see what provisions we’ll need. What kind of soup do you think they would like?
Jane: I’m sure they’ll find beet soup with sour-cream delicious.
Mother: Well, I don’t object to that and you can cook it yourself: you really are very good at it.
Jane: Shall we have fish or meat for the second course?
Mother: If I am not mistaken Mrs Brown prefers fish to meat; as for her husband, he doesn’t like fish at all. I suppose we’d better have fish and meat. The women can have stuffed fish with boiled potatoes while Dad and Mr Brown will have roastbeef, Yorkshire pudding1, roast potatoes, carrots, Worcester sauce2 and mustard.
Jane: Mother! And what about salad?
Mother: Goodness! Of course we must have some kind of appetizer. I quite forgot about it. Only let’s have a nice salad of fresh vegetables - tomatoes, cucumbers, radish, green peas and lettuce - with mayonnaise, besides it can be made in no time.
Jane: Oh, and what wonderful stewed fruit we can make of apples, pears, plums and cherries for dessert.
Mother: Remind me, darling, to ring Father up and tell him to come home early. On his way home he can drop in at one of the shops and buy a bottle of wine and some sweets.
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Notes
1. Yorkshire pudding [ja:kjta 'pudiij] йоркширский пудинг (жидкое тесто, которое запекается под куском мяса на рашпере и впитывает стекающий сок и растопленный жир).
2. Worcester sauce [wusta sa:s] вустерский соус (пикантный соевый соус).
ORAL PRACTICE
10.1. Answer these questions. Work with a classmate.
1. Who did the mother and Jane expect on a visit? 2. What did the mother ask Jane about? 3. What were they going to cook for dinner? 4. Why did Jane want to cook fish? 5. Why did they decide at last to have both fish and meat? 6. Did the mother forget about salad? 7. They thought it was necessary to have some kind of a starter, didn’t they? 8. They decided to make mixed salad with cheese, didn’t they? 9. What did they plan to make for dessert? 10. The mother decided to drop in at a shop and buy some sweets, didn’t she? 11. What do you think of the menu of their reception?
10.2. Are the following statements true or false?
1. The mother would like to treat the Browns to a real fine dinner. 2. Jane was sure the guests would find beet soup to their taste. 3. The mother and Jane agreed to cook fried chickens for the second course. 4. The mother forgot about salad. 5. The mother thought that the guests would find mixed salad delicious. 6. Jane and the mother decided not to cook appetizers. 7. Jane was good at cooking beet soup. 8. Mrs Brown preferred fish to meat. Her husband did not care for fish at all. 9. Jane and her mother decided to cook both fish and meat. 10. The mother asked Jane to buy some ice-cream for dessert.
10.3. Siudy the following idioms. Use them in sentences of your own.
to kill one’s inner man; to know which side one’s bread is buttered on; to keep the flat spick and span; to keep smth in an apple-pie order; as keen as mustard; as soft as butter; as cool as a cucumber; as sweet as a nut; as fit as a pudding for a friar’s mouth; as different as chalk from cheese
10.4. Read the following proverbs and say under what circumstances you would use them.
1. It’s no use crying over spilt milk. 2. Too many cooks spoil the broth. 3. First come, first served. 4. The proof of the pudding is in the eating. 5. One man’s meat is another man’s poison. 6. Hunger is the best sauce. 7. Every cook praises his own broth. 8. Eat to live, live not to eat. 9. Better an egg today than a hen tomorrow. 10. A watched pot never boils. 11. Eat at pleasure, drink with measure. 12. Hope is a good breakfast but a bad supper. 13. After dinner comes the reckoning. 14. You can’t make an omelette without breaking eggs.
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Let the proverbs help you in your arguments. Introduce them by:
There’s always a grain of truth in what people say.
People are right saying...
As the proverb/saying goes...
It just goes to show the truth of the phrase...
10.5. Which of the following statements is true?
1. English pubs provide warm and comfortable atmosphere. 2. English pubs are rich in variety and interest. 3. They are usually cheerful, elegant and carefully kept places.
10.6. What can be said about traditional English dishes?
1. They are nourishing but unimaginative. 2. They usually give the satisfaction to the eye and tongue. 3. Very few people actually enjoy them.
10.7. What advice would you give to a tourist to Britain?
1. It would be a good idea to acquaint oneself with English cuisine. 2. An enthusiastic tourist will certainly get much there. 3. Give the whole of Britain a miss!
10.8. What impression do you have of English lunch and lunch places?
1. Lunch places are extremely popular with the office personnel. 2. Regulars enjoy the main meal of the day at cheap cafes and bars. 3. The menus are usually monotonous.
10.9. Comment on the following statements.
1. Food is a subject that interests everyone. 2. There is a sameness about English breakfast and dinner that makes them uninteresting. 3. The British feel proud of their traditional cuisine. 4. The British pub is a unique institution.
10.10. Speak on the following situations. Engage your classmates in the conversation.
1. You visited a cafe. You liked it; however, your friend disliked both the food and the service.
2. Discuss the advantages and disadvantages of having meals at a canteen.
3. You are going out of town next Sunday and you are discussing your cooking.
4. You like your soup to be flavoured with parsley, parsnips, garlic and what not. Your mother is not so flavour-minded as you are.
5. Your mother is an enthusiastic cook. She did her best to teach you and your sister cooking.
6. Say a few words about the dishes an English housewife usually cooks for the family.
10.11. Tell a foreign visitor of the Russian cuisine.
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10.12. Talk on likes and dislikes in food. Acquaint yourself with the text and interview the classmates.
Let me tell you of the Clarks’ food: what they choose to eat, what they refuse to eat and what they give others to eat in private.
In fact, they enjoy simple, unfussy cooking such as boiled beef and carrots or cutlets with parsley butter or vegetable meals. In practice the youngsters usually snatch things from the fridge and eat in front of the TV.
Steak and kidney pie is a great favourite of the father. The mother has the richest taste. She is fond of pizza, various hamburgers. She is also a great curry lover.
Their tastes in fruits vary. The father goes for apples and grapes, while the rest are dying for bananas and peaches.
A typical menu might start with a thoroughly good soup, such as a clear soup, followed by fish, attractively garnished, with cream sauce. As for meat, lamb is the most common main course, served with seasonal vegetables: potatoes are very much favoured. The meat course is followed by a salad, and the meal is finished by a sweet, such as ice cream or orange juice.
Again like most of us, they have some fairly strong dislikes: garlic is absolutely forbidden.
As in any household, economy plays an important part. Mrs Clark has no domestic hobbies and doesn’t sew or knit. She can’t bear housework. But she is an enthusiastic cook. They do make a fuss of birthdays: the mother suggests arranging a special dinner or candlelit situation, the children are very good at drawing and can make fantastic cards.
Group Work
10.13. Prepare for a round table talk putting forward your arguments either in favour or against some cuisine (or dishes). In your discussion touch upon the following.
1. Sensible eating habits and a balanced diet.
2. Eat to live, live not to eat.
3. Different cuisines.
4. The quality of food and service at the canteens and cafes.
5. Eating out.
6. Christmas food.
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----------To express your opinion use the following:
This is my way of looking at it.
In my view...
Welt, I wouldn’t say that exactly...
Yes, but...
It’s true but...
That’s one way of looking at it, but...
I think it goes further than that...
There’s something in what you say but...
Very much so.
SUMMARIZING
A summary is a brief statement, a short version of the important ideas in a reading selection. A summary is an economical, abridged, explanatory way of recording information from a reading assignment.
Use the following strategies when writting a summary:
1. Drop needless details.
2. Look for key words and phrases, and sentences, use them in your summary.
3. Write the summary in paragraph form, using complete sentences.
4. Use as few words as possible without being too brief.
5. Include the author, title and date.
Assignments: Summarizing
a. Get ready to write a summary of the following text. Read it carefully, paragraph by paragraph sorting out essential information and minor details.
How to Be Your Best
I. I love my work and I hope you do too. Some of you may be figuring out how to find time to do the cooking, the cleaning, the upbringing of your kids, and all the while being a companion to your husband. It seems impossible to play all these roles well and have any time left over to be yourself.
II. Setting priorities can be a difficult task. For me, my family is the first priority, they’re always number one on my list. But finding time for myself poses a problem. I solved it by getting up early. The most important advice I can give you, as one working woman to another is: save some time for yourself each day. Be a little selfish - do something to pamper yourself.
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III. Remember, your future happiness lies in being emotionally and physically fit enough to meet the difficulties of today’s hectic lifestyle. Your dreams can come true if you believe in them and work toward them. But make no mistake about it, work is the key to success in anything that you want to do well - there’s no substitute for hard work. And the road to success is always easier if you get and stay fit.
IV. The first thing is independence. It’s the feeling that your life is under your control and not at the mercy of a job, a boss or a husband or anything else.
The second factor is harmony. In other words, you have strong, positive relationships at home, at work and in the community. You feel in tune with your surroundings.
Next comes perspective. Having perspective means that you can see the “bigger picture” of your life-where you’re going and where you’ve been, so that today takes on a special significance.
The final factor is simply called tone. Tone is how you feel about your body, your physical well-being and appearance.
V. Doctors say we shall live longer if we
1. love our job;
2. keep our ideal weight;
3. know the methods to reduce stress;
4. do not smoke;
5. get enough sleep;
6. engage in regular physical activity;
7. are aware of blood pressure;
8. follow sensible eating habits;
9. have a good social support system;
10. keep a positive mental attitude.
You have a million details to take care of. A well-rounded, healthy lifestyle with lots of support and a balance between work and rest will reduce the risk of nervous breakdown.
VI. Let’s take a look at the ideal woman. She has a successful career, yet when she arrives home from the office, she’s never too tired to spend time with her adorable children and wonderful husband. She is a great cook and her house is spotless. She exercises every day and, no matter how busy she is, the superwoman takes time to dress fashionably, apply her make up perfectly and enjoy an expensive perfume.
I want you to feel like this forever: energetic, exciting, radiant.
(From Joe Welder's “Shape”. November, 1985) b. Point out the main idea of each paragraph and answer these questions.
1. What do you discover after analysing the daily routine of a working woman? 2. What is number one on her priority list? 3. How can she withstand the difficulties of life? 4. What are four essential factors to make life harmonious? 5. What doctors’ advice is of primary importance? 6. What is the image of an ideal woman?
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c. Sum up how to be your best. Talk over with your classmates some maxims. Use the following.
To go over the main points...
Firstly..., secondly...
Finally, I’d like to...
In conclusion, I would say that...
To sum up...
1. Family is the first priority. 2. Work is the key to success in anything. 3. Autonomy, positive relationships, perspective and tone are the factors which constitute happiness.
d. Write in 10 sentences the summary of the text
REVIEW
11. Interclass check. Ask your classmates (partner)
What’s the English for?
what’s the Russian for?
1. питательный, существенный, основной, плотный
2. получиться удачным, иметь успех
3. съесть добавку
4. пить черный кофе/кофе с молоком
5. колбаса, сосиски
6. крупы
7. кефир
8. замесить тесто
9. соленые и маринованные огурцы
10. гречневая каша
11. угостить кого-л. разнообразными салатами
12. подавать чай с булочками
13. угощаться, пробовать ,что-л.
14. с удовольствием выпить чашку чая
15. предложить помощь.
16. гастроном/универсам
17. рыбные консервы
18. мясорубка
19. закуска
20. очень вкусный, приятный, восхитительный
21. рацион питания
1. to frequent
2. sociable
3. filling
4. to flavour
5. a frugal supper
6. exciting news
7. to keep fit
8. to run out of cereals
9. plain food
10. to grate, a grate
11. a cupful of flour
12. to dress with mayonnaise
13. minced meat
14. I have had quite enough
15. to dine out
16. home-made
17. it is a treat
18. a monotonous menu
19. recipe
20. tough
21. instant (coffee, soup)
22. to be on a diet
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11.1. How many English equivalents for the following do you know?
предлагать; удобный; вкусный; прекрасный; считать/думать; угощать/угощаться; привлекательный/волнующий; резать/отре-зать; пленительный
BECOME PROFICIENT
11.2. Make up a quiz by analogy and question your classmates.
11.3. Make up a list of topical vocabulary to the subtopics “Baking”, “Dessert”, “Appetizers”, “Snacks and Drinks”.
11.4. Ask your classmates to translate these sentences into English.
1. В фешенебельных ресторанах Лондона вам предложат превосходные блюда английской и французской кухни. 2. В международных продовольственных центрах можно увидеть огромный выбор дичи, рыбы, птицы, а от выбора фруктов и прочих экзотических деликатесов просто текут слюнки. 3. Такие английские блюда, как пудинг с изюмом, фруктовый рулет, драчена, выглядят очень привлекательно и приятны на вкус. 4. Вы сохраните хорошую форму, если будете питаться регулярно. 5. Чтобы сварить манную кашу, нужно молоко, манная крупа, соль, сахар и сливочное масло или варенье для любителей. 6. Кофе будет > вкусным, если его подать со сливками. 7. Английский паб-уникальное заведение. Это второй дом, куда можно прийти с семьей или друзьями. 8. Питание - тема, которая интересует всех.
Group Work
11.5. Talk it over with your classmates.
I. 1. Can you have a bite at your college buffet at any time? 2. It gives the satisfaction to your eye and tongue, doesn’t it? 3. They say that there are many various dishes in our buffet, is that so? 4. In what way do you usually have a snack: by vouchers or not? 5. What’s your most favourite dish at our buffet? 6. Can vegetables and fruit be bought there?
II. 1. How many meals do you usually have a day? 2. Do you have each of them at home? 3. Do you cook your dishes yourself? 4. Do you always have soup for dinner? 5. What kind of food do you prefer: meat, vegetables or milk products? 6. What dishes can you cook best of all? 7. Do you like to receive guests? What do you treat them to and how do you entertain them? 8. What delicious things do you have on holidays?
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III. 1. Do you have your meals at the canteen? 2. I’d like to know if sometimes the soup is uneatable at our canteen? 3. What do you usually have for the first course? What is your diet in general? 4. What is important in a rational diet? 5. Give your choice of dishes for breakfast, dinner, supper. 6. What food does a vegetarian diet consist of? 7. What is usually missing in a vegetarian diet?
IV. 1. When you were on vacation at home, what used you to have for breakfast? 2. Who cooked breakfast for you? 3. Describe, please, the first dish, which you had for dinner. 4. Do you know how it’s made? Can you cook it yourself? 5. What about the second one? Was it tasty? 6. What did you have for dessert? It was your summer vacation and it appears to me you had fruit for it. Am I right? 7. By the way, what kind of fruit do you have on your menu as usual?
V. 1. What are your favourites in food? 2. What don’t you like to eat? 3. What foodstuffs are popular with your family? 4. What appetizer do you favour? 5. What kind of dressing would you like? 6. What is one kind of food you wouldn’t like to have tonight? 7. Have you ever tasted pizza or Big Mac? 8. Which country’s food is spicy?
11.6. “A Reception”. Student-class interaction. Guidelines on role play:
1. Act out a 45-minute talk. Mind the setting, the topic, your social relationship, your attitude.
2. Main roles: the Cooper family (3: the father, the mother, their son Tom, a language student); the Smith family (3: the father, the mother, their daughter Irene, a medical student); a fruiterer, a confectioner; a groupmate of Tom Cooper; Andrew, Irene’s boy-friend.
3. The Cooper family:
“We are having guests tonight.”
Mrs Cooper, the hostess, breaks the news of a visit and starts discussing the details with her husband and son. They talk over a shopping list (the son insists on buying more sweet things and fruit), make up the menu. The father does the shopping attending the confectioner’s and the fruiterer’s. The Mother cooks the meals and lays the table. The son lends a helping hand.
The Smith family:
“We are going on a visit to the Coopers tonight.”
Mr Smith lets his wife and daughter know they have been invited to 5 o’clock party at the Coopers’. Irene, his daughter, can’t go because she is having a date with her boy-friend Andrew. However, she makes up her mind to get him on the phone and explain the situation. She promises to call him up after the party too. The family discusses the problem of a souvenir and finally decides to present Tom Cooper, with a dictionary.
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At the table the young people discuss their college life, the ladies exchange recipes, the gentlemen talk politics and the latest football (hockey) match. A sudden visitor, Tom Cooper’s groupmate, drops in to find out the time-table and exchange the news.
While leaving the Smiths pay some compliments to the hosts and invite them to their place.
Irene gets Andrew on the phone and gives a short account of the party.
4. Linguistic input:
a) Topical vocabulary: “College and College Life”, “At Home”,
English Meals”.
b) Helpful phrases:
It’s really, really good.
It is very, very handy.
He is an exciting person.
It’s great! It’s a real thing.
What a wonderful dictionary!
It’s fantastic!
It’s fascinating!
Absolutely lovely!
Absolutely nice!
What a charming girl!
5. Non-linguistic input: some authentic material from the Teacher’s Book.
Unit TALKING ABOUT CLOTHES
Functions: Describing a procedure. Asking for advice. Comparing quality. Complimenting. Responding to compliments.
Main language points: Verbals. Infinitive without to. Use of articles with abstract nouns.
Other language points: Word-building. Negative prefixes.
Study skills: Using the dictionary. How to choose the best word.
Reading skills: Developing narrative details. The setting and characters. Reading clothing labels.
Writing activities: Note-taking skills. Paraphrasing.
Classroom English: Organizing pupils’ learning activities. Speaking about a picture.
To the Student
Every year brings in new fashions and shades. If you care a lot about your clothes and how you look in them, you give the matter a creative thought and regular attention. To save time and trouble, some people buy ready-made clothes, others prefer to have them made to order.
What is the most reasonable approach to fashion in general? How should a teacher dress? Do you believe in the value of school uniform and the importance of neatness in appearance? These and other problems will be discussed in this Unit.
1. Look, listen and read. Pre-listening task:
a) Listen and read the following essay written by Katina Layne, a tenth-grade high school student from Sacramento, California Make a list of items of the school uniform mentioned by Katina
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b) What are the possible approaches to the problem of the school uniform? t
THE UNIFORM BLUES
I attend a high school which requires that a certain uniform be worn. The outfit1 consists of a navy blue and white herring-bone skirt, a white shirt with a collar, either a navy or white sweater or school sweatshirt, navy or white socks to match2 and shoes. (We’re all females here, as you may have guessed.) The point of the uniform, we are told, is to have everyone look the same, thus eliminating competition and the expense of buying popular brands3 of clothes. That’s all well and good, but let’s face it, uniforms are boring! After all, who wants to look like a clone of everyone else9 Since we have no choice but to wear the uniforms, we students must rely on our resources to relieve us from the “uniform blues”.
One common approach students take to the problem is simply to wear unauthorized articles of clothing and hope that no one notices. Popular “illegal” garments4 include collegiate sweatshirts, turtlenecks, jean jackets, coloured sweaters and longjohns5 (a real favourite in the winter). The challenge, of course, is to escape detection. For example, some students layer their, illegal clothing, topping the look off with a uniform sweater. Others spend their time avoiding teachers, hiding in groups, slumping6 in their desks, and skulking7 - whatever it takes to remain inconspicuous8. Surprisingly, this approach occasionally works, mainly because of the dilemma faced by teachers: how do you check five thousand items of clothing worn into your classroom each day and still have time to teach class?
Unfortunately, there’s a price to be paid for ignoring the rules. For one thing, students may find that their teachers tend to nag and lecture them. Worse yet, the offender runs the risk of having her clothes confiscated. I remember a time in the middle of January when about half of my science class wore longjohns and sweatpants school under their skirts. The teacher was so upset that he made us go to the locker room to take them off; then he announced that the items would be put into the supply of clothing the school donates to charity! Worst of all, breaking the rules9 can backfire, resulting in an even stricter10 dress code. For instance, a couple of years ago we were permitted to wear any plain white or navy sweatshirt, but students started pushing too far by wearing other colours. The penalty was that for a long time we were restricted to wearing the school sweatshirt. You’d think we’d have been smart enough to foresee this possibility, but it’s probably in our nature to “push things to the limit”.
A second approach to the uniform blues is the “proper” one - using authorized methods in a creative way. Most students choose this approach, either because they prefer it or because it’s just easier, [individual hair styles, make-up, shoes, jewellery, and school bags are just some of the areas we are allowed to be creative with. Sticking to
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I he rules can be very beneficial at times, especially in obtaining extra ptivileges. For instance, we are now allowed to wear other sweatshirts on Fridays. Another good point about dressing “properly” is that it helps get teachers off your back.
You might think from what I’ve said here that I oppose the uniforms. Actually, I like them for their simplicity. They also save a lot of lime and money. As for the boredom, hey; look on the bright side - if we didn’t have the uniforms to overcome, we might lose our “creative edge”. In a strange way, we’d also probably end up looking like students everywhere else! (How’s that for a contradiction?)
(From “English”)
Notes on the Text
l, outfit л-a set of clothing, e.g. summer/winter outfit.
2. to match-to be equal, to correspond in colour, -quantity, quality, etc.; to go well (with); e.g.
The carpets match the wall-paper.
These ribbons do not match your hat.
Compare:
to fit-to be of right measure, shape and size for (esp. of dress).
The dress does not fit her it is a bit too loose in the waist and tight round the hips.
to become - to look well on.
She has a kind of gift for clothes. Everything she wears becomes her without fail, to suit - to satisfy, to meet the demands/requirements/interests of.
A woman should wear the length that suits her own proportions, don’t you think?
3. brand n-named product made by one manufacturer; brand name- name applied to one product.
4. garment n - article of clothing.
'» longjohns n, p/-long underpants.
h, to slump - to sit/to lie clumsily.
7 lo skulk - to hide away because you are planning something wicked; прятаться за чужую спину.
Н inconspicuous adj-not very noticeable.
’» lo break a rule - not to keep a rule. (See other phraseological combinations with this verb on p. 141.)
Ill, Strict adj-a) severe, harsh: b) exact, precise (meaning); строгий, требовательный.
Compare:
Stern - harsh/strict (pitiless) - строгий, суровый, неумолимый, e.g.:
A teacher should be strict, but not stern.
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VOCABULARY PRACTICE
1.1. Choose the right word.
a) wear, put on, take off, change into, dress
1. After a cold shower I ... a pair of jeans and a sweater which is a very convenient outfit to ... at home. 2. “Oh, bother! I’m always mislaying things! Where’s my hat?” “But you’ve already ... !” 3. These modern artificial textiles are very reliable. They don’t shrink, don’t fade, in a word, they may ... for years. 4. She ... her coat and silently tiptoed upstairs. 5. I would never ... this dress to the office. 6. She was ... in slacks, blouse and headscarf. 7. Bill ... his shirt and examined the collar to see if it were clean enough to be worn again. 8. He’d ... the same baggy suit with shiny trousers for a week at a time. 9. Janet ... out of slacks ... a dress. 10. Roy ... with exquisite care the next morning. He ... his most fashionable suit, a silk shirt, a pair of suede shoes.
b) fit, match, go with, become, suit
1. The jacket does not ... me. I should have some alterations made. 2. The old woman looked suspiciously at the trousered girls around her. She thought trousers did not ... the occasion at all. 3. A dark woollen costume ... her like a glove. 4. What colour tie will you recommend ... my light grey shirt? 5. I don’t think black shoes will ... with your brown coat. 6. Black is my favourite colour, they say it ... my fair complexion. 7. The dress is to my taste but the price doesn’t ... me. 8. The sweater was high in the neck for warmth, with long sleeves. It ... perfectly. 9. I’m afraid this yellow hat doesn’t ... your red coat. 10. Betty needed something warm to take with her and thought that a cardigan would ... her.
1.2. Give Russian equivalents tor lhe Following.
* 1. The point of the uniform is to have everyone look the same, thus eliminating competition and the expense of buying popular brands of clothes. 2. Who wants to look like a clone of everyone else? 3. Surprisingly, this approach occasionally works. 4. There’s a price to be paid for ignoring the rules. 5. Breaking the rules can backfire, resulting in an even stricter dress code. 6. It’s probably in our nature to “push things to the limit”. 7. Individual hair styles, make-up, shoes, jewellery, and school bags are just some of the areas we are allowed to be creative with. *8. Another good point about dressing “properly” is that it helps get teachers off your back.v9. If we didn’t have the uniforms to overcome, we might lose our “creative edge”.
1.3. Give English equivalents for the following words and word combinations. Use them in sentences of your own.
бумажный спортивный свитер без воротника; темно-синяя юбка; джинсовые куртки; форма, форменная одежда; белая блуза с 128
воротником; раздевалка со шкафчиками для личных вещей; нарушитель; свитер с высоким воротом; исключить соревнование (в одежде); косметика; уникальные прически; неразрешенные предметы одежды
1.4. How many of these opposites do you know?
a) authorized, conspicuous, legal, boring, upset, strict;
b) to break a rule, to permit, to oppose, to lose, to like, to end
1.5. Look at the following words and say what they have in common. Are they all used in the same way?
beautiful, lovely, pretty, charming, attractive, good-looking, handsome
Which of these nouns do they combine with?
a woman, a man, a child, a dress, a present, a dog, a flower, weather, view, a landscape, a day, a voice, a picture, furniture
1.6. Supply the missing prepositions and adverbs where necessary.
1. Pupils usually rely ... their resources to relieve them ... the “uniform blues”. 2. A common approach pupils take ... the problem is simply to wear unauthorized articles ... clothing and hopq that no one notices. 3. There’s always a price to be paid ... ignoring the rules. 4. Breaking the rules can result ... an even stricter dress code. 5. It is probably ... students’ nature lo “push things to the limit”. 6. There is a certain dilemma faced ... teachers. 7. Many pupils like uniforms ... their simplicity.
1.7. Translate into English.
1. Этот цвет мне идет, но сидит это платье на мне очень плохо. 2. Она искала шляпу в тон своему светло-коричневому пальто. 3. Мне кажется, тебе не идет этот цвет. 4. Покрой этого платья ей очень идет. 5. Жакет не очень хорошо сидит на тебе, он узок в плечах. 6..Какого цвета шарф ты мне посоветуешь купить, чтобы он гармонировал с моим темно-синим пальто? 7. Ей очень идут шляпы с большими полями. 8. Меня не устраивает цена этих туфель. 9. Я стараюсь, чтобы предметы моей одежды сочетались друг с другом.
ORAL PRACTICE
1.8. Now read the text carefully and answer the following questions. Begin when possible your answers with:
I believe... The thing is...
I think... The fact is...
As far as I know...
1. What is Katina Layne? 2. What does the school she attends re-
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quire? 3. What is the point of the uniform? 4. Why do many pupils oppose the uniforms? 5. What is their approach to the problem? 6. What do they do to escape detection? 7. Does this approach occasionally work? Why? 8. What is a price paid for ignoring the rules? 9. What is the “proper” approach to the uniforms? 10. Why do most pupils choose this approach? 11. What are the areas they are allowed to be creative with? 12. What is Katina’s attitude to the uniforms?
1.9. What Do You Think?
a) Work in pairs and compare lhe lists you made while listening to the texL b) Answer the questions.
I
1. Do you believe in the value of school uniform and the importance of neatness in appearance? 2. Do you agree that the school uniform creates a sense of belonging, helps raise the tone of the school and avoid competition in dress? 3. Should make-up or jewellery be worn in school? 4. How should a teacher dress? Do you think conspicuous clothes should be a taboo in class? Why? 5. Is the saying “Clothes do not make the man” true?
1.10. Imagine that you’ve just returned from a study tour to Great Britain where you visited several secondary schools. Speak ot the problem of school uniform as English school leavers see it. The information about uniforms worn by the pupils of Broadwater County Secondary school. Famcombe, might be of some help to you.
Uniform
Items of school uniform have been chosen with an eye to cost, availability and utility.
Boys’ Uniform
Winter and summer
• White or plain blue shirt
• Navy blue long sleeved sweater with BROADWATER in gold
« Dark grey or black trousers
• Navy blue tie with gold stripe
• Black/grey/brown shoes
• White, grey or black socks
Girls’ Uniform
Winter
• White or plain blue shirt
• Navy blue long sleeved sweater with BROADWATER in gold
• Navy blue skirt
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• Navy blue tie with gold stripe
• Black/brown/grey/navy blue shoes
• Flesh coloured/navy blue tights or white/blue socks
Summer (Optional)
• White or plain blue short sleeved blouse
• Navy blue cotton or linen skirt
• Black/brown/navy blue/white sandals
It is no easy matter to be up with the fashion, is it? Of course, ready-made clothes save us a lot of trouble, but unfortunately they aren’t always to our liking and, what is more, not all of us have standard figures to wear them. In this case you’d better go to the tailor’s or the dressmaker’s.
2. Listen to Mr Baker describing his visit to the dure of having a thing made to order?
tailor. What is the usual proce-
At the Tailor’s
This morning I’ve been to my tailor’s to order a new suit: coat, waistcoat and trousers. I should have liked to order a new overcoat as well, as my old one is nearly worn out, but just now I can’t afford it. I shall have to wait till next year for that. But I might get a raincoat later on.
My tailor always has an excellent stock of materials to choose from, and I think I’ve chosen what’ll be the most suitable for my purpose. I’ve had my measurements taken and I’m going again in a fortnight’s time for the first fitting. After I’ve tried the suit on, the tailor will probably find it necessary to make a few alterations, and he’ll
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mark the places for pockets, buttons and buttonholes. Then he’ll ask me to return later on for a final fitting, just to make sure that the suit fits really well. When the suit is ready, I’ll pay for it and get-a receipt.
My wife has also been buying some new clothes this week. She’s bought herself a fur coat and a ready-made costume, that’s to say, a coat and skirt. She’s been trying to find a silk blouse to match, so far without success. But when she went to the milliner’s, she did succeed in getting just the right hat, in the very latest fashion, or so she says. It would seem that the one she bought three weeks ago is already out of date.
2.1. Can you answer these questions?
1. What did Mr Baker order at the tailor’s? 2. Was he eager to order a new overcoat as well? Why didn’t he? 3. Was Mr Baker offered an excellent stock of materials to choose from? 4. What did > the tailor do then? 5. What was the first fitting for? 6. How many fittings did Mr Baker usually have? 7. What was the second fitting for? 8. What had Mrs Baker bought that week? 9. Did she succeed in buying a silk blouse to match her new costume? 10. Was Mrs Baker particular about her clothes? What makes you think so?
2.2. Explain the meaning of ,the following words and word combinations. Use them in sentences of your own.
Example: a dressmaker - a person who makes women’s clothes
a tailor; a two-piece suit; a three-piece suit; off the peg clothes; a reliable fabric; shrinkproof; waterproof; to alter a dress; to try on a summer frock; a cardigan; a jersey; a blazer
2.3. It you happen to buy an article of clothing which doesn’t fit you, you should alter it What alterations can you suggest if
the wind-cheater is long in the sleeves? the trousers are too baggy? the dress is too tight at the waist? the skirt is too short? the coat is broad in the shoulders? the shirt is too loose?
2.4. Give the most suitable Russian equivalents for the following.
a collar: turnover, stand up, round, tailored;
a skirt: flared, fully-lined, pleated;
a frock: tight-fitting, loose-fitting, sleeveless, low-cut;
a shirt: plain, coloured, striped, polyester, open-necked;
shoes: high-heeled, flat-heeled, patent leather, suede
2.5. Tell your classmates how you once had a dress/suit/coat/blouse, etc. made to order.
2.6. Describe your a) winter, b) summer outfit.
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CAN I HELP YOU?
Sometimes we walk into a shop and know exactly what we want. At other times, we can’t make up our minds. We look at something; we check the price; we try it on; and still we can’t decide. The list of phrases gives you all the language you need if you can’t decide.
Shop assistant:
Customer:
-May I help you?
- What can I do for you?
-Yes?
- Would you like some help?
- What would you like?
-Are you looking for something?
*- Do you need help? You look lost.
3. Work in pairs - one person is the shop Work with the following list of purchases and the dialogue
- I’m afraid I don’) know.
-I’m afraid I can^t'decide.
- I’m afraid I can’t made up my mind.
-I’ll have to think about it.
-I’m really not sure.
-1 think I’ll leave it, thank you. (This fixed phrase is used when you want to say you are not going to buy anything and are going to leave the shop.)
assistant, the other is the customer, skeleton below.
a shirt, a pair of Levi cords, a dress, a tie, an anorak, a hat/a beret, a pair of sandals, a sweater, a pair of gloves, etc.
Assistant- Excuse me, can I help you?
Customer: I’m looking for a ...
Assistant- Size? Colour? Price?
Customer: (You can’t decide.)
Assistant. Well, what about ...?
Customer: (You still can’t decide.)
3.1. Work in pairs or in small groups. Discuss what one can buy
at the ready-made clothes department; at the haberdashery department; at the hosiery department; at the millinery department; at the footwear department; at the knitted goods department
3.2. Ask your classmate
if there are many department stores in his/her native town; if he/ she is fond of shopping; if he/she likes to buy ready-made clothes; if he/she always tries a thing on before buying it; what size he/she takes in suits/dresses/shoes/gloves; what hats are to his/her taste; what trimmings are in fashion now; if it is sensible to buy a thing that doesn’t fit you; what suits/dresses/trousers/skirts are in fashion now;
1 what he/she wears when going to the theatre; what he/she wears when going skiing
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3.3. Discuss with your partner the advantages and disadvantages оГ buying readymade clothes.
3.4. You’ve come to the dressmaker’s/tailor’s to order a two-piece costume/suiL Choose the cloth, discuss the style, make an appointment for the first fitting.
READING CLOTHING LABELS
The law says that clothing you buy must carry certain labels. Clothing tags and labels come m many shapes and sizes. These labels tell you what brand name you’re buying. They tell you what various items of clothing are made of. And they tell you how to care for these items. Following the instructions on care labels helps you get the most wear and satisfaction from the clothes you buy. Labels that tell you how to care for an item of clothing must be permanent. They are usually woven or printed labels. They \vill be found inside clothing. They are often sewn into seams.
Assignments: Reading Clothing Labels a. Read lhe instructions on the labels below. Answer the questions about the labels. Use the letter with each label to answer lhe questions.
А В C
Do not dry-clean
Hand wash only-drip-dry*
Iron on reverse side with cool iron
Dry-clean
Touch up with warm iron
Machine wash 2nd dry
Steam iron at medium setting
Hand wash -Line-dry
Steam iron at warm setting
Machine wash at cold setting-gentle cycle
Drip-dry
Iron on reverse side with cool iron
Machine wash and dry at warm setting
Iron while damp with warm iron
F
drip-dry - to dry without wrinkles when hung up dripping wet.
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G
H
Machine wash warm
Line-dry only
Iron on reverse side with cool iron
Hand wash -Drip-dry
Steam iron at warm setting
1. Which item of clothing must be dry-cleaned? 2. Which item should be hand washed only? 3. Which items require steam ironing? 4. Which item must not be dry-cleaned? 5. Which items must not be dried in a dryer? 6. Which items should be machine washed in warm water? 7. Which items should be ironed on the wrong side? 8. Which item should be ironed while , damp?
b. Check your understanding of clothing labels. Read the following label. Then answer the questions about iL
Permanent Press. 60% Polyester. 40% Cotton. Machine wash in warm water with the like colours. No bleach. Tumble dry at medium setting
1. The words “permanent press” on a garment mean ... . 2. To wash with “like colours” means to ... . 3. Can this garment be bleachejl? ... . 4. Can this garment be dried in a clothes dryer? ... . 5. Should this garment be washed in hot water? ...
WORD-BUILDING: NEGATIVE PREFIXES
A prefix is a word-building morpheme preceding the stem. It modifies the lexical meaning of the stem.
agree - disagree decent - indecent
fill - refill graduate - postgraduate
Both the simple word and its prefixed derivative mostly belong to the same part of speech. Some prefixes, though, form a different part of speech from the original word; when added to a verb-stem, they may change an intransitive verb into a transitive one.
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Bill: I went out to get a blue pullover with a V-neck, short sleeves and a pattern, and I came home with a brown one with a high neck, long sleeves and no pattern.
Ted: You must be too easy to take in. You’ve got to learn to stand up to these high-pressure salesmen. They’ll sell you all sorts of things you don’t want if you don’t watch out.
Bill: Next time I’ll send my wife. She’ll probably sell something to the salesman.
5.4. Find in the dialogue sentences with the Glide-Up and the Take-Off. Practise them.
5Л. Record your reading of the dialogue. Play the recording back for the teacher and fellow-students to detect the possible errors. Practise the dialogue for test reading.
5.6. Work in pairs and use these sentences in your own dialogues, making them personal.
What do you think of my new...?
This isn’t what I wanted really.
The salesman sold it to me before I realized what happened.
I really wanted...
It doesn’t look too bad.
5.7. You’ve come home with a pair of new shoes (boots/sandals, etc.). Improvise a conversation with your mother (father/sister/brother).
Prompts: for everyday wear/for special occasions, high-heeled/flat-heeled, with pointed/square toes, leather/pat ent leather/suede/leather with a suede trimming, to pinch across the toes, to match/to go well with, to stretch with wearing
THE ENGLISH VERBALS: THE INFINITIVE WITHOUT “TO”
All English grammars distinguish between finite and non-finite forms of the verb which are also called the verbals. The infinitive, the gerund and the participle are the English verbals.
The infinitive developed from the verbal noun and has a double nature, nominal and verbal. The infinitive can function in a sentence as the subject, a predicative, an object. Its verbal characteristics are as follows: the infinitive of transitive verbs can take a direct object; it can be modified by an adverb; it has tense distinctions (the infinitive of transitive verbs has also voice distinctions).
In Modern English the infinitive is chiefly used with the particle to. Still there are cases when the so-called bare infinitive (the infinitive without to) is used.
Look at this:
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Forms of the Infinitive
A. Simple Continuous Perfect Perfect Continuous Active Passive
to write to be writing to have written to have been writing to be written to have been written
B. Simple Continuous Perfect Perfect Continuous to come to be coming to have come to have been coming -
6. Work in pairs. Ask your partner if he/she witnessed the Following actions and let him/her answer. Use the bare infinitive after the verbs “hear”, “see”, “watch”.
Example: Classmate: Mary complained about the faulty clock she
bought last week.
You: Did you hear her complain?
1. John tried on another pair of shoes for summer wear. 2. The shop assistant explained to the customer how to get to the haberdashery department. 3. Helen bought a smart blouse trimmed with lace. 4. Mrs Brook reproached her husband for buying a raincoat which didn’t fit him. 5. It took Allan an hour to pack up, as there were so many things and all seemed indispensable. 6. Florence trimmed her blouse with embroidery. 7. The dressmaker marked the places for pockets and buttonholes. 8. Ruth praised the stylish cardigan her sister had knitted.
6.1. Reassure your friend.
Example: -That worries me.
- Don’t let it worry you.
1. That frightens me. 2. That irritates me. 3. That drives me to despair. 4. That puzzles me. 5. That infuriates me. 6. That makes me helpless.
6.2. Find out the reason for the person’s behaviour. Use the bare infinitive after the verb “make”.
Example: Classmate: Harry had to give up the idea of going to the Baltic seaside.
You: What made him give up the idea of going to the Baltic seaside? nQ
1. Anne refused to help me about the house. 2. Dad returned from the country a week earlier. 3. The driver stopped the car. 4. Bob cut two lectures last week. 5. Jack cot suspicious. 6. Nancy lay in the sun for three hours. 7. They pulled down the house. 8. He called an emergency meeting. 9. Mrs Hardy cancelled the appointment. 10. Arthur gave his consent.
6.3. Give your friend a piece of advice. Use the hare infinitive after “Why not...?” “You'd better... ”.
Example: Classmate: My black shoes are completely worn out.
You: You’d better have them heeled and soled. (Why not have them heeled and soled?)
1. I’d Eke to buy a ready-made dress/suit for the New Year party. 2. When I came home and tried the dress on I discovered that I looked like a scarecrow in it. 3- Mother insists on my buying a deini coat. 4. As black is in fashion again 1 tnink I’ll have a smart dress in black. 5. Here we are with the suitcases packed and delivered and with absolutely nothing to do for another couple of hpufs. 6. The coat is of superb quality, warm, comfortable and smart. 7/The shoes pinch a bit but I think they will stretch with wearing. 8. I can’t do all the shopping by myself. 9. I’m afraid, 1 can’t afford this stereo. It’s too expensive. 10. I’ve no idea what to do with the wool.
6.4, Work in pairs or in small groups. Express your preference using lhe bare infinilive after “I'd rather...”.
Example: Classmate: Would you like high- or flal-hceled shoes?
You: I’d rather get a pair of flat-heeled shoes. They are more comfortable for everyday wear.
1. Would you like your trousers flared or narrow? 2. Do you prefer to buy ready-made clothes or have them made to order? 3. Would you like your jacket with a zip-fastener or with buttons? 4. Would you Eke your summer frock/shirt made of polyester or cotton? 5. Would you like a sweater with or without a pattern? 6’. Would you rather have a pullover with a high-neck or V-neck? 7. Would you like to go to the cinema or watch an interesting TV program? 8. What would you rather have? A hamburger or a cheeseburger?
6.5. Role-play the inieraction be I ween a shop assistant and a customer. The shop assistant helps lhe customer choose a length ol cloth for a dress/suit, etc. (Use the bare infinilive to express advice, suggestion, choice, preference.)
USING THE DICTIONARY: HOW iU CHUUSK Utt BES1 WUKU
Do you know how useful a dictionary is?
A word can mean more than one thing. A dictionary gives you
these meanings. The dictionary also tells you how to pronounce a word. And it gives you the part of speech of the word. Some dictionaries use a word in a sentence, too. A word listed in a dictionary is called an entry.
Many people use the dictionary when they are not sure of the spelling of a word: there are certain words that trip up even the best spellers. If you can’t find a word in the dictionary, you may be misspelling it.
Dictionary entries are in alphabetical order. Guide words help you locate a word. They are at the top of the page. Guide words give the first and last entries on a page. You decide whether tbe entry you want is between the guide words. Instead of two guide words to a page, some dictionaries use one. The guide word on tbe page to your left is the first entry on that page. The guide word on the page to your right is the last entry on that page.
Assignments: Using the Dictionary
•. Sludy the dictionary entry below. Then answer lhe questions about this entry.
break i. и (a) split/crack (where two parts have broken), (b) quarrel (c) break tn the weather = change in the weather (d) rest period; coffee b. - period where you stop work for a cup of coffee; morning b. » short period of play during the morning st school, (e) he had a lucky b. - his bad luck changed, (f) al b. ot day « at dawn, (g) series Of shots in snooker. 2 v (broke, broken) (a) lo fall to pieccs/to smash (sth) into pieces; my watch is broken - my watch has stopped working; it broke her heart = she was extremely upset; he broke lhe record for the high jump = did better than anyone had ever done before, (b) we are breaking even - we are not making a loss or a profit, (c) not to keep (a promisc/a rale), (d) the storm broke storm suddenly started, (e) (of boy’s voice) to become deeper as the boy grows older, (f) to cushion (a fall), (g) (of wave) lo grow tall and crash down.
l.How many definitions are given for the word “break”?
2. Which definitions are for
“break” as a noun?
3. Which definitions are for “break” as a verb?
4. Use definition 2(c) in a sentence of your own.
b. Use the Oxford Dictionary of Current Idiomatic English to check lhe meaning of the following two-word verbs with “break”. Noie down the meanings.
break into, break out, break down, break through, break away, break in
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Translate these sentences and say which meaning you think is being used.
1. “Hold on, I’ll just find some change. I don’t want to break a ten pound note.” 2. Police caught a burglar breaking into a house in Warwick Street. 3. The flu epidemic broke out before Christmas. 4. Timothy’s car broke down. 5. They broke in through an upstairs window which the owners had forgotten to close. 6. The man broke away from his captors, but they gave chase and saw him ... climbing over the wall into Bingly prison!
c. Use your dictionary to check the correct spelling of the words below. One word in each pair is spelled correctly. Write out the correct spelling.
1. recommend, reccommend
2. accomodate, accommodate
3. fulfill, fulfil
4. occassion, occasion
5. benefit, benifit
6. nineth, ninth
7. offerred, offered
8. vaccuum, vacuum
9. omitted, omited
10. occurred, occured
11. committee, comittee
12. valueable, valuable
13. seperate, separate
14. arrangement, arrangment
READING PRACTICE
7. Pre-reading task: Read the text and make a list of facts to prove that
a) Mrs de Winter was impatiently waiting for the fancy ball.
b) The new appearance of Mrs de Winter influenced her inner state.
c) Mrs de Winter looked exactly as Miss Caroline de Winter on the portrait and was sure to surprise her husband and the guests.
DRESSING FOR THE FANCY BALL
by Daphne du Manner
“What’s the time?” I said carelessly, yawning a little, pretending I did .not care. “I wonder if we ought to think about going upstairs.:.?”
As we crossed the great hall on the way to our rooms to dress for the fancy ball I realized for the first time how the house lent itself to the occasion, and how beautiful the rooms were looking. Even the drawing-room, formal and cold to my consideration when we were alone, was a blaze of colour now, flowers in every corner, red roses in silver bowls on the white cloth of the supper table, the long windows open to the terrace, where, as soon as it -was dusk, the tairy lights would shine.
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I found Clarice waiting for me in my bedroom, her round face scarlet with excitement. We giggled at one another like schoolgirls, and I bade her lock my door. There was much sound of tissue paper, rustling and mysterious... The dress fitted perfectly. I stood still, hardly able to restrain1 my impatience while Clarice hooked me up.
“It’s handsome, Madam,” she kept saying, leaning back on her heels to look at me. “It’s a dress for the Queen of England.”
“How is it? How do I look?” I did not wait for her answer, I twisted and turned in front of the mirror, I frowned, I smiled. I felt different already, no longer hampered by my appearance. My own dull personality was submerged at last. “Give me the wig,” I said excitedly, “be careful, don’t crush it, the curls mustn’t be flat.” I took hold of the soft gleaming2 curls with trembling fingers, laughing under my breath, looking up at Clarice.
“Oh, Clarice,” I said, “what will Mr de Winter say?”
I covered my own mousy hair with the curled wig, trying to hide my triumph, trying to hide my smile. Somebody came and hammered on the door.
“Who’s there?” I called in panic, “you can’t come in. Go away, go on down.”
I did not recognize the face that stared at me in the glass. The eyes were larger surely, the mouth narrower, the skin white and clear. The curls stood away from the head in a little cloud. I watched this self that was not me at all and then smiled; a new, slow smile.
“Oh, Clarice!” I said. I took the skirt of my dress in my hands and curtseyed to her, the flounces3 sweeping the ground. “Unlock the door, I’m going down.”
I peered through the archway at the head of the big staircase, and looked down on the hall below.
They were there. Giles, in his white Arab dress, showing the knife at his side; Beatrice in her extraordinary green garment; poor Frank self-conscious and slightly foolish in his striped jersey and sea-boots; Maxim, the only normal one of the party, in his evening clothes.
Once again I looked at the picture of Caroline de Winter hanging in the gallery.
Yes, the dress had been copied exactly from the portrait. The puffed sleeves, the sash4 and ribbon, the wide floppy hat5 I held in my hand. And my curls were her curls, they stood, out frbm face as hers did in the picture. I don’t think I have ever felt so excited before, so happy and so proud. 1 waved my hand at the man from the band and then put my finger to my lips for silence.
“Make the drummer announce me,” I whispered, “make him beat the drum, you know how they do, and then call out Miss Caroline de Winter. I want to surprise them below.” He nodded his head, he understood.
Then the sound of the drum echoed in the great hall. I saw them look up surprised and bewildered from the hall below.
“Miss Caroline de Winter,” shouted the drummer.
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Notes on the Text
1. to restrain - a) to hamper, to limit; b) to control one’s feeling.
2. to gleam - to shine with subdued steady light of moderate brightness.
Synonyms:
(a) to shine - to emit rays of light.
The sun is shining brightly today.
(b)to sparkle - to throw out sparks.
Her eyes sparkled with joy.
(c) to glisten - to shine by reflection with a sparkling radiance or with the mild luster of a wet or oiled surface.
The grass glistened with the dew.
3. flounce n - border of ruffled cloth (attached to a skirt, etc.).
4. sash n - ribbon.
5. floppy hat-a hat with soft rims.
7.1. Answer these questions working with a classmate. Try to describe the setting, the action, Mrs de Winter’s emotions. Use the following connectives:
Evidently...
Fortunately...
As for...
The thing was...
In a word, ...
Surely...
On the one hand, ...
on the other hand...
1. Why did Mrs de Winter pretend not to care for the fancy ball? 2. What did she realize walking to her room across the great hall? 3. Why did Clarice feel excited? 4. What did Clarice think of the dress? 5. Did Mrs de Winter think that her own dull personality was submerged at last? 6. What did she put on her head? 7. Why didn’t Mrs de Winter want to see anybody? 8. In what way did Mrs de Winter’s appearance change? 9. Wbat did she feel? 10. Whom did Mrs de Winter see in the hall below? What costumes were the guests wearing? 11. Why was Mrs de Winter satisfied looking once again at the portrait in the gallery? 12. Why did she call up a man from the band? 13. Did she manage to surprise everybody?
7.2. What Do You Think? Work in pairs, make use of the list you made up while reading the text
1. Do you agree that a fancy ball is a great thing? What makes you think so? 2. Do you think the costume Mrs de Winter was going to wear was a brilliant one? 3. Do you think that dressing up for the fancy ball made Mrs de Winter feel happy and excited? 4. Do you think she would manage to surprise her husband and guests?
7.3. Are these statements true or false?
1. Mrs de Winter pretended that she did not care for the fancy ball. 2. The house looked different. It lent itself to the occasion. 3. Mrs 144
de Winter and her maid were excited. 4. The dress was a dreadful fit. 5. Mrs de Winter could not overcome her gloomy feelings. 6. Mrs de Winter did not want to put on the wig. 7. She could not recognize the face that stared at her in the glass. 8. The other guests had already gathered in the hall. 9. They were not wearing fancy costumes. 10. Mrs de Winter’s dress had been copied from the portrait of Miss Caroline de Winter. 11. Mrs de Winter had never felt so dull and disappointed. 12. She did not want herself to be announced. 13. She managed to surprise her guests and her husband.
7.4. Find in the texi sentences with the direct speech. Note them down and report to your partner. Pay special attention to the imperative sentences.
7.5. a) Make up a list of feeling words used in the text, b) Compare it to those nf your classmates, c) Describe Mrs de Winter’s feelings and emotions.
7.6. Make up a list of words to describe Mrs de Winter’s dress.
7.7. Now give a detailed account of the events. Imagine a) you are Mrs de Winter; b) you are Clarice; c) you are one of the guests. Follow these strategies to structure your narration:
DEVELOPING NARRATIVE DETAILS: THE SETTING AND CHARACTERS
1. Develop the setting - when and where the action occurs. It provides a physical and emotional context in which the action takes place. The physical setting includes sensory details such as sounds, smells, and so on. The emotional setting is the mood, such as excitement, fear, or suspense, that surrounds the action.
2. Develop characters. Vivid descriptions of physical and emotional traits will allow the listeners to visualize the characters and understand their actions and motivations behind their behaviour.
3. Make your narration logical, use different connectives.
7.8. Work in pairs. Improvise a conversation
a) between Clarice and another maid who could not see Mrs de Winter at the ball;
b) between two guests.
VOCABULARY PRACTICE
7.9. Choose the right word. Explain its meaning.
a) shine, sparkle, gleam, glisten
1. Drops of water ...‘on the grass. 2. The wet road ... the light of the approaching car. 3. His eyes ... with delight. 4. The moon ... through the clouds. 5. The night was dark and a lonely flame of fire
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... in the distance. 6. The lights ... brightly and the hall was ifull of people.
b) clothes, dress, frock, garment, robe
1. In the corner there was a basket for dirty ... . 2. Her new ... was made of red velvet. 3. Mr Yahi-Bahi was sitting in the chair, his strange ... was covering him from his neck down. 4. Miss O’Hara appeared to be a' pretty young lady in an extraordinary ... . 5. She did not want to take many things with her, only some light summer ... perhaps. 6. Your ... should always be well ironed.
7.10. Write Sentences with the following words and word combinations.
fancy ball; to fit perfectly; to hook; lo restrain one’s feeling; wig; gleaming curls; triumph; to be in panic; flounces; an extraordinary garment; an evening dress; puffed sleeves; a sash and ribbons
7.11. Give Russian equivalents for the following.
1. There was much sound of tissue paper, rustling and mysterious. 2. The dress fitted perfectly. 3. I took hold of the soft gleaming curls. 4. I covered my own mousy hair with the curled wig. 5. Giles, in his white Arab dress, was laughing loudly. 6. Maxim was’ wearing his evening clothes. 7. The flounces of her dress swept the ground.
7.12. Give English equivalents for the following.
лента; широкополая шляпа; рукава с буфами; платье, срисованное с портрета; полосатая тельняшка; роскошная одежда; широкая (свободная) одежда (халат); сдержать нетерпение; сияющие глаза
7.13. Give synonyms to the following.
a dress; a sash; to shine; a suit; to suit; to restrain; ruffle
7.14. Fill in the missing prepositions and adverbs in the text below. Read the text.
You are lucky if you care a lot ... your clothes and how you look ... them or if you don’t care at all. If you care a lot you give the matter creative thought and regular attention. You develop gradually a sixth sense which sometimes enables you to understand what the fashion experts are talking ... .
It is equally good not to care at all. If you feel this way you can wear your leather motorcycling jacket ... your maxi evening gown, ankle socks and medium-heeled pumps, and feel perfectly happy ... the whole thing. If this is your area of serenity - enjoy, enjoy!
It is the in-between person who is ... trouble, the lady who cares only a bit, most ... the time and very much - once ... a while. It is for this troubled spirit that the following notes are included.
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Indeed, fashion people inhabit a never-never land. And yet somehow, they keep it going. And they manage to keep many women ill ... ease about what they are doing and wearing. Their marvellous double talk even makes them buy clothes that make them feel more ill ... ease than ever.
For instance, they do this. They tell you this is the year ... the Lean Leggy Look. To prove it they show you a group ... short-jacketed, short-skirted plaided suits ... a group ... starving models who would look leggy wearing circus tents, for they are all six feet two and not a hip in the lot. So hopefully you try ... a new short-jacketed, short-skirted suit and you find that the suit turns you not lean leggy but short-squatty. The pockets have been masterfully placed to widen a girl where she least wants to be widened. Then the short jacket underlines your newly broadened base and the waist-line is skilfully designed to add a good three inches ... your own.
You see, the fashion experts won’t face simple facts. They won’t admit that those starved models are the only people who could look lean and leggy ... those fat-making suits.
7.15. a) Make up questions based on the above given text and let your classmates answer them, b) Work in pairs or in small groups. Discuss the modern style of women’s/men’s clothing.
COMPLEMENTING. ACCEPTING A COMPLIMENT,
%.
Do you like to pay compliments? Are you good at accepting a compliment or do you become embarrassed? Accepjrtngja compliment is sometimes more difficult than paying one!
You may compliment people c their personal qualities or abilities, etc. Examples:
Neutral
- What (a) nice/smart...!
- That’s a (very) nice/smart ... (you’re wearing).
- Those are (very) nice/smart ... (you’re wearing).
- You look (very) nice/smart. ... suit/suits you (very well)
i their clothes and appearance, on on something they made, mended,
1. - Those are very nice-looking shoes you are wearing!
- Do you really like them? Do you think they match my handbag?
- Yes, they do. And they go very well with your hat, too. You have very good taste in clothes.
-Thank you.
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Informal
-1 like the...!
- (Mm!) You look great/terrific/ fantastic, etc.
- You’re looking good! ... is/are really terrific/super/smashing/ lovely/fantastic, etc.
- What a/What super/smashing/ terrific, etc. ...!
Formal
- May I say how elegant/en-chanting, etc. you look?
- If I may say so,... is/are quite charming/enchanting
Responses
2.-Your dress is fantastic, Mary!
- Oh, thank you. I bought it at that new shop thdt’s just opened.
3.-May I say how elegant you look?
- It’s very kind of you to say that.
- Oh, thank you.
-That’s very kind of you (to say that).
- Do you really think so?
-Thanks. I needed that.
- You’ve made my day!
8. Work in pairs, paying and accepting compliments in turn. You may use your own ideas or the ideas below.
a coat; a sweater; a hat; a raincoat; a hairdryer; a meal; hair style; English pronunciation
8.1. Sometimes we want to “play down” the compliment
Example: -1 really like your dress, Mary.
- Oh, thank you. I’ve had it for years.
Working with your partner, malch the above given ideas with the following ways of “playing down” a compliment.
1. Oh, it took no time at all. 2. I hope it’s not too vulgar! 3. I spent a year in Great Britain. 4. I’ve just changed my hairdresser. 5. It’s from Marks and Spencers. 6. It took me a long time to find it. 7. I wanted a double-breasted one. 8. I’m not keen on the colour myself.
8.2. a) Listen lo an extract from a lecture on youth culture, b) Put down all the words and expressions showing reason, result or cause, c) Listen to the extract again and discuss the following with your partner.
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1. What do we mean by “youth culture”? 2. Why were clothes an expensive item for the family of the 1920s or 1930s? 3. Have things changed since then? Why? 4. What led to rapid changes in fashions and styles?
. YOUTH CULTURE: FASHION V
Pre-listening Vocabulary
teenager teenage market technology
percentage income
man-made fibres
8.3. Write a paragraph entitled
“Summing up”, based on the lecture you’ve lis-
tened to.
8.4. Use these English
idioms in sentences of yours. First make sure that you
know what they mean.
to be dressed up to the nines; to wear one’s heart upon one’s sleeve; to give away the shirt off one’s back; to know best where the shoe pinches; to be in somebody’s shoes; to have a bee in one’s bonnet
8.5. Comment on the following proverbs and sayings (explain their meaning, give their Russian equivalents). Say under what circumstances you would use them in speech.
1. Cut your coat according to your cloth. 2. When the pinch comes, you remember the old shoe. 3. Every man has a fool in his sleeve. 4. It’s not the gay coat that makes a gentleman. 5. Near is my shirt, but nearer is my skin. 6. Every cloud has a silver lining. 7. Fine feathers make fine birds.
A paraphrase is a restatement of a passage, a quotation, or a poem, in the reader’s own words. It is about the same length as the original and is written in complete sentences. Writing a paraphrase will help you to understand, word for word, what you read.
Writing a paraphrase is also a form of note taking that you can use to do research for a written or an oral report. To avoid plagiarism, you must include specific information about the source of the notes.
Use the following strategies when writing a paraphrase:
1. Carefully read the entire selection before writing a paraphrase.
• 2. Look up any words or phrases that you do not understand.
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3- Write in paragraph form. Use complete sentences.
4. Include the author’s name, title of publication, and so forth when using a paraphrase in a research project.
Read lhe following poem and the paraphrase.
The Net
by Sara Teasdale (1884-1933)
I made you many and many a song,
Yet never one told all you are-
It was as though a net of words
Were flung to catch a star;
It was as though I curved my hand And dipped sea-water eagerly,
Only to find it lost the blue Dark splendor of the sea.
Paraphrase:
I wrote you many songs, but not one of them perfectly reflected your personality. It was as if I tried to catch a star with a net of words. It was as if I tried to capture all the colour and beauty of the sea in a handful of water.
Assignment: Paraphrasing
On your paper, write a paraphrase of the following extract from S. Maugham’s story “Jane”. Use the preceding strategies.
Oddly enough the woman who sat on the left of the host had by her fantastic appearance attracted my attention the moment I was ushered into the crowded drawing-room. She made no attempt at youth, for she was conspicuous in that gathering by using neither lipstick, rouge nor powder. Her dress was cut very low, with short skirts, which were then in fashion, in black and yellow; it had almost the effect of fancy-dress and yet so became her that though on anyone else it would have been outrageous, on her it had the inevitable simplicity of nature. And to complete the impression of an eccentricity in which there was no pose and of an extravagance in which there was no ostentation she wore, attached by a broad black ribbon, a single eyeglass.
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BECOME PROFICIENT
Organizing Pupils’ Learning Activities: Speaking About a Picture
9. Fill in prepositions where necessary.
Remember:
to look at the picture
to see in the picture
to point to something
to ask questions about/on the picture
1. Let’s talk ... this picture. 2. Hang ... the picture. 3. Anne, come ..... the board and describe ... the picture. 4. Look ... the picture. 5. What do you see ... the picture? 6. What is there ... the picture? - There is a living-room ... the picture. 7. Point ... the settee ... the picture. 8. Ask and answer questions ... the picture. You can work ... groups of 2 or 3 if you like.
9.1. Act out fragments of an oral interaction workshop.
a) Make lhe students describe different articles of clothing to the class. The following diagram shows the usual order of adjectives. You won’t often find them all in one sentence.
What’s it like How big? What shape? What colour? What’s the pattern? What’s it made of?
beautiful ugly cheap expensive sleeveless wide-brimmed small big medium- sized averagesized long short round square oval pointed flat rectan- gular pale bright light dark red yellow check striped plain flowered spotted silk cotton tweed velvet satin crepe
b) Set the task to the group.
c) Ask the students to describe the pictures in turn.
d) Comment on the student’s answers. Make use of the phrases given in the Supplement (section Ill).
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REVIEW
10. Interclass check. Ask your classmates (your partner)
What’s the English for?
1. модный галстук
2. фасон
3. замшевая куртка
4. женский костюм
5. первая примерка
6. шерстяной джемпер
7. застежка-молния
8. переделать (платье)
9. плащ '
10. переодеваться
И. туфли на высоком каблуке
12. хорошо сидеть
13. выходной костюм
14. шуба
15. устареть, выйти из моды
16. отдел головных уборов
17. юбка со складками
18. шарф ручной вязки
19. гармонировать, подходить по цвету
What’s the Russian for?
1. to button a coat
2. an open-necked shirt
3. to pinch across the toes
4. a receipt
5. a wide-brimmed hat
6. leather gloves
7. a polo neck sweater
8. walking shoes
9. the haberdashery department
10. pure wool
11. a tailored three-piece
12. hard-wearing cotton
13. single-breasted
14. for everyday wear
15. a waistcoat
16. a reliable fabric
17. to trim with lace
18. loose-fitting
19. clothes off the peg
20. shrinkproof
10.1. How many synonyms io the following do you know?
a dress; ready-made; close-fitting; without sleeves; to make loose to take off a dress and put on another one; to match; trousers
10.2. Insert prepositions or adverbs where necessary.
1. May, I try this dress .„ ? I don’t think it fits me perfectly: it is too tight the hips.. 2. I’m sorry but we have these dresses only ... blue. 3. This hat won’t go ’ .^^your coat and besides its colour is too bright^you. 4. What size do you take'Zi gloves? 5. What colours are
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j„ fashion this season? fe. At last I’ve decided ... a light-blue dress without sleeves.r;7. what price are these brown buttons? 8. I want to buy a grey handbag to match T. high boots. 9. When I come home I change’^.? a pair of jeans and a sweater. 10. Lfc the big window of Central Department Store we saw a marvellous display 'i?’ women’s clothes everyday wear.
10.3. Translate into English.
I. 1. Простите, где отдел готового платья? - На втором этаже напротив отдела головных уборов. - Спасибо. 2. Что бы вы хотели? - Покажите мне вон то светло-серое шерстяное платье. - Какой размер вы носите? - 46. Можно его примерить? - Конечно. Примерочная направо. 3. Мне кажется, вам пойдет вот это платье с большим воротником и карманами. - Да, это мой стиль. Сидит прекрасно. 4. Как он выглядел вчера? - На нем был элегантный костюм из темной шерсти. Он был бледен и немного волновался. 5. Было жарко, и мужчины были без пиджаков. 6. Ты должен эти брюки переделать. Они плохо на тебе сидят.
II. 1. Чем я могу вам помочь? - Мне нужны вечерние туфли на высоком каблуке. - Какой размер вы носите? 2. Примерьте вот эти лаковые туфля. - Боюсь, что левая туфля мне немного жмет. - А вот эти? - У них слишком высокий каблук. 3. Может быть, вы примерите вот эти темно-вишневые кожаные туфли? - О, какой прекрасный цвет! Я думаю, они пойдут к моему вечернему платью. 4. У тебя сильно стоптались каблуки на сапожках. Надо сделать набойки. 5. Это не мой размер. Подберите мне, пожалуйста, босоножки на размер больше.
Group Work
10.4. Talk it over with your classmates.
I. 1. Are you particular about your clothes? 2. What clothes do you prefer - ready-made or made to order? Why? 3. What articles of clothing are bought ready-made? 4. Where can you buy dresses, suits and coats? 5. And what about underwear, socks, tights, stockings? 6. What are our clothes made of? What textiles can you name? 7. What fabrics are called reliable? 8. Is knitwear popular nowadays? What knitted things can you name? 9. What do we call clothes we wear every day? in winter? in summer?
II. 1. Who makes clothes for women? men? 2. What are the advantages of having a thing made to order? 3. Does it give you a lot of trouble to have a thing made to order? 4. Why are you asked to come for the fitting twice? 5. What is done by the dressmaker/tailor by the first fitting? 6. What is the second fitting for?
III. 1. Why do people sometimes prefer clothes off the peg? 2. Do we always have to bother our heads about alterations if we buy ready
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made things? 3. What alterations can be made to a dress that is too tight? loose? long? short? 4. Where can you have a dress/suit/coat, etc. altered? 5. Do you always try on a ready-made dress before buying it? 6. Have you ever bought anything that did not fit you? 7. Is it easy to alter an old fashioned dress? 8. What dresses/suits are in fashion now?
IV. 1. Are shoes an important item of our outfit? 2. What size do you take in shoes? 3. Have you ever had shoes that pinched? 4. Shoes usually stretch with wearing, don’t they? 5. What shoes are most convenient for everyday wear? 6. Do strong walking shoes go well with a smart dress? 7. Are high boots in fashion now?
10.S. “Shopping at the Department Store”. Student-class interaction. Guidelines on role play:
1. Act out a 25-minute shopping tour. Mind the setting, the topic, your social relationship.
2. Attitudes: informal, friendly; official, business-like.
3. Main roles: the Carter family (5: the parents and their three children: Norman - 25, Rosemary - 14, Celia - 17); Edna Lee, Norman’s girlfriend; Tracey Smart, an acquaintance of Norman and Edna; shopassistants (3).
4. The situation:
Norman Carter lives with his parents and two younger sisters. In a week he is going to Sweden on business. It’s his first business trip abroad. The Carters discuss the list of things Norman should take along. It turns out that he needs a pair of shoes and a new umbrella.
Norman and his girlfriend Edna go to one of the shopping centres with numerous indoors shops.
At the footwear shop they are offered a wide selection of shoes - leather, suede, plastic. Norman tries on two pairs before he decides on a pair of reasonably priced black leather shoes.
Then Norman and Edna go to the haberdashery shop and buy an umbrella. At the exit they come across Tracey Smart, their old acquaintance. Tracey tells her friends about a stylish woollen sweater she has just bought. It’s a hand-knitted polo neck sweater in a beautiful pattern.
The young people discuss the problem of souvenirs and buy some.
Tracey invites her friends for a cup of tea. Edna and Norman accept the invitation with thanks.
5. Linguistic input:
a) Topical vocabulary.
b) Language focus: the bare infinitive.
c) Functional phrases: greeting someone; asking for advice; advising someone to do/not to do something; suggesting; complimenting; responding to compliments, thanking.
6. Non-linguistic input: some authentic material from the Teacher’s Book.
Unit
5
VISITING THE THEATRE
Functions: Making plans. Accepting/declining an invitation. Exchanging impressions. Trying to change one’s opinion.
Main language points: Verbals. Infinitive (continued). Gerund.
Other language points: Use of articles with miscellaneous proper names. Special difficulties in the use of articles.
Reading skills: Study skills: Writing activities: Developing narrative details. Effective listening. Writing a reproduction. Organization and development. Typical faults.
Classroom English: Some useful hints about conducting a lesson. Response to pupils’ requests. Teaching pupils to ask for permission to speak, ask questions, etc.
To the Student
Studies do keep you busy, but they say the busiest man finds the most leisure. Events and entertainments of all kinds are always taking place and you are offered a variety of ways to spend an evening: music and arts festivals, concerts and exhibitions, discos and sports competitions. Theatrical treats include comedies and musicals, modern and classical plays, operas and ballets.
A visit to the theatre is full of surprises. For the magic is in the air, and no amount of words can call it back again once the performance is over.
I. Look, listen and read. Рге-listcning task: Listen to the text and answer these questions.
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1. What Moscow theatres are mentioned in the text? 2. What theatre will you go to when in Moscow a) if you want to amuse yourself; b) if you want to enjoy an intriguing drama; c) if you are a passionate music-lover?
MOSCOW THEATRES
When in Moscow, one finds himself in a difficult situation as it is no easy matter to decide which theatre to choose.
Newspapers and posters tell you what is on at different playhouses. The repertoires of the theatres usually offer us a wide choice of plays - modern and classical, by Russian as well as by foreign playwrights1. There would be no mistake to say that our Russian theatres rank with the best theatres of the world and arouse2 great interest and unanimous praise of the public and critics.
Grown-up people prefer to attend3 evening performances, while children are admitted only to matinees4. There are special theatres for young people, too. Some of them though are frequented by grown-ups as well. This can be said about the famous Obraztsov Puppet Theatre.
If you go to the Moscow Art Theatre, the “Sovremennik”, the Vakhtangov Theatre you will have a real treat enjoying the artistry of superb actors and actresses doing the leads. To amuse yourself and have a good laugh you’d better go to the Moscow Satire Theatre.
- For passionate music-lovers5 there is the legendary Bolshoi Theatre with its marvellous ballas and magnificent operas.
It is always difficult to get tickets for the above mentioned theatres even if you try to book them in advance. But it is especially hard to get tickets for a first-night performance or a production of a celebrated foreign company which has come on tour to our country. In this case tickets are likely to be sold out long before and you are sure to see a sold-out sign posted up over the box-office.
If you have a stroke of luck and manage to get a ticket, in the evening you enter the theatre which is alive and warm with preparation. Soon the last bell rings, the lights go down and the hall plunges into a soft darkness. The conductor raises his baton, the overture sets in, the curtain goes up and the actors step onto the stage, they step into a magic world of art.
Notes on the Text
1. playwright n-a person who writes plays.
2. to arouse vt - to awaken from sleep; to excite; to arouse stub's anger/indignation, suspicion, curiosity, criticism.
The noise aroused her from her sleep.
His manner of speech aroused her indignation.
Compare:
to rise (rose, risen) vi (of the sun, moon, stars) - to appear above the horizon; to get up from a lying, sitting or kneeling position; to go, come up or higher, to reach a high(er) level or position; e.g.
The sun rises in the East.
The wounded man was too weak to rise.
The curtain rose.
to raise vt - to lift up; to move from a low(er) to high(er) level; to cause to rise or appear; to bring up for discussion or attention; e.g.:
She raised her glass to her lips.
He raised his voice.
He raised a new point/a question/а protest/an objection.
3. to attend W-to be present at some meeting, performance, lecture, etc.
Synonyms:
(a) to call (on) - to pay a short visit to someone, e.g.:
A friend of mine called on me in the afternoon.
(b) to visit - to pay an official visit (of inspection) or to see some place of interest, e.g.:
We visited Madam Tussaud’s when we were in London.
(c) to frequent - to go often to some place, e.g.:
He frequents the pub at the corner.
4. a matinee n-a performance held in the morning.
5. music-lover n-a person who loves music. Cf.: a theatre-lover, a ballet-lover.
VOCABULARY PRACTICE
1.1. Choose the right word. Explain Its meaning.
a) attend, call on, visit, frequent
1. Have you ever ... New York? 2. Please don’t ... between 10 and 11.30 a.m. 3. Which course do you think I should ...? 4. She ... the fashionable shopping centres. 5. If you’ve half an hour to spare, I’d like to ... an old friend. 6. He has been ... her house a lot recently. Are they engaged? 7. The class ... a local factory. 8. His lectures were always well ... . 9. Music-lovers ... orchestral concerts. 10. I haven’t ... him since we quarrelled.
b) rise, raise, arouse
1. The standard of education has ... . 2. Martin ... his hat to greet Mrs Brewster. 3. Max’s words ... my anger. 4. The curtain ... and the performance began. 5. It’s good that you ... this question. 6. When did the sun ... yesterday? 7. The play ... unanimous praise.
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1.2. Give Russian equivalents for the following.
the repertoires offer us a wide choice of plays; Russian and foreign playwrights; to rank with the best theatres of the world; to be admitted only to matinees; to have a real treat; to enjoy the artistry of superb actors; to amuse oneself; to come on tour; to have a stroke of luck
1.3. Give English equivalents for the following words and expressions. Use them in sentences of your own.
афиша; вызывать большой интерес; посещать спектакли; часто ходить в театр; любитель театра, театрал; премьера; прославленная труппа; поднять дирижерскую палочку; поднять занавес; выйти на сцену
1.4. Fill in the blanks with suitable words and word combinations chosen from the list below.
1. Theodore Dreiser was one of the first to ... his voice against fascism. 2. His temperature ... in the evening. 3. Yesterday we went to the Satire Theatre and ... ourselves thoroughly. 4. At the concert we had ... . 5. I am ... and I ... the Opera House. 6. He ... lectures on art. 7. The actor’s interpretation of the role ... criticism.
to arouse, to attend, to rise, to raise, a music-lover, to amuse, to frequent, a real treat
1.5. Supply the missing prepositions and adverbs where necessary.
1. Let’s look ... the posters to see what is ............. different play-
houses. 2. The Bolshoi Theatre ranks ... the best theatres of the world. 3. They say it’s not easy to get tickets ... this play. 4. I want to buy tickets ... the Puppet Theatre. I must book them ... advance. 5. A famous English singer has come ... tour ... our country. 6. Yesterday we came ... the box-office to see a sold-out sign posted .......... it. 7. He en-
tered ... the theatre when the last bell had already rung. 8. The conductor raised his baton and the overture set ... . 9. She was anxious to see her favourite actor step ... the stage.
OgAL PRACTICE
1.6. Now read the text carefully and answer lhe detailed questions. Begin when possible your answers with:
It seems to me...
I’m of the opinion...
I consider...
I’m convinced (that)...
In my opinion...
To my mind...
1. Why is it difficult to decide what theatre to choose when in Moscow? 2. How can we learn what is on at different playhouses? 3. What do the repertoires usually offer us? 4. Who is your favourite 158
playwright? What play do you consider to be his best? 5. What makes you think that Russian theatres rank with the best theatres of the world? 6. What performances do children and grown-up people prefer to attend? 7. Why do people often leave the Moscow theatres deeply moved and fully satisfied? 8. Where should one go if he wants to amuse himself? 9. What theatre do passionate music-lovers frequent? 10. Why is it difficult to get tickets for the Bolshoi Theatre? When is it especially difficult to do it? 11. How does a performance begin?
1.7. What Moscow theatres do you know? Make a list. Compare it with those of your fellow-students.
1.8. Some visitors are coming to your town. Find out
1. What theatres can they visit? 2. What is on? 3. How do they buy tickets? 4. How much do they cost? 5. At what time do performances at the theatres usually begin?
Explain the information to your visitors.
1.9. Use the key words and expressions below to speak about theatres.
a) to find oneself in a difficult situation, playbills, to be on, to offer a wide choice, playwrights, to rank with the best theatres of the world, to arouse great interest and unanimous praise;
b) to attend, to be admitted, to frequent, to have a real treat, to enjoy every bit of the performance, to be deeply moved, the hit of the season;
c) music-lovers, marvellous ballets and magnificent operas, to get tickets for a premiere, to come on tour, to be sold out, to be alive and warm with preparation
To begin with...
As to...
Luckily...
As good/bad luck would have it...
No wonder that...
Evidently...
However...
Nevertheless...
Curiously enough-It turned out that— To add to this...
To crown it all...
THE ENGLISH VERBALS: THE INFINITIVE (continued)
An infinitive with the particle to functions in the sentence as a noun, e.g.: '
To travel is interesting, (subject)
I like to embroider, (object)
My hobby was to collect stamps, (predicative)
He is just the man to rely upon, (attribute)
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An infinitive may be modified by some words and may have a subject of its own. In such cases we deal with infinitive phrases, e.g.:
I took a taxi to get to the theatre.
(The prepositional phrase to the theatre modifies the infinitive to get)
I want you to see this performance.
(You functions as the subject.)
In English there are verbs which are followed by the infinitive only. Here are a few.
agree demand long promise
ask' expect manage refuse.
choose hope offer want
decide learn pretend wish
2. Ask your partner different questions with the words given above and let
her/him answer them.
Example: You: What do you want to learn?
Classmate: I want to learn the spelling of some words.
2.1. The “to”-infinitive may fulfil different communicative functions. It may express one’s opinion, attitude to the things spoken about; intention or wish; doubt, uncertainty, surprise; confidence, belief; it may give different characteristics to a person/thing, etc. Read the following sentences and state the communicative functions of the infinitive.
1. I want to reserve tickets by phone. 2. This book is difficult to read. 3. I consider her to be a talented dancer. 4. I hate him to be always late. 5. You are sure to enjoy the play. 6. I want you to come and dine with me. 7. She found the play dull. 8. She turned out to be a skilful actress. 9. I was proud to have got a prize. 10. She was talented enough to do this part.
2.2. Work with your classmate and combine the given sentences using infinitive phrases.
Example: Classmate: Learn the rule. You should do this exercise.
You: Learn the rule to do this exercise.
1. Work regularly. You must study well. 2. She was very tired. She could not go to the concert. 3. She will be late. I’m sure. 4. Reading books in the original you may master your English. This is the best way. 5. She arrived at the theatre earlier. She wanted to speak to the director. 6. I was sorry. I had missed the beginning of the performance.
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2.3. Work in pairs or small groups. Tell your classmate about your wish (intention) or likes/dislikes explaining the reason. Use:
I’d rather.*?^ I ,
I’d sooner..^- I hate..?*®'^-^
I’d like to... I wish ... instead
1. I’m looking forward to seeing a play by a modern playwright. \nd you? 2. Let’s attend a matinee at the Puppet Theatre. 3. I want io have a good laugh, let’s go to the Comedy Theatre tonight. 4. I’m anxious to see a new film with L. playing the lead. And you? 5. Tonight S., a well-known singer, will sing at the concert in the conservatoire, let’s go. 6. I’d like to attend a vocal concert. 7. If you have nothing against, I suggest attending the Playhouse this week. 8. Would you mind going to the Opera House tonight? 9. Would you like to attend a variety show or a concert of symphony music? 10. Would you like to reserve tickets by phone? 11. I’d like to have seats in the box. What about you? 12. Would you like to attend a first-night or a performance which has had a long run?
2.4. Give your classmate a piece of good advice. Use “why not...?”.
Example: Classmate: I can’t have a good view of the stage from here. You: Why not go and hire opera-glasses?
1. I have no time to stand in the queue at the box-office. 2. I’m short of money and seats are too expensive. 3. I don’t think I’ll get tickets on the day of the performance. 4. I’d like to have a stroll. 5. I have been to the Opera House twice this month. 6. I don’t know the name of the actor who plays the title role. 7. There’s plenty of time before the beginning of the performance. 8. I failed to reserve tickets in advance.
2.5. Working with a classmale express your opinion of the things or persons he/she speaks about. Use the infinitive and suitable word combinations given below.
Remember: with the verbs to think, to find, to like, to consider the same idea may be expressed without the infinitive, e.g.:
I think him (to be) a talented actor.
1. This actor usually plays the main parts in the performances of this theatre. 2. This young actress did her part exceedingly well. 3. We were carried away by the voice of the singer. 4. Plays by this playwright always have a long run. 5. The audience thoroughly enjoyed her dancing. 6. The music by this composer always touches me. 7. The plays staged by this producer always arouse great interest and unanimous praise of the public and critics. 8. Ann never misses any vocal or instrumental concert at the conservatoire. 9. Jane is constantly speaking
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about theatres and actors as if there’s nothing else to speak about. 10. It is next to impossible to get a ticket for M.’s concert.
a talented (skilful) actor/playwright, an experienced producer, a passionate music-lover/theatre-goer/cinema-goer, a famous film-star, a gifted ballet-dancer/composer
2.6. Look at the picture.
“Play that bit you’ve just played over again. I like it.”
a) Make up as many questions with the infinitive in different functions as possible.
b) Work in pairs and cover these questions.
c) Now tell your'classmates a story based on< the picture using patterns with lhe infinitive.
INVITING SOMEONE
Invitations may be phrased in different ways and with different degrees of formality. Examples:
Neutral
-Would you like to...?
-I’d very much like you to...
-You will..., won’t you?
-Shall we...? Won’t you...?
1.-Would you like to go and see an English thriller with me tomorrow evening?
- Thank you. That would be very nice.
(-That’s very kind of you, but I’m afraid I’ve got to stay at home and look after the children.)
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Informal
- D’you fancy...?
-What about...?
- Come and...
-Why don’t you...?
- Like to...?
2. - Hey, Julia, fancy coming to my place tonight? I’m having some friends over.
- I’d love to!
(- Sorry, I can’t. I’ve got an exam tomorrow afternoon.)
Formal
- We should be very pleased if you could...
-We should be delighted if you were able to/could...
-Would you care to...?
3. - Would you care to join me for lunch at one o’clock?
- That’s really most kind of you.
(-That’s extremely kind of you, but I have a previous engagement. However, thank you for inviting me.)
REPLIES TO INVITATIONS
The form of acceptance or refusal depends upon the form of the invitation received.
Acceptance
Refusal
Neutral
- (Thank you.) I’d like to (very much).
-1 would, very much. (Thank you.)
- That would be very nice.
- It would be very nice to...
- That pounds a (very) nice idea.
- With pleasure. I’d like nothing better.
-Yes, I will/do, etc.
-Thank you (very much), but...
-That’s very kind of you, but...
- I’m (very) terribly, etc./sorry, I don’t think I can.
- I’d like to, but...
-1 wish I could, but...
- I’m afraid I’ve already promised to... (But thank you very much all the same.)
Informal
-Rather! All right (then)!
-1 won’t say no!
~ Great/Lovely/Smashing! etc.
- O.K.! You bet! Td love to...
-I’d love to, but...
- Oh, what a shame - I’m going to be somewhere else!
- Sorry, I can’t. (But thanks anyway.)
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Formal
-We’d be delighted to...
-We’d very much like to...
-That’s really very/most kind of you.
-What a dehghted/splendid, etc. idea!
- Much as I should like to, I’m afraid...
-Much to my regret, ...
- That’s (very/extremely, etc.) kind of you, but...
- Unfortunately, ... (However, thank you for thinking of me.)
3. Accept or refuse lhe following invitations tactfully, giving some explanation.
1. Someone you don’t know too well invites you to a concert by a famous rock band.
2. Being on a study visit in Great Britain you receive a formal invitation to a buffet supper.
3. Some friends invite you to go to a disco with them.
3.1. a) Read the information on some London theatres and find them on the Theatreland map.
Covent Garden Theatre (Royal Opera House) stages operas and ballets. Operas are sung in the original languages. The theatre has its own orchestra which plays for the Royal Opera and the Royal Ballet.
The Aldwych Theatre is famous for production of contemporary plays. Nowadays it is a branch of the Royal Shakespeare Theatre.
The Barbican Centre for Arts and Conferences contains Barbican Hall for classical concerts and light entertainment, Barbican Theatre for the productions of the Royal Shakespeare Company, Barbican Art Gallery for all sorts of exhibitions and Barbican Library.
The Old Vic Theatre at first staged melodramas and ballets, but since 1914 it has been staging only classical plays.
The National Theatre was formed in 1962 by Sir Lawrence Olivier. It stages plays by classical and modern playwrights.
The Globe Theatre is well-known for its popular plays and musicals.
The Royal Court Theatre is justly called “a theatre of new ideas and thoughts”. It stages plays about contemporary life.
Young Vic is a branch of the National Theatre. It pays special attention to young spectators.
b) Work in pairs or small groups. Invite your friend/friends to one of West End
Theatres. Your friend either accepts or refuses the invitation explaining lhe «^reason. Examples:
1.-Would you like to go and see “Macbeth” with me at the National Theatre tomorrow?
- Yes, very much. They say it’s a very good production.
- Well, it had good reviews. I’ll meet you in the foyer then, at a quarter to seven - on the right, by the booking office.
- I’ll be there.
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2. - Hey, Laura, we’re going to the Globe Theatre tonight. “Lettice and Lovage” is on. Like to have a good laugh?
- Sorry, I can’t. I must finish a translation.
- Couldn’t you do it some other time?
- No. You see, I promised to finish it by Friday.
3.2. a) Find out the meaning of the following words using the picture below.
1. stage; 2. footlights; 3. orchestra; 4. orchestra stalls; 5. pit stalls; 6 box; 7. dress circle; 8. upper circle/balcony; 9. gallery; 10. curtain
b) Ask your partner
1. if the tickets for the stalls are more expensive than those for the gallery; 2. if he/she likes to have a seat in the orchestra stalls and why; 3. how many seats there are in a box; 4. what seats he/she likes best of all; 5. why the tickets for the dress circle are expensive; 6. if one has a good view of the stage from the pit stalls.
3.3. Working in pairs complete the conversation with phrases from columns (1)
and (2). To introduce invitations use the list of expressions on p. 163-164.
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-What about going to the theatre tonight?
-Not a bad idea.
-So, let’s buy tickets for... (1)
-Why, seats there are... (2)
-All right, then let’s see if we can have something for... (1).
(1) pit stalls (2) to be too expensive
orchestra stalls to be not very convenient
dress circle to be too far from the stage
box to be hard to get
gallery
3.4. Alice and Jane are friends. Alice is a theatre-goer. She invites Jane to join her on Sunday. Listen to the recording of this conversation and make a list of all the words you would associate with visiting the theatre.
Alice: What about going to the theatre on Sunday? The Royal Theatre is doing a new play.
Jane: Great! Do you think we’ll manage to get tickets? I know that plays staged by this theatre arouse great interest of the public.
Alice: You are quite right, but I’ve already booked seats by phone. Jane: Oh, it’s wonderful! Is it a matinee or an evening performance? Alice: It’s an evening performance. I don’t like matinees. There are many children attending these performances and they are very noisy.
Jane: Where shall we sit?
Alice: In the pit stalls. You’d better take opera glasses.
Jane: Yes, of course. Shall we meet outside the theatre at 7.15?
Alice: It suits me perfectly.
Jane: Then it’s settled. Good-bye.
3.5. Can. you answer these questions? Work with a classmate.
1. Why did Alice invite Jane to the Royal Theatre? 2. Is it difficult to get tickets for this theatre? Why? 3. How did Alice manage to get tickets? 4. What performance were the girls going to attend? 5. Why did Alice prefer to attend evening performances? 6. Why did Alice advise Jane to take opera glasses? 7. Where did they decide to meet?
3.6. Imagine that you are Jane. Another friend of yours invites you to go to a concert on Sunday. Refuse the Invitation and explain the reason.
3.7. a) Read this advertisement.
ORBIT’
THE VENETIAN TWINS by Carlo Goldoni
Monday 12-Saturday 17 April
ORBIT is based at the Ruffield Theatre Studio in the University of Lancaster and spends most of its life on tour.
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One of the newest and the liveliest companies on the touring scene, ORBIT, has elected to present as its opening show what may well be the first production in this country of a masterpiece by Carlo Goldoni, The Venetian Twins. Although this play has enjoyed an outstanding success in Europe and will this year be in the programme of the World Theatre Season at the Aldwych, no record can be found to date of its ever having been presented in English.
Goldoni, “the Moliere of Italy”, reforms the Italian Theatre. In the old formalised and often incredible comedy of intrigue he substitutes a swift natural comedy with ethical implications. Goldoni draws characters by means of intuitively selected details and he excels particularly in the portrayal of young women involved in the sex war.
In The Venetian Twins, the politic inventions and keen observation combine to produce a vivacious comedy of great wit and charm.
b) Phone your friend and invite her/him to the theatre. Explain why you want to see this production (speak of the playwright, the plot, the cast) and discuss the problem of tickets.
4. Read the information about the Falling-Rising Tune in the Supplement (section II).
4.1. Read these sentences using the Fall-Rise.
1. 'That was .nice. 2. 'She won’t .help. 3. I ‘went to ‘London by 'car to,day. 4. ‘John ‘told me he was ‘going on 'holiday .next .week. 5. Oh, 'why don’t you .listen, «Charles? 6. 'When are you .coming to .see us a«gain? 7. 'Won’t you „change your .mind? 8. 'Have you „seen my .cheque book «anywhere? 9. 'Must you „be so .obstinate? 10. 'Cheer ,up. 11. Oh, 'don’t just .sit there. 12. 'Open the .door. 13. 'All .right. 14. 'Here you .are. 15. 'Hul.lo. 16. 'Good 'morning, .Janet.
4.2. Read the following sentences and tell your classmates what attitude they convey.
1. 'Please „stay a little .longer. 2. I’d 'love to „live in a „house like .that. 3. I’ll come 'too if I .may. 4. 1 'beg your .pardon. 5. 'Thank you for .telling me. 6. How'can you be „so hard-,hearted, «Father? 7. 'How d’you .feel, «Martha?
4.3. Listen to the conversation that follows carefully, sentence by sentence. Mark the stresses and tunes. Pay special attention to the sentences with the Falling-Rising melody.
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An Evening at the Theatre
John: What sort of a show do you prefer, Edward, a musical like “Blood Brothers”, perhaps? . \ &
Edward: No, .^nothing like that./i find musicals and variety shows'hard to follow#,
John: Well,«fiat cuts out quite a lot of >shows.' Let me see/ there’s “The Royal Baccarat Scandal” at the Royal Theatre/It’s algripping performance and thg critics have given it a good/write-up.
EdwardX\$ there any'Shakespeare running at the moment'll think I’d prefer that/ w.
John: Yes, at the Barbican Theatre. They’re playing “Henry VI”. We’ll have to book in advance, though, or we’ll never get a seat./
Edward: 'What seats would you like to havp?
John: In the stalls, I thinks We’ll have a good view of the stage from there.
Edward: Yes, you’re right. Let’s hurry to the box-office them,
4.4. Find in the dialogue sentences with the Falling-Rising melody and practise them.
4.5. Record your reading of the dialogue. Play the recording back for the teacher and fellow-students to detect the possible errors. Practise the dialogue for test reading.
4.6. Imagine tint John and Edward are at the box-office now having a talk with a clerk about the tickets. Split into groups of 3 and act out this conversation.
Prompts:
A
1. - Can I still get tickets for tonight’s show?
-Are there any seats for Saturday night?
- Is it still possible to get tickets for tomorrow?
-I’d like to book two tickets for tomorrow.
2.-Haven’t you got anything cheaper?
-Isn’t there anything a little less dear?
-Are there any boxes?
-1 suppose, there’s nothing further back, is there?
В
-A-12 and B-15 are all that’s left.
- The front row of the dress circle is fairly free.
-Would you like something in the front stalls?
- You can sit wherever you like in the first row.
-No, I’m afraid that’s all there is.
- Not unless you come to the matinee.
-No, I’m afraid you’ve left it rather late.
-Only if somebody cancels.
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CONVERSATION PRACTICE
5. “Where Shall We Go?” Group Work. Intermediate role play. Guidelines on role play:
1. Act out a 20-minute play. The Theatre listings given below may be of some help to you.
2. Attitudes: friendly, official, business-like.
3. Main roles: husband and wife are looking through a theatre column in a newspaper choosing the play they’d both like to see; two friends get interested in one of the playbills they see in the street; a young man invites his girlfriend to the theatre; ticket agents (3). The other members of the group may participate as friends, relatives, passers-by.
4. Linguistic input:
a) Topical vocabulary.
b) Language focus: bare infinitive; use of articles with names of theatres.
c) Functional phrases: attracting attention, suggestions, invitations, likes and dislikes, introducing opinions/attitudes, disagreeing politely, supporting what someone else has said; trying to change someone’s opinion; accepting/declining an invitation.
5. Non-linguistic input: some authentic material from the Teacher’s Book.
What Is On?
Comedies
Run For Your Wife
John Smith runs a taxi - and two wives! He has a tight timetable to keep and his hectic double life trips him up, predictably and hilariously. West End’s longest-running comedy.
Mon - Fri 20.00, Sat 17.30. Whitehall Theatre.
The Man of Mode
With a character called Sir Fopling Flutter, it has to be a Restoration comedy. But unlike most comedies of the genre, this one has a heart, and beneath the usual preoccupation with sex and money there is genuine wit and vitality.
Tues - Sat 19.30; also Thur 14.00. The Pit, Barbican Centre.
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Musicals
f
Blood Brothers
Willy Russell’s musical of a mother desperate for money, who is persuaded to give up one of her new-born twins. After leading very different lives the brothers are re-united.
Mon - Sat 20.00; also Thur 15.00. Albery Theatre.
Me and My Girl
One of Britain’s successful exports to Broadway where it has won 3 Tonys. A Cockney becomes heir to an ancient noble title, much to the dismay of “the toffs”. Over 1000 performances.
Mon - Fri 19.30, Sat 16.30 & 20.00. Adelphi Theatre.
Plays
King Lear
Shakespeare’s play of misplaced loyalty has an unbelievably complex plot. Director Jonathan Miller attempts to untangle the web created by the mad king and his treacherous daughters.
Contact box-office for performance times. Old Vic Theatre.
A Walk in the Woods
Alec Guinness and Edward Herrmann are representatives of 2 opposing superpowers who meet in a stretch of forest safe from the eyes of the Press. Out of their mutual distrust a real friendship is forged.
Tues - Sat 20.00; also Wed 15.00, Sat 16.00. Comedy Theatre.
Operas and Ballets
Don Carlos
In Italian with English subtitles
Music: Guiseppe Verdi
Verdi’s powerful opera is a drama of love, jealousy and revenge in the 16th-century Spanish court, where the terrifying Inquisition hovers like a sinister shadow. The score, thoroughly revised by Verdi after its 1867 premiere, contains a passionate vein of romantic lyricism and some of the composer’s most striking characterizations and dramatic effects.
Mon-Tues 19.30. Royal Opera House, Co .'ent Garden.
Albert Herring
In English
Music: Benjamin Britten
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Britten’s classic comic opera has won unanimously enthusiastic reviews. Based on a famous Maupassant short story, Albert Herring depicts a Suffolk market town’s farcical attempts to elect a May Queen. Since none of the local girls are considered virtuous enough, the high-minded committee chooses a May instead - Albert, the Greengrocer’s son.
Wed-Fri 19.30. Royal Opera House, Covent Garden.
Swan Lake
Music: Pyotr Ilyich Tchaikovsky
Ballet’s best-loved classic, Swan Lake is truly authentic, free of gimmickry or trendy interpretations. Indeed, the intention behind this much vaunted staging is to return as closely as possible to the original St Petersburg choreography.
Wed - Sat 19.30. Royal Opera House, Covent Garden.
READING PRACTICE
6. Pre-reading taste Read the text and make a list of the facts to prove that
a) the play was a success;
b) Julia Lambert was one of the greatest actresses of England and a resourceful woman;
c) Avice Crichton was a third-rate actress.
THEATRE
after IKS. Maugham
Julia Lambert, a middle-aged woman, is a famous actress. She falls in love with Thomas Fennell, who soon leaves her for Avice Crichton, a young girl wishing to become an actress. Tom asks Julia for a helping hand. Deeply hurt, Julia hides her feelings and decides to revenge on Tom and Avice. For that she talks her husband Michael, manager of the theatre, into giving Avice a part in a new play so that they could play together.
Four hours later it was all over. The play went well from the beginning; the audience, notwithstanding the season, a fashionable one, were pleased after the holidays to find themselves once more in a
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playhouse, and were ready to be amused. It was an auspicious beginning for the theatrical season. There had been great applause after each act and at the end a dozen curtain calls; Julia took two by herself, and even she was startled by the warmth of her reception. She had made the little halting speech, prepared beforehand, which the occasion demanded. There had been the final call of the entire company1 and then the orchestra had struck up the National Anthem. Julia, pleased, excited and happy went to her dressing-room. She had never felt more sure of herself. She had never acted with greater brilliance, variety and resource. The play ended with a long tirade in which Julia castigated2 the uselessness, the immorality of the idle’ set into which her marriage had brought her. It was two pages long, and there was not another actress in England who could have held the attention3 of the audience while she delivered it. With the modulation of her beautiful voice, with her command of emotions, she succeeded (by miracle of technique) in making it a thrilling, almost spectacular climax to the play. The whole cast4 had been excellent with the exception of Avice Crichton. Julia hummed in an undertone as she went into her dressingroom.
Michael followed her in almost at once.
“It looks like a winner all right.” He threw his arms round her and kissed. “By God, what a performance you gave.”
“You weren’t so bad yourself, dear.”
“You are the greatest actress in the world, darling, but by God, you’re a bitch.”
Julia opened her eyes very wide in an expression of the most naive surprise. i
“Michael, what do you mean?”
“Don’t look so innocent. You know perfectly well.”
“I’m- as innocent as a babe unborn.”
“Corhe off it. If anyone ever deliberately killed a performance you killed Avice’s. I couldn’t be angry with you, it was so beautifully done.”
Now Julia simply could not conceal5 the little smile that curled her lips. Praise is always grateful to the artist. Avice’s big scene was in the second act. It was with Julia, and Michael had rehearsed it so as to give it all to the girl. This was indeed what the play demanded and Juba, aa-^always, had in rehearsals accepted his direction. To bring out the colour of her blue eyes and to emphasize her fair hair they had dressed Avice in pale blue. To contrast with this Julia had chosen a dress of an agreeable yellow. This she had worn at the dress rehearsal. But she had ordered another dress at the same time, of sparkling silver, and to everybody’s surprise it was in this She made her entrance in the second act. Its brilliance, the way it took the light, attracted the attention of the audience. Avice’s blue looked drab by comparison. When they reached the important scene they were to have together - Julia produced, as a conjurer produces a rabbit from his hat, a
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large handkerchief of scarlet chiffon and with this she played. Spe waved it, she spread it out as though to look at it, she screwed it pp, she wiped her brow with it, she delicately blew her nose. The audience fascinated could not take their eyes away from the red rag. And she moved up the stage so that Avice to speak to her had to turn her back on the audience. The author had given Avice lines to say 'that had so much amused the cast at the first rehearsal that they had all burst out laughing. Before the audience had quite 'realized how funny they were Julia cut in with her reply, and the audience anxious to hear it suppressed their laughter. The scene which was devised to bp extremely amusing took on a sardonic colour. Avice in her inexperience, not getting the laughs she had expected, was rattled; her voice grew hard and her gestures awkward. Julia took the scene away from her and played it with miraculous virtuosity. But her final stroke was accidental. Avice had a long speech to deliver6, and Julia nervously screwed her red handkerchief into a ball; the action almost automatically suggested an expression; she looked at Avice with troubled eyes and two heavy tears rolled down her cheeks. The episode lasted no more than a minute, but in that minute, by those tears and by the anguish of her look, Julia laid bare the sordid misery of the woman’s life. That was the end of Avice.
“And I was such a damned fool, 1 thought of giving her a contract,” said Michael.
“Why don’t you?”
“When you’ve got your knife into her? Not on your life.”
Notes on the Text
1. company л-body of persons combined for common (esp commercial) object: thealrical company - group of actors who play together.
2. to castigate - (formal) to punish/to beat someone as a punishment; to criticize someone sharply.
3. to hold one’s attention - to keep one’s attention under control.
Other phraseological combinations with the noun attention are: to pay attention (to) обращать внимание; to attract attention привлекать внимание; to turn one’s attention (to) обратить внимание на что-л.. сосредоточиться на чем-л.; to call (to draw) one’s attention (to) обращать чье-л. внимание на что-л.; to slip one's attention ускользнуть от чьего-л. внимания.
4. cast п - list of actors in a play/film; all the actors in a play/film.
5. to conceal-to hide.
6. to deliver a speech - to make a speech.
6.1. Answer these questions working with a classmate. Try to describe the action in detail, explain its reason and consequence. Use the following connectives:
The thing was... Certainly...
As a matter of fact... No doubt...
Nevertheless... Though...
Evidently... Although...
174 However... As a result...
\ 1. Why djd Julia feel happy after the performance? 2. What did Michael think of Julia’s acting? 3. Why did Julia pretend to be naive? 4. In what way had Michael rehearsed Avice’s big scene? What was she', dressed in? 5. Why did Julia accept this in rehearsals? 6. How did she ^manage to attract the attention of the audience? 7. What for did Julia move up the stage? 8. Why didn’t the audience laugh when they were supposed to? 9. How did Avice play? 10. What was Julia’s last stroke? 11. Why did Michael give up the idea of signing a contract with (Avice?
6.2. What Do YouJhink? Work in pairs and compare the lists you made while you werg^reading^)
1. Do you agree that the play was a success? What makes you
think so? 2. Do you think Julia to be one of the greatest actresses of
England? 3. Do you find her clever and resourceful? 4. Was Avice
Crichton a promising actress?
6.3. Are these statements true or false?
1. The play was a failure. 2. Julia didn’t get curtain calls. 3. Julia was in low spirits. 4. Julia succeeded in making her monologue a thrilling climax to the play. 5. The whole cast had been excellent. 6. Michael was not pleased with Julia’s acting. 7. Julia hadn’t accepted the producer’s directions at the rehearsals. 8. Avice was dressed in pale blue. 9. Julia wore a yellow dress at the dress rehearsal and the premiere. 10. The audience fascinated could not take their eyes away from Julia’s dress and the red handkerchief. 11. Avice’s lines were amusing arid the audience burst out laughing. 12. Avice was an experienced and talented actress. 13. Michael was determined to give Avice a contract.
6.4. Talk on the use of the infinitive in the following sentences. Translate them into Russian.
1. The audience were pleased to find themselves once more in a playhouse, and were ready to be amused. 2. To bring out the colour of her blue eyes and to emphasize her fair hair they had dressed Avice in pale blue. 3. To contrast with this Julia had chosen a dress of an agreeable yellow. 4. She waved it (the handkerchief) out as though to look at it. 5. Avice had a long speech to deliver.
6.5. a) Look through the following list of feeling words and count how many you regularly use.
Pleasant Unpleasant
amazed hopeful afraid - impatient
«'unused interested angry jealous
astonished loving anxious lonely
calm optimism bored mean
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confident peaceful broken-hearted miserable
contented pleasant depressed sad
cool proud disappointed sorry
delighted quiet distressed surprised
enjoyment satisfied frightened terrified
enthusiastic sensitive frustrated tired
excited surprised furious troubled (
fascinated tender guilty uncomfortably
friendly thankful hate unhappy
grateful touched helpless upset
happy warm hurt worried
b) What could Julia, Michael and Avice feel during the performance? Make a list and compare it to those of lhe classmates.
6.6. Now give '.a detailed description of the events that took place that evening. Imagine a) you are Julia; b) you are Avice; c) you are Michael. Follow these strategies to structure your narration: /
Developing Narrative Details: The Action
1. The action in your narration is the progression of an event from its beginning to its end. Whenever you speak about an actual event there will almost always be a conflict between characters or within a situation. Where there is a conflict, there will be rising action, a series of events that build in intensity or suspense to the climax, or the high point of the conflict After climax comes the falling action, the incidents that lead up to a resolution or a stalemate of the conflict, followed by the conclusion.
2. Make your narration coherent-use different connectives.
6.7. Make up a conversation
a) between two passionate theatre goers who were present at the opening of the theatrical season;
b) between Avice and her friend after the performance;
c) between Julia and Michael
VOCABULARY PRACTICE
6.8. Choose the right word. Explain its meaning.
a) expect, look forward to. await, anticipate
1. The children are . their holidays. 2. You have made a promise, and I ... you keep it. 3. A hot meal ... her when she returned. 4. The prisoner calmly ,. the verdict. 5. “Where is your husband?” “1 ... him home any minute.” 6. I’m .. a nice rest this week-end. 7. She’s .. her party tonight. 8. School has only just begun again, and he’s already ... the end of term. '
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b)\ feeling, sensation, sense, emotion
y. Now you’ve hurt her ... . 2. Water got up my nose, and I had the v- that I was drowning. 3. Their deep ... could not be expressed in words. 4. I have the ... that I’m being watched. 5. She had no ... of righthand wrong. 6.1 know you are angry, so don’t try to hide your ..
c) рау/attract/call/draw/turn someone’s attention
1. Something glistening in the grass ... her attention. 2. The mother ... no attention to her son’s words. 3. She his attention to a poor animal sitting under the rain. 4. I want to ... your attention to the following lines. 5. Having lost all interest in what they were talking about, he ... his attention to the letter he had received in the morning.
6.9. Write sentences with Ute following words and phrases.
audience; to amuse; theatrical season; to act with brilliance, variety and resource; curtain calls; to hold someone’s attention; cast; to rehearse; company; to fascinate; scene; act; to give a contract
6.10. How many words and expressions similar lo the following do you know?
ovation; to play; to get curtain calls; to come onto the stage; to-hide; to enchant; in advance; to start laughing; to expect; to condemn 6.11. Give English equivalents.
генеральная репетиция; комната для одевания; привлекать внимание; произносить речь; теплый прием; театральный сезон; привлекать внимание; неуклюжий; выделять (подчеркивать); фокусник
6.12. Fill in the missing prepositions and adverbs in the text below. Bead the text.
Let me speak generally ... Henry Irving’s* method of procedure ... producing a play. First he studied it ... three months himself, and nothing ... that play would escape him. When, at the end of the three months, he called the first rehearsal, he read the play exactly as it was going to be done ... the first night. He knew exactly .., that time what he personally was going to do ... the first night, and the company did well to notice how he read his own part, for never again until the first night, though he rehearsed ’... them, would he show his conception so fully and completely.
The next day was “comparing” ... the parts. It ibok place J the stage and the actors sat ...... it. Each person took his own character,
and took ... the cues to make sure that no mistake had been made .J
Henry Irving (1838-1905) - a famous English actor and director.
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writing them ... . two days came the first stand-up rehearsal ...’ fhe stage where ... 'the first the scenery was put. |
There was no detail too small ... Henry Irving’s notice. He nevei missed anything that would contribute something ... the whole effect. Nothing was left ... chance. I
The great aim’... the theatre was to get everything “rotten perfect”, as the theatrical slang has it, ..; the dress rehearsal. Irving’s test J being “rotten perfect” was not a bad one. “If you can get .............. bed ...
the middle ... the night and do your part, you’re perfect. If you (can’t, you don’t really know it!” /
Henry Irving applied such test ... every one concerned ... the production. /
6.13. Make up interesting questions on Henry Irving's method and let your classmates answer them.
EFFECTIVE LISTENING SKILLS
To communicate effectively with another person or with a group of people, you must not only be able to verbalize your own thoughts, but you must also be able to listen to others’ thoughts responsively.
Whether listening to an oral presentation, or simply participating in a conversation, you need be an active rather than a passive listener. This means that you will weight information and evaluate what you hear. Passive listeners allow their minds to wander and can rarely give an accurate account of what the speaker has said.
Here are some strategies of being an active listener:
1. Listen quietly and attentively to the speaker, and avoid distracting yourself and others. Keep your mind free of other concerns. Maintain a positive and interested attitude. To show that you are listening you may use the following:
Really! How interesting! Tell me more!
Really? I know what you mean. No!
Oh, yes. Well, well! Indeed?
2. Listen for main ideas and the details that support them.
3. Listen for summaries that restate the purpose, a main idea, or some key information.
4. Take notes if necessary.
5. Do not interrupt the speaker with questions or observations. Wait until the scheduled question-and-answer period.
7. For one week, keep a listening journal of daily entries that describe the different listening situations in which you find yourself. Al the end of the week, create a list of guidelines, based on your experiences, for improving your listening skills.
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7.1. Listen to the text about the English National Opera Make notes. Remember, how you take notes is up to you. Do as you would in your own language - use your own abbreviations if it helps. Listen again, correct your notes. Share your information with the class.
ENGLISH NATIONAL OPERA
Pre-iistening Vocabulary
matador Coliseum
challenge average
puritan subscription
indignation discount
7.2. a) Being a teacher trainee you will be asked at times to evaluate other students' oral presentations. For that use the following checklist.
Evaluation Checklist
Strong Average Needs improvement
1. Topic
2. Introduction
3. Body
4. Conclusion f
5. Organization
1 6. Voice
7. Facial Expression —
8. Gestures and Posture
b) Describe the plot of your favourite opera (or film, or book) to the class. Your classmates are to evaluate your description using the evaluation checklist
THE ENGLISH VERBALS: THE GERUND
The gerund is a verbal that ends in -ing and functions as a noun. Although it functions as a noun, the gerund has some of the properties of a verb.
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A single gerund occurs rather seldom. In most cases we find a gerund phrase which consists of the gerund and its modifiers and confi-plements.
In English there are verbs which are followed by the gerund оШу.
Here are a few:
enjoy practise quit appreciate
avoid admit escape forgive
deny finish imagine give up
mind postpone consider suggest
Examples:
She enjoys playing the violin.
My father quit smoking a year ago.
The men have just finisfibd painting the house.
Look at this:
Active Passive
Indefinite Perfect writing having written being written having been written
8. Read the following sentences and find the gerund in them.
a) State the verbal properties of the gerund.
1. He liked neither riding nor being read aloud to. 2. She liked speaking with the boy. 3. He denied having spoken with her. 4. Writing a letter took much time. 5. She burst out crying bitterly.
b) State the function of the gerund.
1. I simply like swimming. 2. She began reading the letter again. 3. Getting tickets for this theatre is no easy matter. 4. Don’t miss the opportunity of hearing this pianist. 5. Clare turned at hearing the footsteps. 6. You can’t improve your English without reading much.
8.1. Work with a partner to answer these questions. Use the gerund.
1. Miss Harlow was anxious to play the title role in the new play. What was Miss Harlow looking forward to? 2. The director was eager to see the title role played by Miss Harlow. What was the director l^olpoking forward to? 3. Helen never plays the piano when somebody is listening to her. What does Helen avoid? 4. Miss Parker wants to be an actress. She dreams of it. What does Miss Parker dream of? 5.
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Brian doesn’t smoke. He gave it up. What did Brian give up? 6. They offered to examine George at once and she didn’t mind it. What didn’t she mind? 7. William says he likes it when he is criticised. He says he enjoys it. What does William enjoy? 8. Alice doesn’t find it surprising any longer that she is called “Granny”. What has Alice got used to?
8.2. Change these infinitive-subject phrases to gerund-subject phrases.
Example: Classmate: It is expensive to travel.
You: Travelling is expensive.
1. It is difficult to learn another language. 2. It is important to eat the right food. 3. It is dangerous to walk alone in the city at night. 4. ft is bad for your health to smoke cigarettes. 5. It is easy to make a >alad. 6. It is not a good idea to swim alone. 7. It is expensive to take taxis all the time. 8. It is interesting to visit museums. 9. It is pleasant to get presents. 10. It is easy to ride a bike.
8.3. Work in pairs. Deny what your partner says as useless, senseless.
Example: Classmate: I’m going shopping.
You: There’s no sense in going shopping now. It’s nearly dosing time.
1. I’d like to see the performance again. 2. Usually I study all days long, but the results are poor. 3. I think we shall have to tell him the truth. 4. Let’s have seats in the gallery. 5. I’d like to rest in the South in summer. 6. Let’s ask him for advice. 7. Let’s ask Allan to mend the vacuum-cleaner. 8. I want to read this book in translation. 9. Won’t we have another rehearsal?
8.4. Complete the following sentences using the gerund or the infinitive.
1. Bill forgot ... his homework last night, (do) 2. They enjoy ... to the ballet, (go) 3. Do you want ... lunch with me today? (have) 4. I am considering ... to Minsk, (move) 5. Tom and Maria like ... . (dance) 6. Ron will begin ... in his new office soon, (work) 7. She doesn’t mind ... the laundry, (do) 8. Amy hates ... the disnes. (wash) 9. Ben is planning ... chemistry, (study) 10. I can’t afford ... a new car. (buy)
Quiz yourself. Choose the best answer.
1. Jim has decided ... married, (a. to getting; b. getting; c. to get; I. get) 2. I enjoy ... to music, (a. to listen; b. to listening; c. listen; d. >i'.lening) 3. I have often considered ... my occupation, (a. changing; b. at changing; c. to change; d. change) 4. Sandra likes ... . (a. to go imping; b. go to camping; c. going camping; d. camping) 5. Carla is lured ... her homework, (a. to do; b. of doing; c. to doing; d. doing) 6. I'm interested ... history and politics, (a. to study, b. about study, c. in hidying; d. for studying) 7. Would you mind ... the door? (a. close; b. hi*,ing; c. to closing; d. for closing) 8. The mail has just ... . (a. com-
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ing; b. been come; c. came; d. come) 9. I look forward ... you again (a. to see; b. seeing; c. to seeing; d. see) 10. Did you remember ... the window? (a. to close; b. closing; c. having closed; d. of closing)
SAYING YOU ARE PLEASED, EXCITED.
SAYING YOU ARE DISAPPOINTED, BORED
In life we can’t do without expressing our attitude to what we see hear or speak about. The object may be interesting and exciting, or. vice versa, it may be boring and then we feel disappointment. To express your attitude use the following:
Showing you are pleased Showing you are disappointed
NeutrSl
Гт (very) pleased with... (IQ’s very exciting.
I find ... very exciting/marvel-lous/wonderful etc.
- (Oh,) I’m disappointed.
- I’m rather/very eta disappointed ...
- How boring/unexciting. looks/sounds/seems etc. rather boring (I think).
- (I’m afraid) I’m rather bored by ...
- I’m sorry but ... rather bores me.
-I don’t think ... is very excit-ing/interesting (actually).
- It wasn’t as good/nice as I’d expected.
Informal
-Great! Terrific! Fantastic! Super! Smashing.
- (Actually,) ... bores me stiff.
-... is a bore/drag.
-... is deadly/awfully/incredibly etc. boring.
- I’m not all that keen on ...
- I’m fed up with ...
Formal
I can’t say how pleased/ delighted I’m.
I’m very excited/fascinated etc by ...
... is most exciting/fascinating etc.
-I have to say I’m very disappointed.
-... comes as a great disap ’ pointment.
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9. Work in pairs or in smalt groups. Express your attitude to lhe following:
a new science-fiction film; modern pop; detective stories by Agatha Christie; films with Charlie Chaplin; TV news broadcast; classical music; somebody’s singing/dancing; Oscar Wilde’s comedy “The Importance of Being Earnest”; folk songs; Tchaikovsky’s music; the book you read last
9.1. Look, listen and read. Pre-listening task: Listen to the conversation and note the phrases which Ann and Jane use to show their attitude to the performance they have seen.
After the Performance
Ann: Well, how did you find the performance?
Jane: Fantastic! The cast was excellent!
Ann: No wonder, with so many stars in it. You can call it an all-star cast.
Jane: I’m fascinated by N.’s acting. He is always very good, to my mind, but today he was at his best. Don’t you think so?
Ann: I am with you here. I greatly enjoyed the last scene of the second act when he finds out the truth about his brother. From my point of view his acting was very convincing.
Jane: It seems to me that the actress who played his wife was not bad either, was she?
Ann: I believe, she might have been a bit more natural. There was something stilted about her acting.
Jane: Was there? I’m afraid, I can’t agree with you. And did you like the scenery?
Ann: It was splendid. It contributed much to the success of the play.
Jane: I’m very thankful to you for this lovely evening. After all, it was your idea to see this play.
Ann: Nothing to speak of.
9.2. Ask your classmate
1. if Jane was greatly impressed by the performance; 2. if Ann liked the play; 3. whether the actor playing the lead was at his best that night; 4. if the girls liked the actress who played the female lead; S'. whether the scenery was good; 6. why Jane was thankful to Ann.
9,3. Act out the conversation “After the Performance”.
9.4. Make conversations from the prompts below. Use formulas of eliciting/intro-ducing opinions, patterns with the infinitive.
a) to enjoy the artistry of the cast, to be at one’s best, the scenery, lo be unanimously praised, to play the male/female lead, to amuse oneself thoroughly, first-rate;
b) to be in splendid voice, a gifted singer, to enjoy every bit of..., In burst into ovation, to get a deep insight into the character, to play
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with miraculous virtuosity, to leave the house deeply moved and fully satisfied;
c) to carry away/to be carried away, to have the opportunity, a famous conductor, a vocal concert, orchestral passages, to be superb, to applaud;
d) to give an original interpretation of the role, to attract the attention of the audience, the subject-matter of the play, to treat the character convincingly, to leave a lasting impression with smb, to be touched, could not help laughing/crying
9.5. Work with your classmate. Try to change his/her opinion. The expressions given below may be of help to you.
1. In my opinion the play was a complete failure. 2. I should say that the singers were at their best today. 3. Well, I must say that the problems touched upon in the play are not worth discussing. 4. I believe, the performance was first-rate from beginning to end. 5. To my mind, the dancing left much (p be desired. 6. If you ask me, I consider the play to be a bore. 7. The' way I see it, the play is full of humour. 8. From my point of view the orchestral passages were superb. 9. In my view, this horror film is a sheer waste of time. 10. I think the actor playing the title role was stilted.
------------Trying to change someone’s opinion use the following:-----------------------
Neutral
But don’t you think...?
(Yes, but) do you really think...?
(Yes, but) surely you don’t think/believe...
(Yes, but) another way of looking at it would be (to say) that...
On the other hand...
Informal
No, but look, ...
Well, think of it this way, ...
Are you kidding?
You can’t mean that, surely?
Formal
But if we look at it in another light, ...
But there ate other considerations. For example, ...
I wonder if you have taken everything into account/consideration. For instance, ...
I respect your opinion/view, of course. However. ...
________________________________________________________________________________________J
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9.6. Work in pairs. Exchange your impressions on the play/ballet/opera/concert you liked/disliked. Discuss a) the plot; b) the acting; c) the production; d) the scenery, light and sound effects; e) how the audience received the performance. The list given below suggests the expressions that might be useful.
Merits Demerits
-Howdid you find the performance? - It was first-rate from beginning to end. - Extremely interesting. - Wonderful. - It left a lasting impression with me. -I enjoyed it greatly. - Awfully dull. -Just terrible. - A sheer waste of time. -1 was bored to death. - Difficult to understand. -1 felt like walking out.
- Did you like N.’s acting? - Immensely. She was superb. -1 certainly did. - She made me believe everything she did and said. -No, I didn’t. She was dull. -She was stilted.
- Did you like the actor playing? -Oh, yes. He penetrated deeply into the inner world of his character. - He gave an original interpretation of the role. - He played with miraculous virtuosity. - His acting was coloured with mild humour. - He is a master of psychological analysis. -His playing didn’t convince me. -He did not show talent for... - He looked awkward sotnetimes. - His voice sounded lifeless. /
- What do you think of the playwright? - His plays are full of humour. - Very witty. - Good language. -His characters are vivid and real. He touches upon important problems. -He has no talent for writing dialogues. -Very ordinary.
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- Situations are very funny. -A great master of intrigue.
- What can you say about the production? - Interesting. - Original. - One brief scene forms the climax of the play. - It is the finest production of the play I’ve ever seen. -It makes us think it was a splendid direction. -It lacks fantasy. - The rendering of the play is primitive. - Old and out of date. - It fell short of our expectations.
- What do you think of the scenery? - Perfect. It contributed much to the success of the play. -The light,and sound effects were impressive. - Dull. It did not play any role. - The light and sound effects were out of place.
-How did the audiencereceive the performance? 9.7. Render into English. -It burst into applause. . - The actors got many curtain calls. - The audience was pleased (amused). - There were applause after each act. - It was a warm reception. -The audience lost interest and began to talk. -Many people left the hall. - There were only several claps.
Лоренс Оливье
Чем объяснить исключительное положение Л. Оливье (Laurence Olivier) в театральном мире? Какие эмоциональные, интеллектуальные, физические особенности привели к формированию самого прославленного актера нашего столетия? «Полная физическая раскованность; неотразимое обаяние; властные глаза, видные из последнего ряда галерки; властный голос, слышимый без малейшего усилия с последнего ряда галерки; безупречное чувство ритма; хладнокровие вкупе с вызывающей наглостью; и способность передать чувство опасности». Если к этим словам К. Тай-нена (К. Tynan) добавить остроту интеллектуального постижения образа, то основные достоинства Лоренса Оливье будут сведены воедино.
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Одной из составляющих мастерство Оливье можно назвать наблюдательность. Конечно, любой актер должен наблюдать и учиться у жизни; и Оливье именно в этом видел ключ к тому, как превратить актерскую технику в дело - ключ настолько важный, что он даже заметил: «Мне кажется, я знаю, в чем секрет: надо пошире раскрыть глаза и напрячь все органы чувств. Нельзя предвидеть, что может пригодиться».
О технике Оливье пишет много. Сам он считал себя актером, идущим от периферии к центру, то есть от внешнего рисунка роли к внутреннему. Он понимал, что лишь интуитивного подхода далеко недостаточно, чтобы вжиться в образ. Создавая свои выдающиеся речи, Оливье основывался на глубоко продуманном и сочувственном понимании персонажа. Он как бы вбирал героя в себя.
Оливье с одинаковым успехом играл как комические, так и трагические роли. В трагедии он сделал особенно много. Он умел сострадать. Но трагедия выходит за рамки сострадания. Зритель должен не сочувствовать, а испытывать ужас. Он мог по-настоящему напугать. Но Оливье был комиком по натуре, и мир виделся ему в комическом свете. Даже на трагедию он смотрел сквозь призму комического. Он был способен придать злодейству самый привлекательный образ. В любой роли он открывал оттенок комического. Его Яго был бесподобен. Однако раскрывая сполна трагедию в его характере, Оливье видел в нем и смешное. Именно такая трактовка Яго сделала Оливье недосягаемым для других актеров.
Знаменитая актриса Сибил Торндайк (Sybil Thorndyke) вспоминает об Оливье: «Ларри - прелестнейший из людей театра. Он прекрасный семьянин и друг; им движет очень глубокая симпатия и искренние чувства. В этом - одно из его главных качеств и ключ к тому, почему он оказался таким замечательным актером: он способен проникнуть в душу каждого и понять, что того беспокоит».
(Из книги Джона Коттелла «Лоренс Оливье», М., 1985)
9.8. Work in pairs. Speak with your partner about your favourite actor, actress, singer, dancer.
9.9. Speak on the following situations. Engage your classmates in the conversation.
1. A reporter interviews two theatre-goers after the performance they have just seen. One of the theatre-goers praises the production highly, the other finds some points to criticize.
2. Two friends speak about amateur theatricals at their college.
3. Two friends speak about their favourite playwrights, their best plays and characters.
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4. A mother and a daughter/son speak about their favourite composers. The mother likes classical music while the daughter/son is keen on pop music.
5. Two friends wanted to be amused. That’s why they went to the Comedy Theatre. But the play fell short of their expectations and 1 proved to be a waste of time.
9.10. Read the sentences with -idioms and try to get their meaning. If you find difficulty in understanding them, consult the dictionary.
1. She has been on the stage for ten years already. 2. The curtain was drawn on these facts. 3. This medicine acts like a charm. 4. The mother was anxious that her son was keeping bad company. 5. He was a stock actor and was not afraid to lose his job. 6. A new play was brought on the stage and it was a tremendous success. 7. Do you call this play fair? 8. He was so shy that it was difficult to say how he had fallen into company with people. 9. “The old man has quitted the stage. Now, who is going to inherit all this, I wonder?” asked Joseph. 10. The father played second fiddle iruthe house.
9.11. Comment on the following proverbs and sayings (explain their meaning, give their Russian equivalents). Say under what circumstances you would use them in speech.
1. Misery loves company. 2. A man is known by the company he keeps. 3. Two is company, but three is none. 4. Who keeps company „ with the wolf, will learn to howl.
WRITING A REPRODUCTION: TYPICAL FAULTS. ORGANIZATION AND DEVELOPMENT
What makes an effective writer? While the answer to this question may not be obvious, most of us recognize effective writing when we see it. When we read we expect to gain something - knowledge, new ideas, experiences, or viewpoints; we expect to be entertained, to be moved emotionally. If our reading does, not profit us, if our expectations are not fulfilled, we may feel that our time has been wasted.
10. Here are two versions of the same story. Compare them and decide which one you prefer and why.
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That day Ray King was to play the part of Othello. He liked that role very much.
Twenty years before he had been famous, they had called him “The King of Hearts”. Then he fell ill. He had many debts and began to drink. He could not carry away the audience any longer.
A month before he had given up drinking. He felt better. He agreed to play the part of Othello because he knew that he would play well.
King liked Desdemona. She was young, timid, but determined.'
After every act he locked himself in his dressing-room. His heart was full. And he drank.
The last act began. He forgot who and where he was. He was Othello, the Moor of Venice. And this was Desdemona, his wife. The woman had betrayed'" him and he was going to punish her. His fin-
On that unforgettable day Ray King was to appear in his best and favourite role of Othello.
Twenty years before, when his talent was in full blaze, his audience had called him “The King of Hearts”, they had smothered him in flowers and gifts. Then a long illness with complications, doctor’s bills, debts, whisky. A lot of whisky. He could not carry away the audience with his acting any longer.
A month before he had made a great effort and the result was that he felt better. Being asked to appear on the stage once more as Othello Ray King agreed as he was sure he would play well.
...Desdemona was young, slight, timid, and yet brave and determined. If only he were but beginning his career, thought
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gers were on her throat... The audience heard how she gasped.
Othello stood up and laughed. Then he struck himself in the chest with a little stage-dagger.
On the next day the papers wrote that during the performance Ray King in a fit of madness had killed an actress.
King. They would take the world by storm, he and she, together.
After every act King locked himself in his dressing-room. As his heart was too full, he drank.
The last act began. He forgot who and where he was. He was Othello, the Moor of Venice. And this - his wife, Desdemona, begging mercy. Too late. She had betrayed him and justice demanded, that he should punish her. His fingers are on her throat... The audience heard the choking gasp. Hoarse. Laboured. Terrified.
Othello stood up. Instead of giving the remark intended by Shakespeare he suddenly broke into wild laugh and struck himself in the chest with a little stage-dagger...
On the next day the papers announced that during the performance of “Othello” the famous actor, Ray King, in a fit of madness had killed an actress.
What makes a good story? Consider the following:
Organization: - setting the scene; - relating the narrative; - concluding the story.
Description: - people; - places.
Language: - vocabulary; - the use of adjectives and adverbs; - sentence construction.
Avoid:
• monotonous succession of simple sentences • awkward repetitions
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illogical connections
ambiguity
awkward use of nouns instead of clauses
0.1. Read, analyse and correct the following paragraphs and sentences.,
(a) Harry returned home. Nora was doing the cleaning. She looked tired. She had been working since morning. Nora could not whit until the weekend. Harry tried to reproach her for it. The furniture had been looking shabby for months.
(b) Charlie was a fresher. He was doing badly in his studies. The Dean wanted to speak to him because Charlie was doing badly. He explained that he was doing badly because he had to work at nights.
(c) Lanny felt happy because thin, loose brown dust sprang to his nose. It was part of hrs home.
(d) Robert let his father know that he had failed to get a scholarship. He felt displeased and worried.
(e) Martha asked about the incident with Maggie.
(f) Tom could not understand Maggie’s actions.
10.2. Write a reproduction of an extract from “The Picture of Dorian Gray” by
Oscar Wilde. To make a good story follow these strategies:
1. Begin the paragraph with a sentence that makes the topic clear. Make your narration logical, give the necessary grounds, explanations, convey the dynamity of actions, use different connectives.
2. Describe the places and the characters.
3. Use good vocabulary, various sentence constructions, adjectives and adverbs, expressing feelings and emotions of the characters.
4. End with a concluding sentence that expresses your reactions to the incident or that identifies its result.
BECOME PROFICIENT
Some Useful Hints About Conducting a Lesson:
Response to Pupils’ Requests.
Teaching Pupils to Ask for Permission to Speak, Ask Questions, etc.
11. Your pupils must know how lo express in English the simplest needs. Teach them to do this in a polite manner, using modal verbs. Study the list of phrases given on p. 363-364.
11.1. Make up a series of quesiions asking for permission to do something at the lesson.
11.2. Work in pairs. Let your partner act as a teacher and respond to your requests. ,
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11.3. a) Learn to use various forms of expressing your commands and requests. Compare:
1. Will you stop talking, please? (Mild, polite)
2. Please, stop talking. (Formal, cross)
3. You, Jane, stop talking, please. (Personal, informal)
4. Do stop talking, please.' (Emphatic)
b) Translate into English. Watch the form ot expression.
1. Садитесь, пожалуйста, (строго, официально) 2. Перестаньте шуметь, (мягко) 3. Виолетта, сядь, пожалуйста, прямо, (сдержанно) 4. Андрей, перестань вертеться. Принимайся за работу, (мягко) 5. Не выкрикивай ответ, Денис. Подними руку, (дружелюбно) 6. Ведите себя прилично, (строго) 7. Где тряпка/губка? Дежурный, принеси, пожалуйста, тряпку, (вежливо) 8. Артур, раздай, пожалуйста, дневники, (мягко). 9. Катя, сотри с доски, (сдержанно) 10. Прекратите подсказывать, (строго)
11.4. Give various forms of reaction and response acceptable in the Following situations.
1. You are entering the classroom. The pupils are making noise. Two of them are running about. 2. You are saying something to the class, but one of the pupils is not listening. 3. Two girls are turning around and giggling. 4. The pupils are eager to answer your questions. They begin shouting out the answers. 5. It is very stuffy in the room. It needs airing. 6. A pupil is late for the lesson. He has a reasonable excuse. 7. It has grown dark. Ask somebody to switch on the light. 8. A pupil has asked your permission to go out. 9. A pupil has put up his hand. 10. The pupils have started laughing at something you do not find amusing.
REVIEW
12. Interclass check. Ask your classmates (your partner)
What’s the English for?
What’s the Russian for?
1. репертуар
2. часто посещать
3. играть главную роль
4. театрал
5. хорошо сыграть роль
6. быть в голосе
7. гримироваться
8. превосходная игра
9. премьера
10. обмениваться впечатлениями
1. matinee
2. orchestra stalls
3. cast
4. company
5. to burst into applause
6. to arouse great interest
7. the subject matter
8. to be at ease on the stage
9. to be carried away
10. to get many curtain calls
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11. глубоко проникнуть во внутренний мир героя
12. первоклассная пьеса
13. затрагивать серьезные проблемы
14. пустая трата времени
15. иметь грандиозный успех
16. репетировать
17. драматург
18. заказать билеты заранее
19. талантливый актер
20. ставить пьесу
21. получить удовольствие от спектакля
22, места на балконе
23. объявление о том, что все билеты проданы
24. обладать музыкальным слухом
25. эстрадное представление
11. to give an original interpretation of the role
12. to rank with
13. to hold the attention of the audience
14. to fascinate
15. to give a contract
16. scene
17. to anticipate
18. the dress rehearsal
19. to deliver a speech
20. playbills
21. all-star cast
22. to come on tour
23. to have a good view of the stage
24. a passionate music-lover
25. a gifted ballet dancer
12.1. Complete the following sentences.
1. Let’s take opera glasses... 2. I enjoyed the play greatly because... 3. The best seats are... 4. I’ll try to get tickets... 5. Let’s buy a programme... 6. The public admires him because... 7. It is not easy to get tickets for this play as... 8. I’d enjoy the play much more if... 9. The bell’s ringing, let’s... 10. Let’s ask the. usher... 11. This play is very popular... 12. The performance was a failure because...
12.2. Tell your classmates what you will do
1. if you can’t find your seat; 2. if you’ve come after the curtain has risen; 3. if you want to see a play which is very popular; 4. if you want to learn what is on at the ^theatres; 5. if your friend is late for the theatre and you have no time to wait for him/her.
12.3. Ask your classmate
1. if she/he is a regular theatre-goer; 2. if she/he likes theatre better than cinema; 3. what her/his favourite theatre is; 4. if it is difficult to get tickets for this theatre; 5. where she/he usually Sits; 6. what plays are to her/his taste; 7. what play she/he saw last; 8. if it was a great success with the public.
12.4. Talk it over with your classmates.
I. 1. Are you a theatre-goer? 2. Is it easy for you to decide what theatre to choose? Why? 3. Is the repertoire of the theatres rich? 4. What plays does it include? 5. Do all the plays arouse great interest and unanimous praise? 6. Do Russian actors rank with the best actors
7—376
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of the world? 7. What performances do you like to attend? 8. Do you frequent the Puppet Theatre? 9. What is your favourite theatre?
II. 1. Is it difficult to get tickets for the theatre? 2. Why is it especially difficult to get tickets for a premiere? 3. How do you usually get tickets? 4. Do you reserve them by phone sometimes? 5. Where do you like to sit? 6. Why are tickets for the stalls expensive? 7. Why is it not convenient to sit in the gallery? 8. What are the most expensive seats?
III. 1. When do you usually come to the theatre? 2. Do you buy a programme? What for? 3. What do you do if you Can’t find your seat? 4. Where can you have a stroll during an intermission? 5. Where can you have a bite? 6. Do you like the moment when the performance begins? 7. How does a performance/an opera begin?
IV. 1. When do the actors have many curtain calls? 2. Do you remember the performance you saw last? 3. What can you say about the plot of the play? 4. Was it written by a talented playwright? 5. What actors were engaged in the play? 6. WhaJ, can you say about their interpretations of the roles? 7. What can you say about the actors playing the leads? 8. Were you satisfied with the treatment of the characters? 9. Was the play a success? 10. Were you carried away by the acting and the plot of the play? Or did the play fall short of your expectations?
V. 1. How did the audience receive the play? 2. Did you applaud much? 3. Were the actors presented with flowers? 4. What impression did the play produce on you? 5. In what mood did you leave the theatre? 6. Were you looking forward to attending this theatre again? 7. Would you suggest your friend’s seeing the play?
VI. 1. What performances do you prefer: operas, ballets, variety shows, dramas? Why? 2. Who is your favourite actor/singer/ballet dancer? 3. Have you ever seen your favourite actor/actress on the stage? 4. What is his/her best role? 5. What do you think of him/her as an actor/actress? 6. Why do you like his/her acting? 7. What emotions and feelings does his/her acting arouse in you?
12.5. “At the Theatre”. Student-class interaction. Guidelines on role play:
1. Act out the following situations. Mind the setting, the topic, your social relationship.
2. Attitude: informal, friendly; official.
3. Main roles: the Matthews (3: Brian Matthews, Ellis Matthews, their daughter Grace); the Crightons (3: Jeremy Crighton, Melissa Crighton, their son Philip); Grace’s friend Sybil; a ticket-agent; an usher. Other students are acquaintances the families meet at the theatre.
4. Situations:
The families choose a play to see and discuss the problem of tickets.
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At the box-office of the theatre Mr. Matthews and Mr. Crighton have a talk with the ticket-agent.
Grace rings up her friend Sybil and invites her to the theatre. Unfortunately, Sybil is unwell and can’t join the Matthews. Grace is sorry and promises to ring her up after the performance.
The Matthews enter the theatre, buy a programme and ask an isher to show them to their seats.
During the intermission they meet their friends the Crightons. They exchange their impressions on the play. The women like the play and acting, the men find the production too modern and disapprove of the light and sound effects.
Grace and Philip speak about the actors playing the leads and about their favourite actors.
After the play Grace rings up Sybil and gives a short account of their visit to the theatre.
5. Linguistic input:
al Topical vocabulary.
b) Language focus: the infinitive, the gerund.
c) Functional phrases: inviting someone, accepting/declining an invitation, expressing agreement/disagreement, exchanging impressions, giving your opinion, trying to change one’s opinion, showing you’re listening.
6. Non-linguistic input: some authentic material from the Teacher’s Book.
Unit
6
GOING TO THE DOCTOR'S
Functions:
Main language points:
Other language points:
Reading skills:
Study skills:
Writing activities:
Classroom English:
Describing what happened.
Checking that someone has understood you.
Expressing sympathy and consolation.
Verbals.
Gerund (continued).
Participle.
Use of articles with names of diseases.
Reading medicine labels.
The language of newspapers.
Presenting oral reports.
Writing a reproduction.
Proofreading.
Some useful hints about conducting a lesson.
Commenting on the answers.
Praise and criticism.
To the Student
Good health is above wealth, isn’t it? That’s why millions of people undergo annual check-ups, chest X-ray, vaccinations. However, feeling unwell you need advice and professional help with specific health problems of yours. For that you contact your doctor or the ambulance service in case of emergency.
This Unit is about illnesses and their treatment. Being a teacher trainee you may be interested in childhood diseases as well. Do you know that about one in six children have special educational needs? Most of them get help in an ordinary school.
1. Look, listen and read. Pre-listening task: Before you listen, discuss a) the symptoms of flu; b) what advice you would give to someone who was starting it. Make a list of things they could do. Listen to the recording. Are any of your ideas mentioned? Which ones?
BEING ILL1
“You don’t look your usual self this morning,” said my wife at breakfast.
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“No, I’m not feeling up to much,” I said. “I don’t know what I’ve got, but I hardly slept a wink all night, and now I’ve got a splitting headache.”
“Poor old thing,” she said, feeling my forehead. “It feels as if you’ve got a bit of a temperature.” f fujl
Al work, I felt ghastly all morning. My head was now throbbing violently and there were moments when it felt as if the whole office was going round. At eleven o’clock I took a couple of aspirins with my coffee, they didn’t seem to do any good. By lunchtime I had to admit that I was running a temperature: I felt hot and shivery2 at the same time.
I called my secretary in. “Look, Pam,” I said. “I’m not feeling too well. I’m going to take the rest of the day off. You might as well do the same when you’ve finished the letters. Perhaps you would ring up Fraser and let him know.”
“Yes, of course, Mr. Garter. You do look poorly. I hope you haven’t caught this nasty flu3 that’s around.”
Feeling rather sorry for myself, I put on my overcoat and wrapped a scarf round my neck.
When I got home I went straight to bed and my wife gave me a hot water bottle4. I certainly felt better lying down.
“I’ll bring you some lunch in a minute,” said my wife.
“No, thank you,” I said. “I couldn’t eat a thing. All I want is a glass of water. Then I think I’ll sleep for a bit.”
“Don’t you think I’d better call the doctor?” she said. “I shouldn’t be surprised if you’ve got this flu, like Mrs. Higgins.”
Mrs. Higgins was our daily help, and she’s been off work for the last few days.
Then I must have dozed off, for I woke up, sweating all over, to hear the doctor coming up the stairs. ‘Quite an epidemic of it,” I heard him say to my wife. I sat up feeling stiff and uncomfortable; my pyjamas were sticking to me. !
“Now then,” said the doctor, sitting on the edge of the bed. “Let’s have a good look at you.” He opened his bag and stuck a thermometer in my mouth. While he was waiting he took my pulse. Then he took out the thermometer and looked at it. “Just over a hundred and two5,” he mumbled.
He put a stethoscope in his ears and listened to my chest.
“Now the throat. Say “Ah”. Silence. “Looks a bit sor<. Does it hurt when you swallow?” I nodded. “Mm. It’s flu all right. The throat’s nothing serious.” He looked for his pen. “Look here, I’m going to keep you in bed for a day or two. Keep taking plenty of aspirin to bring your temperature down, and I’ll give you some pills to help you to sleep at night. You should stay away from work for the rest of the week and take it easy. It’s much better to shake it off in one go if you can. Otherwise, if you go back to work too soon, it might drag on indefinitely.”
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He wrote out a prescription and handed it Vo my wife. As she saw him to the door I heard him say: “He’s bound to feel rotten for the next day or so, but in any case I’ll drop in again the day after tomorrow to see how he’s getting on. Keep him well covered up.”
For two days I was terribly weak. Whenever I had to get out of bed, I felt giddy6 and was glad to lie down again. Moreover, I couldn’t face eating anything; all I wanted was lots of drink and plenty of sleep. I didn’t even feel like reading. Then, suddenly, I felt much better. My temperature was almost back to normal, my appetite came back, and I felt I wanted to do something useful. Now my wife had to struggle to keep me in bed. “You’re not to overdo it,” she said. “Flu takes it out of you more than you think.” So I spent the time propped up with lots of pillows, catching up with my reading. In fact, it was now all rather pleasant.
Notes on the Text
1. ill adj-a) sick, not well, b) bad. In the sense of “unwell” ill is used only predicatively.
He has been ill now for three weeks.
Collocations: to fall ill; to look ill; to feel ill; to be taken ill.
Its synonym sick means “ill” or “ailing” if used attributively (in British English). In American usage sick has this meaning also if used as part of the predicate.
Mr Binks is a sick man.
Collocations: sick diet; on sick leave: to be seasick/homesick; sick pay.
2. shivery adj- trembling, esp. with fever.
to shiver - to tremble (with cold/fear/fevcr). Shivering is generally the result of cold; trembling is the result of some emotional reaction. Compare:
The water in the Jake was so cold that she came out shivering. - It was her first appearance on the stage, and she stood trembling with excitement and nervousness.
Shaking is generally the result of more violent and intense emotions; e.g.: to shake with horror/terror/dread.
To shake is always used in the combination to shake with sobs and is more often used than to tremble in the combinations to shake with age/weakness.
His hand shook with age/wilh weakness.
3. flu (short for influenza) n - the general name for viruses that cause chills, fever, headache, and/or nausea.
4. hot water bottle - container for hot water which is used for warming beds.
5. “Just over a hundred and two.” - 102°F (Fahrenheit) correspond to 38.9°C (Centigrade). The Fahrenheit thermometer is used throughout the British Commonwealth and in the United States. The boiling point of the Fahrenheit thermometer is 212°, the freezing point - 32°, the normal temperature of a human body is about 99°. The Centigrade thermometer, used in Russia, France and othe countries, has 0° (zero) for its freezing point and 100° for the boiling point.
6. giddy adj- dizzy; feeling as if everything is spinning around.
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VOCABULARY PRACTICE
LI. Choose the right word. Explain your choice.
.1) ill, sick
1. After that large dinner, I feel positively ... . 2. “Where have you been lately?” - “I’ve been off ... for a few days.” 3. Vai was out of ,orts, ... and tired of everything. 4. She was taken ... at midnight and driven to the hospital in an ambulance. 5. I am not so ... that I can’t continue with my work. 6. Jane hasn’t been around for quite a while; .he must be ... again. She is a very ... person. 7. The...man was carefully placed on the stretcher. 8. He is seriously ... with pneumonia. 9. Are they really ..., or are they just malingering? 10. If you’re ..., see a doctor.
h) shiver, tremble, shake
1. Mary was so excited that her voice ... when she began to speak. 2. At the mention of Mr. Dodd’s name poor Jane began to ... with dread. 3. Joyce was so weak and faint that her hands ... as she opened the letter. 4. Feeling June’s slender body ... with Softs' old Jolyon was terribly alarmed. 5. When Mr. Bantry scolded Walter, the boy’s hands ... with nervousness. 6. At night poor Henry would lie ... in bed under his thin blanket. 7. With ... fingers Hurstwood counted the money Carrie had given him. 8. The classroom at Lowood was so cold that the little girls sat ... all through the lessons.
1.2. Give Russian equivalents for the following.
1. “You don’t look your usual self this morning,” said iny wife at breakfast. 2. ... I hardly slept a wink all night. 3. My head was throbbing violently and there were moments when it felt as if the whole
office was going round. 4. I woke up, sweating all over. 5. Does it
hurt when you swallow? 6. You should stay away from work for the
rest of the week and take it easy. 7. Keep him well covered up. 8. I felt giddy and was glad to lie down again.
1.3. Give English equivalents for- the following words and expressions. Use them in sentences of your own.
сильная головная боль; схватить грипп; грелка; вызвать врача; эпидемия; пощупать пульс; прослушать сердце и легкие; чувствовать себя отвратительно (хорощо/лучше); выписать рецепт; принимать аспирин; сбить температуру
1.4. How many synonyms to the following do you know?
to feel ill; to fall ill (with flu); to hurt; painful; to lie in bed; to run a temperature
1.5. Complete the sentences using suitable words or word combinations from the list below. Make all the necessary changes.
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1. I don’t feel like... 2. How about...? 3. The doctor entered the room to find the patient... 4. Maggy is in the habit of... 5. There is little hope of... 6. Children are afraid of... 7. Do you mind...? 8. There is no use... 9. Richard hates the idea of... 10. Harris couldn’t help...
to sweat all over; te-takc-in -the medicine; to go to a chemist’s; to kecp-to a diet; to-havc one’s tonsils removed; to take one’s temperature; to ring up the reception-office; to.-be.. on sick leave; te-4iave quick--fecevery; to treat oneself; to call a doctor in; to have one’s blood pressure tested
1.6. Supply the missing prepositions and adverbs where necessary.
1. The doctor isn’t likely to prescribe any special medicine ... your headaches. 2. During the recent epidemic ... the grippe many children stayed ....... school, being laid ....... the disease. 3. The boy was shiv-
ering ... cold. 4. To recover quickly a patient must follow ... all the doctor’s instructions. 5. Here are two prescriptions, one ... some pills and one ... a tonic. 6. Unfasten your jacket and your shirt, please. I’ll listen ... your heart. 7. You’d better keep ... bed for a day or two. 8. Take ... this mixture, it will help to bring your temperature ... . 9. Roy complained ... pains in the stomach. 10. If you don’t take care ... yourself, you may have a nervous breakdown and have to go ... hospital.
ORAL PRACTICE
1.7. Now read the text carefully and answer lhese questions.
1. How did Mr Garter feel in the morning? 2. What did he complain of? 3. Was it better at work? 4. Did a couple of aspirins do Mr Garter any good? 5. Why did he take the rest of the day off? 6. Was a doctor called in when Mr Garter got home? 7. Did the doctor give the patient a thorough examination? 8. What was his diagnosis? 9. What are the symptoms of flu? 10. What medicine did the doctor prescribe for the illness? 11. What was his final advice? 12. Did it take Mr Garter long to recover?
1.8. Imagine that
a) you are Mr Garter. Having recovered completely you are back at work. Tell Pam, your secretary, about your illness;
b) you are Mrs Garter. Tell Mrs Higgins who has been of! work for the last few days about your husband’s illness.
1.9. Use the key words and expressions below to talk about illnesses and their treatment
a) to feel ill, on coming home, to shiver with cold, a splitting headache, a thermometer, to get to bed, to hate the idea of..., to call a doctor in, to be too ... to ...;
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b) to be in the habit of..., to be down with, to suggest, to diagnose the case as..., to prescribe ... for, aspirin, vitamin C, to follow the instructions, to do ... good;
c) to sleep badly, to look a miserable wreck, sharp pain, to complain of..., to be taken to hospital, to give/to get an injection, to give ... a thorough examination, to undergo a treatment, to recover
READING MEDICINE LABELS
Medicine labels contain the information you need to use medicines correctly. Medicines, of course, can be very helpful. They relieve symptoms and can reduce pain. They also stop aches. But remember that most medicines are drugs. They can be harmfill, too. Therefore, it is very important to read medicine labels carefully. The labels should be read before you use the medicine.
Over-the-counler medicines can be bought without a doctor’s prescription. Labels on these medicines contain a great deal of information.
mi DATD - ______Namf* nf nmdnrt
Relieves coughs, fever, headaches-due to colds. ————• Symptoms the product will relieve ______Active inoretli^ntc
Hexaphenol, Aspirin, Cloriniol. Manufactured by: Wonder Drugs, Yonkers, NY — making the product
Over-the-counter medicine labels also give very specific directions for the use of a medicine.
DIRECTIONS FOR USE: * The amount of each dose
Take 2 tablets - — every 4 hours. T Hit frequently it may be taken
Tablets can be chewed — or swallowed with water. -Л How to take a dose
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The label will also give various warnings or cautions:
WARNING: Take no more, than 8 tablets daily* over a 2-week period. - To increase or extend dosage con--suit physician. Do not take if taking tetracycline. — Total dose that may be taken in one day ——-• Limit on number of days it can be taken — ——• Circumstances that require a doctor’s supervision -• Warning that taking this drug with other drugs may be hazardous
Assignment: Interpreting Labels on Over-the-Counter Medicines
Study the following label carefully. Answer the questions about iL
1. What is the name of this product? 2. List the symptoms this product is supposed to relieve. 3. How much of this product is to be taken for each dose? 4. How often may a dose be taken? 5. What is the maximum amount of this product that can be taken in a 24-hour period? 6. What signals mean that- you should stop using this product? 7. What other cautions should the buyer observe?
Consumer Information
DAYCARE
DAYTIME COLDS MEDICINE
Purpose of product:
To provide hours of relief from the nasal congestion, coughing, aches and pains, and cough irritated throat of a cold or flu without drowsy side effects.
Benefits from product:
helps clear stuffy nose, congested sinus openings
calms, quiets coughing
eases headache pain and the ache-all-over feeling
soothes cough irritated throat
No drowsy side effects. Non-narcotic
Relieves these cold symptoms to let you get your day off to a good start.
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Directions for use:
Adults: 12 and over-one fluid ounce in medicine cup provided (2 tablespoonfuls) Children: 6-12 - one half fluid ounce in medicine cup provided (1 tablespoonful) May be repeated every four (4) hours as needed.
Maximum 4 doses per day.
Warning
Do not administer to children under 6 years of age unless directed by physician. Persistent cough may indicate the presence of a serious condition. Persons with a high fever or persistent cough or with high blood pressure, diabetes, heart or thyroid disease should not use this prescription unless directed by physician. Do not use more than ten days unless directed by physician.
Do not exceed recommended dosage unless directed by physician.
KEEP OUT OF REACH OF CHILDREN.
EXPRESSING SYMPATHY, CONSOLATION
You may express sympathy and consolation in various ways with different degrees of formality. Examples:
Neutral
- I’m (very) sorry to hear...
- (Oh dear) I am sorry (to hear that).
- (Oh dear,) I’m (most) awfully/ dreadfully etc. sorry...
- (Oh) that’s/what (terribly/ extremely) etc. bad luck.
- How upsetting/annoying!
-You must be very upset/
- . annoyed etc. (about...)
- Take it easy. Things will come right in the end.
1. - I’m very worried about my sister. She was taken ill yesterday and rushed into hospital - something to d^ with her heart.
- Really? I’m sorry to hear that. But try not to worry. I’m sure everything will be all right in the end.
Informal
- Oh, that’s awful. (I’m ever so sorry.)
- (Oh,) how/that’s dreadful/ rotten/awful/ghastly etc.
- Oh no! (I’m ever so sorry).
- Oh dear. (I’m ever so sorry).
2. - Robert has broken his right leg.
- Poor chap! Why should he always be so unfortunate?
-Why, indeed, for it wasn’t his fault at all. A cyclist suddenly
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- I’m extremely sorry to hear that.
-1 am/was deeply sorry to hear/ to learn etc. (about)... .
- What a terrible situation for you. I do sympathize, (I assure you)... .
- I/we all sympathize with your loss.
- Don’t let it upset/distress you. I
2. Work in pairs or small groups. Expr
- Poor old you/Mary. (I’m ever appeared from nowhere and so sorry.) tn trying to avoid him Robert
- (Oh,) hard luck. ran into a lamp-post.
- Don’t let it worry you.
Formal
3. - I’m deeply sorry about your mother. Have they operated on her?
- Yes, they have and she’s feeling better now.
- Don’t let it upset you too much. These things do happen to old people. She’ll be all right soon.
-1 hope so.
s sympathy or consolation at the follow-
ing.
1. Janet, my younger sister, is seriously ill. 2. Mr Hunt has died in an air crash. 3. Nicholas was injured in the accident. It was weeks before he got up again. 4. I have an awful headache that I can’t get rid of. 5. Our poor old dog was run over last month. 6. They say Helen was taken to hospital this afternoon for an emergency removal of her appendix. 7. My Granny has got a terrible backache. She can hardly walk sometimes. 8. Mrs Flint, our neighbour, died the other night. She had an inoperable cancer. There was no hope at all. 9. Dick is no better at all. His fever is worse and he is out of his senses most of the time. 10. I caught an awful cold last week. 11. Violet slipped in the street and fell down, breaking her arm. 12. Chris has bronchitis.
2.1. a) Listen to these people discussing sad occasions. Note the remarks they use to express sympathy and consolation.
Illness
Tony: My father’s in hospital again.
Shirley: Oh, I’m sorry to hear that.
Pat- Yes, so am I. What is it this time?
Tony: A stomach ulcer. »•
Pah Oh, dear. Are they going to operate on him?
Tony: Yes. They’re operating him tomorrow.
Shirley: I hope he’ll be better soon.
Pah We’ll go and see him on Saturday.
Shirley: Give him our regards.
Tony: I will. Thanks a lot.
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Death
Maggie: Bad news, I’m afraid.
George: Oh?
Maggie: Aunt Muriel has died.
George: I’m very sorry to hear that.
Mary: When did it happen?
Maggie: Last night.
Richard: Uuh ... were you expecting it?
Maggie: No, it was very sudden.
Richard: When is the funeral?
Maggie: Tomorrow, at ten o’clock.
George: Please give our sympathy to your family.
Maggie: Thanks, I will.
Mary: And let us know if there is anything we can do.
Maggie: Of course. Thank you.
b) Now practise with a partner. Suggest situations in which the following remarks may be used.
1. Never mind. I’m sure you’ll feel better after a few days’ holiday. 2. Please accept my deepest sympathies. 3. Poor old Tom! I do feel sorry for him. 4. Cheer up. I’m sure you did everything you could. 5. It might have been worse. 6. That’s too bad! 7. You’ll soon get over it. It’s not the end of the world. 8. Take it easy. I’m sure he didn’t do it on purpose. 9. How terrible! 10. Better luck next time.
2.2. Hard luck story.
"... Oh, I am sorry to hear that. How did it happen? ... It must have been terrible. I hope it’s not too painful. ... Oh dear. You must be feeling awful. Still, it’s a good thing you’ve got Doreen to look after you. ... Oh no! Not her as well! The poor girl. ... It would ha*e to happen now, wouldn’t it? I hope she’ll be all right by Saturday. ... Oh, that is a shame. They’ll give her another chance, though, won’t they? ... Won’t they? Oh, that is bad luck! Look, if there’s anything I can do to help...”
a) 1. What do you think the other person is saying?
2. In pairs, act out the conversation.
b) Work in pairs.
1. Make up your own hard tuck story.
2. Form new pairs.
Student A: Tell your hard luck story to B.
Student B: Sympathize with A.
2.3. a) Roger Webb, a University student, hasn’t been feeling too well recently. He rings up the Students’ Health Centre.
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An Emergency
Nurse: (Answers telephone.) Students’ Health Centre.
Roger: I’d like to make an appointment to see a doctor.
Nurse: Is this an emergency?
Roger: I’m not sure. I’ve had stomach cramps for two days. They’re getting worse.
Nurse: Any vomiting?
Roger: No, but I don’t have any appetite.
Nurse: Do you have other symptoms?
Roger: A bad headache, but I think that’s from not eating.
Nurse: I don’t think it’s anything serious. Probably just the flu. But let’s not take a chance. Why don’t you come in half an hour?
Roger: I’ll be there.
Nurse: We’ll see you then.
b) Complete the interaction about reporting an emergency to the health service. Use any appropriate answer. Role-play the interaction with your partner for the class.
-I’d like,to make...
- Is this...?
- Do you have any other symptoms?
- Yes, ...
- Can you come to the health service in...?
- Fine.
PRESENTING ORAL REPORTS
Your narrative should not merely list events; it should recreate them in a way, that will capture and hold your listeners’ attention.
Chronological order is a way of organizing events in the order in which they occurred, beginning with the first action and ending with the last. Transitional words and phrases will help your listeners to keep track of the flow of time.
Transitions for Chronological Order
after a while before formerly second
afterward during in the end since
as soon as by the time later since then
at first earlier meanwhile soon
at last finally next then
at the same time eventually now while
' Order of importance is used when some of your details are more significant than others. Particularly useful when persuading or explain
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ing, order of importance allows you to rank a series of causes, effects, reasons, accomplishments, or conclusions.
You have two choices for the way in which you arrange your details. You cari start with the least important item and build to the most important one or you start with the most important item and proceed to the least important. Although this method communicates your main point immediately, you do risk losing your listeners’ attention.
Use these words and phrases to indicate the relative importance of different ideas:
Transitions for Order of Importance
above all also better besides
best
compared to equally important
finally first, second, etc.
,, for one reason
, furthermore in addition moreover more important
next
of less importance of major concern of miner concern to begin with worse, worst worst of all
3. Doris Gibson goes to the doctor once a year for a checkup. Using the pictures as a guide tell the story to the class.
Prompts: to make an appointment; a general practitioner; a consulting room; a nurse; a gown; to have one’s blood/blood pressure tested; to weigh; to examine the patient thoroughly (her throat, eyesight, hearing, etc.); to check one’s heart/lungs; to breathe in deeply; to feel the abdomen; to be as fit as a fiddle; to shake hand; to pay the doctor’s fee
A Regular Checkup
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3.1. Now listen to your partner's story. Evaluate it using the evaluation checklist on p. 179.
THE ENGLISH VERBALS: THE PARTICIPLE
The participle is a non-finite form of the verb which has a verbal and an adjectival or an adverbial character. There are two participles in English: Participle I (traditionally called the Present Participle) and Participle II (traditionally called the Past Participle). “The Present Participle” and “The Past Participle” are not good names: both forms can be used to talk about the past, present or future. Compare:
Most of the people invited to the party didn’t turn up.
Who’s that man sitting in the corner?
You’ll admire the artistry of the actress playing the title role.
Look at this:
Participle 1 Active Passive
Indefinite examining standing being examined
Perfect having examined having stood having been examined
Participle 11 examined
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4. Do what is necessary to turn the following sentences with the Objective Participial Construction into sentences with the Subjective Participial Construction. Work with your partner.
Example: Classmate: I heard Mary making an appointment with a neurologist.
You: Mary was heard making an appointment with a neurologist.
1. We found Robert sitting at his friend’s bed. 2. The nurse heard the boy groaning with pain. 3. He left us waiting for the results of a chest X-ray. 4. The students watched the professor performing a delicate operation. 5. The doctor saw the patient tossing in bed. 6. I heard lhe baby crying in the nursery. 7. Mrs Brown watched the doctor giving Jane a thorough examination. 8. They heard George cancelling a dental appointment.
4.1. Make up questions with each of the phrases given below. Let your classmates answer them.
to have a tooth filled/pulled out; to have the appendix taken out; to have one’s heart/chest sounded; to have one’s blood/blood pressure tested; to have one’s tonsils removed; to have a chest X-ray taken; to have smth bandaged
4.2. Who is the best person to see if you want to have
your eyes examined? tonsils removed? a bad tooth pulled out? a fridge repaired? a photo taken? a coat made? shoes heeled? your hair done? your watch fixed? a car serviced?
4.3. Replace the italicised phrases with clauses, without changing the meaning.
1. In spite of having a chill, he attended the meeting. 2. His work clone, he heaved a sigh of relief. 3. Not being as intelligent as I had hoped, he failed to understand what it was all about. 4. Not being cut out for teaching, he hated his job. 5. The sentence pronounced, the prisoner was led away. 6. Realizing that his wife knew more than he had thought, he decided to make a clean breast of everything. 7. Having done it all wrong, she had to do it all over again. 8. Being very clever, he had no difficulty in getting a good job. 9. Having written the letter, Florence felt much less angry and decided not to post it. 10. Coming into the room, Joyce tripped over a rug
4.4. Are these sentences grammatically correct? Discuss it with your partner and make the necessary changes if necessary. Read your sentences to the class.
1. She was standing in the middle of the garden with a doll in her liand, crying bitterly. 2. Being Monday, she was washing. 3. He came downstairs entering the kitchen. 4. Being a child, he went to France. 5. Walking in the park, the flowers looked very pretty. 6. Looking at those paintings our emotions wfcre stirred. 7. Having forgotten to buy
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any meat, lunch consisted of just a salad and some fruit. 8. Being a wet day we couldn’t go for a walk.
4.5. Quiz yourself. Choose the best answer.
1. I felt him ... at me now and then. (a. having It/oked; b. looking; c. looked; d. being looked) 2. He had at home a considerable library of books ... about China, (a. writing; b. having written; c. being written; d. written) 3. ... the gate Sam was struck by a thought, (a. being reached; b. reached; c. having reached; d. reaching) 4. They were, indeed, old friends, ... at school together, (a. having been; b. being; c. were been; d. being been) 5. ... alone, we kept silence for some time, (a. being left; b. having been left; c. leaving; d. left) 6. I have a car ... outside in the road. (a. waiting; b. being waited; c. having waited; d. waited) 7. ... all her money, Alice went home. (a. lost; b. having lost; c. being lost; d. losing) 8. ... down the stairs, he was full of happiness, (a. being come; b. coming; c. having been come; d. having come) 9. ... to qualify as a doctor, I took up teaching, (a. failing; b. having failed; c. being failed; d. failed) 10. The Woods lived in a house ... a dull red. (a. being painted; b. painted; c. having painted; d. having been painted)
5. Read the information about tunes used in statements and special questions in the Supplement (section II).
5.1. Read the following dialogues. Express the suggested attitudes.
1. -What troubles you? (sympathetically interested)
- I’m quite unwell. I feel giddy and I can hardly stand on my legs, (serious)
- Any pain? (sympathetically interested)
- Yes. I’ve a sore throat, (conveying personal concern)
2. - Shall I have to stay in bed long? (genuinely interested)
- No, not more than a week, I hope, (uncertain)
-And shall I take any medicine? (genuinely interested)
- Yes, certainly. Here is a prescription for you. (weighty, categoric)
3. -1 have an abscess on my finger, it hurts me awfully, (serious)
- What did you do for it? (searching)
-1 did nothing; I thought it would heal by itself, (personal involvement)
-That was not very clever of you. (reprimand)
5.2. Listen to the conversation that follows carefully, sentence by sentence. Mark the stresses and tunes. Find sentences pronounced with the Glide-Down or the Glide-Up and practise them.
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Feeling Out of Sorts
Л; You don’t look very well this morning. What’s the matter, didn’t you sleep, well?
B:v Not zvery. I don’t think there is anything wrong, but I am not feeling quite the .thing.
A: You haven’t got any, pain, .have you?
I): Oh, no, I just feel out of sorts. I may have eaten something that has disagreed with me.
A: Got az.tempcraturc?
B: 1 don’t think so. I’m quite all right-just a bit upset, that’s all.
A’ Let’s have a look at yourztongue ... Wouldn’t you like to see a doctor? к
B: Oh, I don’t think it’s as bad as all that, thank you. Please don’t be uneasy about^me; I’ll be perfectly fit again before long - it’s only a slight4 bilious attack, nothing much.
A: Well, perhaps you’d better stay in bed thisz morning. Quite’sure you wouldn’t like me to telephone for azdoctor?
B: No, no, plcase4don’t. Send me up a cup of tea and some dryztoast, and I can promise you I shall be perfectly well by this afternoon.
A: Very well, try and get some more'sleep. I’ll come up again after lunch.
♦ * *
<4^ Well, how do you feel now?
/< Muchzbctter, thank you. I’m perfectly well again. I get these attacks sometimes. It must be something 1 eat. They are not at all serious really, but they’re decidedly unp|easant while they last.
A: I’m sure they^are; they can be' very unpleasant indeed, as 1 know to^my^cost.
5.3. Record your reading of the dialogue. Play the recording back for the teacher and your fellow-students to detect the possible errors. Practise the dialogue for test reading.
5.4. Roleplay the interaction with your partner for the class.
5.5. Work in pairs and use these sentences in your conversation.
- What’s the matter? -1 don’t think there is anything
wrong, but I am not feeling quite the thing.
-1 just feel out of sorts. I may have eaten something that has disagreed with me.
- It’s only a slight bilious attack, nothing much.
- Well, how do you feel now? - Much better, thank you. I’m perfectly well again.
- Please don’t be uneasy about me.
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5.6. You have arranged with your friend to go out for a picnic. But he/she is half an hour late. You telephone him/her to find out that your friend feels seedy.
6. “Alcohol and play:
CONVERSATION PRACTICE
You”. Group Work. Intermediate Role Play. Guidelines on rote
1. Act out a 20-minute opinion poll to find out how people feel about alcohol and a drinking problem. The information below may be of some help to you.
2. Attitudes: formal, business-like; friendly.
3. Main roles:
Role 1: You are Susan Harper, a research psychologist. You conduct an opinion poll, summarize the information you have collected and prepare an oral report. Be sure to include an introduction to your survey, a summary of the results you have collected, and a conclusion. The conclusion should include your own interpretation of the information you collected.
Role 2: You are Tom Hill,’ a science student and a social drinker. Alcohol is an accepted part of your life-style. It is not interfering with your college work, health or relationships. You know your limits; you decide ahead of time how much you will drink and stick to this decision.
Role 3: You are Ruth Bantry, a neurologist at a Student Assistance Centre. You strongly object to alcohol drinking. Alcohol is a drug and it affects a person both mentally and physically.
Role 4: You are David Armstrong, an engineer. Once you were a problem drinker. You hurt yourself physically while intoxicated, missed work because of hangovers. Your friends persuaded you to undergo a course of treatment at a mental health clinic. For two years you haven’t had a single drink and you are quite optimistic about your future. Life is great!
The other members of the class express their own attitude to alcohol drinking.
4. Linguistic input: a) Topical vocabulary. 212
')) Language focus: the verbals; use of articles with names of diseases.
c) Functional phrases: starting a conversation with a stranger, introducing yourself/answering an introduction, asking for information, giving your opinion/reasons, showing you’re listening; thanking, responding to thanks, saying good-bye.
5. Non-linguistic input: some authentic material from the Teacher’s
Book.
Did You Know?
Why Do People Drink?
Research studies show that most people drink:
• to feel “high” or to have a good time
• to enhance social occasions
• to get “drunk”
• to escape from problems
• to relieve stress and promote relaxation
• to enjoy the taste of alcohol
How Does Alcohol Affect the Body?
Alcohol enters the bloodstream and circulates to all body tissues and organs within a few minutes. It is carried directly to the brain and depresses almost every brain function.
The effects of two much alcohol include:
physical
• increased heart rate; decreased heart muscle function
• elevated skin temperature
• slurred speech
• lack of coordination
• headache, fatigue
e nausea and vomiting
• stomach ulcers
mental
• poor concentration
» confusion, disorientation, stupor
• impaired judgement
• feeling of fear and anxiety
Alcohol Myths
Myth: GETTING DRUNK IS FUNNY.
I'act: Maybe in the films ... but not in real life. Drunkenness is no more funny than any other illness.
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Myth: PEOPLE ARE FRIENDLIER WHEN THEY ARE DRUNK.
Fact' Maybe. But they’re also more hostile, more dangerous, more criminal, more homicidal, and more suicidal. 64% of all murders are alcohol-related. And 60% of all suicides.
Myth-. IT’S IMPOLITE TO TELL A FRIEND HE’S DRINKING TOO MUCH.
Fact Maybe if we weren’t all so polite, we wouldn’t have so many friends with drinking problems.
Myth: IT’S RUDE TO REFUSE A DRINK.
Fact Nonsense. What’s rude is trying to push a drink to someone who doesn’t want it. Or shouldn’t have it.
Myth: ALL THAT PUBLICITY ABOUT DRINKING AND DRIVING IS...
Fact: True. At least half the road accidents involve drinking.
READING PRACTICE
7. Pre-reading task: Read the text and make Philip was seriously ill; b) Griffiths had
a list of the facts that prove that a) a wonderful bedside manner.
PHILIP IS ILL
after Ж5. Maugham
One morning Philip on getting up felt his head swim, and going back to bed suddenly discovered1 he was ill. Al* his limbs achcd^ and he shivered with cold. When the landlady brought in his breakfast he called to her through the open door that he was not well, and asked for a cup of tea and a piece of toast. A few minutes later there was a knock at his door, and Griffiths came in. They had lived in the same house for over a year, but had never done more than nod to one another in the passage.
“I say, I hear you’re seedy,” said Griffiths. “I thought I’d come in and see what was the matter with you.”
Philip, blushing he knew not why, made light of the whole thing. He would be all right in an hour or two.
“Well, you’d better let me take your temperature,” said Griffiths.
“It’s quite unnecessary,” answered Philip irritably.
“Come bn.”
Philip put the thermometer in his mouth. Griffiths sat on the bed
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and chatted brightly for a moment, then he took it out and looked at tl.
“Now, look here, old man, you must stay in bed, and I’ll bring old Deacon in to have a look at you.”
“Nonsense,” said Philip. “There is nothing the matter. I wish you wouldn’t bother about me.”
“But it is not any bother. You’ve got a temperature and you must '.tay in bed. You will, won’t you?”
There was a peculiar charm in his manner, a mingling of gravity and kindliness, which was infinitely attractive.
“You’ve got a wonderful bedside manner,” Philip murmured, closing his eyes with a smile.
Griffiths shook out his pillow for him, smoothed down the bedclothes, tucked him up and drew down the blind.
“Now go to sleep and I’ll bring the old man round as soon as he’s done the wards3.”
It seemed hours before anyone came to Philip. Then there was a knock at the door and Griffiths, healthy, strong, and cheerful, came in.
“Hercs Doctor Deacon,” he said. The physician stepped forward, .in elderly man with a bland manner, whom Philip knew only by sight. A few questions, a brief examination, and the diagnosis.
“What d’you make of it?” he asked Griffiths, smiling.
“Influenza.”
“Quite right.”
Doctor Deacon looked round the dingy lodging-house room.
“Wouldn’t you like to go to the hospital? They’ll put you in a private ward, and you can be better looked after than you can here.”
“I’d rather stay where I am,” said Philip. He did not want to be disturbed, and he was always shy of new surroundings. He did not fancy nurses fussing about him and the dreary cleanliness of the hospital.
“I can look after him, sir,” said Griffiths at once.
“Oh, very well.” He wrote a prescription, gave instructions, and left.
“Now you’ve got to do exactly as I tell you,” said Griffiths. “I’m day-nurse and night-nurse all in one.”
“It’s very kind of you, but I shan’t want anything,” said Philip.
Griffiths put his hand on Philip’s forehead, a large cool, dry hand and the touch seemed to him good.
“I’m just going to take this round to the dispensary4 to have it made up, and then I’ll come back.”
In a little while he brought the medicine5 and gave Philip a dose. Then he went upstairs to fetch his books.
“You won’t mind my working in your room this afternoon, will you?” he said when he came down. “I’ll leave the door open so that you can give me a shout if you want anything.”
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Later in the day Philip, awaking from an uneasy doze, heard voices in his sitting-room. A friend had come in to see Griffiths.
“I say, you’d better not come in tonight,” he heard Griffiths say.
And then a minute or two afterwards someone else entered the room and expressed his surprise at finding Griffiths there. Philip heard him explain.
‘Tm looking after a second-year man who’s got these rooms. The poor thing is down with influenza. No whist tonight, old man.”
Presently Griffiths was left alone and Philip called him.
“I say, you’re not putting off a party tonight, are you?” he asked.
“Not on your account. I must work at my surgery®.”
“Don’t put it off. I shall be all right. You needn’t bother about me.”
“That’s all right.”
Philip grew worse. As the night came on he became slightly delirious7, but towards morning he awoke from a restless sleep to find Griffiths in pyjamas and a dressing-gown.
“Why aren’t you in bed? What’s the time?”
“About five. I thought I’d better sit up with you tonight. I brought an armchair in as I thought if I put a mattress down I should sleep so soundly that I shouldn’t hear you if you wanted anything.”
“I wish you wouldn’t be so good to me,” groaned Philip. “Suppose you catch8 it?”
“Then you shall nurse me, old man,” said Griffiths with a laugh.
In the morning Griffiths looked pale and tired after his night’s watch, but was full of spirits.
“Now I’m going to wash you,” he said to Philip cheerfully.
“1 can wash myself,” said Philip ashamed.
“Nonsense. If you were in the small ward a nurse would wash you, and I can do it just as well as a nurse.”
Philip, too weak and wretched to resist, allowed Griffiths to wash his hands and face, his feet, his chest and back. Griffiths did it with charming tenderness, carrying on meanwhile a stream of friendly chatter; and he changed the sheet just as they did at the hospital, shook out the pillow and arranged the bedclothes.
“I can’t imagine why you should be so good to me,” said Philip.
“It’s good practice for me. It’s rather a lark9 having a patient.”
Griffiths gave him his breakfast and went off to get dressed and have something to eat. A few minutes before ten he came back with a bunch of grapes and a few flowers.
“You are awfully kind,” said Philip. He was in bed for five days.
Though Griffiths was the same age as Philip he adopted towards him a humorous, motherly attitude. He was a thoughtful fellow, gentle and encouraging; but his greatest quality was a vitality which seemed to give health to everyone with whom he came in contact.
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Notes on the Text
I. to discover-to get to know something; to get knowledge of something that existed before but which was unknown
It was never discovered how he died.
Synonyms:
(a) lo find out - to discover as the result of conscious effort.
We must find out the truth of the matter.
(b) to learn - to get to know something by being told or informed.
I was sorry to learn the sad news of his death.
2. to ache - to hurt, to be in continuous pain.
My ear aches.
Compare:
It hurts the eyes to look at the sun.
3. ward n - large room in a hospital; section of a hospital.
4. dispensary n - place where a chemist prepares medicines.
1. medicine n - (a) study of disease, ill health and their cure, (b) liquid/powder/pill taken to cure an illness. >
6. surgery n - (a) treatment of disease or wounds by cutting open part of the body; (b) doctor’s/dentist's consulting room.
7. delirious adj - disordered in mind, mad with fever/with happiness.
8. to catch (caught, caught) - to get (a disease).
catching adj - (disease) which can be caught/which is infectious lark n-(inf) piece of fun/joke
VOCABULARY PRACTICE
7.1. Choose the right word. Explain your choice.
<t) ache, hurt, pain, painful
-What ... you? «p
~ I can’t say I feel any sharp*'... in some definite place, I just ... all over. ,
~ Does it A?" you to move your arms, legs or head?
- My head all the time, it *r.. me to look at the light and each movement is fy? .
-Well, I must examine you. Don’t be afraid, it won’t be .
- But, doctor, each touch gives me ... .
= Well, try and take it easy.
b) discover, find out, learn
1. We that the liquid did not contain any harmful ingredients. 2. When Maria Л the price of the necklace she was in despair. 3. I don’t
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know what his telephone number is and I can’t think of a way of ... it. 4. Can you./.. when the train is arriving? 5. There hundreds of new things to be every day. 6. We haven’t yet л. whether the plane had landed safely. 7. Please ... the rules of entering the competition and let me know. 8. Soon the whole village ... that he had brought his wife from Kentucky. 9. She won’t tell lies again. She has what suffering lies can lead to.
c) treat, cure
1. Children’s diseases are ... by a pediatrician, specializing in pediatrics. 2. Fresh air, sunshine, wholesome food may the patient of tuberculosis. 3. He was alone, confronted by a case which he must diagnose and ... unaided. 4. She was genuinely grateful to the doctor who had »... her hands of some skin trouble. 5. The doctor said there was no need to hospitalize him. He might as well be C.. with antibiotics at home. 6. The noisy and crowded sea resort was precisely the place to provoke rather than _ a nervous breakdown. 7. If they had begun for her neurosis a year ago, her disease would have been ... now. 8. After the grippe, complications developed which had to be 42- for a month before she was completely . 9. Take this medicine, it will .' your cold.
7.2. Can you write the Simple Past and the Past Participle of these verbs?
feel, shiver, put, bother, awake, hurt, murmur, grow, bring, sleep, groan, nurse, carry, shake, ache, chat
7.3. Supply the missing prepositions or adverbs where necessary.
1. Jane is down ... a bad cold. 2. Philip hated the very idea '... going ... hospital. 3. Who nursed ... you when you were ill? 4. The boy was shivering ... cold. 5. Health is worth taking care ...; . 6. He was ^treated scarlet fever. 7. Adam was taken ... hospital and operated ... 4Л appendicitis. 8. There is nothing really the matter ...' me, I just feel ’.’A 'л! sorts. 9. After Barbara had had some injections ... tonic she felt quite cured ... all her ailments. 10. He wouldn’t hear ... his mother’s sitting1;.. with him all the night.
7.4. Translate the following into Russian, paying special attention to the meaning of a) the adjective “bad”.
1. The pain felt very bad. 2. Daniel has been troubled with a bad cough for months. 3. He has a bad heart and gets these attacks rather often. 4. Influenza is responsible for many bad aftereffects. 5. If she is as bad as that, we’ll have to operate on her right away. 6. Mr Dell never lost the clarity of his thought even when his fever was bad. 7. I’m sorry about Joe’s bad throat. 8. He was clumsy at the table because of his bad arm, doing everything with his good arm. 9. The bad head made him feel wretched. 10. Helen can’t come with us, she has Ц bad foot.
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I>) the adverb “out".
1. I hoped I should be out in a couple of days. 2. Michael had his appendix out long ago. 3. The rash is out all over him. 4. The operation was carried out seven weeks ago. 5. I broke my left arm and put out my shoulder. 6. In 1664 the plague broke out in London. 7. Her book is just out, 8. If your infected tooth is far too neglected, there is no alternative and you have it pulled out. 9. Cancer is one of the most devastating diseases. There are many hospitals where cancer research is carried out.
7.5. Complete these sentences.
1. If you feel seedy... 2. The physician will come to your place after... 3. To have the prescription made up... 4. When taken ill... 5. To avoid complications... 6. Have you ever suffered...? 7. Delicate operations... 8. The doctor said that the case was too serious... 9. There is little chance... 10. The patient couldn’t avoid... 11. The nurse entered the room to find the patient... 12. The surgeon insisted on...
7.6. Translate into English.
1. У тебя совершенно больной вид. Почему бы не измерить температуру? 2. Она очень больна и ей придется лечь в больницу. 3. У меня, наверное, начинается грипп, у меня все тело болит. 4. Ирина совсем не спала сегодня. У нее заболел сын, и она всю ночь просидела около него. 5. Случай был очень сложный, и врачам не сразу удалось поставить диагноз. 6. Вы можете поговорить с врачом, когда он закончит обход. 7. Говорят, на (нях Артур выписывается из больницы. 8. Бабушке уже лучше, но она еще не окончательно поправилась. 9. Его положили в больницу, так как дома за ним некому было ухаживать. 10. Я страдаю от бессонницы. 11. Принимайте это лекарство три раза в день по столовой ложке. 12. Врач попросил пациента раздеться до пояса и прослушал его сердце и легкие. 13. Я не могу читать вслух, у меня болит горло. 14. Мне нравится этот врач, потому что он не прописывает слишком много лекарств.
ORAL PRACTICE
7.7. Now read the text carefully and answer these questions. Engage your classmate in the conversation.
1. What made Philip think he was ill? 2. Who brought him his breakfast? 3. Who was the second to come? 4. On what terms were the two students? Was Griffiths in the habit of coming to Philip every morning? 5. Did Philip like people fussing about him? 6. What did Griffiths suggest Philip should do? 7. Was the doctor called in to have a look at the sick fellow? 8. What did Philip mean by saying that Griffiths had got a wonderful bedside manner? 9. Did the doctor come
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right away? Why couldn’t Dr Deacon possibly come earlier? 10. Did it take the doctor long to make a diagnosis? 11. Why did Dr Deacon suggest Philip’s going to hospital? 12. Why did Philip prefer to stay where he was? 13. What did the doctor do before leaving? 14. Where did Griffiths take the prescription to have it made up? 15. Who nursed Philip during his illness? 16. How long did Philip keep to bed? 17. What attitude did Griffiths adopt towards him?
7.8. What Do You Think? Work in pairs and compare the lists you made while you were reading.
1. Was Philip seriously ill? 2. Did Griffiths have a wonderful bedside manner? 3. Did he enjoy having a patient? 4. Will Griffiths make a good doctor?
7.9. Are these statements true or false?
1. Philip was down with pneumonia. 2. Though Philip and Griffiths lived in the same house for over a year, they were only on nodding terms. 3. Philip enjoyed people fussing about him. 4. The physician was a young fellow whom Philip knew intimately. 5. There was nothing the matter with Philip, he stayed in bed for only a short while. 6. Philip was all for going to hospital as he preferred to have a trained nurse attending to him. 7. Philip had no one to sit up with him that night. 8. Towards night he grew worse. 9. Philip disapproved of Griffiths’ bedside manner. 10. In the morning Griffiths felt wretched and was in low spifits.
7.10. Quote some sentences from lhe text showing a number of different emotions: confusion, sympathy, approval, encouragement.
7.11. Look through the text again and tell your partner the symptoms of flu.
7.12. Say what impression you formed of Philip and Griffiths. Find out your classmates' opinion.
7.13. Make up the conversation
a) between Griffiths and lhe landlady who tells the young man about Philip’s illness;
b) between Griffiths and Dr Deacon discussing Philip’s case;
c) between Griffiths and the chemist.
7.14. Tell the story a) as Philip would; b) as Griffiths would.
7.15. Have you ever found yourself in a situation like that? When was it? Tell your classmates about some memorable medical experience of yours.
8. If you have toothache, you should go to your dentist. He’ll examine your teeth, and if the aching tooth is not loo far gone, he’ll stop it. If it is too bad, he’ll take it out. Listen to the recording and make a list of alt the words and expressions you would associate with visiting the dentist.
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At the Dentist’s
a) Carol: What’s the matter, Ann? You look so pale.
Ann: I have an awful toothache which kept me awake all night.
Carol: Why don’t you go to the dentist? I suppose it is a cavity that needs filling.
Ann: Oh, yes, but I hate going to the dentist’s. The very sight of the dentist’s drill makes my flesh creep. It is really better when they pull your tooth out. At least they make an injection to deaden the pain.
Carol: Now, there. Don’t talk such nonsense. If you don’t go to the doctor at once, your cheek will swell up and you’ll get an inflammation. Come, put on your coat and let us go. Don’t be a coward.
b) Ann: Good morning, Doctor.
Doctor: Good morning. Miss Hart, isn’t it?
Ann: That’s right, Doctor. Ann Hart.
Doctor: What’s the trouble, Miss Hart?
Ann: I have a filling which is loose and I also have an awful pain in my lower tooth on the right.
Doctor: Let’s have a look at the filling. Open your mouth wide, ж _ That’s it. Yes, it’s about to drop out. Now let’s see the bad w tooth. Is it sensitive to heat and cold?
Ann: Yes, very.
Doctor: That’s too bad. You should have come for a checkup long ago. I think it’s been hurting you for quite a while. We’d better have it X-rayed.
(The doctor examines the picture.)
Doctor: I’m afraid I’ll have to pull it out.
Ann: Do you mean you’ll pull it out now?
Doctor: Yes, certainly. We’ll start with the filling and then I’ll pull the bad tooth out. Don’t worry. Everything’ll be OK.
Ann: That’s all right, Doctor.
c) Doctor: What’s troubling you, Mr Dodd?
Mr Dodd: Oh, Doctor, I feel such an 'acute pain that I can’t stand it any longer. I didn’t have a wink of sleep all night long.
Doctor: Open your mouth, please. Does this tooth hurt you?
Mr Dodd: Yes, rather.
Doctor: There is a cavity here. It must be cleaned.
(After the procedure.)
Doctor: Now the cavity is ready for a temporary filling.
Mr Dodd: Isn’t it possible to put a permanent one right now? I am to go on a business trip in a fortnight.
Doctor: We don’t need to wait for such a long time. If the tooth is quite all right and you feel no pain at all, come in four - five days and I’ll put a permanent filling.
(The dentist fills the tooth.)
Mr Dodd: Thank you ever so much, Doctor. Good-bye.
8.1. Ask your classmate
I. 1. what Ann complained of one morning; 2. why she hated going to the dentist’s; 3. if it is really better to have a tooth pulled out than having a cavity filled; 4. if the very sight of the dentist’s drill makes her/his flesh creep; 5. what happens if you neglect a bad tooth;
II. 1. what was troubling Ann; 2. if the bad tooth was sensitive tr heat and cold; 3. why the doctor had to pull the bad tooth out;
III. 1. why Mr Dodd didn’t have a wink of sleep at night; 2. if the doctor made him an injection to deaden the pain; 3. if the doctor cleaned the cavity before filling it; 4. why the doctor didn’t put a permanent filling right away; 5. when Mr Dodd was to come to the dentist again.
8.2. As one of your teeth is hurting you you have to go to the dentis|^kTell the doctor what is troubling you.
8.3. Finish off the story about Mr Norman’s visit to the dentist’s.
“I had had toothache for several days, but could not find enough courage to go to the dentist. As
a matter of fact, I went twice, but just as I got on his doors-* tep and was about to ring the bell the toothache seemed to have gone away, so I went home again. But at last 1 had to go
back and this time I rang the
bell and was shown into the waiting-room.
There were a number of magazines there and I had just got into the middle of an exciting story when a maid came in to say that Doctor Harlow was ready to see me.
Well, I went into the surgery...”
Prompts: to examine smth; to pull out; to give smb an injection; to feel numb; a pair of forceps; to grip; a quick pull; to spit; to wash the mouth with antiseptic
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READING NEWSPAPERS
One of the best places to learn about events is a newspaper. It lives you the local, national, and world news. It also gives you enter-t iinment, sports, and travel news.
English Newspapers
Name of Date of Political view-
newspaper first point
publication
Quality” or THE TIMES 1785 Independent
.enous” papers THE GUARDIAN 1821 Left of centre
i Broadsheet size) THE DAILY TELEGRAPH 1855 (Liberal/SDP) Conservative
THE FINANCIAL TIMES 1888 Conservative.
Popular papers” THE MORNING STAR 1966 Communist
i tabloid size) THE DAILY EXPRESS 1900 Conservative
THE DAILY MAIL 1896 Conservative
THE DAILY MIRROR 1903 Labour
THE DAILY STAR 1978 Right of centre
THE SUN 1969 Right of centre
The Sections of a Newspaper
Newspapers have many sections. By creating different sections, pa->ers make information easy to find. For example, you can quickly turn о the sports section for the score of last night’s football game. In the ntertainment sections you can find the time of the film you want to ,ce. Almost all newspapers have these sections:
Editorials
News Business Classified ads
Entertainment Fashion Comics Home
Sports
Death notices
TV guide Weather
Getting Information from News Stories
A news story gives you the facts about current events. Aftfer reading a news story, you should be able to answer questions about a news event. Usually a news story will answer who, what, when, and where. Sometimes a story will tell how and why something happened.
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Assignment Reading News Stories
a. Read the following news story and answer questions about it.
1. What is the main subject of this article? 2. What is the major cause of death for women aged between 20 and 40 in the Americas, Western Europe and Africa? 3. In what ways does AIDS threaten women? 4. How many people in the world are now infected with HIV? 5. Is the infection rate increasing faster among men or women?
WOMEN IN AIDS FRONTLINE
Main cause of death for women aged. 20-40
Aids is now the major cause of death for women aged between 20 and 40 in major cities in the Americas, western Europe and Sub-Saharan Africa, it war' revealed yesterday.
A new report, “Triple Jeopardy - Women and AIDS”, published by the international research institute Panos, highlights the growing threat) to women.
AIDS threatens women in three specific ways, the report argue# Asi individuals infected themselves, as mothers who may risk infecting their’ unborn children and as those who will bear the brunt of caring for those who are ill.
The World Health Organisation estimates that eight to 10 million people worldwide are now infected with HIV - the virus which leads to AIDS - and that one third of them are women.
But alarming new evidence suggests that the infection rate is increasing faster among women.
Recent studies in Zaire show that women aged between 15 and 30 are four times as likely to contract the disease as their male counterparts.
Globally, the virus is spread m/nly through heterosexual contact and women are twice as likely to contract the disease through a single exposure to an infected partner than men are.
In New York, AIDS is already the leading cause of death for young black women aged between 15 and 40.
Author of the report Judith Mariasy said yesterday: “In the West the very real threat to women hasn’t really registered on public consciousness or on the policy makers.”
“Services for ’ HIV-positive women are lagging behind and clinical trials and educational programmes are not designed with women in mind.”
by Lucie Hyndley
Is. You are a journalist You have to report Lucie Hyndley’s story, but you have only half the amount of space. Decide which points are most important. Summarize the news in 120 words.
CHECKING THAT SOMEONE HAS UNDERSTOOD YOU
Sometimes our purpose in speaking may be to help communications lather than to comminicate actual ideas, feelings, etc. To make our conversation sound more natural, less abrupt, we check that someone has understood us, give examples of what we mean, and so on. Examples:
Neutral
- Do you see. what I mean?
~ I hope that’s clear?
- That’s clear, isn’t it?
-..., if you see what I mean.
- Does that seem to make sense?
1. - What advice would you give to cold sufferers, then?
- Go home. Take plenty of liquid. Vitamin C certainly won’t do you any harm, and it may help. Aspirin will make you feel better, but the best advice I can give is rest. I hope that’s clear?
-Yes, absolutely.
-Are you with me?
- D’you see?
- Right?
-OK?
- Yeah? Get it?
- Got it?
Am I making/Do I make self clear?
- Is that reasonably clear?
Have I made myself clear?
Informal
2. - If you have a nose-bleed sit upright in a chair with the head lightly forward. Firmly pinch the soft part of the nose for at least 15 minutes. Breathe through the mouth. D’you see?
- Ye-es.
Formal
my- 3. -1 think we can’t really waste the limited supplies of interferon on cold research. Most of it is being used for cancer research at the moment. I trust I make myself clear?
-All too clear.
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1-376
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9. Discuss with a friend what you would do about the following ailments. Check that your friend has understood you.
a headache; a cold; indigestion; a cut finger; chapped lips; sunburn
9.1. Roleplay these interactions with your classmates.
1. You are on tour in Great Britain. One of the tourists has a very bad cold. A doctor is called and you have to act as interpreter.
2. You meet an acquaintance of yours, a young doctor. Yesterday she/he had her/his first patient.
3. You drop in at your friend’s to find her/him in a pretty bad state.
4. You are running a high temperature. The physician comes to your place to examine you.
9.2. Listen to the recording and list the symptoms of some infectious childhood diseases. Compare your list with other students.
Childhood Diseases
Scarlet fever Measles Whooping cough Mumps
headache high temperature cough red rash red spots sore throat swelling on either side of the neck nausea vomiting
9.3. Have you (your brother/sister/friend) ever been laid up-with any of these diseases? Tell your classmates about it.
9.4. Florence Benson wants to take out a life insurance policy. The insurance company has sent her to see a doctor for a check up. This is part of the form the doctor has to complete. Practise their conversation. Use:
Can I take your...? Have you ever had...? Have you been vaccinated against...?
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FRIARY INSURANCE
CONFIDENTIAL
Name______________
Marital status
Date of birth ____
Measurements
Height --------------------
Weight_____________________
> Blood pressure
Children Address___________________________
Occupation_____________
Pulse rate_____________
Vision__________________
Chest (a) normal (b) expanded ________________________
Medical history (please give approximate dates where possible)
Measles_______________________
Mumps_________________________
Chicken-pox___________________
Whooping cough Other serious illnesses (give details below)
Vaccinations and inoculations
Polio-------------------------
Scarlet fever_________________
Diphtheria____________________
Whooping cough
Measles_______________________
Tetanus_______________________
Please give details of any hospital treatment or operations
9.5. “How to Keep Fit?” This is the subject that interests everyone. Study the questionnaire which follows and then have a talk with your classmate.
1. Would you describe yourself as:
Very fit Average
Quite fit Unfit
Do you think physical fitness is important?
' Yes No
2. Do you ever get out of breath?
Can you touch your toes (without bending your knees)?
Can you run for 1 km?
3. Does your daily routine involve physical exertion?
Yes No
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4. Do you take regular exercise?
Yes No
5. If you take regular exercise, how often do you take it?
Every day More than once a week
Every other day Once a week Less
6. If you take regular exercise, in which of the fqllowing ways do you take it?
Sport Dance
Jogging Cycling
Swimming Keep-fit exercises
Other (What other ways?)
7. If you play a sport, is it:
A team game Amateur
Competitive Professional
Organized
8. Do you think sports or P.E. (Physical Education) should be a com pulsory part of the school curriculum?
Yes No
9. Why?/Why not?
9.6. Look at these expressions. What do you think they might mean? Use them in sentences or situations of yours.
as fit as a fiddle; as sound as a bell; as fresh as a daisy; as hot as fire; as pale as death; as white as a sheet
9.7. Comment on the following proverbs and sayings (explain their meaning, give their Russian equivalents). Say under what circumstances you would use them in speech.
1. Good health is above wealth. 2. An apple a day keeps a doctor away. 3. Health is not valued till sickness comes. 4. What can’t be cured must be endured. 5. He who has health has hope, and he who has hope has everything. 6. Time is the great healer./Time cures all things. 7. Time works wonders.
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WRITING A REPRODUCTION: PROOFREADING
In your writing, accuracy and clarity will create a good impression lor your readers. A misspelled word or an awkward sentence can make your readers think that you’re careless. Proofreading is the stage of the writing process in which you eliminate such inaccuracies and polish your work in general. Use this opportunity to make your writing reflect your meaning in the best way possible.
Strategies:
1. Revise your work for unity, clarity and coherence. Consider these general questions: Does this piece of writing have a clearly expressed topic and the main idea? Are ideas presented in order and suitably organized in paragraphs? Are thoughts developed consistently and logically? Are opinions supported with reasons and facts? Does the conclusion bring the reproduction to a definite close?
2. Revise for tone and style: Is the choice of words effective, appropriate and accurate? Is the writing clearly organized? Are there clear connections between sentences and paragraphs? Do sentences vary in their beginning, structure and length? Avoid slang, contractions, and conversational expressions.
3. Revise for correct grammar and spelling. First, read each sentence separately, carefully checking the structure, agreement and usage. Second, examine each word, correcting errors in spelling.
4. Proofread forward and backward. First, proofread your writing from beginning to end to catch the most obvious errors. Then proofread from the end to the beginning. This will force you to look at each sentence independently, eliminating the context of the others around it. You’ll slow down, catching errors that you might have missed.
Assignment J: Making a Proofreading Checklist
a The following checklist provides you with quick reminders of what to look for as you proofread your work thoroughly.
Proofreading Checklist
1. Have I checked conjunctions for effectiveness and clarity?
2. Have I used correct verb tense?
3. Have I made all subjects and verbs agree?
4. Have I used pronouns with clear antecedents?
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5. Do they agree?
6. Have I used correct capitalization?
7. Have I checked and corrected all word usage?
8. Have I spelled all words correctly?
b. In addition to using this checklist for proofreading any piece of writing, you can expand it to fit your specific needs. Review several of your past writing assignments, looking for errors in grammar, usage and spelling that you have missed more than once. Add at least 4 personal reminders io the items in the checklist Your own additions might include notes such as these: “Eliminate ‘but’ and ‘in fact.” “Put hyphens in numbers like ‘thirty-four’.”
Assignment 2: Proofreading for Correct Spelling
When you are satisfied that your sentences are correct, proofread the words for correct spelling. If you see a word that you use infrequently or that looks questionable, consult a dictionary. There are no excuses for spelling errors in your final copy. On your paper, list the words that are misspelled in the following paragraph, correcting their spelling. If necessary, use a dictionary for reference.
It takes a long time and a lot of hard work for a doctor to ak-quire sound sergical judgement. Every time he sees a patient he has to be able to assess and evaluate the history of the patient’s illness, the findings on phisical examination, the chemical studyes of the blood, the results of X-rays and a multitude of other factors; and after weighing all these factors, he has to decide whether to operate or not, what procedure to use, whether to do the operation immidiately or later.
BECOME PROFICIENT
Some Useful Hints About Conducting a Lesson: Commenting on the Answers. Praise and Criticism
10. Practise various forms of reaction and response suitable for the following situations.
1. You encourage a pupil. He is doing better. 2. The pupil’s answer is very good. You give her the highest mark. 3. The pupil’s answer is unsatisfactory. 4. The pupil’s answer fell short of your expectations. 5 The pupil has mispronounced some words. 6. Praise the pupil for good and neat writing. 7. The pupil has made many spelling mistakes. Reprimand him for it. 8. The pupil’s handwriting is careless. 9. The pupil is hesitating at every word. 10. You would like your pupil to read with proper intonation.
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10.1. Use the proper article where necessary.
1. Watch your grammar, P.! You’ve made ... bad mistake. Will you correct it? 2. What is ... English for “на картинке”, L.? Be careful how you use ... preposition here. 3. You’re making ... good progress, B. i give you ... five. 4. Do not be fast, S. Pronounce ... endings. properly. '1. M., you do not use ... stress correctly. Don’t stress ... form-words: ... articles, ... prepositions. 6. You’ve mispronounced ... word “magazine”. ... stress is on ... third syllable. 7. That’s ... excellent work. 8. Alex will lead ... next paragraph. Sorry, but you’ve made ... mistake. Did anyone notice it? 9. Drop your voice at ... end of ... sentence. 10. Do not read ... letter “k” in ... word “knight”.
10.2. Act out fragments of oral speech activity in class. Make the pupils listen and act out the interaction that follows.
и) Set the task to the group.
h) Ask the pupils to act out the dialogue.
») Comment on the pupils' answers.
At the Casualty Department
Andrew Williams fell off his bicycle. He’s in the casualty department at the local hospital. Doctor Austin is examining him.
Doctor: Hello, Williams, isn’t it? You’ve had a bit of a fall. What were you doing? Going too fast?
Williams: Yes, Doctor. I fell off going round a corner.
Doctor: You’d better get undressed then, and we’ll take a look at you. Mm. That’s a nasty cut. 1’11 have to put a couple of stitches in that.
Williams: I’ve got a cut here too, Doctor.
Doctor: It looks worse than it is. It’s only a graze. The nurse will clean it up for you. It’ll sting, but that’s all. Now, does it hurt anywhere else?
Williams: I’ve got a pain in my arm. It’s very sore, and it feels stiff.
Doctor: Well, there’s nothing broken, but you’ve bruised your shoulder. It’ll be sore for a few days. Now, did you bang your head at all?
Williams: Yes, I did. I fell onto the bike. But it doesn’t hurt now.
Doctor: Did you feel dizzy?
Williams: No, not at all.
Doctor: Look up there, I’m just going to shine this light in your eye. No, that’s fine. I’ll do the stitches, and the nurse will put a dressing on it. Then you can go home.
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REVIEW
11. Interclass check. Ask your classmates (your partner)
What's the English for?
What’s the Russian for?
1. оперировать
2. воспаление
3. инфекционная болезнь
4. жаловаться на боль в желудке
5. коклюш
6. вызвать скорую помощь
7. стонать от боли
8. ставить горчичники
9. высокое кровяное давление
10. выписать рецепт
11. поставить временную пломбу
12. заказать лекарство по рецепту
13. осложнение после болезни
14. пройти рентгеноскопию
15. бюллетень о нетрудоспособности
16. аптека
17. лекарство от головной боли
18. запустить болезнь
19. раздеться до пояса
20. острая зубная боль
21. больничная палата
11.1. How many English equivalents for
1. a sore throat .
2. to feel sick and giddy
3. disease prevention
4. to be laid up with scarlet fevei
5. a syringe
6. to undergo a treatment
7. a blood test
8. vaccination
9. to inoculate
10. insomnia
11. to go through necessary analyses
12. to be discharged from the hospital
13. to catch mumps
14. a nervous breakdown
15. a bedside manner
16. to feel feverish
17. to nip a disease in its bud
18. to sneeze
19. to keep the temperature down
20. tonsils
21. to put a dressing (on) the following do you know?
болезнь, недуг; боль; удалить зуб; чувствовать недомогание; лекарство; полоскать горло; осложнение (после болезни); запломбировать зуб; сбить температуру; выздороветь
11.2. Give the most suitable Russian equivalents for lhe following.
sore - throat, subject, spot, eye, foot;
pain - sharp, dull, growing, constant, annoying, sudden;
bitter - medicine, words, thoughts, taste, experience, moment, cold; delicate - operation, health, features, situation, colours;
urgent - call, case, message, measures, request, need
11.3. Insert prepositions or adverbs where necessary.
1. What are you complaining...? 2. The best remedyfeSi headache is fresh air. 3. If you want lo get well you must keep ... bed and fol low the doctor’s advice. 4. She «ays that she is subject coughs. 5 Shake the mixture carefully ... use. 6. You have all the symptoms .. the flu. 7. The first thing to do is to keep the temperature... . 8.You
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can have this prescription made ... the chemist. 9. I shall make you a compress ... your throat. 10. My father is ... sick-leave. 11. Whooping cough is a frightening disease to nurse a child ... . 12. Cancer is hard to detect ... its early stage.
11.4. Translate into English.
1. В детстве мой сын перенес корь, воспаление легких, свинку. "Я просиживала ночи у его кровати. 2. Он жалуется, что у него болит желудок. Я думаю, ему надо обратиться к врачу. 3. Если у тебя температура, выпей таблетку аспирина, чтобы сбить жар. 4. Вот рецепт. Нужно принимать эту микстуру три раза в день по столовой ложке после еды. 5. Врач попросил пациента раздеться до пояса. 6. Вы сможете поговорить с врачом, когда он закончит обход. 7. Она не в состоянии разговаривать, у нее ужасно болит зуб. 8. У меня болит горло, и я сильно кашляю. - Вы что-нибудь принимаете? - Вечером я выпила стакан горячего молока с маслом и медом и сделала компресс на горло. Но это не очень помогает. 9. У меня очень болит нижний зуб справа. Боюсь, что там большое дупло. - Да, дупло очень большое. Нужно сделать рентгеновский снимок. 10. Говорят, на днях он выписывается из больницы. 11. Что тебе сказал врач? - Он сказал, что ничего страшного, но гланды воспалены, с ними что-то надо делать.
Group Work
11.5. Talk it over with your classmates.
I. 1. Are you subject to colds/coughs/sore throats/headaches? 2. What is the best remedy for a sore throat/headache/cold in your opinion? 3. Are bad colds catching? 4. What do you do when you fall Й1? 5. What is generally done on urgent occasions? 6. In what cases is hospitalization necessary? 7. Have you ever called an ambulance? 8. Some people hate consulting a doctor in case of colds, don’t they? And you? 9. What does a doctor do when he comes to examine you? 10. Do you always keep to bed when you are unwell? 11. What are you supposed to do to avoid complications?
II. 1. Should you ever consult a dentist, if your teeth are quite sound? 2. Do your teeth cause you any trouble? 3. Is it painful to treat an infected tooth? 4. Does the doctor give you an injection before filling a tooth cavity? 5. Why do many people put off going to the dentist’s till they develop really bad toothache? 6. Do you happen to know any possible remedy for an acute toothache? 7. Do you think diet to be an important factor in keeping teeth sound?
III. 1. What infectious childhood diseases could you possibly name? 2. Why are they called catching? 3. What are the symptoms of scarlet
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fever?/mumps?/whooping cough?/measles? 4. What diseases did you suffer from in childhood? 5. Can measles and scarlet fever be contracted from a third person? 6. Why is whooping cough considered to be a frightening, disease to nurse a child through? 7. Are various inoculations and vaccinations effective? Why? 8. What is the commonest childhood disease nowadays?
IV. 1. What do you feel when you have flu? 2. How does a sick person look? 3. Do you lose appetite when you are unwell? 4. Is a person ill with the flu usually put on a diet? 5. Do people in this country get their pay when they are on sick-leave? 6. Who is treated at the polyclinic, and who is treated at the hospital? 7. What measures are usually taken to check the spread of an epidemic of grippe? 8. What disease is thought to be a most fatal nowadays?
V. 1. What must one do to keep fit? 2. A regular checkup helps to prevent an illness, doesn’t it? 3. Have you ever got through the procedure yourself? When? 4. Does your Institute, have a special medical service of its own or do you have to visit the local clinic in case of illness? 5. Do you think sports should be part of our lifestyle? Why?
11.6. “There Are Worse Things Than Dying”. Student-class interaction. Guidelines on role play:
1. Act out a 30-minute role play devoted to illnesses and their treatment.
2. Attitudes: friendly, informal; business-like.
3. The situation:
Elizabeth is 60 years old. She had lived alone since her husband died several years ago. Her sister lives near her and visits her regularly. Although she does not work, Elizabeth leads a very active fife. She is a member of the local Town Planning Council and is an active member of her church.
Six months ago, however, Elizabeth was diagnosed as having cancer. She has become very sick over the past few months. The doctor has been treating her with chemotherapy - treatment which uses chemicals to stop the spread of cancer. The doctors say that she might be cured with this treatment. But there are no guarantees, and many patients experience a relapse of cancer after treatment.
The problem is that the treatment has made Elizabeth very sick. Each time she goes to the hospital, she becomes very apprehensive because she knows that she will get sick to her stomach. Since she started receiving treatment, she has become very depressed.
Last week Elizabeth made a decision. She decided to stop the chemotherapy. She says she would prefer to let nature take its course rather than to suffer anymore.
Elizabeth’s son, Chris, lives with his own family in another part of the country. When he heard her decision, he became very upset. He decided to go and see his mother; he wants to convince her to con-
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linue the treatment, too. But Elizabeth says that she has made her decision. Tomorrow Chris is coming to see his mother. Elizabeth’s sister, Jane, is also coming. They will discuss Elizabeth’s treatment with the doctor.
4. The roles:
Elizabeth: You are very sick from the chemotherapy. It is more painful than you have ever expected. You realize that your life will never be the same with cancer. You have lived a full life. You don’t want to continue the treatment. For you, it’s worse than dying.
Jane: You have lived near Elizabeth for most of your life. You understand her suffering and feel she should be able to make her own decision about the chemotherapy. Your sister was always very active. You have watched her get more depressed. You support her decision to stop the treatment.
Chris: You think your mother is not being rational. You tell her to think of what will happen if she stops the chemotherapy. You believe the treatment can work. You want to convince your mother to continue.
Dr Hudson: You have treated cancer patients for fifteen years. Some of those patients are still living today because of chemotherapy. You realize that Elizabeth is experiencing a lot of pain, but you want her to understand that chemotherapy is the only way her cancer may be cured.
5. Procedure:
a) The class is divided into 4 groups. One group will prepare Elizabeth’s arguments. Another group will prepare the arguments of Elizabeth’s sister. Another group will prepare the arguments of Elizabeth’s son. And the final group will prepare the arguments of the doctor.
b) Form new groups to include at least one person playing each of the roles. Elizabeth, Jane and Chris meet Dr Hudson. Each person presents his or her point of view to Elizabeth.
c) Elizabeth listens and reacts to their opinions. Elizabeth’s sister and son try to convince each other of their opinions.
d) After a fifteen-to-twenty-minute discussion, Elizabeth decides what she will do.
e) The group then compares Elizabeth’s decision with the decision of the other groups in class.
6. Linguistic input:
a) Topical vocabulary.
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b) Language focus: the verbals.
c) Functional phrases: greeting someone, asking how someone is, saying you’re optimistic/pessimistic, asking for someone’s opinion, giving your opinion, trying to change someone’s opinion, complaining, expressing sympathy and consolation, giving reasons.
Unit TRAVELLING
Functions:
Main language points:
Other language points: Reading skills:
Writing activities:
Classroom English:
Talking about future intentions.
Asking for and giving information about places to visit.
Asking for and giving directions.
Expressing disbelief, doubt.
Expressing reproach.
Verbals (continued).
Modal verbs.
Use of prepositions of direction.
Use of articles with geographic names.
Reading critically.
Advertisements.
How to draw a conclusion.
Some useful hints about conducting a lesson.
Corrections.
To the Student
It’s time to start thinking about holidays again. Planning lazy days in the sun, by sea, picnicking in grassy, fairy-tale forests or marvelling at the most breathtaking scenery you’ve ever seen. Or, perhaps, you want a get-away-from-it-all holiday in that little place you found last year and fell in love with.
•Nowadays tourism has become a highly organized business. There are express trains, luxurious cruisers, cars and jet air-liners, all of which provide you with comfort and security. What choice to make? What route to take? These and other problems will be discussed in this Unit.
t. Look, listen and read. Pre-listening task: a) Listen to the text and make a list of the facts to prove that the author’s last trip was nerve-wrecking, b) Pay special attention to logical stress in the sentences with inversion.
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GOING ON A TRIP
Some may be fond of travelling1. For me to travel is to go through a gradual state of nerve wrecking.
Once my wife and I decided to take a holiday trip. So I went to an agency to book a cabin on a ship. While I was away my wife was supposed to be packing. To my astonishment it was only half done when I returned as my wife was in doubt whether to take a trunk or just a few suitcases to carry our things in.
It was no use urging her to hurry or to be ready at a certain time because she was not the person to be hurried or ordered about. To try to speed her up was to make her excited and bad-tempered.
With only an hour to spare, the packing to do and the city to cross, I could not but be impatient, so I simply began to throw the things into the suitcases without folding them. The suitcase nearly burst, but I was willing to burst a dozen suitcases to catch the train. I knew my wife would have to iron everything again. But I thought it would teach her not to put things off to the last moment. Within 20 minutes or so we were ready to go.
I immediately found a taxi which seemed almost too good to be true and requested the driver to hurry and get us to the station in time. How the taxi-driver managed to get us to the station alive is difficult to understand because he drove at breakneck speed through the heavy traffic of the city. We got to the station, thbugh strange to relate, quite safely to find the train still there and with a few minutes to 'spare. Some acquaintances were waiting on the platform to see us off, but we hardly had time to say “hullo” to them. We were almost the last passengers to arrive. This was no time for me to be genteel. Up went the mountain of luggage; down sank my wife in a corner, and away went the train.
In the compartment we were not the only ones to want to put our luggage on the racks. Our fellow passengers wanted to put theirs as well, only to find there had been no room left to speak of. It was enough to make anyone angry. When they tried to dump their suitcases in the corridor, the conductor would not have them do it. They tried to convince him that it was nothing to make a fuss about but he replied that corridors were lo walk through, not to store luggage in. In the end the conductor calmed down. But the people were just bursting to tell us a thing or two.
When we had to change stations to go aboard the ship, my wife wanted me to carry all the luggage. She didn’t want to waste money on porters when she had a strong, muscular husband to do it for her. But I had no desire to take the risk of breaking my back and so I went on strike. In the end my wife gave in.
It took the porter three trips to transfer it all and when he had finished he had no breath left to speak of. And the beauty of it was that she had us drag all that luggage only to leave half of it unopened when we did get there.
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Notes on the Text
1. to travel-a) to go from place to place, e.g. to travel round the world for a years;
b) to pass, go or move through (a place or distance), e.g.:
How fast does light travel?
to travel light-to travel without much luggage.
travel n-the act of travelling, a general word for going from one place to another. The nouns travel and travels usually suggest travelling for long distances and long periods of time, e.g.:
He came home after years of foreign travel.
travel agency - office which arranges tickets/hotel reservations, etc. for you when you are making a journey.
Compare: <
journey n-the distance covered and the time spent in going from one place to another, e.g.:
I go to work by train and lhe joumey takes 50 minutes.
voyage n - is similar, but is used mainly of sea journeys (or sometimes journeys in space), e.g.:
I’ve never made a sea-voyage.
flight n-a journey by plane, e.g.:
Take some books to read on the flight/voyage/journey.
cruise n-a sea-voyage for pleasure, e.g.:
I’d love to go on a cruise.
trip n-a short journey from one place fo another, e.g.:
Did you enjoy your day trip to the country?
tour n-a) a joumey during which several places are visited, e.g. a tour round Europe; b) a short trip to or through a place, e.g.:
We went on a guided tour round the castle.
hitch-hiking n - travelling by getting free rides in passing automobiles and walking between rides, e.g.:
Hitch-hiking is a new way of travelling which gives one a chance to see much without spending anything.
Remember:
о book a cabin on a ship lo go aboard the ship to arrive in/at to take a holiday trip
to drive at breakneck speed to gel to the station to see smb. off to change stations
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VOCABULARY PRACTICE
1.1. Choose the right word. Translate the sentences into Russian.
a) travel, travels, to travel, travelling
1. His mind ... to his childhood. 2. The news ... fast. 3. This is a book of ... . 4. His eyes ... over the picture. 5. He loves reading ... books. 6. He is fond of ... . 7. Nowadays ... has become a highly organized business.
b) trip, cruise, tour
1. Have you ever taken a holiday ... along the Black Sea coast or down the Volga? 2. When travelling you have to give special thought, not only to your route, but to what you wear and eat during your ... . 3. What clothes would you suggest to a young (old) passenger on ... ? 4. The National Theatre is on ... in the North. 5. It must be the bird’s first ... from the nest.
1.2. Give Russian equivalents for the following:
one’s name a letter for somebody
to forget oneself to leave the window open
one’s troubles the tickets behind
one’s disagreements it at that
1.3. Write English equivalents for the following words and phrases. Use them in sentences of your own.
прибыть в Иркутск; багаж; пересесть на другой поезд; опоздать на поезд; дорожный чемодан; нервотрепка; благовоспитанный; в конце концов; успокоиться
1.4. Give synonyms from the text to the following words and phrases.
to make up one’s mind; to persuade; to bother one’s head; to spend money; to continue; closed
1.5. Study vocabulary notes carefully and write a number of statements about travelling today. Ask your partner to agree or disagree with them.
1.6. Fill in the prepositions where necessary.
1. He arrived ... his destination ... time. 2. The train arrived ... Moscow early ... the morning. 3. I went straight ... the platform to look ... my carriage. 4. As the driver drove ... breakneck speed I felt my heart sink. 5. If you are not pressed ... time, you may- travel ... water. 6. Mother asked me to book her a cabin .., a ship. 7. T hate seeing people ... . 8. On our way ... Moscow we had to change stations. 9. Though I did my best I failed to catch ... the train.
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ORAL PRACTICE
(.7.-. Read the text carefully and answer these questions. Begin when possible the answers with:
I think/guess/believe... • I should say...
The way 1 see it... I reckon...
I consider...
1. The author was fond of travelling, was he not? Why? 2. What was his wife supposed to be doing while he was away to an agency? 3. On returning he found the suitcases packed up, didn’t he? 4. Why wasn’t his wife through with packing? 5. Was it any use urging her to hurry? Why? 6. Why couldn’t John but be impatient? 7. How did he teach his wife a good lesson? 8. Was it easy or difficult to find a taxi? 9. Did the taxi-driver manage to get the travellers to the station alive and in time? 10. Did they have enough time to say good-bye to their acquaintances? 11. What did the author mean saying, “this was no time for me to be genteel”? 12. What made everyone angry in the compartment? 13. Did the conductor let the passengers dump their suitcases in the corridor? 14. Why did the author go on strike when changing stations? 15. Did his wife give in in the end? 16. How many trips did it take the porter to transfer all the luggage? 17. How did the porter feel when he finished? 18. What was the beauty of the situation?
1.8. What Do You Think? Work in pairs and compare the lists you made while reading/listening to the text.
1.9. Read the text one more time and find the sentences with the verbals. State their functions.
0.10. Complete the following sentences using verbals and the words from the vocabulary notes.
1. If you are pressed for time you had better... . 2. I had a lot of luggage. Mother insisted... . 3. Have you ever seen a taxi-driver...? 4. You’re fond..., aren’t you? 5. What made your father...? 6. John, Jane is leaving. Why not...? 7. Bill happened.... 8. The passengers entered the compartment... . 9. There is no sense ... during rush-hours. 10. I didn’t object... .
0.11. Imagine that
a) You are the author. Speak about your going on a holiday trip once.
b) You are the author's wife. Speak about the same.
1.12. Make up the conversation
' a) between the author and his wife when the man returned from the ticket agency;
b) between the author and his wife when the travellers had to change stations to go aboard the ship.
1.13. Tell the class about the author and his wife as you see them. Choose suitable words for each of the characteristics.
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fond of travelling hates travelling optimistic pessimistic obliging
calm fussy extravagant
fond of travelling hates travelling optimistic pessimistic punctual calm
fussy economical
1.14. Do you know much about youth travel in Russia? Study the article given below and fell your classmates what you learned about the Sputnik Travel Agency.
The Sputnik Travel Agency was founded in 1958 and it sponsors youth and student tours of Russia. The agency cooperates with 550 youth, student, trade union and travel organizations in 66 countries. Besides, it is active in the International Bureau for Youth, Travel and Exchange of the World Federation of Democratic Youth.
Every year about 400.000 Russian and foreign tourists travel on Sputnik sponsored tours. Both Russian and foreign travellers are bound to enjoy themselves thoroughly if they decide to spend their vacations at one of the 24 tourist centres and hotels run by Sputnik, including 11 international ones. By year 2000 Sputnik intends to build new youth centres, camps and tourist hotels with accommodations for 15.000.
Russian boys and girls travel abroad on chartered trains, airliners or sea cruisers, and youth groups from other countries arrive in Russia in similar ways.
Sputnik also arranges exchanges of youth groups between sister cities and border areas and promotes other ways of acquainting young Russian people with the life of their peers abroad.
The price of each voucher depends on the route, length of stay and the country. The vouchers available to young Russian tourists are sold at a discount of up to 50-70 per cent.
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1.15. Render into English.
Пешком и по воде
Как отдыхает молодежь в России? Если ответить на этот вопрос одним словом, то можно сказать: по-разному. Это значит, что молодежь ездит в дома отдыха, в пансионаты и спортивные лагеря, ходит в походы, ездит на экскурсии в другие города, отдыхает на море и в горах. Но если говорить о самом распространенном и любимом виде отдыха, то надо говорить о туризме. Это туризм особый: больше всего молодежь любит ходить в походы по стране, плавать по рекам и озерам на плотах и байдарках, отдыхать на турбазах, откуда также можно совершать турпоходы. В походы ходят и на один-два дня в субботу и в воскресенье, и на 2-3 недели, уезжая далеко от дома.
Маршруты путешествий разнообразны: одни едут на север страны и в Карелию, путешествуют по северным рекам и озерам, другие отправляются на Кавказ или в Крым, где теплое море, горы и много солнца. Есть туристические группы, которые из европейской части страны едут путешествовать по Дальнему Востоку, на остров Сахалин и на Камчатку.
Походы по стране - это всегда новые, часто малонаселенные места, это жизнь в палатке на открытом воздухе, в лесу или на берегу реки, это костер вечером и туристские песни.
Именно среди этих юношей и девушек, которые с нетерпением ждут каждый год отпуска и каникул, чтобы отправиться в поход с рюкзаками за спиной, существует мнение, что туризм -лучший вид спорта.
1.16. Though travelling is rather expensive English students can afford it owing to Youth Hostels Association of England and Wales. It provides hostels to enable all young people to explore the countryside at a low cost When hostelling you usually travel on foot, on horse-back, by pedal cycle or canoe.
There is a special questionnaire which is distributed among the students before holiday time comes. Here it is. Study the questionnaire carefully and say what you want from a holiday. Explain why.
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Location: in your country/abroad/in the mountains/by the sea/in
a village
Activities: swimming/sunbathing/sightseeing/sailing/other activities:
Place to stay: rented rooms/with friends or relations/hotel/camping Travel: by air/by train/by sea/by bicycle/by car
Month: July/August
EXPRESSING DISBELIEF, DOUBT
Disbelief, doubt in reply to a question or in response to a statement can be expressed in various ways.
a) The simplest way to express disbelief or doubt is to use one of the expressions given in the list on the left (1). Examples:
1. - I’m not sure/certain...
- I’m not quite/at all sure/ certain...
-1 don’t believe it.
-I doubt it.
- (It’s) hard to believe.
- Hardly.
-Most unlikely.
- Not likely.
1. - When does our train leave?
-I’m not sure. I must ring up and find out.
2. - They say Professor Howells has retired.
- Most unlikely. He wasn’t planning to.
b) To express strong disbelief, doubt about the present or the past the modal verb can/could is used. In this meaning can/could may combine with any form of the infinitive and is found in interrogative and negative sentences. The intonation is most essential. Examples:
2. can/could + any form of the infinitive (in interrogative and negative sentences)
1. -If we don’t make haste, we’ll be late. We have only half an hour left before the beginning of the concert.
- Why? It can’t (couldn’t) be half past six now. Your watch is at least 10 minutes fast.
2. - Ben has gone to the river.
- Can he be swimming noy The weather is too chiljy!
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Could implies more uncertainty
3. - Jenny is looking for her purse.
- Could she have left it on the bus?
2. Work in pairs or in small groups. Express your disbelief or doubt the following.
I. 1. The Petersburg train is late. 2. Donald will go on holiday in June. 3. The lower berth is occupied. 4. Harry’s in the dining-car waiting for us to come to lunch. 5. I’d like to take all these things with me on the plane. 6. They are approaching Odessa now. 7. The weather is very cold in the South now. 8. She leaves for the Far East tomorrow. 9. Violet is always interfering and criticizing every single thing we do. 10. Mary has heaps of luggage.
II. 1. We missed our stop. 2. Helen has been held up by the traffic. 3. The Moscow train has pulled out. 4. Jane refused to buy a return ticket. 5. At the station I had to queue for the ticket because I had no change for the slot machine. 6. Mike was charged for overweight. 7. Pat has just had a trip by air. 8. I was hungry and there was no dining-car on the train. 9. Our flight has been announced. 10. Brian had nothing to read during the journey.
2.1. Think of some idea to cause your classmates’ disbelief or doubt. Make a list.
Each student takes his turn presenting the ideas. Remember to use the
modals “can/could”.
2.3. Study the pictures given below. Continue the list of ideas about each of the
situations. Ask your classmates to express their disbelief or doubt your idea.
b. 1. The students are enjoying the lecture.
2. ...
3. ...
4. ...
1. The man is taken ill with the flu.
2. ...
3. ...
4. ...
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С. 1. The suit is a perfect fit.
2. ...
3. ...
4. ...
2.4. What is your idea of having a rest? Study the given questionnaire and havt a talk with your classmate.
1. Are you fond of travelling? Why?
2. Do you prefer to rest alone? together with your friends? relatives? wife/husband?
3. What is the most enjoyable means of travel for you? by train? by car? by sea? by air? hitch-hiking?
4. Do you prefer to travel light or with a lot of luggage?
5. Do you take a cassette player/recorder along?
6. Do you prefer to have a rest at a tourist centre? at a holiday home? at a sanatorium? at a youth camp?
7. Are you fond of getting tanned or do you prefer sitting in the shade?
8. When having a rest do you miss your home from the very start? soon? in the middle of the holidays? at the end of them? never?
2.5. Tell your friend that he/she should or should not go
a) to the Crimea in June;
b) to the Baltic Sea in November;
c) to the Black Sea in August;
d) to the country in January.
What do you think about the weather there at this time of the year? Will your friend have a good rest? What makes you think so?
2.6. Summer holidays are coming. You may go either to the mountains, as well as on excursion to St. Petersburg or to a holiday home. You are fond of mountaineering. Al the same time you’ve never been to St. Petersburg. As to the holiday home your best friend is going there. What choice will you make? Why?
2.7. What choice will they make? The local trade-union committee offers passes to a) a sport centre on the Baltic Sea coast; b) a tourist centre in Karelia; c) a holiday home not far from Nizhny Novgorod.
1. Andrew was seriously ill in spring and got very tired during the exams. 2. Nick is crazy about swimming. 3. Oleg cares for hiking.
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2.8. You and your friend are talking about travelling. One of you is fond of it, the other is quite pessimistic about it. In fact, to travel for him/her is to go through a gradual state of nerve wrecking. Use:
I feel quite sure about..., I am very optimistic about..., ...is won-derful/great/O.K., Г don’t think..., I’m not at all sure about..., I rather doubt..., I’m not happy about..., ...fat chance of... .
READING CRITICALLY: ADVERTISEMENTS
Do you read the ads in newspapers and magazines? It’s hard to know if some ads tell the truth. They are believable and try to make you spend your money.
You must learn to judge ads. Here are some things you should know about ads in general:
1. Some ads lie.
2. Some ads tell half the truth.
3. Some ads appeal to your emotions:
- your desire to look and feel younger or older, sexy, beautiful;
- your identification with family, friends, country, the flag, a TV star;
- your need to be part of the crowd.
4. Sometimes instead of facts ads contain a lot of glowing generalities. These ads tell you that something is WONDERFUL, GREAT, FANTASTIC, SUPER, BETTER THAN EVER! without giving a proof.
5. Some ads appeal to your senses, especially touch and taste. “COTTON CLOUD” Soap makes your towels feel soft and fluffy, “LEMON-LIME LEMONADE” tastes “lemony”, “limey”, and delicious.
Assignment: Reading Advertisements
a. Answer the questions about the following
LOSE FAT FOREVER
before
after
ads.
1. List all the information in this ad that you feel is not true or is only half true.
2. List all the information in this ad that you feel is true (fact).
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YOU CAN LOOK LIKE THIS!
Buy FAT OFF
No pills, no exercise, no diet
FAT OFF approved by doctors and health clinics
FEEL BEAUTIFUL ...
LOOK BEAUTIFUL ...
BE BEAUTIFUL ...
Use
HAIR
COLOUR MAGIC
The shampoo and hair colour for the beautiful you ...
What does this ad appeal to?
fa) Your need to belong.
(b) Your intelligence.
(c) Your vanity.
(d) Your good looks.
b. Set out below are two advertisements from a travel brochure. Read them and find the places in the map of Great Britain.
WELCOME to WALES,
a country full of colour, character and contrasts.
Welcome to a land of towering mountains and tiny narrowgauge railways, of sweeping sandy beaches and secluded coves
ENJOY THE BEST OF SCOTLAND!
You’re guaranteed to have a great time and a great adventure.
There are entertaining tourist attractions, outstanding hotels and restaurants and wonderful shopping.
So pack your bags, let your imagination go and we will be pleased to welcome you.
t
1. Which of the ads is more convincing? Why?
2. Phone your friend and tell him/her what you have learned from the ad.
3. Which of the routes do you like most?
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To realize the plan of making a trip the first thing for you to do is to book a ticket and the last one, not less important, is to get on lhe train which you cannot always manage without the porter’s help.
3. Listen to the dialogues and learn to communicate with a booking-office clerk and a porter.
Vocabulary
waiting-room upper berth
loud-speaker lower berth
to be in (to pull in/out) platform
3.1. Listen to the dialogues again and write down the phrases which are used to ask for information. Compare them with the other similar ones given below.
- Will you kindly tell me..., (please)?
- Could you tell me..., (please)?
- Can you tell me..., (please)?
- I wonder if you could tell me...
- Excuse me, do you know...?
- I’d like to know...
- Have you got any idea...?
3.2. See whether there are phrases denoting requesting, suggestions, asking about preference, saying what one wants, asking for advice. Write them down. Are there any formulas denoting other functions in communication? What are they?
3.3. Can you answer these questions?
1. What did Mr Brown want the booking-office clerk to tell him? Л. What berths was he offered? 3. Was he going to pick up the tickets himself? 4. What was the messenger-boy supposed to do in case Mr
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Brown was out? 5. Why did the passenger take a porter? 6. In what way did he address him? 7. Did the passenger know whether the train was in already? 8. Where could the passenger wait for the train to pull in? 9. Did it make any difference for Mr Brown whether his berth was an upper or a lower one?
3.4. Complete this conversation filling in the gaps with the proper prepositions. Before you start study the notes given after the dialogues.
Passenger: Porter, will you see ... my luggage, please?
Porter: Where ..., sir?
Passenger: I’m going ... the 10 o’clock train ... Glasgow. Will you have this trunk labelled and put ... the luggage-van? The suitcase and bag can go ... the luggage-rack.
Porter: Right, sir. What class?
Passenger: First. Try and find me a corner seat ... a smoker, facing the engine, if you can.
Porter: Have you got your ticket yet, sir?
Passenger: Not yet. Where’s the booking-office?
Porter: Come ... ... me and I’ll show you. ... Here it is. I’ll meet you ... the platform.
Passenger: Which platform is it?
Porter: Number 8, ... there.
* * +
Passenger: One first ... Glasgow, please.
Clerk: Single or return1?
Passenger: Single ... Do Г have to change anywhere?
Clerk: No, no change, it’s a through train2.
Passenger: Thank you.
* * *
Porter: Here you are, sir. I’ve found a corner seat next ... the corridor. Your carriage is next ... the dining-car, and you can order lunch when the attendant comes along.
Passenger: What time do we get ... Glasgow?
Porter: You’re due to arrive ... 6.15.
Passenger: Thank you. Here you are.
Porter: Thank you, sir. I hope you’ll have a comfortable journey.
Notes
1. a single ticket-a ticket which allows you to travel to a place but not back again, a return ticket (a return) - it allows you to travel there and back.
You may often hear “A second class return (single)”. There are now two classes on English trains and boats, first and second. If you travel by air, you can cither travel first class or tourist (economy) class, which is cheaper.
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a season ticket - at' -ket which allows you to travel any number of times during the stated period.
2. a through train - a trai going from one place direct to another when passengers do not have to change t om one train to another.
3.5. Do your best to continue the conversation. Use the formulas denoting requests, suggestions, acvice, preference.
You: Hey, porter!
Porter: Yes, sir (madam, miss).
You; Engaged?
Porter: Not yet, sir.
You: Good. Take the two suitcases.
Porter: What about the small package?
You: I can very well carry it myself.
3.6. Recall and act out the conversation you ever had with a) a booking-office clerk; b) a porter. You may want to mention the following:
to travel on business/for pleasure; to book a seat on/for a train; to reach one’s destination; to make a trip by railway; to go on a guided tour; a through train; a return ticket; an upper berth
3.7. Do a bit of translator work. Compare your translation with those of your class-
mates.
At the Station: Signs and Notices
Information
Waiting-room
Registration
Departure
Arrivals
Cloak-room
To the train
Passengers are not wanted here
Hairdresser Telegraph Postage Stamps Money Orders Parcels Service Bureau Trunk Calls Refreshments
Travelling by Train in Britain
One of the first things a foreigner notices about British railways is the platforms. They are higher than in most parts of the world. The platform is almost on a level with the floor of the carriages. You do not, therefore, have to climb up into a railway carriage in Britain. This makes it a little easier to get in and out of the carriage with your luggage.
The trains that go to and from London are very crowded at the times when people are travelling to work each day. There are cheap tickets after a certain time of the day, usually about 9.30 when everyone has gone to work. These are called cheap day return tickets. It is
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often nearly 50% (fifty per cent) cheaper to trave' to London after 9.30 than before this time.
On many fast trains to London there is a d ning-car in which you can buy lunch, dinner or coffee. On others them is a buffet at which it is possible to buy snacks and drinks. Sometimes a waiter from the dining-car brings round cups of coffee to the passengers.
There are only two classes in Britain - first <nd second. A first-class ticket costs 50% more than a second-class ticket. On long journeys there is a ticket inspector, who visits every passenger to see if he has the right ticket and is not travelling in the wrong class.
In England train passengers seldom converse with their fellow-travellers even on a long journey-this is more a national custom than a matter of etiquette.
When the passenger reaches the end of his journey and leaves the train, he has to give his ticket to the ticket collector at the exit before he can leave the station. If he has luggage and wants someone to carry it for him to a waiting car or taxi, he must ask a porter. The porter does not make a charge for this service, but he expects a tip.
3.8. Point out the phenomena which are peculiar to travelling by train in Britain (the platform, the trains, the tickets, the classes, the passengers, the porters). How are the things with us? Do they differ greatly? Discuss it with a classmate (classmates).
To express your opinion use the following:
What do you think of/about...?
What about...?
I don’t think much of..., do you?
Don’t you think. ?
In my opinion...
I believe...
I should say...
To my mind, ...
If you ask me... I reckon...
4. Have you ever heard of the Museum of British Transport? It is situated in Clapham, south London, and tells the story of public transport in Britain. Listen to the text given below and fill in the information in the correct box.
Who? What? When? Where?
Shillibeer ... ...
Richard Trevithick ... ...
George Stephenson ... ... ...
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The Museum of British Transport
Today it is very easy to travel from one place to another. But for thousands, of years people had to walk or travel in horse-drawn vehicles.' i/iilk-! d
In 1829 an Irishman called Shillibeer started the first bus-service in London. His bus was very different to the buses you can see in London today! It was drawn by three horses and looked very much like a large carriage.
1. Shillibeer’s bus
The first double-decker bus was built in 1851, but the upper deck did not have a roof until about 1930. The passengers were given raincoats to put on if it started to rain!
2. An early petrol-engine bus
3. One of George Stephenson's later trains
In 1885 the first buses driven by a petrol-engine instead of a horse appeared in London. Picture number 2 shows an early petrol-engine bus. It was built in 1919 and its speed was 12 miles per hour!
The first trains, like the first buses, were drawn by horses but they were not passenger-trains! They were used in mines and factories to tarry materials from one place to another, The first steam train, too, was used in iron-works in South Wales. It was built by a man called Richard Trevithick in 1804.
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The first passenger railway in England - and in the world - was thi Liverpool and Manchester Railway. In 1829 this company offered 4 prize of £500 for the best steam train. The prize was won by Georg( Stephenson, with his famous train, the Rocket. It could travel at 29 miles per hour, which was very fast at that time!
Lots of people were afraid of the railways when they first began and tried to stop them being built. People were afraid of accidents! farmers would not let the rails be laid on their land because they said that the trains would make their animals ill. But the rails were laid and, in 1842, people had to accept them. Why? Because Queen Victo-’ ria, herself, travelled in a train from Slough to Paddington!
Do you know the world record speed for a steam train? The record-breaking train, Mallard, is now in the museum at Clapham, This train was built in 1938 and, in July of that year, it travelled at 126 miles per hour!
4.1. Compare the chart you filled in with those of your classmates.
4.2. Ask your partner
1. if the first bus was very much the same as modern buses; 2. when the first double-decker was built; 3. until when the upper deci? had no roof; 4. if the speed of an early petrol-engine bus was very, high; 5. whether the first trains were passenger-trains; 6. if the firs? passenger-railway in England and in the world was the London railway;. 7. why lots of people tried to stop the railways being built; 8. why-people had to accept the railways; 9. when the record-breaking steam? train, Mallard, was built and what his speed was.
4.3. Work in pairs or in small groups. Tell each other what you have learn’ about the history of British transport.
4.4. On your paper, write the summary of the text in 10 sentences. Use the strategies given on p. 273-274.
4.5. Write a story about the history of Russian transport Use the pictures as a guide.
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'< You agree, don’t you, that railway is a very popular means of communication. Nevertheless many of us prefer, sometimes have, to apply to air service or travel by sea. Scan the following text for the purpose of enriching your “travelling” vocabulary.
Last Wednesday I went down to Southampton Docks to see my partner off to New York on one of our largest liners. What colossal ships these cruisers are when you see them from the landing-stage dong the quay. I had a pass, so I went on board and had a look tound. From the top deck I could see the huge cranes lifting the cargo and depositing it in the holds. I saw members of the crew carrying out •heir duties in various parts of the ship while the captain watched the operations and gave his orders from the bridge. Then the siren sounded and the visitors made for the gangways. Finally the ship began I о move off, and the passengers, leaning over the rails, waved good-bye io their friends standing below amongst the crowd. Slowly she left the harbour, passing beyond the pier, and gradually disappeared in the distance.
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A few days later I myself had to go to Paris. The journey was ur gent and I went by air. A special bus provided by the company tool us to the airport. On the airfield we saw a large plane waiting for us. We climbed into it, and at exactly twelve o’clock it took off. Very soor our “magic carpet” reached the sea, and shortly afterwards we saw th© French coast. It wasn’t long before we arrived at our destination. Oui\ pilot made a perfect landing and we got out of the plane.
5.1. What words and word combinations have you picked up from the text? Add some more to your list of essential vocabulary.
a non-stop flight
a steward(ess)
a runway
an aircrash
to land
a forced landing
to fly at a speed (height) of
to hit an air-pocket
to pick up speed
to have one’s luggage weighed and registered
to sail from
to call at a port (ports) to pass up the gangway to go ashore
a life-belt, life-buoy
a good (poor) sailor
to have a smooth voyage to have a rough voyage to be seasick
to be airsick
to be due at (a place)
5.2. Explain the meaning of the following words and phrases. Use them in questions of your own and ask your classmates to answer these questions.
aircrash; non-stop flight; to hit an air-pocket; to take off; forced landing; poor sailor; promenade deck
5.3. Continue the list of nouns with the suffix “-ess”. Translate them into Russian. Say what nouns are derived with lhe help of this suffix.
stewardess, actress, lioness...
5.4. At an international airport you are sure to see the signs and notices given below. Study them and ask your fellow-students to explain their meaning.
At the Airport
To the Customs Check in Passport Control Deposits
5.5. Fill in the blanks with
Departure Lounge Duty Free Withdrawals
Gate 2 suitable words or word combinations.
1. Last year we got a good chance of travelling ... enjoying the sea air. 2. She may have gone ... though she has never been a good sailor. 3. Of course you may ... if you do it in good time as a lot of people look forward to travelling by sea in summer. 4. Can it be true tfjat ... is not on board yet? 5. Can ... have sounded already? Half an hour is 256
left before the ship is to .... 6. I don’t see him anywhere. He must have ... the plane already. 7. I feel airsick. The plane must have ... . 8. ... insisted on the passenger’s fastening the belt when the plane was ... . 9. Can the plane be flying...? After the security check, you wait in the ... lounge.
5.6. Translate into English.
I. 1. Когда отходит ближайший теплоход на Батуми? 2. Скажите, пожалуйста, как пройти в каюту первого класса? 3. Это судно заходит в какие-либо порты до Петербурга? 4. Мой сын перенес это морское путешествие как настоящий моряк. Я же очень страдал от качки. 5. Давай поспешим. Кажется, они собираются поднять трап. - Не волнуйся. У нас есть еще минут 10. Теплоход отплывает в 15.45, а сейчас только 15.30. 6. Это твое первое путешествие по морю? - Да, и я очень боюсь морской болезни. - Я надеюсь, что все будет хорошо. Море спокойное, волны небольшие и совсем нет ветра. 7. Пассажиры стояли на палубе и любовались берегами Крыма.
II. 1. В день отъезда мы поехали в аэропорт. Там мы зарегистрировали билеты и багаж и пошли в буфет выпить чашку кофе. 2. По радио объявили, что рейс 234 задерживается на два часа. 3. Вы не слышали, уже объявили о посадке на самолет? 4. У трапа пассажиров встречала стюардесса. 5. Через несколько минут самолет вырулил на взлетную полосу. 6. Над кабиной пилота зажглирь надписи: «Не курить!», «Пристегнуть ремни!» 7. Стюардесса сообщила, на какой высоте и с какой скоростью летит самолет. 1К Пассажиры сидели в своих креслах, просматривали газеты, разговаривали. Многие смотрели в иллюминаторы. 38. Когда самолет пошел на снижение, снова вспыхнули надписи: «Не курить!»,- «Пристегнуть ремни!»
PRONUNCIATION PRACTICE
6. Read the information about lunes used in special questions, exclamations and commands in the Supplement (section 11).
6.1. Listen to the conversation that follows carefully, sentence by sentence. Make the stresses and tunes.
Sea or Air?
Susan: Are you looking forward to your trip to Canada, Julia?
Julia: I can’t wait to see Canada, Susan, but I’m scared stiff of the
'>-376 257
journey. My' husband insists on flying, but I want to sail. Planes make me nervous.
Susan: There’s nothing to be frightened of. How many planes fly across the Atlantic every day?
Julia: I’ve no idea. Hundreds, I suppose.
Susan: And how often do you hear of a crash? Once or twice a year?
Julia: Yes, but aeroplanes fly so high and fast that once is enough.
Susan: Look, there are more road casualties per day than air deaths per year. Air transport is really safe compared with road transport.
Julia: I’d still prefer to go by sea. Ships may not travel fast but at least you can relax. I’d love a trip on a luxure liner like The Queen Elizabeth II.
Susan: It’s fine if you’re a good sailor, but have you ever travelled far in a rough sea?
Julia: No. I’ve only been in a boat once. I sailed down the river Thames on a sightseeing tour... But in any case I’d rather be seasick than dead.
6.2. Find in the conversation Yes-No and Wh-questions, explain why this or that tune is used in them. .Practise the questions.
6.3. Listen to the conversation again and supply the responses to which the Yes-No and Wh-questions would serve as stimulating phrases.
6.4. Supply stimulating questions to which the following sentences from the conversation would serve as responses.
1. Planes make me nervous. 2. I’ve no idea. 3. Ships may not travel fast but at least you can relax. 4. In any case I’d rather be seasick than dead.
6.5. Add two or three sentences of your own to each of the following statements.
1. I’m scared stiff of the journey. 2. Yes, but aeroplanes fly so high and fast that once is enough. 3. I’d still prefer to go by sea. 4. No, I’ve only been in a boat once.
6.6. Record your reading of the dialogue. Play the recording back for the teacher and fellow-students to detect the possible errors. Practise the dialogue for test reading.
6.7. You and your friend are looking forward to a trip to the Caucasus in summer. You insist on flying, but your friend wants to travel by train. Discuss the advantages and disadvantages of travelling by air and by train.
EXPRESSING REPROACH
-1 can’t approve of...
- It isn’t right to...
- It’s all wrong...
-Why (on earth) didn’t you...?
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Reproach as a verbal reaction to an undesirable action or a non-performed action can be, expressed in different waVs. Ex-,
It serves you right.
I find it quite unsatisfactory (most unsuitable)...
You might have...
I do think you might have...
You should have...
You ought to have...
You shouldn’t have...
You ought not to have...
Stop (doing) that!
Stop fooling around/about!
Behave yourself!
Come on, be a good boy/girl (and...)
(
amples:
1. - I’ve booked tickets for the 10 o’clock train.
-I find it quite unsuitable.
2. - Peter isn’t willing to pay the fare.
-1 can’t approve of it.
3. - You oughtn’t to have asked her about her husband. He died in an accident two weeks ago.
- How awful! You should have warned me.
4. - Stop grumbling, Lucy! I was too tired to do the cleaning last night!
- Anyhow, you might’ve emptied the garbage-can at least.
Reproach is frequently used to prevent people (especially children) from behaving badly. Examples:
5. - Stop fooling around, children. I’ll read you a nice story.
6. - Come on, Jacky, stop crying. Don’t be a cry-baby.
'I Work in pairs or in small possible.
groups. Express your reproach using every means
1. I had to queue for the ticket because my season ticket had run out and I had no change for the slot machine. 2. Alice was charged mi overweight. 3. Richard was very rude to her. 4. She didn’t write irr friends for quite a while. 5. Frank hasn’t taken the pills the doctor и escribed for him. 6. Don’t be angry, dear. You must admit I seldom ► ave the room in a mess. But I overslept this morning. 7. Helen’s boy its become awfully disobedient. 8. We’ll be having another appoint-Hi’nt at the time. 9. She’s been running a temperature for two days, Imtor. And the fever is getting worse and worse. 10. Ron missed the ilure of his professor again.
' I, How would you reproach a person/persons in the following situations?
1. A group of teenagers are teasing a cat. 2. A friend who has totnised to give you a new book refuses now. 3. You are a teacher.
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A student says he hasn’t done his homework because he didn’t know' what had been set. 4. A friend comes half an hour late. He says he is sorry and that it’s not his fault really, as his bus got into a traffic jam. You don’t accept his apology. 5. You are on your teaching practice. Entering the classroom, you find the whole class running around and shouting like mad. 6. One of your pupils, Margaret, is late with her essay again. 7. You asked David to help you with a translation but he refused. 8. You have come to the station to meet a friend and whet the train arrives, you find she isn’t on it. 9. A friend missed his plane, coming to the airport after his flight had taken off. 10. Your younger brother has left the front door of your house unlocked.
7.2. Think what may cause your classmates* reproach. Make a list of facts. Each student takes his turn presenting the stimulus.
r.3. Give a piece of your unpleasant mind. Say what the people in the pictures should (not/ought (not) to..., might have done.
airlines, and travel agents advertise in
7.4. Travel is a big business. Hotels,
newspapers and magazines to altracl visitors to vacation spots.
Daisy Smith (your mother/sister/cider brother) is finally going on her/ his long-hoped-for journey to... . How do you think she/he ought to get there? Give your reasons.
7.5. You’re thinking about »>isi....o____
her/his best to persuade you _ compares the two places and tells the class which one
'siting either N. or B. Your friend from N. is doing to go to her/his native place. She/he ’ is belter and why.
very often.
beaches - clean anu sanuy The beaches arc dirty.
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waici - ciean ana oiue
restaurants and cafes-cheap food - delicious
people - friendly discos - exciting
7.6. You already have ently in everyday
a good grasp of English and can express yourselves flusituations. Here you will find suggestions for some mini-conversations which you can practise in pairs. Remember, the idea is to practise various means to communicate ideas, feelings, attitude
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READING PRACTICE
8. Pre-reading task: Read the text and make a list of facts that - show the social position of Charlie and Lydia.
GETTING BACK TO ENGLAND
by W.S. Maughan,
Charley’s train left at midday. Somewhat to his surprise Lydia told him that she would like to come and see him off. They breakfasted late and packed their bags. Before going downstairs to pay his bill Charley counted his money. He had plenty left.
“Will you do me a favour?” he asked.
“What is it?”
“Will you let me give you something to keep in case of emergency?”
“I don’t want your money,” she smiled.
They drove first to the Rue du Chateau d’Eau1, where she lived,, and there she left her bag with the concierge. Then they drove to the; Gare du Nord2. Lydia walked along the platform with him and he bought a number of English* newspapers. He found his seat in the Pullman3. Lydia, coming in with him, looked about her.
“D’you know, this is the first time I’ve ever been inside a first-class carriage in my life,” she said.
It gave Charley quite a turn. He had a sudden realization of a life! completely devoid not only of the luxuries of the rich but even of the comforts of the well-to-do. It caused him a sharp pang of discomfora to think of the sordid existence4 that had always been, and always would be hers.
“Oh well, in England I generally go third,” he said apologetically “but my father says that on the Continent one ought to travel like < gentleman.”
“It makes a good impression on the natives.”
Charley laughed and flushed.
“You have a peculiar gift for making me feel a fool.”
They walked up and down the platform, trying as people do 01 such occasions to think of something that seemed worth saying Charley wondered if it passed through her mind that in all probability they would never see one another again in their lives. It was odd5 tc
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think that for five days they had been almost inseparable and in an hour it would be as though they had never met. But the train was about to start. He put out his hand to say good-bye to her. She crossed her arms over her breast in a way she had which had always
seemed to him strangely moving6 - she had her arms so crossed when
she wept in her sleep - and raised her face to his. To his amazement
he saw that she was crying. He put his arms round her and for the
first time kissed her on the mouth. She disengaged herself, and turning away from him, quickly hurried down the platform. Charley got into his compartment. He was singularly troubled. But a substantial luncheon with half a bottle of indifferent Chablis7 did something to restore his equanimity8, and then he lit his pipe and began to read The Times. It soothed him. There was something solid in the feel of the substantial fabric on which it was printed that seemed to him grandly English. He looked at the picture papers. He was of a resilient temper. By the time they reached Calais he was in a tearing spirit.
Once on board he had a small Scotch9 and pacing the deck watched with satisfaction the waves that Britannia traditionally rules10. It was grand to see the white cliffs of Dover. He gave a sigh of relief when he stepped on the stubborn English soil. He felt as though he had been away for ages. It was a treat to hear the voice of the English porters, and he laughed at the threatening uncouthness of .the English customs officials who treated you as though you were a confirmed criminal. In another two hours he would be home again. That’s what his father always said:
“There’s only one thing I like better than getting out of England, and that’s getting back to it.”
Notes on the Text
I. Rue du Chateau d’Eau - the name of a street in. Paris.
2. Gare du Nord - a railway station in Paris.
4. Pullman n - (a) a railroad passenger carriage with especially comfortable furnishing» on which an extra fare is charged (so named after the American inventor George M. Pullman) (b) Am. a sleeping car (on a train).
4. sordid existence - poor existence.
S. odd adj - strange, peculiar, difficult to explain, mysterious (странный, необычный, чудаковатый, смешной).
Не was an odd fellow.
Synonyms:
(a) strange - hard to accept or understand, surprising (вызывающий удивление или недоумение своим несоответствием знакомому, понятному, обычному).
Strange, unstable woman!
(b) queer - strange, odd (странный, необычный, неестественный).
What a queer story!
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(c) singular - uncommon, strange (особенный, удивительный, необычный).
She looked singular in a dress.
6. moving adj -which affects your feeling, touching (трогательный, волнующий).
7. Chablis - a kind of French wine.
8. equanimity n - calmness of mind, temper.
9. Scotch = Scotch whisky.
10. “...the waves that Britannia traditionally rules” - an allusion to the old British song “Rule, Britannia, over the waves...”.
VOCABULARY PRACTICE
8.1. Read the text carefully; point out sentences in which verbals are used, state their functions.
8.2. Interpret the usage of the Past Perfect Tense in the text
8.3. Write out all the words and word combinations from the text which describe feelings^ Quote the sentences in which they are used.
8.4. Remind your classmates of the synonyms to the word combination “to pass through one's mind”.* Write them down and illustrate their usage.
8.5. Choose the right preposition. Translate the sentences into Russian.
1. Will you see ... the children? 2. He’s got quite enough money to see him ... a year abroad. 3. Someone walked ... with my bicycle. 4. Will our supplies see the winter ...? 5. His wife walks ... him. 6. She walked ... with the first prize. 7. It’s time for me to see ... dinner. 8. He saw his friend ... at the bus station.
about, out, to, through, off, over, after
8.6. Fill in the blanks with suitable adjectives.
1. “I’m alone,” she thought, “in a ... country, among ... people.” 2. Her lips were tight and her mouth downturned beneath her long ... teeth. 3. The scene was rather... . 4. It was a ... way to look at things. 5. She was certainly a ... creature, always difficult to convince. 6. The ... thing is that he has made quite a lot of money lately - he is far from being clever at business. 7. Her request for help was very... .
ORAL PRACTICE
8.7. Answer the given questions. When in doubt, use the modals.
1. Where is the scene laid at the beginning of the text? 2. What were Charley and Lydia to each other? 3. Why was Charley surprised that Lydia wanted to come and see him off? 4. What kind of favour did he ask Lydia to do him? 5. Why did she refuse? 6. What gave Charley quite a turn? 7. What did he feel at the thought of the sordid 264
existence that had always been and always would be hers? 8. How did the two part? 9. Was it difficult for Charley to restore his equanimity? 10. Why did he give a sigh of relief when he stepped on the stubborn English soil?
8.8. The following statements are false. Correct them working with a classmate.
To say something is not correct use the following:
(Sorry,) ... ’s not right.
(I’m afraid) ... is/are not quite right.
I’m not sure you’re right about...
I’m sorry, but you must be mistaken.
Nothing of the kind. <
I might have misunderstood you, but..
No, that's all wrong.
I don’t think...
Far from it.
1. Charley’s train left early in the morning. 2. To Lydia’s amazement Charley couldn’t pay the bill. 3. Charley occupied his seat in a third-class carriage. 4. While on the platform they were chattering all the time. 5. Charley got into his compartment with a. smile on his face. 6. Charley hated to come back to England.
8.9. What Do You Think?
1. Were Charley and Lydia of the same social position? 2. What brought them together?
НЛО. Explain what caused the following actions.
1. Charley counted his money. 2. They drove first to the Rue du Chateau d’Eau, where she lived, and there she left her bag with the concierge. 3. He put his arms round her and for the first time kissed her on the mouth. 4. ...he lit his pipe and began to read The Times.
8.11. Explain the undercurrent of these reactions.
1. It gave Charley quite a turn. 2. It caused him a sharp pang of discomfort. 3. Charley laughed and flushed. 4. He was singularly troubled. 5. By the time they reached Calais he was in a tearing spirit.
8.12. Say what impression you formed of a) Charley; b) Lydia. Find out your classmates’ opinion. Make use of formulas of introducing opinions.
8.13. Say what you learnt about Charley by touching upon a) his attitude to Lydia; b) his attitude to England; c) changes in his mood.
8.14. Give character sketches of a) Charley; b) Lydia (appearance, social position, the traits of the character, altitude to each other).
HIS. Say what you liked and disliked about Charley. What should/shouldn’t (ought to/oughtn*t to) he have done?
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8.16. Reread the following word combinations and suggest their Russian equivalents.
in case of emergency; to give a turn; to cause a sharp pang of discomfort; sordid existence; to pass through one’s mind; singularly troubled; to restore one’s equanimity; of a resilient temper; tn a tearing spirit
8.17. Give the detailed retelling of the story.
8.18. Tell the story as if you were a) Charley; b) Lydia.
8.19. Give the summary of the text
8.20. Dramatize the scene on the platform.
8.21. The list below presents some of the most usual types of short stories. Pick out the definition that best suits the story “Getting Back to England”.
1. a story with an entertaining plot and a series of quickly moving events;
2. a humorous story written with the sole purpose of making the reader laugh;
3. a story of characters presenting vivid portraits of human beings either in everyday or unusual circumstances;
4. a psychological story making a study of human characters and of deeply-lying motives of human behaviour;
5. a one-character story giving a portrait of one person, usually with the view of creating a generalized, socially significant type;
6. a social satire presenting certain aspects of life and human behaviour in the life of bitter, relentless ridicule.
9. Getting about town you are either a native or a newcomer. Are you sure you know how to ask the way and how to tell it?
a) Listen to the dialogues and learn to communicate with a passer-by asking the way and telling it.
ASKING THE WAY
Vocabulary
turning to the left/right
crossroads to turn left/right/round
traffic lights straight (ahead)
b) Play the cassette again and write down the phrases which are used at to ask for information; b) to give the information. Compare them with the othei similar ones given below.
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Asking the Way
Telling the Way
- Excuse me, please. Could you tell me the way...
-Is it far?
- Will it take me long to get there?
-Should I take a bus?
- Is this the right bus for...?
-Am I O.K. for...? How much further is it?
- Can you tell me where to get off?
- Could you tell me when we get there?
-How do I get to...?
- Which is the shortest/nearest way to...?
- First right, second left. You can’t miss it.
- No, it’s only a couple of hundred yards.
- No, it’s only about five minutes’ walk.
- No, it’s no distance at all.
- No, you’re going the wrong way.
- No, you’ll have to get off at ... and take a ... .
- It’s three stops after this one.
-It’s the next stop (but one).
- It’s quite a distance from here; I’ll call out.
9.1. Continue the list of “thanking phrases” and those responding to thanks.
Thanking
-Thank you very much.
-Thank you.
- Thanks a lot.
-Thank you very much indeed.
9.2. Work in pairs. Your partner is you in front of your college and Ask and answer about:
Responding to Thanks
- Not at all.
-That’s O.K.
- It’s a pleasure.
- No trouble at all.
a tourist in your town/city. He/she stops asks for directions. Give him/her directions.
the nearest cafe; a museum; a good hotel; the station; the post office; the nearest bus stop; the information office; the airport; a mar-ket/a supermarket
9.3. Complete the conversation using suitable words and word combinations from the list below. Then aci it out with a classmate.
-Excuse me, sir/madam. Can you tell me how to get to Fortune Theatre?
- Yes, sir/madam.
- Very far?
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- Goodness. It’s very close then and I may walk the whole way.
-Why, sir/madam?
- Yes, I see. What about the other way? I wouldn’t like to waste money on the underground.
- Thanks a lot, sir/madam. Where do I go to take the bus and what’s the number?
- Good-bye, sir/madam. And thank you very much.
a newcomer; two ways to get there; by the underground; to get off; a lot of crossings; a rush hour; to go by bus; the sixth stop is yours; to be close to the theatre; any bus in that direction; on the other side of the street; look out; well, let me think; I don’t think; to be wise; I believe; good luck
9.4. Did you know?
• London is really three cities:. the City of London, the City of Westminster, the City of Southwark.
• London stands on the River Thames. There are 27 bridges over the Thames in London and 8 tunnels under the river.
• London is 46 kilometres from North to South and 58 kilometres from East to West.
A visit to London is full of surprises, so welcome to our round London sightseeing tour.
Look at the map of the sightseeing tour. Which of these did you see on the tour?
the Tower of London Charing Cross station Smithfield market Buckingham Palace the Houses of Parliament Hyde Park the Science Museum
Victoria station
the Imperial War Museum
the National Gallery
the Monument
Petticoat Lane market
Fleet Street
the Bank of England
9.5. Use the map to describe the tour route. Take it in turns.
Example: The bus starts in Piccadilly Circus.
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A: It turns into Regent Street. It goes along Regent Street towards Oxford Circus.
B: At Oxford Circus it turns left. It goes along Oxford Street towards Marble Arch.
A: At Marble Arch it...
9.6. Complete the conversation with your partner and show the route on the map.
David: ...
Bus Conductor: No, there isn’t a bus from here to Westminster.
David: ...
J3us Conductor: You’ll have to change at Oxford Circus.
David: ...
Bus Conductor: Full up inside. Standing only. Come along. Fares, please.
David: ...
Bus Conductor: It’ll take about 15 minutes or so to get to Oxford Circus at this time of the day.
David: ...
Bus Conductor: Don’t worry. I’ll call it out.
David: ...
Bus Conductor: Marble Arch, please!
9.7. Look at the map of London underground. You are at Euston station. Do you have to change if you want to get to Bond Street? Charing Cross? Baker Street? Oxford Circus? Victoria? Piccadilly Circus? Marble Arch?
9.8. Some visitors are coming to your town. Explain how to travel around your town.
a) Find out:
1. What forms of transport are there? (buses, trains, trams, taxis, etc.) 2. Where do they go? 3. How do you buy a ticket? 4. How much do they cost?
b) Make a leaflet explaining the information for your visitors.
9.9. Comment on the following proverbs and sayings (explain their meaning, give their Russian equivalents). Say under what circumstances you would use them in speech.
1. So many countries, so many customs. 2. For a morning rain leave not your journey. 3. The trodded path is the safest. 4. Praise the sea, but keep the land. 5. Rats desert a sinking ship. 6. A man knows his companion in a long journey and a little inn.
9.10. Study the following idioms. Use them in sentences of your own.
to burn one’s boats; to be in the same boat; to sail one’s own boat; to have an oar in every man’s boat
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CONVERSATION PRACTICE
9.11. Speak on the following situations. Engage your classmates in the conversation.
1. A stranger comes up to you and asks you the way to the central railway station. You give him the necessary directions.
2. You are in a new district of a large city looking for your friend’s house. The houses around you seem very much alike. You ask a passer-by to help you find the place.
3. The conductor of the bus explains to the passenger the best way of getting to his destination.
4. You’ve come to the booking-office to get a ticket for a train. What will you talk wifh the clerk about?
5. You’ve just arrived from C. Your friend has come to meet you at the airport. Tell her/him about your flight and stay at C.
6. You are on a plane going to London. It’s your first trip to England. You have no practical knowledge of London, its transport, museums, and so on. A man beside you happens to be a Londoner. He is kind and ready to give you any information you need. You start a conversation.
HOW TO DRAW CONCLUSIONS
Every day you face a torrent of information from radio, newspapers, magazines, textbooks, television and other people. Different kinds of critical thinking are the tools that you need to classify, analyse and interpret information. In this Unit you will practise steps for reaching conclusions.
Whenever you draw a conclusion, first examine all the evidence at hand and make certain that this information is accurate and reliable. It is helpful to know whether your evidence is fact or opinion, because opinions are often less reliable sources of evidence than facts. A fact is a statement that you can prove by researching, observing, experimenting, calculating or measuring. An opinion is a statement, idea, thought, feeling, prediction or judgement about a subject.
To draw a reliable conclusion, you need to analyse and interpret. Analysing means looking at the separate parts of something. Analysing is a method of examining facts, details, or other evidence in order to get a better understanding of the whole. Interpreting means explaining or clarifying to yourself or to someone else the significance of the information. An effective way to analyse and interpret information is to ask questions. After you have analysed and interpreted all the available facts and evidence, you are ready to draw a conclusion.
Use the following strategies when analysing and interpreting
1. Examine all the related information available. Study any facts and evidence that you can find, as well as your previous knowledge. Make sure that all your facts are accurate.
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2. Be aware of missing information. Find additional sources of information if necessary.
3. Consider only the facts. Do not be swayed by unsupported opinions, or other unreliable evidence.
4. Ask questions. Ask yourself questions that begin with Who, What, When, Where, Why and How.
Assignment 1: Analysing and Interpreting
Analysis and interpretation are especially helpful in reading literature. Thoughtful analysis and interpretation, based on story facts and details, illuminate character, plot and theme. The information you glean from this process is crucial to understanding the meaning of a story and to extracting the author’s purpose.
a. Read this excerpt from a short story. To analyse the passage, ask such questions as these:
1. Where does the story take place? 2. What character is introduced in this excerpt? 3. How long has John been travelling? 4. Why is he hungry? 5. What has John done with the packet of sandwiches his mother made for him? 6. What does John see when he returns from the lavatory? 7. What does he feel?
b. Then interpret by asking such questions as these:
1. What is John Kemp? How can you tell? 2. Why is John shy of eating in a public carriage? 3. Why does he grow desperate? How can you tell? 4. Why does John hardly dare to breathe?
John Kemp sat in the corner of the compartment in a train travelling over the last line before Oxford. He had been travelling all day and was hungry because he had had no proper lunch. When he started out that morning he had had two packets of ham and eggs sandwiches made the night before by his mother. He was shy of eating in front of strangers and looked at the other passengers to see if they were going to produce food themselves. They did not look as if they were. John had not travelled much before and for all he knew it was considered bad manners to eat in a public carriage. He tried to read. But soon he grew desperate and went to the lavatory where he locked himself in and threw out his packet of sandwiches out in the window and went back to his seat. As soon as he returned, the passengers took napkins, packets of sandwiches, small fruit pies, flasks and began to eat a small picnic. Meanwhile the girl in the opposite corner took out some rolls and cheese in silver paper and even the old man was crumbling biscuits into his mouth. John hardly dared to breathe. He could sense their glances and sat miserably waiting for what he knew must come - the offer of food.
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Assignment 2: Interpreting and Drawing Conclusions
a. Interpret the given ads and make your choice. Use the following criteria:
1. you are a future teacher of English; 2. you are in London for the first time and are soon leaving it; 3. you have to be economical
A Day in London
Museum of London
Puts London’s 2000-year history into perspective through specially constructed rooms. The Great Fire is a superb audio-visual presentation. Tues-Sat 10.00-18.00; Sun 14.00-18.00. London Wall, EC2. Admission free. St. Paul’s.
London Transport Museum
Buses, trams and trains from nearly 200 years chronicle the progress of the capital’s public transport. Daily 10.00-18.00. The* Flower Market, Covent Garden, WC2. Admission charge. Covent Garden.
National Gallery
Over 2,000 pictures make a major collection of European art from 14th to 20th centuries. Mon-Sat 10.00-18.00; Sun 14.00-18.00. Trafalgar Square, WC2. Admission free. Sloane Square.
Museum of the Moving Image
Enter the world of film and TV in this exciting museum. Sets, [>rops, movie memorabilia, and everything from silent classics to the atest cinema technology. Tues-Sat 10.00-20.00; Sun 10.00-18.00. South Bank, SEI. Admission charge. Waterloo.
b. Now explain your choice. Do it in writing.
BECOME PROFICIENT
Some Useful Hints About Conducting a Lesson. Corrections
10. Study the list of phrases given on p. 364-365.
tO.l. Warn the pupils against
mispronunciation; palatalization; devoicing the final consonants; stressing the wrong syllables; being too slow; being too fast; reading indistinctly; reading in a low voice; reading without any expression; leading with the wrong intonation (rhythm, logical stress)
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10.2. Translate into English.
1. Как сказать по-английски «на картине девочка»? Непра/ вильно, Н. Ты сделал грубую грамматическую ошибку. Г., исправь ошибку. Н., повтори за Т. 2. У тебя в ответе ошибка. Ты пропустила глагол-связку. Кто может исправить ошибку? Повтори предложение егце раз, пожалуйста. Скажи, что в ответе было неправильно. Молодец. Садись. К., повтори предложение. Следи за глаголом-связкой. 3. Теперь задайте вопросы друг другу. Принимайтесь все за работу и побыстрее. Я не расслышала, что ты сказал. Д., ответь на вопрос С. Неправильно. В., что неправильно? Д., исправь ошибку. Не забывай о прошедшем времени. Это твоя типичная ошибка. 4. Многие из вас неправильно произносят звуки [д] и [6]. Слушайте внимательно: “This is a thin book.” Повторяйте за мной. Еще раз все вместе. А теперь повторите но очереди. Следующий. Скажи еще раз. Следи за правильным произношением [д]. 5. Внимание! Посмотрите на картинку и ответьте на мои вопросы. Что изображено на картинке? Л., ответь, пожалуйста. В последнем предложении ты употребил неправильный артикль. Исправь ошибку. 6. Р., расскажи, пожалуйста, как ты собираешься провести лето. Следи за предлогами и артиклями. В., прекрати разговоры, повернись и слушай Р.
REVIEW
11. Interclass check. Ask your classmates (your partner)
What is the English Гог?
What is the Russian Гог?
1. багаж
2. зал ожидания
3. заботиться о пассажирах
4. скорый поезд
5. идти (следовать) по расписанию
6. международный вагон
7. верхняя/нижняя полка
8. пересесть на другой поезд
9. прибыть на место назначения
10. на борту корабля
И. взлететь
1. heavy traffic
2. a vacant seat
3. a ten-minute ride
4. nerve wrecking
5. to drive at breakneck speed
6. a single ticket
7. a return ticket
8. a season ticket
9. a through train
10. a cloakroom
11. to punch tickets
12. a double-decker
13. the terminus
12. провожать кого-л.
13. взлетная полоса
14. подняться по трапу
15. спасательные средства
14. to be caught in a storm
15. to be due
16. to book one’s passage * 17. to stop at the junction
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16.
17.
18.
19.
20.
21.
19. to elbow one’s way
20. traffic jam
.. 21. a busy corner
хорошо перенести морское 18. to move up to the front путешествие светофор плата за проезд перекресток 40-й автобус перекресток улицы
11.1. How many English equivalents for the following do you know?
путешествие/поездка; метро; самолет; очередь; пассажир
11.2. Explain what the following definitions refer to.
1. Price to be paid for a journey. 2. Money given back when you pay a larger amount than the price asked. 3. Time of day when traffic is bad/when trains are full. 4. The place where two streets cross. 5. Money to be paid as a punishment for doing wrong/to make someone pay money as punishment. 6. To get off one train to catch another. 7. Person who is walking past.
11.3. Fill in the missing prepositions and adverbs where necessary.
I. 1. Can you show me the way ... the British Museum, please? -Well, take the street ... your right and go ............ as far as the little
church. 2. Excuse me. Do I take the underground to get ... Marble Arch? - You’d better go there ... bus. The bus stop is just ... the corner while the nearest underground station is quite a long way ... . 3. I want to get ... Waterloo Bridge. What stop do I get...................? -
Waterloo Bridge? But the bus is going ... the opposite direction! 4. What’s the fare ... the Central Park, Conductor? -10 pence ... . Move ...! No standing ... the platform! Move ...! There’s room there. 5. Where do I get ... to change ... route 45? 6. Time to move .............. the
front. I don’t like elbowing my way ... the exit ... the last moment. 7. Look ... when crossing! It’s a very busy corner. You might get run ...!
II. 1. И the weather keeps nasty I’m afraid our flight will be put ... or cancelled. 2. When you fly abroad you must pass ... customs. 3. Passengers are not allowed to have bulky and heavy luggage ... board a plane. 4. I’ve never travelled ... sea before and I’m afraid ... getting seasick. 5. Steward, can you direct me ... the first class? - Certainly. It is ... the main deck. 6. One can book ... any train ... window number seven ... the main hall ... the station. 7. I watched the incoming trains pull ... slowly and outgoing trains pull ... picking ... speed. 8. They left ... the dot. Hope they run ... time all along the route and nothing delays them. 9. Don’t change that note. I’ve got a pocketful ... small change, I’ll pay ... the fare.
11.4. Translate into English.
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1. Извините, не покажете ли вы мне дорогу к железнодорожному вокзалу? 2, Скажите, пожалуйста, я пройду так к российскому посольству? - Идите прямо вдоль этой улицы, затем по верните направо. 3. Поезжайте на автобусе до метро (это конеч ная остановка), затем на метро к центру четыре остановки. 4. Я доеду на этом автобусе до Трафальгарской площади? - Боюсь что нет. Вам надо было сесть на 22 или 14. А этот автобус вооб! ще идет в обратном направлении. 5. На чем удобнее всего доби* раться до вашего колледжа? - Из отеля, где вы остановились, лучше всего идти пешком. 6. Какая следующая остановка? Разрешите пройти, я выхожу на следующей остановке. 7. Это поезд на Бирмингем? Где пятый вагон? 8. Билетные кассы находятся справа от зала ожидания. 9. Поезд № 33 идет без остановок, а поезд № 7 останавливается на многих станциях. 10. Я вам советую взять билет туда и обратно. 11. За мной приехал мой брат. Мы можем вас подбросить на машине.
Group Work
U.S. Talk it over with your classmates.
I. 1. Are you keen on travelling? Why? 2. What is a travel agency? 3. What is more convenient, to travel by plane or by railway? Prove it. 4. What kinds of trains do you know? 5. What are waiting-rooms for? ' 6. Who can help you with the luggage? 7. Why do people usually avoid changing trains? 8. What do people usually inquire about at a railway station inquiry office? 9. Do you prefer a lower or an upper berth? Give your reasons. 10. Why are many people fond of travelling? Do you think travel helps a person to become wiser?
II. 1. What are the advantages and disadvantages of travelling by air? 2. What makes travelling by air almost as safe as travelling by rail? 3. Have you ever travelled by air? 4. Do passengers go straight to the plane? What do they have to do first? 5. In what case do they have to pay extra for their luggage? 6. Are flights sometimes put back? When does it happen? 7. When do students and schoolchildren pay reduced prices for tickets? 8. Is travelling by air more expensive than railway travel? 9. What information is usually given to the passengers on board a plane?
III . 1. What means of city transport do you know? 2. What do we call the hours when the city transport carries the greatest amount of passengers? 3. How do you usually get to the Institute? 4. How long does it take you to get to the Institute? 5. What is the most convenient kind of city transport? Give your reasons. 6. Are the traffic rules in Britain different from those in our country? 7. Are there conductors on buses and trams in your city? 8. What are traffic lights for? 9. What may happen if you cross the street in the wrong place? 10. When is the city transport usually overcrowded?
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IV . 1. Have you ever travelled on board a ship? 2. Are you a good bailor? 3. What kind of people usually object to travelling by sea? 4. What does a modern passenger liner look like? 5. What safety devices lire there on board a ship? 6. What is in your opinion, the most Enjoyable means of travel? Why? 7. What are the advantages of hitchhiking? 8. What do you think of walking tours?
11.6. “Summer Holidays As We See Them”. Student-class interaction. Guidelines on role play:
1. Act out a 30-45 minute TV programme devoted to the problem of summer holidays. Be ready for a discussion.
2. Attitudes: official, business-like, friendly.
3. Main roles:
Role 1. You are a TV-reporter who chairs the programme; you introduce the participants and see to it that everyone gets a chance to speak. You sometimes ask provocative questions because your viewers enjoy programmes most when there is plenty of argument; you will try to sum up at the end.
Role 2. You work at the Sputnik Travel Agency. Advertise the routes the agency offers this year, types of accommodation and activities. Recommend what’s most suitable, and suggest alternatives.
Role 3. You are a stewardess who is all for travelling by air. You believe it is more comfortable, more convenient and of course far quicker than any other method. Besides, flying is a thrilling thing.
Role 4. You are an elderly lady who is strongly against travelling by air. You think it is not safe and the number of air crashes and hijackers seem to increase from year to year.
Role 5. You are in favour of travelling by train. You are convinced that with a train you have speed, comfort and pleasure combined.
Role 6. You are fond of hiking. Only while hiking you see the real country and feel the quietness and calm of nature. Show the snapshots of picturesque places you visited last summer.
Role 7. For you there is no travel so fine, as on board a ship. You can see the rise and the fall of the waves, breathe the fresh sea air and hear the cry of the sea-gulls. Modern cruisers offer a wide choice of sport and entertainment facilities, and a team of stewards and stewardesses cater for the passengers’ wants and needs.
Role 8. You are a humorist writer who enjoyed travelling once but to travel for you now is to go through a gradual state of nerve wrecking. Recall a funny episode from your own experience dealing with travelling.
Role 9. You speak in favour of travelling by car. Travelling at high speeds is a pleasure in itself and it gives a chance of getting from one place to another very quickly. It is possible to see many places of interest and meet different people.
Role 10. You are a professional cyclist. You are convinced that cy-» cling tours possess a considerable charm and help to keep fit at that.
4. Linguistic input:
1. Topical vocabulary.
2. Language focus: revision ol lenses; verbals; modal verbs; use of prepositions of direction; use of articles with geographic names.
3. Functional phrases:
(a) for the chairperson: explaining the purpose of the meeting; eliciting opinions; provoking arguments; coming to conclusions/summing up the discussion; asking for details; bringing the discussion back to the point;
(b) for the participants of the discussion: introducing opinions/ attitudes; putting a point very strongly; disagreeing politely; supporting what someone else has said; delaying an answer; putting forward defensive arguments.
5. Non-linguistic input: some authentic material from the Teachers Book.
Supplement
1. GRAMMAR EXERCISES
1. THE INDICATIVE MOOD. REVISION OF TENSES* (To Units 1. 2)
1. Review the adverbial modifiers of lime used with the Simple Present, the Present Continuous, the Present Perfect, the Present Perfect Continuous tenses.
2. Supply the missing verb forms.
. I. 1. “What you (to read), when you are on holiday?” “I usually (to read) Russian and English books.” “You (to read) English books in the original?" “Yes. 1 (lo do)." “You (to find) them difficult?” “Not very. 1 (lo look up) very few words:” “What you (to read) now?" “I Sto read) ‘Ivanhoe’ by Waller Scott.” 2. “You (to like) autumn?” “In act I do, but this autumn we arc having such beastly weather’ It always (lo rain)!” “What a pity we (lo have) such rainy weather. We usually (to go out) into the country to pick mushrooms and we intend |o go tomorrow but it (to rain) so hard that we shall evidently have to put it off.” 3. “Who (to play) the piano over ihere?” “It’s my sister. She (to play) very well, doesn’t she?” “Indeed she does. Is, she a professional musician?” “No, she isn’t." “What she (to do) then?” “She (to he) a fourth-year student of the Polytechnical Institute.”
II. 1. “Why you (to put) on your coat?” “I (to go) for a walk. You (to come) with me?” “Yes, I’d love to come. You (to mind) if 1 (to bring) my dog?” “No.” 2. “1 (to go) to visit Peter tonight. He (to have) tomorrow morning." “He (to come) back the same day?” “I (not to know).” 3. “Jack (to arrive) this evening.” “You (to meet) him?” “Yes.” 4. “Nick (to leave) today.” “What train he (to take)?” “He (lo catch) the 530 train.” “I (io give) him a lift to the station.” 5. “What (to be) the sound I (lo hear)?” “I (not to hear) anything.” (He listens) “On, I (to hear) it now. It is like cheering.” 6. You (to lec) that woman in the corner? She (to have) her dessert now. As soon as she (to leave) we (to occupy) the tabic. 7. “Where’s John?" “He (to prepare) his lessons; he usually (to prepare) them al this lime.”
J. Complete these sentences making them emotionally coloured.
1. I'm sick and tired of her. She ... constantly ... . 2. Look through |he rule again. You ... ever . 3. Pul on the scarf. The weather is
windy and you ... constantly ... . 4. It is pretty difficult to talk with her as she ... always ... - 5. Dick is so absent-minded! He ... ever ... . 6.
• ' practical reasons no discrimination is made between tense and aspect.
2S3
Helen will never master the language, she ... constantly ... . 7. Isn’t shdfr the person to drive you mad? She ... always ... . 8. Smoking is bad fof your health, you ... constantly ... . 9. What a shame! You ... ever ... .
4. Translate into English.
1. В следующее воскресенье я улетаю в Иркутск. 2. Я не могу вам сейчас дать газету, потому что я ее читаю. 3. Она всегда жалуется на своего сына, когда бы я ее ни встретил. 4. Я не имею ни малейшего представления, о чем вы говорите. 5. Последний поезд уходит в 11.45. 6. Как ты чувствуешь себя сейчас? Почему ты не ешь суп? - Я не хочу. 7. Что-то дети очень присмирели. Сходите, пожалуйста, и посмотрите, что они делают. -Они что-то рисуют. 8. Всякий раз, когда вам встретится слово, которое вы не знаете, посмотрите его в словаре. 9. В следующую субботу к нам приезжают друзья из Воронежа. 10. Я не люблю таких людей, как он. Он всегда мечтает, но ничего не делает, чтобы осуществить свои мечты. 11. Позвони на вокзал, пожалуйста, и узнай, когда приходит поезд из Симферополя. 12. Что Роза обычно делает по вечерам? - Она обычно читает или вяжет.
5. Choose the best suited means of denoting future actions for the following sentences.
1. I (not to want) to discuss it over the telephone, but I (to tell) you about it when I (to get) home. 2. Jane (to help) you with your
homework as soon as she (to write) an essay. 3. If all (to go) well, I
(to finish) the report in 3 days. 4. “When they (to leave)?” “In a fortnight. They (to see) about the tickets tomorrow.” 5. If she fto
come) to the party alone and there (to be) nobody she (to know), sne
(to feel) lonely. 6. I wonder when I (to be) able to get there. 7. “Give this message to your teacher as soon as you (to come) to school,” said the mother. 8. I (to be) not sure if Michael (to be) in time. 9. He asks if you (to meet) him in the library at 5 o’clock. 10. I (to write) to Jack tonight and (to make) sure that he (to meet) you and (to look) after you. 11. Tony said, “I (to go) home tomorrow.” “Why?” “My law term (to begin) soon.” 12. “What you (to do) tonight?” “I (not to know) yet.” 13. We (to wait) here till it (to get) dark. 14. I (to have) some people in after dinner tonight at my place. You (to come)? 15. We’d like to ask you a few more questions before you (to go). 16. If class (to be cancelled) tomorrow, I (to stay) in bed. 17. If the water (to be) warm enough, I (to go) swimming with you. 18. If she (to fail) the test, she (to have) to repeat the course. 19. I (to ask) the teacher about the test when I (to see) her tomorrow. 20. My parents (to be) proud of me when I (to get) my PhD.
6. Complete these sentences. Compare the different grammatical means of denoting future actions.
1. You won’t be so nervous before the exam if... 2. A student will not get a scholarship unless... 3. Drop in at my place when... 4. Meggy 284
will not join you until... 5. You will feel better after... 6. I haven’t the 'lightest idea when... 7. We’re planning to go hiking on Sunday but I’m not at all sure if... 8. It’s raining cats and dogs. Let’s wait until... 9. Phil will find a better job when... 10. I wonder if... 11. Can you tell me when...? 12. I shall remind you of your promise in case... 13. If this time is convenient for you... 14. Unless you look at this picture at some distance... 15. I shall accompany you with pleasure as soon as... 16. You must find out when... 17. I shall be ready by the time... 18. Nobody knows when... 19. You shan’t catch the train unless... 20. I can’t do anything unless...
7. Translate into English.
1. Вы не выучите английский язык, пока не начнете усиленно работать. 2. Я дам вам знать сразу же, как только что-нибудь узнаю. 3. Не ходите в музей, пока не прочтете эту книгу о голландской живописи. 4. Вы не знаете, когда будут продавать билеты? 5. Поезд № 38 прибывает в Н. Новгород через полчаса. Если вы возьмете такси, то успеете встретить брата. 6. Поговорите с ним до того, как он уедет в Киев. 7. Вы почувствуете себя лучше, как только примете это лекарство. 8. Мы не сможем действовать, пока не получим ее согласия. 9. Сомневаюсь, что пьеса вам понравится. 10. Интересно, когда они вернутся. 11. Если Эмма опоздает, мы уйдех(,без нее. 12. Как только я приеду домой, я вам обязательно напишу. 13. Я не успокоюсь, пока не узнаю, что они в безопасности. 14. Я дам вам эту книгу после того, как прочту ее. 15. Если Сэм об этом узнает, он придет в ярость.
К. Explain the use of the Present Perfect in the following sentences and translate them into Russian.
1. The river has dried up; it is a particularly hot summer. 2. “Do you know the man?” “I’ve met him.” 3. We have not seen each other since the evening at Mr Elliot’s. 4. “Are you keen on sailing?” “I have never done any.” 5. I haven’t read the book yet. I can’t tell you whether it’s good until I’ve finished it. 6. Well, it’s very nice to see you anyway. I’ve been lonely. 7. “This is a hell of a mess your son has got into: I don’t wonder you are upset.” “It has been a horrible blow to me.”
9. Say what indications of time are normally used with the Present Perfect tense. Supply the sentences given below with different adverbs and adverbial phrases.
1. The weather has been perfect. 2. Have you received a letter from the USA? 3. Elsie has made a mistake. 4. Harry has taken a post-graduate course. 5. Doris has been in the South for her holidays. 6. He has arrived in Novgorod. 7. I have not seen him. 8. The rain has stopped. 9. Max has translated the passage. 10. Helen has been ill.
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10, Use lhe Presen! Perfect or the Simple Past in the following sentences. >
1. “Mr Jones (to be) arrested by the police.” “My goodness! Yoii don’t say. What he (to do)?” 2. As we got into the taxi my brothel asked, “Well, you (to speak) to Harry?” “I (to speak) to him for a moment.” 3. “Hallo,” the little girl said to her mother and looked at her companion. “Come and say 'How do you do’ to Mr Ogden.” “I (to see) him already.” “You can’t have done, dear. He only just (to arrive) here.” “I (to see) him in the hall this afternoon.” 4. She (to come) into the room, (to lean) over her father’s chair and (to kiss) his check. “You (to have) a good trip?” 5. At school I (to be) never good at languages, out here I (to pick) up a bit of French. 6. You (to say), just now that time (to be) everything. What you (to mean) by that? 7. Oh, it is you, John. You (not to be) in touch with me for a long time. I am glad you (to ring) me up. Where you (to be) all these
weeks? I hope you (not to be) ill? 8. I (to see) her name in the pa-
pers rather often of late. 9. How many examinations you (to pass) up to now? 10. Barbara! You (to have) the education of a lady. Please, let
your father see that and don’t talk like a street girl. 11. I (to meet)
Ann at her father’s house twenty odd years ago and (to know) her ever since.
11. Translate into English.
1. Вы написали контрольную работу? Покажите мне ее. 2. Она написала последнюю контрольную работу без ошибок. 3. Рада вас видеть! Я так много слышала о вас от отца. 4. Я давно видела этот фильм. Я уже забыла его. 5. Вы бывали когда-нибудь на Кавказе? - Да. - Вы, конечно, видели озеро Рица? - О да, я никогда не видела ничего более красивого. 6. Я не была в Новгороде с тех пор, как мы переехали в Самару. Я очень люблю этот древний город. 7. В этом году моя сестра поступила в педагогический институт иностранных языков. 8. Звонок уже был? Что у нас сейчас? - Лекция по истории. 9. Он был болен и отстал от группы. Давайте поможем ему с английским. 10. Сегодня я не была в библиотеке. 11. В этом году я часто видела их в кино. 12. Начался дождь. Ты взяла с собой зонтик?
12. Ask questions about the person's aciivities at a certain point or during a certain period of time.
Example: - Uncle Roger watches TV every day.
- Is he watching TV now? How long has he been watching TV? Was he watching TV at 7 o’clock yesterday? etc.
1. Rose dusts lhe furniture regularly. 2. James is fond of playing baseball. 3. Martin’s hobby is skating. 4. Andrew devotes a great deal of time to reading. 5. Ann cooks dinner every day. 6. Nick likes to walk in the park. 7. Tom takes a cold shower in the morning.
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11. Use lhe Present Perfect Continuous or the Present Perfect in lhe following sentences.
1. I (to do) my homework for two hours and I (not to finish) yet. ' Helen (to read) this book since Monday and she (not to read) it wt. 3. Something (to happen) to Jack. I (to "wait) for him long and he (not to come) yet. 4. “What you (to do) with my bag? I (to look) for it for an hour and I can’t find it.” “I think Kate (to go) off with it.”
I (to be) busy since we last met. 6. The boy (to stand) at the bus Лор for the last half an hour. Shall I tell him that the last bus already (lo go)? 7. He’s an old friend. I (to know) him for ages. 8. Winifred has got a young man she (to have) dates with for ages and she won’t fell me anything about him. 9. Do you know of any good books coming out soon? I (not to read) anything amusing for ages. 10. Alice knows the names of everyone in the village. She (to live) here all her life.
14. Use the Present Continuous, the Present Perfect or the Present Perfect Continuous in the following sentences.
1. Ever since my University days I (to study) the history of Russia. Now I (to read) books on the Civil War. 2. “Hallo,” she said. “I’m glad you (to have) lunch here. I (to want) to talk to you.” 3. “We (to stay) here nearly a week.” “I hope you (not to think) of leaving.” 4. "The girl (to wait) to see you, doctor.” “How long she (to wait)?” 5. l he door was opened by Mrs Pitt. “Well, well, you’re just in time. I (to make) some cakes. And your father (to have) breakfast.” 6.
“Where’s my daughter?” “She (to talk) to a policeman.” “What (to
happen)?” “She (to drive) without a license.” 7. “There’s a man sitting
.it the first table near the door. He (to look) at us,” she said. “He (to
be), but what of it?” “I (to meet) him everywhere of late.”
15. Translate into English.
1. Уже двадцать лет, как я живу в этом городе, а в сентябре исполнится ровно десять лет, как я преподаю здесь в институте. 2. Я чувствую себя очень одиноким с тех пор, как брат уехал. 3. Они пишут изложение уже два часа. 4. Как дела у вашего сына? - Очень хорошо. Я только что звонила ему. 5. Неужели эта книга все еще у него? Сколько времени он ее читает? 6. Я со вчерашнего дня думаю о том, что вы сказали. 7. Виктор опять собирается на рыбалку. Он увлекается рыбалкой уже два года. 8. Что ты делаешь сегодня вечером? - Весь этот месяц я по вечерам хожу на каток. 9. Я не могу сейчас уйти из дома, так как жду Николая. Я жду его уже час, но его все еще нет. 10. Художники работают с утра, так как мы хотим повесить стенгазету сегодня вечером.
16. You are going to have а рапу one of these days. Tell your classmates what you have done to arrange it; how long you have been preparing for the party and what you haven't done yet.
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17. Quiz yourself. Choose the best answer.
1. The professor ... to class yet. (a. hasn’t been coming; b. hasn’t been come; c. hasn’t come; d. hasn’t came) 2. We haven’t been here long. We ... here a month ago. (a. moved; b. have moved; c. have been moving; d. were moving) 3. Bob ... Susan for seven years, (a. knows; b. has known; c. has been knowing; d. has been known) 4. She ... here in a few weeks, (a. will be; b. was; c. has been; d. is) 5. It’s been sunny ... Saturday, (a. for; b. until; c. since; d. during) 6. The students „ to class late. (a. are never coming; b, never come; c. have never come; d. never are coming) 7. “How’s the weather in Greenland?” “It ... a lot there.” (a. is snowing; b. snows; c. is snows; d. is snow) 8. Sandra ... that book for two hours, (a. has been read; b. has reading; c. is reading; d. has been reading) 9. I ... at the bank for the past two years, (a. haven’t worked; b. didn’t work; c. don’t work; d. am not working) 10. David „. TV at the moment, (a. is watching; b. watches; c. is watches; d. is watch)
18. State what forms are used to express the nearest future and explain the difference in their meaning. Translate the sentences. Give sentences by analogy.
1. He is leaving for the South in a few hours. 2. The train leaves at 9 a.m. 3. My father is going to St. Petersburg soon. 4. Don’t interrupt me. I’ll be coming to that point. 5. Mary will be twenty years old next week. 6. After I graduate I’ll go to the country to teach.
19. Use the Simple Present, the Simple Future and the Future Continuous in the following sentences.
1. If you (to want) to see us, come to Tom’s on Sunday. We (to wait) for you at midday. 2. At this time next week they (to sit) in the train on their way to Moscow. 3. Don’t ring her up at 12 o’clock. She (to write) her composition then. 4. It is nearly autumn, soon the leaves (to change) colour. 5. They (to have) English from nine to ten in this room. Don’t let anyone disturb them then. 6. When we arrive in Moscow, it probably (to rain). 7. “I (to call) for her at eight.” “No, don’t; she still (to have) breakfast then.” 8. We (to play) chess in half an hour. 9. You’ll find me in the reading-room. I (to work) there from 5 to 7. 10. I’m dead sure when we (to come) to her place, she (to idle) away her time.
v 20. Complete these sentences by adding indications of time or introducing another action.
1. I’ll be working at my English... 2. My friend will be standing in a line to the cloakroom... 3. The students will still be having their speech recorded... 4. Lena will be taking her exam in psychology... 5. Mother will be cleaning the flat... 6. We shall be having dinner... 7. I’ll be making arrangements for the departure... 8. My sister will be doing her room... 9. Ann will be talking over the telephone... 10. I’ll be doing the translation of the text...
7ЯЯ
Л. Use the Simple Present, the Simple Future and the Future Perfect in the following sentences.
1. By the time students (to start) learning a second language they (to master) the first one. 2. We (to finish) all the homework by 6 o’clock this afternoon. 3. I (to read) this book by tomorrow evening. 4. 1 hope they (to receive) my letter by Saturday and (not to expect) me on Sunday. 5. I still (to be) here next summer but Tom (to leave). 6. If you (to think) it over you (to see) I am right. 7. They (to do) half of the journey when they (to reach) the Volga. 8. We’ve got five days tn London: we are leaving on Monday. But I’m sure that we (to see) everything of importance by then. 9. Fleur (to finish) tidying up before the guests (to come). 10. “I’m going to Hyde Park to hear the people making speeches.” “You (to be) late. By the time you (to get) there they (to finish) their speeches and everybody (to go) home.”
22. Translate into English.
• 1. Нам нужно вернуться в 6 часов. Ирина будет нас ждать в библиотеке. 2. Боюсь, к тому времени, когда вы вернетесь с деньгами, они уже распродадут все книги. 3. Мой сын в будущем году будет в девятом классе. - Значит, моя мама будет учить его английскому языку. 4. Позвоните мне, когда прочитаете книгу; я зайду взять ее. 5. Он говорит, что не даст тебе другой книги, пока ты нс вернешь ту, которую взял. 6. Вы будете обедать со мной в понедельник? - Я бы очень хотела, но боюсь, что в это время я буду сдавать экзамен. 7. Не приходите на консультацию, пока не повторите весь материал. 8. Мы сегодня идем в театр. Вы будете сидеть рядом со мной. 9. Не говорите ей об этом. Через минуту она будет плакать. 10. Что дети будут делать, когда мы придем домой? — Я думаю, они будут играть.
23. Complete this conversation.
Beth: Is something the matter, Anne? You look upset.
Anne: I think I (to fail) the chemistry exam. I (to study) hard for it but I guess I (not to study) the right things. The professor (to ask) really difficult questions.
Beth: I know. Tim and Joanna (to tell) me it (to be) too hard. A lot of students (to complain) to Professor Harris. They (to say) *t (to be) impossible.
Anne: It (to be)! I (need) a good grade on the exam, too, because my other test results (not to be) that good. By the way, how (to be) your history exam?
Beth: We (to have) 24 multiple choice questions and then we (to have) two essay questions. I’m not sure how 1 (to do) but I think I (to pass) it. .
Anne: Oh, here comes Jim! He just (to have) a statistics exam, hi, Jim. How (to be) your exam?
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Jim: Would you believe that I (to miss) it! I (to leave) home earlj this morning but the subway (to break) down in the Holland Tunr nel and we (to be) stuck there for 35 minutes. I have to make it up tomorrow.
Beth: That’s too bad.
24. Say what tense forms are- normally used with the following indications of time.
last week, a month ago, yesterday, the day before yesterday, the previous year, in 1975, in 1999, the next September, by last September, this time yesterday, this time tomorrow, from five till seven tomorrow, never, just, just now
25. Construct sentences by adding indications of time given in brackets to the following sentences. Change the tense of the verb accordingly (if required).
Example: Roger is playing the violin, (since morning, this time
yesterday)
Roger has been playing the violin since morning.
Roger was playing the violin this time yesterday.
1. James is playing tennis.
John is skating.
2. Mark returned from Glasgow. Robert called me up.
3. The patient is being examined. The house is being painted.
4. Ann is ill.
Donald is on fishing outing.
(since morning, for an hour already, still, this time tomorrow)
(just, just now, in a fortnight, the other day, a month later)
(this time tomorrow, for half an hour now, before we return, the previous day, last Thursday)
(since Tuesday, for a week now, at that time, How long?)
26. What did you use to do that you don’t do any more?
Example: I used lo smoke, but 1 don’t any more.
27. Use the Simple Past or the Past Continuous in the following sentences.
1. Judy had the feeling that everyone (to look) at her, and she fto lower) her eyes. 2. She (to be) on her guard because he always (to tease) her. 3. It (to be) suddenly clear to me that Eve (to act) a part and (to amuse) herself at our expense. 4. Lucy (to ask) constantly me
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Ii) lunch and dine with her and once or twice a year (to invite) me to spend a week-end at her house in the country. 5. I (to hear) a telephone ringing as I (to come) up in the lift. 6. Sir Henry looked into lhe lounge. In the lounge Hugo McLean (to do) a crossword puzzle and (to frown) a good deal over it. 7. While he (to stand) irresolute, lhe door (to open) and his brother (to come out). 8. Mrs Blair (to talk) about domestic affairs, while the general (to lecture) my father on some subject which I didn’t understand. 9. He (to be) captain of "a ship which (to sail) that night for Odessa. 10. She (to take) a cushion, (to put) it behind and (to lean) back.
28. Translate into English.
1. Виолетта подошла к окну и посмотрела на улицу. Все еще шел сильный дождь. 2. Что ты делала, пока я мыла посуду? 3. Я взглянула на Дженни, которая все еще дрожала от холода. 4. Она разговаривала с гостями и накрывала на стол. 5. Вчера в 6 часов вечера я ждала Тома на вокзале. Поезд отходил в 6.40. 6. Когда вы были здесь последний раз? - Года полтора назад. 7. Когда я вышел, они сидели в гостиной. Старший брат решал кроссворд, мама вязала, остальные читали. 8. Вчера в это время я слушала интересную лекцию по зарубежной литературе. 9. Становилось темно. 10. Он вдруг понял, что едет не в ту сторону.
29. Quiz yourself. Choose lhe best answer and explain your choice.
1. They ... to Disney World many times, (a. have gone; b. went; c. were gone; d. were going) 2. Mary ... while John ... . (a. read/slept; b. was reading/slept; c. was reading/was sleeping; d. read/was sleeping) 3. By the end of this year our family ... here for 10 years, (a. has been living; b. will have been living; c. will have lived; d. will live) 4. Kate ... her new friends around the Institute yesterday, (a. shown; b. showed; c. has shown; d. was showed) 5. I ... the final touch to my essay when Jane ... . (a. put/dropped in; b. was putting/was dropping in; c. was putting/dropped in; d. put/was dropping in) 6. The train ... at 8 a.m. tomorrow, (a. will leave; b. is leaving; c. leaves; d. is left) 7. My parents ... me in a month or so. (a. will visit; b. visit; c. will be visiting; d. will have visited) 8. Tom ... when I ... . (a. was studying/ left; b. studied/left; c. was studying/was leaving; d. studied/was leaving) 9. He ... home before the rain starts, (a. will reach; b. will have reached; c. will be reaching; d. will reachea) 10. When a student Roger ... classes without a reasonable excuse, (a. constantly missed; b. missed constantly, c. was constantly missing; d. was missed constantly)
30. Put the verbs in brackets into the right past tense.
1. Kate (to show) her friends around the new house. 2. John (to do) the turn-out from 3 to 5 yesterday. 3. When we (to enter) the vestibule of the Institute we (to see) the time-table of the entrance exams. 4. My little brother (to put) down his clothes on the chair tidily
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and (to feel) very proud of himself. 5. They (to be) lucky to buy lhe newly developed detergent which (to remove) the dirt, coffee and fruit stains easily. 6. I could not come to the lesson yesterday because I (to consult) the doctor at the polyclinic at the time. 7. Nick (to write) an essay on one of the books he (to like) best of all. 8. She could not answer the telephone call at once because she (to boil) the milk at the moment.
31. Supply the necessary tense form, considering the sequence of tenses.
a) Connect the two sentences into one in such a way that one of the two actions is in process. Use “when”, “while”.
1. I polished the shoes. The bell rang. 2. He shook out the rugs in the yard. He saw his friends. 3. Jane tidied up the flat. Her father returned from the office. 4. We cooked dinner. One of the girls broke the plate. 5. My friend washed the linen in the washing-machine. Lights went off. 6. Helen washed up. Her husband offered his help. 7. Tom used the screw-driver. He tightened up the loose screws on the window hinges. 8. Barbara painted the garage door. Philip digged up the trees in the garden.
b) Complete these sentences.
1. She said she would do the shopping if... 2. I told her I would ring her up as soon as... 3. A pile of dirty dishes stood on the table for several hours and I was not at all sure if... 4. We decided to have the car serviced if... 5. He thought he would not seal up the windows unless... 6. I promised not to help her till... 7. I started fixing up the kitchen alone because I did not know exactly when... 8. He thought that he would go for a walk as soon as...
32. Translate into English.
1. Пока супруг сидел в кресле и читал газету, Виктория бегала из кухни в комнату и накрывала на стол. 2. Когда гости позвонили в дверь, хозяева заканчивали последние приготовления. 3. Джейн не была уверена, сумеют ли дети помочь ей по хозяйству. 4. Пока ребенок спал, она занималась стиркой или шитьем. 5. Когда Нора убирает комнату Гарри, она вечно перекладывает его любимые трубки на другое место. 6. Всякий раз, когда перегорала лампочка, Марта обращалась за помощью к соседу. 7. Вчера с десяти до одиннадцати я мыла окна. 8. Обычно он сначала мыл стаканы, а потом принимался за жирные тарелки. 9. Она имела обыкновение приходить, когда мы что-нибудь делали по дому. 10. Пока Виктор выжимал простыни, Лиза развешивала детское белье во дворе.
33. Justify the following using the Past Continuous tense with emotional colouring.
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Example: All her time was taken up.
No wonder. Whenever I came to them she was always watching TV.
1. Helen did not like her roommate. 2. Nelly made a good progress m English last year. 3. Robert was the worst pupil in our class. 4. lames won a university scholarship. 5. Nancy’s behaviour aroused everybody’s indignation. 6. Rose and Daniel separated after three years of married life. 7. Mary didn’t cope with the task.
14. Add a subordinate clause with the Past Perfect in it to express a prior action.
Example: The student handed in the application...
The student handed in the application after he had read it several times.
1. Jane was the best graduate of the year... 2. We offered to help Nick... 3. The vacuum-cleane wouldn’t work... 4. I stayed at the same hotel... 5. Victor got to the theatre on time... 6. She rinsed the linen... 7. Andy knows Spanish perfectly... 8. Ann began to wash the floor... 9. Mary busied herself with knitting a cardigan... 10. We had to stay at lhe station for the night...
35. Join the following pairs of sentences into complex sentences with subordinate clauses of time. Make use of the conjunctions “after”, “before”, “when”, “till”, “until”.
Example: They came. She finished her work.
They came after she had finished her work.
1. The children returned from school. Mother cooked dinner. 2. We listened to the text. We went to the lab to have our speech recorded. 1. They went for a walk. It stopped raining. 4. I waited. She did the room. 5.’ The children fell asleep. The parents came back from the pictures. 6. The teacher explained the new material. She gave us an exercise to prepare. 7. I came home. It grew dark. 8. Nick left for school. Nelly got down to tidying up the flat. 9. He waited. His wife laid the table for dinner. 10. Barbara cleaned the windows. Michael sealed them up. 11. Stan read these books. He became more proficient in the subject.
36. Translate into English.
1. По пути домой он старался вспомнить, когда в последний раз видел Диксона. 2. Мери уехала к родителям до того, как пришла эта телеграмма. 3. Было, гораздо холоднее, чем она предполагала. Ей пришлось надеть пальто. 4. Генри никогда не жалел, что познакомился с ней. 5. Хетти не помнила его имени и не помнила, чтобы она когда-либо встречала его раньше. 6. К пяти часам все уже собрались в гостиной. 7. После того, как де
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ти ушли в школу, она принялась за уборку. 8. Прежде чем о* закончил рассказ, дверь отворилась и вошел отец. 9. На следующее утро, когда Кейт приготовила себе завтрак, к ней пришли: школьные друзья. 10. Стив уже упаковал все вещи, когда в дверь постучала его сестра.
37. Join the two sentences into a complex sentence with a subordinate clause of time. Use the Past Perfect in the principal clause and the correlatives “hardly ... when”, “scarcely ... when”, “no sooner ... than.”
1. Nick finished fixing the radio set. An interesting programme began. 2. She laid the table. Her friends came. 3. They collected the dirty’ linen. They began to do the washing. 4. Granny washed up. She put the plates on the plate-rack. 5. Mother aired the rooms. The children came from the walk. 6. Jane left for the week-end to see her parents. George faced cooking difficulties. 7. They lost the cat. They found him in the cupboard. 8. They bought the new furniture. The prices were increased. 9. Paul switched on the floorwaxer. It went wrong again. 10. She told him the news. He grew pale.
38. Join the two sentences into one using the Past Perfect Continuous in it Make all the necessary changes.
Example: Nick was writing a letter. We came home.
By the time we came home Nick had been writing a letter for half an hour.
1. We were walking for more than 3 hours. We reached the forest. 2. Peter was listening to the record for 10 minutes. The bell went. 3. The whole family was tidying up for over two hours. The flat looked spick and span. 4. They were driving in the car. They reached the town. 5. They were playing volley-ball for over an hour. It started raining. 6. We were discussing his essay for a quarter of an hour. The Dean came in. 7. The teacher was’explaining the new rule. We understood it at last. 8. We were making arrangements for a fancy dress party. Everything was ready. 9. Rose was dusting the furniture. It looked shining and spotless. 10. She was staying in bed for a week. She felt better.
39. Respond to the following statements giving your reason in the Past Perfect Continuous Tense.
Example: When we called on him yesterday morning he was still
sleeping
No wonder. He had been working the whole night.
1. Nick passed his exam very well. 2. When I looked out into the street yesterday morning the ground was wet. 3. When I saw her last night her eyes were red with tears. 4. There was so much snow that I could hardly get to the station. 5. Kate decided to stay at home when
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we invited her for a walk yesterday. 6. My eyes were quite sore when I finished reading the book yesterday. 7. When I met her on the beach yesterday she had a wonderful tan. 8. When 1 met her last week she looked very tired.
40. Complete these sentences.
I. 1. By the time the lesson was over... 2. I had been waiting for her at the entrance... 3. When I came into the assembly hall... 4. When I tried to get her on the phone I was told that... 5. By the end of the last month... 6. He failed at the exams... 7. She had been doing the room... 8. Mary was very glad to hear... 9. She had been living in Nizhny Novgorod... 10. He spoke English well as...
II. 1. Jane had been washing the linen... 2. We had been waiting for them... 3. Nick had been standing in the line... 4. We had been all sealing up... 5. ...had been wringing out... 6. ...had been making arrangements... 7. We had been rehearsing the play... 8. She had been learning the poem by heart... 9. ...had been working hard at...
2. INDIRECT (REPORTED) SPEECH. SEQUENCE OF TENSES
(To Unit 3)
1. Choose the correct indirect form for the direct speech given. Explain your choice.
a) He said, “I lived in London last year.”
1. He said that he had lived in London last year. 2. He said that he lived in London last year. 3. He said he had lived in London the previous year. 4. He said that he was living in London the previous year.
b) “Have you apologized to your teacher?” the director asked her.
1. The director asked had you apologized to your teacher? 2. The director asked if she had apologized to her teacher. 3. The director had asked whether she had apologized to her teacher. 4. The director asked whether or not she had apologized to her teacher.
c) “Don’t talk Russian during your English period,” I said to the class.
1. I told the class not to talk Russian during their English period. 2. I told the class don’t talk Russian during their English period. 3. I said the class not to talk Russian during its English period.
d) “When are you going to ask for the second course?” Anna asked him.
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1. Anna asked whether he was going to ask for the second course. 2. Anna asked when he was going to ask for the second course. 3. Anna asked when he was going asked for the second course. 4. Anna asked when he is going to ask about the second course.
2. Give the account of the conversations in indirect speech.
1. Ordering of Meal
Waiter: Are you ready to order now, sir?
Ron: Yes. I’ll have tomato soup, roast beef, mashed potatoes and peas.
Waiter: That’s tomato soup ... roast beef ... mashed potatoes ... and peas. What sauce would you like?
Ron: Worcester sauce and mustard.
Waiter: Anything to drink?
Ron: Hmm ... just water. I’ll have coffee with my dessert.
2. At the Fast Food Restaurant
(You go to the counter with your two friends.)
Counter Staff: Good morning. What is your order, please?
Customer: Two hamburgers, a cheeseburger and two small french fries, please.
Counter Staff: Do you want drinks?
Customer: Yes, please. A coffee, a cola and a chocolate milk shake.
Counter Staff: Right. Do you want to eat here or take away?
Customer: Take away, please.
Counter Staff: (to the people behind the counter) Two hamburgers, a cheeseburger, two small french fries, a coffee, a cola and a chocolate milk shake. And it’s take away. (To customers) That’s three pounds twenty-one pence, please ( £ 3.21). л
Customer: (gives a five pound note ( £5) to the counterstaff) Here you are.
Counter Staff: Thank you. Here’s one pound seventy-nine pence change ( £1.79) And ... here’s your order.
Customer: Thanks. Is there milk and sugar for the coffee?
Counter Staff: Yes, there is. We put little packets of milk and sugar in the bag.
Customer: I see. Thank you.
Counter Staff: Thank you. Enjoy your meal.
3
Jane: I’ve already pared the apples for the filling. Shall I cut them up into thin slices?
Mother: Yes, do, I’ll make the dough meanwhile.
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Jane: Mother, maybe you’ll let me make the pie today. I’m sure 1 know how by now.
Mother: Well, have a try, but see you don’t spoil it.
4. Recipes
Hetty: Would you like some cookies? I just made them.
Nancy: Thank you.
Betty: These are chocolate, and those are orange-flavoured.
Nancy: I guess I’ll try a chocolate one first. Mmmm ... this is delicious. Are they hard to make?
Betty: No, they’re really quite easy. Wait a minute, I’ve got the recipe right here. See ... these are the ingredients, and then you just follow the directions.
Nancy: That does look easy. I think I’ll make some tonight.
5
Jane: Dad, isn’t the pie a success?
Dad: It certainly is. Even after a substantial meal as we’ve just had, I could do with another helping.
J. Tell your groupmates what you read about.
1
A man was having breakfast in an English hotel. He took a drink from his cup and then said to the waiter. “Waiter, is this tea or coffee?” The waiter said, “Can’t you tell the difference, sir, by the taste?” “No,” the man said, “I can’t.” “Well,” answered the waiter, “if you can’t tell the difference, what does it matter which it is?”
2
A man was having soup in an English hotel. The waiter gave it to him and then, looking out of the window, said to the man, “It looks like rain, sir.” “Yes,” said the man, as he took a spoonful of soup, “and it tastes like rain, too.”
3
“Mummy, I’ve got a stomachache,” said Nelly, a little girl of six. “That’s because you’ve been without lunch. Your stomach is empty. You would feel better if you had something in it.” That afternoon a guest came to see Nelly’s mother. While they talked, the guest remarked that he had been suffering all day with an awful headache. “That’s because it’s empty,” said Nelly. “You would feel better if you had something in it.”
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4. Off His Soup
My husband kept telling me: “My mother makes the best chicken soup in the world.” Each week he’d ask me to get the recipe and make it. Finally I did so. My husband and our 16-year-old son loved it, but I saw Master Seven packing out pieces of chicken and cauliflower. I asked how he liked his soup. “It would be o’kay without the water,” he replied.
3. THE PASSIVE VOICE
(To Units 3, 4)
1. Give the principal forms of the following verbs and practise the formation of the Passive Voice tense forms.
to make to find to sweep to sew
to beat out to pay to shake to hold
to show to forgive to keep to eat
to speak to catch to break to sell
to send to wear to buy to bring
2. Make up sentences, use them in all the tenses in the Passive Voice, add some adverbs or adverbial phrases of time.
to cook dinner; to wash dishes, floors, linen; to wipe dishes; to peel potatoes; to beat out rugs; to shake out carpets; to sweep the floor; to buy a refrigerator; to break the vacuum-cleaner; to draw up the menu; to sew a three-piece suit
3. Change the sentences according to the models.
Example 1: People always admire such pictures.
Such pictures are always admired.
1. People play football everywhere nowadays. 2. One uses milk for making butter and cheese. 3. One praises a student when he works hard. 4. They make progress every day in the world of science. 5. They sell apples by lhe kilo. 6. She takes her daughter to the kindergarten every day.
Example 2: They built this bridge last year.
This bridge was built last year.
1. Russian athletes won the tennis competition last season. 2. I left the dog in the garden. 3. His brother beat John in the 100-yards race. 4. She washed the floor only this morning. 5. We ate all the cakes yesterday. 6. People formerly used the Tower of London as prison.
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Example 3: The fall will hurt him badly.
He will be badly hurt.
1. They will hold a dance in the village club. 2. Ann will clean the rooms thoroughly after lunch. 3. We shall make the room comfortable for you. 4. 1 shall serve both tea and coffee. 5. People will enjoy this film all over the world. 6. Someone will meet you at the station.
Example 4: The confectioner is decorating the cake now.
The cake is being decorated now.
1. The firemen are putting the fire out. 2. The hairdresser is cutting her hair. 3. They are trying a new medicine at the hospital. 4. The shops are selling hundreds of toys. 5. They are still asking questions about it. 6. Workmen are building a new road outside my house.
Example 5: When I came they were tidying up the whole house. When I came the whole house was being tidied up.
1. When we left the meeting, people were still asking questions. 2. When I came to the village, they were building a new school. 3. When she entered the room, they were watching television. 4. When she left the garden, her sons were flying a kite. 5. When I arrived, my daughter was doing the washing. 6. When we passed their garden, they were watering flowers.
Example 6: Someone has broken my pen.
My pen has been broken.
1. Your friends have invited you to dinner tomorrow. 2. No one has ever beaten his sister at running. 3. Someone has spilt some wine on the tablecloth. 4. Somebody has already boiled the kettle. 5. They have made my nephew captain of the team. 6. Somebody has fried the meat very well.
Example 7: I found out that my friend had sent the parcel to the wrong address.
I found out that the parcel had been sent to the wrong address.
1. We have put out the fire before the fire brigade arrived. 2. It surprised me to hear that they had given him the first prize. 3. We didn’t know that he had lost all the photos. 4. She couldn’t remember where Mother' had put the keys. 5. My sister had set all the things right by the time we got back. 6. They had staged four Shakespeare plays by the end of the last year.
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Example 8: They will have organized the dress rehearsal by next Saturday.
The dress rehearsal will have been organized by next Saturday.
1. She will have knitted the sweater by Monday. 2. He will have read the book by tomorrow morning. 3. They will have tidied up the flat before their parents arrive. 4. We shall have finished our research by the end of the year. 5. She will have baked the cake by 5 o’clock. 6. They will have laid the table before the guests come.
4. Change into the Simple Past Passive, giving all the possible variants.
Example: They showed me the house he lived in.
I was shown the house he lived in.
The house he lived in was shown to me.
1. Her father gave her a watch for her birthday. 2. Did they give him any instructions before he started the experiment? 3. Did they send you any photographs last week? 4. Did he show them how to do it? 5. Someone lent me two priceless volumes. 6. They allowed her ten minutes to get ready. 7. They asked us our names at the hotel. 8. My friends told 'me th6 news this morning. 9. Their friend recommended them a new doctor. 10. Did they offer him the job 1 told you about?
5. Supply the correct tense ot the verb given in brackets.
I. 1. The letters (to be given) to the postman as soon as the post arrives. 2. The letters (to be given) to the postman as soon as the post arrived. 3. The letters (to be written) before the post arrived. 4. The letters (to be given) to the postman after they (to be written). 5. These letters already (to be written). 6. The letter (tq be written) when the postman came. 7. The letter (to be written) long before the postman comes.
II. 1. The newspaper (to be brought) long before I left home. 2. The newspaper (to be brought) long before I leave home. 3. The newspaper not (to be brought) yet. 4. The newspaper (to be brought) always in the morning. 5. The newspaper (to be brought) in a few minutes.
III. 1. My clothes (to be cleaned) before I left home. 2. My clothes (to be cleaned) long before I leave home. 3. My clothes are not yet ready, they (not to be cleaned) yet: they (to be cleaned) now. 4. My clothes always (to be cleaned) for me in the morning. 5. My clothes are quite clean: they (to be cleaned) yesterday.
6. Complete the following sentences using the verb in the Passive Voice.
1. By the time she left for the South some necessary things (to buy, to sew, to wash, to clean, to iron, to pack, to fix, etc.)... 2. We learnt the text by heart after... 3. Before the guests were invited to sit
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down at table... 4. Before salad was served it... 5. When we have a real housecleaning... 6. Before washing the floors... 7. Soon the table was laid... 8. Before arranging a housewarming... 9. In my friend’s new flat I was shown... 10. After I missed some lectures and tutorials... 11. The Dean allowed me to be present at the lessons after... 12. At the Institute we were shown... 13. Your flat will always look spick and span if... 14. Soup will be tasteless if... 15. It will be easy to keep house if... 16. Dinner will be a great success if...
7. Use the following sentences in a situation. Refer the same situation to the Simple Past and Future.
I. 1. He is often asked at the lessons. 2. He is being asked now. 3. He has already been asked.
II. 1. ...the clothes were being washed... 2. ...the clothes have been washed...
III. 1. ...the dough had been kneaded... 2. ...buns were being made...
IV. 1. He is laughed at. 2. He has been laughed at.
V. 1. He was well spoken of. 2. He was being very well spoken of.
VI. 1. The child is well taken care of. 2. The child has been well taken care of.
8. Use the following sentences in short dialogues.
I. 1. The other day we were invited to a housewarming. 2. The butter has been kept in the refrigerator. 3. A lot of nice summer frocks are being sold at the central Department Store. 4. The blouse is made of artificial textile. 5. The shoes will-be ^repaired by Saturday.
II. 1. The sweater has been knittea but not washed yet. 2. The dressing hasn’t been poured yet. 3. The linen had been sent to the laundry. 4. The dough was being kneaded for quite a while.
III. 1. Yesterday I saw the film which is so much spoken about. 2. I wonder why she is always found fault with. 3. I have never been spoken to like that before. 4. The record was listened to with great interest. 5. His warning was taken no notice of.
9. Give the corresponding passive construction and translate the sentences.
1. They speak much about this film. 2. They always look at this picture. 3. They often laughed at Ann. 4. She is looking for her slippers everywhere. 5. The students listened to the record with great in-I crest. 6. I shall look through these texts tomorrow. 7. You should 'end the sick man to hospital. They will look after him much better I here. 8. They pay great attention to the pronunciation and rate of (pccch. 9. They often make fun of him.
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10. Insert the proper tense in the Passive Voice.
I. 1. Our house ... a few years ago. 2. At present a new house ... just opposite us. 3. It ... in a year. 4. Many new houses ... all over Russia in the past few years. 5. When I arrived in St. Petersburg last year, I was greatly surprised to see that so many new houses ... during my absence. 6. When we first saw this house, it ... still... 7. Hundreds of new houses ... by the end of this year.
II. 1. While meat (to mince) Mother (to wash) vegetables. 2. (To buy) horseradish? Father will be angry if horseradish (not to serve) to roastbeef. 3. “(To prepare) the salad yet?” “Not yet. I (to cut) onions for it.” 4. The stewed fruit (to boil) for quite a time before it (to take) off. 5. Hardly had Father (to come) home when dinner (to serve). 6. By the time Mother comes, the flat (to turn out). 7. The new evening-gown (to sew) by the week-end. 8. By last Saturday a stylish woollen jersey (to knit).
It. Translate into English.
1. Какая книга сейчас обсуждается на заседании литературного кружка? 2. Какая книга обсуждалась, когда вы пришли? 3. Вчера на семинаре по зарубежной литературе обсуждалась очень интересная книга. 4. Когда будет обсуждаться этот новый роман? 5. Это роман еще не обсуждался в нашем кружке. 6. Если вы придете на собрание кружка только в шесть часов, думаю, что обсуждение интересующей вас книги будет уже закончено. 7. Какие вопросы уже были обсуждены, когда он пришел на собрание кружка? 8. Может ли такой длинный роман обсуждаться без предварительной подготовки?
12. Compose sentences with the following verbs in the Active Voice and rewrite them accordingly with the verbs in the Passive Voice.
Example: They have always laughed at my absent-mindedness.
My absent-mindedness has always been laughed at.
to listen to, to look at, to look for, to take off, to look after, to put on, to take care of, to wait for, to send for, to speak about, to make fun of, to find (no) fault with, to take (no) notice of, to pay (no) attention to, to draw one’s attention to
13. In the following story let lhe stick be the speaker instead of the man who owns it. Keep the “I's” just as they are all through. Make whatever other changes necessary.
Ten minutes ago I picked up my stick. First I rolled it between my hands; then I threw it upon the floor. I like to play with it in this way. Sometimes I throw it on the shelf or lay it on the piano. Just now I am scraping it with my knife and marking it with the point. I believe some day I shall destroy it altogether. But perhaps I shall lose it first. Many men have lost things in this way and have never
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^covered them. The other day when I had placed it on the window-ill I forgot it altogether. To forget like that is not the right thing to do. I, ought to have remembered my old stick. Liking it as much as I do, I may treat it better some day.
14. Complete the following episodes using the verbs in the Passive Voice.
1. I was walking home slowly. Suddenly I saw my crony coming out of a grocery. She had a basket in her hand. What had she bought I here? (to buy, to supply, to offer, to show, to give, etc.) 2. One day I was standing at the entrance of a cinema with two tickets in my pocket. Ann was late as usual. Suddenly she ran up to me smiling happily. She had a stylish woollen cardigan and high-heeled smart .hoes on. (to buy, to sell, to speak much of, to offer, to promise, to present, etc.)
15. Give the corresponding passive constructions.
I. 1. They painted the house green. 2. The doctor advised him to give up smoking. 3. They were watching him very attentively. 4. Mother has been tidying up the flat since morning. 5. All of us expected good news. 6. The teacher has just praised his essay. 7. The recitation pleased the audience. 8. His jokes amused the guests. 9. The elder sister ordered her little brother to turn over a new leaf. 10. Everyone loves and respects this lecturer. 11. We shall never forget those exciting days! 12. I’ve lost the money. 13. They teach us spoken English. 14. I’ve just posted the letter. 15. The dressmaker completely altered the frock. 16. We have not yet picked up the tickets. 17. They beat Sam black and blue. 18. You will gain nothing by hurry. 19. We elected him monitor of the group. 20. They accused him of breaking lhe rules. 21. The girl was trying on one frock after another but she chose none to her liking. 22. They found him guilty of breaking the law. 23. She hoped that they would give her everything they had promised her. 24. You Cannot pump the ocean dry! 25. Composers have created 14 operas on the subject of the “Tempest”. 26. Prokofyev has created the ballet “Romeo and Juliet”.
II. 1. The teacher gave the student a piece of good advice. 2. I showed the children some amusing pictures. 3. The shop-assistant offered us a wide choice of gloves. 4. They promised us a thrilling show on TV. 5. They could never forgive him his rudeness. 6. His parents often send him parcels. 7. They have granted the excellent students Prize Scholarships. 8. They did not refuse him a place at the hostel. 9. We are teaching you standard English. 10. In a minute they will be giving us all the necessary instructions. 11. The mother bought the girl a bar of chocolate. 12. Then they asked him some more questions. 13. His elder sister is constantly reading the boy funny stories. 14. We told her all the details of the accident. 15. They recommend the post of interpreter to him. 16. Why have they given up the discussion? 17. Who do they name your Institute after? 18. Everybody must fight for
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peace. 19. They had already sent for the doctor when I brought thfl medicine. 20. The article deals with the problems of teaching method*, at school.
III. 1. We are still speaking of his success in the Students’ Basketball Matches. 2. This absent-minded girl is constantly looking for het eye-glasses. 3. We often laughed at her old-fashioned bonnets. 4. Who. looks after these children? 5. They couldn’t catch up with the running? boys. 6. Della presented Jim with a golden chain. 7. He presented hefi with a beautiful comb. 8. We looked through the papers very attentively but could find nothing of importance. 9. They have always lis-i tened to his lectures with great interest. 10. People will be taikind much of this pop singer. 11. As a rule the teacher reads the text twice) before we discuss it. 12. In the report the teacher touched upon some'; important problems in linguistics.
16. Use the verbs in brackets in the appropriate tense and voice forms.
I. 1. Don’t enter the room, it (to air). 2. You see that a lot of work (to do) since you left. 3. By next summer the new bridge (to build). 4. It is no wonder that you cannot recognize the frock - it (to alter) several times. 5. Can you imagine that my costume (to sew) for 3 months already? 6. “Swan Lake” in a new production (to speak of) much lately. 7. His practical jokes constantly (to laugh at). 8. Quite a number of adapted stories (to read) before we started reading books in the original. 9. Mother asked me to tidy up the kitchen as soon as the dinner (to cook). 10. The town changed beyond recognition after many houses of modern construction (to build). 11. She will not feel at ease till her homework (to do). 12. While the floors (to wash) he beat out the carpets in the yard. 13. We shall be able to catch the train in case a taxi (to order). 14. She can’t recite the poem until it (to learn) properly. 15. My roommate can talk on end unless she (to interrupt and to stop).
II. 1. We sat in the library after dinner and presently the curtains (to draw) and more logs (to throw) on the fire. 2. “Where’s the doctor?” he whispered. “He ... (to send for)?” 3. Everybody had gone, and the door (to close) for the night. 4. It was quite late at night before candles (to bring). 5. While his car (to see to), he strolled away from the garage. 6. While our breakfast coffee (to make) I told him our story. 7. The sandwiches with new bread and country butter (tq make). 8. The windows all (to shut) but the door (to be open).
17. Reproduce the following stories.
1. A Bundle of Sticks
An old man had many sons who were always quarrelling. One day the sons were called before their father. A bundle of sticks was given to them and they were ordered to break it.
Each of the sons tried with all his strength but no one could break the bundle.
Then the old man untied the bundle and each son was given one stick. Of course, the sticks were broken easily. “My sons,” said the lather, “if you live in friendship and help each other you will always be strong and you need not be afraid of any enemy.”
2. Charles Makes a Complete Apology
One evening a young man at Oxford who was known to be something of a poet read one of his poems to a small group of friends in his room. The poem was greatly admired, but as they came away one of the friends, Charles, said, “I was very much interested in Alfred’s poem-but it was stolen frorp a book.”
This remark was repeated to Alfred, who was very annoyed and demanded an apology.
“Well,” said Charles, “I don’t often take back what I have said, but on this occasion 1 admit 1 was mistaken. When I got to my room I looked in the book from which I thought the poem was stolen - and 1 found it was still there.” (C.E. Eckersley)
(8. Ask your friend different questions, making wide use of the Passive Voice.
I. Your acquaintance wants to go to the party.
2. You want to buy a present for your friend on the occasion of a housewarming.
4. THE ENGLISH VERBALS. THE INFINITIVE
(To Units 4, 5)
I. State the forms of the following infinitives.
to have been altered, to heel, to be trying on, to have been trimming, to have been worn, to be shortening, to be made up, to have been packing, to choose, to be pressed, to be having, to have sewn, to be asking, to have been bothered, to have let out, to be dressed, to have been told, to be practising, to have complained
i. Give all the missing forms of these infinitives.
to be cut, to pinch, to have made, to be having, to have been, to be let out, to have been altered, to be looking for, to burst, to have been sewing, to have tried on
I. Give the form of the infinitive according to the description.
the active perfect non-continuous form; the passive non-perfect lorm; the active non-perfect continuous form; the passive perfect from; lhe active non-perfect non-continuous form; the active non-perfect form
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4. Use the right form of the infinitive.
1. We don’t seem (to acquaint), at least I can’t remember ever (tty meet) him. 2. He hated (to live) alone in the room. 3. I am sorry (tp give) you so much trouble. 4. Rosemary wouldn’t miss a chance td show her generosity, she longed (to like) and (to praise). 5. We seen) (to fly) over the sea for quite a time and there is yet no land (toi see). 6. (To promise) to arrange something for the girl and then (to1 do) nothing was, to say the least, a shame. 7. The dress was ridicule ид* and she was sure (to laugh) at. 8. Ron was happy (to win) the com* petition and (to give) the prize money in cash. 9. Good-bye. So pleased^ (to meet) you. 10. There are a great many things (to take) into con-' sideration. 11. He kept late hours last night, he may still (to sleep). 12. How fortunate you are (to travel) all over the world and (to see) so much of it! 13. The girl pretended (to read) a book and not (to notice) me. 14. I know him (to be) an actor once. 15. She didn’t mean (to lie), she was only afraid (to tell) the truth.
5. Translate these sentences into English, paying attention lo the form of the infinitive.
1. Она была рада, что не истратила деньги на такую бесполезную вещь. 2. Дети любят, когда им читают сказки. 3. Джон терпеть не может, когда его называют толстяком. 4. Мне неловко, что я причинила вам столько беспокойства. 5. Тим все еще здесь! Похоже, он уже целый час ждет кого-то. 6. Мы намеревались вернуться к концу месяца, но задержались. 7. Мы намерены вернуться к концу месяца. 8. Как мне повезло, что я побывала на этом спектакле! 9. Он был рад повидаться с вами. 10. Он рад, что повидался с вами. 11. Посмотрите на Джека! Кажется, он читает что-то смешное. 12. Мне хочется, чтобы вы примерили это платье. 13. Мисс Робинсон вспомнила, что уже встречала этого человека. 14. Газетные заголовки иногда очень трудно переводить. 15. Я хочу пригласить тебя сегодня в театр. Новый балет тебе обязательно понравится.
6. Paraphrase the sentences using the infinitive without the particle “to” after the verbs “see”, “hear”, “watch”, “notice”, “feel”.
Example: The policeman saw that the car hit a lamp-post.
The policeman saw the car hit a lamp-post.
1. I watched how she tried on several dresses. 2. Jack felt that somebody tugged him by the sleeve. 3. Mary did not hear that the master of ceremonies announced the next number. 4. I watched how my friend made her way through the crowd. 5. John noticed that Mr Foster switched on a cassette-recorder. 6. A young actor was awfully nervous and felt that his heart beat like a hammer. 7. He heard how the town clock struck twelve. 8. I saw that she flushed with anger. 9.
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Michael could feel that his nose bled. 10. I watched how she moved nvay from us, through the lobby doors. 11. Alex noticed that the girl Unshed with excitement. 12. The student didn’t hear how the teacher r xplained the rule.
ii Change these questions to use the verb “make”.
I 'xample: Why did he resign?
What made him resign?
1. Why do you suspect James? 2. Why did you cross out these words? 3. Why did Bill change his mind? 4. Why did Mary break off her engagement to Alex? 5. Why did Florence divorce her husband? 6. Why did you laugh? 7. >Why did the Jacksons move to a new house? H. Why did she burst out crying? 9. Why did you ask it? 10. Why did they hush up the incident?
H. Complete the sentences. Use the infinitive to express a) permission, compulsion; b) advice, preference.
a) 1. When I was a schoolgirl, Mother never let me... 2. The rain made me... 3. She was determined to make Roger... 4. Will you let me...? 5. The sound of the door, opening again, made him... 6. A little boy came up to the stream and let his toy boat... 7. A familiar melody made me... 8. She has been keeping my book for quite a while, I shan’t let her... 9. The tutor let the students... 10. Bob had a splitting headache in the morning and his roommate made him...
b) 1. You look tired and exhausted. You had better... 2. If I have time to spare I would rather... 3. The trousers are too baggy, why not...? 4. The dress doesn’t fit you, I’m afraid. You had better... 5. As it appears blue doesn’t become me, I’d rather... 6. If you feel out of sorts, you’d better... 7. To save the trouble of standing in a line, I’d rather... 8. You say you can’t do all the shopping by yourself. Why not...? 9. I don’t like a suit made to order. I’d rather... 10. This hat looks ridiculous with your coat. Why not...? 11. It’s very cold today, you’d better... 12. Travelling by air did not produce any impression on me. We had better...
9. Paraphrase these sen fences lo use “won't have”.
Example: The tutor doesn’t allow the pupils to call out the an-
swers.
The tutor won’t have the pupils call out the answers.
1. Mother doesn’t allow me to keep late hours. 2. Julia’s parents do not allow her to buy dresses old-fashioned in cut and colour. 3. The librarian doesn’t allow students to keep books for months. 4. Granny doesn’t allow me to wear a demi-coat in winter. 5. The tutor doesn’t allow us to talk Russian at an English tutorial. 6. Marian
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doesn’t allow her two sons to neglect their studies. 7. Philip doesn’t allow his daughter to talk back to him. 8. Nurses in the kindergartens do not allow the children to lie in the sun for a long time.
10. Translate into English.
I. 1. Если у тебя мало времени, то надо приступить к делу сразу же. 2. Ирина почувствовала, что от волнения у нее дрожат руки. 3. Что заставило вас сказать мне неправду? 4. Не сердись, но я не позволю тебе каждый раз опаздывать к обеду. 5. Почему бы вам не пойти в деканат и не решить этот вопрос с деканом?] 6. Майкл в стране наблюдал, как зубной врач готовил инструмент. 7. Ты давно жалуешься на головную боль. Тебе надо бы сходить к врачу. 8. Мне не хочется никуда идти, я лучше посижу дома. 9. Мама не разрешила Маргарет пойти на занятия, та^ как у девочки была высокая температура. 10. Фрэнк видел, каю его друг сел на автобус, который шел в обратном направлении.^ 11. Я не позволю вам грубить мне. 12. Джейн сделала много] ошибок в последней контрольной, и учитель заставил ее перепи-J сать работу.
II. 1. Видели, как Артур вошел в этот дом. 2. Слышали, как* мисс Грей упомянула это имя. 3. Видели, как этот человек выч стрелил в полицейского. 4. Слышали, как миссис Прайс спраши-| вала об этом. 5. Видели, как Джеймс сел в машину. 6. Заметили, как он поднял что-то с пола. 7. Видели, как Барбара села в псь езд.
II. Use the right form of the infinitive in brackets. Insert the particle “to”) where necessary.
1. He was the first (to guess) what his aunt was driving at. 2, Philip felt a shiver (to pass) his heart. 3. Why (to lose) your temper over a little thing Нке that? 4. The man seemed (to study) me, and 1 felt uneasy in his presence. 5. I liked (to see) them (to work). 6. He. felt too excited (to sleep). 7. Let me (to hold) the baby. I know how; (to hold) babies. 8. You look tired and exhausted. You’d better (to go) to bed earlier today. 9, It is very thoughtful of you (to bring) the' book. We shall need it. 10. You seem (to sit) here for a long times Are you waiting for somebody? 11. When I arrived at the station thqj train had already gone; so there was nothing left for me (to do) but (to wait) for the next one. 12. You needn’t (to ask) for permission, 1 let you (to take) my books whenever you like.
12. Complete the following sentences using the infinitive as a) subject.
1. ...was natural. 2. ...was impossible. 3. ...was convenient. 4. ... always a pleasure. 5. ...seemed a proper and natural thing. 6. It w# interesting... 7. It was no easy matter... 8. It was awful...
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l)> predicative^
1. Му advice to you is... 2. Our plan was... 3. My idea was... 4. The sensible thing is for you... 5. To make him do it means... 6. Why do you laugh at me when all I wanted to do was...? 7. The least we can do is... 8. Her impulse was...
c) object.
1. My friend promised... 2. The producer instructed the actor... 3. We were anxious... 4. I forgot... 5. I was careful not... 6. We were lucky... 7. James watched her... 8. She wanted him... 9. He was proud... tl) attribute. '
1. She is just the woman... 2. David was the first... 3. Jane had no wish... 4, She always finds something... 5. They had very little... 6. I have no time... 7. She was the only relative... 8. This charming girl is lhe very actress...
<) adverbial modifier of result.
1. Alice was too proud... 2. Mr Hastings was too astonished... 3. I’he play was good enough... 4. She was talented enough... 5. Emily was too busy... 6. The story was interesting enough... 7. We were too Гаг... 8. Mary was too ill...
f) adverbial modifier of purpose.
1. I have to work hard... 2. They stopped... 3. I dropped in at his place... 4. He moved aside... 5. I did my best... 6. Give him some money... 7. Every morning she was up early... 8. He held out the papers...
I.t. Translate into English.
1. Было бы интересно посмотреть этот спектакль. 2, Было лчснь обидно побывать в Крыму и не увидеть моря. 3. Заказать пилоты по телефону значит сэкономить время. 4. Идти в театр мыло слитком поздно. 5. Я решил посмотреть новую постановку пьесы. 6. Он не ожидал, что я так быстро выучу эту роль. 7. У пито были дети, о которых он должен был заботиться. 8. Они приехали последними. 9. Она была слишком удивлена, чтобы го- -мирить об этом, 10. Ребенок слишком мал, чтобы понять вашу *путку. 11. Я вызвал такси, чтобы не опоздать на спектакль. 12. Мы купили билеты в партер, чтобы лучше видеть сцену.
Н Make up scniences so as to use the infinitive as part of a complex object
1. speak, I, have heard, of his boyhood, never, him. 2. swing, at ure, open, the door, I, saw. 3. about something, I, quite different, me, mii, want, to tell. 4. what, this, her, say, made? 5. without, her, let, •ну sister, a word, go. 6, young, her long hair, made, look, her.
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Г5Г Paraphrase the sentences to use the infinilive as a) attribute.
1. He has many duties which he must perform. 2. I have some questions which you must answer. 3. I didn’t know the way to the post-office and there was nobody whom I could ask. 4. He was not the man who could be deceived. 5. Here is the list of medicines which you must take in. 6. She had no news that she could tell him. 7. Sue was the only relative who offered her help.
b) adverbial modifier of result.
1. The exercise is so difficult that she can’t do it. 2. His behaviour was so rude that it aroused everybody’s indignation. 3. She was sq clever that understood him at once. 4. He looked so miserable, that she didn’t reproach him. 5. Her recitation was so good that we all enjoyed it. 6. Bob was so surprised that he could not speak.
c) adverbial modifier of purpose.
1. He turned to me as he was going to say something. 2. She wants to do well in the coming exams, that’s why she works hard. 3( She went to Moscow as she wanted to visit the Tretyakov Gallery. 4, She shrugged her shoulders as though she wanted to express her indifference. 5. She stopped very often because she wanted to recover from coughing. 6. He went back to the house because he wanted to get his camera.
16. Join two sentences into one. Use the infinitive as an attribute to the noun in italics.
1. They were anxious to complete the experiment in three monthsi To get more people to work on it was the only means. 2. Her greatest desire was to play in that play. Quite recently she got an invitation from the theatre. 3. His ambition in life was to become a good producer. We were sure it would be realized. 4. They could not conceal their impatience. They wanted to see a new production of the play. 5. I remember your promise. We agreed not to talk of it.
17. Join two semences into one. Use lhe infinilive as an adverbial modifier of a) result; b) purpose.
a) 1. I was tired. I could not see the performance to the end. 2. The premiere was superb. She could not miss it. 3. He was angry. Hi could not care what he said. 4. The actress was talented. She did hei[ part well. 5. She was kind. She could not refuse. 6. Jane was toe confused. She could not answer. 7. They were small. They did not un* derstand and did not care.
b) 1. John left the room. He wanted to avoid trouble. 2. His nieci put her face up. She wanted to be kissed. 3. He often works in the language laboratory. He wants to improve his accent. 4. Stella looked
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up and down the road. She wanted to see if Rod was in view. 5." Bill stayed at home. He worked at his essay. 6. I learnt about your misfortune and came. I wanted to see if I could help. 7. He looked at me. He wanted to see what I meant.
18. Paraphrase the sentences given below.
Example: It is hard to please her.
She is hard to please.
1. It was easy to deal with him. 2. It is easy to answer such questions. 3. It was amusing to watch the scene. 4. It was difficult to get dong with him. 5. It was very pleasant to look at her and talk to her. Ci. It was impossible to get tickets for the premiere. 7. It was not difficult to get seats in the gallery. 8. It was pleasant to listen to his ringing. 9. It was interesting to read his letters. 10. It will be difficult to stage this play.
19. Translate these sentences into Russian. Pay attention to the infinitives.
1. He returned to his motherland never to leave it again. 2. They heard a voice and turned to see a woman beside them. 3. He went out into the street to find himself alone. 4. Martini came in to find (icmriia sobbing. 5. At times he smiled softly to himself-only, immediately after, to relapse again into gloom. 6. He joined the orchestra to become the leading violin soloist. 7. Slowly, Sam got up, made a few iteps, and fell again to move no more.
W. Paraphrase using the infinitive.
Example: I arrived in the evening and found everything ready.
I arrived in the evening to find everything ready.
1. Sister Swartz searched the shelf but found no money there. 2. I iurned round and saw a face which at the first moment I didn’t iccognize. 3. He arrived at the station and learnt that the train had al-icady gone. 4. He returned home and found his wife seated with some work. 5. She was startled when she heard an unknown voice. 6. The door opened and revealed Albert Wells. He was fully dressed. 7. He Iurned away and never glanced at her until her departure. 8. He travelled much and understood that he could live peacefully'only in this quiet place. 9. Late in the evening the Doctor returned home and lound a man outside his door. 10. After a long separation they met at List, and never did they part again.
41. Make up sentences using the following infinitive phrases parenthetically.
to begin with; to put it mildly; to crown it all; to add to this; to tell the honest truth; to return to...; to put it another way; to be frank; hi make matters worse; to cut a long story short; to put it in a nut-hcll
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22. Paraphrase the sentences to use the complex object with the infinitive.
1. He heard how one of the girls in the shop addressed Jane. 2. I felt how the blood rushed into my cheeks, and then left them again. 3. Everybody expected that she would marry Pete. 4. I knew that he was an honest man. 5. I’ve never heard how he spoke of his travel abroad, 6. I don’t like when you talk like that. 7. I cannot hear when you make so much noise. 8. I wish that those books should be returned immediately. 9. The doctor reported that the disease was dangerous. 10. I hate when he behaves like that. 11. I mean that you should go with him to India. 12. I saw that the pain came into his eyes.
23. Translate into English using the complex object with the infinitive.
1. Я считаю, что Браун великолепный музыкант. 2. Он не ожидал, что мы вернемся так скоро. 3. Я хочу, чтобы вы рассказали мне что-нибудь о моей сестре. 4. Синди считала его одаренным ребенком. 5. Легкие шаги в саду заставили его повернуть голову. 6. Разрешите мне прочитать это письмо вслух. 7. В жизни не слышала, чтобы он так много говорил. 8. Я не могу допустить, чтобы все так говорили, милая Тэсс! 9. Вы хотите, чтобы я сказала ему об этом сегодня? 10. Я наблюдал, как Тед медленно встал и вышел из-за стола. 11. Она ожидала, что Рой навестит ее в воскресенье. 12. Я терпеть не могу, когда Гарри начинает так шутить. 13. Родители разрешили Тому взять с собой собаку. 14. Она почувствовала, что по щекам у нее потекли слезы. 15. Я не желаю, чтобы вы меня сопровождали. 16. Я не могу допустить, чтобы Люси осталась одна в этом доме.
24. Paraphrase to use the complex subject with the infinitive. 4 <
1. It appeared that he was asleep. 2. It seemed to her that the dinner party went on too Jong. 3. I thipk it is unlikely Pete will quarrel,, with his family. 4. ti1 happened thait I saw them at the theatre. 5. believed thaJ/Jphn has arrived in London. 6. When she passed by it'1 appeared that they looked at her attentively. 7. She heard Sam pass into the hall. 8. It was known that Jean was good at drawing. 9. It was likely that he had lost the key. 10. It seemed that Ann sensed the purpose of his arrival. 11. Nancy was sure that she would meet him again. 12. It happened that I knew Eliza’s brother well. 13. They say Richard is the best actor in the company. 14. He made the boy drink hot tea. 15. It turned out that the play was a failure. 16. It seemed that the boy did not notice me. 17. It proved that Edna was acquainted with the actor playing the lead.
25. Translate into English.
1. Предполагалось, что мы встретимся около театра. 2 Случилось так, что меня не было дома, когда принесли телеграмму. 3, Ожидается, что к концу недели потеплеет. 4. Очень вероятно, что труппа этого театра приедет к нам на гастроли. 5. Слышали
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ьак она с кем-то разговаривала в комнате. 6. Непохоже, чтобы он (делал такую ошибку. 7. Кажется, вы много знаете обо мне. 8. Видели, как он перешел улицу и скрылся за углом. 9. Они наверняка опоздают к началу спектакля, если не возьмут такси. 10. Оказалось, что Виктор ничего не слышал о случившемся. 11. По-видимому, она собирается стать учителем. 12. Считается, что мисс Лоуренс лучшая исполнительница этой роли. 13. Казалось, что Боб что-то знает, но боится сказать. 14. Маловероятно, что мы сможем попасть сегодня в театр. 15. Я случайно узнал, что вы теперь работаете над новой пьесой. 16. Брэдли, оказывается, уже две недели репетировал эту роль. 17. Казалось, что Джон был единственным человеком, кто мог помочь в этой ситуации. 18. Они наверняка получат удовольствие, побывав на спектакле театра кукол.
26. Replace the clauses in the following sentences with infinitive phrases.
1. I was proud that I had won the first prize. 2. He was annoyed when he learnt that he was not allowed to join them. 3. We were surprised when we received an invitation to their party. 4. Janet was delighted when she got acquainted with the actor who played the main role. 5. I was sorry that I had missed the beginning of the first act. 6. We were happy that we had reached home before the snowstorm began. 7. Celia was extremely happy that she saw Lanny again. 8. He was sorry that he had to leave his mother for such a long time. 9. Amy was pleased that she had been asked to lunch and dine with her aunt once or twice a month. 10. Boris was ashamed that he had failed his exam in English. 11. He was surprised when he found nobody in the house. 12. I’m sorry that I have been of so little help to you.
27. Paraphrase using “for-phrases” with infinitives.
1. It is important that you should get the part of Hamlet. 2. This is a book that you should read. 3. I shall bring you a play that you may stage. 4. He stepped aside so that I could pass. 5. Mary spoke loudly enough, so that everyone could hear. 6. He waited until she spoke. 7. I’ll get two tickets so that you and your friend could see the performance. 8. There was nobody Helen could speak to. 9. It is time that you should go, Tom. 10. It was important that Alex should be present at the rehearsals. 11. He left the door open so that Molly could see him. 12. His knowledge of the subject was so good that he could answer questions without any preparation^ 13. Ruth waited till they went away.
28. Complete these sentences using “for-phrases” with infinitives.
1. They waited in the garden for her... 2. There is nothing left for you to do but... 3. There was no reason for him... 4. It was unusual for them... 5. This is the boy for you... 6. She opened the door for her friend... 7. Eve played the role well enough for him... 8. It is desirable for Jane... 9. She waited for the tea... 10. Ifene dosed the book for him... on
29. Translate into English.
1. Генри, оказывается, уже видел этот фильм. 2. Я часто слышу, как он поет. 3. Моим друзьям хотелось попасть на спектакль с участием этого знаменитого артиста. 4. В пьесе слишком много сцен: ее нелегко поставить. 5. Он был так удивлен, что не мог произнести ни слова. 6. Дэвид пришел туда, но ему сказали, что он мог и не приходить. 7. Ей не так-то просто угодить. 8. Я недостаточно хорошо подготовлен к экзамену, чтобы сдать его на этой неделе. 9. Джейн была единственной, кто заметил отсутствие Эльзы. 10. Она слишком умна, чтобы допустить такую ошибку. 11. Зрители сидели, затаив дыхание, чтобы не пропустить ни слова. 12. Похоже, они уже узнали эту печальную новость. 13. Они случайно встретились после концерта. 14. Ее настроение легко понять. 15. Грэм ждал, пока Анна вернется с прогулки. 16. Она пыталась заставить его надеть теплое пальто. 17. Нужно еще так много сделать, а у нас уже нет времени. 18. Врач разрешил Стиву выходить на прогулки. 19. Филипп почувствовал, как сердце его сжалось. 20. Он всегда казался гостеприимным. 21. Говорят, что Томсон лучший врач в нашем городе. 22. Агнес проснулась и услышала, как кто-то засмеялся за ее дверью. 23. По-видимому, он закончит работу к вечеру. 24. Питер, оказывается, все это время жил в соседнем доме, а она не знала этого. 25. Я не допущу, чтобы вы продолжали работать по ночам.
THE GERUND
(То Units 5, 6)
I. State the forms of lhe gerund and translate the sentences.
1. I enjoyed reading “The Painted Veil” in the original. 2. She stopped answering my letters and I wondered what the matter might be. 3. I don’t recall having mentioned the fact. 4. I heard of his having been awarded the first prize. 5. The water requires -being filtered^ 6. He hated reminding people of their duties or being reminded of his. 7. Mike showed no sign of knowing them. 8. On coming home he immediately looked through all the newspapers. 9. Raymond did not like being called Ray. 10. Smith was good at painting.
2. Make up all the possible forms of lhe gerund of the following verbs.
to burst, to lie, to lay, to raise, to attend, to run, to come, to invite, to attract, to break
3. Change the following sentences to use
a) the passive form of the gerund.
1. He liked telling such stories. 2. She doesn’t insist on examining
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him. 3. I’m against helping him. 4. I’m surprised at his asking such a foolish question. 5. I hate interrupting people when they speak. 6. She insisted on sending him to the chemist’s. 7. They like inviting people in their place. 8. Linda hates criticizing people. 9. I object to giving the ’it! so much work. 10. I’m tired of telling you one and the same tiling.
Ii> lhe perfect form of the gerund.
1. I heard of his being helped. 2. I know of you being sent on business very often. 3. Luke was ashamed of showing them his irritation. 4. I object to her being invited to the party. 5. I’m surprised at his asking this question. 6. Nobody suspects Nora of being dishonest.
<1, Use the right form of the gerund.
I. 1. Why do you avoid (to see) me? 2. On (to introduce) they easily fell to (to talk). 3. I don’t remember ever (to see) the play on the stage of our playhouse. 4. I don’t remember the play (to stage) at our playhouse. 5. We thought of (to drive) out of town next Sunday. (>. He neither admitted nor denied (to take) it. 7. The tables were put on one side so that there might be room for (to dance). 8. You must excuse me for (to give) you so much trouble. 9. The old man could not stand (to make) fun of. 10. Elsie reproached me for not (to keep) my promise. 11. Frank confessed (to forget) that he was to come on Friday. 12. (To keep) his secret won’t do any harm. 13. I’ve always liked (to take) risks. 14. They accused me of (to deceive) them.
II. 1. Jennie sat them up to their dinner and Jeff presently stopped (to cry). 2. Since Tom was his best friend he helped him without (to ask). 3. The car began (to move) away down the road. 4. After (to examine) thoroughly by the doctor, the young man was admitted (to take part) in the race. 5. I insist on (to go) there at once. 6. There is little hope of (to get) tickets to this playhouse. 7. Miss Gray keeps on (to work) though she is already old. 8. He suspected the man of (to steal) the diamond. 9. I don’t feel like (to see) this play again. 10. Excuse me for (to leave) you alone for a moment. 11. I don’t mind (to give) some hot tea. I’m cold. 12. Thank you for (to take) all this trouble. 13. It looks like (to rain). 14. She showed no sign of (to impress). 15. Mrs Lawson denied (to be) at the station that day. 16. I don’t like (to spy) on. 17. He left the room without (to look) at us. 18. I enjoy (to read) detective stories. 19. 1 Ihink of (to spend) my holidays in the country. 20. Hugh recalled (to see) the woman somewhere before that day.
S. Translate into English using lhe gerund.
1. Странно, но она избегает говорить на эту тему. 2. Она боялась испортить свое первое впечатление, посмотрев спектакль снова. 3. Я настаиваю на том, чтобы меня выслушали. 4. Он напомнил мне, что я обещал взять его в театр. 5. Я благодарен
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вам за то, что вы приехали. 6. У Ника появилась привычка гулять перед сном. 7. Представь, как мы будем путешествовать на теплоходе. 8. Вдруг Том бросил писать. Он понял, что не было смысла продолжать. 9. Вы не возражаете, если мы посмотрим эти фотографии? 10. Выращивание цветов-его любимое занятие, 11. После того, как они вышли из театра, Дора еще долго был^ под впечатлением увиденного. 12. Ральф продолжал читать, не обращая внимания на шум в гостиной. 13. Я сожалею, что опоздал на спектакль. 14. Ловить рыбу - непростое дело. 15. Идут занятия. Перестаньте шуметь! 16. Лили постоянно боялась, что с ней об этом заговорят.
6. In the following sentences use a gerund phrase instead of an infinitive.
1. It is dangerous to do such things. 2. It is useless to hope for their help. 3. It is hopeless to persuade her play that role. 4. It is impossible to stage that play in our theatre. 5. It is no easy matter to
paint in oil. 6. It is no easy matter to make the boy do his morning
exercises. 7. It is no easy matter to examine the baby. 8. To introduce
stage effects is sure to add much to the performance.
7. Complete these sentences using the gerund. (See the prompts below.)
1. I think it’s no use ... strict hours of meals. 2. My brother always says that ... is the best exercise. 3. ... stamps was a hobby with him. 4. “Is it any good ... ?” the mother said to the child. “Tears are no help at all.” 5. I’m afraid it’s no use ... this discussion. 6. ... books in the original is pleasure. 7. Is it worth ... your bicycle so long before the beginning of the season? 8. It’s no use ... over the role before curtain time. 9. ... him there surprised me greatly. 10. It was such fun ... the monkeys go. through different tricks.
< (fa u Л *| 4^
continuing, going, keeping, finding, collecting, crying, riding, reading,
' walking, Watching
8. Complete the given sentences using the gerund as
a) subject.
1. It was no use... 2. ...was no easy matter. 3. It was good... 4. There was no use... 5. ...was a great pleasure. 6. ...was healthy. 7. There was nothing... 8. It was so wonderful...
b) part of a compound verbal predicate.
1. The doctor continued... 2. The boy kept on... 3. We intend... 4. George could not help... 5. Before the band started... 6. The guide went on... 7. Catherine ceased... 8. When will you finish...? 9. Tom began... 10. She looked/tip and burst out...
c) predicative.
1. The only remedy for such a headache as mine is... 2. Her aim is... 3. His first job was... 4. I can’t ask him for help. That would 316
mean... 5, To read his novels was like... 6. The main thing to do in lliis situation is... 7. At the time their quarrel looked like...
«I) non-prepositional object.
1. Most people prefer... 2. Don’t put off... 3. She doesn’t seem to mind... 4. I don’t think he remembers... 5. Dick avoids... 6. Helen could not bear... 7. I don’t regret... 8. Everyone enjoyed... 9. They denied... 10. The house wants... 11. The film is worth...
r) prepositional object
1. Gladys never thought of... 2. They talked of... 3. William is clever at... 4. Does anyone object to...? 5. Charlie did not succeed in... I>. Who would have thought him capable of...? 7. Nobody suspected Emily of... 8. I don’t insist on... 9. The children were tired of... 10. She had come for good and had no intention of... 11. The illness prevented me from...
t) attribute.
1. Peter had a feeling of... 2. There was little hope of... 3. I can’t make out the reason for... 4. Ruth said that she had no chance of... 5. lie admired her way of... 6. MisS Moss gave no sign of... 7. Her parents are terribly upset at the thought of... 8. He didn’t want to discuss the idea of...
f>) adverbial modifier.
1. On ... he had once more a feeling of disappointment. 2. By ... he saved a good deal of time. 3. He could tell the funniest joke without... 4. Clare startled her father by... 5. Take your time before... 6. You can make him lose his temper by... 7. In spite of ..., he did all he could to help her. 8. David left London without... 9. Aunt Polly turned at... 10. In ... he paused once more at my desk.
<). Use the gerund instead of the subordinate clauses. Insert prepositions if necessary.
I. 1. Why do you deny you saw us yesterday? 2. She disliked that he was so stubborn and would never listen to her reasons. 3. I prefer that we should stay at home in such cold weather. 4. I hope you will excuse me if I remind of the book again. 5. Rose did not mind that she should carry the bag herself. 6. Philip didn’t like the idea that he should change trains twice. 7. Mrs Williams was disappointed that her husband had left the ticket behind. 8. Dad complained that he had been misunderstood. 9. There was no sense that I should wait any longer. 10. I object that I should be kept in the dark about the matter. 11. When Ann received her brother’s telegram she started for the .lation at once. 12. Eric was sure he would get the job at last.
II. 1. Will you object if he joins us for the trip? 2. Dr Brown insisted that Bill should go to an eye specialist immediately. 3. Mother
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insists that we should travel light. 4. He felt much better after he had been operated on. 5. Nobody knew that they had agreed to take part in the expedition. 6. In this thick fog she was afraid that she might be knocked down. 7. He disliked that I told him the truth. 8. Mother was displeased that I had made that mistake. 9. 1 am uneasy that she does not come. 10. He wrote he would stay in Paris another week and did not explain why he was obliged to do so.
10. Translate into English.
1. Избегайте касаться этой темы. 2. Очень немногие люди способны смеяться над собой. 3. Кэтрин мечтает побывать в Италии. 4. Джон перестал заниматься французским. 5. Мартин сказал, что ничто не помешает ему приехать. 6. Какой смысл волноваться? От вас ничего не зависит. 7. Какой смысл спорить? Его все равно ни в чем не убедишь. 8. Мери не рискнула возразить бабушке. 9. Выключите свет. Ребенок не привык спать при свете. 10. Костюм нуждается в чистке. И. Машина требует ремонта. 12. Часы нужно починить. 13. Она не привыкла, чтобы ее лечили без лекарств. 14. Этот человек не стоит того, чтобы из-за него ссориться. 15. Пьесу стоит посмотреть. 16. Большинство избирателей считает, что за такого сенатора не стоит голосовать.
it. Join two sentences into one using the gerund.
1. They offered to examine George at once. He didn’t mind it. 2. They offered to examine George at once. She didn’t mind it. 3. They intend to promote Mr Parker. Mr Parker is against it. 4. They intend to promote Mr Webb. Mr Parker is all for it. 5. Miss Brook wants to be an actress. She dreams of it. 6. Mrs Taylor wants her husband to become a sailor. She drcams of it. 7. William says he likes it when he is criticized. He says he enjoys it. 8. His colleagues call him “Fatty”. He doesn’t seem to mind it. 9. Robert doesn’t smoke. He gave it up. 10. Tom felt he was rude. He apologized.
12. Make up questions using the gerund after the given verbs and verbal phrases. Let your classmates answer these questions.
to enjoy, to avoid, to mind, to forgive, to intend, to suggest, to start, to give up, to keep (on), to put off, to approve of, to complain of, to feel like, to object to, to prevent from, to\ucceed in, to look forward to,, to be capable' of, to be pleased at, to be' surprised at, to be worth, to be proud, of, to be aware of
13. Comment on the functions of the gerund in the following sentences.
1. English grammar is very difficult and few writers have avoided making mistakes in it. 2. Going to concert^, was about the only thing he thoroughly enjoye(l. 3, They can’t bear being humiliated. 4. The important part is helping people 50 they can'Tive normal lives. 5. Roger was born with the gift of winning hearts. 6. Floy could not help asking him: “Isn’t there anything else you can do for Rose?” 7. I invited him 318
to my room, but he made an excuse for going home. 8. You know some wqmen can’t see the telephone without taking the receiver off. 9. Dobson reproached me bitterly* for not having let nimJmow. 10. After staying, away eighteen years Oliver can hardly expect us to be "very anxious to see him. 11. Being liked doesn’t count so much in politics as outsiders think. 12. Even in a situation like this he wanted to think twice before having anything to do with the firm. 13. I’m sorry for coming like this, without being asked. 14. In spite of being busy, Brad did all he could to help Lena. 15. On hearing Montaneili’s soft, silvery voice the Gadfly stood still.
14. Insert the missing prepositions where necessary.
1. You are not very good ... telling lies, are you? 2. If this is what you intend ... asking me, stop ... wasting your time. 3. I don’t in the least object ... your playing practical jokes on other people. 4. With dignity Mason thanked me ... entertaining him. 5. The idea ... growing a long beard even occurred to him, but he came to the conclusion that it was hardly necessary. 6. Julia was tired ... doing much the same thing every day. 7. We saw all the plays that were worth ... seeing. 8. Arthur was shy ... making acquaintance with strangers. 9. I was a little bored ... seeing Martha opposite me ... dinner table. 10. I had difficulty ... thinking ... my mother as a heroine. 11. He greeted me noisily, but 1 cut him short ... giving him the telegram. 12. I delayed ... breaking the news even ... George. 13. But Irene got used ... being taken care ... . 14. “You won’t mind ... carrying my bag?” Adam asked me lightly. 15. There was no possibility ... taking a walk after that. 16. She couldn’t bear ... being read ... any longer. 17. Is there any chance ... seeing any of his pictures? 18. My wife is busy ... reading ... my son. 19. When you are a little older you will undoubtedly learn the advantage ... minding your own business. 20. There doesn’t seem to be any sense ... wasting more money.
IS. Translate into English using the gerund.
1. Изучение иностранного языка требует большого терпения и настойчивости. 2. Эдвард не привык, чтобы его хвалили. 3. Он сказал это таким тоном, что я не могла не рассмеяться. 4. Берта никогда не уставала говорить о своих детях. Она так гордилась ими! 5. Я предпочитаю сделать эту работу сегодня. 6. Мне стыдно, что я сделала так много ошибок в последнем диктанте. 7. Мать благодарила доктора за то, что он спас ее ребенка. 8. Преподаватель возражал против того, чтобы студенты пользовались словарем, переводя этот текст. 9. Анна разорвала письмо на мелкие кусочки, не читая его. 10. Мне надоело, что со мной обращаются как с ребенком. 11. Мне жаль, что я вас так расстроил. 12. Я помню, что была больна в это время. 13. Пальто нужно почистить щеткой. 14. Прежде чем писать об этих событиях, он решил съездить в те места, где они происходили. 15. Доктор на
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стаивал на том, чтобы всем детям были сделаны прививки. 16. Бернард продолжал говорить, не обращая внимания на слова отца. 17. Ради этого стоит жить. 18. Проснувшись, Мери почувствовала себя значительно лучше. 19. То, что я ответила утвердительно, было ему очень приятно. 20. Топи боялся, что его неправильно поймут.
THE PARTICIPLE
(То Units 6, 7)
1. Point out Participle I and state its form. Translate the sentences into Russian.
1. Stanley went out quickly, shutting the door behind him. 2. Having tried various topics of conversation I asked her to tell me who all the people at table were. 3. Being left alone, Pauline and I kept silence for some time. 4. Then he drew the attention of his guests to a picture hanging above his head, painted in oils. 5. The effect of her words was terrifying. 6. Having inquired the way I set out for the dentist’s house. 7. Being written in pencil the letter was difficult to make out. 8. Being quite unambitious, Hubert is satisfied with what he has. 9. Receiving no answer, he turned to the woman standing at the desk and stared, at her angrily. 10. Not having been written in time, the article was not accepted by the editor.
2. Practise all the possible forms of the participles of these verbs.
treat, cure, lose, arrive, offer, choose, fall, feel, overlook, watch, diagnose, wave, break, write, approach, rise, raise, recover, fill
3. Give the passive forms (non-perfect and perfect) of the following participles.
wearing, taking, removing, putting, consulting, calling, sending, shaking, bringing, attending, following, catching
4. Give all the missing forms of these participles.
wondering, being asked, having proved, being torn, having been shown, rising, being paid, bought, having played, meeting, having been operated (on)
5. Use the right form of Participle I instead of the infinitive in brackets.
1. (To reach) the conclusion, Fanny gave no thought to the matter. 2. And (to say) this, he threw himself back in his armchair and looked around triumphantly. 3. Marian wrote a long letter to her father (to tell) him that she was sorry. 4. (To write) long ago the manuscript was illegible. 5. His father, (to retire), lived in a very mean house. 6. (To see) so little of the country, I’m afraid I cannot give exhaustive answers to all your questions. 7. Austin had a good practical knowledge of the language, (to work) as an interpreter for many years. 8. (To support) by her elbow, Mary listened to their talk. 9. (To support) ner
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by his arm, Ashley helped her out of the carriage. 10. She did not ,peak, (to fill) with the sense of silent confidence. 11. (To hear) a lootstep below Tony rose anj> went to the top of the stairs. 12. (To look) through the paper and (to okey) it, Perkins gave it to the secretary to be typed. 13. I saw them (to make) their way to the exit. 14. (To invite) to the theatre I could not refuse. 15. (To inform) already that he always slept with a light in the room, I placed one of the two lighted candles on a little table at the head of the bed.
6. Paraphrase these sentences using Participle I as part of a complex object.
Translate your sentences.
1. Florence felt how the tears were running down her cheeks. 2. Mrs Carter watched anxiously how the doctor examined her child. 3. Ellen heard that Mother was speaking at the top of her voice to somebody. 4. At that moment I noticed that Charles was sitting a little farther in the hall. 5. Dora felt that the man was looking at her now and then. 6. Just as I got to the end of the corridor, I heard that the telephone was ringing again. 7. Violet felt that her voice was trembling and tried to control herself. 8. Then in the complete silence of the night he heard that somebody was opening the door quietly. 9. The clerk saw that the visitor was walking restlessly backwards and for-wardsf
7. Make up sentences using the following.
to have a tooth filled
a tooth pulled out one’s appendix taken out a telephone installed one’s picture taken a TV set adjusted a dress altered a stain removed
8. Translate into English.
1. Миссис Браун подстриглась и выглядит намного моложе. 2. Когда вы собираетесь ремонтировать квартиру? 3. Я не читаю по-немецки, поэтому все документы для меня переводят. 4. Сходи к врачу и проверь глаза. Твое зрение становится все хуже и хуже. 5. Он надеялся, что ему погладят костюм в гостинице, б. Тебе всегда шьют вещи или ты иногда покупаешь готовые? 7. Пусть вам завернут покупку. 8. Тебе лучше выдернуть этот зуб, чем пломбировать. 9. Мне нужно сфотографироваться. 10. Это платье было коротко, и мне его удлинили. 11. У вас хороший рояль, но вам его нужно настроить. 12. Нам оклеивают стены обоями, поэтому у нас такой беспорядок, ты уж извини.
9. Use Participle I instead of the attributive clause where possible.
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1. Just as I approached the door that led into the hall it was opened violently from the other side. 2. The new film which is running now at many cinema houses is worth seeing. 3. The students who discussed the article have already gone. 4. The students who had discussed the article decided to publish it. 5. The students who were discussing the article were very excited. 6. The girl who was sitting in the next box offered us a program. 7. The man who is standing at the time-table was our teacher last year. 8. Did you see in what direction the man who had stood here went? 9. The people who are waiting for the doctor have been sitting here for a long time. 10. The people who waited for you have just gone.
10. Replace the attributive clause by Participle II.
1. There was a peculiar silence in the room which was broken only by the crackle of paper. 2. The melancholy tune which is being played by the band brings back all the sweet memories of my youth. 3. He specialized in treating lung diseases which are mainly caused by dust. 4. The answer that had so long been expected came at last. 5. Grimes was a man who was trusted by everybody. 6. The opinions that were expressed by the critics greatly differ. 7. A word which is spoken in time may have very important results. 8. Look! Here is a letter in his handwriting, which is addressed to you. 9. Meals which are cooked by Granny are always delicious. 10. The animals that were caught in the snare struggled furiously.
ll.-Translate into English using participles where possible.
1. Все смотревшие этот фильм не могут не восхищаться им.
2. Студенты, читавшие этот очерк, говорят, что он труден для перевода. 3. Человек, подошедший к прилавку, показался Тому знакомым. 4. Говорят, что концерт самодеятельности, организованный студентами нашего курса, имел большой успех. 5. Мой друг, посетивший Индию, рассказывает много интересного о своей поездке. 6. Девушка, спрашивавшая дорогу к ближайшей станции метро, вдруг куда-то исчезла. 7. Молодой человек, спрашивавший меня, как пройти в хирургическое отделение, оказался сыном моей одноклассницы. 8. Доктор Брэндли, медленно выходивший из операционной, выглядел очень усталым. 9. Человек, принесший Джемме письмо от Артура, хотел поговорить с ней наедине. 10. Лекция, прочитанная английским ученым, оказалась очень интересной. 11. У меня есть для вас письмо, полученное два дня тому назад. 12. Мальчик, разбивший окно, убежал и не появлялся до вечера.
12. Use Participle I instead of the subordinate clause.
1. When he arrived at the airport Bill had his luggage weighed and registered. 2. As soon as the girl heard the news she burst into tears. 3. As she had not been invited to the party she had to stay at home.
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4. When he had got the appointment al New York University Ben felt that he was the happiest man on earth. 5. Since I received no answer lo my letter I sent Jim a telegram, 6. As soon as she heard the footsteps Irene rushed downstairs. 7. When they came to the station they saw that their train was about t'*> leave. 8. As he had walked the whole way Oliver felt tired. 9. “May 1 come in?” she said as she pushed the door a little wider open. 10. While he was speaking, he felt the interest and attention of the audience mounting. 11. As I had come lo the theatre after the third bell, I wasn’t let in. 12. As he had lost much blood Michael felt rather weak. 13. While she was listening to the music Vivien tapped her foot to the rhythm of the waltz.
13. Complete these sentences using participles.
1. Madge remained in the garden... 2. Mrs farker came into the kitchen... 3. The boy rushed to his mother... 4. Suddenly he got up... 5. John could not help laughing... 6. Mr Foster held out his hand... 7. Ann laughed merrily... 8. Miss Clarke left the room... 9. We walked in the park... 10. George soon returned... 11. Gemma sat on the veranda... 12. Helen looked around...
14. Write a paragraph using the following.
a) an attack (of), to be urgent, saw the patient tossing in bed, having diagnosed tne case (as), to insist (on);
b) being laid up (with), to keep to bed, to complain (of), to have one’s chest X-rayed, to detect at an early stage
15. Point out the participles in these sentences and state their functions.
1. Seeing their discomfort, Mrs Ape softened and smiled. 2. I didn’t want any outsiders coming to the rehearsal. 3. Have you got your watch repaired? 4. Secrets, generally speaking, are not very well kept nowadays, with reporters and television cameras all around us. 5. The deadliest weapon known to me is ridicule. 6. Having carefully drawn the curtains, Mr Webb took off his coat. 7. They ran up the stairs brimming with excitement. 8. The withered leaves came showering down. 9. The child was often seen playing in the garden. 10. I used to tell all my troubles to Mrs Cooper, our neighbour living next door.
16. Paraphrase using the Nominative Absolute Construction in different functions.
1. When the operation was over, Roger felt the pain leave him. 2. As the boy’s temperature was high, a doctor was sent for. 3. As his heart was weak, the operation was put off. 4. When the massage was finished Evie brought Julia a cup of tea. 5. After Nancy had gone he got to thinking the matter over. 6. As there was no porter on the platform, Thomas carried the trunk himself. 7. When the maid had gone, 1 sat down on the kitchen chair and started crying. 8. As the letter was badly written, Florence could hardly make it out. 9. As the play was a great success, lhe actors were presented with heaps of
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flowers. 10. After the doctor had arrived, we felt relieved. 11. As the sea was smooth, they went on a boat trip. 12. When dinner was over,'
Carrie went into the bathroom where they could not disturb her, and
wrote a little note. 13. As the bus was caught in a traffic jam, Alice
was late for the first class. 14. While Mrs Wood was in hospital, her
children were neglected.
17. Make up sentences using the Nominative Absolute Construction.
1. The case being difficult to diagnose, ... 2. The disease having been neglected, ... 3. It being a cold day, ... 4. The choice made, ... 5. ..., her eyes full of alarm. 6. There being little time left, ... 7. The weather being lovely, ... 8. The matter having been discussed, ... 9. There being nobody at home, ... 10. ..., his hands thrust deep in his pockets. 11. Arrangements made, ... 12. The ticket having been lost, ...
5. MODAL VERBS
(To Unit 7)
must, may/might
1. Comment on the meaning of the models. Translate the sentences into Russian.
1. When the clock struck three, Elizabeth felt that she must go. 2. Mr Rochester must have been aware of the entrance of Mrs Fairfax and myself. 3. Mind, you mustn’t spend it all at once. 4. “It must be getting late,” he said, “what’s the time?” 5. Jan must be at the station by now. 6. It may rain tonight. 7. “May I have a cigarette?” he asked. 8. He may have written the letter, but the signature is certainly not his. 9. Justice may be slow, mother, but it comes in the end. 10. May the New Year be a happy one to you, happy to many more whose happiness depends on you! 11. You may not smoke here. 12. “I didn’t know I might smoke,” he said. 13. For the first time she faced the thought that she might never be well again. 14. Surely Holly might have told him all this before! 15. We feared that we might lose our way in the darkness.
2. Use modal verbs “must”, “may”, “might” to express supposition.
1. There are plenty of people at the entrance. In all probability they are asking for extra tickets. 2. Helen is neither in the lab, nor in the reading-hall. I’m afraid, she’s gone home or anywhere. 3. Maybe, you have left your gloves at home. 4. He left America and, I believe, has been tramping Europe since. 5. She takes pains to be always smartly dressed. I suppose, she has an eye for clothing. 6. Evidently, they have been trying to get in touch with you. 7. The child feels poor and has a rash all over her body. I’m afraid it’s measles. 8. I don’t remember when I went to the Caucasus last. It was perhaps six years
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ago. 9. I believe John has already recovered. 10. Maggie hasn’t made up her mind yet, maybe she will join us for the trip. 11. Possibly you heard that the Bolshoi Theatre went on tour to Japan. 12. Perhaps we’ll arrive a bit earlier. 13. Certainly it is nice to have a daughter. 14. He’s taken his hat and coat. In all probability he’s gone out.
3. Fill in the blanks using the verbs "'must”, “may”, “might”.
1. She looks pale, she ... be waiting anxiously for the results of the X-ray. 2. Nell looks gloomy. She ... be just homesick, though. 3. Why should we put the trip off? The weather is beastly, I admit, but it ... change for the better. 4. Look at that fussy man. He ... be looking for
a taxi. 5. She ... have stayed away from classes for no reason, but I
strongly doubt it. 6. Hold the line, please, he ... be at the neighbours’. 7. Harry ... have been studying at the moment, that’s why he didn’t
answer my call. 8. Don’t be so jumpy. The child ... be playing
somewhere in the yard. 9. He ... have taken offence, he looks hurt. 10. They ... have reached their destination by now. 11. Martini stole a glance at Gemma and understood she ... be thinking of the past. 12. Barbara ... be still working in the lab, but it’s highly improbable because it’s too late. 13. You speak very good French, you ... have been studying it hard. 14. Michael ... be translating the article, though I’m not quite sure.
4. Change these sentences, making them opposite in meaning.
Remember: The verb must is not used to express certainty in the negative. Use the verb fail, negative pronouns or negative prefixes.
1. Alice must have forgotten our arrangement. 2. He must have been quite conscious of having made a mistake. 3. Somebody must have called in your absence. 4. The patient must have followed the doctor’s advice. 5. She must be aware of her clumsiness. 6. They must have shown us the right way. 7. Everybody must have noticed that he was not used to speaking in public. 8. He must have been very careful. 9. The telegram must have reached him in time. 10. She must have understood your question.
5. Translate into English.
1. Соседи вызвали скорую помощь. Должно быть, случай серьезный. 2. Фрэнк, по всей вероятности, ничего об этом не знает. 3. Возможно, они прогуливаются по парку. 4. Может быть, Анна присутствовала на лекции по психологии, но я ее не видела. 5. Ты ничего не ел с утра и,, очевидно, очень голоден. 6. Возможно, ей кто-то помогал, но я знаю, что Она сама прекрасно шьет. 7. Дети, должно быть, не заметили, что уже стемнело. 8. Пьеса пользуется большим успехом. По всей вероятности, билеты достать невозможно. 9. Вот сейчас платье сидит на ней хорошо. По-видимому, она похудела. 10. Джо, должно быть, ничего не понял и обиделся. 11. Кто знает, может быть он любит путе
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шествовать. 12. Дик, вероятно, не узнал вас в толпе. 13. Может быть, пока я искал ее в зале ожидания, она стояла на платформе. 14. Они, должно быть, не опоздали на поезд. Иначе они бы уже вернулись.
6. What conclusions may be drawn from the following facts? Use modal verbs to express a) certainty; b) supposition.
Example: Charles has got a good tan.
He must have spent his holiday at the seaside.
1. Miss Brook got an Oscar for this film. 2. The performance was cancelled. 3. They missed their stop. 4. Max went to school in England. 5. The man was taken to hospital. 6. Robert caught up with the class. 7. Helen is upset. 8. The TV programme was thoroughly bad. 9. James failed in his examination. 10. Alice and Mrs Webb are not on speaking terms. 11. There is an ambulance at the door of the house. 12. He didn’t ring me up yesterday. 13. Jane cannot find her exercisebook. 14. Mary’s eyes are red. 15. The taxi-driver drove at breakneck speed.
7. Combine the modal verbs “must”, “may”, “might” with the right form of the infinitive in brackets.
1. It was some special occasion, I don’t remember what. It may (to be) my birthday. 2. Look! People are hurrying along the street with collars and umbrellas up. It must (to rain) hard. 3. She might (to enjoy) the ballet, of course, but her face was utterly expressionless. 4. They must (to ski) now as they usually do on Sundays. 5. Don’t be angry with him. He may (to do) it by mistake. 6. Mary must (to fall) ill. She looked so pale and tired last night. 7. They laughed at this as heartily as children might (to do). 8. He may not (to learn) the news, that’s why he looks as if nothing has happened. 9. The dog must (to recognize) his master. It did not bark as we approached the house. 10. “Jan feels quite poor in the sun, but she might (to grow) still worse
at home,” Bart insisted. 11. Oh, dear, think how he must (to suffer)!
Poor man! 12. He may (to arrive) in the course of the next half an
hour or he may (to be) here at any moment. 13. Is she still waiting?
She must (to wait) for an hour. 14. Let’s ask for our papers, they may (to sign) already.
can/could
1. Comment on the form and meaning of the verb “can”. Translate the sentences into Russian.
1. “I can’t explain it,” said Gladys. “I can’t explain anything I did today.” 2. Oh, Martha, can it be you? 3. I simply could not refuse. They would have been hurt. 4. David can’t be swimming now because the weather is too chilly. 5. Could he have meant it? 6. Annie, as 326
soon as we are gone, you can clear the table. 7. He was not old, he couldn’t have been more than forty. 8. “That is not true!” exclaimed Linton rising in agitation. “It cannot be; it is incredible, it cannot be.” '). The car was going too fast. They couldn’t have seen us. 10. Could this old woman be Louise? She can’t have changed like that. 11. You can keep the change. 12. Can she have said that?
2. Use modal verbs “can/could” Tl express disbelief, doubt.
Example: It’s impossible (hat the flight has been cancelled.
The flight can’t (couldn’t) have been cancelled.
1. Is it possible that Robert has violated traffic rules? 2. I don’t believe that Violet hasn’t passed the exam. She, who is so bright! 3. Is it possible that the treaty will be ratified in the near future? 4. Is it possible that they are still at work? I thought they were making the final arrangements for the trip. 5. I don’t believe that Roy was fined for speeding. 6. Is it possible that Miss Taylor hasn’t accepted the offer? 7. I don’t think the train is leaving in a moment. It’s due to leave at 6.15 and now it is 6 sharp. 8. It’s very doubtful that he is fond of travelling by train. 9. Is it possible that she was waiting for us downstairs while we were upstairs all the time? 10. I don’t really think she meant it. You’ve certainly misunderstood her. 11. It’s unbelievable that he’s refused to perform the operation. 12. Is it possible that she has let such a chance slip by?
3. Change these sentences to express incredulity, doubt, astonishment. Use the modal verbs “can/could”.
Example: The Browns made a stop-over in Paris.
Can (could) the Browns have made a stop-over in Paris?
The Browns can’t (couldn’t) have made a stop-over in Paris.
1. They have been held up by the traffic. 2. None in their family is fond of poetry. 3. Kate is always interfering and criticizing every single thing we do. 4. On Friday morning Bill came to my office again. 5. They don’t realize the full significance of the event. 6. Ann is so naive. 7. People say he has made a good doctor. 8. Mr Carter has an alibi 9. The conference is scheduled for late September. 10. Robert is on a fishing outing. 11. James was on sick leave last week. 12. Inspector Harlow has recently been put in charge of the case. 13. The headmaster allowed Richard to stay away from classes.
4. Translate into English.
1. He может быть, чтобы они нас не заметили. Мы были совсем близко. 2. Не может быть, чтобы Артур опоздал. Он всегда такой пунктуальный. 3. Неужели было так холодно? 4. Не может
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быть, чтобы Дэвид не поздравил их. 5. Неужели вы не помните, что я возвратил вам эту книгу? 6. Не может быть, чтобы Мери развелась с Джоном. 7. Мартин не мог прочитать эту книгу так быстро; она трудна для него. 8. Не может взрослый человек любить такие книги. 9. Не может быть, чтобы Джейн солгала. Это на нее не похоже. 10. Может ли быть, что она нас все это время ждет? И. Да неужели он это сказал? 12. Не может быть, чтобы они весь отпуск провели в городе. Они так любят путешествовать! 13. Вряд ли Джонсон мог допустить такую ошибку. Он опытный инженер. 14. Я не верю, что есть болезни, которые нельзя излечить. Мы просто не знаем, как их лечить. 15. Неужели Марта все еще упаковывает вещи? Если она не поторопится, мы опоздаем на поезд.
5. Study these pictures and comment on the meaning of the sentences given below.
He might be sleeping. He may even be dead. He could just be resting.
He might be unconscious. He must have been hit with the plant pot.
He could be seeing stars.
The plant pot must have fallen from the window.
The wind could have blown the window open.
Someone might have thrown the plant pot at him.
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He can’t have been killed by the plant pot.
He might have been shot.
This man must have shot him. He must have had a motive. But he can’t be dead!
(with appropriate intonation)
should, ought
1. Comment on the meaning of the verbs “should”, “ought”. Translate the sentences into Russian.
1. I ought to have talked to her, oughtn’t 1? 2. You should be learning your lessons, Jack, and not talking with Mary. 3. If it’s a story by Wodehouse it should be amusing. 4. I ought to have married; yes, I should have married long ago. 5. Now, when it was too late, he suddenly realized that he should have left a note. 6. You ought to go to the seaside in summer. 7. I promised her if ever the time came when she needed me, to be her friend. Promises of that sort should never be broken. 8. The young ought lo respect old age. 9. You shouldn’t have treated her as a small child. 10. Absolutely perfect day! It ought to be lovely at home. 11. She had no nerves; he ought never to have married a woman eighteen years younger than himself. 12. Can you show me any English woman who speaks English as it should be spoken? 13. At breakfast I told Mary that I should be absent at least four days.
2. Advise your friend to do the following. Use the modal verbs “should”, “ought”.
1. Have more exercise. 2. Have a balanced diet. 3. Don’t worry over trifles. 4. Give up smoking. 5. Get yourself a hobby. 6. Keep regular hours. 7. Exercise your mind as well as your body. 8. Don’t contradict her. 9. Avoid hurting other people’s feelings. 10. Be attentive in class. 11. Don’t punish the child. 12. Attend more closely to your college work. '
3. Express your disapproval of the following.
Example: The Watsons took along much luggage.
The Watsons shouldn’t (oughtn’t) have taken along so much luggage.
1. Mr Carter didn’t check the brakes before setting off. 2. Ann didn’t let me know she was coming. 3. The Hudsons didn’t book hotel accommodation before setting off. 4. Helen neglected the doctor’s advice. 5. Roy didn’t phone me yesterday. 6. We forgot to leave a message for Florence. 7. I wrote the letter in pencil. 8. Miss Baker doesn’t
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know the names of the pupils in her class. 9. They spoke loudly and woke up the children. 10. Michael interfered and spoiled everything. 11. The doctor did not put the patient through all the analyses. 12. Mr Walker signed the paper without reading it.
4. Complete these sentences using “should”, '“ought”.
1. While packing up you... 2. If you want to reach your destination quicker, you... 3. Joyce is hardly eighteen, she... 4. You walked all the way here carrying this heavy suitcase. You... 5. Chris looks seedy, he... 6. You knew I was bringing people to dinner. You... 7. Nelly’s coat is out of fashion, she... 8. Mr Nash is quite an authority, you... 9. Don’t rely on the last minute luck, you... 10. When you are interfering you... 11. Bob is grown up, you... 12. They won’t be able to buy anything but juice and cola on the train. You...
5. React io these statements. Use “should”, “ought” to give advice.
1. Olga is progressing with her English but her phonetics is just awful. 2. Jane is putting on weight though she keeps diet. 3. My sister is finishing school, but she is at her wits’ end what career to choose. 4. Helen speaks idiomatic French but her spelling is poor. 5. I’m afraid Peter won’t join us for the trip unless his mother feels better. 6. She is not bad on the whole but she is absent-minded and that annoys the teacher. 7. Frank’s eyesight is poor and it is getting worse. 8. Mary’s nerves are in a shocking state. 9. Harry seems to be a poor sailor. 10. On my way to work I felt light-headed and fainted. 11. John is having a bad cold. 12. My daughter has lost the key. г
6. Express your reproach. Combine the modal verbs “should”, “ought”, “might” with the right form of the infinitive.
1. You Z. not (to say) that! See how distressed she is. 2. Michael * s’- (to apologize) when he saw that Mary’s feelings were hurt. 3. You t?. not (to put) so much sugar in the custard. No one will be able to eat it. 4. Peter got married a week ago. He s..A“(tb invite) us to his wedding. 5. It’s not an excuse. You / (to be) more considerate to your relatives. 6. Vera, feels so lonely in our town. Your attitude to her ... (to Ье)цпрг^ friendly. 7. Keeping late hours is bad for your health. You 3. (to* sii ’up) late yesterday. 8. John seldom plays with his son. He Z. (to give) him more attention. 9. Kate left them in tears. They Д (to treat) her better. 10. “You 1 (to ask) her about her husband. He died in an accident two weeks ago.” “How awful! You<. (to warn) me.”
7. How would you reproach somebody in the following situations?
1. You are a teacher. A student says he hasn’t done his homework because he didn’t know what had been set. You think it is no excuse.
2. A friend who has promised to give you a new book refuses now.
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3. A group of teenagers arc teasing a cat.
4. You are a doctor. A mother has called you to examine her sick child, waking you up in the middle of the night. After examining the child you find there’s nothing particularly wrong with him: just a common cold, and his temperature is only 37.3°C.
5. Your sister/brother has invited to tea an acquaintance whom you dislike. You think^it was not a very good idea to do so without consulting you.
6. You are
is opened and
V — — - ь-
in your room in a hall of residence. Suddenly the door a man bursts into the room
without knocking. You’re
very angry.
7. A friend comes half an hour late. He says he is sorry and that it’s not his fault really as his bus got into a traffic jam. You don’t accept his apology.
8. A friend missed his plane, coming to the airport just after his flight had taken off.
9. A friend has failed his exam due to his “cramming theory”.
10. A friend came to a small town on business without booking a room in the only hotel and had to spend the night in the hall of the
hotel, which turned out to be fully booked.
8. Translate into English using
“should”, “ought”, “might”.
1. Он очень сожалел, что сказал то, чего ему тогда не следовало бы говорить. 2. Ты знала, что я задержусь на работе. Могла бы приготовить ужин. 3. Ирине не следовало выходить из дома без разрешения врача. 4. Вы могли бы навестить Эдварда, когда у него были неприятности. 5. Тебе давно следовало послать родителям телеграмму. 6. У Марты опять болит горло. Не надо было ей есть мороженое. 7. Мог бы позвонить мне. Ты же зна
ешь, что я весь вечер ждала твоего звонка. 8. Вам следовало пригласить Веру на концерт. 9. Ну вот! Все билеты проданы! Мог бы побеспокоиться о билетах заранее. 10. Не следовало так
разговаривать с ним; все же он постарше вас.
to have (to), to be (to), need
I. Comment on Russian.
the meaning of the modal verbs. Translate the sentences into
1. Sooner or later one has to choose. 2. I need hardly say 1 would do anything in the world to ensure her happiness. 3. Why are you late? You were to have come an hour ago. 4. There are two kinds of speeches: there is the speech which a man makes when he has something to say, and the speech when he has to say something. 5. “Must 1 go there immediately?” “No, you needn’t. Wait till I ring you up.” 6. I want to know on what terms the girl is to be here. Is she to have any wages? And what is to become of her when you’ve finished your teaching?' 7. You needn’t have waited for me. 8. I think you’ll have to
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take a taxi if you mean to catch that train. 9. Why need he bothei us? 10. "So Robert has come?” “Oh, yes, quite unexpectedly. He was to have stayed a week longer.” 11. You needn’t have carried all these parcels yourself. 12. They were to go to Spain for the honeymoon.
2. React to these statements. Use “needn’t” + indefinite perfect infinitive.
Example: I waited for the manager but the secretary could have
signed lhe paper.
Of course you needn’t have waited for the manager.
1. Why did the speaker go into details? The problem was clear to everybody from the very start. 2. I believe you have told Mr Walker everything, I shan’t talk with him about the matter. 3. We made a change, but later on I learnt that there was a through train. 4. It isn’t necessary for him to go out to post the .letter. There is a mail-chute right here on the floor. 5. Jane filled a form. Then they told her it was not necessary at all. 6. I changed a five-pound note, but my friend had some small change. 7. Catherine went to a theatre agency, but she could have bought tickets at the theatre box-office. 8. I shan’t translate the quotation, I believe everybody knows French. 9. Peter bought a ticket for me but I’ve got one. 10. Helen wrote a twenty-page essay, but a ten-page paper would have been sufficient.
3. Fill in the blanks with “didn't have to” or “needn’t have”.
1. You ... (to buy) such a lot of flowers. We’ve already got more than necessary. 2. Frank wrote I ... (to send) so many books at a time. 3. She ... (to get up) so early every day. It was only on that particular occasion that she had. 4. I knew I ... (to lock) the door after me, but how was I to know you wanted to come out, too? 5. They told me ... (to take) the trouble to buy the tickets, they were too busy to go anywhere. 6. I ... (to write) him because the news was already known to him. He phoned me shortly afterwards. 7. I ... (to translate) it for him, he did it himself, he understood Spanish. 8. You ... (to go into so many details. The report was too long. 9. You ... (to say) it n you didn’t want to. 10. You (to bring) your umbrella, as we are
going by car.
4. Complete these sentences using “must”, “need”, “to be to”, “to have to”.
1. He inquired when the secretary ... (to come). 2. I’m afraid I ... (to go) now. I ... (to do) some shopping before school. 3. They didn’t answer my first knock so I ... (to knock) twice. 4. What ... I (to do) if she starts crying? 5. You ... (not to walk) all the way to the station. I’ll give you a lift. 6. Sorry, I’ve got to rush. I ... (to meet) Mother at the station at six sharp. 7. Chris lost all his money and I ... (to lend) him ten pounds. 8. I can’t help it. I simply ?.. (to see) him tonight. 9. It was settled that my aunt ... neither remain in town nor return. 10. The girl ... (to take) care of her younger sister and brother. 11. A man
... (to stand) for his rights. 12. The day we ... (to start) it rained worse than ever. 13. There was no one to help him so he ... (to move) the furniture himself. 14. We ... (to spend) a week-end with my uncle at Blackpool.
5. Translate into English.
1. Выбора не было, и Артуру пришлось согласиться. 2. Я должен был отвез™ брату его вещи. Так мы договорились, когда он уходил. 3. Джек жил у родственников, и ему не надо было платить за квартиру. 4. Нужно прочитать этот роман в подлиннике. 5. Вам придется зайти попозже, Директора еще нет. 6. Когда должен приехать мистер Хоуп? Мы договорились встретиться в восемь. 7. Можно не повторять нам эти правила, мы их хорошо знаем. 8. Тебе нечего торопиться. Марта только что позвонила и сказала, что выезжает. 9. Тебе обязательно надо ехать сегодня? 10. Не надо было сдавать книгу в библиотеку. 11. Мне придется посидеть эти дни дома. Врач говорит, я не должен никуда выходить, пока температура не будет нормальной. 12. Подожди немного, я должна дочитать главу до конца. 13. У Марка плохо со зрением, и он вынужден постоянно носить очки. 14. Не надо звонить, у меня есть ключ.
6. Compose 3-4 sentences about each of the following situations. Express near certainty, doubt, strong doubt.
1. A young man is standing under a clock at the entrance to a park. He is holding a bunch of flowers. His face is worried. He keeps looking at his watch, then at the clock.
2. Your child comes back from school pale and listless.
3. Your husband is late from work.
4. Your flight has been cancelled.
5. A man stops at a Ьбок-stall. He looks annoyed. He feels for something in one pocket after another.
6. EXERCISES IN ENGLISH ARTICLES
1. Supply the required articles for nouns in the following sentences, paying special attention to those indicating parts of the day.
I. 1. It was very clear evening. 2. Duncan spent ... evening alone. 3. I came to Warley on wet September morning. 4. day was superb. Now ... desert was in its best, chill ofnight still lip-, gering in ... magic air. 5. He turned in bed ^nd looked towards ^7-window. It was ... early morning. 6. Between .Л beds were ... white curtains which were pulled back in ... day-time. 7. Martha’s talent for sleeping was extraordinary. If nobody went to awaken her in "<.t morning she would sleep till ... noon, till two o’clock in ‘... afternoon, even if she had gone to ... bed early ... evening before. 8. ... next
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evening, half ... hour before ... dinner, I heard Francis Getliffe’s heavy steps on ... staircase. 9. ... night was still dark. 10. It was broad day when I awoke. ,
II. 1. We’re sailing at ... dawn. 2. At ... sunrise Bart slipped quietly out of ... room. 3. All ... day ... February rain had spattered over ... town, bringing ... early dusk. 4. Outside was ... cold, drizzling twilight. 5. Charles was in a hurry to get back home by ... midnight. 6. It was ... night, but ... street was brightly lit. 7. “I wrote that book in ... spring of 1939,” said Hilary savagely. “I was very young then.” 8. It is easier to work by ... day than at ... night. 9. ... morning was bright and sunny. 10. It all happened on ... bright and sunny morning.
2. Translate into English.
1. День был ясный, но холодный. 2. Он ложится спать поздно ночью. 3. Был теплый летний вечер. 4. Мой брат приходит из школы в полдень. 5. Это случилось пасмурным октябрьским утром. 6. Ненастный день подходил к концу, закат обещал хорошую погоду. 7. Ночью шел снег. 8. Вечер был влажный и прохладный. 9. Была уже ночь; но, к счастью, это была летняя ночь, и погода стояла ясная. 10. Было раннее утро. 11. Мы Приедем в Москву рано утром, проведем день в городе, поздно вечером сядем на поезд и на следующий день к ночи будем на месте.
Fill in the gaps with articles wherever required. Pay attention to the use of articles with names of languages.
1. She knows ... Japanese. 2. It is ... translation from ... French. 3. ... English of ... America differs from ... English of ... England. 4. Paula taught ... Greek and ... Latin at ... local school. 5. They discussed ..; novel which had just been translated from ... Italian. 6. John spoke first. “It’s good of you to have us here.” ... girl said something in ... Danish. “She doesn’t speak ... English,” Peter said. John tried again in ... French, but ... girl replied in ... Danish and shook her head. He tried ... German language, but she still could not understand. 7. As we walked along he would tell me ... Spanish for the various objects we passed, a cow, a horse, a man and so on. 8. That doesn’t mean anything in 7s correct Hungarian. 9. She said in X perfect English, “I’m delighted that you have come, Mr Wainwright.”
4. Supply the required articles for the nouns in the following sentences. Pay attention to the use of articles with lhe nouns “school”, “college”. -
1. I was fifteen and had just come back from ... school for ... summer holidays. 2. “I suppose I can’t give either of you ... lift back to ... school?” ... invitation did not sound very whole-hearted. 3. It was ... college, as he could see by the gate. 4. Demoyte was .. former headmaster, now retired, but still living in his large house near to ... school. 5. Mother went to ... school yesterday to attend ... parents 334
meeting. She left ... school at 7 o’clock. 6. After all, he supposed he would have to go through with ... college. 7. Leila had learned to dance at ... boarding school. 8. But they went to ... grammar school at Haversham and of course I couldn’t possibly have anything to do with them. 9. Donald’s success was obviously pleasing to ... school. 10. She had known Jim for more than ten years, ever since her husband, who was teaching at that time in ... grammar school in ... south London, had first made his acquaintance through ... Labour Party. 11. He went to ... college in ... North.
5. Insert articles where necessary.
I. 1. It is no ... easy matter to manage ... house. 2. Yesterday they had ... real house cleaning: they changed ... bedclothes, made ... beds, collected ... dirty linen, dusted and polished ... furniture and last of all washed ... floor. 3. ... second day off is reaUy very helpful. 4. Granny does not like to sweep ... floor with ... broom. 5. Ann’s little brother never throws ... toys around ... room and never comes home in ... torn clothes. 6. ..•. house is run nicely only when all ... members in ... family attend to ... duties in earnest. . 7. ... advantage of sharing ... flat is that you enjoy ... company of ... people of your own age. 8. It is irritating when you do ... turn-out and nobody gives you ... hand. 9. They arranged ... picture when all ... furniture was in ... place. Ю. ... loose screws on ... door hinges should be necessarily tightened.
II. 1. Many people share ... opinion that ... man should be able to cook and ... woman should know how to use tools, though it is generally assumed that cooking is ... housewife’s job. 2. In case ... electric lights go wrong we ask ... electrician to help us. 3. ... electrical appliances are really helpful. Contemporary housewives do not know what they would do without ... washing-machine, ... refrigerator, to say nothing of ... telephone. 4. Some husbands reaDy help their wives either with ... washing, ... cooking or with ... shopping. 5. Nobody thinks of ... electricity as ... luxury now. We get accustomed to new things easily nowadays and take them for granted. 6. While cleaning ... kitchen and ... bathroom we use ... cleansing powders. 7. Taking ... clothes and ... linen to ... laundry saves ... housewives ... trouble of spending xf half of ... day near ... washing-machine. 8. Before going to ... bed little George puls ... clothes tidily on ... chair. 9. ... children like to interfere in ... kitchen when something delicious is being made there. 10. Anna was .. dear old servant in Lucille’s house in Paris. She had been ... servant in ... family before Lucille was born and had been ... nurse to her sisters as well. She did ... sewing and cooked ... omelette better than anyone else. If ever ... girls were in ... difficulties, from ... torn frock to ... broken heart, it was to Anna that they went for ... help and ... comfort.
6. Explain the use of articles with the italicised nouns in some syntactic positions.
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1. She was a good hostess, and seeing my embarrassment came up to me. 2. David, the owner of the bar, came over and Michael made his introductions. 3. “May I ask, madame,” he said politely, “what will be the price of the room?” 4. Durinethe last ten years he has been head-teacher of an elementary school.^5/They found a seat hidden behind a slate-grey fir and sat there hand in hand, $nd the silence closed around them. 6. Her father, Robert Temple, was*Ton (bj George Temple, a builder and carpenter in Derbyshire. 7. Hawkins shall come as cabin boy. You’ll make a famous cabin boy, Hawkins. 8. He was assistant professor of Romanic languages at Yale or something like that. 9. The chief ornament of this street is the Scott monument commemorating the life and work of Sir Walter Scott, the great historical novelist of the English language and Edinburgh’s most famous son. 10, Professor Beans is the man to whom you’ll be responsible for your undergraduate teaching.
7. Insert articles where necessary paying attention to the use of articles with names of meals.
English people prefer ^^substantial breakfast of fe- porridge or «Л. bacon and eggs, 4L hot toast, ft buttered bread and scrolls and tea or coffee. '
Lunch is usually eaten at about 1 o’clock; '?ttcold meat,^ potatoes, salad and pickles are taken for lunch. Some people like glass of ... light beer with lunch. y
In some houses ... dinner is TZP-principal meal of trt-dayre»l* first course is CL soup, t&C second course is some kind of fish; -%, herring/^ cod, etd^ third course is ... meat and vegetables with nearly always ... fried, boiled, baked or mashed potatoes.
Last of all comes'^Stblackberry and apple-pie, cc_ plum pudding or .^"cherry tart.
Before dinnertable is laid inz^/dining-room^k? table-cloth is put on table, a. knife, <*-fork, spoon are put on*..’.- table for each person. Glasses, napkins, ct. decanter of water andwif. crust-stand containing 3 salt-cellar, ... pepper-pot and д. mustard-pot arc put on table loo. After ... meals dte things are cleared away and washed up.
8. Fill in lhe blanks.
1. She’d like ... advice. 2. Where can I gel ... information about trains into the city? 3. Her eyes are brown and 'her hair ... fair. 4. The
news today ... very bad. I’ve just heard ... on the radio. 5. Information
... free, but you are to pay for the map. t
9. Define the meaning of the indefinite article in the following sentences. Com-
ment on the nouns with which it is used.
1. I was drinking a tea, astonished at the number of good-looking people who apparently did not have to work for a living. 2. Wouldn’t you like to get yourself something too? A beer or something? 3. I or-336
dered an Ice-cream for her and two coffees. 4. “A salad?" “No, thanks, I’m not hungry.” 5. This is a light French wine. 6. Into the bakery shop the most famous and costly of its kind in New York, came a customer with an order for a cake to be baked in the shape of the letter “S”. 7. Beatrice made herself a coffee. 8. She was not out to give the mother a perfect Sunday night supper.
10. Translate into English.
I. 1. Мы ’Ц)завтракали в 8 часов. 2. Не опаздывайте к обеду. 3. Наши знакомые пригласили нас к обеду. 4. Мне не хватило денег на обед, и я только перекусила. 5. Как вам понравился обед у Петровых? 6. За завтраком Джейн едва притронулась к еде. 7. Я не заметила, чтобы этот обед чем-то' отличался от обычного.
II. 1. Она всегда дает мне добрые советы. 2. Давать советы легче, чем им следовать. 3. Всегда приятно сообщить хорошую новость. 4. Дал ли он вам нужные сведения? 5. Она сделала большие успехи с начала учебного года.
11. Write a paragraph.
1. The other day I had a weekly lunch together...
2. We are invited to a formal dinner...
12. Insert articles where necessary. Pay attention to the use of articles with abstract nouns.
Whenever you see ... old film, even made as little as ten years ago, you. cannot help being struck by ... appearance of-V women taking part. Their hair-styles and make-up look dated, skirts look either too long or too short; their general appearance is, in ?.. fact, slightly ridiculous. ... men taking part in the film, on ... other hand, are clearly recognizable. There is nothing about their appearance to suggest that they belong to QA\entirely different age. к 5
This illusion is created by ... changing fashions. Over ... years, great majority of ... men have successfully resisted all attempts to make them change their style of ... dress. The same cannot be said of ..T"* women.
Changing fashions are nothing more than Qi? deliberate creation of ... waste. Many women spend vast sums of .7. money each year to re-placeA[.\j^ clothes they have hardly even worn. women who cannot afford . to discard clothing in this way, waste rs hours of their time al-teringA’yvLdresses they have. T* hemlines are taken up or let down; x waist lines are taken in or lei out; ~. necklines are lowered or raised, Mid so on.
No one can claim that .7? fashion industry contributes anything really important to ... society. '?.-, fashion designers are rarely concerned with '^vital things like тг. warmth, .~. comfort and .> durability. They
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are only interested in ... outward appearance and they take ... advantage of ... fact that ... women will put up with ... discomfort, providing they look right.
When comparing ... men and ... women in ... matter of ~ fashion ... conclusions to be drawn are obvious. Do ... changing fashions of ... women’s clothes reflect ... basic. qualities of ... instability? ... men are too sensible to let themselves be bullied by ... fashion designers. Do their unchanging styles of ... dress reflect basic qualities of ... stability?' That is for you to decide.
13. Translate into English.
I. Простите, где отдел готового платья?-На втором этаже, напротив отдела головных уборов. - Спасибо. ... Чтобы вы хотели? - Покажите мне вон то светло-серое шерстяное платье. - Какой размер вы носите? - 48. Можно его примерить? - Конечно. Примерочная направо. - Вам не кажется, что платье мне немного велико? - Да, пожалуй. Примерьте 46 размер. - Нет, оно будет узко. А что еще у вас есть в серых тонах? - Мне кажется, вам пойдет вот это платье с большим воротником и карманами. - Да, это мой стиль. Сидит прекрасно. Это чистая шерсть? - Да. - За»-верните, пожалуйста. Я его беру.
II. Чем я могу вам помочь? - Мне нужны черные туфли на высоком каблуке. - Какой размер вы носите? - 37. - Примерьте вот эти черные лаковые туфли. - Боюсь, что левая туфля мне немного жмет. - А вот эти? - У них слишком высокий каблук. -Но ведь вы хотели вечерние туфли? - Да, конечно, но каблук слишком для меня высок. - Может быть, вы примерите вот эти темно-вишневые кожаные туфли? - О, какой прекрасный цвет! Я думаю, они пойдут к моему вечернему платью. Сидят на ноге великолепно. Где касса? - В конце отдела.
14. Fill in the blanks with articles before nouns in some common expressions if necessary.
1. For a while I went to ... thpatre, to ... movies, losing myself for a few hours at a time in the fantasies. 2. Every piece is insured and described in “detail. 3. I had left word with Anna to tell Mrs Grimes that I had been called to the city on -.tr business and that I would be gone a day or two. 4. We played «- whist. I had learned the game when I was a child. 5. Castleman and his friends, smart, showy youths, all played ... tennis and ... bridge and knew all the latest shows and dances and drinks. 6. I found myself- in a difficulty when I asked her to play ... piano, I didn’t know that she couldn’t play. 7. Bart listened in ... silence. 8. He wasn’t at “Jack and Gill’s” that night by ... accident. 9. Luckily we had plenty of time on hand. 10. She sent a letter by post.
15. Fill in the blanks with articles before miscellaneous proper names if necessary.
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1. Sensation at ... London airport. Attempt to smuggle twelve jewels worth three quarters of a million. 2. Why, didn’t you know that? He’s manager of ... Grand Opera House. 3. Then still keeping a hundred yards behind, we followed into ... Oxford Street and so dovfn ... Regent Street. 4. She asked Charles if he would take her to tkX National Gallery. 5. His own ideas of a riotous holiday meant picnicking on the grass of Green Park with his family and half a dozen paper bags full of food. 6. Every morning her mother read two newspapers from cover tG" cover: WsiDpt/y Telegraph and fy>kDaily Mirror. 7. They drove off eastward, down CA^Strand and into a little side street, by Sr Charing Cross. 8. MiSavoy is a luxury hotel in /.‘KStrand in London. 9. He paid careful attention to the announcements in '.^Tlines. 10. I am a marine biologist. I took a degree in it at <7 Cambridge. 11. ... Trafalgar Square was laid about a hundred years ago. The monument in the centre of the square, known ’ as i^^lclson’s Column, is surmounted with a statue of ..-—Nielson. 12. Sooner or later you pass through (^Piccadilly Circus, the centre of rr London’s theatres - bright in the daytime with flowersellers and at night with electric advertisements. 13. He stood by the window of the sitting-room which gave view over ~ Hyde Park. 14. Charlie was a youngish man of thirty-five, graduate of-University of s. Wales.
16. Say it in English.
лучшая роль Вивьен Ли (Vivien Leigh); неизвестное стихотворение Байрона; последний роман Агаты Кристи; ужасное произношение Элизы Дулитл; верный друг Шерлока Холмса; знаменитый монолог Гамлета; первый паровоз Джорджа Стивенсона; следующий вопрос профессора Хиггинса; новое хобби Чарльза; окончательное решение доктора Робертсона
17. Comment on the use of articles with personal names.
1. She looked into her glass and saw a prettier Carrie than she had seen before. 2. He suddenly recognized the Mrs Foliot whom they had been talking of at lunch. 3. Their governess was a Miss Robinson, quite a nice girl, young and rather pretty. 4. Mozart has been called the Raphael of music. 5. Well, she was married to him. And what was more she loved him. Not the Stanley whom every one saw, not the everyday one; but a timid, sensitive, innocent Stanley who knelt down every night to say his prayers, ahd who longed to be good. 6. A little way off he saw his wife in- a long chair talking with the Davidsons. 7. When a Forsyte was engaged, married or born, all the Forsytes were present. 8. The man doesn’t know a Rubens from a Rembrandt. 9. And when he allowed the ex Mrs Burk to divorce him, he permitted her lawyer to write the divorce settlement. 10. I saw A Goya in Munich once.
18. Insert articles before names of diseases if necessary.
1. Smith was a forty-year old man admitted for appendicitis. 2.
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My daughter’s children went down with ... chicken-pox. 3. After ~. diphtheria Jane felt very weak and depressed. 4. “Were you sick?” “I had ... fever.”. 5. “You’ve lost so much weight and your colour has changed.” “I had ... jaundice,” Dan said shortly. 6. He was laid up with ... flu and did not let us know about it. 7.: After ... typhoid she was just skin and bone. 8. The farmer is only fifty but the liver has stopped restoring itself, the main factor is ... alcoholism. 9. She was suffering from ... diabetes. 10. My father had ... asthma and the climate of London always left him a little forlorn in the morning. 11. Mabel clung to him, her face distorted and crimson. ... cough rocked her. 12. The boy sat upright against two pink pillows; ... mumps had not noticeably increased the fatness of his face. 13. Finally 1 came down with ... pneumonia. My mother took me home to nurse me. While I was getting over ... pneumonia I decided what I was going to do. 14. “Your hair is short and curly.” “I had ... scarlet fever and it had to be cut.”
19. Complete the sentences using names of diseases and the expressions “to have a headache”, “a cough”, “a cold”, “heart trouble”, etc.
1. “You look pale. What has happened?” “I have ... .” 2. “What is the matter with Ruth?” “She is in bed with ... .” 3. “I hear John is in hospital.” “Yes, he has ... .” 4. Jane has a high temperature. I’m sure it is ... .” 5. Mary doesn’t feel well after ... . 6. I don’t feel well. I’m afraid I’ve caught ... . 7. Henry was taken to hospital with ... acute ... . 8. I’m afraid Bill has fallen ill. It must be ... . 9. Tom was suddenly taken ill last week. It was ... . 10. I must see a dentist, I have ... terrible ... . 11. “Why hasn’t Harry come?” “He is down with ... .” 12. George has a bad cough. I’m sure it is ... .
20. Translate these sentences into English paying attention to the use of articles with names of diseases.
1. Было начало лета, когда Джулия решила поехать за город, но у Роджера болело горло, и им пришлось отложить поездку. 2. Я позвонила ее врачу, который сразу же пришел и поставил диагноз: обычный грипп. 3. Мистер Берман умер сегодня в больнице от воспаления легких. 4. Врач сказал, что это аппендицит и что больного надо оперировать. 5. Я, должно быть, схватил грипп. 6. Ребенок болен скарлатиной. Придется ему дней десять полежать в постели. 7. Хирург делал операцию по поводу рака кишечника. 8. У вашего сына коклюш. 9. Дэвид,.который выглядел бледным, пожаловался на головную боль, пошел в свою комнату и лег. 10. На вашем »месте я бы придерживалась диеты, ведь у вас гастрит.
21. Read the following jokes. Explain the use or the absence of articles before the italicised nouns. Tell these jokes to your classmates.
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1
A world-famous American surgeon arrived in England. One day he was shown around a big London hospital. Because of his reputation he was treated with much respect. As the hospital was only recently opened he was proudly shown all the latest innovations. He looked at ьопЙ of the charts. The system of abbreviations they used was familiar to him, ТВ for tuberculosis, SF for scarlet fever and so on. He understood them all except for a number of charts marked GOK.
He stared at them for some time, then turned to one of the physicians accompanying him. “I understand most of these abbreviatiorts,” he said. “They are the same as we use back home. But this GOK - you seem to have quite an epidemic of it, I notice. What does it stand for?”
“Oh,” replied the physician. “That’s what we use when we can’t diagnose a case. It stands for God Only Knows.”
2
A girl in a low-cut dress asked her doctor what to do for a bad cold.
“The first thing to do,” said the doctor, “is to go home, get dressed and go to bed."
3
A certain person coming to a doctor said, “Sir, when I awake from sleep I have a dizziness for half an hour and then I feel all right.”
“Get up after the half-hour,” the physician replied.
22. Fill in the blanks with articles wherever necessary paying particular attention to the use of articles with geographic names.
... British Isles
... British Isles lie off ... north-west coast of ... continental Europe. They are made up of ... Great Britain (... England, ... Scotland and ... Wales) and ... Ireland (... Northern Ireland and ... independent Irish Republic) and some 5,500 smaller islands. ... whole territory of ... British Isles is 244.000 square kilometres.
We will not find ... high mountains or ... large plains in ..: Britain. Everything occupies ... little place. ... mountain 12.000 feet high would be ... wonder there. So would be ... plain 400 miles long, ... river as wide and deep as ... Mississippi.
... highest mountain in ... British Isles is ... Ben Nevis in -. Scotland, 4.406 feet high. ... longest river is ... Severn, about 2.000 miles long. ... highest waterfall is 370 feet high.
Too often ... visitor who has only ... few days to spend sees only ... Lowland England, and so he cannot see ... contrasts between ... wild
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fiords of ... Scotland, ... rocks of ... North Wales, ... smiling orchardland of ... Kent, and ... open moorland of ... Sutherland. These contrasts are often not far from ... big cities.
... climate of ... British Isles is influenced by ... Atlantic Ocean.
... winters are not so cold as they can be on ... continent, but ... summers are not so warm as they usually are on ... other side of ... channel. In ... other words, ... Great Britain has ... mild climate, but because of ... length of ... British Isles .. temperatures differ from ... district to ... district.
23. Fill in the blanks with articles before names of oceans, seas, rivers, lakes, channels if necessary.
1. They were in ... Mediterranean passing ... Gibraltar, but the weather, if anything, was worse. 2. Production centres of Saudi Arabia are along ... Persian Gulf. 3. They stood for some time, talking in quiet tones, comparing ... Thames with ... Seine. 4. How ill she was when there was a storm in ... Indian Ocean! 5. ... Asia Minor is ... part of ... Asia between ... Black Sea and ... Mediterranean Sea. 6. He retired to his hotel and sat in his shirt sleeves looking at ... Grand Canal. 7. Charlie had grown up at the shores of ... Lake Superior and had sailed small boats ever since he was a kid. 8. New York, the largest city in the USA, is situated at the mouth of ... Hudson river, sometimes called ... North river. 9. ... Volga is the longest river in ... Europe; it flows from ... Valdai Hills to ... Caspian Sea. 10. ... lake Baikal is the deepest lake in the world. 11. They sent us a postcard of ... San Francisco Bay. 12. ... weather over ... Baltic was said to be worsening every hour.
24. Translate into English.
1. Он был юрист, мистер Рид из Мельбурна. 2. После Константинополя наш путь лежал в Севастополь через прекрасный Босфор и Черное море. 3. Обь, Енисей и Лена - крупнейшие реки Сибири. 4. Теперь Москва является портом пяти морей - Белого, Балтийского, Каспийского, Черного и Азовского. 5. Мы провели лето на Урале. 6. Крупнейшее озеро в Центральной Европе - Балатон - находится в Венгрии. 7. Вы помните панораму пустыни Сахара? 8. Кавказ известен своими минеральными источниками. 9. Она прислала мне открытку с видом Финского залива. 10. Через день я отправился из Чикаго в Сан-Франциско, где должен был сесть на корабль, отправляющийся на Дальний Восток. I
IL BASIC INFORMATION ON WORD STRESS AND INTONATION
I. WORD STRESS
Every English word has a definite place for the stress and we are not alMwcd to change it. The first syllable is the most common place for the stress, as in father, any, steadily, gathering, excellently; many words arc stressed on the second syllable, like about, before, attractive, beginning. Some words have two stressed syllables, for example, fourteen, disbelieve, contradiction, examination.
If you stress the wrong syllable it spoils the shape of the word for an English hearer and he may have difficulty in recognizing the word.
Syllables which are not stressed often contain the vowel [a] instead of any clearer vowel, and this vowel [э] only occurs in unstressed syllables, never in stressed ones. For instance, in the word contain [kan'tem] the second syllable is stressed and the first has [a], but in the noun contents fknntents] the first syllable is stressed and has the clearer vowel [»].
It is not true that [a] is the only vowel which occurs in unstressed syllables; all the other vowels can occur there too and [i] is commonly found there, the rest of the vowels less commonly so.
The exercises below are meant to test your ability to read polysyllabic words.
1. Pronounce the words making the effort on the correct syllable and with the right vowels.
object fnbdsikt] perfect fpa:fikt] progress fprougres] photography [fa'tngrafi] preparation [prepa'reijn] combination [.knmbi'neifn] invent [in'vent]
obtain [ab'tein] permit [pa'mit] provide [pra'vaid] photograph ffoutagro:f] prepare [pri'pea] combine jkam'bain] convent fknnvant]
2. Say the words after the speaker taking into account that some other vowels than [aj are used in unstressed syllables. Pay attention to what vowels are used in unstressed syllables.
plenty fplenti] hiccough fhikAp] thank you [Gserjkju] translate [trsens'leit] decide [drsaid] suspicious [sa'spijas]
anything feni0nj] utility [ju'tiliti] window fwindou] maintain [mein'tein] vibrate [vai'breit] garage fgseras]
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2. SENTENCE STRESS
Sentence stress is the greater prominence with which one or more words in a sentence are pronounced as compared with the other words of the same sentence. This greater prominence is achieved by a combination of the following means:
1) by uttering the stressed syllables with greater force of exhalation and with greater muscular tension;
2) markedly changing the pitch level or pitch direction with which the stressed syllable is pronounced;
3) pronouncing the stressed syllables longer than they would be pronounced when unstressed;
4) pronouncing the vowel of a stressed syllable without changing its quality.
Words having sentence stress would be used in the strong forms, words having no sentence stress would be used in their weak forms. The use of weak forms is an essential part of English speech and foreign speakers must learn to use the weak forms of 34 English words if they want their English to sound English. Some words have more than one weak form.
These 34 common words which have weak forms also have strong forms which must be used in the following cases:
a. whenever the v/ord is stressed;
b. whenever the word is final in the group;
c. exceptions: he, him, his, her, them, us have their weak forms in inal position (unless they are stressed, of course). Not has its weak ;orm finally when attached to can, have, is.
These exercises are meant to revise weak arid strong forms of the words you already know.
1. Practise lhe weak forms of the word.
and on 'blsek an ’wart
as az az 'gud az 'gould
but bat bat ‘wai ‘n»t?
than dan ‘beta dan ‘eva
he i: did i: ’win?
him im ’giv im *tu:
his IZ ai ‘laik iz 'tai
her a: ‘teik a: tioum
them dam 'send dam bai 'poust
us s lets du: it 'паи
as hi 'wount 'let as 'du: it
do da ‘hau da dei ‘nou?‘
does daz 'wen daz da 'trein 'lev?
am m (after |ij) aim 'taiad
am (elsewhere) 'wen am ai ta 'bfc 'dea?
are a (before consonants) da 'ga:lz a 'bjulafl
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be is
was has
have
had
can shall will
a an the
some
at for
from of to
not
ar (before vowels) bi
s (after [p, t, k, f, 0])
z (after vowels & voiced consonants except [z, 3, c'3l)
waz
az (after [s, z,j, 3, tj, d3])
s (after [p, t, k, f, 0])
z (elsewhere)
v (after I, we, you. they) av (elsewhere)
d (after I, he, she, we, you, they)
ad (elsewhere) kan
Jl
1 (after I, he, she, we,
you, they)
1 (after consonants
except [1])
al (after vowels and [1])
a (before consonants) an (before vowels) Sa (before consonants) Si (before vowels) sam
(When some means stressed and therefore
at
fa (before consonants) far (before vowels)
from av
ta (before consonants) tu: (before vowels)
nt
Sa 'men ar 'лдк
'dount bi 'ru:d
'Ssets 'fain
'weaz 'd3»n? 'd3»n z 'hia
Sa 'weSa waz 'terabl Sa 'pleis az 'tfeindsd 'dseks 'gun 'dsionz bin 'sik juv ‘broukan it Sa ‘men av 'g»n Seid 'left 'houm
Sa 'del ad bi:n 'fain 'hau kan ai ‘help? ai Jl bi 'krns Sell 'giv it a'wei
'Sisi 'du:
Sa'boial *lu:z anda'ga:! al 'win
a'Jilirj a 'dAzn 'haev an 'aepl Sa'ma: Sa'meria Si 'ants an Si 'Ajrjklz ai 'ni;d sam 'peipa “a certain quantity” it is always pronounced'sAm av mai 'frendz.)
‘клт at ‘wAns
'клт fa ‘ti:
'клт far a 'mi.l ai 'sent fram 'kndan Sa 'kwi:n av 'trj gland ta 'stei a: ta 'gou ai 'wantid tu: ask ju: Sei 'ant ’клтп) hi: 'hseznt a'raivd kant Jant dount wount mAstnt
2. Pronounce lhe strong forms of the words.
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a) Can I? fkan ai?] Do they? [du: del?] Have you finished? fhaev ju: 'finift? ] You must choose us or them, [ju: mast 'tju;z 'as a: ’dem] He likes her, but does she like him?
[hi: 'larks 'ha: bat cIaz ‘Ji: 'lark nim?]
c) exceptions:
I told her.
[ai 'tould a:]
She likes them.
[Ji: 'larks dam]
We called for him.
[wi: *ko:ld fa im]
They laughed at us.
[del 'laft at as]
b) John has. fdjon 'haez] Mary will, [mean 'wil] You are. [ju 'a] I don’t want to. [ai 'dount 'wunt 'tu:] What’s that for? fwnts 'daet 'fa:?]
John can’t, [d^nn 'kant] Mary isn’t, [mean 'iznt]
3. RHYTHM UNITS
Within the word group there is at least one stressed syllable. The length of the syllabic in a very short “group” of this kind depends on the natural length of the vowel and the following consonant, if any.
The stressed syllabic may have one or more, unstressed syllables before it. These unstressed syllables before the stress are said very quickly, so that they arc all short. Thus, there is a great difference of length between thq unstressed syllables and the stressed one.
The stressed syllable may also be followed by one or more unstressed syllables. But these unstressed syllables arc all said specially quickly, what happens is that the stressed syllable and the following unstressed syllable share the amount of time which a single stressed syllable would have; so [nain], fnainti], fnaintraO] all take about the same time to say.
When there are. unstressed syllables before and after the stressed one, those that are before are said quickly, while the las] take the same amount of time as the stressed one. A stressed syllable together with any unstressed syllables which may follow it form a stress group (rhythm group). The fundamental rule of English rhythm is this: each stress group within a word group is given the same amount of time.
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And here are the rules on how to decide what words or syllables 1'0 together in a rhythm unit:
1. any '‘unstressed syllables at the beginning of a word group must go together with the following stress group;
V. if the unstressed syllable is part of the same word as the stressed syllabic they belong to the same rhythm unit;
3. if the stressed syllables are closely connected grammatically with the stressed word, although not a part of that word, they belong to the same rhythm unit;
4. whenever you are in doubt as to which rhythm unit unstressed syllables belong to, put them after a stress rather than before it.
This exercise is meant to develop your ability to hear and reproduce rhythm units of different length.
1. Practise the following words and phrases.
1. 'When? 'Soon. 'Now? 'Yes.
2. It’s 'cold. I agree. I shall com'plain.
I’m 'here. I was 'here. 1 was in 'here.
He’s 'home. She’s at 'home. But she’s at 'home.
They 'work. They can 'work. They were at 'work.
We’ll 'see. We shall 'see. And we shall 'see.
3. 'Take it. 'All of it? 'Naturally.
'nine 'ninety 'ninetieth
'good 'better 'excellent
'fine 'final 'finally
'will 'willing 'willingness
'wit 'witness 'witnesses
'drink 'drinking 'drinking it
'meet 'meeting ‘meeting them
4. You can 'see them.
They enjoyed it.
He could have avoided it.
It was an 'accident.
But there were 'plenty of them.
‘Why 'not? ‘Why 'not 'go? That’s 'quite 'pleasant.
'John’s 'eldest 'son.
'Both of them 'came 'back.
‘Both of them 'left 'early.
I was in 'London. She expected it. It was a 'miracle. My apologies.
You are im'possible. 'Why 'not 'take it?
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5. 'Let him 'take it.
'Take your 'hat 'off.
'Don’t take 'too much 'time.
'Is she going on 'Monday?
'Wasn’t it 'wonderfully
'kind of him?
I am 'going 'home.
I am 'going 'home to-'day.
I am 'going 'home for 'Christmas.
6. a) I was in 'London.
b) 'Cheaper 'fares.
c) 'Give it to 'John.
d) He was 'older than 'me.
'Send them 'later.
'None of us 'like it 'there.
'May I 'borrow it now?
‘Have you 'heard how 'John is? 'Break it into 'several 'pieces.
My apologies.
‘Cheap affairs.,.
'Take them for a 'walk.
2. Practise the following examples, beating the rhythm of the stressed syllables as you go and varying the lengths of the syllables so as lo keep the stress groups equal in length.
‘Take it 'home.
'Light the 'fire.
He was 'most amusing.
'John was 'late.
He’s 'just 'ten.
It’s a 'hard 'job.
'Take it to 'John.
'Lighting the 'fire.
He was ‘very a'musing.
'Jenny was 'late. He’s 'just 'seven. It’s a 'tricky 'job.
‘Take it to 'Johnson. He was 'lighting the 'fire.
'Jennifer was 'late. He’s 'just 'seventy. It’s a 'difficult 'job.
It was a 'really 'good 'meal. It was a ‘really 'pleasant 'meal.
It was a ‘really 'excellent 'meal.
He 'plays 'very 'well. He’s 'playing 'very well.
You‘did it 'rather 'well. You 'did it 'rather 'better.
Г haven’t a'pound 'note. I 'haven’t a 'shilling 'piece.
He’s 'playing it 'very well.
You 'did it rather ‘cleverly.
I 'haven’t a 'threepenny 'bit.
4. FLUENCY
Word groups are said with no gaps or hesitations in the middle. One word is not separated from another by pausing or hesitating; the end of one word flows straight on to the beginning of the next.
1. One difficulty which often affects foreign learners is connected with a vowel at the beginning of words, especially if it begins with a stressed syllable. English speakers glide smoothly from the final sound of the word before to the initial vowel of the following word, with no break, no hesitation.
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Example:
He’s always asking awkward questions.
I Ij^z Ja:lwiz_askuj Ja:kwad ’kwestjanz]
When the final sound of the word before is a consonant it will help if the speaker imagines that it belongs to the following word, so the example may be transcribed the following way:
[hi:'za:lwi'zaski'rja:kwad 'kwestjanz]
2. If the final sound of the word before is a vowel there are various ways of avoiding the gap:
a) after the [i:] and the diphthongs [ai], [ci], [oi] the glide may be added to the following vowel, for example:
the other [di: ^лйа]
b) after [u:] and the diphthongs [ou], [au] the speakers may use a little [w] sound as the link, for example:
two others [tu;'wAdaz]
c) the vowels [a:], [a] and the diphthongs [ia], [ea], [ua] can be always linked to the following vowel by [r]:
her own [ha:'roun], clear air fkka <rea]
d) when [a:] or [a] occurs at the end of a word and a vowel immediately follows the speakers also may use [r] as a link if the spelling has the letter r in it, but not otherwise.
The exercise below is meant to develop your ability to pronounce word groups and sentences smoothly and continuously from one word to the other, with no glottal stop, no break.
Practise the following word groups and sentences.
a) they arc [del 'jcr| my eyes [mai ’Jaiz] my aunt the boy ate it [mai ’Jant] [da bar 'Jet it] my years [mai 'Jiaz]
b) two others ftu: 'wAdaz] go in how odd fgou'wm] fhau 'w»d] two-eyed ftu: ‘waid] too wide ftu: 'waid]
c) her own for ever clear air share out [ha: 'roun] [fa 'reva] [klia 'rea] [Jea 'rout] poor Eve [pua 'rirv]
d) more and more fma: ran 'ma:] rar away ffo:r a'wei] saw off fsa: '»f| shah of Persia f/a; av 'pa:Ja] 349
e) He’s always asking awkward questions.
[hi:z Jo:lwiz _a.skirj ^3:kwad 'kwestjanz]
5. MELODY
Every language has melody in it; no language is spoken on the same musical note all the time. The voice goes up and down and the different pitches of the voice combine to make tunes. If you say the English word No with different tunes it is still the same word, but nevertheless tune plays an important part in English. We can say a word group definitely or we can say it with interest or without interest, and these differences are largely made by tunes we use: the words do not change their meaning but the tune we use adds something to the words and what it adds is the speaker’s feelings at the moment.
The shape of a tune is decided partly by the number of important words in the group and partly by the exact altitude you wish to express. The important words are the words which carry most of the meaning in a word group. For example, in the sentence “He was in an appallingly bad temper” the first four words are not specially helpful to the meaning, not important, but the last three words are important; each of them adds quite a lot to the picture you’re giving of John. Making different stressed syllables the communicative centre of the sentence will produce quite different effect. The same may be said about the sentences: “He seems very nice” and “What’s that?”
So the important words in a group affect the shape of a tune.
Practise the three sentences with different lunes.
1. a) He was in a ap'pallingly 'bad .temper.
b) He was in an appallingly 'bad .temper.
1
c) He was in an ap'pallingly .bad .temper.
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d) He 'was in an appallingly .bad .temper.
Д He „seems ..very 'nice.
He ‘seems ‘very jiice.
1.‘What’s 'that?
‘What’s ,that?
The Falling Tune: the Glide-Down
If the speaker gives his sentence a complete, definite idea he uses the falling tone. On a single syllable the voice falls within the syllable. On more than one syllable the voice also usually falls within the stressed syllable, whereas the unstressed syllables at the end are said on a very low pitch level.
When there is more than one important word in the group, the last one has the fall but the others arc treated differently: the stressed syllable of the first important word is high and any unstressed syllable following it are on the same pitch. The stressed syllabic of the second important word is a little lower and any unstressed syllables following it are on the same pitch. The fall starts at the same pitch as the syllable just before it. In a group with more than three important words the stressed syllable of each one is lower than the one before; this is why we call the tune the Glide-Down.
If there are any unstressed syllables before the stressed syllable of the first important word, these are all said on a rather low pitch. Any stressed syllable near the beginning which belongs to a word which is not important is said on the same rather low pitch. The Glide-Down is widely used in everyday conversational English, which gives the sentences the lively and interested character ans shows the speakers’ personal concern and involvement in the situation.
These exercises are meant to develop your ability to hear and reproduce intonation patterns with the Glide-Down in different speech situations.
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1. Listen to the following sentences and repeal them in the
fall high enough.
a) 'Now 'Two 'Tenpence
'Excellent
intervals. Start the
'Definitely
П2П VT ТЛ
b) ‘What’s 'that?
‘What was 'that? ‘What was the ‘matter with 'that?
‘How can you ‘possibly ‘pay him ‘two ‘hundred 'pounds?
с) I was 'glad.
But it was ri'diculous.
I was ‘very 'glad.
He „seems ‘very 'nice.
I „taught him ‘all I 'know.
2. Define the communicative type of the following replies. Say what attitude are conveyed in them.
'Take it. 'Have them. 'Splendid. 'Nonsense. 'Wonderful. 'John’s .coming. 'Susan’s .knocking at the .door. 'Ten. 'Two. 'Five. 'Eight. 'Six. 'Half. л his. 'Which? ‘Four 'shillings. ‘Fifty 'pounds. ‘Seventy-'five. ‘One and a 'half. Il was im'possible. I could have 'tried. They were in a ‘terrible 'mess. I’ll ‘see you on ‘Thursday 'night. It’s ‘just ‘after 'midnight. There were ‘too ‘many 'people .there. ‘Why did you ‘tell him he was 'wrong? It wasn’t ‘half as ‘difficult as I 'thought it .would be. You can .phone me ‘any ‘time of the ‘day or 'night. I .waited .almost ‘twenty-five 'minutes for the .wretched .man.
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The First Rising Tune: the Glide-Up
The Glide-Up is just like the Glide-Down except that it ends with •i гйЬ in the voice instead of a fall. Both important and unimportant words before the rise are treated exactly as in the Glide-Down.
The Rising Tune usually expresses non-finality and incompleteness, it expresses active, searching for information meaning, intensifies the interrogative character of a sense-group.
Practise the following sentences with the Glide-Up until they sound perfectly natural to you.
a) But ‘is it 'true that you are ‘changing your job?
'Are you ,married? 'Have you ,posted it to him?
'Have you been at .work today, 'John?
.Forty?
.Forty of them?
.Forty of them were «there?
'Are there .two of them?
'Can you be ‘here by .five?
'anything lhe .matter? Can anyone 'tell me the .time? I was only 'trying to .help. You can 'see it a'gain to,morrow. He’s 'perfectly 'capable of 'looking after him,self. I ,told him I was 'very 'pleased to .see him. I .shan’t be 'any 'later than I .usually «am. 'Did you 'say it was your .twentieth «birthday to «day? 'Could I 'borrow 'this .book for a «day or «two? 'Would you ‘mind if I 'brought my ,mother-in-law to «see you?
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The Second Rising Tune: the Take-Off
The Take-Off also ends with a rise in the voice, like the Glide-Up, but any words and syllables before the rise are low. The Take-Off is called so because it is like an aeroplane starts by running along at a low level and finally rises into the air. The Take-Off expresses non-fi-nality and incompleteness and is often used as a suggestion for further discussion.
Practise the following sentences with the Take-Off.
a) I was „only „trying to ,help.
I was „only „trying to ,help him with it.
It ,was
I was ,trying You „didn’t „really ,hurt your» self.
b) You ,likcd it. You enjoyed it. You were enjoying it. I „didn’t ,hurt you. „No one’s flopping you. It was „perfectly „understandable. I „wasn’t expecting him at „six o’„clock in the ,morning. I „didn’t „think he’d „mind me „borrowing it for a ,while. You „shouldn’t have „given him „all that ,money, you .silly «boy.
The Falling-Rising Tune: the Dive
The Dive consists of a fall from rather high to low and then a rise to about the middle of the voice. The fall-rise may occur in one syllable. If there is one or several syllables following the fall, the fall and the rise are separated.
The Dive is an implicatory tune. The implication depends on the concrete situation. It may express contrast and give the sentence a non-, categoric meaning.
Practise the following sentences with the Dive.
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'Twenty. 'Seventy. 'Seventy of them.
'That was ,nice.
'That wasn’t .very ,friendly.
She was ‘quite 'kind. I ‘may be ‘able to ‘come on 'Monday.
She said .she was ‘quite was ,nice.
is ,minc. 'You ,can. 'I can’t. 'John ,does. 'That’s ,nice. ,camc. 'Tuesday. 'Friday. 'Sunday. 'April. 'August. “Eighty.
'pleased a,bout it. 'She won’t ,help.
'I don’t ,know. 'John can ,comc. 'That’s .no ,gdod.
b)
That 'This 'Pete _________________ _________________________________________... ________________r . - -o__________________________________________ —c- j. Sixty. ’’Two. 'Four. 'Nine. 'Me. 'Soon. 'Please. 'Try. 'Ten. 'Him. 'Sing. “Come. “Bad. 'Long. 'Good. 'Bob. 'Ann. “Six. 'This. 'Wish. 'That. “What. 'Us. 'Stop. 'Yes. 'I .couldn’t ,help it. 'Someone’s .got to ,do it. 'Mary would .probably ,tell you. 'John .came .home to.day. 'Several .people have .told me they .thought it .looked ,pretty. Don’t 'worry. 'Don’t be 'late. You ‘mustn’t 'lose it. You can ‘have it for a ‘couple of vdays. ‘Try ‘not to 'break ,that. I ‘went to ‘London by 'car to,day. ‘John ‘told me he was ‘going on 'holiday .next ,week. I ‘hear there’s ‘been a ‘great ‘deal of 'trouble a,bout ,that.
Tunes Used in Statements
1. The Glide-Down for statements which are complete and definite.
2. The Glide-Up if the statement is intended to be soothing or encouraging.
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3. The Take-Off if the statement is a grumble.
4. The Dive if the statement is not completed but leading to a following word-group.
5. Tne Glide-Up if the statement is intended as a question.
6. The Dive for statements which show reservations on the part of the speaker and which might be followed by but or by you must admit or I must admit.
7. The Dive if the statement is a correction of what someone else has said.
8. The Dive if the statement is a warning.
9. The Dive with the fall at the end of the first part and the rise at the end of the second, if the statement has two parts, of which the first is more important to the meaning than the second.
Pronounce the statements mean to render. given below with different tunes. Say what attitude you
1. The Glide-Down: It was '^uite '^ood. I 'liked it 'very 'much. I wouldn’t mind seeing it a'gain.
2. The Glide-Up: I ‘shan’t be ,long. TJohn’ll be ‘here ,soon. I ‘wouldn’t ‘drive ‘too ,fast.
3. The Take-Off: I „didn’t ,hurt you. You „can’t „possibly „do ,that. I ,did.
4. The Dive: I vlooked at him (and ‘recognized him at 'once). She ‘took tne vcar (and ‘drove to 'London). When ‘Avery ‘comes to Vvisit us (he ‘tries to ‘borrow 'money).
5. The Glide-Up: You ,like it? You ‘can’t ,go? He ‘doesn’t ‘want to ,lend you it?
6. The Dive: He’s vgenerous (but I ‘don’t 'trust him). He’s “handsome (you must admit). I could ‘take you ‘there to-morrow (but not to'day). I ‘like your vhat (I must admit). It ‘wasn’t a ‘very nice ‘thing to “do (you must admit). b
7. The Dive: (He’s ‘forty-'five) ‘forty-six. (I ‘like him a 'lot) you 'used to .like him? (I ‘can’t 'do it) you ‘can’t ‘do it 'that ,way?
8. The Dive: You’ll be 'late. I ‘shan’t ‘tell you £gain. You ‘mustn’t 'take it .too ,much.
9. The Dive: I ‘went to 'London on .Monday. You can 'keep it if you .really .want it. He was ‘very 'well when I .last .saw him. I’m ‘very 'comfortable, .thank you.
Tunes Used in Special Questions
1. The Glide-Up if you want to show as much interest in the othe> person as iti the subject.
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2. The Glide-Down if you want the question to sound more businesslike, interested in the subject and also for one-word questions.
к The Take-Off for repetition-questions, when you are repeating someone else’s question or when you want the other person to repeat some information.
Practise the following Wh-questions. Say which lune is used in them and why.
I. 'How’s your ,daughter? 'When are you 'coming to ,see us? 'When did you ‘get 'back from ,holiday?
2. 'Why did you 'change your 'mind? 'Who on 'earth was that 'which?
3. ,Whcn did I «go? (Or 'where)
,Why? (Because I 'wanted to.)
(I ar'rived at 'ten o”clock.) ,Whcn?
(It 'took me 'two 'hours.) ,How «long?
('John ’told me to ,do it.) ,Who «told you to «do it?
Tunes Used in General Questions n
I. The Glide-Down for short questions used as responses, like
'Did you? 'Has he?
2. The Glide-Up for all other Yes-No questions.
Analyse which tune is used in ihe given general questions and practise them.
'Is he? 'Did you?
‘Have you ,seen him «yet? ‘Did 'John ‘post 'that zletter?
Tunes Used in Exclamations
1. The Glide-Down for strong exclamations.
2. The Glide-Up for greetings and saying good-bye.
3. The Take-Off if the exclamation is questioning.
4. The Glide-Up for exclamations which refer to something not very exciting or unexpected.
Practise the following exclamations with different tunes. Say what attitude you mean io render.
1. ‘Good 'heavens! 'How extraordinary!
What a 'very 'pretty 'dress! 'Nonsense! 'Splendid! 'Thank you! ‘Thank you ‘very 'much!
2. ‘Good ,morning! ’He,llo! 'Good-,bye! 'Good ,night!
3. ,Oh? ,Really? ,Well?
4. ,Thank you! ,Good! 'All ,right! 'Good ,luck!
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Put your pens/biros down, please.
Look through your work.
Hand in your exercise-/dictation books.
4. Corrections
Now, stand aside, please.
Face the class, please.
Has P. made any mistakes?
P., can you see where you’ve made a mistake/what you’ve written wrong?
There’s a mistake in the word “cinema”. There must be “c” instead oi “s”.
Rub the word/the letter out.
Rub off that word/that letter and write the correct one instead.
Cross out this/the extra letter/cross it out/the letter “s”.
5. Praise and criticism
Your work is rather/very poor/good.
You’ve made many/a lot of/some/few mistakes
Your writing is too small/too large/too untidy.
READING
1. Getting ready for reading
Get/take your books out.
Where is your book, K.? Share with N.
Give out/hand out the books.
Pass the books along the rows. P., pass the books round/one to each pupil/one between two.
2. Requests and orders to begin/continue/stop reading
A. Let’s/I’d like you to read а/the text/exercise/sentence.
The text/exercise is on page 10.
Open your books at page 10.
Turn to page 10.
Read up to page 12/as far as page 12.
Read it to yourselves/in silence/silently/aloud/all togethcr/in cho rus/in unison/in turn/а paragraph each/one by one/one aftei another.
Will you start/begin reading?
W., take/read the part of the author.
Read Mary’s part.
Read for Mr Brown.
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H. Turn over the page.
Turn to the next page/to page 11.
Keep your books open.
Go on/carry on/continue reading.
Read on to the end of the story/till I tell you lo stop.
Whose turn is it to read?
Stop reading, please.
Thank you, that will do.
(You must) finish off now.
Close/put away your text-books.
K., collect the text-books, will you?
Will you put the books on my desk? Thank you.
3. Corrections
Read clearly/more clearly/carefully/distinctly.
Will you read loudcr/morc loudly/slowcr/more slowly/quicker/more quickly?
Read with more expression.
Don’t be so fast./Don’l hurry./Not so fast.
Be careful wilh/watch the intonation/rhythm/logical stress/melody.
You need more practice in reading.
You must practise reading (aloud) at home.
Don’t stress form-words: articles, prepositions, conjunctions, etc.
Read it properly/correctly again.
Don’t devoice/palatalize the consonants.
Pronounce short/long vowels correctly.
How many syllables are there in the word? Which syllable is stressed?
4. Praise and criticism
You?ve mispronounced some/а lot of/many words.
You are hesitating at every word.
Your intonation/pronunciation/melody/logical stress/rhythm isn’t proper/ correct.
6’m not satisfied with your reading.
That wasn’t very good, I’m afraid.
Rather poor/weak.
Careless reading.
You can do better than this.
A good effort.
(Much) better now/today.
You read quite/fairly/rather well.
Your reading was quite/very/rather good.
Good for you.
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ORAL SPEECH ACTIVITY
1. Talking about a word
What is the English/Russian for...?
What does the word ... mean?
How do you spell the word?
Now I’d like to see whether you remember (you’ve learned) the new words.
Do you know any synonym/antonym for this word?
2. Asking the pupils to act out dialogues
Act out the dialoguc./Act it out.
I want to listen to your dialogues. ,
You are to work in groups of 2 or 3.
3. Speaking about a picture
Hang up the picture./Will you hang up the picture (over there) please?
Look at the picture./Now, look up, please.
Who do/can you see in the picture?
What’s there in the picture?
Ask and answer questions about/on the picture.
Describe the picture.
4. Requests and orders to begin/continue/stop speaking
A. Will you begin/start speaking, K.?
Tell us your story.
Tell the class what you remember about...
Tell us the story as if you were...
You say it, K.
Come on, quickly. Say something.
B. Continue speaking./Continue your story.
Let’s continue with the story.
Go on speaking, please. What else can you say?
Next one, please.
C. Stop. Time’s up.
5. Commenting on the answers
If a pupil’s answer is very good, you may comment on it in the following way:
Excellent! That’s great! Great! Fine! (That’s excellent work.) Right! That’s just right. Well done! You’re doing very well. Good for you.
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Not very good, I’m afraid. You’re too careless.
You can do better than this.
You haven’t answered the question fully.
Speak up/louder, please.
Don’t hurry. Not so fast.
It’s still not right/correct. Try again.
6. Assessment
Your mark is “five”.
1 givc/put you a five (a four/а three, etc.).
It’s very good (good) satisfactory.
Excellent.
Quite good!
Very poor/weak.
SOME USEFUL HINTS ABOUT CONDUCTING A LESSON OF ENGLISH
1. Arresting the pupils’ attention
Attention! Be attentive now.
Listen to me (carefully).
Could I have your attention (please)?
Let’s start,-shall we?
Shall be start/begin?
Now, let’s move on!
Turn round and listen to what I’m saying.
Will/would you listen to me/to W. now, please?
2. Requests and orders of a general kind
B., come (out)/go (up) to the board, please. Will you come out to the board, please? Come out/go up to lhe front, please. 8'ace the class/the board, please.
Stand up.
Sit down.
Go (back to your place) and sit down.
Put up your hands./Put your hands up.
Gand in your exercise-books.
Could you come and help me?
3. Response to pupils’ requests
Request
Response
May I go out?
May I sit next to N., please?
Do, please.
Yes, you may.
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Can I borrow a book/N.’s book? You may, only a little later.
May I pick up my biro? (I’ve No, you can’t.
dropped it.)
If a pupil puls up his hand to say something, you may react with the following:
Yes, N.? What is it?
What is it you want, N.?
What’s up?
4. Teaching pupils to ask for permission to speak, ask questions, etc.
Shall I begin/continue?
Shall I repeat it?
Shall I/we learn it by heart?
May I ask questions on the text?
May I describe the picture?
May I speak from my place, please?
5. Asking the pupils to repeat something
Repeat it/all together/with me.
Now everyone.
Once more, please.
Everybody/the whole class, please.
Please, repeat what you said.
Will/would you say it again, please?
If you did not catch what the pupil said and want him to repeat it, use the following:
Pardon/I beg your pardon, I didn’t get what you said.
Will you repeat it, please?
Sorry, I didn’t get you first time. Say it again, will you?
6. Corrections
A. The promptest way to correct a mistake is by saying:
Article! Tense!
Watch the/your grammar/article, etc.
The/your article/tense is wrong.
Use the definite article/the third form of the verb, please.
Use the right preposition.
You’ve mispronounced the word.
It’s a bad mistake.
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*< When asking a pupil to correct a mistake use the following:
What was wrong here/with the word?
Will you correct your mistake?
What is the correct answer?
You’ve made a mistake. Will you correct it?
You must use the past tense here (I’m afraid).
Pronounce the sound ... correctly.
Be careful. Use the right article.
Explain what is wrong here.