- •Unit five
- •I speech patterns
- •Exercises
- •I. Paraphrase the following using Patterns 1-3:
- •II. Make the following sentences emphatic using Pattern 4 as in the example:
- •III. Translate these sentences into English:
- •IV. Answer the questions: use would or used to.
- •V. Make up short situations (no more than two or three sentences) or dialogues to illustrate Patterns 1-4 text. A freshman's experience From "Daddy Long-Legs" by Jean Webster
- •Vocabulary notes
- •I. Read the text and do the following
- •II. Answer the following questions:
- •III. Explain (in English) what is meant by and give Russian equivalents of:
- •IV. Paraphrase the following sentences:
- •V. A) Write 20 questions about the second part of the text of Unit Five using the following words and phrases:
- •B) Ask your fellow-students to give their responses.
- •VI. Translate the following sentences into English:
- •IX. Revise Essential Vocabulary (I) and translate the following:
- •X. Compose 20 sentences about the text, using modal verbs must, can, may, ought, might with the perfect infinitive:
- •XI. Translate the text into Russian:
- •Topic: education
- •Text a. Higher education and teacher training in great britain
- •Text b. Dialogue
- •Text с. How to get a degree
- •Essential vocabulary (II) Words and Word Combinations
- •Exercises
- •I. Study Text a and write English equivalents of the following words and phrases. Transcribe them:
- •II. Write 15 questions on Text a, using new words and expressions in each question. Ask your classmates to reply them. Summarize what you have learned about the British system of higher education.
- •III. Study Texts в and с and write English equivalents of the following words and phrases:
- •IV. Ask your fellow-students:
- •V. Retell Text в in indirect speech using new words and word combinations.
- •VI. Fill in prepositions. Ask the others to give their responses to the given sentences so as to make up micro-dialogues:
- •VII. Make up dialogues, using Essential Vocabulary on the topic Suggested situations:
- •VIII. A) Read and translate into Russian: Oxford
- •B) Argue the pros and cons of: 1. Tutorial system. 2. Students' uniform. 3. Residential colleges.
- •IX. Read the text. Comment on its content: Students in Tents
- •Unit nine
- •I. Speech patterns
- •Exercises
- •I. Change the sentences, using the patterns:
- •II. Think of a situation. Suggest a beginning matching up the end. Use the proper pattern:
- •III. Translate the following into English. Use the patterns:
- •IV. Respond to the following statements and questions, using the patterns:
- •V. Write 12 questions suggesting answers with these patterns. (The questions in Ex. IV may serve as a model.) text. Rose at the music-hall From "They Walk in the City" by j. B. Priestley
- •Vocabulary notes
- •Essential vocabulary (I) Words
- •Word Combinations
- •Exercises
- •VII. Translate these sentences into English, using the word way.
- •VIII. Insert prepositions or adverbs where necessary:
- •Iх. Make up a story, using the words and phrases from Essential Vocabulary I.
- •X. Translate the following sentences into English:
- •XI. Test on synonymy.
- •1. Prove that the following words are (or are not) synonyms:
- •2. Synonyms within the following pairs differ by style. Point out which of them are bookish, colloquial or neutral.
- •XII. Go over the text again and try to discuss the following:
- •XIII. A) Translate the text into Russian:
- •B) Comment on the following aspects of the fragment:
- •Text b. At the box-office
- •Text с. Pantomimes
- •I. Answer the following questions:
- •II. Learn Text в by heart. Act out this dialogue.
- •III. Retell Text с in your own words.
- •IV. Translate the following into English:
- •V. Read the following and either agree or disagree with the statements.
- •VI. A) Describe your impressions of a play (opera, ballet) you have seen. Follow the plan below:
- •B) Make up dialogues discussing the points above.
- •VII. A) Supply articles where necessary:
- •VIII. Give a free translation of the following passage. Make use of the English phrases given at the end:
- •IX. A) Read Sir Laurence Olivier's answers given by him in a newspaper interview:
- •X. Translate the following fragments into Russian (in writing)!
- •Хi. Speak individually or arrange a discussion on the following:
- •Studies of written english
VII. Translate these sentences into English, using the word way.
1. Детям не разрешали ходить одним на озеро. Но они однажды сделали по-своему и все-таки пошли туда, не сказав никому ни слова. По дороге домой они чуть не заблудились. К счастью, они встретили старого лесничего (forester), который помог им добраться домой. 2. Она рассказала об этом весело, в своей обычной очаровательной манере. 3. Не сказав ни слова, он направился к двери. 4. Я не знаю этих мест, не могли бы вы повести нас туда? 5. Какой же выход из положения вы предлагаете? 6. Боюсь, что стол здесь будет вам мешать.
VIII. Insert prepositions or adverbs where necessary:
1. Don't worry your pretty little head ... the mysterious visitor. 2. By arranging good marriages for her daughters she expected to make......all the disappointments of her own career. 3. He sat quite still and stared with those wide immobile eyes of his ... the picture. 4. He has a bath ... cold water every morning. — Oh! He is made ... iron, that man. 5. Are we ... the way? — No, you couldn't have come more fortunately. 6. I suppose it was natural... you to be anxious ... the garden party. But that's all... now. There's nothing more to worry ... . 7. He arrived ... the Lomond Hotel, vегу hot and sweaty and exhausted and had an obscure feeling that they would take one look ... him and then ask him to go ... .
Iх. Make up a story, using the words and phrases from Essential Vocabulary I.
X. Translate the following sentences into English:
1. Войдя в холл, она посмотрела вокруг и направилась к зеркалу. 2. Она ухватилась за мою руку, чтобы не упасть. 3. Мы спускались к реке, держась за ветки деревьев. 4. Целый вечер мальчуган не выпускал из рук игрушку. 5. Больной был настолько слаб, что выпустил из рук чашку, она упала и разбилась вдребезги. 6. Дети в соседней комнате подняли страшный шум, и он никак не мог сосредоточиться на письме. Конечно, он мог заставить их пойти в сад, но ему не хотелось показывать жене, что дети мешают ему. 7. Сильно взволнованный, он искал выхода из неприятного положения, но не мог прийти ни к какому решению. 8. Мама очень беспокоится о твоем здоровье. И я тоже. 9. Она была сильно накрашена, и то, как она говорила и смеялась, привлекало общее внимание. 10. «Я всегда знал несколько способов разбогатеть. Но для меня, между прочим, всегда было проблемой удержать деньги в руках». Пожилой пассажир говорил еще много, все в том же духе, и к удовольствию всех находившихся в вагоне. 11. Мистер Вебб носил высокие каблуки, чтобы компенсировать свой маленький рост. 12. Нельзя, чтобы всегда все было по-твоему. Если ты будешь так себя вести, ты только наживешь врагов.
XI. Test on synonymy.
1. Prove that the following words are (or are not) synonyms:
way — road — path — track — highway — street;
to be anxious — to be sorry — to worry — to trouble — to bother — to be upset;
to want — to be eager — to be anxious.
2. Synonyms within the following pairs differ by style. Point out which of them are bookish, colloquial or neutral.
(Consult the context in which they are used in the text.)
picture house — cinema to get on in years — to age to endeavour — to try
to sing (perform) — to render desolate — sad to clap — to applaud
XII. Go over the text again and try to discuss the following:
1. How does the author describe the music-hall? Point out the contrasting characteristics. What kind of atmosphere is created by the author in the fragment? By what devices is the effect achieved?
2. How does the author make the reader understand that Rosa is a kind-hearted girl, capable of understanding and compassion? Which method of characterization does the author use?
3. Comment on the selection of words in the fragment.
4. Comment on the syntax of the fragment and its stylistic value.