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5. Translate the following sentences into English using the speech patterns - Практический курс английского языка 4 курс



5. Translate the following sentences into English using the speech patterns:


1. Уверяю вас, мне не впервые приходится слышать подобную отговорку. 2. Как это так получается, что у нас никогда нет возмож­ности встретиться? 3. Почему (так выходит) я больше не встречаю Джейн у вас в гостях? 4. Как это могло случиться, что два маленьких мальчика одни поехали кататься по реке? 5. Их беседа не была такой безобидной, уверяю вас. 6. В письме он писал, что собирается при­ехать к нам в сентябре, а затем передумал. 7. Мы уже совсем собра­лись купить телевизор, а потом раздумали.


^ 6. Make up two sentences of your own on each pattern.


7. Make up and act out in front of the class a suitable dialogue using the speech patterns. (Pair work)


8. Note down from the text (p. 73) the sentences containing the phrases and word combinations (p. 78) and translate them into Russian.


^ 9. Paraphrase the following sentences using the phrases and word combi­nations:


1. The speaker talked a lot, but never really dealt seriously with the subject. 2. It used much of her time and energy to gain a full understanding of the idea. 3. The memory of this marvel­lous week-end took a long time to fade from his memory. 4. At last she decided in favour of the new dress rather than the old one. 5. The policeman quickly formed an opinion about the man's character and decided he must be innocent. 6. While thinking over their last meeting he began to realise that he was falling in love. 7. Your younger brother is spoilt, nobody can stop him from doing what he wants. 8. After the first examination the student's position was unclear. He needed to be tested some more. 9. It was an odd combination of events that the two contestants were both born on the same day and were both called James. 10. After ten years of working in the same place Jim was in a rut and needed a change. 11. The child told tales to the teacher and so the rest of the class refused to speak to him. 12. He could not forget the wrong done by his enemy until his dying day. 13. He's nicer in real life than in his photographs. 14. I spent long hours in the library trying to find material for my research paper.


^ 10. Make up two sentences of your own on each phrase and word combi­nation.


11. Make up and practise a suitable dialogue using the phrases and word combinations.


12. Translate the following sentences into English using the phrases and word combinations:


1. Мы должны серьезно взяться за решение этой проблемы. 2. Красивая мелодия надолго запала в душу. 3. Врач сам не уверен, он говорит, что я больной с пограничным состоянием. 4. Я думаю, что нам следует отправиться в однодневный поход. 5. Он почувство­вал еле уловимые признаки раздражения. 6. Не могу в нем как сле­дует разобраться, он для меня загадка. 7. Если вы хотите, чтобы все было по-вашему, вы должны сами много трудиться. 8. Знаменитый режиссер находится в нашем городе, он подыскивает материал для своей новой картины. 9. Сначала нервничая на новом месте, собака успокоилась, почувствовав доброе отношение нового хозяина. 10. Я устал вести с ним дела по телефону, я хочу видеть его воочию. 11. Я всегда чувствую, что она имеет зуб против меня, хотя не знаю, какое зло я ей сделала. 12. Он весь день думал над этой проблемой, но не мог решить ее.


^ 13. Pair work. Make up and act out situations using the phrases and word combinations.


14. Explain what is meant by:


projections of his own personality or, in different forms, the antithesis of it; to experiment with acquaintances; other-worldly, indeed; too ready to escape into an ambiguous world; the words came haltingly; graying pains; inclined to under-value parish churches; languorous with semicolons and subordinate clauses; sharp and incisive with main verbs and full stops; so ordinary as perhaps to be disguised; if she senses that she's getting a rise out of you she'll go on; he could not bring himself to look at the picture.


^ 15. Answer the questions and do the given assignments:


A. 1. What was written hi the first postcard? 2. Wriy was Walter Streeter glad that he did not have to answer the post­card? Should a writer grudge the time and energy to answer letters? 3. What impression did the second postcard make on Walter Streeter? Why did he dismiss the faint stirrings of curiosi­ty? Should a writer avoid making new acquaintances? 4. What


difficulties did the writer have with his work and how did he try to reassure himself? 5. What did Walter Streeter do with the first two postcards and why did he keep the third? 6. What odd coincidence did Walter Streeter notice? Do you happen to know of any odd coincidences? 7. What thoughts and feelings did the third postcard provoke? What did his friend say? 8. Why did a wave of panic surge up in him when Walter Streeter read the fourth postcard? 9. What was the outcome of his visit to the police?


B. 1. Speak on the overall tone of the passage, specifying the setting and the time, span of the story, plot development and the characters involved. Observe the stylistic means the author employs to keep the reader in suspense: a) the words and phrases denoting emotional reaction; b) the incongruity between the banal contents of the postcards and the importance Walter Streeter attaches to them; c) the contrast in mood and length between the passages separating one postcard from another; d) the word order.

2. Analyse the content of the postcards and bring out the message that they have in common. Comment on the specific intonation of the postcards (which are supposed to reveal the character of the anonymous correspondent and his attitude to­wards Walter Streeter): a) absence of greeting, b) the vocabu­lary and set expressions, c) lexical and syntactical repetition (chiasmus in the first postcard), d) negative and interrogative sentences, e) the play on words (in the second and fourth post­cards).

3. Indicate the lexical and syntactical devices used to depict the character of Walter Streeter: a) which words and phrases help the reader to understand his character? Is the description a complete one? b) what does Walter Streeter himself feel about his own work? Enlarge on the function of inner reported speech and various repetitions (anaphora, anadiplosis, syn­onym repetition), c) is there a lot of figurative language in the story? Give examples of the epithet, metaphor, simile, d) what is the author's attitude towards Walter Streeter? Sympathetic? Indifferent? Unsympathetic? Justify your answer.


^ 16. Give a summary of the text.


17. Make up and act out dialogues between: 1) Walter Streeter and his friend whom he showed the postcard from York Minster; 2) Walter Streeter and the police officer about the postcard business.


18. Trace oat on the map of Great Britain W.S.'s itinerary and do library research on die geographical names mentioned.


^ 19. Write your own ending of the story. Share it with the students of your group and decide which of the different possible endings seems most likely.


2ft. Read the story "W.S." by L.P. Hartley to the end (p. 275), and say whether it has come up to your expectations. What do you think is the point of the story?


21. Write an essay praising your favourite contemporary novelist and advanc­ing reasons why other members of the class would enjoy this writer's novels/ stories.


^ VOCABULARY EXERCISES


1. Study the essential vocabulary and translate the illustrative examples into Russian.


2. Translate the following sentences into Russian:


A. 1. My son has begun to come along very well in French since the new teacher was appointed. 2. The attempt did not come off as well as we had hoped. 3. The picture I took of the baby did not come out. 4. He has come down in the world. 5. The old aunt's coming along nicely. 6. The food didn't come up to my expectations. 7. I'd like to know how she came by that black eye. 8. I tried telling a few jokes but they didn't come off. 9.I have no objection whatever to having the Smith girls in. 10. She objects to muddy shoes in the house. 11. All our objectives were won. 12. For a millionaire like him, money is no object 13. Don't mention his health: it's forbidden ground. 14. Once we'd found some common ground we got on very well together. 15. She didn't overlook a thing in planning the party. 16. June went there sometimes to cheer the pld things up. 17. That was an un­kind thing to say. 18. She's got a thing about fast cars. 19. I’m having trouble paying attention — I have a thing or two on my mind.


B. 1. Initially she opposed the plan, but later she changed her mind. 2. She's turned out to be the exact opposite of what everyone expected. 3. We sat at opposite ends of the table to/ from each other. 4. She worked her initials in red. 5. The young man after initial shyness turned into a considerable social suc­cess. 6. I initialled the documents to show I approved of them. 7. When she began the job she showed initiative and was pro­moted to manager after a year. 8.1 shouldn't always have to tell you what to do, use your initiative for once! 9.1 had very atten­tive and loving patents. 10. After an hour my attention started to wander. 11. There's no point in your coming to my classes if you're not going to attend to what I say. 12. The meeting was designed to reassure parents whose children were taking exams that summer. 13. The nurse tried to reassure the frightened child. 14. He spoke in his usual assured tones. 15. Despite the Govern­ment's repeated assurances to the contrary, taxation has risen over the past decade. 16. Over the past 50 years crop yields have risen steadily by 1-2% a year. 17. Baby toys are usually made out of yielding materials. 18. They were forced to yield up some of their lands during the war.


^ 3. Give the English equivalents for:


входить в моду; оторваться/отскочить; случайно встретить; воз­вращаться; очнуться; доходить до колен (оплатье); подходить к кон­цу; кончаться; упасть в глазах; удаваться; обнаруживаться (о фак­те); трудно получить; решить проблему;

непредвзятое мнение; отдаленный предмет; объект насмешек; не иметь цели в жизни; не любить сырую погоду; возражать из прин­ципа; не одобрять грубость; быть против насилия; футбольное поле; запретная тема; стоять на своем; устраивать во всех отношениях; чувствовать твердую почву под ногами; затрагивать много вопросов; не иметь оснований беспокоиться; пройти большое расстояние; бес­причинные страхи; обоснованные опасения;

чайная посуда; сладости; духовные ценности; положение дел; бедняжка; крошка; тупица; сказать не то, что надо; дело в том, что; как раз то, что нужно; нечто не совсем подходящее; единственное;

возражать против плана; не одобрять чеи-л. брак; (сильно) про­тивиться переменам; полная противоположность; дом напротив; быть в оппозиции; выступать против законопроекта (в парламенте); сидеть друг против друга;

начальная стадия; ранние симптомы заболевания; одинаковые инициалы; первоначальное преимущество; брать на себя инициати-


ву в чём-л.; сделать по собственной инициативе; проявить инициати­ву; первый шаг; инициативный человек;

уделять внимание; следить за воспитанием своих детей; ухажи­вать за больным; присутствовать на лекциях; посещать школу; обра­щать внимание на; привлечь чье-л. внимание к; внимательно отно­ситься к кому-л.; оказать помощь пострадавшему; обслужить клиен­та; невнимательный ученик:

успокоить пациента; убедить кого-л. не беспокоиться о своем здоровье; чувствовать себя уверенным; удостовериться в том, что; утешительные вести; успокаивающий голос; уверенные манеры; го­ворить уверенно; заверять кого-л. в своей преданности; твердый до­ход;

давать хороший урожай; приносить большой доход; сдать свои позиции; поддаться искушению; уступить перед силой; испугаться угроз; поддаваться лечению; податливый характер.


^ 4. Paraphrase the following sentences using the essential vocabulary:


1. Can you tell me how the accident happened? 2. A good job that you enjoy doing is hard to find. 3. She held a large round thing in her hand. 4. Your suggestion pleases me in ev­eryway. 5. I can't do anything with him. 6. I am against this trip. 7. His first reaction was one of shock and resentment. 8. Are you listening to what is being said? 9. I was relieved to hear his words. 10. What reason do you have for thinking that he is to blame?


^ 5. Answer the following questions. Use the essential vocabulary:


1. What do we say about a patient who is doing well? 2. What do we say about a doctor who gives his attention to the patient? 3. What sort of person tries to be unaffected by personal feelings or prejudices? 4. What is another way of say­ing that we disapprove of rudeness? 5. What does one say to reassure a person who is frightened? 6. What is another way of saying that people sit facing each other? 7. What do they call a political party opposed to the government? 8. What is the usual affectionate way of referring to a small child or an annnal? 9. What phrase is often used to emphasize an import­ant remark which follows? 10. Is it considered socially correct nowadays to call people by their first names? 11. What do we call capital letters at the beginning of a.name? 12. What do we say about a person who does things according to his own plan and without help? 13. What is the teacher likely to say to an


inattentive pupil? 14. How is one likely to feel on hearing that he is out of danger? 15. How can one inquire about the amount of fruit gathered (produced)?


^ 6. Fill in the blanks with prepositions and postlogues:


1. When I lifted the jug up, the handle came... .2. The child loved to watch the stars come... at night. 3. Her hair come ... to her shoulders. 4. Come..., child, or we'll be late! 5.The mean­ing comes ... as you read further. 6. I've just come... a beautiful poem in this book. 7. How did this dangerous state of affairs come ... ? 8. At this point, the water only comes ... your knees. 9. Can you help me to open this bottle? The cork won't come.... 10.1 came ... an old friend in the library this morning. 11. I'm going away and I may never come .... 12.I hope he came ... all that money honestly. 13. It was a good scheme and it nearly came .... 14. When he came... he could not, for a moment, recognize his surroundings. 15. How's your work coming... ? 16. Will you come... for a walk after tea?


^ 7. Choose the right word:


object(s) — subject(s); to object — to oppose; to obtain — to come by; to happen — to come about; to yield — to give in


1. How did you ... that scratch on your cheek? 2. I haven't been able ... that record anywhere; can you... it for me? 3. The accident ...last week. 4. How did it …that you did not report the theft until two days after it occurred? 5. After months of refusing, Irene ... to Soames and agpeed to marry him. 6. Mr Davidson had never been known?... to temptation. 7. He become an … of ridicule among the other children. 8. There were many ... of delight and interest claiming his attention. 9. My favourite ... at school were history and geography. 10. The ... of the painting is the Battle of Waterloo. 11. Ruth had ... his writing because it did not earn money. 12. Like many of the scientists he had been actively ... to the use of the bomb. 13. I... most strongly to this remark.


^ 8. Review the essential vocabulary and translate the following sentences into English:


1.Мы хотели пойти в театр, но из этого ничего не вышло. 2. Как к вам попала эта изумительная картина? 3. Как продвигается ваша


работа? 4. Он часто делал свою сестру объектом насмешек. 5. Целью его звонка было пригласить меня в гости. 6. Учитель проработал большой материал за один час. 7. Ваше мнение вполне обоснован­ное. 8. Американские колонисты выступали против политики бри­танского правительства увеличить налоги. 9. Что бы я ни просил, она делает наоборот. 10. Он имел обыкновение говорить, что перво­начальная стадия в работе самая главная. 11. Предварительные пере­говоры послужили основой последующего соглашения. 12. Прези­дента сопровождали в поездках три секретаря. 13. Именно он обра­тил мое внимание на эту картину. 14. Не обращайте внимания-на то, что он говорит. 15. Он заверил меня в честности своего приятеля. 16. Его слова были для меня большой поддержкой. 17. Разговор с врачом успокоил меня. 18. Нас заставили уступить.


9. a) Find the Russian equivalents for the following English proverbs:


1. Easy come, easy go.

2. Everything comes to him who waits.

3. A bad penny always comes back.

4. Christmas comes but once a year.

5. Curses, like chickens, come home to roost.

6. Tomorrow never comes.

7. A thing of beauty is a joy for ever.

8. A little learning is a dangerous thing.


b) Explain in English the meaning of each proverb.


c) Make up a dialogue to illustrate one of the proverbs.


^ CONVERSATION AND DISCUSSION


BOOKS AND READING


TOPICAL VOCABULARY


1. Categorisation: Children's and adult's books; travel books and biography; romantic and historical novels; crime/thrillers; detective stories; war/adventure; science fiction/fantasy; liter­ary fiction and genre fiction; feon-fiction; pulp fiction.


Absorbing; adult; amusing; controversial; dense; depressing; delightful; dirty; disturbing; dull; fascinating; gripping; moral­istic; nasty; obscene; outrageous; profound; whimsical; unput-downable. .

^ 2. Books and their parts: paperback and hardback; binding; cover; spine; jacket; title; epigraph; preface; the contents list; fly leaf; bookplate; blurb; a beautifully printed book; a tome bound in leather/with gilt edges; a volume with a broken bind­ing; a book with dense.print/with loose pages; a well-thumbed book.

^ 3. Reading habits: to form a reading habit early in life; to read silently/incessantly/greedily/laboriously; to read curled up in a chair; to read a child/oneself to sleep; to make good bed-time reading; to be lost/absorbed in a book; to devour books; to dip into/glalice over/pore over/thumb through a book; to browse through newspapers and periodicals; to scan/skim a magazine; a bookworm; an ayid/alert/keen reader.

^ 4. Library facilities: reading rooms and reference sections; the subject/author/title/on-line catalogue; the enquiry desk; computer assisted reference, service; to borrow/renew/loan books, CDs and video tapes; rare books; to keep books that are overdue; books vulnerable to theft; to suspend one's member­ship; to be banned from the library.

.

^ MURIEL SPARK


Many professions are associated with a particular stereo­type. The classic image of a writer, for instance, is of a slightly demented-looking person, locked in an attic, scribbling away furiously for days on end. Naturally, he has his favourite pen and notepaper, or a beat-up old typewriter, without which he could not produce a readable word.

Nowadays we know that such images bear little resem­blance to reality. But are they completely false? In the case of at least one writer it would seem not. Dame Muriel Spark, who is 80 this month, in many ways resembles this stereotypical "writ­er". She is certainly not demented, and she doesn't work in an attic. But she is rather neurotic about the tools of her trade.

She insists on writing with a certain type of pen in a certain type of notebook, which she buys from a certain stationer in Edinburgh called James Thin, in fact, so superstitious is she


that, if someone uses one of her pens by accident, she im­mediately throws it away.

As well as her "fetish" about writing materials, Muriel Spark shares one other characteristic with the stereotypical "writer" — her work is the most important thing in her life. It has stopped her from remarrying; cost her old friends and made her new ones; and driven her from London to New York, to Rome. To­day, she lives in the Italian province of Tuscany with a friend.

Dame Muriel discovered her gift for writing at school in the Scottish .capital, Edinburgh. "It was a very progressive school," she recalls. "There was complete racial [and] religious tolerance."

Last year, she acknowledged the part the school had played in shaping her career by giving it a donation of £10,000. The money was part of the David Cohen British Literature Prize, one of Britain's most prestigious literary awards. Dame Muriel received the award for a lifetime's writing achievement, which really began with her most famous novel, The Prime of Miss Jean Brodie. It was the story of a teacher who encouraged her girls to believe they were the "creme de la creme". Miss Jean Brodie was based on a teacher who had helped Muriel Spark realise her talent.

Much of Dame Muriel's writing has been informed by her personal experiences. Catholicism, for instance, has always been a recurring theme in her books — she converted in 1954. Another novel, ^ Loitering with Intent (1981), is set in London just after World War II, when she herself came to live in the capital.

How much her writing has been influenced by one part of her life is more difficult to assess. In 1937, at the age of 19, she travelled to Rhodesia (now Zimbabwe), where she married a teacher called Sydney Oswald Spark. The couple had a son, Robin, but the marriage didn't last. In 1944, after spending some time in South Africa, she returned to Britain, and got a job with the Foreign Office in London.

Her first novel The Comforters (1957) was written with the help of the writer, Graham Greene. He didn't help with the writing, but instead gave her £20 a month to support herself while she wrote it. His only conditions were that she shouldn't meet him or pray for him. Before The Comforters she had con­centrated on poems and short stories. Once it was published, she turned her attentions to novels, publishing one a year for


the next six years. Real success came with The Prime of Miss Jean Brodie, which was published in 1961, and made into a film. By this time she was financially secure and world famous.

(from BBC English, February 1998)


^ 1. As you read the text:


a) Look for the answers to these questions:


1. What profession stereotypes are there? What is a stereo­typical "student"? "lecturer"? "poet"? 2. Is the "classic image of a writer" completely false? Be specific. 3. Would you agree that artistic people are often superstitious? 4. Who is given the title of "Dame" in Britain? 5. What suggests that Dame Muriel Spark is rather neurotic about the tools of her trade? 6. What part did the school play in shaping her career? 7. How did Gra­ham Green help the young writer? 8.What are the scanty bio­graphical details given in the profile?


b) Find in the text the facts to illustrate the following:


1. For Muriel Spark writing is the most important thing in her life. 2. Dame Muriel Spark is a stereotypical writer. 3. "The Prime of Miss Jean Brodie" is a great novel.


c) Summarize the text in three paragraphs.


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